1. I believe: that a life can be changed in the briefest of moments – for better or for worse.

2. I believe: That even when you think you have little or nothing to give… When a student cries out to you… you will find the words and the strength to help.

3. I believe: that all the great mysterious of the world are contained in the imagination of a child

4. I believe: I can and do make a difference.

5. questions, comments and ideas Personal thoughts: As a student this is one of the reasons why I hate to raise my hand. I do not want others to hear my answer if it is wrong. I would rather have someone else look bad. And I don’t like to admit this, but I still feel this way as a college student. Most of this comes from bad experiences in grade school when others made fun of me as I was reading aloud.

6. creating a safe classroom (creating an inquiry based classroom) / Establishing an atmosphere of safety and inquiry / Class rules - keep them positive (Discovery Creed) / Establishing an atmosphere of safety and inquiry / Class rules - keep them positive (Discovery Creed)

7. Discovery Creed We are Discovery! We are committed to success through persistence, practice and patience. We listen for understanding. We respect differences. We speak carefully. We are united in friendship. We are Discovery! We are committed to success through persistence, practice and patience. We listen for understanding. We respect differences. We speak carefully. We are united in friendship.

8. creating a safe classroom (creating an inquiry based classroom) / Establishing an atmosphere of safety and inquiry / Class rules - keep them positive (Discovery Creed) / Safe, positive questioning/inquiry / Establishing an atmosphere of safety and inquiry / Class rules - keep them positive (Discovery Creed) / Safe, positive questioning/inquiry

9. questions, comments and ideas Danyel: I understand that research is important however, so many of the studies contradict each other so how are we as teachers supposed to sift through them and find the truth?

10. Research/Experience / {Heidi} - Good teachers are always learning - they learn from research and from their experiences - they pour over the research / apply it where possible and tweak it as needed. It is an ongoing process and really makes the profession grow and makes our lives fresh and exciting / {Debbie} - I had been teaching this way instinctively for 20 years when someone told me I was following the constructivist model - I had to go look up what it meant. Good teaching is a combination of theory, research, a lot of hard work and creativity - but mainly going with your instincts. / {Heidi} - Good teachers are always learning - they learn from research and from their experiences - they pour over the research / apply it where possible and tweak it as needed. It is an ongoing process and really makes the profession grow and makes our lives fresh and exciting / {Debbie} - I had been teaching this way instinctively for 20 years when someone told me I was following the constructivist model - I had to go look up what it meant. Good teaching is a combination of theory, research, a lot of hard work and creativity - but mainly going with your instincts.

11. questions, comments and ideas Chari: It’s easier to teach when your students forget they are learning and think that they are only having fun! Cody: New words should mean new discoveries and feelings of accomplishment.

12. creating a fun classroom (creating an inquiry based classroom) / Kids love to have fun, and they love to feel smart. Science has the potential (more easily than any other subject) to let kids have fun and feel smart. (science’s big vocabulary words can be a teacher’s best friend)

13. questions, comments and ideas Melissa: “this child wants to learn… I just have to find a connection.”

14. questions, comments and ideas Megan: I really liked these chapters, and I especially liked how this reading is perfect for our teaching overall, not just one subject. I don’t pick vocabulary up from text very well. In fact if I don’t know a word I generally just skip it, terrible I know. When do you fit teaching vocabulary into the day? And how long is recommended? In a class last semester we learned that we should only teach 7-9 new words a week, so is the rest of the time just spent on giving them multiple exposures? I guess I am just more confused on the logistics of the process, rather than why.

15. questions, comments and ideas Danyel: What are some of the best ways to help our students grasp a new word and remember it years down the road? Marylou: using words more as a description rather than a definition

16. Vocabulary Building / Vocabulary should be a key consideration in looking at Enduring Understanding… What is the vocabulary we want them to retain and comfortably use 10 years from now

17. questions, comments and ideas Chari:. As a teacher my questions and concern is how do we build off the background knowledge? Isn’t every student’s background knowledge so different? How do we even know where to start when our kids come from such a wide spectrum of backgrounds? It makes me nervous! Chari: I wonder if this is best taught when we do is continually throughout the day or if we should set aside specific time in the day for it? I know the first grade teacher I work with often stops in the middle of any subject to discuss meaning of a word and then has the students make connections with it before putting it up as a dollar word. I just wonder what would be best?

18. Word Walls / Dollar Words / Word of the day/week / Dollar Words / Word of the day/week

19. vocabulary Direct instruction vs. content based shanty

20. an old run-down house or shack

21. shanty

22. inertia

23. cat

24. tree aspen ginkgo

25. questions, comments and ideas You can’t do different strategies in one day- but as you’re planning a unit plan different activities to appeal to different styles of learning (this seems really good- but how do I apply it? I want to. It’s perfect, but how?)

26. Powerful Learning / Build Background Knowledge / Enduring Understanding / Mix it up – art, music, movement, fun / Backward Design / Build Background Knowledge / Enduring Understanding / Mix it up – art, music, movement, fun / Backward Design

27. Backward Design Covey: “Begin with the end in mind.”

28. Backward Design What do you want the students to learn? (Enduring Understanding)

29. Backward Design 1)What do you want the students to learn? (Enduring Understanding) 2)How are you going to assess what the students have learned?

30. Backward Design 1)What do you want the students to learn? (Enduring Understanding) 2)How are you going to assess what the students have learned? 3)What are the lessons and activities you are going to use to lead the students through the learning process?

31. Textbook Science Students read the chapter answer the questions and do a worksheet. “Hands-on” Science Teachers demonstrate or students do labs with known outcomes. (“gee-whiz science”) “Real-world” Practical Science Students have the opportunity to conduct real experiments with no known outcome. (Students are the scientists.) “Real-world” Integrated Science Students see that science does not exist in isolation. Science is taught in conjunction with English, history, art, math, technology, music, reading, etc. (Science becomes part of the students other school work and their everyday world.) Powerful Learning

32. Project Based Learning ( Constructivist Learning / I-Search ) How good an insulator is your coat? Moldy bread Brine shrimp Bird watching Sun dial Nature area Butterfly garden

33. Classroom Setup Bulletin boards Displays Whole class

34. Instructional Model Objective (macro) Logical-Mathematical How can I bring in numbers, calculations, logic, classifications, or critical thinking skills? Spatial Mechanical How can I use visual aids, visualization, color, art, or metaphor? Verbal Linguistic How can I use the spoken or written word? Naturalist How can I incorporate living things, natural phenomena, or ecological awareness? Musical How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework? Interpersonal How can I engage students in peer sharing, cooperative learning, or large group simulation? Intrapersonal How can I evoke personal feelings or memories, or give students choices? Bodily-Kinesthetic How can I involve the whole body or use hands- on experiences?

35. Instructional Model Objective (micro) Logical-Mathematical How can I bring in numbers, calculations, logic, classifications, or critical thinking skills? Spatial Mechanical How can I use visual aids, visualization, color, art, or metaphor? Verbal Linguistic How can I use the spoken or written word? Naturalist How can I incorporate living things, natural phenomena, or ecological awareness? Musical How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework? Interpersonal How can I engage students in peer sharing, cooperative learning, or large group simulation? Intrapersonal How can I evoke personal feelings or memories, or give students choices? Bodily-Kinesthetic How can I involve the whole body or use hands- on experiences?

36. Scientific Method / Science is a way of looking at the world… / and figuring stuff out. / Science is a way of looking at the world… / and figuring stuff out.

37. Scientific Method 1) Question – “I wonder why…?” “I wonder what would happen if…?”

38. Scientific Method 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – (more than just an educated guess) 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – (more than just an educated guess)

39. Scientific Method 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – IF (I do this...) THEN (I think this will happen) 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – IF (I do this...) THEN (I think this will happen)

40. Scientific Method 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe) 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe)

41. Scientific Method 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe) 4) Collect data 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe) 4) Collect data

42. Scientific Method 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe) 4) Collect data 5) Conclusion – What did we learn? 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe) 4) Collect data 5) Conclusion – What did we learn?

43. 4 th Grade Integrated Lesson  Worth 100 points  Develop a 4 th grade (Utah) science lesson  Specify what your enduring understanding is  Show at least 3 integration (multiple intelligence) components (art, music, reading, writing, math, social studies etc.) Hint: consider looking through the Thomas Armstrong slides from week 3 (Jan. 27 th ) lesson for ideas and inspiration.