Scaffolding in Science Proficient Primary Workshop 10 3 rd April, 2012

1. Scaffolding in ScienceProficient PrimaryWorkshop 10 3rd April, 2012

3. Starter • Watch the video http://www.youtube.com/watch?v=HeUUJ7SrMVg

4. What is Scaffolding? • Scaffolding is not just about catering for students with learning needs – difficulties, second language or gifted and talented. It applies to ALL learners. • Specialised teaching strategies that support learning when students are first introduced to a new subject.

5. Let Vygotsky(1896-1934) • Most noted for his contribution to educational psychology and theory of the zone of proximal development. • The Zone of Proximal Development refers to the distance between what a child can do with assistance and what the child can accomplish without assistance. Let Vygotsky

6. Zone of Proximal Development (ZPD) What student CAN do Zone of Proximal Development What student can do with help What student CANT do

7. Activity 1 • Group Brainstorm – 5-10 minutes • You will need – A3 paper, textas/ pencils • What to do: • Draw three concentric circles like ZPD model on a A3 piece of paper. • In centre circle write what student may already know or can do. • In middle circle write what scaffolding (knowledge, tools, strategies, practice or demos) students will need to achieve successful completion of project below. 9.5 Design your own creative packaging that will protect an egg from cracking when it is dropped from a 2m height.

8. Strategies, Techniques and Tools • Activating prior knowledge • Modelling an activity/ demonstration ** • Motivational activities • Breaking a task into smaller tasks ** • Class grouping/ peer to peer ** • Encouraging questioning ** • Visual and verbal cues • Graphic organisers, mind maps, timelines, mnemonics ** • Teaching vocabulary and key terms • Rubrics (designed for student) • ICT – Information Communication Technologies

9. Tap into Prior Knowledge • Ask students to share their own experiences, hunchesتخمينات , and ideas about the content or concept of study and have them relate and connect it to their own lives. Sometimes teacher may have to offer hints and suggestions, leading them to the connections a bit.

10. Show and Tell • Modeling for students is a cornerstone حجر الزاوية of scaffolding. • fish bowl activity, where a small group in the center are circled by the class as the group in the middle, or fishbowl, engage in an activity, modeling how it’s done for the larger group. • Always show students the outcome or product before they do it. If a teacher assigns an inquiry-based science project, a model should be presented side-by-side with a criteria chart or rubric. You can guide students through each step of the process, model in-hand of the finished product. • Use think alouds, which will allow student to model their thought process as they: read a text, solve a problem, or design a project.

11. Give Time to Talk • All learners need time to process new ideas and information. They also need time to verbally make sense of and articulate يعبر بوضحtheir learning with the community of learners who are also engaged in the same experience and journey. • structured discussions really work best with students regardless of their level of maturation.  think-pair-share, turn-and-talk, triad teams المجموعات الثلاثيةor some other structured talking time throughout the lesson, are crucial strategy on a regular basis.

12. Pause, Ask Questions, Pause, Review . • This is a wonderful way to check for understanding. 1) a new idea from discussion or the reading is shared, 2) pause (providing think time), 3) ask a strategic question, 4)pausing again.

13. Use Visual Aides • Graphic organizers, pictures, and charts can all serve as scaffolding tools. Graphic organizers are very specific in that they help students visually represent their ideas, organize information, and grasp concepts such as sequencing and cause and effect. • A graphic organizer shouldn’t be The Product, but rather it’s a scaffolding tool that helps guide and shape the student’s thinking so that they can apply it.

14. Graphic Organizers • According to Dr. Max Thompson, “ The average student studying with the aide of organizers learns as much as the 90th percentile student studying the same content without the assistance of organizers.”

15. Graphic Organizers • Used for thinking, writing, discussion, and reporting/presentation tools. • Examples • Concept Map • Venn Diagram • Webs • Compare and Contrast • Planning • Vocabulary • Note-Taking • Guided Reading

16. Word Web Click Here

17. Pre-Teach Vocabulary • Pre-teaching vocabulary doesn’t mean pulling a dozen words from the chapter and having kids look up definitions and write them out. Instead, introduce the words to students in photos, and in context to things they know and are interested in. create a symbol or drawing for each word and give time for discussion of the words (small and whole groups).

18. Rubrics Scoring Tools • Lists the criteria for a piece of work, or "what counts" • Articulates gradations of quality for each criterion, from excellent to poor. • Instructional RubricsWhy ? • Guide Instruction • Clear Expectations • Objective Form of Assessment • Backward Design • Ownership • Eliminates Surprises

19. Teaching with the Web • Inputs • Skills required • Transformations • Skills required • Outputs • Types

20. Examples of Scaffolding WebQuests • Process Clearly Outlined • Motivating • Authentic • Assessment • Provides Directions and Examples

21. Technology Integration • Connecting Technology to the Content Technology Integration-http://oktechmasters.org/terris/technology_integration.htm • Technology PowerPoint Games Create a Game PowerPoint $10.000 Pyramid Who Wants to Be a Millionaire Jeopardy

22. Scaffolding in Science • Inquiry – Process and planning (reporting worksheet) • Question – (the question algorithm) • Variables Table – (example grid) • Equipment – ie. camera/ probe/ microscope / ruler, thermometer etc (demonstration or peer to peer) • Graphs and tables – Choosing and drawing • OTHERS – Note-book journal, Word Walls/ Loops, Rubrics, Group Roles/ co-operative learning

23. Inquiry • Planning and reporting sheets assist students who are at different levels of understanding the scientific investigation process. • 3 planning sheet examples (Handouts 1-3): Each planning sheet is structured around statements and questions that scaffold the student with skills for planning an investigation. • What ages (approx.) are appropriate for each planning sheet? • What questions students could complete independently? • What questions could be answered in groups/ pairs? • What questions will need whole class/ small group instruction?

24. Question • A scientific inquiry generally begins with a question. • Most students (of any age) need additional support to write a suitable/ researchable question for an investigation. • The researchable-questions algorithm (DV) What happens to …………….. (IV) ? when we change ..……………

25. Variables Table • Variables tables are useful tools for helping students to plan controlled experiments and develop an understanding of the 3 types of variables to consider when planning (Handout 4) Research Question: How does the amount of light affect the growth of seedlings? What I will change What I will keep the same What I will measure Type of seeds Type of soil Amount of water Amount of fertiliser Size of container Dark Partial shade Full sun The height of seedlings Controlled variables Independent variable Dependent variable

26. Activity 2 – Whole class (Handout 4) Elicit Variables: What things might affect?................................. All other variables: Write in boxes around outside What I will measure – Dependent Variable Focus Question: What happens to?........................................... When we change……………………………………

27. Equipment • It mustn’t be assumed that all students know how to use the required equipment or tools to conduct an experiment or investigation. • In every group there will be varying levels of experience in using equipment ie. operating a camera, microscope etc • Small scaffolding teacher episodes such as demonstrations or peer to peer instruction can ensure that all students are competent at using equipment safely, accurately and appropriately. • You can then check student understanding/ operation by asking for demonstration – any finer teaching points can be provided and refined at this stage.

28. Graphs and Tables • Are a vital component of representing data for an investigation. There are several ways to represent the data – choosing the most suitable way is a skill. • The graph or table shows the relationship between two variables: The independent variable is usually placed on the X-axis and the dependent variable is placed on the Y-axis. • The title should reflect the purpose of the experiment and include the dependent and independent variable. • Unit measurements should be represented on each axis (for graphs) or heading (for a table). • Activity 3 - Practice Activity - 10 mins • Choosing the best graphical representation of your data and graphing data. (Handout 5 and 6)

29. Morning Tea/ Salah • 15 minutes to recharge batteries

30. Planning an Investigation • Activity 4 – 45 minutes • 1. Guided Investigation – Thirsty Rocks (Handout 7) • 2. Use the scaffold tools discussed during the workshop to elicit following points from your “thirsty rocks” investigation: • Scaffold tools: • 1. Planning Sheet • 2. Research Question Algorithm • 3. Variables Grid • 4. Graphing Type

31. 321: RIQ • Please use 3 sticky notes to add to the corresponding flip chart around the room • 3 Recalls: List three facts that you can recall from today’s workshop • 2 Insights: What was relevant for your teaching practice? Any new information/ learning from the workshop • 1 Question: About the workshop.

32. Reflection • Please complete feedback sheets before leaving