The article titled “Inquiring Kids Want to Read About Science” provides information about a learning cycle that incorporates a concrete (exploration), a representational (explanation), and an abstract (application) approach to teaching science. Included in the article are teacher behaviors associated with each phase of the instructional cycle.
In this issue of the T-TAC ODU Network News, see the article titled “Inquiring Kids Want to Read About Science” that provides information about a learning cycle that incorporates a concrete (exploration), a representational (explanation), and an abstract (application) approach to teaching science. Included in the article are teacher behaviors associated with each phase of the instructional cycle. Below are resources to help implement these practices so that active learning goes smoothly i n your science classroom.
Teacher Behaviors: Teaching routines and procedures
|In addition to general classroom rules/expectations, routines, and procedures, science teachers need to include rules/expectations, routines, and procedures specific to a science laboratory setting (Frazier & Sterling, 2005; Wolfgang, 2009). Below are resources that may be helpful for putting these ideas into practice.
• Web site of Interest: FLINN Scientific, Inc. at (broken link) http://www.flinnsci.com/index.asp .You will find resources for teaching rules and routines that promote a safe learning experience in a science class.
• T-TAC ODU Library Resources: CHAMPS: A Proactive and Positive Approach to Classroom Management (Books, Videos, and DVDs). You will find explicit instruction around developing classroom rules, routines, and procedures. Access our library at https://ttac.odu.edu/
Teacher behaviors: Providing wait time/think time
|Stahl (1994) discusses the benefits that occur with both student and teacher behaviors when sufficient “wait- time” is used as an instructional variable.
• Click on this link for a full discussion of both “Wait -Time” and “Think -Time” presented by Stahl. http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini. jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED370885&ERICExtSearch_ SearchType_0=no&accno=ED370885
Teacher behaviors: Maintaining high expectations and supporting students to meet those expectations
|Setting high expectations for students and supporting them to achieve those expectations can be achieved through a variety of teacher practices. Below are several online resources to support teachers in implementing practices that support ALL students in meeting expectations within a science classroom.• Website of Interest: Teaching Strategies for Making Connections with Science Concepts (broken link)(broken link)• Website of Interest: Strategies for Teaching Science to English LanguageLearners http://www.csun.edu/~vceed002/ref/language/teaching-ell.html • Research Literature: This resource provides an index of all science reviews of scientifically based research studies. The reviews are organized by topics including Inquiry, Graphic Organizers, Teacher Strategies, and more! (broken link)(broken link)|
Frazier, W.M., & Sterling, D.R. (2005). What should my science classroom rules be and how can I get my students to follow them?The Clearing House, 79(1), 31-35.
Stahl, R.J. (1994). Using “wait time” and “think time” skillfully in the classroom. Washington, DC: Office of Educational Research and Improvement (ED). (ERIC Document Reproduction Service No. ED370885)
Wolfgang, C.N. (2009). Managing inquiry-based classrooms. Science Scope. National Science Teachers Association, 14-17.