1. The last 9 weeks Principles of Learning and Teaching – Math/Science EDU312

2. Yes, it’s been 9 weeks! 1.The first thing you did was teach math. Seems like a lifetime ago, but you’ve changed a lot since then. 2.Then we started thinking about Science 3.And then we had spring break. 4.Next was science pedagogy – This is the focus of this presentation 5.Finally, you probably remember the last 2 weeks.

3. SO what did we talk about We discussed reasons to teach science: We discussed reasons to teach science: 1.Democracy 2.Economic – career 3.Motivation 4.Foundation for learning and logic 5.Improving quality of life We thought a bit about standards and the relationship between NCES and National Standards. We thought a bit about standards and the relationship between NCES and National Standards.

4. What is Inquiry? We also talked about the Nature of Science and Scientific Inquiry We also talked about the Nature of Science and Scientific Inquiry Remember drops on a penny Remember drops on a penny We briefly discussed the scientific method We briefly discussed the scientific method Observations, Patterns, and Explanations OR Claims, Evidence, & Reasoning Observations, Patterns, and Explanations OR Claims, Evidence, & Reasoning Science is about explaining phenomena in the natural world. Science is about explaining phenomena in the natural world. Included literacy as an important practice in science learning Included literacy as an important practice in science learning

5. Conceptual Change, ZPD, & student-centered teaching Conceptual change is the idea that we all come to learning things with prior experiences that affect our understandings. Conceptual change is the idea that we all come to learning things with prior experiences that affect our understandings. ZPD – that learning is facilitated when working at our edge with support (sounds like cognitively demanding) ZPD – that learning is facilitated when working at our edge with support (sounds like cognitively demanding) Student-centered teaching involves thinking about students’ conceptions and what is in their ZPD and planning to challenge conceptions through ZPD appropriate actions. Student-centered teaching involves thinking about students’ conceptions and what is in their ZPD and planning to challenge conceptions through ZPD appropriate actions.

6. I do and I learn? We discussed the role of activities and hands on learning in science teaching (though we also considered whether this was broadly applicable). We discussed the role of activities and hands on learning in science teaching (though we also considered whether this was broadly applicable). What are your thoughts about the role of activities now? What are your thoughts about the role of activities now?

7. Curriculum Integration I gave you a short-hand version of curriculum integration: Thematic – Based on a theme (e.g. bears) Conceptual – Based on a concept (e.g. change over time) What kind of thinking would you do to develop a conceptually integrated unit? Complexity Storylines Big Ideas

8. Reasoning The reading made a big deal about evidence and reasoning. In addition, they included that we can use the same process in rebutting claims. Why is this important? The reading made a big deal about evidence and reasoning. In addition, they included that we can use the same process in rebutting claims. Why is this important? This replicates scientific thinking and activity. This replicates scientific thinking and activity. Reveals our prior conceptions – we have to make them explicit. Reveals our prior conceptions – we have to make them explicit. Reasoning is at the core of conceptual change Reasoning is at the core of conceptual change

9. UDL and RTI Leigh gave us a brief, but useful description of RTI. Leigh gave us a brief, but useful description of RTI. Uses diagnostic assessment on student’s abilities Requires use of research based interventions Direct instruction on skills Identifies a process for remediation of student limitations UDL suggests that we can modify instruction to meet needs of all students these modifications are good pedagogy Not focused on diagnostic Not necessarily focuses on skills

10. Culturally Responsive Teaching A brief overview – Culturally Responsive Teachers focus on: 1. 1.Students whose educational, economic, social, political, and cultural futures are most tenuous are helped to become intellectual leaders in the classroom. 2. 2.Students are apprenticed in a learning community rather than taught in an isolated and unrelated way. 3. 3.Students’ real-life experiences are legitimized as they become part of the official curriculum. 4. 4.Teachers and students participate in a broad conception of literacy that incorporates bother literature and oratory. 5. 5.Teachers and students engage in collective struggle against the status quo. 6. 6.Teachers are cognizant of themselves as political beings.

11. Literacy Integration A few tips that I shared: 1. implicit main idea —that there is an idea that is implicit throughout non-fiction texts 2. questions matter —why questions ask for explanations, what counts as an explanation varies depending on context 3. nominalization —nouns becoming verbs. Think Google something 4. features of texts —it can be important to teach features of texts (e.g. table of contents, index, headings, etc.) 5. embedded definitions —a common feature in non-fiction texts that terms are defined (usually set off by commas) within a text.