Modeling Approach in Science/Math

Topic/question: What does modeling mean for instructional practices? How can we apply modeling practices in any classroom? MODELING SHOWCASE.

Convener:

Attendees: Seth, Janet, See, Kofi, Hillary, Fernand

Proceedings:

• Modeling in General: Students present their understanding of concepts based on their group explorations.
  • Students work in groups to explore a guiding question and then return to group to compare/constrast results.
  • Parallels/ mimics real scientific process and review.
  • Enables students to draw connections, identify patterns. This demystifies science for many students. Thus science is not just for kids who typically identify themselves as science geeks, or math-type kids. Science is for anyone who can see patterns and draw connections.
  • Counter to traditional method of teaching science ( 1st I learn the law, then I am told hwo it works in real life, then I conduct an experiment that confirms that law, then I memorize the law) In Modeling, students make real life observations and devise explorations to examine that observation. Then students define what relationships exist, and they define the laws.
  • Multiple representations of each concept for kids is valuable.
• How do we deal with the fact that modeling takes time?
• How do we open the doors for students with various literacies and intelligences?
• Students who have access to learning math via visual literacy in 6th grade make tremendous gains that create a learning gap between them and other students in the later grades.
• Kofi - Sharing MUSE ( Modeling for Understanding in Science Education - ) as an example of modeling in physics instruction for 9th graders.
  • Consistently reinforce with students - "You are currently doing what real scientists do" " You are creating your own understanding."
  • Black Box activity - Ask students to explain what is inside this box. Helps define a model. Begins with students taking detailed observations. Encounters students who believe that it is not possible. Change student groups and talk about theirideas so far. Come back to original groups. Students make more observations. This task serves as an example of how to create models when the concept seems unexplainable.
  • Suggested article on students meeting challenges:
    http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids&print=true
  • Gorilla in the Room - Distraction Activity Example
• The significance of PATTERNS. How do we teach to see Patterns? When do we stop seeing the patterns? We are coded to see patterns and we are un-taught that skill.
  
  • Suggested Book: The Tiger that Isn't. ( British book)
• To do modeling there must be a buy-in by parents, teacher, administrators, etc.
  • Can be a very uncomfortable for all involved when students are put into positions where they must figure out the answer (without teacher telling them)
• Maintaining essential questions
  • Heidi Hayes Jacobs - curriculum mapping; spiraling curriculum
    
• Teflon vs. Sponge learning
  • Students pass standardized assessments but don't really understand
    • When asked about to apply the concepts they "learned" they cannot do it.
• Dee: worked so many more hours at this job than at her job as an architect
• Middle Ages in Education
  • Every teacher is expected to do everything!
    • Curriculum projects have been developed... But there are still gaps.
• Compensation issues: Klein will say - teacher salaries have been going up. Teachers' salaries are "high in NY"
  • To get good people into teaching salaries must be on par with other options that teachers could go into.
• Seth: Issues with implementing modeling:
  • Adminstrators were on-board (because science phobic!)
    • Teacher with interest in modeling can download model
    • But without training;
      
    • All teachers in school must follow along at same pace
      • Teachers see modeling as a collection of worksheets, but perhaps not much more
        
      • What is critically left out, is that teachers don't really know about the "whiteboarding" piece because they haven't been trained explicitly in how to use the materials.
• Fernand: Experts have the ability to get out of naive misconceptions quicker than beginners (but they still have those misconceptions)
• Dee: she is making an impact in a her individual classroom, but what about the big picture
  • Can't justify that it will go beyond us unless the system supports us by giving more time
• Andrew: example of learning web design:
  • Practically-driven, "real-question," learning takes place in forums where people have posted there solutions
    • Beginning teachers have same problems but there are not forums for conversations
      • Nowhere can people find the help they need
• Referencing article from above: innate ability vs. working hard
  • Other cultures' views of ability may be more due to working hard than innate ability