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Teacher Tip Tuesday: Start of School: Effective Discourse Strategies for Creating Inclusive Science/STEM Classrooms, 9/20/2022 - Shared screen with speaker view
Carly Davis
01:16:13
Hello! My name is Carly Davis. I am a student at the University of North Georgia and will be graduating in May with a degree in Early Childhood and Special Education! I am happy to be apart of this seminar.
Michelle Phillips
01:19:03
Welcome Carly - great to have you with us
Barbara Walker
01:19:36
Hi! Barbara Walker, 3rd year science 6th grade teacher
Michelle Phillips
01:19:41
https://my.nsta.org/collection/ODNbX61QjE0_E
Rebecca Restrepo
01:21:12
Hi, my name is Rebecca Restrepo. I am a senior at Salve Regina University. I study secondary education and chemistry and will be completing my student teaching next spring.
Barb Kohut
01:21:16
Hi everyone! I'm Barb Kohut from Worcester County Public Schools in Berlin MD. Im the K-5 Science and Social Studies Instructional Coach for our county. I am so happy to be here!
Michelle Phillips
01:21:37
Welcome Barb!
Michelle Phillips
01:21:48
Welcome Rebecca!
Julia Jones
01:24:10
Hi! Julia Jones, 16 year elementary science teacher veteran and new district science liaison.
Laura
01:24:39
18 years middle school teacher - life science 🙂
Laura
01:24:46
York County - Virginia
Michelle Phillips
01:25:11
Welcome everyone to tonight's web seminar! I would like to invite you to use our chat window if you have any questions. We will collect the questions for our Q&A
delaneygoodman
01:28:50
How does this apply to the younger grades? I know a lot of the younger grades includes a lot of behaviorism as they are still trying to learn how to act appropriately and to engage critically in their own learning. So, how do you put learning into the hands of 6 year olds when they have difficulty following simple directions?
Michelle Phillips
01:29:49
Great question Delaney - I have grabbed this for our Q&A
delaneygoodman
01:30:03
What do you do when you feel that your administrators push for a "quiet class”? How do you defend yourself in this situation? Especially if they walk in and think that the classroom is being too noisy during science time.
Blair Lee
01:30:04
What is the best way to ensure when students are talking, they are talking about the content or curriculum?
Jenna Stevens
01:30:45
How can we encourage self-conscious students to share their ideas too?
Drew Brannan
01:31:56
Is there a way to promote on task student talking and should seats be leveled to encourage equal discussion?
Kimberley Astle
01:32:32
These are all great questions! As we move through the session, look for solutions to these situations you are asking about.
Laura
01:33:49
Love the modeling of talk
Barb Kohut
01:34:43
I always ask students to repeat what a peer said... that keeps them on their toes
Mikia Tracy
01:35:26
I like that the teacher encouraged the students to listen their peer who is speaking so that they feel more confident sharing in class
Barbara Walker
01:35:45
I love that idea, Barb!
Michelle Phillips
01:37:02
Thank you all for sharing questions in the chat - I am collecting them for the Q&A
lexi gee
01:37:56
I like that the teacher is encouraging students to listen to their peers, as well as encouraging students to make connections and use evidence.
Carly Davis
01:38:07
I think it's so beneficial for the conversation to be occurring in small and large group. The students are self regulating their own learning through this conversation and navigating the new knowledge themselves. Such a constructivist way of learning!
Chris Bailey
01:39:40
norms, sentence starters
Laura
01:39:53
Small Group Instructional time, group times for middle school
Jessica Walton
01:39:54
I’m just a student teacher but I think a sense of safety and classroom community is a huge one
offline
01:39:57
A comfortable and safe area for students to go to chat!
Carly Davis
01:39:58
Smooth transitions, prompts
lorraine_mckay
01:39:59
I think you need a structure the students understand where they get time to think, then talk in small group sthen share out
Jenna Stevens
01:40:00
A regrouping strategy
Dana
01:40:05
Postive relationship with student and teacher
Ariel Delos Reyes
01:40:06
Sentence stems practice
Shernett Alexander
01:40:06
model productive talk and the expectation of what it looks like
Kimberly's iPhone
01:40:06
Lots of practice
Sierra Berry
01:40:18
I think it would be beneficial to provide students with prompts, modeling, and practice!
Lea Gonzalez
01:40:18
expectations should be in place for positive talk so that students know what they should be discussing and knowing when to stop and listen.
Barb Kohut
01:40:18
I think in the elementary classroom, specific expectations must be clear and modeled... and practiced.
Morgan Mauldin
01:40:18
expectations
Laura
01:40:24
And to be comfortable to allow students to talk
Allison Mount
01:40:25
The teacher would first need to model how they want students to talk, maybe an anchor chart to show the different ways to have conversation about the content
Bridget Booth
01:40:29
I think the teacher would need to start by practicing productive talks by doing some turn and talks with partners.
Tara Ellis
01:40:35
Use of student work/observations
Autumn Rose Elniski
01:40:37
One thing that stood out to me was that in the beginning, the teacher worked with the students and practiced having students ask their peers to repeat what they said. I think this is important because sometimes when students in a group get lost or miss something and are too afraid to say anything, their engagement with each other and the material drops.
Emily Konrad
01:40:41
Practice, small groups
Kimberley Astle
01:40:43
All great observations everyone!
offline
01:41:03
Conversations sound like accountable talk in the classroom!
Nicole Jara
01:41:24
using the 5 productive talk moves: revoicing, repeating, reasoning, adding on and waiting.
bayly barton
01:41:52
explain that the classroom is a safe space for anyone to speak
Barbara Walker
01:43:20
We use this exact set of norms in our 6th grade classes.
Tara Ellis
01:43:50
I use the prompt ~ We are having a “Scientist Meeting” to get them ready to put the materials down and listen so we can share and compare our observations.
Barb Kohut
01:44:50
Love that Tara! Scientist Meeting is brilliant...
Michelle Phillips
01:44:59
Just a reminder that the chat is part of the recording so you can go back to view it later 😊
Rebecca Garelli
01:45:29
I like to place this in the back of the science notebooks- shrink it down to 75% and call it an Appendix- example: Appendix A: Classroom Norms---that way we can discuss and review when needed:)
Rebecca Garelli
01:45:40
(middle school)
Laura
01:46:14
Rebecca - that is a cool idea
lorraine_mckay
01:47:10
I think my reticent high school kids would open up to this idea
Laura Markham (She/Her)
01:48:34
same
Lea Gonzalez
01:48:34
stayed the same
Jack Bevans
01:48:34
Stayed the same
Karen L Shih
01:48:34
Stay the same
judie
01:48:34
Stayed the same
Mrs. Spencer
01:48:35
increased- more force is put in one spot
Rebecca Restrepo
01:48:35
Decrease
Julia Jones
01:48:35
same
Keith Goodman
01:48:35
decreases
Rebecca Garelli
01:48:35
stayed the same
Brittney Kang
01:48:35
Stayed the same
Laura
01:48:35
Stayed the same
emily
01:48:35
stayed the same
Barbara Walker
01:48:36
Stayed the Same because the amount of matter did not change
Barb Kohut
01:48:36
I think it stayed the same
Jenna Stevens
01:48:37
It stayed the same because the mass didn't change - just the contact point
Emily Konrad
01:48:39
Stayed the same
Jamie Hernandez
01:48:39
Stayed the same
Nicole Jara
01:48:40
stayed the same
National Science Teachers Association 2
01:48:40
stayed the same!
Autumn Rose Elniski
01:48:41
decreased
Katie
01:48:41
stays the same
Stephanie K
01:48:44
same
Bridget Booth
01:48:44
Stayed the same
offline
01:48:45
same
Morgan Mauldin
01:48:45
same
Daphne Edmon
01:48:45
stay the same
Shernett Alexander
01:48:47
stays the same
Carly Davis
01:48:48
stay the same
lorraine_mckay
01:48:50
stay same
Nikki Shuler
01:48:57
Stays same
jmills
01:48:59
stayed the same
Mrs. Howell
01:49:00
Stay the same
Caitlyn Torres
01:49:39
same
Rebecca Garelli
01:50:05
This is a GREAT formative assessment tool! The corners will show you where the kids are at in a super simple, visual way!
lorraine_mckay
01:50:39
formative assessment
Karen L Shih
01:50:40
Identifying the claim, evidence, reasoning in a science paper
Shernett Alexander
01:50:40
As a warmup activity to introduce a new concept
Rebecca Garelli
01:50:41
Formative assessment!
Nikki Shuler
01:50:42
Warm up
Rebecca Restrepo
01:50:51
This would be good for a warm up when introducing a new topic
Jenna Stevens
01:50:52
This would make a great transition into the explain portion of a science lesson
Autumn Rose Elniski
01:51:15
I would use this to start off a lesson on things like paper properties in my classes to see what students would think about a property if x variable changed
Michelle Phillips
01:52:16
Collection Link: https://my.nsta.org/collection/ODNbX61QjE0_E
Kimberly's iPhone
01:55:49
These resources are amazing, thanks
delaneygoodman
01:56:31
We do the see-think-wonder in my class with the anchor phenomenons. It is very interesting because students notice a lot of things about the phenomenon. However, when you ask the students what they wonder... I have noticed that it is difficult for students to come up with "wonders." What would you recommend for how to get students to engage in the wonder aspect?
Kimberley Astle
01:56:46
NSTA Daily Dos K-12 https://www.nsta.org/resources/daily-do
Rebecca Garelli
01:57:32
yes! we have to model how to ask questions:) The question formulation technique is one way to do that! Let's chat about it during Q and A:)
Holly Baldwin
01:57:44
I find that getting students to make their noticing's first...….it helps drive the wonder. Asking good questions can be hard. This tool can help!
Michelle Phillips
01:57:57
Thank you for your questions - I am collecting them for the Q&A
Daphne Edmon
01:58:09
same platters
Autumn Rose Elniski
01:58:11
ice on left melted, ice on right didn't melt (as much)
Rebecca Garelli
01:58:12
one melted faster than the other
Morgan Mauldin
01:58:12
I see ice
Barb Kohut
01:58:14
I noticed one ice cube melting and the other was not meling
Autumn Rose Elniski
01:58:14
(if at all)
Nicole Jara
01:58:15
I see 2 ice cubes, each in a plate
Dana
01:58:15
Ice melting
Jenna Stevens
01:58:18
I saw two same sized ice cubes placed on trays, then I saw the left one melt faster than the one on the right
offline
01:58:19
Ice is changing from solid to liquid
Nikki Shuler
01:58:20
One ice cube melted and the other didn’t
judie
01:58:23
I see one piece of ice melting faster than the other piece of ice.
Morgan Mauldin
01:58:30
I see water (ice melting)
Shernett Alexander
01:58:37
two ice cubes, changing state of matter
bayly barton
01:58:43
ice melting
Mrs. Howell
01:58:45
Ice melting on one surface is melting faster
Jenna Stevens
01:58:50
The platter on the left was probably hotter
Barbara Walker
01:58:53
Is it ice? Is the ice on the left sitting on a hot plate? Why is it melting/changin phase and the other is not?
Autumn Rose Elniski
01:58:53
I think the left one is a hot plate
Lea Gonzalez
01:58:55
maybe the plates were different temperatures
Barb Kohut
01:58:56
there must be some heat to make the ice melt or energy
Daphne Edmon
01:59:02
one platter warmer
Morgan Mauldin
01:59:05
One platter has heat being applied to it
National Science Teachers Association 2
01:59:13
the plate material is different
offline
01:59:14
I wonder why one is melting faster than the other
Shernett Alexander
01:59:17
heat source introduce on one platter
Familia VanTuyl
01:59:19
i see ice, u think is melting and i wonder why
Jenna Stevens
01:59:22
Could be different liquids
Rebecca Garelli
01:59:24
materials- conductivity/insulation, temperature
judie
01:59:28
One plate is different from the other.
Barb Kohut
01:59:36
why did it melt
Daphne Edmon
01:59:36
same material?
offline
01:59:40
Why does the ice melt
Autumn Rose Elniski
01:59:41
need to know more about the plates and the ice-like materials, maybe temps of the room
Barbara Walker
01:59:45
Is it ice? Is the ice on the left sitting on a hot plate? Why is it melting/changin phase and the other is not?
Laura Markham (She/Her)
01:59:46
How were the plates different
judie
01:59:50
Is one plate a conductor?
Morgan Mauldin
01:59:55
what the temperature of the platters are? why did the ice melt?
Mrs. Howell
02:00:04
What are the substances? Ice and plates
Kimberley Astle
02:00:26
Link to Why Does the Ice Melt Faster Daily Do https://www.nsta.org/lesson-plan/why-does-ice-melt-faster
Aram Hacobian
02:07:58
Is this form available as a Google Doc?
delaneygoodman
02:08:37
How would this work for students that are unable to write (such as Kindergarten and first graders). Would they draw images instead?
Michelle Phillips
02:08:49
@Aram - resources #9 Collection Link: https://my.nsta.org/collection/ODNbX61QjE0_E
Michelle Phillips
02:12:24
We have a bit of time left before the Q&A so I would like to invite you to add questions in the chat - I will collect them for the presenters
Aram Hacobian
02:13:50
As a high school teacher, I do like the idea of having my kids draw or write for the TPS doc
Kimberley Astle
02:14:47
Modeling can be a powerful intersection of writing, drawing, and talk.
Familia VanTuyl
02:15:20
How does a STEM classroom look like?
Jenna Stevens
02:16:50
To prep for a fishbowl discussion
Aram Hacobian
02:16:53
I like to have ethical dilemmas when I can
Autumn Rose Elniski
02:17:13
implications of stakeholder projects
lorraine_mckay
02:17:26
To help students form a supported opinion before writing it fomrally
Aram Hacobian
02:17:35
Last year I had my kids read an article on whether or not we should breed mosquitos that are bioengineered to mate & die
Aram Hacobian
02:17:43
to control mosquito populations
Aram Hacobian
02:17:49
my honors kids went wild with that one
Autumn Rose Elniski
02:17:52
maybe could also be used to challenge student ideas about an observed science phenomenon
Kimberley Astle
02:17:57
Cool idea Aram!
Brittney Kang
02:18:14
can use pro-cons before a CER
Aram Hacobian
02:18:27
^that's a brilliant idea brittney
Kimberley Astle
02:18:31
This whole chat is a rich resource everyone, thank you for sharing!
Daphne Edmon
02:19:09
could I get the QR for the dash board please?
Michelle Phillips
02:19:22
Collection Link: https://my.nsta.org/collection/ODNbX61QjE0_E
bayly barton
02:19:41
good idea brittney!
Aram Hacobian
02:20:26
I like to say that science is collaborative by nature
Aram Hacobian
02:20:35
but it's important that students stay on task
Karen L Shih
02:22:11
Do you differentiate this type of lesson? How?
Rebecca Garelli
02:22:44
QFT: https://rightquestion.org/what-is-the-qft/
Holly Baldwin
02:22:52
Its a great way to honor all voices and learn about misconceptions that students may have. If we always stop after the "right" answer is shared, we never hear some of the other ideas that are floating around.
Michelle Phillips
02:24:16
https://my.nsta.org/resource/105619/helping-students-make-sense-of-the-world-using-next-generation-science-and-engine
Rebecca Garelli
02:25:48
I adapted the Illinois Questioning Form and have used with 3-12 graders: https://docs.google.com/document/d/13pffqGSZ9Mn3U1l_agcDvDRJCN33yPUqp3c7Z3vR438/edit?usp=sharing
Morgan Mauldin
02:25:53
At my school science time is already very limited so how do you make sure that you are allowing students adequate time to engage in productive talk?
Barb Kohut
02:27:14
Our teachers have 30 minutes in a day of Science... some of them have it in two 15 minute blocks... it is so sad. But I am thinking effective discourse can help maximize the time even with it being limited
delaneygoodman
02:28:34
With such limited time in the classroom, we have 20 minutes at the end of the day, it is always interrupted with the events going on in the school. How do we ensure that students are getting an adequate amount of time with science instruction?
Laura
02:29:10
THANK YOU!!!!!
Jenna Stevens
02:29:12
Thank you!
lorraine_mckay
02:29:15
Got some great ideas! Thank you!
Rebecca Garelli
02:29:18
Thank you everyone!
Shernett Alexander
02:29:20
Tank you so much! Very informative!
Barb Kohut
02:29:21
thank you so much! This was great!
Daphne Edmon
02:29:22
Merci beaucoup!
Barbara Walker
02:29:23
Thank you!
Morgan Mauldin
02:29:30
Thank you everyone so much!
Stephanie K
02:29:31
thank you!
Kimberley Astle
02:29:33
Thanks for attending everyone!
Carly Davis
02:29:40
Thank you!!
Liza Esser
02:29:41
Thank you all for your participation!
Michelle Phillips
02:29:51
Collection Link:https://my.nsta.org/collection/ODNbX61QjE0_E
jmills
02:29:51
Thank you to everyone! The resources are fantastic.
delaneygoodman
02:29:52
Thank you
Mrs. Howell
02:29:56
Thank you for sharing so many great strategies!
Autumn Rose Elniski
02:30:09
thankyou so much!
Rebecca Restrepo
02:30:11
Thank you for all the strategies
Jack Bevans
02:30:13
Thank you!
Anna Lopez Castro
02:30:13
Thank you!