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THE SCIENCE OF TEACHING SCIENCE. A VIEW FROM THE TOP! Susan Kovalik, February 24, 2011. Our latest book. Susan Kovalik, founder of The Highly Effective Teaching Model Teacher of the gifted and talented expanding their interests through science Science teacher k-6 school of 1200

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THE SCIENCE OF TEACHING SCIENCE

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The science of teaching science l.jpg

THE SCIENCE OF TEACHING SCIENCE

A VIEW FROM THE TOP!

Susan Kovalik, February 24, 2011

© 2009 Susan Kovalik


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Our latest book

  • Susan Kovalik, founder of

  • The Highly Effective Teaching Model

    Teacher of the gifted and talented expanding their interests through science

  • Science teacher k-6 school of 1200

  • Co-director of the MCSIP, a ten year science program for teachers in CA sponsored by the David and Lucille Packard foundation

  • Innovator of the ITI/HET curriculum and instruction model where teachers are encouraged to embed their standards through science content.

© 2009 Susan


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Why?

How Come?

Show Me!

What’s that?

In the Beginning….


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Your early experiences count

John Ratey

“Learning and memory

processes exist in a circular relationship…learning enables information to cross over the lines of perception into memory, but once stored these memories affect future learning.”

© 2009 Susan Kovalik


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IT’S WHOLE NEW WORLD!

© 2009 Susan Kovalik


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iPod

iPhone

iPad

iTuneiTot

iBook

i Want

i Need

i Have

The i’s have it


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700,000 APPS

March 2nd, Unveiling of iPad 2


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iBrain Compatible Elements

Adequate Time

Movement

Absence of Threat

Choices

Meaningful Content

Collaboration

Enriched Environment

Immediate Feedback

Being there experience

MASTERY-APPLICATION

Choices

Meaningful Content

Immediate Feedback

Mastery


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Information can be dangerous when:

It has no place to go.

There is no concept to which it applies.

No pattern in which it fits.

There is no higher purpose that it serves.

(Hmmm.. the social networks????)

Neil Postman, Technopoly

© 2009 Susan Kovalik


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Biology of Learning

Conceptual

Curriculum

Instructional Strategies

HIGHLY EFFECTIVE TEACHING

HET

RESPONSIBLIE CITIZENSHIP

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.


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INTEGRATED LEARNING

“From a very early age, we are taught to break apart problems, to fragment the world. This apparently makes complex tasks and subjects more manageable, but we pay a hidden, enormous price. We can no longer see the consequences of our actions; we lose our intrinsic sense of connection to a larger whole”.

Peter Senge, The Fifth Discipline

© 2009 Susan Kovalik


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A SINGULAR ACTIVITY IS NOT SCIENCE

A SINGULAR ACTIVITY IS NOT SCIENCE UNLESS

THERE IS CONTEXT (CONCEPT)

AND MULTIPLE OPPORTUNITIES TO

BUILD A MENTAL PROGRAM FOR

DEVELOPING AND USING THAT

INFORMATION IN PURPOSEFUL WAYS.

© 2009 Susan Kovalik


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The light bulb battery activity…

So what?

It demonstrates a complete circuit and how does that work in your house?

Are there batteries in your walls?

Where is the energy source in your city?

How does it get there?

How do you pay for it?

And, and, and, and……What is the concept?

© 2009 Susan Kovalik


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WHAT DO YOU WANT THEM TO UNDERSTAND?

WHAT WILL THEY BE ABLE TO DO WITH THAT UNDERSTANDING?

© 2009 Susan Kovalik


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LEARNING IS A TWO STEP PROCESS

  • making meaning through

  • pattern seeking

  • developing a mental programfor using what we understand and wiring it into long-term memory

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.2


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MENTAL PROGRAM

“A fixed sequence for for accomplishing some intended objective.”

Leslie Hart, Human Brain Human Learning

© 2009 Susan Kovalik


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PATTERN DETECTION

“The brain is, by nature’s design an amazingly subtle and sensitive pattern-detecting apparatus. It detects, constructs, and elaborates patterns as a basic, built-in, natural function.

It does not have to be taught or motivated to do so, any more than the heart needs to be instructed to pump blood.”

© 2009 Susan Kovalik


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CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

OBJECT

ACTION

PROCEDURE

JUMPINGSWIMMING

APPSRUNNING

DANCINGWALKING

TEAPOTHAIRBRUSHCHAIRCATDOG

iPOD

iPHONE

GETTING DRESSEDGOING TO THE STOREDRIVING A CARSHOWERING

TEXTING

DOWNLOAD

PATTERNSEEKING...

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

PARTY:BirthdayHalloweenChristmasGraduationGOING TO SCHOOLTAKING A TESTMEETING A STRANGER

FAMILYCOMPUTERTRANSPORTATIONLAWPOLITICAL

FACEBOOK?

I ME,HOT, COLDYOUTOMORROWDADDYYESTERDAYMOMMYOLD, NEW

RELATIONSHIP

SITUATION

SYSTEM

CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.3


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CONCEPTS FOCUS ATTENTION

“There is no objective reality! In order for the brain not to be overwhelmed by the constant deluge of sensory input, some sort of filtering system must enable us to pay attention to what our bodymind deems the most important pieces of information and to ignore the others…”

Candace Pert, Molecules of Emotion, 1997


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SURROUNDED BY POSSIBILITY

  • Kindergarten

  • Farm

  • Flowers

  • Seashells

  • Light

  • Night sky

  • Seasons

  • Land/water

  • As the Earth Turns

  • This is location specific.

  • Have them experience all of the above standards in relation to where they live, and what occurs in that environment as the seasons change

© 2009 Susan Kovalik


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EVERYTHING WE DO MATTERS

  • Third Grade

  • Plants

  • How animals change

  • Matter

  • Forces

  • Machines

  • Energy

  • Changes in Earth

  • Sun, Moon, Planets

  • Welcome to My Habitat

    A study of the specific location where they live divided by native plants and animals.

    The building of buildings, including houses and schools, using machines, energy, and the effect of the climate on construction.

© 2009 Susan Kovalik


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PROTECTING YOUR ENVIRONMENT

  • Fifth Grade

  • Compare Living Things

  • Ecology

  • Reproduction

  • Matter

  • Forms of energy

  • Climate

  • Astronomy

  • Changing Earth

  • FROM HERE TO THERE

  • The flora and fauna of your location as compared to one completely opposite.

  • How nature’s energy, human energy, machine energy change the earth in visible ways

© 2009 Susan Kovalik


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TAKING PERSONAL RESPONSIBILITY

  • Sixth Grade

  • Function of Cells

  • Structure

  • Eco Systems/biomes

  • Technology

  • The Universe

  • Conservation

  • Body Systems

  • Molecules

  • The Body of Knowledge

  • Know thyself

  • Know the community

  • Know the nation

  • Know the world

  • Expand your thinking

© 2009 Susan Kovalik


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A Sequence of Steps or Actions Intended to Achieve Some GOAL...

MENTAL PROGRAMS

USING WHAT WE’VE LEARNED

USING WHAT WE’VE LEARNED

Evaluate Situation

Select

Implement

Identify Pattern

Most Appropriate Response from Those Stored

Take Action!


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The Program Implementation Cycle

1. Evaluatethe situation or need (detect and identify the pattern or patterns being dealt with).

2. Selectthe most appropriate program from those stored.

3. Implementthe program selected.


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WE ARE NOT BORN INTELLIGENT ONLY WITH A CAPACITY TO BE SO.

© 2009 Susan Kovalik


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EVERYDAY OUR EXPERIENCES CAN:

— ENHANCE

—stifle

or diminish

our intellectual, social and/or emotional capacity.

© 2009 Susan Kovalik


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  • Learning is a result of real, observable physiological growth in the brain that occurs as a result of sensory input and the processing, organizing, and pruning it promotes.


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TEACHING WITH THE BRAIN AS A GUIDE

© 2009 Susan Kovalik


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  • Intelligence is a function of experience.


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INTELLIGENCE IS THE ABILITY TO:

Solve problems

Produce products

See connections

Predict outcomes

Plan ahead

Adapt to the unexpected

© 2009 Susan Kovalik


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“Predictions are the Essence of Intelligence”Jack Hawkins, inventor


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All regions of your neocortex are simultaneously trying to predict what their next experience will be.


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CONCEPTUAL UNDERSTANDING

The more experiences you have the more able you are to see connections and to predict the past, present and future.

© 2009 Susan Kovalik


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Concepts are a mental construct in which to house knowledge

Cycles

Habitat

Form/Function

Energy

Survival

Diversity

Balance

Structure

  • Adaptation

  • Change

  • Ecology

  • Cause and Effect

  • Systems

  • Interdependence

  • Dependence

  • Relationships

© 2009 Susan Kovalik


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Understanding standards requires ongoing FORMATIVE ASSESSMENT

MEANINGFUL CONTENT

ADEQUATE TIME

IMMEDIATE FEEDBACK

MOVEMENT TO ENHANCE

CHOICES

MULTIPLE RESOURCES

COLLABORATION

© 2009 Susan Kovalik


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INPUT PATHWAYS TO UNDERSTANDING

  • BEING THERE

  • IMMERSION

  • HANDS ON REAL THINGS

  • HANDS ON REPRESENTATIONAL

  • SECOND HAND

  • SYMBOLIC


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OUR 20 SENSES

Sight

Hearing

Touch

Taste

Smell

Balance-Movement

Vestibular

Temperature

Pain

Eidetic Imagery

Magnetic

Infrared

Ultraviolet

Ionic

Vomernasal

Proximal

Electrical

Barometric

Geogravimetric

Proprioception

Visible Light

Vibrations in Air

Tactile Contact

Chemical Molecular

Olfactory Molecular

Kinesthetic Geotropic

Repetitious Movement

Molecular Motion

Nociception

Neuroelectrical Image Retention

Ferromagnetic Orientation

Long Electromagnetic Waves

Short Electromagnetic Waves

Airborne Ionic Charge

Pheromonic Sensing

Physical Closeness

Surface Charge

Atmospheric Pressure

Sensing Mass Differences

Our Limbs in Space

R. Rivlin and K. Gravelle, Deciphering Your Senses

2.9

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10


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FAULT LINESOctober 17, 1989Santa Cruz, CA

“I have a fear in my heart.

I am still recovering from the everlasting pain that throbs.

I still tremble when I hear a rumble or tumble.

I fear the great quake.”

Grade 5

PEOPLE SAY

“People say it’s over

but everyone knows it’s not.

In our consciousness the rumble

still goes on and on and you are still afraid.”

Grade 5

“A monster truck thundered over the earth leaving demolished buildings behind.”

Grade 1

FOUR WEEKS LATER

“I heard a rumble noise outside,

But it was just kids running in the hall.

I heard my house shake, but it was just my sister jumping.

I felt my bunk bed shake, it was my sister too.

I think everything is an earthquake.

What should I do?”

Grade 3

© 2009 Susan Kovalik


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His thinking remained concrete, as does all thinking that does not first involve lived emotional experience.

—Greenspan, The Growth of the Mind, 1997


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BEING THERE-outside

Barometric

Geogravimetric

Ionic

Ultraviolet

Infrared

Magnetic

Electrical

Proximal

Vestibular

Balance

Vomernasal

Pain

Temperature

Smell

Taste

Proprioception

Touch

Eidetic Imagery

Hearing

Sight


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And the concept is….

Adaptation

Cause and Effect

Ecology

Survival

Relationships

Systems

Change

Diversity

Dependence

Cycles

Change

© 2009 Susan Kovalik


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Electrical

Proximal

Vestibular

Balance

Vomernasal

Pain

Temperature

Smell

Taste

Proprioception

Touch

Eidetic Imagery

Hearing

Sight

IMMERSION-recreating an environment

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10


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Pattern Identification

Fishing pole

Rod and Reel

Bait

Probable catch

Locations

Fishing basket

Fresh water

Salt water

© 2009 Susan Kovalik


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Pattern Recognition

Structure

Systems

Interior

Exterior

Relative size

Species

© 2009 Susan Kovalik


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Proprioception

Touch

Hearing

Sight

HANDS-ON REPRESENTATIONAL

models, manipulatives

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10


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Vomernasal

Pain

Temperature

Smell

Taste

Proprioception

Touch

Eidetic Imagery

Hearing

Sight

HANDS-ON of the “real thing”

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10


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Pattern Identification

Systems:

same or different from ours? How?

Textures

Comparative size

Structure

© 2009 Susan Kovalik


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Eidetic Imagery

Hearing

Sight

2ND HAND – print, video, lecture

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10


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Pattern recognition

Identify the exterior and characteristics and explain their function

Translate these exterior characteristics to other fish: salt water, deep water, river, cold water, warm water

© 2009 Susan Kovalik


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Hearing

Sight

SYMBOLIC-formulas, math, reading, parts of speech,

© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10


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Learning is the ability to use information in unexpected situations

CONCEPT

Pollution

Ecology

Stewardship

Cause/Effect

THE NEXT SCIENCE CHALLENGE IS TO HYPOTHESIZE HOW TO REMEDY THE SITUATION

© 2009 Susan Kovalik


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Whatever the goal, students must build:

COMPETENCE, CONFIDENCE and the COURAGE to act on what they know.

© 2009 Susan Kovalik


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Assessment Tools for teachers and students

FORMATIVE –to inform

SUMMATIVE-mastery

What do they understand and what can they do with it?

Is it transferable to other subjects, skills?

Can they teach it to someone else who needs to know?

Identify the goal, provide:

  • Meaningful content

  • Adequate time,

  • Collaboration,

  • Immediate feedback, Enriched environment, Movement to enhance understanding,

  • A being there experience

  • Choices

© 2009 Susan Kovalik


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Waiting at the gate….


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Why?

How Come?

Show Me

What’s That?

WHAT IS NEXT?

In the Beginning….


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2011 U.S. Innovative Education Forum

JULY 28, 29, Redmond WA

Sponsored by Microsoft

Engaging students, inspiring creativity and preparing for the future.

Winner goes on to world wide forum in Washington, D.C. in November

© 2009 Susan Kovalik


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CHOOSE ONE A WEEK!

MODERN MARVELS

NOVA

TED

ANIMAL PLANET, Nature

HISTORY CHANNEL

MYTH BUSTERS

© 2009 Susan Kovalik


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We are the only species that creates the environment that creates who we become!

—Land of Childhood

© 2009 Susan Kovalik


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Thank you for listening.

© 2009 Susan Kovalik


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