Promoting Student Discourse in Science Class

I have long believed that in order for students to truly understand science you have to get them talking about science.  One of the things I miss about being in the classroom is the discussions the students would have about the concepts being taught.  You can learn a lot from student talk.  You can learn about what students already understand and have mastered.  You can learn about what misconceptions or learning gaps they may have. Student discourse can be used to guide instructional planning.  Of course, like everything else, there are different types of students discourse strategies.  Below are links that provide information about student discourse along with tools that teachers can use when trying to promote student discourse in their classrooms:

Tools for Ambitious Science Teaching: Discourse in the Classroom

Example of Discourse in Action: Teaching Middle School Students Force and Motion

Example of Discourse in Action: Teaching High School Chemistry Students Gas Laws

A Discourse Primer for Science Teachers: How to manage classroom talk in your classroom

Using Anchoring Events to Guide Instruction: Locating big ideas in your curriculum

Talking the Talk: Tips for Engaging Your Students in Scientific Discourse

Discourse Tool #1 Eliciting student’ hypothesis to shape instructional decisions

Goals for Productive Discussions and 9 Talk Moves

Talk Science Primer

A Primer on Productive Classroom Conversations

Planning is STILL an Important Part of Teaching!

It takes hard work and dedication to be a great teacher and part of the hard work is designing a great lesson through focused planning.  Is it okay to use the same lesson plans year after year when you have different students year after year?  Is it okay to use the same lesson plans this year if your student achievement was low last year?  One of my favorite quotes is Albert Einstein’s definition of insanity: “Insanity: doing the same thing over and over again and expecting different results.”  Are you a teacher that pulls out the same lesson plans from the previous year?  What has happened to art of lesson planning?  Why do teachers put so little effort in planning?  Yes, it takes a lot of effort to design a lesson that aligns with standards, is engaging for students and is effective.

I always taught my students like I would wanted someone to teach my own children.  I took lesson planning very seriously and it would take a lot of time to develop a complete lesson that included what I considered, essential components.  It is not easy designing lessons and activities that align with the rigor of the standards, are student centered, engages students, includes various level range questions, scaffolds learning and effectively uses instructional time from start to end.  To design a lesson that includes the mentioned components takes a great deal of time, effort and resources.  A lesson plan is your blueprint or map of what your expectation or goal is for your students, not for you.  It is what you want those students to be able to do by the end of that class, concept or unit.  A lesson plan is not just a required document that you have to turn in weekly.  How would you feel if your surgeon just showed up to operate and did not have a plan as to what the best procedure or tools would be needed for the best results?  What if your lawyer just showed up and did not prepare for your case beforehand?  I think you get the point, or at least I hope you do.  Teaching is an exciting and wonderful profession and I believe the best job ever, but you have to go above and beyond if you want your students to do the same.  Take the time and plan with your students in mind.

Something to ponder. Are your students participating or are they engaged?

                                                

I have been thinking about the terms participate and engage a lot lately.  I was recently at a conference about best practices in teaching and a small debate was started because the terms were used as if they were the same.   Being in curriculum and working with teachers, I know that they often think students that are participating are also engaged.  Are teachers evaluated on the number of students who participate or how many engaged? Is there a set understanding and clear expectations of what participation and engagement is or looks like?  I wonder how many educators know the difference between the two terms.  Below are a set if definitions for each term.  See if you can match the terms to the definitions.

To take or have a part or share, as with others

To occupy the attention or efforts of a person or persons

To be involved with others in doing something

To get and keep someone’s attention, interest

How would you describe the following student examples in terms of participation and engagement?

A.       Student listens to teacher, answers all questions correctly when called upon, no behavior problems and quietly completes all his work.

B.       Student listens to teacher, raises hand to answer questions, but answers are not always correct, ask questions about concept that are beyond the lesson for the day, constantly talking to classmate about today’s lesson and does not complete all his work.

Can you have participation without engagement?

CISD Digital Leadership

Digital Leadership: Chapter 11 Summary

Digital leaders seek out innovations that foster authentic learning experiences and provide unsurpassed educational opportunities for students.  It is essential that districts form strategic partnerships that support the district’s vision and mission.   District leaders must find a way to attract top partners by distinguishing their district from the rest.  District leaders should systematically establish a variety of partnerships that provide a wealth of resources that enhance the educational experiences of students.  University partnerships can lead to professors working with district teachers in STEM classes and college courses being taught in the district schools.  Experiential learning partnerships such as, the Fort Worth Museum of Science, provide opportunities for students to learn outside the traditional classroom.  Intraschool partnerships allow teachers and students to collaborate and learn with other teachers and students in neighboring schools, across the nation or around the world.  Corporate and community partnerships enable to students explore and learn about a variety of issues such as social, economic and environmental justice.  Establishing a mental health partnership can help districts meet the mental and emotional needs of their students, which is important to their academic growth.

Leveraging social media is also discussed as a useful way to bring attention to the great innovative things taking place in districts and schools.  Using social media not only brings positive attention to the district, it also can possibly bring more opportunities for partnerships and connections.