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Summarize key science ideas

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To tie together the science content storyline at the end of a lesson

Make connections between the science ideas or between science ideas and activities

Highlight how science ideas and activities support the main learning goal

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typically occurs near the end of the lesson

can be stated by the teacher or student(s)

focuses on conceptual understanding (not just listing facts or activities)

science ideas in the summary match the main learning goal and focus question

scientifically accurate

engages students in making sense of summary statement

may be a statement of where we are today and what is left to learn

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How are they distinct:

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Strategy 9: I noticed that scaffolding is mentioned with examples in the summarize section, but not synthesize. What do you think scaffolding would look like as you support students in synthesizing key ideas?

Strategy 9: Someone noted that summarizing is not the same as constructing an explanation (Strategy 7). How would you describe the distinction?

Strategies 9 and I both involve summarizing. How would you describe the difference between these two strategies?

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Summarize: students restate important ideas in their own words

May require scaffolding (e.g., providing key words, requiring number of sentences, etc.)

Not the same as constructing an explanation

Synthesize: students make connections between ideas and develop a more interconnected framework of understanding

does not allow students to repeat memorized information

will make students' understandings and confusions visible

examples (showing connections and relationships) : flow charts, diagrams, webs, relationship/analogy sentence stems (____ = ______, _______ happens because of _______) with multiple "solutions" that work, revising initial ideas, utilize student samples from prior years, using class list of ideas that have already been established

Used after students have encountered new science ideas and/or observations (usually at the end of a lesson or after a series of lessons)

Used anytime students are pulling together, organizing, and finding relationships between science ideas

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To help students internalize new ways of thinking and “make it their own”

To help students think, reason, and make sense of science

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Engage students in making connections by synthesizing and summarizing key science ideas.

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students need multiple opportunities to use and apply knowledge in a variety of situations

NOT just at the end of the lesson or unit

should NOT just ask students to repeat knowledge they have learned/memorized

requires thought, reasoning, and connecting ideas

use and apply tasks include different forms:

use new ideas to explain a new situation or phenomenon

use ideas to make predictions

use ideas to make sense of new observations/experimental data

use ideas to create synthesis diagrams or concept maps

use ideas to create a solution to a practical problem

used after students have encountered new science ideas (throughout a lesson or unit)

used before final assessments

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To help students develop a deep conceptual understanding of science ideas that they can apply to new situations

"same but different" - MLG stays consistent, but opportunities change

focusing on depth of learning and generalization - not just facts or memorization

To give students many opportunities to think, reason and explain, make connections, and practice using new ideas in multiple contexts.

To help students overcome misconceptions

Process of meaningful, conceptual learning is a messy one in which students often cling to their own ideas and have difficulty changing their ideas and ways of thinking in light of new evidence or alternative explanations

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Engage students in using and applying new science ideas in a variety of ways and contexts.