5 practices for orchestrating productive task-based discussions in science

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Title:

Author:

Cartier, Jennifer L.

ISBN:

9780873537452

Personal Author:

Cartier, Jennifer L.

Physical Description:

xii, 129 pages : illustrations ; 26 cm

Contents:

Laying the groundwork : setting goals and selecting tasks -- Introducing the five practices model : contrasting the practices of two teachers -- Getting started : anticipating and monitoring students' work -- Making decisions about the discussion : selecting, sequencing, and connecting -- Encouraging and guiding student thinking -- Positioning five practices discussion within instructional design -- Beginning secondary science teachers use the model : lessons learned.

Abstract:

Presents a framework of instructional practices--anticipating, monitoring, selecting, sequencing, and connecting--for facilitating effective inquiry-oriented science classrooms and engaging K-12 students in meaningful and productive discussion.

Subject Term:

Science -- Study and teaching (Primary)

Science -- Study and teaching (Secondary)

Task analysis in education.

Inquiry-based learning.

Communication in science.

Added Author:

Smith, Margaret Schwan.

Stein, Mary Kay.

Ross, Danielle K.

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIEMSA	1:GEN-BOOK	33168025780491	507 S655F 2013	1	Searching... Unknown

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Summary

Robust and effective classroom discussions are essential for providing students with opportunities to simultaneously engage in science practises while learning key science content. Using numerous examples and science learning tasks, the authors show how teachers can plan the lesson to encourage students to not only learn science content but employ disciplinary practises as well. This volume outlines the five practises teachers need for facilitating effective inquiry-oriented classrooms:

Anticipate what students will do, what strategies they will use in solving a problem, monitor their work as they approach the problem in class, select students whose strategies are worth discussing in class, sequence those students' presentations to maximise their potential to increase students' learning, connect the strategies and ideas in a way that helps students understand the science learned.

The 5 Practices framework identifies a set of instructional practises that will help teachers achieve high-demand learning objectives by using student work as the launching point for discussions in which important scientific ideas are brought to the surface, contradictions are exposed and understandings are developed or consolidated.