3531470
Description
Mind Map by Emily Pearson4500, updated more than 1 year ago
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Created by Emily Pearson4500
over 8 years ago
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Science Classroom
- CHAPTER 3 (GH)
- Multiculturalism and Science
- Investigate people,
environments, customs,
food, literature, and music.
- Investigate history, myths, how it relates to
present views, compare and contrast
- Investigate history, myths, how it relates to
present views, compare and contrast
- Investigate people,
environments, customs,
food, literature, and music.
- Gender Equatlity
- Typically Girls do not
prefer science
- Teacher Strategies to
for gender equality;
especially for girls
- Implement
various
teaching and
assessment
strategies
- encourage participation
- talk about
women in
science
- wait time
- gender neutral
language and call on
girls for answers
equally
- Implement
various
teaching and
assessment
strategies
- Typically Girls do not
prefer science
- Types of
learners
- Auditory, Visual, Tactile, Kinesthetic,
Linguistic, Logical and Mathmatical,
Spatial, Musical, Accomodator,
Converger, Assimilator, Diverger
- Auditory, Visual, Tactile, Kinesthetic,
Linguistic, Logical and Mathmatical,
Spatial, Musical, Accomodator,
Converger, Assimilator, Diverger
- Pre- Assessment:
Observe, Interview,
Notes, Portfolios,
Survey, Self
Assessment
- Multiculturalism and Science
- CHAPTER
4 (GH)
- Methods for Teaching
Science
- Discussion:
engages in dialoge
and reflection
- Expository: receiving information
- Demonstration: interactive presentations
- Guided Inquiry: active
learning process,
Investigation,
hypothesis, discussion,
conclusion
- Open Inquiry or
Problem- Based
Learning: student
generated questions
- Discussion:
engages in dialoge
and reflection
- Research Based
Effective Practices:
proven ways to
increase student
motivation, interest,
and achievement
- NSES: effective practices for teaching science
- Responding to Student Needs,
investigation and inquiry, subject
matter, analyze, process skills,
evidence, assessing, continuous
- Responding to Student Needs,
investigation and inquiry, subject
matter, analyze, process skills,
evidence, assessing, continuous
- McREL: strategies
that enhance
student
achievement
- identify similarities and
differences, summarize, reinforce,
practice, representations,
cooperative learning, objectives,
hypothesis, activate prior
knowledge
- identify similarities and
differences, summarize, reinforce,
practice, representations,
cooperative learning, objectives,
hypothesis, activate prior
knowledge
- Science Notebooks, Lab
Reports, Grouping,
Cooperative Learning,
Adjustable Assignments
(Differentiate), Curriculum
Compacting ( pre asses,
analyze, appropriate task)
- Lab Reports:
understand
content through
ability to design,
conduct, and
communicate in
an experiment
- Grouping: placing
studnets in
different types of
groups that
benefits the
learning
- Cooperative Learning:
instructional, emotional,
and personal needs
- Adjustable
Assignments:
Differentiate
- Curriculum Compacting:
pre assessing, analyzing,
and then giving
appropriate task for the
level of learner
- Lab Reports:
understand
content through
ability to design,
conduct, and
communicate in
an experiment
- NSES: effective practices for teaching science
- Methods for Teaching
Science
- CHAPTER 4 (PMP)
- Models
- Concept
Formation
Model: Question,
Brainstorm,
Group Ideas,
Label, Regroup,
Connect
- Concept
Attainment
Model: Provide
Examples, Provide
Additional Ideas,
Tell students to
create their own
- Group Investigation Model:
Puzzlement, Ask Questions,
Group Formation, Group
Investigation, Group
Monitoring, Group
Presentation, Group Evaluation
- The 5 Es Instructional
Model: Engage, Explore,
Explain, Elaborate,
Evaluate
- Concept
Formation
Model: Question,
Brainstorm,
Group Ideas,
Label, Regroup,
Connect
- Models
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