1. Conceptual Change Theory
Student’s preconceived notions can be a major problem if they are wrong. If they are right it also becomes a battle of concept understanding. Memorization usually takes the front seat when students think of the subject of science but what science teachers have to do is to nip it in the bud by varying our teaching strategies.

2. Students focus on memorization. Show then teach
Critically think about the topic help students to visually recognize.
First the action then the words
Talk through the new concept
Teach the new concept to someone else
Don’t let the concept die
Group your students together so they can talk about it
Students usually memorize the lessons, which causes them not to grasp the meaning.
Critically thinking about the topic can help students better visualize the concept, after you demonstrate you can have them answer questions on it or construct their own version of the topic.
When students talk together about a topic it may make it more recognizable and help them remember.
The information that you teach is important. So you should find a way to continute to bring up your information throughout the year and interconnect everything
Recall

3. Constructivist Model Encouraging student input (using creative ideas)
Using alternative sources of information
Using open-ended questions (that may have several answers)
Encouraging students to suggest their explanations for events
Making predictions
Testing out an idea before acceptance
Challenging the ideas of others
Collecting evidence to support one’s ideas
Restructuring one’s concepts on the basis of new evidence
Provides greater emphasis on understanding, forming relationships between concepts, relating new learnings to schema already present in the brain, and developing applications of new knowledge to events and problems that the student encounters

4. Science as Inquiry: Grades 9-12
Identify questions and concepts that guide scientific investigations.
Design and conduct a full scientific investigation.
Use technologies to improve investigations and communications.
Construct and revise scientific explanations and models using logic and evidence.

5. Science as Inquiry: Grades 9-12
Communicate and defend a scientific argument.
Analyze a historical or contemporary scientific inquiry.

6. Steps for Designing Lessons Using Textbooks Effectively
Direct students’ attention to important concepts.
Challenge students’ thinking and misconceptions.
Ask students to construct explanations of everyday phenomena.
Probe student responses.

7. Steps for Designing Lessons Using Textbooks Effectively
5. Provide accurate feedback to students. 6. Construct alternative representations of textbook explanations. 7. Make explicit the connections between textbook explanations and student misconceptions. 8. Select activities that create conceptual conflict and encourage conceptual understanding.

8. Steps for Designing Lessons Applying the Learning Cycle
Concept Exploration
Identify interesting objects, events, or situations that students can observe.
Allow students time to explore the objects, events, or situations.
The primary aim of the exploration is to have students think about concepts associated with the lessons.

9. Steps for Designing Lessons Applying the Learning Cycle
Concept Introduction 4. The teacher directs student attention to specific aspects of the exploration experience.

10. Steps for Designing Lessons Applying the Learning Cycle
Concept Application 5. Identify different activities in which students extend the concepts in new and different situations.

11. Cooperative Learning Model
Cooperation of students (pairs or small groups)
Four basic elements in cooperative learning models:
Positive interdependence
Face-to-face interactions
Individual accountability
Use of interpersonal and small group skills

12. Four elements in cooperative learning model
Positive interdependence
Establishing goals that everyone needs to meet (assigning roles)
Face-to-face interactions
Allowing for verbal exchange in a group
Individual accountability
Making sure everyone that has a job will help (strengths vs weaknesses)
Use of interpersonal and small group skills
Not an overnight accomplishment = need time

13. Four levels of cooperative skills (that need to be taught)
Forming skills – the organization and behavior of a group
Group functioning – developing a group relationship needed for successful cooperation
Formulating understanding – working as a group to understand and help each other’s learning
Fermenting ideas and understandings – critically thinking about each other’s understandings

14. Hunter Model Before designing the lesson: Prelesson Assessment
Determine the theme of science concepts and processes.
Identify a major objective and locate the students’ understanding relative to that objective.
Select specific objectives for daily lessons.
Lesson Planning and Lesson Sequencing
For each teaching sequence, use the following steps:

15. Hunter Model Anticipatory Set Readiness activity
Focus the students’ attention
Provide a connection between past lessons and the lesson to be taught

16. Hunter Model Objective and Purpose
Inform the students of your objective
Outline what they will be able to do at the end of the lesson
Clarify how and why the lesson is important

17. Hunter Model Instructional Input The teacher actually teaches
Determine the content and processes that relate directly to the objectives
Select the best means available to facilitate students’ learning of the objectives

18. Hunter Model Modeling Provide examples
Examples of expected learning outcomes
Give the students visual and auditory input

19. Hunter Model Monitoring Student Understanding
Assessment that occurs during the lesson
Sampling, signaling, and explaining
Feedback
Provide ways and means to adjust the instructional sequence

20. Hunter Model
Practice
Opportunities for students to practice the content and processes they have learned
Teacher guided
Extend student understanding to new situations

21. Hunter Model Postlesson Assessment
Assess students’ understanding of the concepts and processes
Base the assessment on the objectives
Make a decision:
Continue the lesson as planned
Alter the lesson
Reteach the lesson
End the lesson and prepare a new one

22. The 4MAT System

23. 4MAT System Quadrant 1 Experiencing (Feeling and Reflecting)
Innovative Learners
The learner moves from concrete experience to reflective observation.

24. 4MAT System Quadrant 2 Conceptualizing (Reflecting and Thinking)
Analytic Learners
The student moves from reflective observation to abstract conceptualization.

25. 4MAT System Quadrant 3 Applying (Thinking and Doing)
Common Sense Learners
Students move from abstract conceptualization to active experimentation.

26. 4MAT System Quadrant 4 Creating (Creating and Acting) Dynamic Learners
Progression from active experimentation to concrete experience.

27. 5E Instructional Model