html5-img
1 / 20

Hands on! Integrating Science and Skills

Hands on! Integrating Science and Skills. KRISTA IRELAND December 14 th , 2010. 1.Why do hands on Science?. Science is a process and if students are not actively engaged in the process, they are not doing science .

yazid
Download Presentation

Hands on! Integrating Science and Skills

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Hands on! Integrating Science and Skills KRISTA IRELAND December 14th , 2010

  2. 1.Why do hands on Science? Science is a processand if students are not actively engaged in the process, they are not doing science. Most science classes in elementary school teach the vocabulary of science and nothing else. -Haury and Rillero 1994

  3. 2. What hands on experiment’s benifits ? • Students in a hands-on science program will : • Remember material better and internalize by doing. • Feel a sense of accomplishment when the task is completed. • Participate in meaningful learning. • Transfer that experience easier to other learning situations • Be able to use target language in class. • Provides for more on task time and diversity in learning styles and abilities. • Allows for peer and self assessment more easily via rubrics and other assessment tools. - Data from the North Central Regional Educational Laboratory'

  4. Some Problems It takes a long time to prepare and plan. It takes longer to teach due to more involvement and observations. It requires planning, preparation and clean up. It requires responsible student participation. It can require materials that cost more. Some solutions Start off with pre-prepared lessons, then share materials! Plan time for lab classes and reporting sessions. Doing Web Quests provide excellent training! Have a special lab room, watch experiments on video, plan easy to clean up experiments. (magnets, balloons,etc.) or field experiments Train students to participate responsibly with a point system and using rubrics fro assessment. Plan a collection of money for school materials. Budgets can involve parents help and management skills. 3. Problems & solutions for Hands on Science

  5. 4. What are WEBQUESTS? • WebQuest on Internet travel http://www.spart5.k12.sc.us/techtraining/teacher/webquests/Kidssurf/Smi le.htm • WebQuest on insects http://projects.edtech.sandi.net/grant/insects/ • WebQuest on rocks http://questgarden.com/82/49/2/090516073139/process.htm • WebQuest on whales http://questgarden.com/81/59/7/090427171005/process.htm

  6. 5. Name these “not so messy” experiments…

  7. 6. Identify these science experiments… 1. Taking temperatures 3. Measuring speeds 2. Musical tones 4. Measuring weights

  8. 7. So…How do skills build knowledge? What are Linguistic skills? Listening Speaking NEW for CEFR-LOE! Oral Interaction / Conversation Reading Writing • What are the steps to bulding knowledge? • Recognition:raise hand • Guided Practice: Drill • Semi-Guided practice: gap-filling, open cloze • Freer practice • Free practice See Bloom! STERNBERG’S TRIACHIC THEORY Intelligence = Cognitive practice

  9. 8. Important steps for Science in CLIL • Provide previous class work on the subject to become familiar with: • Scientific concepts • Vocabulary / functions needed for oral interaction (role play before) and observation tasks. (e.g. Read: The Mystery of Magnets, Bird Watching, Robots, All about bikes, etc.)

  10. 9. Guided steps in CLIL for Hands-on Science • Posible guided steps: 1. Recognition skills work. 2. Guided production before the experiment. 3. Follow instructions & do the experiment. 4. Make observations. 5. Present findings. 6. Fill out an assessment rubric.

  11. 10. Field obsevation techniques 3. Follow instructions & do the experiment. 1.Recognition skills work. 4. Make observations. • 2. Guided production before.

  12. 11. Planning • Planning your sessions is easy. • Attend Ss needs by “lifting” from the page. • Make sure it can be easily followed by others. • Use the following model to outline steps for sessions and materials. • T’s-evaluation tool: once you give the lesson, write notes in red pen: what went well, what could you change? • Share your lesson plans on-line and via print copies in 3-ring binders.

  13. 12. Map out a typical CLIL experiment Look at the picture and predict what this lesson might be about. While watching the lesson, map different stages of the teacher’s original lesson plan. Fill in the ACTVITY STAGES. http://vimeo.com/2584354 Watch again. Now, in each stage of the lesson. Fill in the TASK AND AIMS.

  14. 12. 10 Guidelines from Comenius forCLIL in maths and science teaching 1. Assess students' language proficiency together with the teacher of English language. Have her (at least initially) check your texts and worksheets with respect to adequate level. Don't ask too much of the students, but at the same time do not simplify texts too much. The tasks should be a managable challenge. 2. Language based tasks like clozes, jumbled phrases, text puzzles etc. will help students to improve their ability to discuss scientific issues (possibly independent of the language used). 3. Combine reading and listening comprehension with written tasks and oral discussion both according to your own competence and abilities availability of a native speaker) but do not completely omit one of these issues of language perception. 4. Never forget that the aim of foreign language learning is not linguistic perfection but to enable written and oral communication. English is seen as lingua franca.

  15. (cont.) 10 Guidelines forComenius CLIL in maths and science teaching • 5. Mix language based tasks with hands on activities. (The latter should at least sometimes also be formulated in English). • 6. Have a good mix of tasks intending the elaboration of new stuff and revision or practice. • 7. Promote students' preparedness to discuss the tasks at hand among each other (in conformity with actual didactic concepts regarding learning as negotiation of meaning). Task should mainly be done in pairs or groups. • 8. Modern foreign language didactics is no longer based on the assumption that the foreign language has to be used exclusively. So do not hesitate to give support by employing the first language. • 9. Topics should preferably be context related so that a broad scope ofactivities involving linguistic discourse are possible. • 10.Try to involve the mother tongues of second-language-learners in multilingual classes at least by introducing multilingual word tables.

  16. Thank you for your participation today! “Language learning is an act of creativity, imagination, exploration, expression, construction and profound social and human collaboration.”Mark Warschauer

  17. PleaseFeel free toReach me at…KristaIrelandirelandk@santillana.es

  18. CLIL Bibliography • Bialystok, E. 2004. «The impact of bilingualism on language and literacy development». In Bhatia, T.; Ritchie W. (eds.). The Handbook of Bilingualism. Oxford: Blackwell, 577-601. • Dalton-Puffer, C. 2007a. Discourse in Content and Language Integrated Learning (CLIL). Amsterdam: John Benjamins Publishing. • Dalton-Puffer, C. 2007b. Research on CLIL-where do we stand? Paper presented at the Universidad Autónoma de Madrid, March 2007. • Dafouz, E. Núñez, B. y Sancho, C. 2007. Analysing Stance in a CLIL university context: non-native speaker use of personal pronouns and modal verbs, in International Journal of Bilingual Education and Bilingualism. Vol. 10 (5). Special Issue on CLIL. Clevendon, England: Multi-lingual Matters. 647-662 • Escobar, C. y Pérez Vidal, C. 2004. Teacher Education for the implementation of Content and language integrated learning approach (CLIL) in the School System en Wilkinson, R. (ed) Integrating Content and Language. Meeting the challenge of a Multilingual Higher Education. Maastrich: Maastrich University Press. Pp. 402-415. • Genesee, F. 1987. Learning through two languages: Studies of immersion and bilingual education. Cambridge MA: Newbury House. • Krashen, S. 1985. The Input Hypothesis: Issues and Implications. Longman, New York. • Llinares, A. and Whittaker, R.(in press). Teaching and learning history in secondary CLIL classrooms:From speaking to writing. En Dafouz, E. y Guerrini, M. (eds) CLIL across Educational Levels. Experiences from primary, secondary and tertiary contexts. Londres: Richmond Santillana.

  19. CLIL Bibliography (cont.) • Lyster, R. 2007. Learning and teaching languages through content. Amsterdam: John Benjamins. • Marsh, D. 2001. Using Languages to learn and learning to use languages. • Marsh, D. 2002. «The relevance and potential of content and language integrated learning (CLIL) for achieving MT+2 in Europe». Euro-Pérez Vidal, C. y CampanaleGrilloni, N. (eds.) 2005. Content and Language Integrated Learning in Europe. Teaching materials for use in the secondary school classroom. Barcelona: GráficasRevenaque. • Pérez Vidal, C. 2007.‘The European Framework of Reference: The Portfolio.’ En Usó, J. and Ruiz-Madrid, N., eds. • Pedagogical reflections on learning languages in instructed settings. Cambridge: Cambridge Scholar Press. • Pérez Vidal, C. 2008. ‘El EnfoqueIntegrado de Contenidos y Lengua en Europa.’Aula de InnovaciónEducativa, 168, pp.7-17. • Schmitt, N. (ed.) (2002) An Introduction to Applied Linguistics. London: Arnold. • Van de Craen, P.; Lochtman K.; Ceuleers, E.; Mondt, K.; Allain, L. 2007. «An interdisciplinary approach to CLIL learning in primary schools in Brussels». In Dalton-Puffer, C.; Smit, U. (eds.). Empirical Perspectives on CLIL Classroom Discourse. Frankfurt am Main: Peter Lang, 253-274. • Vollmer et al.2006. Subject-specific competence in and language use of CLIL learners: the case of Geography in grade 10 of secondary schools in Germany. Paper presented at the ESSE8 Conference in London, 29 August 2006. • Wildhage, M. y Otten, E. 2003. «Content and Language Integrated Learning», in Praxis des bilingualenUnterrichts, eds M Wildhage and E Otten, Cornelson, Berlin, pp. 12-45.

  20. WEBOGRAPHY • Haury and Rillero, 1994. Perspectives of Hands-On Science Teaching: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-2.htm • Comenius good practice web-page for Science and Maths teaching w/ pautas, sugerencias, etc.: http://sciencemaths-clil.eu/?page_id=110 • E-twinning page connection with subjects: • http://www.etwinning.net/en/pub/index.htm • FLAG GUIDE for learning: http://www.flaguide.org/

More Related