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Strategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.edu

Some Reflective ThoughtsSome Reflective Thoughts• “I can explain it to you, but I

can’t understand it for you” Anonymous

• "I cannot teach anybody anything, I can only make them think." Socrates

SchemataSchemata:: Have You Got It? Have You Got It?

1. People “construct” meaning in their life

based on their store of memories:

everything they have ever

1. sensed

2. experienced

3. learned

SchemataSchemata:: Have You Got It? Have You Got It?

1. Schema = HOW people organize and store

information in their heads. It reflects

1. experiences

2. attitudes

3. values

4. conceptual

understanding

5. skills & strategiesthat readers bring to a text situation

SchemataSchemata:: Have You Got It? Have You Got It?1. Schema provides mental

shortcuts to help us absorb

the bombardment of stimuli

from a complex world.

1. Gives a framework to understand

reading and fill in gaps

2. Helps readers organize text

information and REMEMBER

what’s been read

3. Helps readers elaborate

information involving deeper

levels of insight, memory

judgement and evaluation.

SchemataSchemata: How it Functions: How it FunctionsSchema functions in 3 ways:

1. Read the passage and fill in the blanks with words that make sense to you.

2. Answer the questions using sentences.

3. Get in pairs and read passages to each other.

4. Find out if any groups have the exact same wording.

5. Share your responses in pairs. 6. Have a class discussion on what

strategies students have when dealing with a science text.

SchemataSchemata:: Have You Got It? Have You Got It?

Read & Fill in Missing WordsRead & Fill in Missing Words

The questions that p ________ face as they raise c______ from in________ to adult life are not easy to a_____. Both f______, and m________ can become concerned when health problems such as co________ arise any time after the e__ stage to later life. Experts recommend that young c_______ should have plenty of s ______ and nutritious food for healthy growth. B______ and g____ should not share the same b ______ or even sleep in the same r____. They may be afraid of the dark.

Adapted from Madeline Hunter

The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers, and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chickens should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

Adapted from Madeline Hunter

Read & Fill in Missing WordsRead & Fill in Missing Words

Reflecting on SchemataReflecting on Schemata

1. How did you decide what the passage was about?

2. Did the passage make sense to you?3. Do you think there may be an

alternative way to fill in the blanks?4. Listen carefully to the original passage.5. What are your thoughts and reactions?6. When reading your book, what

problems do you have with the text? 7. Do you use any reading strategies that

help you understand the text? What are they?

Answer in complete sentences and get ready to share your work

To understand & To understand & rememberremember

Thinking Processes Used Thinking Processes Used By Good ReadersBy Good Readers

Having A Conversation with Yourself

Why am I reading this?

I'd better use some specific strategies to attack this material: it's complicated!

What am I reading? A science text or articleA science text or article

• An important part of the college experience is learning to learn.

• SQ4R is one strategy that can help you get the most out of your textbook reading.

• SQ4R will assure that you don't just "do it," when it comes to your reading assignments:

–you will derive as much as you possibly can out of the experience.

• Overview: quickly look for the main idea or unifying theme

– Table of Contents

– Introduction/Summary; first sentence of each paragraph

– Headings (memorize if possible)

– Pictures, charts, diagrams, etc.

– Vocabulary lists, notated print, captions, etc.

As You Are Surveying:As You Are Surveying:

• How is the text organized?

• What do I know about the topic already?

• What do I expect it to talk about?

• Do I need to use some kind of graphic organizer like a concept map?

Have a conversation with yourself:

• Establish a purpose. Begin to think about the material.

–Turn headings and subheadings into questions.

–Read all questions within the chapter/text.

–Try to guess at the answers.

What About Unknown Words?What About Unknown Words?• I can use context clues to

figure out what words probably mean.

• I can look for familiar word parts if it doesn't slow me down

• I can look it up now if it seems to be important to understand the rest.

• I can ask someone what it means.• I can write it down and look it up later

• to answer questions

– Carefully read (in manageable chunks) to answer questions.

– Correct incorrect guesses from early questioning.

– Note important details, relationships

Questions to Questions to ask myself ask myself when I don't when I don't understand what I've readunderstand what I've read

1. What are the unknown vocabulary words? Can I

figure out what they mean?

2. Are there sentences that don't make any sense?

3. Are there concepts that are unfamiliar?

4.4. Is the writing hard to follow? Are the sentences too long? Do they jump around?

55.. Am I getting lost in details and missing the big picture?

66.. Am I confused because the parts don't seem connected?

Questions to Questions to ask myself ask myself when I don't when I don't understand what I've readunderstand what I've read

• Answers to questions with the book closed

– State orally answers to questions.

– State key facts and concepts.

– Reread any areas which are unclear.

• Take notes!

– Take accurate notes on basic concepts.

– Create a graphic organizer– Prepare a study sheet for exams.– Use outline or Cornell Note

format

• at short intervals

– Review notes.– Be able to answer all

questions.– Predict test questions and

answer them.

REVIEWREVIEW

• Does my graphic organizer make sense?• Have I missed any important ideas or

vocabulary?• Can I paraphrase the main ideas from

memory?• Can I apply the info to a new situation?

Have a conversation with yourself:

• Assign a chapter to read on their own

• Take Cornell notes on the chapter

• Grade the questions they generate OR

• Let them use their notes on a quiz

Model & Encourage Reading the TextModel & Encourage Reading the Text

• Model the SQ4R method of reading a text.

– Question aloud, show your own notes as overheads

KWLKWLKNOW

What do I already KNOW

about the topic?

WANT

What do I WANT to learn about

the topic?

LEARNED

What did I LEARN about

the topic?

Reading In ScienceReading In Science3 Reading Activities

1.Scanning Races1. Improving speed &

comprehension

2.Make Golden Sentences:1. Learning to paraphrase

3.Anticipatory guide:

1. Creating Higher-level

Questions

2. Using Cornell notes backwards

Scanning RacesScanning Races1.Using a teacher-generated question sheet,

READ a short but intensive article as

quickly as possible, filling in answers.

1. Raise your hand and shout

“DONE” when finished with

all questions

2. Be prepared to share

out to the group!

Golden SentencesGolden Sentences1. Individually read an in-depth

article

2. Distill the entire article down

to one to two key sentences.

1. Use the sentences to

make a poem

3. Be prepared to

share out to

the group!

Anticipatory GuideAnticipatory Guide

1.While reading a rigorous

article, use a teacher-

generated sheet of questions

to create Cornell notes

2.Using the questions as

reading guide, continue until

you have finished the article

& filled in the notes.

“Backward” Cornell Notes:

Significant StatementsSignificant Statements1. Individually

1.Write 3 significant statements

about a chapter in the text.

2.Remember to

paraphrase,

not plagerize

2. In a small group1.Write 3 GROUP significant

statements after sharing

individual ones

Significant StatementsSignificant Statements3. In a small group

1.Create a poster illustrating

your 3 group statements.

2.Include pictures, examples,

diagrams

4. Get ready to share

your work!

Developed byDeveloped by

Anne F. MabenAnne F. MabenAVID LACOE Science CoachAVID LACOE Science Coach

Leslie HaysLeslie HaysAVID SDCOE AP CoordinatorAVID SDCOE AP Coordinator

© 2002 LACOE© 2002 LACOEAll rights reservedAll rights reserved