Teaching Strategies by Anna Taylor

Definition: The cooperative learning strategy known as the "jigsaw" technique helps students create their own learning. Teachers arrange students in groups. Each group member is assigned a different piece of information. Group members then join with members of other groups assigned the same piece of information, and research and/or share ideas about the information. Eventually, students return to their original groups to try to "piece together" a clear picture of the topic at hand.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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I can split my classroom into 5 sections. Each student will individually research then come together to their assigned section and piece together one great piece of information using a PowerPoint, for example. I can have the 1st section research chemical reactions, such as the definition and examples of what they are. I can have the 2nd section research examples of heating a substance that may cause observable changes. I can have the 3rd section research examples of cooling a substance that may cause observable changes. I can have a 4th section research examples of changes to a substance from solid to liquid or liquid to solid that can be reversed by heating or cooling. I can have the 5th section research examples of changes to a substance from solid to liquid or liquid to solid that cannot be reversed by heating or cooling. After researching and creating their PowerPoint slide, each section will present their findings to the whole class.

Link: ttps://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-januaryfebruary-2022/addressing

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Definition: Think-pair-share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximizes participation, focuses attention, and engages students in comprehending the reading material.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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After discussing chemical reactions, I can ask my students to conjure up some examples of reactions that are reversible and irreversible. I will give them a few minutes to individually think and reflect upon the question. Then the students will pair up and share their responses with their classmates. This would allow them to see if anyone came up with the same answers, as well as if anyone may be confused about the answers their partner has given. They can discuss and see whether their reaction(s) are actually reversible or not.

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Definition: KWL charts are graphic organizers designed to activate prior knowledge, promote higher-order questioning, and engage students in metacognition. KWL represents what I know, what I want to learn, and what I learned. K- activate students’ prior knowledge before introducing new content. W- teachers can challenge students to get curious by using higher-order questioning strategies. L- engages students in metacognition, essentially, thinking about their thinking.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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I can ask my students to create a KWL chart titled "Chemical Reactions" before I begin my lesson. I will ask them to create 3 columns, titled "What I Know," "What I Want To Know," and "What I Learned." I will ask them to write down anything they may already know about chemical reactions, or reversible or irreversible changes in the first column, Know. Next, I will ask them to write down what they want to learn about chemical reactions, such as any questions, in the middle column, Want To Know. After the lesson, I will ask them to write down all about what they learned involving chemical reactions in the 3rd column, Learned.

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Definition: The Frayer Model is a type of graphic organizer that uses a four-square model to determine, clarify, and analyze word meaning and structure. The selected word to focus on is written in an oval in the middle of a page or chart paper. Each of the four squares is blank and has a heading at the top. The headings or labels on the top of each square include a variation of the word's definition, attributes, characteristics, synonyms, examples, antonyms, or nonexamples.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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I can ask my students to create a card with a circle in the middle and 4 sections around the word, Chemical Reactions. In the 1st section, they will write the definition of chemical reactions. In the 2nd section, they will draw a picture of a chemical reaction, such as uncooked to cooked eggs, or a piece a bread, then a toasted piece of bread. In the 3rd section, they will write examples of different chemical reactions. In the 4th section, they will write non-examples of chemical reactions, such as different physical reactions, such as tearing paper.

Definition: Gallery walk is an active teaching strategy that gets students out of their seats and moving around the classroom to different learning stations that display artifacts related to the class activities. Often students work through a gallery walk in pairs or small groups. Each group visits each display station, taking notes on what they learn, then talking afterward to reflect upon their learning. Gallery walks can also be designed as a virtual digital activity for online learning.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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I can have different pictures posted around my classroom of a variety of chemical reactions and some that are not. The pictures will include examples involving heating a substance that may cause observable changes, cooling a substance that may cause observable changes, changes to a substance from solid to liquid or liquid to solid that can be reversed by heating or cooling, and changes to a substance from solid to liquid or liquid to solid that cannot be reversed by heating or cooling. The students will walk around each station that contains a picture and take notes on what they have observed. After, there will be a class discussion about what the students observed during each station. We will talk about the different changes each picture has and identify if they are chemical reactions or not.

Definition: The concept of Notice and Wonder is to present students with an idea, which could be in the form of a drawing, diagram, graphical presentation, image, video clip, a sentence written on the blackboard, etc., and ask students what they notice about it. After students have explored the possibilities, they are asked what they wonder about it. Notice and Wonder exercises allow students to brainstorm ideas and explore a problem before attempting to find a solution or uncover meaning.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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I will start off the notice and wonder by presenting my students with a video of chemical reactions and physical reactions. I will then ask them to write down on a sticky note what they notice about the different things occurring in the video. After completing this, I will then ask them to write down on a separate sticky note what they wonder about the different occurrences throughout the video. This will allow me to see if the students are on the right train of thought and if they know or have an idea of what is happening in the video. By presenting both chemical and physical reactions, my hope is for them to be able to point out and separate the 2 different kinds of reactions.

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Definition: Turning to talk or work with a person sitting in close proximity is a strategy that engages learners in verbalizing thoughts, ideas and feedback with minimal transition time. Partners can connect what they are learning to past experiences, brainstorm ideas, or complete any number of tasks. Since group size is limited to two people everyone in the group is engaged as a speaker or listener.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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After showing a short video of different chemical reactions, I will ask my students what a chemical reaction is. I will give them a minute or 2 to come up with an answer on their own so they do not copy whoever is speaking first. They will use their shoulder partners to discuss what the definition could be. I will set a timer for 2 minutes allowing one speaker to go first, while the other student listens to their explanation. After, I will reset the timer to allow the roles to be reversed, giving each student an equal opportunity to share their thoughts and work on their listening skills.

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Definition: The Socratic Method involves a shared dialogue between teacher and students. The teacher leads by posing thought-provoking questions. Students actively engage by asking questions of their own. The discussion goes back and forth. The aim of the questioning is to probe the underlying beliefs upon which each participant’s statements, arguments and assumptions are built. The questioning proceeds open-ended with no pre-determined goal.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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By using this strategy in a lesson, I can ask many questions beyond the definition of a chemical reaction. I can ask questions such as what makes a chemical reaction a chemical reaction, what is the difference between a chemical and physical reaction, and what are the different questions you can ask yourself to see if a chemical reaction has occurred. By asking questions such as these, they go beyond the simple recall of what a chemical reaction is and aims to get students to think further about the reactions themselves. By asking these questions, it will give my students a deeper understanding of the view of what chemical reactions are so they can identify them in their everyday life.

Definition: A probing question generally follows an initial question from the tutor and a response from the student. Probing questions ask students to extend their knowledge beyond factual recall and "parroting" of learned theories, to apply what is known to what is unknown, and to elaborate on what is known to deepen their understanding of this knowledge. Probing questions include prompting, seeking clarification, seeking critical awareness and refocusing questions.

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How it can be incorporated into a lesson connected to my STEM Center Science Standard:

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With this strategy I will lead the class discussion by asking a variety of questions to see what my students know about chemical reactions. I will ask questions such as, Is ____ a chemical reaction, why or why not? In hopes, I will ask questions that may not be easily recognizable as chemical reactions, giving my students the opportunity to ask me questions about my questions. This discussion will create different arguments among the students while discussing a multitude of reactions, seeing what each of the students believe, giving reason as to why they formulated their opinions. The questions will go back and forth between myself and the students, seeing what they know, and how they back up their reasoning, especially by asking me questions to make sure they understand what I am asking them.

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2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

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LC-2-PS1-4a Identify examples of heating substances which cause changes that are sometimes reversible and sometimes not.

LC-2-PS1-4b Identify examples of cooling substances which cause changes that are sometimes reversible and sometimes not.

DCI: Chemical Reactions- Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (LE.PS1B.a)

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Heating a substance may cause observable changes.

Cooling a substance may cause observable changes.

Sometimes changes to a substance from solid to liquid or liquid to solid can be reversed by heating or cooling.

Sometimes changes to a substance from solid to liquid or liquid to solid cannot be reversed by heating or cooling.