Four-day Course on Teaching Science Education KLA in the English Medium Dr Stella Kong

Course objectives planning to teach science through English that supports students’ learning of science and the language of science; using the language (English) of science to explain science concepts to students; helping students use the language of science to demonstrate their learning

Course Work & Assessment Assignment: a lesson plan and learning materials for a (double) lesson  science + the language of science (pass/fail) think of a topic to work on; sample lesson plan pp.33-35; sample materials in Topic 5 Deadline: 25th January 2019 (stella@eduhk.hk) Microteaching on the last day? Post-course lesson observation + feedback [Dr Liz Walker] Attendance: at least 80% [max absence of 4.8 hours]  Completion (pass) or attendance certificate

Every teacher is a language teacher Every exam is a test of language skills Rationale for EMI The only reason to teach a subject in English is to help students develop English proficiency in the subject; Science teachers have to make sure students learn the science and the English of science (i.e. science/content-language integration); Teachers need to plan the language + content; Students need scaffolding; Students need to talk, read and write, not just listen; EMI teachers need to be language aware.

Topic 1 Content: How is subject knowledge organized – knowledge structures How is subject knowledge organised? Knowledge structures in subjects Special features of knowledge structures Using knowledge structures to plan for EMI science teaching How do we write content objectives related to knowledge structures?

1. How is subject knowledge organised? Discrete facts??

1. How is subject knowledge organised? Interrelated network of ideas??

1. How is subject knowledge organised? Water Photosynthesis Sunlight Chlorophyll Carbon dioxide Oxygen Food and energy Interrelated network of ideas

1. How is subject knowledge organised? Interrelated network of ideas: Cognitive processes Conceptual processes / structures Schema (schemata) Information structures Concepts Knowledge structures

2. Knowledge structures in subjects Classification (with definition, description, exemplification etc.) Sequence (e.g. processes, cycles, recounts) Description (of properties, functions, structures, location, measurement etc.) Comparison and contrast Cause and effect Evaluation Hypothesis Knowledge structures are not discrete structures but are themselves interrelated Ask participants for examples of each knowledge structure in their subject.

2. Knowledge structures in subjects Science: adjustments of the eye to different conditions (light and distance) Process (how the eye works) Cause-effect Comparison-contrast Geography: how earthquakes occur at different plate boundaries Process (sequence of events)

3. Special features of knowledge structures Knowledge structures have corresponding graphic representations (a tree diagram) Classification

3. Special features of knowledge structures Knowledge structures have corresponding graphic representations (flow charts) Sequence: process Sequence: cycle

3. Special features of knowledge structures Knowledge structures have corresponding graphic representations (arrows) Cause - effect

3. Special features of knowledge structures Knowledge structures have corresponding graphic representations (a table) Aspect Object 1 Object 2 Compare - contrast

3. Special features of knowledge structures Knowledge structures have corresponding graphic representations (a web) Description

3. Special features of knowledge structures Knowledge structures have corresponding graphic representations (a table) Aspect For Against The same graphic can be used to represent different knowledge structures. We don’t need to be able to name a graphic to use it. Evaluation

3. Special features of knowledge structures Knowledge structures are across the curriculum A mathematical procedure A science experiment A sequence of historical events A cycle of events in nature (e.g. weather) A plot development (of story) Ask participants to give other examples.

3. Special features of knowledge structures Knowledge structures are core thinking skills Common (exam) question words: What is / Define Describe / Outline List Compare and contrast Explain why What are the causes / effects of Discuss Evaluate

3. Special features of knowledge structures Knowledge structures are core thinking skills Classify Compare and contrast Define Explain Evaluate Hypothesise Analyse etc.

3. Special features of knowledge structures Knowledge structures are core thinking skills Maths L Science Cognitive development (knowledge structures) L Geog L L History L HE L stands for language, as a tool to help develop thinking / learning in each subject area. L PE L Art L Computer

3. Special features of knowledge structures Knowledge structures are cross-cultural We classify in L1 and in L2 The concept of classification in L1 can be transferred to L2  Particularly useful when learning through an L2

3. Special features of knowledge structures Knowledge structures have related language forms and text structures (pp.8-11) e.g. Classification Verb: be classified / grouped / divided / categorised Noun: kinds, types, classes, groups, categories etc.

3. Special features of knowledge structures Knowledge structures have related language forms and text structures The language (text) of classification The language (text) of sequence The language (text) of cause-effect The language (text) of comparison-contrast The language (text) of evaluation The language (text) of hypothesis Ask for examples of language forms for each type of language use. Explain that such language has to be at a text level, not just word level. Show examples of language use in textbooks.

3. Special features of knowledge structures Knowledge structures have related language forms and text structures Content  Knowledge structures Language

3. Special features of knowledge structures Have graphic representations; Are across the curriculum; Are core thinking skills; Are cross-cultural; Have related language (words, clauses, texts)

4. Using knowledge structures to plan for EMI science teaching (p.12) Level Topics / Sub-topics Content objectives Students should be able to: Knowledge structures Graphics  

5. How do we write content objectives related to knowledge structures? Classification Sequence Description Comparison and contrast Cause and effect Evaluation Hypothesis Content learning objectives [Students should be able to…] classify… describe the process of… describe… compare and contrast… explain the causes and effects of… evaluate… hypothesise…

5. How do we write content objectives related to knowledge structures? Students should be able to… (behavioral/assessable/doable) verbs e.g. describe/explain/define/give examples of… But not know…. understand… recognise…

3. Special features of knowledge structures: graphics are inadequate Sunlight Carbon dioxide + Water + Oxygen Food Chlorophyll Photosynthesis is the process by which plants make food and produce oxygen. They do this by using carbon dioxide and water in the presence of sunlight and chlorophyll.