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Designs for Learning: Secondary Science

EDUC 416

This is an introductory course in secondary science teaching. It will provide a foundational understanding of science learning and teaching from grades 8-12. Topics include, but are not restricted to: key outcomes in scientific learning; scientific literacy; development of conceptual understanding; effective use of inquiry; incorporating indigenous knowledge and science learning; place-based science instruction; differentiation in the science classroom; and integrating digital technology.  Students will engage in reading, discussing and practicing a variety of theoretical frameworks, strategies and assessments for science teaching. Students will design learning plans consistent with best practices in science education. Practice will be focused on engaging students, encouraging enquiry and how to help students form enduring scientific skills and understandings. Students will deepen their reflective practice - Simon Fraser University Course Detail

Hook/Formative Assessment

Choose either a hook or a formative assessment to present.

  • Presentation must be 10 - 15 minutes in length

  • Topic must be related to the Big Ideas & Content found in the New BC Curriculum

  • Must be a fairly new idea (no one has seen before)

  • Must be age/grade appropriate

Inquiry Project

Create an inquiry project that you can present to a science class

  • Must be driven through an essential question

  • Topic must be related to the Big Ideas & Content found in the New BC Curriculum

  • Must be age/grade appropriate

  • Include a summative assessment & rubric for your inquiry 

Unit Plan

Create a unit plan that you can teach in a science class

  • Must be driven through an essential question

  • Topic must be related to the Big Ideas & Content found in the New BC Curriculum

  • Must be age/grade appropriate

  • Include a summative assessment & rubric for your inquiry 

Reflections

Reflection 1

  • Write a formal reflection on the ideas from tonight’s class (or something that has stayed you in these first three classes.)  This class concludes our work on What is Science? Scientific Literacy and the BC Curriculum.

        One of the major articles that has stayed with me for the past three classes, was the first article that was assigned Teaching Science by J.R Staver.  For me this article was informative, and I really liked how they structured the whole reading where each chapter goes through big ideas of what needs to be considered when teaching science.  What I appreciated the most was they then continued onto practical implications and strategies on how to implement these big ideas. 

 

        The first ideas that I felt was extremely important is having a mindset that when a student fail the responsibility rests on both the teacher and student.  Throughout my experience being in a science classroom both in high school and post-secondary, I did feel that my struggles and failure was solely because of myself.  Especially in high school there was always the fear to admit that you didn’t understand, thinking that everyone else understood.  Therefore, it is important as teachers to take that time in the beginning of the school year to build community values and be explicit of the shared responsibility that every single one of the members in the community has so that everyone achieves success.  This was done on our first day of class, where we created community values of what is most important to us. Having students involved in creating these values not only help establish the expectation of each student but it provides a sense of accountability to all.  Secondly, I agree with the idea that teachers need to have a goal “to have students understand, not to have them believe” (pg. 21).  Sometimes even if we consciously or unconsciously know, teachers in the way we assess and set up summative assessments teach students to believe and simply accept the facts given them.  Especially in such a difficult subject, it is so much easier as a student to answer a question that affirms the teacher’s knowledge because they know it is what’s going to give me a good mark.  Therefore, I feel like there is also a need for change in how we assess or create assessment by focusing more on the process rather than just the product.  In addition, by giving students the opportunity to reflect and focus on the process, it can help them develop being effective vs. ineffective problem solvers, and develop a growth vs. fixed mindset.  Last but not the least, I liked how this article incorporated expectancy theory and the hidden curriculum.  Learning to become teachers, we put a lot of time in learning different teaching strategies, teaching styles and methods.  However, there is also importance in what we don’t do or don’t say to students.  It is important to become aware of the hidden curriculum we teach in class because it effects the values we teach students, as well as effects the way the students believe in the way teachers think of them.  Therefore, both expectancy theory and what we teach in the hidden curriculum directly influences a student’s ability to learn and their success.  For example, in the article regarding random groupings.  Although it may be a simple task, there is a hidden curriculum when assigning random groups.  The articles findings include student were more likely to be okay with any group they were placed with, it decreased social barriers, and encouraged inter-group collaboration. 

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        Chapter 2 talked about “concentrating on the core scientific ideas that have the greatest importance” (pg. 9).  The authors elaborate to say that for teachers to prepare students, teachers need to reduce the number of lectures and emphasize inquiry in the classroom.  My inquiry for this specific section of the article is, what are the core knowledge in the scientific discipline and how does one determine which have greater value than the other to choose which ideas needs to be in the curriculum vs the null.  I still struggle with figuring out how to be able to have an inquiry based environment in the classroom to teach the core competencies and at the same time making sure that students are also understanding has gained knowledge in the content.  The new BC curriculum provides a lot of autonomy for teachers, but at the same time I feel that there is more pressure than ever to teach students values that goes beyond the curriculum. 

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        As for future classes I am really looking forward to all the hooks, and formative assessment presentation that I know I will be able to apply in my own practice.  One of my favorite hooks was the miss conception video of the popcorn.  In addition, I am also glad that we are having a dialogue regarding how one brings Aboriginal knowledge into a science classroom.  One of the comments made by a fellow colleague was that the best way is to incorporate the First Peoples Principles into our classrooms through our actions, and to not be forceful in the way we try to incorporate Aboriginal knowledge in the learning content but instead acknowledge that we may have a one-sided perspective way of understanding due to the Eurocentric education system that we’ve experienced. 

 

Liljedahl, P. (2014). The affordances of using visually random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.) Transforming          Mathematics Instruction: Multiple Approaches and Practices. New York, NY: Springer.

Staver, J.R.  (2007).  Teaching Science.  Retrieved from https://canvas.sfu.ca/courses/32602/files?preview=6115011

Reflection 2

  • Write a reflection on about the evolution of your thinking about Inquiry.  What have you seen in schools?  How has your thinking changed? What have you tried or would you like to try in your practise?  What questions do you still have?

        Since this semester has started my perception around inquiry has definitely evolved and changed.  However, the closer I feel that I am finding the true meaning of inquiry the more questions I formulate in my mind.  The first impression that I had regarding inquiry was like a project.  For my short-term practicum, I had the privilege to observe a science fair in the school I was placed.  There were students who had displays of their projects that was very self-guided and free where the students were given the autonomy to choose what they wanted to research on.  For example, there was a project regarding which fast food company had less oil in their fries, if sound can generate enough frequency to move a Ping-Pong ball, or a project on the best way to keep food fresh.  Even though the focus of the subject was dependent on the student’s interest, I could tell that students were provided with guidelines.  For example, everyone had a poster board which had their scientific method, there were also some type of model that represented how they tested their hypothesis, and finally a journal that recorded the student’s reflection during the process of their project.  This experience created a connection for me of what and how an inquiry would be implemented.  However, this one experience is not enough to help gain the true meaning of inquiry.  Since inquiry was new to me and only had this single experience, I failed to see what true inquiry can offer.

 

        The first big idea that I’ve learned about inquiry is that it comes in different types.  For example, there is the structured inquiry where the teacher takes more of a leader role and the students all together look at the same inquiry.  Next there is the controlled inquiry where the teacher still has most of the control when it comes to the topic and resources but students are provided with more choice on the topic.  Then there is the guided inquiry where the teacher is still in control of the topic and questions but it is solely up to the students to find their own way to tackle the question.  Lastly, there is the free inquiry where all autonomy is given to the students.  For future considerations, I would implement all types of inquiry and choose based on the student’s abilities to provide all students with optimal challenge.  In addition, because I myself is very new to inquiry and still have many questions I feel that I would be more comfortable taking baby steps starting off with structured ad controlled inquiries and learn from these experiences and eventually move to a guided or free inquiry.  Therefore, I am both excited and anxious to tackle the inquiry project for this class.  I know that I will learn and gain lots of ideas from the other presentations, but at the same time I know that this assignment will also challenge myself to create an inquiry project where students will develop the core competencies but at the same time gain the intended content knowledge.  The second big idea I’ve learned regarding inquiry is that it should not be an end product or be used for the purpose of a summative assessment.  Wells (2001) states that one of the misconception of inquiry is that it should “not be thought of in terms of isolated projects…nor is it a method to be implemented according to a performulated script”.  Due to my sole experience, I automatically thought that the only place for inquiry is a project done at the end of the unit.  However, I now see that inquiry based learning can be used as a tool to provide students the opportunity to both develop the core competencies and curricular competencies while learning the content.  Therefore, inquiry should be a major part of the process and not just the outcome.  In a way one can even start each unit or lesson by asking an essential question that then drives the learning of content.  However, the process of answering the essential question or process of gaining knowledge is unique to the individual student. 

 

        Although I feel much closer in truly understanding the true meaning of inquiry I still have many question.  First, I am still unclear on how we can assess students.  Due to the fact the process can be unique and different for every student, how can we create an assessment that is fair?  Especially if it is a free inquiry where there might not even have a definitive conclusion, how can we create assessment that will truly capture the knowledge that students gained.  Secondly, a big concern is how we can facilitate or guide inquiry to make sure that students are gaining the content during free inquiry.  This is also one of the main concerns I have in my science and technology class where we are focusing on implementing a maker pedagogy into the classroom.  Just like inquiry, the process of making can be open ended and because of this I struggle with figuring out how to incorporate the actual learning of content into the process of making.  Even with an essential question, there is already some sort of pathway or conclusion that I want students to eventually find on their own but it is not guaranteed that students will take that path or come to that conclusion.

 

Mackenzie, Trevor. (2016). Inquiry Based Learning: Bringing Inquiry-Based Learning into Your Class.  Class Handout.

Wells, Gordon. (2001). Action, talk & text: Learning & Teaching Through Inquiry.  New York,     NY: Teachers College Press.

Reflection 3

  • On June 21 and July 5, we spent some time reading, watching and discussing how to use formative assessment in the science classroom.  In 1-2 pages, reflect on why and how formative assessment is important to your practice.  How will you include it in your planning and your classroom practice? What resources resonate with you? What specific strategies do you use or would you like to try out.  Refer to at least one of our readings and to at least one strategy in Keeley's Science Formative Assessment.

        Since I have started my growth and development in this program my perception of assessment has shifted.  Prior to this program, I only had one lens when it comes to assessment, which is that assessment is for students to identify what they know and what they don’t know for teachers to provide a mark or a grade.  However, now I see that assessment provides more than just marks.  For example, it provides both the teachers and the students with the opportunity to reflect on their own learning for continual growth, it can motivate students and develop lifelong learning, and is really the driving force that will determine the lesson or unit. 

 

        First and foremost, assessment is key for teachers and students to reflect on their own practice and learning.  In this class, we talked a lot about formative assessment vs. summative assessment.  As a teacher, I believe that it is important to implement and provide students the opportunity to experience several formative assessments throughout the unit.  This will allow students to practice forming ideas and obtain the skill to clearly express their learning.  In addition, it also provides the teachers on where students are in their learning and make appropriate extensions or modification within the lesson.  For example, if students struggled or didn’t have success during a formative assessment it can be an indication that students are still struggling with the current content and may need more time before moving to the next.  In addition, it is also a reflection for the teacher on the effectiveness of their own teaching style.  The one thing I struggle with is getting students motivated to put effort in formative assessments.  Since this type of assessment is not graded or for marks, how do I get students to invest their time and effort to do well on formative assessment?  Especially in the society we live in where there is such heavy emphasis on grades, where students don’t even bother looking at the feedback and go straight to just looking at what mark they received.  For me formative assessment is one of the major factors that will determine student success.  I feel that as a teacher I should be confident that all students will succeed when it’s time for them to take the summative assessment.  If students don’t succeed, then I have failed in reflecting in my own practice and planning during those formative assessments.

 

         Secondly, the types of assessments we implement can potentially increase motivation and develop lifelong learning within students.  Getting to know your students and creating that positive relationship is not just a tool for classroom management, but can also be key in providing success during assessment.  Students have different skills which means that they will also have different strengths and weaknesses in their ability to present knowledge.  From an article written by Moon (2004), that author states that “unless learners can express their learning effectively, what they know will not be recognized”.  Therefore, for assessments to be effective and fair we need to be able to provide assessment that is parallel to students’ strength and have differentiation.  For example, if a student is highly skilled in written responses vs. oral presentation, then providing the chance to be assessed through a written response will allow the student to express their learning more effectively.  In addition, I believe that if students feel that they are being assessed fairly the more they will put more effort into learning.  I want to be able to shift students mind from not caring because science will be a difficult subject no matter what, to knowing they will not be penalized for taking risks and that failing is key to their success.  

        Lastly, assessment should really be the driving tool that helps plan the lesson or unit.  The content and competencies that we are teaching students should be congruent with what we are assessing students on.  If there is a misalignment then we are setting students up for failure.  What we have spent time on in this class is the idea of a backward design which is a model I plan on developing and use in my own practice.  One of the best resource that stood out for me was an integrated course design by Fink (2003).  In this article, the author talks about the importance of the situational factors and how this will help determine the other three factors, learning goals, activities, and assessment.  In addition, Fink (2003) also talks about backward design and how it helps determine assessment and make sure that the learning goals, and teaching and learning activities are aligned.  Similarly, Classroom Assessment in Science presented by education government of Manitoba states that “effective assessment focuses on what the students have learned and can do” (2003). 

 

        Ultimately, I want to be able to provide effective assessment to my students.  I believe that strategies such as providing choice, providing students with multiple opportunities, reflecting on my own practice, and using models such as integrated course design and backward design will help me achieve this goal. Lastly, it is also important to be creative and eliminate the association of assessment being high risk and 

high anxiety.  I want students to see assessment as something that is fun and enjoyable.  For example, one of the strategies that Keeley (2008) presents in her book is first word – last word.  This is where students use the letters that form a big idea, and use these letters to construct phrases that will help build connections and construct knowledge regarding the big idea.  What I like about this activity is that you can present it as game where each student is responsible for a specific letter.  I would like to end my reflection by sharing a quote from an article presented in this class that resonated in me.  “Effective assessment demonstrates the knowledge, skills and attitudes, and strategies of each student and the progress the student is making, rather than simply identifying deficits in learning” (education government of Manitoba, 2003).    

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Education Government of Manitoba.  (2003).  Classroom Assessment in Science.  Retrieved from http://www.edu.gov.mb.ca/k12/cur/science/found/s2/assessment.pdf

Fink, L.D.  (2003).  A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved from https://canvas.sfu.ca/courses/32242/files/6025518?module_item_id=715476

Keeley, P. (2008).  Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, CA: Corwin Press

Moon, J.A.  (2004).  A Handbook of Reflective and Experiential Learning.  Retrieved from https://canvas.sfu.ca/courses/32242/files/6287796?module_item_id=734853 

 

Reflection 4

  • ›Imagine yourself at your retirement. What do you want your former students to say about you? What kind of science teacher were you? What were your greatest accomplishments as a science teacher?

        Imagining myself at my retirement, I want former students to say that I was one of the teachers that made a great impact in them.  I want them to remember me as the teacher who not only made science fun, but was able to capture the curiosity of each individual students.  I want students to say that I was one of the few teachers whom they felt comfortable being open to, and created a positive relationship with students.  I want students to remember my classroom with a dynamic environment that was filled with enjoyment.  In addition, I wanted students to say that they felt safe in the classroom where they were encouraged to take risks, and were treated fairly.  I also want them to remember me as a teacher who celebrated diversity and made sure that everyone was included in all activities, and celebrated the individuality of each students.  I want students to feel that they can accomplish anything after leaving my class, that I motivated them to continue their studies, and become a responsible citizen outside school.  Secondly, I want students to say that after being I my class they could see and perceive knowledge as something they construct on their own.  Regardless if my future students do pursue a post-secondary education or now, I want them to all believe that they are all smart and can make a difference, because not all knowledge is gained through lecture, reading, and school.  Knowledge can also be gained through thoughtful reflection and experiences.  I want students to feel that they can pursue and achieve anything as long as they put the effort and time to it regardless of their circumstances in life.  Therefore, if there is anything I want my future students to get out of my class I hope that it is to have high self-efficacy and self-determination.  I want them to feel that they were valued in class, and that they could make a positive impact and contribution.

 

        In addition to making a difference in my students I would also like to make a difference and leave a positive influence and impact on my fellow colleagues.  I want them to think of me as an individual who was genuinely friendly and nice to everyone. I want them to feel that I was someone they can trust and rely on, and was a colleague whom they felt comfortable and safe to ask favors when they needed anything.  I want future colleagues to feel that I could provide great input in my craft and was someone they could collaborate ideas with for their classroom.  I hope that I can become somewhat of an inspiration to future education during my time of retirement and potentially be a mentor just like how my SA and FAs has and continue to guide me in my journey in this program.  

 

        The legacy I want to leave is that I hope that I can help students be the better version of themselves.  Have different types of lenses in the way they see the world which includes being able to put their self into other people’s shoes.  I want students to hold themselves accountable to action and hope that they will learn to be slow to angry and slow to judge but be open minded and have awareness of the impact of their actions on others, and the impact of others on them. I simply hope that students will say that my greatest accomplishment as a teacher was making a difference in each one of my students.  

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