Teacher resources and professional development across the curriculum

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The Science of Teaching Science

Workshop 5. Summarizing, Comparing, and Interpreting Results (90 min.)

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?


Assignment:

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?

 

 

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