Teacher Resources - Chapter 8 - Syllabus Helper
This chapter is correlated with Chapter 7, in which ideas of several theorists explaining how students learn were presented. This chapter presents models of teaching based on those theories of learning. The models presented here are the scaffolding that will be helpful to your students as they begin to plan lessons and create an environment in the classroom that fosters active student involvement. Underlying all of the models presented is the notion that students should be involved.You can start anywhere in the chapter. Each model has its own protocols, and can be implemented using the material in the chapter.
Initial Case Study Descent from Innocence A teacher has a rude awakening when he
attempts to implement a hands-on, inquiry-oriented lab.
Invitations to Inquiry Focus questions for the
chapter The focus questions reinforce the idea
that this chapter is practical in nature, and that there are
multiple models of teaching that can be implemented in
science teaching. Inquiry Activities Inquiry Activity 10.1: Designing
Project-Based Activities Inquiry Activity 10.2: Science Teaching as
Inquiry Students design a science project based
on the constructivist model of teaching Students read an article from the Science
Teacher on inquiry, and then observe "inquiry" videos on the
Annenberg Media site. The Models of Teaching Constructivist Model of Conceptual
Change Sociocultural Models: The Role of
Collaboration Inquiry Teaching Direct-Interactive Teaching
Model Other Models (on the Companion
Website) Each of the models listed to the left has
its own protocols and examples. We've given specific details
for each model in the chapter so that they can be
implemented with peers and in the school environment.
Lessons (on the Companion
Website) Learning Cycle Lesson 1 Learning Cycle Lesson 2 What can be learned from
skulls? What caused the water to rise? Science Education Literature (on the
Companion site) Breaking into Inquiry by Charles Eich,
et.al. An important piece of research on why
teachers should consider inquiry teaching; details on how to
go about doing inquiry in the classroom Science Teachedrs Talk (on the Companion
Website Teachers discuss: What are some of the
best ways tdo get your students thinking in your science
class? Is the discovery or inquiry model of teaching
important in your approach to teaching? Why? Hear from many teachers on these two
questions. Problems and Extensions Sample problem and extension: One
criticism of inquiry and disovery methods of science
teaching is that this approach takes too much time, and
students can learn concepts and skills is presented more
directly. Debate this criticism by first taking the side of
inquiry and then the side of direct teaching. In which were
you more convincing? Is there a solution to this
problem? This and the other P & E's can be
used to involve your students in applying in practical
situations the major concepts in the chapter. Readings There are many good articles and books on
models of teaching. You might introduce your students to the
Joyce and Weil book entitled "Models
of Teaching." On the Web You'll find several practical teaching
websites.