1. Think Like a Disciplinarian! Making Real-World Connections in Science
Marcie Griffith

2. 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.

3. 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.

4. 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

5. 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…

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

7. Think Like a Scientist! Frames of Knowledge

8. 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

9. 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

10. 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

11. 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?

12. 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?

14. 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

15. Wildfire Frame: Across Disciplines with Added Thinking Tools

16. Think Like a Scientist! Learning Centers

17. Scientific Disciplinarian Learning Centers

18. 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

19. 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).

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

22. 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

23. 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

24. Think Like a Scientist Concentric Circles

25. 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)

27. Where to Find Information on Academic Disciplines
Professional organizations
Jobs/careers Sections Ask the Expert Section
Society of Nematologists
Botanical Society of America
University Websites (Departments & Programs)
Faculty Studies & Research (i.e. microbial ecologist)
USC Department of Biological Sciences

28. Additional Resources USC / Sandra Kaplan Think Like a Disciplinarian
American Museum of Natural History: Ology
Koshland Science Museum Nat. Academy of Sciences
MadSciNet: The 24 Hour Exploding Laboratory
National Institute of Health, Office of Science Ed.