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IMPACT Inquiry Presentation

Academic Language

Janice Chow

on 17 January 2013

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Transcript of IMPACT Inquiry Presentation

Improving Problem Solving Skills
Using Problems of the Week Classroom Strategies Multiple Representations through Collaboration and the Effects of Literacy Strategies on Academic Language Warm Up:
Multiple Representations 1. Get into groups of 3
2. Choose either the math or science questions
3. Answer the question in three ways:
a) Numerically- using numbers or scientific notation
b) Symbolically- using images
c) Verbally - using complete sentences to describe process Linking Science Content to the Real World How does linking science based content to the real world increase retention of information and comprehension? Self Assessment &
Say-Mean-Matter Academic Language in Math and Science Say Whaaat?! This Ain't No English Class! Say-Mean-Matter in Chemistry
Grading Rubric 4 3 2 1 ADVANCED Accurate, thorough understanding of all scientific concepts
Evidence: examples, diagrams
Scientific language MATTER Accurate understanding of most scientific concepts
Vague evidence
Scientific language Limited understanding of scientific concepts
No evidence
Scientific language not used Misunderstanding of scientific concepts
No evidence
Scientific language not used PROFICIENT BASIC NOT PASSING NOT YET MASTERED SAY MEAN importance
connections to other ideas
detailed evidence inaccurate
no justification definition
general statement
no evidence significance
vague evidence Assess Yourself: 1. COMPARE
3. EXPLAIN How does your response compare to the answer key? What score would you give yourself? Why did you give yourself this score? Context Janice Chow 11th Grade Chemistry Findings 2. Provide evidence (explanations, diagrams, examples) to justify claims 1. Correct usage of vocab "Didn't state that electrons are shared in covalent bonds..."
"Didn't put an example..."
Highlighted key words Cognitive engagement beyond the assessment! I like self-assessment because... Self-assessment helps me do better in chemistry because... "I get to give an explanation for my mistakes."
"I can know what I got on my exam quicker and I know what I did wrong immediately." "I can first think what I did good or wrong and guess what I should've done in my own opinion."
"I can realize what part of the problem I did wrong and then try to figure out how I can fix it."
"It shows how we can explain things better. And we can also use [our test corrections] to retest and study from." Multiple choice exams with written justifications
Writing support: Say-Mean-Matter Cognitive Theory: metacognition & reflection
Error analysis: immediate, relevant feedback
Improve literacy & content knowledge? Engagement in self-assessment Adapting assessments & grading Candace Rosby
7th grade Life Science strategy 1 Strategy 2 strategy 3 Findings Application Graphic Organizers Realia QUESTIONS
& ANSWERS Students compared the function of the organelles to an object or occurrence within their environment. cell membrane The cell membrane surrounds the cell and only allows certain things to pass in and out Content appropriate technology Bill Nye the Science Guy Brain Pop Inquiry Questions: Bill Nye presented
the information in a manner where the students were able to go home and test the concepts presented. 1) How effective are the instructional strategies and classroom management strategies in building a community of learners environment that supports the development of student content knowledge around multiple representations?

2) How do the literacy strategies help students improve their academic language? Yazmin Lugo
Algebra 1 Strategies Brain Pop pushes for development academic language while presenting topics in a cartoon fashion. They too link concepts presented in science to the real world The bonus to Brain Bop is the instant feedback students received from the online quiz Each student had to construct a model of a plant or animal cell using materials from home. Content Strategy:
o Multiple Representations

Instructional Strategy:
o Think-Pair-Share
o Word Banks
o Muddiest Point

Classroom Management:
o Collaboration
o Respect
o Equity The students benefited greatly from the creation of the graphic organizer the most.

* The ideas were there own
* The connections stuck with them because they were relevant to their lives

Students performed 87% better on their post-assessment.

Increase use of vocabulary associated with cell and their organelles. As a result of this study, every unit following has a real world application to allow for student input and engagement * Only 50% return rate.

* Did not allow for much evaluation Nucleus The nucleus holds the DNA and controls the cells function Results Finding
a) Culture of reflection

(b) An ability to identify related concepts across lessons,

(c) A difficulty in articulating how concepts are related

(d) Lack of depth in reflection Objective Assessing students’ ability to express their learning in multiple ways (1) procedure
(2) concepts (3) vocabulary
(4) connection Michael Watter
Algebra 2 Theory Method Students build connections between nodes of knowledge when given opportunities to reflect on their knowledge Think-
Share 1.Opportunities to Build Connections
3.Reflection/Metacognition 1. Modeling the 4 Fold Method
2. Being explicit about purpose
3. Quiz and test corrections To help facilitate learning for my students, I need to create a learning environment that promotes reflection Socio-Cultural Theory Socio-cultural theory involves a community of learners model that offers students the space where they can take on roles and responsibilities as active learners. It allows for the formation of a community of learners that enables students to learn through the formation of active and interactive relationships with the teacher and their peers. Question of Inquiry WIll applying the Four-Fold Method to a weekly problem of the week strengthen student's problem solving skills and help them apply their current knowledge to solving more complex questions? Change in Behavior Process a) engagement in critical thinking tasks.

b) ability to work in groups

c) ability to apply their knowledge + Data was collected over a two week period.

+ Pre- and Post- Assessments were given.

+ Students would have to solve using:
- "Numbers", "Pictures", "Symbols", and "Words"

+ Students will present their findings. WARNING Problems of the Week will not magically help students use mathematical processes they have not learned. This should only be used as an engagement activity to support learning. Multipe Representations Melinda Grant
6th and 7th Grade Math Connecting Concepts through Reflection Student Reflections Findings + "Community of Learners"
+ Modeling
+ Graphic Organizers
+ Write-Pair-Share
+ Word Wall
+ Sentence Starters
+ Writing Across the Curriculum REFLECTION + Scores did not drastically improve.
+ "You're really working our heads today."
+ Students had fun with activity
- Competition
+ Students struggle with "Words" Miss, I have a question...
Mister, I don't get it... Has collaboration helped?
“Working with others has helped me because when I need help or don’t get something they would help me and when they need help I would help them” – G
“Yes, I do, Because when I am unsure, they can help solve the problems that I am hesitant about.” – A

What have you learned from multiple representations?
“ What I’ve learned is that using multiple representations there is four different types of finding an answer” – G

Use academic vocabulary appropriately?
“No. But I do think that I’ve improved. The word bank has helped me a lot.” – L Due to these strategies:
-Growth in student engagement and learning.
-Learned multiple ways of solving problems.
-Increase in the use of academic vocabulary.
-Built a collaborative environment where students felt comfortable seeking each other out for help.
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