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Support Materials
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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