2017 california literacy symposium - dr. david pook presentation
TRANSCRIPT
Close Reading in STEM Classrooms: Using Best Practices to Meet NGSS Goals Dr. David O. Pook [email protected]
They have an “emerging” understanding of the various standards and expectations (NGSS, CCSS and close reading - less so the CA Framework & Next Generation assessments)
They have a strong desire to see how it all comes together as a coherent whole at the classroom and curriculum level
“How does this help me be a better teacher? How does this help my students learn?”
What are the needs of the average CA STEM teacher in 2017?
Show how close reading can help CA STEM educators support students in understanding the science embedded in the NGSS
Today’s Goals
Illustrate how teachers can meet the CA Science Framework expectations through utilizing close reading in different contexts
Let’s do that around a single standard...
4-PS4-1 in the Standards
Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move
4-PS4-1 on Assessments
Identify the reading challenges students face in navigating the assessment model, questions, and overarching design Identify as well the skill demands placed on teachers to convey both knowledge of science as well as how to read with precision and navigate complex text
4-PS4-1 on Assessments
Reading Challenges for Students:
“use a long rope for a model of an ocean wave.... tie a knot in the rope... shake the rope one time to form a wave like in the ocean”
“Explain how the object’s motion caused by an ocean wave would be different if the amplitude stayed the same but the wavelength of the wave was shorter”
4-PS4-1 on Assessments
Skill Demands for Teachers: Part b Question: “Explain why the model can be used to show an object’s motion caused by an ocean wave.”
Part b Sample Answer: “The knot in the model is like an object floating in the ocean. The model shows the knot moving up and down, which is how an ocean wave would cause an object to move.”
Reading Challenges/Skill Demands:
“Describe two ways that Todd could make a wave in the pan of water”
“...use this way of making a wave to make a new wave...”
“Describe how the pattern of motion for the floating ball changes for the wave with a greater amplitude.”
4-PS4-1 on Assessments
Grade Four, Instructional Segment 4:
Earthquake Engineering
4-PS4-1 in the CA Science Framework
Guiding Question #1:
How can we describe the amount of shaking in earthquakes?
How can we describe the amount of shaking in earthquakes?
“Students must develop a model of earthquake shaking... They can hold one end of a string... The farther up and down they move their hand, the farther up and down the string moves at its peaks... Students might also notice that the wave becomes longer and broader when they slow their shaking down...”
How can we describe the amount of shaking in earthquakes?
“They have discovered two key aspects of describing waves, amplitude and wavelength.”
How can we describe the amount of shaking in earthquakes?
“In earthquake waves, the amplitude is the intensity of the shaking while the wavelength relates to how quickly the movement repeats.”
How can we describe the amount of shaking in earthquakes?
CA STEM teachers could solidify and reinforce the hands-on learning called for by the CA Framework by delivering high-quality close reading instruction through explanatory science texts that closes the “understanding gap”
Close Reading as helping student learning
of Amplitude and Wavelength
CA STEM teachers would benefit from training with a toolkit of close reading resources designed to assist educators in generating high-quality, standards-aligned, and useable text dependent questions
Close Reading Toolkit
High Quality Formative/Summative Assessments
The highest point of a wave is the crest. The lowest point is the trough. The distance between a crest and a trough is labeled as the wave height.
Explain why wave height is incorrect as a measurement of amplitude.
Describe how you could measure amplitude using information provided in the figure.
4-PS4-1 on Assessments
Identify the reading challenges students face in navigating the assessment models, questions, and overarching design. Identify as well the skill demands placed on teachers to convey both knowledge of science as well as how to read with precision and navigate complex text
4-PS4-1 on Assessments
“In paragraph 7 of the article, the author describes how the waves change as they slow down close to shore. This is a real-world example of how a wave pattern can change...”
“Which evidence helps the reader understand the meaning of the word maneuvers”
“The wave diagram in the Surfing Science text box helps the reader better understand ‘wave science’ by showing....”
Grade Four, Instructional Segment 4:
Earthquake Engineering
4-PS4-1 in the CA Science Framework
Guiding Question #2:
How have earthquakes shaped California’s history?
How have earthquakes shaped California’s history?
“...read stories about important earthquakes in the history of California (including the 1857 southern San Andreas, 1868 Hayward, 1872 Lone Pine, and the Great 1906 earthquake in San Francisco) as well as more modern earthquakes that their parents or grandparents may have felt (1971 San Fernando, 1989 Bay Area, 1994 Northridge).”
How have earthquakes shaped California’s history?
To meet the demands of the standards and assessments teachers must practice building the stamina of students when reading complex texts and answering text dependent questions
Results from Teachers using Close Reading Best Practices
Grade Four, Instructional Segment 4:
Earthquake Engineering
4-PS4-1 in the CA Science Framework
Guiding Question #3:
How can we minimize the damage from earthquakes?
“Teachers should introduce a scenario where students have to design a home big enough to hold a family that will be able to withstand a strong earthquake.”
How can we minimize the damage from earthquakes?
“Students must define the problem by deciding on criteria for success. How long must the structure endure shaking in order for it to be certified as safe? What will the amplitude of the ground shaking be during the test? What counts as ‘falling down’?”
How can we minimize the damage from earthquakes?
“Students must define the problem by deciding on criteria for success. How long must the structure endure shaking in order for it to be certified as safe? What will the amplitude of the ground shaking be during the test? What counts as ‘falling down’?”
How can we minimize the damage from earthquakes?
“Each group generates a possible design that may solve the problem... using only the provided materials (interlocking plastic bricks, toothpicks and gumdrops, spaghetti strands and masking tape, index cards and transparent tape, etc).”
How can we minimize the damage from earthquakes?
“Each group generates a possible design that may solve the problem... using only the provided materials (interlocking plastic bricks, toothpicks and gumdrops, spaghetti strands and masking tape, index cards and transparent tape, etc).”
How can we minimize the damage from earthquakes?
“Students then compare the different designs to determine which strategies worked best. They modify their designs for a second trial and see if their improved structure can withstand stronger shaking.”
How can we minimize the damage from earthquakes?
“Students then compare the different designs to determine which strategies worked best. They modify their designs for a second trial and see if their improved structure can withstand stronger shaking.”
How can we minimize the damage from earthquakes?
“How does this help me be a better teacher? How does this help my students learn?”
Close reading can help CA STEM educators support students in understanding the science embedded in the NGSS
Teachers can meet the CA Science Framework expectations through utilizing close reading in different contexts
Today’s Goals
