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How are these strategies distinct from each other?

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How are these strategies distinct from each other?

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Is 9 the same as I?

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STRATEGY I:  Summarize key science ideas

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STRATEGY I:  Summarize key science ideas

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returning students’ attention to the focus question and for clarifying the intended learning goals of the lesson.

To make connections between the science ideas or between the science ideas and the activities in the lesson to highlight how they support the main learning goal of the lesson.

To tie the storyline together

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Used at the end of a lesson to “wrap up” the lesson

Clarifies the intended learning goals of the lesson

Can be a statement of where they got in the lesson and what they still need to learn if it is a multiday lesson

Should focus on conceptual understanding not just a list of facts

Should match the main learning goal

Should be scientifically accurate

Can be stated by the teacher or the students

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Can these strategies be used as formal assessments?

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Makes students’ understandings and confusions visible

Is not just a summary that students can memorize

Can be used after students have encountered new ideas (at the end of a lesson or series of lessons based on one idea) or any time students are organizing science ideas

Sometimes the entire lesson is focused on a synthesis activity

Might include sentence starters or a list of concepts to terms to include

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Providing students opportunities to summarize and synthesize new science ideas helps them internalize new ways of thinking and “make it their own.”

Students make sense of new science concepts by summarizing what they know about them  or synthesizing the new information  in order to make connections between ideas

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STRATEGY 9:  Engage students in making connections by synthesizing and summarizing key science ideas

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STRATEGY 9:  Engage students in making connections by synthesizing and summarizing key science ideas

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Use and Apply Activities
Use new ideas to:

explain a new situation or phenomenon

make predictions

make sense of new observations/experimental data

create synthesis diagrams or concept maps

design a solution to a practical problem

think, reason, explain

practice/wrestle with new ideas

When is it used:

After students have encountered new science ideas

Often

Before your final assessments

Throughout the unit, not just at the end

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To get students to develop a deep, conceptual understanding of science ideas that can be used in different situations.

To give students the opportunity to use new knowledge to explain phenomena and make connections to science ideas

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STRATEGY 8:  Engage students in using and applying new science ideas in a variety of ways and contexts

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STRATEGY 8:  Engage students in using and applying new science ideas in a variety of ways and contexts