BDay8thGrade

Slide 1: 

Creating a Culture of Writing in the Service of Science Part 2 of 2

Creating a Culture of Writing in the Service of Science: 

Creating a Culture of Writing in the Service of Science Good morning! Grab some coffee, tea and treats. Be prepared to be mobile today.

Mode 1: What’s in a name?: 

Mode 1: What’s in a name? Think about your name for one minute. Write for two minutes anything you wish about your name including doodles and cluster maps. Line up by first letter of first name. Resource – How to Write to Learn Science, Bob Tierney

Collaborative Norms : 

Collaborative Norms

Flow of the Day: 

Flow of the Day

Creating a Culture of Writing in the Service of Science: 

Creating a Culture of Writing in the Service of Science Purpose Defines the Mode Mode 1: Writing to get ideas flowing Mode 2: Writing to process ideas (writing to learn) Mode 3: Writing to express ideas to an audience

Purpose Defines the Mode:Mode 2 vs. Mode 3: 

Purpose Defines the Mode:Mode 2 vs. Mode 3 Knowledge constructing Can be a rough draft leading to Mode 3 Targeted feedback Knowledge telling Final draft Targeted grading

MODE 2 Strategies: 

MODE 2 Strategies Write to Diagram Assessment Probes Simile Review Multiple Drafts Reflection Writing Exit Cards Before and After Paragraph “Purpose Defines the Mode”

Bob Tierney: 

Bob Tierney

Great Quotes from Bob Tierney: 

Great Quotes from Bob Tierney In my beginning years of teaching almost all of the responsibility (for learning) was mine not the students. (pg. 4) By getting my students to write openly about their work in science, I was able to get many of them to experience the joy of their own discovery. (pg, 4) During the first weeks of class, I strive to create an atmosphere of mutual trust and respect. (pg. 4)

BT Cruise Activity: 

BT Cruise Activity

The Value of Mode 2: 

The Value of Mode 2 Students need to grapple with their ideas, not focus on a grade. Writing is a window into student thinking. Challenging students to write: places students at the center of their own learning enables them to master content improves their skill at expressing ideas.

Grading: The Research: 

Grading: The Research When grades dominate the classroom environment, students tend to: Become more concerned with questions such as “How long does it have to be?” “Does spelling count?” “How many points is it worth?” or “What do you want me to say?” Become dependent on the reward, allowing themselves to be controlled by the threat of the grade and unwilling to take risks. When you provide a grade with feedback, the feedback is lost; students only pay attention to the grade. From “Punished By Rewards”, Alfie Kohn, (1993)

Scientific Explanations Using Claim, Evidence and Reasoning: 

Scientific Explanations Using Claim, Evidence and Reasoning A structured framework that includes: Claim Evidence Reasoning “Supporting Middle School Students in Developing Scientific Explanations” by Sutherland, McNeill and Krajcik. University of Michigan.

Scientific Explanations Using Claim, Evidence and Reasoning: 

Scientific Explanations Using Claim, Evidence and Reasoning Goals – Clarify terms of C, E, R Science activity to gather data Look at student work to see how students interact with this framework

From Linking Science and LiteracyChapter 7 Highlights: 

From Linking Science and LiteracyChapter 7 Highlights Read each section. Stop when you come to a stop sign. In your notebook, write a short reflection describing your feelings and thoughts about the section that you just read. Share your ideas with your partner. Continue, read the next section and follow the same directions.

Strategies for Introducing the Scientific Explanation: 

Strategies for Introducing the Scientific Explanation Mystery story Water cycle Lunch time bell schedule, “unfair scandal”…. Other ideas?

BREAK: 

BREAK

Science Standards: 

Science Standards Standard Set 3: Structure of Matter 3d: 3e: 5d: Page 1 - 2

Slide 20: 

Inquiry and Chemistry Learners are engaged by scientific questions. Learners give priority to evidence. Learners develop explanations. Learners evaluate explanations. Learners communicate and justify explanations. Who’s making sense of the data?

Structure of Matter Activities: 

Structure of Matter Activities Models, models, models Popcorn

Structure of Matter Activities: 

Structure of Matter Activities Dyeing Water

Structure of Matter Activities: 

Structure of Matter Activities Solid/Liquid/Gas Hot rocks

Structure of Matter Activities: 

Structure of Matter Activities Phase changes Molecular Workbench http://workbench.concord.org/

Heat Conduction: 

Heat Conduction

Direct Teach:Note-taking/Note-making: 

Direct Teach:Note-taking/Note-making 8th grade – p. 11 notes Similar to Cornell Notes Students hear the same thing, but interpret it differently; it allows students to learn from different perspectives. Interaction fosters participation and metacognition Student work Resource – How to Write to Learn Science, Bob Tierney

Scientific Explanation Using Claim, Evidence and Reasoning : 

Scientific Explanation Using Claim, Evidence and Reasoning Expanded rubric Emphasis: Linking details What does it look like in student work?

Writing Your Own Scientific Explanation: 

Writing Your Own Scientific Explanation Which metal conducted heat the fastest? Open 8th grade packet to page 9. Write out your own C, E, R… feel free to bullet it!

Scaffolding for Students: 

Scaffolding for Students Introduction to CER Pages 14 - 16 Claim given ___________ metal conducted heat the fastest. Evidence p.18 Reasoning p. 17 – definition of heat conduction

“Sufficient and Appropriate” Claim/Evidence/Reasoning: 

“Sufficient and Appropriate” Claim/Evidence/Reasoning For Claim: Type of metal filled in. Matches evidence For evidence: Data with units that matches the results All 3 metals mentioned Linking detail connecting why evidence is important For reasoning: Heat conduction – connection to definition on page 17

Managing the Paper Load: 

Managing the Paper Load Additional writing structures to support organization; makes quick assessment possible. Expectation set- class feedback using student work papers (i.e., Have students “score” using rubric) Read papers “aloud” for fluency. Using peer/self-editing strategies on pages 25-26.

Scientific Explanation Using Claim, Evidence and Reasoning Rubric : 

Scientific Explanation Using Claim, Evidence and Reasoning Rubric Read through the three pieces of student writing A, B, and C. Pages 19 - 21 Use the “Linking Details” rubric to score the three samples. Discuss your EVIDENCE and LINKING DETAIL scores with each other.

Scientific Explanation using CER Teacher Tackle: 

Scientific Explanation using CER Teacher Tackle Use your own experiences and strategies in packet to the next steps in the helping students to master the CER – how do you move students forward from here?

Lunch Logistics : 

Lunch Logistics A facilitator will walk you over to the cafeteria. Afternoon starting time on board.

Silent Debate: 

Silent Debate Pick a partner. Decide who will be the pro and con. Find a pencil and something to write on. Be prepared to be mobile! Instructions: Pro/Con sides of room Brainstorm/wb ideas- 4 min Jot down favorites! Back to seats!

Silent Debate Prompt: 

Silent Debate Prompt “Answering chapter questions and completing worksheets is an effective means of enhancing student learning.”

Silent Debate: 

Silent Debate Con person will begin. At the sound of the chime, exchange the paper with your partner. Silently read and respond in writing in an ongoing dialogue. Write the entire time you have the paper.

Silent Debate Prompt: 

Silent Debate Prompt “Answering chapter questions and completing worksheets is an effective means of enhancing student learning.”

Silent Debate Golden Lines: 

Silent Debate Golden Lines Read through the lines of your debate. Highlight your partner’s “golden line”. Read the line to your partner and explain why you chose it. Write the line on a sentence strip and tape it on the Pro/Con wall.

Short Answer Paragraph (SAP): 

Short Answer Paragraph (SAP) We need to push kids to higher-level analysis and provide them with the tools to go there. Creating clear prompts is key A well-written prompt should allow students to see topic sentence! Helping students learn to deconstruct prompts is important

Scientific Explanations:Short Answer Paragraph: 

Scientific Explanations:Short Answer Paragraph Topic sentence/Claim At least two details and/or pieces of evidence from our class activities Explanation of “So What?” What is important about this evidence? How does it support the claim? Scientific principles/reasoning. Why is this evidence important? p.29

Claim, Evidence, Reasoning vs. Short Answer Paragraph: 

Claim, Evidence, Reasoning vs. Short Answer Paragraph Narrow focus Data from one investigation Evidence-based explanation p. 29 Broad focus Synthesis of several classroom/other experiences Conceptual-based explanation

Student Pathway to SAP: 

Student Pathway to SAP Story So Far….. Foldables…. pgs. 22-27 Notebook-rough draft Final products Resource for test

Short Answer Prompt: 

Short Answer Prompt 8th grade – page 28 Read through the student work to get a sense of the work pgs 29 – 30

Student Pathway to SAP: 

Student Pathway to SAP Practice Problem Rachel walked into Amy’s house and said, “Hey can I have a fresh baked cookie?” The kitchen is on the opposite side of Amy’s house from the front door and Rachel could not see the kitchen. Explain using what you know about particles how Rachel knew that Amy was baking cookies. MODE 3 – Choice of questions on test p. 28

Slide 46: 

Students need to write a lot, so much that teachers couldn’t possibly mark every error in every paper. However, research strongly shows that the traditional intensive marking of students’ papers doesn’t promote improvement. Instead, focusing on one or two kinds of errors at a time results in more real learning. From Best Practice – New Standards for Teaching and Learning in America’s Schools by Zemelman, Daniels, and Hyde

Targeted Feedback vs. Targeted Grading: 

Targeted Feedback vs. Targeted Grading Mode 2 vs. Mode 3 – pg. 30 Writing Modes 1, 2 and 3: A Continuum – p.31

Slide 48: 

Targeted Feedback Feedback is: timely! limited; focuses on no more than three types of errors at a time. should be diagnostic. Comments should illuminate the strengths and help students move to the “next level” in improving their writing. Feedback should be followed up with examples and non-examples of exemplary work. Students are expected to respond to the feedback through corrections and resubmission of work.

Student Work: Targeted Feedback: 

Student Work: Targeted Feedback Targeted Feedback Checklist on page 33 (# 1, 5, 7) Choose 2 pieces of student work p. 29 – 30 Pretend it is Mode 2 work What feedback would you give these students? Share with your table what feedback you gave and why?

Student Work: Targeted Grading: 

Student Work: Targeted Grading Targeted Feedback Checklist on page 33 (# 1, 5, 7) Can be used for grading: “When I grade this, I’ll be grading for 1, 5, and 7.” Classroom expectations for acceptable work remain in place (example: I expect complete sentences, punctuation, Word Wall vocabulary spelled correctly, etc….)

SAP Teacher Tackle : 

SAP Teacher Tackle

Study groups : 

Study groups Your group may want to set your next study group date and/or focus while you are here together today Facilitators meeting on Feb 8

Take Home Messages: 

Take Home Messages Scientific explanations are at the core of science and the critical thinking process. Students need explicit instruction along with lots and lots of practice. Learning is enhanced when students respond to non-graded, targeted, timely feedback. Grade judiciously. Avoid intensive error-correction and use peer and self-editing techniques to help manage the paper load.

Slide 54: 

Evaluation: Let Us Know What You Think List two key ideas on your exit card that you plan to take back to the classroom. Tell us about the quality of the day for you – ideas, presentation, logistics.

Thanks for a great day!: 

Thanks for a great day! Put nametags and evaluation cards on table by door. Sign out