learning community inquiry project
DESCRIPTION
Learning Community Inquiry Project. Lindsey Reeves TE 804 Spring 2011. Issue. Many students have trouble discussing their ideas or findings in partners or small groups while engaging in experiences with scientific phenomena . . Question. - PowerPoint PPT PresentationTRANSCRIPT
LEARNING COMMUNITY INQUIRY PROJECT
Lindsey ReevesTE 804
Spring 2011
ISSUE Many students have trouble discussing their
ideas or findings in partners or small groups while engaging in experiences with scientific phenomena.
QUESTION How can I help students increase their
ability to discuss their ideas or findings about scientific phenomena in partners or small groups?
HYPOTHESIS If students are assigned roles during partner
or small group work, then they will learn more while still having individual accountability for their learning.
Strategy SuggesterEncourager
Mistake Manager
Summarizer
BACKGROUND INFORMATION
Partner Work Reader’s Workshop Writer’s Workshop
Small Group Work Math Workshop Strategy Groups
Where’s the science??
PROFESSIONAL RESEARCH Conversations with my mentor teacher
and grade-level team Dorothy Simpson; Collaborative
Conversation: Strategies for Engaging Students in Productive Dialogue
Ready, Set, Science; Chapter 5 – Making Thinking Visible: Talk and Argument
Reggio Emilia Approach
STRATEGY IMPLEMENTATION Strategy Suggester: Challenges the partner
or group members to try other methods/explore other ways to investigate the phenomenon.
Encourager: Probes their partner or group members with questions/comments such as what do you think? Can you add to that? Etc.
Summarizer: Summarizes partner or group members thoughts, ideas, and findings to the whole group
Mistake Manager: Examines their partner’s or group’s work and makes sure all ideas were covered, included that their evidence matches their findings.
DATA COLLECTION Interviews & Discussions
Observations/Clipboard Cruising
Student Work Samples
Photographs
SCAFFOLDING & GUIDANCE Reminders
Modeling Practice Rotating Roles
Strategy Suggester
Mistake Manager
Encourager Summarizer
FINDINGS & RESULTS
What properties of liquids did you observe? How are some liquids different than others?
FINDINGS & RESULTS“Look, the water turned the rocks clear!” – JM“I think it’s crystallizing…” – GM“What?” – ZB“Crystallization, it’s what happens to salt when it sits in water for a little.” - GM
“Ew they are so squishy!” – ST“Look, it’s turning the water cloudy too!” – KC“Oh yeah. Maybe the raisin juice is going into the water.” – ST“Maybe. I wonder if the water tastes like raisins now!” - KC
“The water turned pink!” – OR & AA“The red on the candy is doing that.” – OR“Yeah look you can even see the red going from the candy to the water.” - AA
FINDINGS & RESULTS
Working with a partner or individually to separate corn starch, rice, mung beans, and lima beans, using three different sized screens.
What’s gonna work? TEAM WORK!
CHANGE OVER TIMEScientific Explanation: How do
the Seasons Change?
Sharing the illustrations they created with a partner to the whole class.
CONCLUSIONS Scientific Phenomena + Partner/Group Talk =
Science Learning & Understanding
+ =
IMPLICATIONS Implementing
assigned roles across the curriculum: Reader’s Workshop Writer’s Workshop Math Workshop Social Studies
Design the classroom to facilitate group work by using tables or grouping desks together
BIBLIOGRAPHY "Google Images." Google. Web. 27 Mar. 2011.
<http://www.google.com/imghp>. Michaels, Sarah, Andrew W. Shouse, and Heidi A.
Schweingruber. "Chapter 5 – Making Thinking Visible: Talk and Argument." Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms. Washington, D.C.: National Academies, 2008.
Reddy, M. "Creating Scientific Communities in the Elementary Classroom." (1998): 18-32.
Reggio Emilia Approach Simpson, Dorothy. "Collaborative Conversation:
Strategies for Engaging Students in Productive Dialogue." (2000): 177-83.