Explore Chapter 4 With Me!

 

Follow along with me to see what I learned from Chapter 4!

Citation: DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson. 

Chapter 4: Creating Environments for Discovery

Learning Objectives 

4.1 Explain how an effective classroom layout piques curiosity, invites inquiry, and inspires students to discover

4.2 Describe how to lead discussions using effective science talk 

4.3 Explain how to plan for a cooperative learning group in which all members are interdependent 

Creating a Dynamic and Inviting Science Workspace

1. Discovery Stations 

2. Adding some Life to the Classroom 

3. Remember to Consider Other Senses 

4. Distributing Materials 

5. Providing Work Areas 

6. Proving Clear Directions 

7. Creating Routines 

Transitions occur in Elementary school. Throughout the day, students switch from one activity and subject to the next multiple times. Routines aid in the notification of these shifts. 

An example of a routine that can be done in the classroom would be assigning "Do Nows". A Do Now is a  small activity that students do independently, generally at the start of class. A Do Now gets students thinking about the topic of the day or reviewing ideas from previous lessons. 

Demonstrations

- good for reinforcing important ideas

- introduce new challenges

- address misunderstandings that emerged during the unit

Presenting a Good Science Demonstration

A demonstration can grab students' attention and make them as questions. This is important as it aids them in the right direction when confused about the topic of discussion.

Encouraging Science Talk  

1. Questioning Strategies 

2. Wait-Time/ Think-Time Strategies 

3. Fostering Active Listening Strategies for Your Students 

4. Science Talk and the Science Circle

The amount and quality of instructor questions have long been a source of worry for educational researchers. As a teacher, it is known that asking questions that genuinely engage thought and guide children along the path of inquiry-based, discovery-focused learning requires self-discipline. 

You can get some pretty good outcomes by increasing the wait/think time. You can transform a traditional classroom into a richer environment for inquiry-based and discovery-focused learning by allowing more time between questions. 

No teacher wants their students to not listen to them, to help them improve their skill of listening, enforcing the idea of active listening can be beneficial. "Active Listening is the conscious effort to focus one's attention on what people are saying as they are saying it". 

Science Talk and the Science Circle

1. Recap: Summarize what was just said to clarify ambiguous or incomplete ideas

2. Redirect: Ask questions to redirect or clarify children's thinking

3. Revoice: if a student says something that is not clear to you or you think is not clear to other students, rephrase it and ask whether that is what he or she meant 

4. Restate: Ask another student to restate what another student just said and then check with the student who uttered it originally to see if it is an accurate restatement. 

That is all for today!