2. WELCOME TO TEACHING PEDAGOGY Issam Abi-El-Mona, PhD Rowan University ECT Workshops July 14, 2009 Issam Abi-El-Mona, PhD Rowan University ECT Workshops July 14, 2009

3. Purpose A brief introduction to teaching pedagogies with a focus on inquiry based model teaching emphasis is on science. What makes an effective lesson? How do you integrate what you have and will be experiencing into your everyday life and/ or your classroom? A brief introduction to teaching pedagogies with a focus on inquiry based model teaching emphasis is on science. What makes an effective lesson? How do you integrate what you have and will be experiencing into your everyday life and/ or your classroom?

4. What is Science? What is Inquiry? Science, unfortunately, is often presented in textbooks as "problem- free." That is, the content of science is arranged in a very neat and tidy way. The truth of the matter is that science is often messy and cluttered, and full of problems

5. The King & The Dragon? http://www.youtube.com/watch?v=jev- YI0MJcw&feature=relatedhttp://www.youtube.com/watch?v=jev- YI0MJcw&feature=related http://www.youtube.com/watch?v=jev- YI0MJcw&feature=relatedhttp://www.youtube.com/watch?v=jev- YI0MJcw&feature=related Would you call what the king did inquiry? Why? What is the common component that gets one to start to inquire into an issue?

6. To Understand Inquiry… You need to transition your WAY of THINKING You need to transition your WAY of TEACHING You need to transition your WAY of THINKING You need to transition your WAY of TEACHING

7. What Happened Here?

8. Significance of inquiry as a student centered approach “Teaching …using inquiry (AAAS, 1993), involves engaging… in the kinds of cognitive processes used by scientists when asking questions, making hypotheses, designing investigations, grappling with data, drawing inferences, redesigning investigations, and building theories and revising theories.” (Crawford, 2000, p. 934)

9. Traditional Based Curriculum encourages… Reform Based Curriculum encourages … Teacher centeredStudent centered Students passiveStudents active participants Content structure and organization based on preset curriculum Content structure and organization based on preset curriculum BUT considers students preconceptions AND builds on those conceptions Science as a product Science as a process, product and way of knowing about the world One form of assessmentVarious forms of assessments Traditional vs. Reform

10. Transitioning The Classroom Teacher centered Inquiry Teaching Student centered Student passive Power is primarily with teacher Student activePower is primarily with student Traditional- Lecture Style Modern- Inquiry Based Style

11. Inquiry Approaches Structured Inquiry: Teacher gives students hands-on problems to investigate as well as the procedures, and materials. Teacher guides students with questions. Students are not informed of expected outcomes. (Teacher role- Supervisor )-Ex: Learning Cycle Guided Inquiry: The teacher provides only the materials and problem to investigate. Students devise their own procedure to solve the problem. (Teacher role- Facilitator )- Ex: Project Based Approach Open (student initiated) Inquiry: This is similar to guided inquiry, but students also formulate their own problem to investigate. Open inquiry is very similar to doing real science. (Teacher role- non participant team player) Ex: Problem Based Learning Structured Inquiry: Teacher gives students hands-on problems to investigate as well as the procedures, and materials. Teacher guides students with questions. Students are not informed of expected outcomes. (Teacher role- Supervisor )-Ex: Learning Cycle Guided Inquiry: The teacher provides only the materials and problem to investigate. Students devise their own procedure to solve the problem. (Teacher role- Facilitator )- Ex: Project Based Approach Open (student initiated) Inquiry: This is similar to guided inquiry, but students also formulate their own problem to investigate. Open inquiry is very similar to doing real science. (Teacher role- non participant team player) Ex: Problem Based Learning Student’s level of responsibility for own learning increases

12. Student-Centered Approach – Sample p.5 in handout Introduce Problem: Interesting event Introduce Problem: Interesting event Investigate Problem: designing or doing experiments etc… Making Meaningful Connections: how the concept is connected to real life Explaining Possible Solutions to Problem: whole class discussion/presentations

13. Science is…. A human endeavor A way of thinking that requires –Knowledge –Skills –Presenting claims –Seeking evidence –Offering explanations –Evaluating evidence and explanations –Discipline and continuous effort A human endeavor A way of thinking that requires –Knowledge –Skills –Presenting claims –Seeking evidence –Offering explanations –Evaluating evidence and explanations –Discipline and continuous effort

14. Science is about Developing understanding and knowledge by: –Building on what you already know –Engaging yourself in the aspects of science (such as problem solving, questioning, observations, making hypotheses, data collection, analysis etc…) –Learning to do science so that you can learn science Developing understanding and knowledge by: –Building on what you already know –Engaging yourself in the aspects of science (such as problem solving, questioning, observations, making hypotheses, data collection, analysis etc…) –Learning to do science so that you can learn science Don't you think Engineering is the same?

15. Galway Bay, Ireland http://www.marketwire.com/press-release/Ibm-NYSE-IBM-961321.html http://www.youtube.com/watch?v=n2XakurQCgU http://www.marketwire.com/press-release/Ibm-NYSE-IBM-961321.html http://www.youtube.com/watch?v=n2XakurQCgU

16. Mussels Sensors monitored mussel movement in order to monitor pollutants in the bay as part of the SmartBay project initiated by IBM in March 2009 (originally initiated by Mussel Watch Program –EPA in 1976) http://www.seagrantfish.lsu.edu/pdfs/lagniappe/2008/06-01-2008.pdf http://www.seagrantfish.lsu.edu/pdfs/lagniappe/2008/06-01-2008.pdf Sensors monitored mussel movement in order to monitor pollutants in the bay as part of the SmartBay project initiated by IBM in March 2009 (originally initiated by Mussel Watch Program –EPA in 1976) http://www.seagrantfish.lsu.edu/pdfs/lagniappe/2008/06-01-2008.pdf http://www.seagrantfish.lsu.edu/pdfs/lagniappe/2008/06-01-2008.pdf

17. Image of water strider/ pond skater Available at: http://home.earthlink.net/~dmocarski/chapters/chapter7/ graphics/strider.gif http://home.earthlink.net/~dmocarski/chapters/chapter7/ graphics/strider.gif Image of water strider/ pond skater Available at: http://home.earthlink.net/~dmocarski/chapters/chapter7/ graphics/strider.gif http://home.earthlink.net/~dmocarski/chapters/chapter7/ graphics/strider.gif

18. Water Striders’ Microsetae- microscopic hairs- on each leg of Water Strider scored with grooves. This allows the trapping of air bubbles and promotes the “lift” force needed to stay afloat. End shape of legs similar to oars this reduces the penetration of the water surface tension- thus allowing for more buoyancy (courtesy of LiveScience, 2008)

19. Can’t these all be taught in the classroom?

20. What are characteristics of an effective lesson? Take some time individually to fill out the handout Discuss this with the colleague closest to you: –Commonalities? –Discrepancies? Take some time individually to fill out the handout Discuss this with the colleague closest to you: –Commonalities? –Discrepancies?

21. Components relevant to designing effective lessons Teacher –Content knowledge –Dispositions/ Attitudes –Pedagogy Learner – Type/ age group –Dispositions/ Attitudes –Prior content knowledge –Background (culture, ethnicity, values …) Teacher –Content knowledge –Dispositions/ Attitudes –Pedagogy Learner – Type/ age group –Dispositions/ Attitudes –Prior content knowledge –Background (culture, ethnicity, values …)

22. Characteristics of Effective Lessons… Provide meaningful experiences Simplify conceptual connections by making connections to life experiences Use visuals to describe abstract ideas Engaging- provides students chances to discuss their views Hands on and minds on- promotes students to question the data and structure evidence based claims Target objectives Clear in what is to be learned Use varied forms of assessments centered on student outcomes (objectives accomplished as opposed to those not accomplished) Provide meaningful experiences Simplify conceptual connections by making connections to life experiences Use visuals to describe abstract ideas Engaging- provides students chances to discuss their views Hands on and minds on- promotes students to question the data and structure evidence based claims Target objectives Clear in what is to be learned Use varied forms of assessments centered on student outcomes (objectives accomplished as opposed to those not accomplished)

23. What Does Research Tell Us? Much debate over what constitutes effective instruction. Current learning theory focuses on students’ conceptual change, and does not imply that one pedagogy is necessarily better than another. National Research Council: Elements of effective instruction: [How People Learn (2003) and How Students Learn: Science in the Classroom (2005)]. –Motivation (Instigating interest and curiosity) –Eliciting Student’s Prior Knowledge (What do they already know?) –Intellectual Engagement (Meaningful experiences/ activities that engage students intellectually hands on and minds on where students think about what the data means) –Use of Evidence to Make and Critique Claims (Nature of science- questioning ) –Sense Making (Making connections) Much debate over what constitutes effective instruction. Current learning theory focuses on students’ conceptual change, and does not imply that one pedagogy is necessarily better than another. National Research Council: Elements of effective instruction: [How People Learn (2003) and How Students Learn: Science in the Classroom (2005)]. –Motivation (Instigating interest and curiosity) –Eliciting Student’s Prior Knowledge (What do they already know?) –Intellectual Engagement (Meaningful experiences/ activities that engage students intellectually hands on and minds on where students think about what the data means) –Use of Evidence to Make and Critique Claims (Nature of science- questioning ) –Sense Making (Making connections)

24. Outstanding Elements Learning must be active Learning must be visual- hands on AND minds on Relates to learner real life experiences- hence becomes meaningful Learning must entice curiosity: –Promoting challenges- in the form of real life problem based experiences Learning must be active Learning must be visual- hands on AND minds on Relates to learner real life experiences- hence becomes meaningful Learning must entice curiosity: –Promoting challenges- in the form of real life problem based experiences

25. Facts You Face Standards: The National Science Education Standards (NSES) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) define the content of instruction by outlining what a student should know and be able to do. Accountability System: It is the district curriculum, usually guided by state science standards, that provides a road map of what content will be taught at which grade level, and how it will be aligned throughout the grade levels. ◦ How this content is organized, presented, and assessed is the backbone of classroom science instruction. In other words, classroom science instruction is driven, for the most part, by the curriculum map(if existent) the district lays out for teachers. Standards: The National Science Education Standards (NSES) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) define the content of instruction by outlining what a student should know and be able to do. Accountability System: It is the district curriculum, usually guided by state science standards, that provides a road map of what content will be taught at which grade level, and how it will be aligned throughout the grade levels. ◦ How this content is organized, presented, and assessed is the backbone of classroom science instruction. In other words, classroom science instruction is driven, for the most part, by the curriculum map(if existent) the district lays out for teachers.

26. Incorporating Engineering into the classroom; Some ideas Choose meaningful themes within the context of a problem. For example: – Theme: Bridges; Kites; Parachutes – Problem: (a) What type of materials create the strongest type of bridge; (b) What bridge structure would be the most stable? (c) Can you fly a kite on a windless day? Focus on concepts involved. For example: –Types of Forces; Newton's’ laws of motion Research, research and research: –Learn about the history of the theme- provides interesting facts –Learn more about the use of this theme in the “real” world –Research your standards and make connections to generate the objectives you need to use to teach the theme; In doing so, focus on concepts so you can better generate the problem Choose meaningful themes within the context of a problem. For example: – Theme: Bridges; Kites; Parachutes – Problem: (a) What type of materials create the strongest type of bridge; (b) What bridge structure would be the most stable? (c) Can you fly a kite on a windless day? Focus on concepts involved. For example: –Types of Forces; Newton's’ laws of motion Research, research and research: –Learn about the history of the theme- provides interesting facts –Learn more about the use of this theme in the “real” world –Research your standards and make connections to generate the objectives you need to use to teach the theme; In doing so, focus on concepts so you can better generate the problem

27. Finally http://www.youtube.com/watch?v=fZK KrUXjzDY how an engineer folds a shirthttp://www.youtube.com/watch?v=fZK KrUXjzDY http://www.youtube.com/watch?v=fZK KrUXjzDY how an engineer folds a shirthttp://www.youtube.com/watch?v=fZK KrUXjzDY

28. Relevant Online Resources http://www.nsf.gov/news/classroom/engineering.jsp National Science Foundation - engineering classroom resourceshttp://www.nsf.gov/news/classroom/engineering.jsp www.nsdl.org National Science Digital Librarywww.nsdl.org http://teachengineering.org/ Sampleshttp://teachengineering.org/ –http://blogs.asee.org/goengineering/engineering-in-the- classroom/ making cars K-2http://blogs.asee.org/goengineering/engineering-in-the- classroom/ –http://science- ed.pnl.gov/teachers/fossils.stm department of energy- Fossils 4-8http://science- ed.pnl.gov/teachers/fossils.stm http://www.youtube.com/watch?v=_oaIhzlpENY – Engineering education in the 21 st centuryhttp://www.youtube.com/watch?v=_oaIhzlpENY http://www.nsf.gov/news/classroom/engineering.jsp National Science Foundation - engineering classroom resourceshttp://www.nsf.gov/news/classroom/engineering.jsp www.nsdl.org National Science Digital Librarywww.nsdl.org http://teachengineering.org/ Sampleshttp://teachengineering.org/ –http://blogs.asee.org/goengineering/engineering-in-the- classroom/ making cars K-2http://blogs.asee.org/goengineering/engineering-in-the- classroom/ –http://science- ed.pnl.gov/teachers/fossils.stm department of energy- Fossils 4-8http://science- ed.pnl.gov/teachers/fossils.stm http://www.youtube.com/watch?v=_oaIhzlpENY – Engineering education in the 21 st centuryhttp://www.youtube.com/watch?v=_oaIhzlpENY

29. What can you say about these? A physics teacher asks students: "Is it a good idea to continue to develop and build new nuclear power plants? An earth science teacher asks students to interpret a set of dinosaur footprints, and generate several alternative hypotheses to explain the pattern of the prints. A biology teacher takes students on a field trip to collect leaves from different trees. Students are asked to create a classification system using the leaves. A chemistry teacher gives students an unknown substance, and asks them to use scientific tests to determine the composition of the material. A physics teacher asks students: "Is it a good idea to continue to develop and build new nuclear power plants? An earth science teacher asks students to interpret a set of dinosaur footprints, and generate several alternative hypotheses to explain the pattern of the prints. A biology teacher takes students on a field trip to collect leaves from different trees. Students are asked to create a classification system using the leaves. A chemistry teacher gives students an unknown substance, and asks them to use scientific tests to determine the composition of the material.

30. Question to ponder How do you Incorporate the interesting engineering activities you experience in your own classroom? i.e. how would you transform your classroom into an active student centered learning environment? If you already have an active student centered learning environment how do you enhance this so students eventually take ownership (responsibility) of their own learning? What method of instruction would you follow to do this? How would you incorporate such activities and at the same time fulfill your state and national standard curriculum requirements? What issues do you face in doing this? How do you Incorporate the interesting engineering activities you experience in your own classroom? i.e. how would you transform your classroom into an active student centered learning environment? If you already have an active student centered learning environment how do you enhance this so students eventually take ownership (responsibility) of their own learning? What method of instruction would you follow to do this? How would you incorporate such activities and at the same time fulfill your state and national standard curriculum requirements? What issues do you face in doing this?

31. Foul Plea http://www.youtube.com/watch?v=1DA R5wW19Eg&feature=relatedhttp://www.youtube.com/watch?v=1DA R5wW19Eg&feature=related http://www.youtube.com/watch?v=1DA R5wW19Eg&feature=relatedhttp://www.youtube.com/watch?v=1DA R5wW19Eg&feature=related

32. Inquiry Shirt Teaching How do you teach a 7 year old, a 14 year old and a 21 year old to fold a shirt?