DVD: ACHIEVING LITERACY THROUGH HANDS-ON INQUIRY SCIENCE |
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The purpose of the
Science and Literacy Integration Project (SLIP) video series is to build
awareness of the project and to ignite discussion among educators, parents,
and community leaders about the benefits and challenges of improving
student performance by integrating inquiry science and literacy.
Teachers and administrators
can use the videos to promote discussion during meetings of a district
science and literacy curriculum committee, school faculty, school board,
and parent-teacher group. Also, providers of professional development
and course instructors can use the videos for instruction during a science,
language arts, and reading methods courses and workshops.
Discussion is
as important as viewing the video. Plan adequate time for talking together
after viewing the video. Facilitate a discussion after showing one of
the videos. If time permits show a second video and provide time for
more discussion.
Before viewing,
introduce the video and pose the suggested focus question. Post the
question on chart paper. After viewing the video, facilitate a discussion
around the focus question. Record ideas on the chart paper during the
discussion.
To extend the
learning, select one of the readings and discuss at a future meeting.
Use a protocol such as Òtext-based seminarÓ to focus the reading and
discussion. Guidelines for Òtext-based seminarÓ are on-line at http://www.cesnorthwest.org/text-based_seminar.htm.
Here are brief descriptions
of the four videos. Focus questions for discussion are in italics. Suggested readings to extend learning follow.
Introduction
This 9-minute video presents an overview of integrating inquiry science
and literacy. Research based on tracking student performance on standardized
tests in El Centro CA is presented. Several strategies such as combining
information writing using scientists' notebooks, content area reading,
and hands on experiences are introduced. Career long professional learning
- beginning with teacher preparation programs to develop teachers' understanding
of integrating inquiry science and literacy is emphasized.
How can integrating inquiry science and literacy
add value to our educational programs? How can we accomplish the same results as El Centro
in our school or district?
Reading: Klentschy, Michael P.,
and Elizabeth Molina-De La Torre. (2004). Students' science notebooks
and the inquiry process. In Saul, E. Wendy (Ed.) (2004). Crossing
borders in literacy and science instruction. Arlington, VA: NSTA Press. pp. 340-354.
Professional Development
This 9-minute video helps you understand the nature of high quality
SLIP professional development based on National Science Education
Standards professional
development standards. Engaging professional development activities
serve as a springboard for developing skills needed to integrate inquiry
science and literacy purposefully.
What strategies of adult learning can we include
in our standards-based staff development program? What will work best
for us?
Readings: Tugel, Joyce. (2004,
February). Teacher quality: From policy to practice. Science and
children. pp. 22-25 Worth, Karen, Robin Moriarty, and
Jeff Winokur. (2004, February). Capitalizing on literacy connections.
Science and children.
pp. 35-39.
Lesson Study
This 11-minute video builds awareness of a professional development
strategy inspired by Japanese educators. The video describes the four-step
lesson study process and presents challenges and benefits of this site-based,
collaborative professional learning.
What
do you find interesting about lesson study? What
are some of challenges and benefits of using lesson study at our school?
Readings: Lesson Study. (2002, Spring/Summer). Currents.
Volume
5.2. Philadelphia, PA: Research for Better Schools. On-line at http://www.rbs.org/currents/0502/guidelines.shtml Lewis, C. and Tsuchida,
I. (1998, Winter). A lesson is like a swiftly flowing river: Research
lessons and the improvement of Japanese education. American educator, 14-17 and 50-52. On-line at http://www.lessonresearch.net
Scientists' Notebooks
This 7 1/2-minute video introduces a valuable tool for integrating inquiry
science and literacy. The video helps the viewer understand the purpose
of scientists' notebooks and how teachers and students use notebooks
to improve thinking. Components of the notebook are explained.
How can using notebooks help students achieve standards
in science and literacy?
Readings: Klentschy, Michael P.,
and Molina-De La Torre, Elizabeth. (2004). Students' science notebooks
and the inquiry process. In Saul, E. Wendy (Ed.) (2004). Crossing
borders in literacy and science instruction. Arlington, VA: NSTA Press. pp. 340-354. Shepardson, D. P., and
Britsch, S. J. (1997). Children's science journals: Tool for teaching,
learning, and assessing. Science and children, 34(5), pp. 13-17,
46-47.
SLIP, Science and
Literacy Integration Project, is a project to improve inquiry science
and literacy using scientists' notebooks and other thinking, writing,
and reading strategies. For information about the project, resources
and professional development opportunities, go to www.ric.edu/slip.
The
SLIP video series and guide were co-produced by Dr. Greg Kniseley, Professor
of Science Education at Rhode Island College (t: 401-456-8865; mkniseley@ric.edu)
and Howard Labitt, Labitt Video Productions (t: 401-781-8579; vidbit@ix.netcom.com).
Rhode Island Office of Higher Education funded the video series. July 2004 |
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