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3531470
Science Classroom
Description
This is for my prep notes
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science
classroom
prep notes
Mind Map by
Emily Pearson4500
, updated more than 1 year ago
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Created by
Emily Pearson4500
almost 9 years ago
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Resource summary
Science Classroom
CHAPTER 3 (GH)
Multiculturalism and Science
Investigate people, environments, customs, food, literature, and music.
Investigate history, myths, how it relates to present views, compare and contrast
Gender Equatlity
Typically Girls do not prefer science
Teacher Strategies to for gender equality; especially for girls
Implement various teaching and assessment strategies
encourage participation
talk about women in science
wait time
gender neutral language and call on girls for answers equally
Types of learners
Auditory, Visual, Tactile, Kinesthetic, Linguistic, Logical and Mathmatical, Spatial, Musical, Accomodator, Converger, Assimilator, Diverger
Pre- Assessment: Observe, Interview, Notes, Portfolios, Survey, Self Assessment
CHAPTER 4 (GH)
Methods for Teaching Science
Discussion: engages in dialoge and reflection
Expository: receiving information
Demonstration: interactive presentations
Guided Inquiry: active learning process, Investigation, hypothesis, discussion, conclusion
Open Inquiry or Problem- Based Learning: student generated questions
Research Based Effective Practices: proven ways to increase student motivation, interest, and achievement
NSES: effective practices for teaching science
Responding to Student Needs, investigation and inquiry, subject matter, analyze, process skills, evidence, assessing, continuous
McREL: strategies that enhance student achievement
identify similarities and differences, summarize, reinforce, practice, representations, cooperative learning, objectives, hypothesis, activate prior knowledge
Science Notebooks, Lab Reports, Grouping, Cooperative Learning, Adjustable Assignments (Differentiate), Curriculum Compacting ( pre asses, analyze, appropriate task)
Lab Reports: understand content through ability to design, conduct, and communicate in an experiment
Grouping: placing studnets in different types of groups that benefits the learning
Cooperative Learning: instructional, emotional, and personal needs
Adjustable Assignments: Differentiate
Curriculum Compacting: pre assessing, analyzing, and then giving appropriate task for the level of learner
CHAPTER 4 (PMP)
Models
Concept Formation Model: Question, Brainstorm, Group Ideas, Label, Regroup, Connect
Concept Attainment Model: Provide Examples, Provide Additional Ideas, Tell students to create their own
Group Investigation Model: Puzzlement, Ask Questions, Group Formation, Group Investigation, Group Monitoring, Group Presentation, Group Evaluation
The 5 Es Instructional Model: Engage, Explore, Explain, Elaborate, Evaluate
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