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Marcie [email protected]
Depth & ComplexityLanguage of the Discipline: Identification & usage of appropriate language relative to the discipline.Details: Elaboration and description of an idea or event.
Patterns: Recurring elements or repeated factors of an idea or event. Order of events. Identify & predict.Trends: Identification of changes throughout a period; factors, influences & forces. Note causality & predict.Unanswered Questions: Unclear ideas & information; What is unknown, unexplored, unproved. Identify & guess.Rules: Organizational elements relevant to curriculum. Note order, determine relevance, organize, & identify learnings.Ethics: Possible rights & wrongs of an event, idea, or issue. Reflection on bias, prejudice, discrimination. Draw conclusions, argue, prove with evidence. Big Idea: Generalization, principle, or theory about the curriculum being studied. Identify theory, state principle.Over Time: Change over time where changes are identified & causality examined. Predict, order, & sequence.Points of View: Multiple perspectives. Examine ideas & events from different perspectives. Think like a . . . Interdisciplinary Connections: Connection between curriculum under study & other disciplines. Associate, integrate, & link.
Content ImperativesOrigin: Beginning, root, or source of the idea or event
Contribution: Define the significant part of result of an idea or event
Parallel: Defining ideas or events that are similar and can be compared to one another.
Paradox: Defining the contradictory elements in an event or idea. Positive/Negative aspects of something.
Convergence: Defining the meeting point of the elements that describe an event or idea.
Expert in a particular field of study
Teach, conduct research & publish findings
Experts in applying a discipline-perform specialized tasks rather than conduct basic research
Collaborate across disciplines
Sub-disciplines or branches
Engages students-Science is more than memorizing facts
Provides rationale for learning
Allows students to gain familiarity with academic disciplines
Demonstrates connections to concepts, thinking processes, & methodologies across multiple disciplines
Frames
Scientific Disciplinarian Learning Centers
Concentric Circles
Align content/standard with disciplinarian Disciplinarian: middle of frame Questions/Depth & Complexity/ Content
Imperatives in outer compartments
Think like an
Ecologist
Key vocabulary important to understanding ecosystems.
What ethical issues might an ecologist investigate when studying ecosystems?
6th Grade Life Science: The number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors. ..
What patterns might an ecologist examine? Explain Details an ecologist might
examine when studying an ecosystems ability to support life
Introduce disciplinarian -Solicit prior knowledge-Provide definition-Discuss type of tools this disciplinarian might use
Introduce thinking tools used in frame -Practice with familiar topic (i.e. birthday parties)
Present questions on disciplinarian frame
Students work in groups, pairs, or as individuals
Share out/reflect as to how thinking like this disciplinarian enhanced their understanding of the content
Introduce: Hook- identified disciplinarian from pictures, discussed prior knowledge
Asked- What types of tools might a geologist use to get a better understanding of what they study?
-Asked- Why might it be important for a geologist to practice using specialized tools?-Explained that we would also be using special tools to help us better understand our study
Introduced thinking tools ( )
Applied to frame/practiced using familiar topic
Names:
Birthday Parties
What are the rules of birthday parties?
What are the patterns of birthday parties?
What are the contributing factors to birthday parties?
What are the specialized terms used about birthday parties?
Align content/standard with disciplinarians Content: middle of frame Disciplinarians & thinking tools: outer
compartments
Wildfires
Geographer
Meteorologist
Pulmonologist (doctor specializing in issues involving respiration).
Identify disciplinarians that align with content
Display/ include Big idea for learning Rules & procedures for learning
Details to make the center aesthetically pleasing
Pictures/images to support learning & hold interest
Provide information/resources on disciplines
Include open-ended task cards/task sheets to guide student inquiry
Disciplinarian + Thinking Skill(s) + Product
Independent learning/small group
Think Like a GlaciologistExamine the global patterns of where glaciers are located, paying close attention to trends in where glaciers are found and how they have changed over time. Create a poster describing your findings. Include graphic aids (maps, charts, etc).
Hybrid: Disciplinarian investigation combined with content focus
Multiple tasks
Reflection on future interest in discipline
Introduce whole class to learning center Review rules & procedures Pre-teach any new concepts/material
necessary for success Direct students to where they can locate
information/resources needed (computer, texts, etc)
Students self-select, rotate, or are assigned to center
Teacher provides guidelines Student submits work plan
-disciplinarian, content, rough sketch, expected completion date
Teacher monitors progressStudent works independently Student presents center to class for use
Provides opportunity to introduce students to general disciplines and their sub-disciplines
Focus on standard/content Move from general to specific view of how
disciplinarians might approach topic - Utilize depth & complexity/ content imperatives to
focus investigation
Identify patterns or parallels noticed between disciplines (afterward)
Professional organizations Jobs/careers Sections Ask the Expert SectionSociety of Nematologists
http://www.nematologists.org/Botanical Society of America
http://www.botany.org/University Websites (Departments &
Programs)Faculty Studies & Research (i.e. microbial ecologist) USC Department of Biological Sciences
http://college.usc.edu/bisc/marine/faculty/
USC / Sandra Kaplan Think Like a Disciplinarian http://www-rcf.usc.edu/~skaplan/index.html
American Museum of Natural History: Ology https://www.amnh.org/ology/
Koshland Science Museum Nat. Academy of Sciences http://www.koshland-science-museum.org/index.jsp
MadSciNet: The 24 Hour Exploding Laboratory http://www.madsci.org/ National Institute of Health, Office of Science
Ed. http://science.education.nih.gov/home2.nsf/feature/index.htm