Lesson 5 1 Dos and Donts in Teaching as well as Best Practices in Teaching Science/ Math

MODULE 3-------------------------------------------LESSON 5-------------------------------------------------DOS AND DONTS IN TEACHING AS WELL AS BEST PRACTICES IN TEACHING SCIENCE / MATH Learning Objectives: At the end of this session, students are expected to: 1. Determine the dos and donts in teaching and 2. Determine the best practices in teaching Science/ Math

3 BEST PRACTICES IN TEACHING SCIENCE OR MATH

According to www.teachscienceandmath.com

Successful Teaching What does it mean to be a successful science or math teacher? The definition of success is an elusive thing and measured in many ways. Merriam-Webster dictionary defines success as resulting in or gaining a favorable outcome. This, without a doubt, is your and every other teachers goal for their students. Among the many ways of measuring teacher success is the ability to engage students in teaching practices which excite and encourage their natural curiosity for learning. When these best practices are used in the classroom, then all other measures of success follow suit. Thus, providing an indicator youre a successful science or math teacher. So what are the three best practices successful science and math teachers use in their classroom? 1. PROJECT BASED LEARNING Teaching strategies which involve project based learning offer students the potential of gaining deeper insights into science and mathematical concepts. This strategy engages students to use critical thinking processes as they develop and answer their own questions. This teaching strategy also helps students tap into higher order skills, which allows them to make those all important connections between one science or math concept and other concepts. Other reasons why students are excited and encouraged by practice: answering open-ended questions researching the problem collecting data drawing conclusions based on their findings working collaboratively with other students 2. REAL WORLD PROBLEM SOLVING Problem solving is the essence of scientific and mathematic investigations. Providing students with real-world problems to solve allows them the opportunity to use investigative processes which stimulate higher order thinking skills. In science, problem solving relies heavily on the effective use of the science process skills as students complete investigations. Two strategies which support problems solving is the use of discrepant events and experimental design for exciting and engaging students. 3. INTEGRATING TECHNOLOGY IN LESSONS Stimulates critical thinking skills as students in explore, think, read, write, research, invent, problem solve, and experience the world of science and math. Integrating technology provides them the opportunity to investigate science and math phenomena the same way as scientists and mathematicians. The following are two examples of best practices for integrating technology in teaching and learning science or math. Podcasting integrating podcasts in science and math classes is a good way to support student learning. This strategy leverages the use of digital devices as a means for mobile learning because students use them everyday iPods, Smart Phones, computers, etc.
Mahusay, Jemmar D.
Tech. Education) SE 203 (Curr ent Tr ends and Issues in Sci. and

Lesson 5 2 Dos and Donts in Teaching as well as Best Practices in Teaching Science/ Math

Online Tools facilitate input and interaction by students as they use the four skills of the language (reading, writing, listening, and speaking) to investigate, inquire, hypothesize, conjecture, and explain their findings. Online tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools.

10 Best Teaching Practices

By: Donna Walker Tileston

1. CREATING AN ENVIRONMENT THAT FACILITATES LEARNING While we cannot control the lives of our students outside the classroom, as teachers, we can provide a quality environment for them each day. We do this by ensuring that the environment within our classrooms is enriched (meaningful, active engagement) and supportive. Factors that help create an enriched and supportive environment include the following: a sense of belonging a high level of support for achievement a sense of empowerment more on- ramps an advocate for every student and resiliency in students 2. DIFFERENTIATING WITH A VARIETY OF TEAHING STRATEGIES THAT ADDRESS DIFFERENT LEARNING STYLES Differentiation does not mean that teachers must teach the same lesson several ways, but rather that a variety of techniques should be used. It also means that for students who do not get it the first time, a different approach- one more compatible to that student- should be employed the second time. Jensen (1997) says that slow learners will not get it until teach them in the modality most comfortable for them. The teaching approaches depend on the type of learners. The types of learners are the following: Auditory Learners Visual Learners Kinesthetic Learners 3. STRATEGIES THAT HELP STUDENTS MAKE CONNECTIONS FROM PRIOR LEARNING AND EXPERIENCES TO NEW LEARNING ACROSS DISCIPLINES According to Sousa, teachers should not assume that transfer will automatically occur after students acquire a sufficient base of information. Significant and efficient transfer occurs only if we teach to achieve it. The human brain seems to be wired to seek connections. Anytime we are given new information, there is an effort within the structure of the brain to attach new information to knowledge or experiences already in place. Thus, it makes sense that the more we can help students make connections between what they already know and the new knowledge we are more apt to provide learning experiences. The following connections are: Association Similarity Critical Attributes 4. TEACHING FOR LONG- TERM MEMORY IS A PRIMARY GOAL Working memory is the place where information is processed. At this point, the information has our attention while we mull it over. It can handle only a few chunks of information at one time. There is difference of opinion on how long information remains in working memory before being tossed out or sent to long- term memory, but it seems to be about 5 to 10 minutes for preadolescent children and 10 to 20 minutes for adolescents and adults. Souse says that after 20 minutes, if something is not done with it, the information will probably be dropped from working memory. If learner is ever to recall this information in the future, it must be stored in long- term memory. A simple guide for how information enters and is stored includes the following point: about 98% of all new information enters the brain through the senses, and we have five senses- taste, smell, hearing, sight, and touch.

Mahusay, Jemmar D.
Tech. Education)

SE 203 (Curr ent Tr ends and Issues in Sci. and

Lesson 5 3 Dos and Donts in Teaching as well as Best Practices in Teaching Science/ Math

There are 5 memory pathways and through the analogy of a five- drawer file cabinet, it can assist with retrieval in the brain. Each drawer represents a different storage system. These systems are the following: Semantic Episodic Procedural Automatic Emotional 5. CONSTRUCTING KNOWLEDGE THROUGH HIGHER- LEVEL THINKING PROCESSES We live in an age of tremendous information that changes rapidly; if students are to be successful in life they must move beyond factual input to the processes involved in higher- level thinking, such as problem solving, decision making, experimental inquiry and investigation. We want to move students from the simple to the complex. Use the following higher- level thinking skills: Comparison Classification Critical thinking Creative thinking Problem solving 6. COLLABORATIVE LEARNING IS AN INTEGRAL PART OF THE CLASSROOM Collaboration is more than just working together in groups; it is the whole communication process in the classroom. How does the teacher communicate with students in regard to the information to be learned and how it is to be assessed? How do students communicate with the teacher and with each other? What is the role of the parents? Is the communication one- way, two- way, or multiple? Is it in the form of written, oral, tactile, or computer- generated communication? For teachers who have not attempted group activities in the past but are convinced it is worth trying. These are the following guidelines: Start small- begin by letting students work in pairs for a short amount of time. The first few times that students are put into small groups, use familiar material. Make sure that any assigned group work is meaningful. Time all activities and stick to the time schedule. Tell students up front why they are working in small groups. Sign up for instruction in cooperative learning techniques. 7. BRIDGING THE GAP BETWEEN ALL LEARNERS, REGARDLESS OF RACE, SOCIOECONOMIC, STATUS, SEX OR CREED The following are suggested solutions in this issue based on the research and data available: We must provide poor children with the very best teachers available We must provide a high- quality and challenging curriculum for every student We must understand the culture of our students We must find ways to build self- efficacy We must be rabid about eliminating bias We must work with community leaders to provide support for these students We must change our way of thinking 8. EVALUATING LEARNING THROUGH A VARIETY OF AUTHENTIC ASSESSMENTS Assessment is a fact of life, whether we like it or not. We are all being assessed daily according to the decisions we make and the way in which we carry out those decisions. Our students are being held accountable to the public for declarative and procedural information through myriad tests designed to show competency and used at the state and national level for comparison of schools. Assessment begins with effective planning on the part of the teacher and the students. As teachers, we must ask ourselves what it is that we want students to know and be able to do as a result of the learning. Only then can we effectively plan our lessons. Before teachers build lessons, they ask these critical questions: What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively to achieve desired results?
Mahusay, Jemmar D.
Tech. Education) SE 203 (Curr ent Tr ends and Issues in Sci. and

Lesson 5 4 Dos and Donts in Teaching as well as Best Practices in Teaching Science/ Math What activities will equip students with the needed knowledge and skills?

What will need to be taught and coached, how should it best be taught, in light of performance goals? 9. IN- DEPTH UNDERSTANDING THAT LEADS TO REAL WORLD PRACTICES There is no way that we can teach students everything that they will need to know in life. Students need to realize which processes were utilized to learn material. Information does not become a part of long- term memory until we believe that we know it. Jensen lists the following 4 stages of understanding that lead to students becoming experts in learning: Starter knowledge Relational knowledge Globalized knowledge Expert knowledge 10. SEAMLESS INTEGRATION OF TECHNOLOGY FOR HIGH- QUALITY INSTRUCTION Students enter our school hallways each day fresh from a digital world that not only allows them to communicate throughout the world, but also gives them the ability to solve problems, do research, and perform at levels never before available in the history of man. Those same students often go to classrooms where the primary learning tools are lecture, note taking, and rote learning. No wonder they drop out mentally. Tileston lists the following reasons why technology is brain friendly: Technology is not limited by the classroom walls Technology does not know or care what the students socioeconomic status may be and thus helps level the playing field for these students. Technology provides and equal opportunity for everyone to learn. Technology is so much in tune with the way our students today learn. Technology is so much a part of the real world that to limit its use in the classrooms is to limit our students ability to compete in the world. Dos and donts in teaching The following are some of the considerations that the teacher should do in the classroom: Set the classroom standards that define expectations that all students will be respected. Bond with all of the students. Model the behavior to your students about resources available to them. Make your students aware of the need for good nutrition and hydration in regard to learning. Communicate caring and concern for all students. Communicate high expectations while keeping the threat level low. Help your students understand how their own brains work and how that affects all that they do. Build positive self- efficacy in your students. Teach the hidden rules to students and when they are used. Build positive self- esteem in your students. Provide a variety of teaching resources in the classroom that take into account the backgrounds, ethnicity, and race of your students. Use a variety of modalities in the classroom, especially visual and kinesthetic. Contextualize the lessons. Create experiences that help students make connections between prior learning and experiences and the new learning. Create opportunities for students to set personal goals for the learning. Explicitly show students how to use self- talk and other techniques to revise their goals when they encounter problems. Help students complete their work at a quality level. Provide specific and prescriptive feedback on an ongoing basis to students. Teach in a variety of ways so that students learn in the way to which they are accustomed. Help students make the transition from language of the street to the language of the classroom. Provide opportunities for students to work together in heterogeneous groups. Emphasize the gifts that all students bring to the table. Recognize and overcome stereotyping bias.
Mahusay, Jemmar D.
Tech. Education) SE 203 (Curr ent Tr ends and Issues in Sci. and

Lesson 5 5 Dos and Donts in Teaching as well as Best Practices in Teaching Science/ Math

Reference:
teachers/

http://www.teachscienceandmath.com/2010/09/01/3-best-practices-of-successful-science-and-math-

Mahusay, Jemmar D.
Tech. Education)

SE 203 (Curr ent Tr ends and Issues in Sci. and