Displaying 3 results
Phenomenon-Based, Literacy-Rich Learning Using Digitized
Los Angeles Convention Center - 408B
Engage with Research Quest, free, online,
NGSS-focused, phenomenon-based investigations using authentic museum
objects and research to build students' literacy, critical thinking,
collaboration, and communication skills.
Takeaways: Teachers will: 1. experience an exemplar set of free resources that successfully integrate NGSS and ELA standards to provide students with meaningful, self-directed learning; 2. recognize that providing students with opportunities to research phenomenon-based problems professional scientists devote their careers to using the collections and data they build new knowledge from can empower students to better understand the enterprise of science, the natural world, and the natural history of our world—while building their literacy and critical-thinking skills; and 3. understand that creating opportunities to make critical thinking visible is an essential scaffold necessary to support student efficacy with problem finding and problem solving.
Madlyn Larson (Natural History Museum of Utah: Salt Lake City, UT)
Getting Students to Read in Science
Los Angeles Convention Center - 502B
Reading should not be limited to English courses. Leave
with strategies on how to motivate students to explore science through
scientific novels. Review three years of qualitative data on how novels
increased literacy, scientific fluency, scientific connectivity, and
college preparation in a marine biology course.
Takeaways: Teahers will: 1. learn how to use articles to make their content more applicable to the lives of the students; 2. receive strategies on how to get students to read more scientific articles; and 3. receive resources on selecting grade-appropriate scientific articles.
Jonte' Lee (Calvin Coolidge Senior High School: Washington, DC)
Using Picture Books Can Promote Literacies with Text
Los Angeles Convention Center - 503
Literacy has used “text to…” connections to help
students make authentic connections. Strategies/examples of expanded “text to…”
connections for science and math are modeled.
Takeaways: Participants will: 1. explore how to expand a common literacy strategy of “text to” connections when using picture books in the elementary science classroom; 2. engage in investigations that model the use of “text to” connections to help students connect their own authentic experiences and help them understand and make sense; and 3. consider that the criteria for the selection of books, identification of phenomena, and selection of investigations can be a powerful experience for students.
Christine Anne Royce (Shippensburg University: Shippensburg, PA)