Think Like a Disciplinarian! Making Real-World Connections in Science Marcie Griffith mgriffith@ggusd.us

Depth & Complexity Language of the Discipline: Identification & usage of appropriate language relative to the discipline. Details: Elaboration and description of an idea or event. Patterns: Recurring elements or repeated factors of an idea or event. Order of events. Identify & predict. Trends: Identification of changes throughout a period; factors, influences & forces. Note causality & predict. Unanswered Questions: Unclear ideas & information; What is unknown, unexplored, unproved. Identify & guess. Rules: Organizational elements relevant to curriculum. Note order, determine relevance, organize, & identify learnings. Ethics: Possible rights & wrongs of an event, idea, or issue. Reflection on bias, prejudice, discrimination. Draw conclusions, argue, prove with evidence. Big Idea: Generalization, principle, or theory about the curriculum being studied. Identify theory, state principle. Over Time: Change over time where changes are identified & causality examined. Predict, order, & sequence. Points of View: Multiple perspectives. Examine ideas & events from different perspectives. Think like a . . . Interdisciplinary Connections: Connection between curriculum under study & other disciplines. Associate, integrate, & link. Here we have our Thinking Tools, developed by Dr. Sandra Kaplan. I should point out that this is a subset of Dr. Kaplan’s thinking tools but this will be the set of tools we will need today. I want to go over why we would use them. We use these icons to help us attach concrete images to abstract concepts. Using these images allows students to identify concepts as they read and hence allows them to produce a more sophisticated analysis. I’m not going to go through all of these right now, as our time together is limited.

Content Imperatives Origin: Beginning, root, or source of the idea or event Contribution: Define the significant part of result of an idea or event Parallel: Defining ideas or events that are similar and can be compared to one another. Paradox: Defining the contradictory elements in an event or idea. Positive/Negative aspects of something. Convergence: Defining the meeting point of the elements that describe an event or idea.

What is a Disciplinarian? Expert in a particular field of study Teach, conduct research & publish findings Experts in applying a discipline -perform specialized tasks rather than conduct basic research Collaborate across disciplines Sub-disciplines or branches Disciplines- fields of learning and scholarly instruction in which degrees may be earned at the university level

Why Think Like a Disciplinarian? Engages students -Science is more than memorizing facts Provides rationale for learning Allows students to gain familiarity with academic disciplines Demonstrates connections to concepts, thinking processes, & methodologies across multiple disciplines Demonstrate why it is important to know this…

Integrating Think Like a Disciplinarian Frames Scientific Disciplinarian Learning Centers Concentric Circles

Think Like a Scientist! Frames of Knowledge

Creating the Frame: Single Discipline Align content/standard with disciplinarian Disciplinarian: middle of frame Questions/Depth & Complexity/ Content Imperatives in outer compartments 6th Grade Life Science: The number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors. .. What ethical issues might an ecologist investigate when studying ecosystems? Key vocabulary important to understanding ecosystems. What patterns might an ecologist examine? Explain Think like an Ecologist Details an ecologist might examine when studying an ecosystems ability to support life

Teaching the Frame Introduce disciplinarian -Solicit prior knowledge -Provide definition -Discuss type of tools this disciplinarian might use Introduce thinking tools used in frame -Practice with familiar topic (i.e. birthday parties) Present questions on disciplinarian frame Students work in groups, pairs, or as individuals Share out/reflect as to how thinking like this disciplinarian enhanced their understanding of the content

Think Like a Geologist Introduce: Hook- identified disciplinarian from pictures, discussed prior knowledge Asked- What types of tools might a geologist use to get a better understanding of what they study? -Asked- Why might it be important for a geologist to practice using specialized tools? -Explained that we would also be using special tools to help us better understand our study

What are the patterns of birthday parties? Introduced thinking tools ( ) Applied to frame/practiced using familiar topic Names: Birthday Parties What are the rules of birthday parties? What are the patterns of birthday parties? What are the contributing factors to birthday parties? What are the specialized terms used about birthday parties?

Think Like a … Geologist SOIL What are the rules of soil conservation (How do geologists work to protect against soil loss)? What are the patterns of soil erosion? (Where does soil erosion commonly occur?) What are the contributing factors to soil loss? What are the specialized terms a geologist might use when examining issues involving soil?

Creating the Frame: Across Disciplines Align content/standard with disciplinarians Content: middle of frame Disciplinarians & thinking tools: outer compartments Meteorologist Pulmonologist (doctor specializing in issues involving respiration). Wildfires Geographer

Wildfire Frame: Across Disciplines with Added Thinking Tools

Think Like a Scientist! Learning Centers

Scientific Disciplinarian Learning Centers

Creating the Learning Center Identify disciplinarians that align with content Display/ include Big idea for learning Rules & procedures for learning Details to make the center aesthetically pleasing Pictures/images to support learning & hold interest Provide information/resources on disciplines Include open-ended task cards/task sheets to guide student inquiry

Think Like a Glaciologist Task Card Disciplinarian + Thinking Skill(s) + Product Independent learning/small group Think Like a Glaciologist Examine the global patterns of where glaciers are located, paying close attention to trends in where glaciers are found and how they have changed over time. Create a poster describing your findings. Include graphic aids (maps, charts, etc).

Task Sheet Hybrid: Disciplinarian investigation combined with content focus Multiple tasks Reflection on future interest in discipline

Introducing the Center Introduce whole class to learning center Review rules & procedures Pre-teach any new concepts/material necessary for success Direct students to where they can locate information/resources needed (computer, texts, etc) Students self-select, rotate, or are assigned to center

Independent Study: Student-Created Learning Centers Teacher provides guidelines Student submits work plan -disciplinarian, content, rough sketch, expected completion date Teacher monitors progress Student works independently Student presents center to class for use

Think Like a Scientist Concentric Circles

Concentric Circles Provides opportunity to introduce students to general disciplines and their sub-disciplines Focus on standard/content Move from general to specific view of how disciplinarians might approach topic - Utilize depth & complexity/ content imperatives to focus investigation Identify patterns or parallels noticed between disciplines (afterward)

Where to Find Information on Academic Disciplines Professional organizations Jobs/careers Sections Ask the Expert Section Society of Nematologists http://www.nematologists.org/ Botanical Society of America http://www.botany.org/ University Websites (Departments & Programs) Faculty Studies & Research (i.e. microbial ecologist) USC Department of Biological Sciences http://college.usc.edu/bisc/marine/faculty/

Additional Resources USC / Sandra Kaplan Think Like a Disciplinarian http://www-rcf.usc.edu/~skaplan/index.html American Museum of Natural History: Ology https://www.amnh.org/ology/ Koshland Science Museum Nat. Academy of Sciences http://www.koshland-science-museum.org/index.jsp MadSciNet: The 24 Hour Exploding Laboratory http://www.madsci.org/ National Institute of Health, Office of Science Ed. http://science.education.nih.gov/home2.nsf/feature/index.htm