Improving Science Liteacy, Using Technology

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Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers Vocabulary Wiki Teacher assigns students to groups Students populate Wiki with information they find on-line and in the textbook. Students document source where they find material Once wiki’s completed, the students take notes/paraphrase definitions using information from the Wiki. ...

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The Nine Categories of Instructional Strategies that Affect Student Achievement Strategy Average Percentile Number of Chart Effect Size Gain Studies  Identifying similarities and differences 1.61 45 31 Summarizing and note taking 1.00 34 179 Reinforcing effort and providing .80 29 21 recognition Homework and practice .77 28 134 Nonlinguistic representation .75 27 246 Cooperative learning .73 27 122 Setting objectives and providing .61 23 408 feedback Generating and testing hypotheses .61 23 63 Cues, questions, and advance organizers .59 22 1251
Vocabulary Wiki  Teacher assigns students to groups  Students populate Wiki with information they find on-line and in the textbook.  Students document source where they find material  Once wiki’s completed, the students take notes/paraphrase definitions using information from the Wiki.
Review Internet use policies and how to  evaluate content  Stress the important role each student plays in completing the Wiki  Review the skill of summarization before having them summarize the Wiki information in their notebooks  Teacher needs to moderate the Wiki for accuracy and appropriateness
Used with Level 1 ESOL students (appropriate for all)
Choose template(s) appropriate for the  task beforehand Teacher needs to moderate for accuracy  and appropriateness Teacher modeled using Vocabulary  Concept Blocks in weeks up to student creating their own vocabulary concept blocks Students worked in pairs to come up with  images to represent word Options- Students can cut apart words and  write formal definitions on back of cards. › Cards could then be used to review (Quiz, Quiz, Trade)
Present word in writing – did this on the handout and on  the computer projection Pronounce word and have students pronounce word –  We need to make this explicit. “Listen to the word, let’s say it together.” Have a few students practice pronouncing the word. Write vital information so students can copy.  Provide a range of synonyms (or it’s like words) before  definitions/explanations. This helps them generate connections and recalls their personal vocabulary. Provide an accessible definition (without using the even  more sophisticated words). › Used kinesthetic definitions with cumulus “flat on bottom, puffy on top.”
Websites that have a wide range of  premade templates for making your own review activities for the students or links to ones created by others. Quia activities include:  •Battleship •Scavenger Hunt •Cloze (Webquest) •Hangman •Rags to Riches •Quizzes (Millionaire) •Matching, word search •Challenge Board •Concentration (Jeopardy) •Jumbled words
Classtools games 
quia.com costs $49/year, but price  reductions are available for bulk orders.  Students can go directly to the url for activities you create.  Need to preview and evaluate the pre- made activities. There are errors that can be significant in some of them.  You can create a quia.com class site that has the activities you choose to make available.
Video not avaliable
Beyond the simple things like fresh  batteries and cleared out memory card, you need to: › Set clear expectations for the students › Teacher model and practice on a small scale first – select a few students to try it out › Student reflection on their learning as they go is important › If planning to edit the video, be sure to have correct video format issues worked out (.avi is not universal)
Have students pre-plan  information for mini-book using previous lecture’s notes in interactive notebook  Have students work in pairs to fill-out template. (Use directions found in print-cut- fold)  Have students compare and contrast information and mini- book organization
Make sure students carefully read directions  for print/cut/fold construction of mini-book Ensure students have enough background  knowledge information to complete mini- book. Activity can be done in 45 minutes/1 hour.  This works well as a review activity for  information already taught. Have students switch mini-books and  compare for similarities and differences of information included in book for further learning.
Need to provide clear instructions and  expectations to students before they begin.  Set a time limit for them to complete their comic strips.