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South African Extraordinary Schools Coalition Preparing Science Teachers for Diverse Classrooms John Gilmour & Zonke Mpotulo 17 March 2015 SAESC 17 March 2015 PDN A Science teacher at your school asks you for advice. How important is teaching the vocabulary of Science to my students. How and when should I do this? Borrowing principles and ideas from: Preparing Science Teachers For Diverse Communities Bryan A. Brown, Ph.D. Stanford University SAESC 27/3/15 The basis of the BIG IDEA Teaching is a People Business ; Students do the work of learning; Teachers create learning situations Wrong answers are necessary, learning is process, Mistakes create sparks in the synapses Content is best learned when situated in students lives – context must be real Learning Science can be as difficult as learning a new language; Science is a language on its own Two types of resources – resources that help to: Understand Content Create Context Developing effective instruction relies on teachers rethinking content in relevant contexts. Science Lesson Planning (1) Establish a Problem –We should never teach in the abstract. All of our teaching should occur in the pursuit of a real problem in a real context. Therefore, teachers should begin their planning by identifying a problem that will serve as an umbrella under which the concept will exist. (2) Modelling – This section is the teacher centred portion of a lesson or series of lessons. During this time, the teacher MODELS the idea to be learned. This can be through analogy, demonstration, lecture, explanation, or activity. The idea is that the teacher is central in introducing the student to the primary idea. Science Lesson Planning (3) Coaching – This stage is student-centred, as the teacher selects activities where the students are central in explanation, model building, and describing phenomenon. (4) Fading - This phase assumes that students need several opportunities to apply, extend, and explain. As a result, students will need several opportunities to explain the big ideas of the lesson. This section involves a series of activities where the students explain their ideas and are assessed on how well they understand the ideas. Photosynthesis Task: What would be a good context in which to ground the teaching and learning? What are the challenges that need to be addressed in teaching this concept Key Ideas: 1. Photons, 2. Chloroplasts, 3. Leaves, 4. Oxygen, 5. Carbon Dioxide, 6. Energy, 7. Glucose When plants make their own food they release good air which all animals and humans need in order to breathe. Teaching Academic Language Teaching does not always reflect language learning approaches. The Language- Identity Dilemma a) Language is a symbol of cultural affiliation and conflict. “Language can make me feel uncomfortable” b) Language make the concept difficult to understand. “ I don’t understand what is being communicated.” Theoretical Framework to use in diagnosing blocks to learning Cognitive Affective I do not understand I don’t feel comfortable Failure to understand Failure to be understood The core of the BIG IDEA Does the use of complex science language in instruction have an affective impact on students? Students taught Science Students taught Science Language and Everyday Everyday Language and Language simultaneously Science Language added later RESEARCH Unequivocal Research Conclusion When Science concepts are taught in Everyday Language in contexts in which children can relate, children’s learning is more effective and concepts are more likely to be understood. Science Language should be added to the process after the concept has been taught and understood in Everyday Language. So what is the Science methodology in your school? Can apply to: Science; Life Science; Geography; Maths in many areas; Accounting in some areas; Business Economics in many areas; IT in many areas.