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Chapter 3 Of Ambitious Science Teaching Textbook
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CORNELL NOTES: CHAPTER 3 TALK AS A TOOL FOR LEARNING MAIN IDEA/FACTS - IDENTIFYING GOALS FOR DIFFERENT TYPES OF CONVERSATION * Prethink where you'd like to end up * identify ahead of time the intellectual work you want students to do 4 possible high-level goals for talk. FOCUSING TALK MOVES TAXONOMY REVOICING WAIT TIME OPENING UP CROSS-TALK •FOLLOW-UPS •PRESSING PROBING HOW THE COGNITIVE DEMAND OF QUESTIONS AND TASKS INFLUENCES STUDENTS' TALK DISCOURSE MOVES YOUR TOOLKIT "TALK MOVES" SUMMARY : AMBITIOUS SCIENCE TEACHING NOTES- ACTIVATING ELICITING STUDENTS' IDEAS ABOUT A SCIENCE PHENOMENA : + GOAL-draw out students beg. understandings of an event or process in the world * happens @ beg of unit * small groups or pairs (everyone gets chance to talk) HELPING STUDENTS MAKE SENSE OF NEW OBSERVATIONS, INFORMATION, OR DATA : GOAL-help students recognize patterns in data or observations of critique the quality of data, or propose why patterns exist * happens w/ nearly every science activity kids do * usually small group work as students engage in an investigation or look al secondhand data * teacher circulates around during small group convo. CONNECTING ACTIVITIES WITH BIG SCIENTIFIC IDEAS: GOAL Apply What is learned during activities or readings to a phenomena that students are trying to explain * not trying to explain the outcome of an activity or reasons for data patterns, but rather to relate what they learned during an activity to a larger...
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Alternative transcript:
Science event *Whole-class convo or "turn and taks" PRESSING STUDENTS FOR EVIDENCE-BASED EXPLANATIONS : GOAL assist students in using multiple forms of evidence, gathered over several lessons, to construct an updated explanation for the phenomena * Usually @ beg. of unil and @end * whole class & small groups *teacher circulates, probes & prompts use of evidence LOWER COGNITIVE DEMAND: TYPICALLY FOCUSES ON + * memorization (recall) * vocabulary-level understanding (listing or describing) * procedural tasks: require students to fo low steps or plug & usually have a "right answer". #'s into form wate TURNS OF TALK TO USE INSIDE PROBING probe questions or prompts! FOLLOW-UPS ask questions in pairs! CONVO TO FACILITATE DISCUSSION: reason further! PRESSING (ask for examples, etc.) HIGHER COGNITIVE DEMAND: more intellectual work, "authentic questions or tasks" *Unpack idea in own words * give an example of science principle *use evidence to support a daim * justify explanation *Tompare or contra st *plue nonroutine problems USING WAIT TIME give time to think I OPENING UP CROSS-TALK Compare, critique & add to others ideas! REVOICING paraphrase students statements to class! FOCUSING draw attention to a small problem space! PUTTING AN IDEA "ON HOLD" acknowledge comments revisit at more appropriate time! WE NEED TO GET STARTED WITH DIFFERENT KINDS OF TALK IN THE CLASSROOM map out types of classroom talk Collect data of our classes and see which approaches are most beneficial * WE NEED VARIETY IN OUR CLASSES *
Physics Teaching Insights: Chapter 3 Notes
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Ciara Morabito
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This resource offers notes from Chapter 3 of the "Ambitious Science Teaching" textbook, focusing on the methodologies and insights of diverse physics teachers. It includes various teaching approaches, including those by AP physics instructors, part-time teachers, and specialists in physics and mathematics.
Ciara Morabito
0 Follower
This resource offers notes from Chapter 3 of the "Ambitious Science Teaching" textbook, focusing on the methodologies and insights of diverse physics teachers. It includes various teaching approaches, including those by AP physics instructors, part-time teachers, and specialists in physics and mathematics.
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CORNELL NOTES: CHAPTER 3 TALK AS A TOOL FOR LEARNING MAIN IDEA/FACTS - IDENTIFYING GOALS FOR DIFFERENT TYPES OF CONVERSATION * Prethink where you'd like to end up * identify ahead of time the intellectual work you want students to do 4 possible high-level goals for talk. FOCUSING TALK MOVES TAXONOMY REVOICING WAIT TIME OPENING UP CROSS-TALK •FOLLOW-UPS •PRESSING PROBING HOW THE COGNITIVE DEMAND OF QUESTIONS AND TASKS INFLUENCES STUDENTS' TALK DISCOURSE MOVES YOUR TOOLKIT "TALK MOVES" SUMMARY : AMBITIOUS SCIENCE TEACHING NOTES- ACTIVATING ELICITING STUDENTS' IDEAS ABOUT A SCIENCE PHENOMENA : + GOAL-draw out students beg. understandings of an event or process in the world * happens @ beg of unit * small groups or pairs (everyone gets chance to talk) HELPING STUDENTS MAKE SENSE OF NEW OBSERVATIONS, INFORMATION, OR DATA : GOAL-help students recognize patterns in data or observations of critique the quality of data, or propose why patterns exist * happens w/ nearly every science activity kids do * usually small group work as students engage in an investigation or look al secondhand data * teacher circulates around during small group convo. CONNECTING ACTIVITIES WITH BIG SCIENTIFIC IDEAS: GOAL Apply What is learned during activities or readings to a phenomena that students are trying to explain * not trying to explain the outcome of an activity or reasons for data patterns, but rather to relate what they learned during an activity to a larger...
CORNELL NOTES: CHAPTER 3 TALK AS A TOOL FOR LEARNING MAIN IDEA/FACTS - IDENTIFYING GOALS FOR DIFFERENT TYPES OF CONVERSATION * Prethink where you'd like to end up * identify ahead of time the intellectual work you want students to do 4 possible high-level goals for talk. FOCUSING TALK MOVES TAXONOMY REVOICING WAIT TIME OPENING UP CROSS-TALK •FOLLOW-UPS •PRESSING PROBING HOW THE COGNITIVE DEMAND OF QUESTIONS AND TASKS INFLUENCES STUDENTS' TALK DISCOURSE MOVES YOUR TOOLKIT "TALK MOVES" SUMMARY : AMBITIOUS SCIENCE TEACHING NOTES- ACTIVATING ELICITING STUDENTS' IDEAS ABOUT A SCIENCE PHENOMENA : + GOAL-draw out students beg. understandings of an event or process in the world * happens @ beg of unit * small groups or pairs (everyone gets chance to talk) HELPING STUDENTS MAKE SENSE OF NEW OBSERVATIONS, INFORMATION, OR DATA : GOAL-help students recognize patterns in data or observations of critique the quality of data, or propose why patterns exist * happens w/ nearly every science activity kids do * usually small group work as students engage in an investigation or look al secondhand data * teacher circulates around during small group convo. CONNECTING ACTIVITIES WITH BIG SCIENTIFIC IDEAS: GOAL Apply What is learned during activities or readings to a phenomena that students are trying to explain * not trying to explain the outcome of an activity or reasons for data patterns, but rather to relate what they learned during an activity to a larger...
Can't find what you're looking for? Explore other subjects.
Knowunity is the # 1 ranked education app in five European countries
Knowunity was a featured story by Apple and has consistently topped the app store charts within the education category in Germany, Italy, Poland, Switzerland and United Kingdom. Join Knowunity today and help millions of students around the world.
Still not sure? Look at what your fellow peers are saying...
iOS User
I love this app so much [...] I recommend Knowunity to everyone!!! I went from a C to an A with it :D
Stefan S, iOS User
The application is very simple and well designed. So far I have found what I was looking for :D
SuSSan, iOS User
Love this App ❤️, I use it basically all the time whenever I'm studying
Alternative transcript:
Science event *Whole-class convo or "turn and taks" PRESSING STUDENTS FOR EVIDENCE-BASED EXPLANATIONS : GOAL assist students in using multiple forms of evidence, gathered over several lessons, to construct an updated explanation for the phenomena * Usually @ beg. of unil and @end * whole class & small groups *teacher circulates, probes & prompts use of evidence LOWER COGNITIVE DEMAND: TYPICALLY FOCUSES ON + * memorization (recall) * vocabulary-level understanding (listing or describing) * procedural tasks: require students to fo low steps or plug & usually have a "right answer". #'s into form wate TURNS OF TALK TO USE INSIDE PROBING probe questions or prompts! FOLLOW-UPS ask questions in pairs! CONVO TO FACILITATE DISCUSSION: reason further! PRESSING (ask for examples, etc.) HIGHER COGNITIVE DEMAND: more intellectual work, "authentic questions or tasks" *Unpack idea in own words * give an example of science principle *use evidence to support a daim * justify explanation *Tompare or contra st *plue nonroutine problems USING WAIT TIME give time to think I OPENING UP CROSS-TALK Compare, critique & add to others ideas! REVOICING paraphrase students statements to class! FOCUSING draw attention to a small problem space! PUTTING AN IDEA "ON HOLD" acknowledge comments revisit at more appropriate time! WE NEED TO GET STARTED WITH DIFFERENT KINDS OF TALK IN THE CLASSROOM map out types of classroom talk Collect data of our classes and see which approaches are most beneficial * WE NEED VARIETY IN OUR CLASSES *