1. Translating Scientific Research into Effective Classroom Use Karin Kirk Science Education Resource Center Carleton College What makes a good classroom activity and student experience?

2. Warm-up question Think-Pair-Share In your experience what makes an effective student activity?

3. Think 1:00 Pair2:00 Share :20 In your experience what makes an effective student activity?

4. Some attributes of effective activities Students engaged and working hard - interesting, contextualized, relevant, something they think they can do Students engaged and working hard - interesting, contextualized, relevant, something they think they can do Scaffolded to the level of the students Scaffolded to the level of the students Authentic or open ended - freedom to explore, answer is not previously known, group working on different things Authentic or open ended - freedom to explore, answer is not previously known, group working on different things Clear objective/goal - start with a question Clear objective/goal - start with a question Passionate delivery Passionate delivery So what--learning has to contextulize in terms of what already know (individual/culture/history) So what--learning has to contextulize in terms of what already know (individual/culture/history) Addresses critical thinking and values Addresses critical thinking and values Understand policy impact s Understand policy impact s Working (sometimes) in groups Working (sometimes) in groups They are responsible for learning/contributing/reporting/t eaching They are responsible for learning/contributing/reporting/t eaching Entertaining Entertaining Exploring real/complex problems--not black and white; multiple solutions Exploring real/complex problems--not black and white; multiple solutions Visually engaging/supported Visually engaging/supported Structured Discussions Structured Discussions Comfortable/supportive environment Comfortable/supportive environment Writing-communicating Writing-communicating Quantitative reasoning Quantitative reasoning Clear understanding of success and mechanism for assessment Clear understanding of success and mechanism for assessment Encourages creativity and curiosity, Encourages creativity and curiosity, Relevant to curriculum Relevant to curriculum Build difficulty through course Build difficulty through course

5. Translating scientific research into classroom experiences (trickle-down pedagogy) Cool science Wisdom for students

6. goals sequencing assessment engaging delivery relevance skill development

7. Why teach with authentic science?

8. What are some necessary translation steps?

9. Teaching the Process of Science Scientific thinking is widely misunderstood.Scientific thinking is widely misunderstood. Consider expert vs novice approach to problem solving.Consider expert vs novice approach to problem solving. Scaffold problems so each assignment builds on skills developed in previous activities.Scaffold problems so each assignment builds on skills developed in previous activities. Teach scientific thinking hand in hand with content.Teach scientific thinking hand in hand with content.

10. A Design Strategy Setting Goals:Setting Goals: What do I want them to be able to do? Measuring Success:Measuring Success: How will I know that they can do this? Designing for Success:Designing for Success: How will they gain the skills, knowledge and experience they need to succeed? Designing for Engagement:Designing for Engagement: How will the activity draw them in and hold their attention?

11. Set goals first! Upon completion of this activity, students should be able to…Upon completion of this activity, students should be able to…

12. How do you measure if goals have been met? Assessment is much easier when it’s not an afterthought.Assessment is much easier when it’s not an afterthought.

13. Design activities to meet goals Designing for Success:Designing for Success: How will they gain the skills, knowledge and experience they need to succeed? Designing for Engagement:Designing for Engagement: How will the activity draw them in and hold their attention?

14. Principles of Design 1) Students must be engaged to learn 1) Students must be engaged to learn How does the activity engage them? 2) Students must construct new knowledge incrementally as a results of experience. 2) Students must construct new knowledge incrementally as a results of experience. What experiences will they have in this activity? 3) Students must refine and connect their knowledge to be able to use it further 3) Students must refine and connect their knowledge to be able to use it further How will the activity promote reflection on and application of the new knowledge? Edelson, 2001, Learning for Use A Framework for the Design of Technology-Supported Inquiry Activities: Journal of Research in Science Teaching, vol 38, no 3, p 355-385

15. A few strategies worth mentioning Using visualizationsUsing visualizations Using dataUsing data Authentic problem- solvingAuthentic problem- solving

16. Design Checklist: Does the activity… Encourage student interest and attention? Encourage student interest and attention? Include opportunities for students to reflect, discuss, and synthesize? Include opportunities for students to reflect, discuss, and synthesize? Engage students in data analysis and synthesis? Engage students in data analysis and synthesis? Help students visualize data relationships, geologic processes, or other relationships? Help students visualize data relationships, geologic processes, or other relationships? Provide opportunities for students to confirm their understanding? Provide opportunities for students to confirm their understanding? Require students to integrate ideas/information from different sources? Require students to integrate ideas/information from different sources?

17. Instructions for working groups Possible topicsPossible topics Interpreting sediment coresInterpreting sediment cores Reconstructing lake levelsReconstructing lake levels Great Lakes climate historyGreat Lakes climate history Dune geomorphologyDune geomorphology Form groups of 2-3 people around similar topics or approachesForm groups of 2-3 people around similar topics or approaches

18. Go to the workspace page for your group numberGo to the workspace page for your group number Login to SERC account to access workspace pageLogin to SERC account to access workspace page Work in the workspace page:Work in the workspace page: Add text, links, images, indefinitely editableAdd text, links, images, indefinitely editable 4:45 – show and tell of your activity page4:45 – show and tell of your activity page