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Closing the Achievement Gap: Science Notebook Writing. Lorraine S. Theroux. Table of Contents. Intro: Why teach science? The Key Components Workshop Inquiry Science Vocabulary Development Notebook – reasoning, components, PD Assessment and feedback Teaching Tips – How to start

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Presentation Transcript
table of contents
Table of Contents
  • Intro: Why teach science?
  • The Key Components
  • Workshop
  • Inquiry Science
  • Vocabulary Development
  • Notebook – reasoning, components, PD
  • Assessment and feedback
  • Teaching Tips – How to start
  • Looking at Student Science Notebooks
  • Adult Science Notebooks – from the workplace
intro
Intro
  • Closing the gap in ELA and math
  • Brain Research on Learning
  • The El Centro and Fresno experience
  • Why Science?
    • Develops Critical Thinking Skills
science key components
Science – Key Components
  • Workshop: A Best Practice
  • Guided Inquiry with Quality Kits
  • Conceptual Understand Emphasized and Memorization De-emphasized
  • Notebooks – Not Worksheets
  • Feedback – Immediate and meaningful
  • Compliance with Learning Standards
inquiry
Inquiry
  • Guided inquiry, with structured activities
  • Opening up inquiry; Asking ‘what if’; Asking ‘what would you change’
  • 5Es: Engagement, Exploration, Explanation, Elaboration, Evaluation
notebook
Notebook
  • Value & Goals
    • communicates conceptual understandings
    • teaches features of text and informational books
    • improves test-taking skills
    • structures conversations between learner and teacher
  • Use is developmental (for teacher and learner)
    • Expectations are specific and explicit
    • First-draft writing so spelling and mechanics can be approximate
notebook its structure
Notebook - Its Structure
  • Notebook as a whole
    • Cover, page numbering, glossary, table of contents
    • Consider student-assembled options (stapled or 3-ring) - it’s ‘fixable’
  • Each entry – these are the ‘bones’
    • Date
    • “The Question” – serves as the title
    • Drawing, & labels – bridge between conceptual knowledge and language
    • “The Answer” (must be connected to all the other parts)
  • Develop Drawings and Labels into Observations
    • details, data, tables and charts, explanations
  • More Components
    • May be introduced once the ‘bones’ are mastered
drawings
Drawings
  • Provide insight into student thinking
  • Gets around poor writing skills
  • Very different from artistic drawings
  • Emphasis is to show observed parts and changes
    • animal body parts are correct in number and location
  • All significant features must be labeled
  • Any observed change is evident
    • May do a ‘before’ and ‘after’ set of drawings
sharing work
Sharing Work
  • Important Part of Workshop
  • Pair Share
  • Notebook Walk
  • Line of Learning
assessment and feedback
Assessment and Feedback
  • Four-point rubric
    • (1, 2, 3, 4) – simple, universal criteria for each,
  • Level 3 = meets expectations
    • student completes all requirements of work
    • mostly correct
  • Stamp grades onto notebook pages
    • 3 stamps = L3
vocabulary
Vocabulary
  • Glossary
    • student should add personal definitions as they add words
learning text features
Learning Text Features
  • Table of Contents
  • Page numbering
  • Captions
  • Graphics:
    • Tables and Charts
    • Graphs
    • Photos and drawings
    • Plan view, side view, cut-away
standards
Standards
  • Local, State, and National
  • Local Assessment
  • High-Stakes Assessments
teaching tips
Teaching Tips
  • IF science, inquiry, and science notebooks are all new to you (or to the students):
    • Routinely have students use notebooks, only require date and title and labeled drawings.
adult science notebooks
Adult Science Notebooks
  • From the workplace
    • Crossing out errors
    • No blank sheets
    • Dates and page numbering
    • Work from ONE person
references
References
  • Books
  • Online references
  • Further resources
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