Teaching Knowledge and Promoting Understanding Interactive Teaching Methodologies

Outline Look at the purposes of science teaching Look at the purposes of science teaching Look at different methods for delivering knowledge with understanding Look at different methods for delivering knowledge with understanding Drawbacks of lecturing Drawbacks of lecturing The importance of language in science teaching The importance of language in science teaching Interactive activities Interactive activities Scientific Writing Scientific Writing Activity 1 - Starter Activity 1 - Starter

Why do we teach science? To provide students with the tools to understand the world To provide students with the tools to understand the world To know information about the world To know information about the world To become the next generation of scientists To become the next generation of scientists To pass exams and get into university To pass exams and get into university To be able to use the scientific method To be able to use the scientific method To have the skills to work in science To have the skills to work in science

According to the syllabus The aims of a course based on this syllabus should be to: 1.1 become confident citizens in a technological world and able to take or develop an informed interest in matters of scientific import; 1.2 recognise the usefulness, and limitations, of scientific method 1.3 be suitably prepared for studies beyond in further or higher education and for professional courses. 2. develop abilities and skills 3. develop attitudes relevant to biological science such as 3.1 concern for accuracy and precision; 3.2 objectivity; 3.3 integrity; 3.4 the skills of enquiry; 3.5 initiative; 3.6 inventiveness. 4. stimulate interest in, and care for, the local and global environment, and understand the need for conservation.

Breakdown of Assessment Knowledge with understanding 45% Knowledge with understanding 45% Problem solving 32% Problem solving 32% Practical skills 23% Practical skills 23% I would like to focus on how we teach UNDERSTANDING I would like to focus on how we teach UNDERSTANDING Activity 2 Activity 2

Bloom’s Taxonomy

Model A – The Lecture Teacher Learner Teacher Learner I must ‘teach’ everything on the syllabus Group work is for primary. University lecturers lecture.

What is wrong with lecturing? It ignores some basic concepts from cognitive science: It ignores some basic concepts from cognitive science: STM: Short term memory – there are limits to how much information we can handle in one go STM: Short term memory – there are limits to how much information we can handle in one go Attention Span: attention is under biological control in our brain and can only be maintained for limited time Attention Span: attention is under biological control in our brain and can only be maintained for limited time Schemata: While knowledge may be absorbed, understanding has to be constructed within the learners mind. Existing ideas may interfere with new ideas. Schemata: While knowledge may be absorbed, understanding has to be constructed within the learners mind. Existing ideas may interfere with new ideas. Scaffolding: The process which teachers and parents use to breakdown knowledge into chunks and sequences which can be handled more easily Scaffolding: The process which teachers and parents use to breakdown knowledge into chunks and sequences which can be handled more easily Semantic processing: Improves recall Semantic processing: Improves recall

Model B – Student-centred tasks Activity 3

Student-centred tasks: Pros and Cons AdvantagesDisadvantages Students have a chance to semantically process information by handling it and so provide better recall Use of language – English vs Chinese Students can receive scaffolding for difficult concepts It takes time to prepare the materials Students may learn other skills e.g. teamwork, leadership Students may not be on task Students get to use language skills other than listening Students may be more used to listening to lectures Weaker students may learn more easily from other more able student than from the teacher Teacher has to give up control of what is going on in the lesson to the students. Scary!

In the Context of Our College What are the most important type of student-centred activities? What are the most important type of student-centred activities? Language promoting activities – DARTS Language promoting activities – DARTS Why does science need to teach language specifically? Why does science need to teach language specifically? Specific Usage; Scientific Vocabulary; Scientific Writing Styles; Lexical Density; Report and essay writing style Specific Usage; Scientific Vocabulary; Scientific Writing Styles; Lexical Density; Report and essay writing style

DARTS – Directed Activities Related to Texts Activities based around written text – e.g. text books – which encourage understanding Activities based around written text – e.g. text books – which encourage understanding Use different sources of text to demonstrate how different registers can apply to different audiences, e.g. exam answer versus information poster Use different sources of text to demonstrate how different registers can apply to different audiences, e.g. exam answer versus information poster Restructuring DARTS: CLOZE; Sequencing; Completion; Matching; Converting texts to flow charts or diagrams; Restructuring DARTS: CLOZE; Sequencing; Completion; Matching; Converting texts to flow charts or diagrams; Analysis DARTS: Underlining/Highlighting; Text Annotation; Tabulating Analysis DARTS: Underlining/Highlighting; Text Annotation; Tabulating

Can’t We Just Let The English Teachers Teach This? There may be specific forms of presentation which are subject specific e.g. science practical, science essay There may be specific forms of presentation which are subject specific e.g. science practical, science essay English teachers may not be familiar with the way writing is done in science English teachers may not be familiar with the way writing is done in science It is our responsibility as science teachers to teach the skills required for the course, linguistic as well as practical It is our responsibility as science teachers to teach the skills required for the course, linguistic as well as practical Activity Plus DART examples Activity Plus DART examples

Lexical Density Task Common English We never did anything very much about science in our school We never did anything very much about science in our school My mother was madly in love with my father My mother was madly in love with my father Scientific English The atomic nucleus absorbs and emits energy in quanta or discrete units. The atomic nucleus absorbs and emits energy in quanta or discrete units. These glands secrete the enzyme maltase which hydrolyses maltose to glucose, thereby finishing off the digestion of starch These glands secrete the enzyme maltase which hydrolyses maltose to glucose, thereby finishing off the digestion of starch

Text Books (and Powerpoint) Highly simplified language Highly simplified language Short sentences Short sentences Removal of logical connectives: therefore; however, moreover, at the same time Removal of logical connectives: therefore; however, moreover, at the same time Often fail to provide correct examples of how writing should be structured Often fail to provide correct examples of how writing should be structured Poor examples of real scientific texts Poor examples of real scientific texts Powerpoints are often even worse. Powerpoints are often even worse. Look at this slide, does it give you any instruction as to how these ideas should be presented. Look at this slide, does it give you any instruction as to how these ideas should be presented.

Other Language Tasks Word Wall Word Wall Mind mapping Mind mapping Brainstorming Brainstorming Skimming and scanning Skimming and scanning Rereading for detail Rereading for detail Text prediction Text prediction Summary Summary Debate Debate Role play Role play Barrier activities Barrier activities Hot seating Hot seating Jigsaw activities Jigsaw activities Interviews Interviews Presentations Presentations

Scientific Writing Particularly important for second language users Particularly important for second language users Uses different vocabulary Uses different vocabulary Uses normal words but gives them specific meanings Uses normal words but gives them specific meanings Uses a specific register Uses a specific register Requires writing frames (e.g. PEE – Point, Explanation, Evidence or SEX – Statement, Explanation, eXample for essay paragraphs) Requires writing frames (e.g. PEE – Point, Explanation, Evidence or SEX – Statement, Explanation, eXample for essay paragraphs) We need to actively explain the correct way to use these to students We need to actively explain the correct way to use these to students Activity 7 Activity 7

However…… - Caveats Activity 8 Activity 8 Some ‘Comprehension’ exercises can be answered without comprehension Some ‘Comprehension’ exercises can be answered without comprehension Our students are used to a very didactic pedagogy and may take some training to become adjusted to these kinds of task Our students are used to a very didactic pedagogy and may take some training to become adjusted to these kinds of task Students must understand that scrambled terms must be unscrambled otherwise they will be learning the wrong information Students must understand that scrambled terms must be unscrambled otherwise they will be learning the wrong information

In conclusion Lesson planning is important to make sure that we meet the students’ cognitive needs Lesson planning is important to make sure that we meet the students’ cognitive needs Good practice is something to share. Ask your colleagues, share your schemes of work and resources, observe each others lessons Good practice is something to share. Ask your colleagues, share your schemes of work and resources, observe each others lessons Make your lessons more interactive. Your students will get more out of them and find them more enjoyable and in turn you will too. Make your lessons more interactive. Your students will get more out of them and find them more enjoyable and in turn you will too. Remember language is important for scientists and especially our students as second language speakers. Remember language is important for scientists and especially our students as second language speakers. For this presentation visit my wiki For this presentation visit my wiki