Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
Workshop 5: Summarizing, Comparing & Interpreting Data
The work of these teachers will be featured during Workshop 5:
Name: Dottie Herd
Experience: 23 years
Grade & Subjects: Grade 6 and several Grade 7 students; all subjects
Demographics: K-8 school in a rural district
Classroom: 25 students; 4 special education students
Science Teaching: 30-45 minutes daily; science integrated into curriculum
Curriculum: Derives from the Tennessee Valley Project; previously built around objectives for state standardized test.
Name: Jennie Paretti
Experience: 20 years
Grade & Subjects: Kindergarten; all subjects
Demographics: Elementary school in an urban community
Classroom: 21 students, AM session; 22 students PM session
Science Teaching: Science center available every day; science integrated into daily activities
Curriculum: Teacher developed
Other: Masters degree with concentration in whole language development and process writing
Name: Doug Kirkpatrick
Experience: 35 years
Grade & Subjects: Grade 8, physical science
Demographics: Middle school in suburban community
Classroom: 30-32 students; 2-3 special needs students
Science Teaching: 45 minute periods; meet 6 out of every 7 days
Curriculum: Designed by teacher working with group at University of California, Berkeley
Other: Received Feminist of the Year award from National Feminist Majority Foundation in 1991 for getting girls involved with science.
Name: Richard Haller
Experience: 20 years
Grade & Subjects: Grade 2; all subjects
Demographics: Suburban elementary school
Classroom: 24 students
Science Teaching: 45 minute block for science and social studies every day
Curriculum: Teacher developed, theme based using GEMS, AIMS
Other: Science teacher leader for district
Questions to ponder before and after Workshop 5:
1. What do students gain from having to present their findings to other students or other classes instead of reporting only to the teacher? What are three different ways in which this can be arranged?
2. If a student presenting findings to the whole class says something that's clearly wrong, what are some of your options? Which option would you be likely to choose, and why?
3. Present arguments for and against using computers to help summarize data. How can the advantages be maximized while the disadvantages are minimized?
Ask two to five of your colleagues the following questions:
To teach science effectively to girls, do we need to use some different teaching approaches than we use with boys? Why or why not? Does this vary with grade level?