Rise and Thrive with Science Teaching PK-5 Science and Engineering (2023) / Chapter Skim
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5 All Together Now: Supporting Communication and Collaboration
5 All Together Now: Supporting Communication and Collaboration
Pages 119-152
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. Portrait of a first-grade teacher: Using science practices to leverage young children's sensemaking in science.
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With skillful questioning from Ms. Quinn, these young children have begun a productive conversation that uses observations from their investigation to start them thinking about a disciplinary core idea of science.
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In three-dimensional learning, communication and collaboration are the gears that drive sensemaking. As children talk with you and their peers and as they work together on investigations and design tasks, they are jointly constructing new knowledge, explanations, and solutions.
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• Embrace a variety of approaches to increase equity and engage all children in classroom discussions and collaborative work. How can I create a positive environment for student interactions?
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https://www.openscied.org/teacher-handbook-draft/. Other sources include Ambitious Science Teaching.
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What talk moves do we need to work on? "5 Is there anything we would want to add or change about our expectations?
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Wallingdale's class works on a lesson from a research-based STEM curriculum for preK–8.6 In this adapted unit, which extends across 30 class periods, children investigate the properties of Earth materials such as clay, soil, and sand and explore their uses in engineering. Later in the unit, students take on a design task -- to build a wall from a combination of student-designed mortar and stones that will withstand a model wrecking ball (a ping pong ball on a string)
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. The production of epistemic culture and agency during a first-grade en gineering design unit in an urban emergent school.
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Ms. Wallingdale and her first graders discuss engineering design Photo credit: Tigermoth Creative.
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Based again uses a question to invite students to con on their results, they brainstorm the properties of sider when a bendy wall might be advantageous: mortars using terms like "strong," "sticky," and Ms. W: Bendy or flexible (repeating student's "bendy." contribution)
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Students wrote and drew in science notebooks and contrib uted to class data charts. All Together Now: Supporting Communication and Collaboration 129
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As children communicate, they flesh out their own ideas. As others listen, they consider, react, and learn from what the 11 Carlone et al., 2019, p.
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Engaging in this kind of intentional communication allows students to try out "science and engineering talk" through various forms of expression, such as asking questions about phenomena or problems, articulating hypotheses, and arguing from evidence. They may not use precise terms, but you can introduce science vocabulary in the context of these discussions, as explained later in this chapter.
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TABLE 5-1 TEACHER TALK MOVES FOR WHOLE-GROUP OR SMALL-GROUP DISCUSSIONS Objective Example Eliciting things children notice and · How do you think _______ happens? wonder about · What did you notice about it?
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Objective Example Explaining another's meaning · Can you repeat what they just said in your own words? · Who thinks they could explain in their words why [student name]
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Some of these questions and comments may be useful to interject as you circulate while stu dents collaborate on investigations or do individual work. In the next example, notice how Miranda Menten, an instructional coach, uses different talk moves to help her students learn about batteries.
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Afterward, Miranda Menten, an experienced instructional coach and guest teacher, manages a whole-class discussion. In this discussion, the students are trying to make sense of how energy transforms from chemical energy in a battery to electrical energy in a wire, and then from electrical energy to heat and light energy in the flashlight bulb.
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Promote sensemaking through rigorous discourse While having a toolkit of talk moves like those in Table 5-1 can bring out students' ideas and generate good discussion, sensemaking is not likely to happen unless chil dren do something with the ideas they've put forward. "Doing something" includes the rigorous intellectual work described in Chapter 4 -- collecting data, developing and refining models, constructing and revising explanations, and arguing with evidence -- 136 Rise and Thrive with Science
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Writing is an important part of science, not just language arts. In sci ence and engineering, students write to make science notebook entries, record data, contribute to classroom charts, label models, develop explanations, and much 13 Colley & Windschitl, 2016.
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first letter of a word. Fourth-grade teacher Barbara Germain emphasizes the value of writing in science journals to improve both writing skills and science content:16 When my students first started with the science curriculum, science journals were completely new to them .
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Call attention to and even name the talk move that you're using and what purpose it serves. • Display selected talk moves and remind students to use them.
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While talk moves can be a powerful support for children, as with the CER framework and KLEWS scaffold discussed in Chapter 4, the focus should be on children's ideas and their expressions. It should not be on compliance with using specific talk moves.
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designing Collective sharing Small group, Select and structure Can make visible children's of knowledge and jigsaw, gallery walk, student work strengths (even when marginalized student work products presentation in other subjects) Highlight connections across groups Open discussion Whole group Serve as an attentive Can welcome a range of ways of listener and participant knowing Guided Whole group Facilitate Can welcome a range of ways of discussion knowing Help children relate their ideas to each other's Although you may have more experience with some of the structures in Table 5-2 than others, you and your students will benefit if you vary the structure and size of group activities and the makeup of groups.
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-- Ayelet Lederberg, first-grade teacher in a classroom composed largely of multilingual learners21 Other structures are particularly conducive to building collaborative skills. In a "jigsaw" structure, for example, individuals or small teams take responsibility for becoming specialists in one aspect of a science or engineering investigation.
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Assigning students strategically can disrupt existing hierar chies (Declan is the smartest engineer) and reveal previously unknown competencies (Fiona, that's a great idea for our windmill blades!
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For children with disabilities, this kind of flexibility is critical to accommodate their learning needs, as the following example makes clear. Example Investigation-based instruction and multiple means of expression open doors for students with disabilities24 When the suburban Mid-Atlantic district where Tess Edinger teaches shifted from a traditional science curriculum to instruction centered on exploration and investigation, "that was a big door opener" she says -- particularly for the children with disabilities that she works with.
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-- Heidi Carlone, Katherine Johnson chair in science education, Vanderbilt University24 Special educators are always looking for multiple means of engagement, expression and representation. The focus on asking questions, investigating, modeling, and collecting data "has been really powerful for our students, and given everybody equal access to things," Ms.
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And that's part of why we've done, as a county, a lot of PD for all of our teachers on science journals and how to use them, because we really want that journal to be a very open and flexible for mat for students to be representing what they know. Let children use their own words In oral communication, children express ideas using their own words, including everyday language, coined words, or words in a language other than English.
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For example, in a fifth-grade science class with many emergent multilingual learners and a bilingual teacher, children move flexibly between Spanish and English in speaking, writing, and creating digital images. This flexibility helps them learn technical vocabulary, use visual supports to extract information from texts, and categorize objects by similar characteristics.28 26 Suárez, E., & Otero, V
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. A case of setting science talk norms.
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Emergent multilingual learners may need time to translate a question in their minds. Think-pair-share is a specific approach that gives all children time to think before they join in a whole-class conversation.
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Laura Harmon, a second grade teacher whose class includes many emergent multilingual learners, uses various techniques to connect classroom discussion and investigations with her students' real lives:32 During a science unit on soil, Ms. Harmon connects her students with their local environment by having them dig soil samples and collect data from three diverse habitats within walking distance of their school.
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Jeanane Charara, a professional development provider and instructional coach for grades K–2, points out that when she first starts coaching teachers on an integrated science and literacy curriculum that emphasizes investigations, discussions, and group work, many of the teachers are "not very confident." But then, [O] ver time, it starts to become very natural in their structure.
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152 Rise and Thrive with Science
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