Instructional Methods

Direct Instruction or Guided Practice Instructional Model

In the direct instruction/guided practice lesson plan model there are two phases. In phase 1 the teacher will provide a hook and an introduction to the new topic, along with a presentation of new material. An example of a presentation of new material is using a PowerPoint and lecture coupled with guided notes for the students. In phase 2 students will be doing three things. First, they will be participating in guided practice, which is practice led by the teacher modeling slowly and methodically how to execute each of the steps in the guided practice. Second, students will be partaking in independent practice where they are released from the teachers guidance and work at their own pace doing questions similarly structured to those in the guided practice. Lastly, students will be assessed on their knowledge of the new information presented. The teacher will use the results of the assessment information to inform their teaching and decide whether or not the new material needs to be revisited and clarified further.

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Inquiry Instructional Model

The inquiry instructional model has students answering a scientifically oriented or investigative question using data analysis.There are five features of inquiry lessons. The first feature states that students must be engaged by scientifically oriented questions. The second feature is that students must give evidence in resounding to questions. The third feature is that students must devise an explanation or argument from the evidence to address the question at hand. The fourth feature is that students must connect their explanations to scientific knowledge and explore other alternative explanations aside from their own. The fifth feature is that the students communicate and justify their proposed explanations in a clear and rational manner. While these five features are essential to the inquiry model, there are four varying levels of inquiry that are based on the amount of scaffolding teachers provide. The lowest level is the confirmation level, which provides the students with the question, procedure and answer to the question. This level is simply asking the students to verify that the information provided is in fact correct. he structured level of inquiry provides the question and the procedure, but the students must come up with their own answer. The guided level provides only the question and the students must come up with their own procedure to execute and their own conclusion. The open level of inquiry provides that the students have full autonomy over the experiment. They must come up with their own question, procedure and answer. This level of inquiry most likely won't happen until the end of a science course or in more advanced courses where students have sufficient practice with the first three levels.

Reach more about inquiry in the science classroom HERE

POE Instructional Model

The POE or the predict, observe, explain instructional model is a form of inquiry in the classroom. Students will first independently predict what they think will happen in the given demonstration and explain why they think their prediction is valid. Next they will carry out the demonstration and observe and explore whatever phenomena is taking place. During the last step of the POE model, students should discuss their observations and formulate and explanation. This can be done in pairs, groups, or as a whole class. The students should be recording their ideas on paper throughout the entire process. Once the students have synthesized the information and have their explanations, the teacher should then elaborate on their answers and clarify any misconceptions.

Read more about the POE instructional model HERE

5E Instructional Model

The 5E or engage, explore, explain, elaborate, evaluate instructional model has five different phases. During the "engage" phase, students are introduced to a concept or topic with some kind of hook to generate curiosity pique their interest. During the "explore" phase, students are interacting with the new concepts through a testable inquiry based question. In this phase, they should be forming and/or testing predictions, recording observations, and discussing their findings and ideas with their peers. During the "explain" phase, students should be connecting their prior knowledge with their new findings to make sense of what they have just learned and how they are going to fit it into their preexisting schema. They are encouraged to explain their findings in their own words. During the "elaborate" phase, the students should apply the newly learned knowledge or skill to a new situation that has similar parameters as the explore and explain phase. During the "evaluate" phase, students will be assessed on their ability to apply the new knowledge or skill. There should be a few informal formative assessments going on throughout the entire learning cycle of the 5E model to make sure students stay on track. There should be at least one formal formative assessment that the teacher gives to collect tangible data about the class's performance and use that data to inform their future teaching.

Read more about the 5E instructional model HERE

Station-Based Science Teaching or Learning Centers

Teachers can use learning stations in the classroom as a way to differentiate their instruction for different learning styles. To execute learning stations, teachers will put students into intentionally made small groups (based on readiness, interest, behavior management, etc.) and each group will rotate through the different stations so everyone gets to interact with the material for the same amount of time in smaller groups. Typically, this model works best if students are in small groups of 2-6 students and there are 2-4 stations. Each station should contain a hands on leaning activity that lasts for the same amount of time as the rest and at least all but one station should be self explanatory so the teacher doesn't have to be present to give instructions. Examples of possible stations or learning centers include a lab area, a quiet work area, a computer centered station, or a teacher direction area.

Read more about station-based teaching and learning centers HERE

Demonstration

Demonstrations can be utilized in a science classroom for a number a different reasons. They can be used, but are not limited to, pique student's interest and curiosity, introduce new principles and ideas to students, reinforce, exemplify, or clarify a principle or a concept, model a procedure or skill, or to address misconceptions. Demonstrations should be minds on activities that are controlled by the teacher, and should teach students to observe, formulate questions, and reason through the teacher's guided questioning. Demonstrations should always be executed with a purpose and should be followed up with a teacher facilitated debrief and additional resources and assessment.

Read more about using demonstrations in the science classroom HERE

Discrepant Events

A discrepant even is a type of demonstration that is used to "wow" the students by having an outcome that would be contrary to the typical reasoning. It is a great way to introduce new concepts as well as promote critical thinking and problem solving skills. Discrepant events can bw a valuable learning tool in that it is a great way to spark students curiosity about otherwise abstract phenomena.

Read more about discrepant events in the science classroom HERE

Argumentation

Utilizing and facilitating argumentation in the science classroom helps promote a deeper understanding of the content. Argumentation requires students to make a valid claim about a scientific debatable research question and support their claim with evidence and reasoning. Argumentation also allows for the practice of communication skills in relation to scientific concepts, which is imperative in the scientific research field. Communication through argumentation allows for collaboration among students and the use and growth of interpersonal skills.

Read more about argumentation in the science classroom HERE

Case-Based Learning

Case based learning involves giving students an investigative task based on real or plausible events in the form of a case study. The cases can be simple or complex and can cover science concepts and applied skills. A case study should always have an essential question that needs to be answered. Case-based learning is a great way to relate the content in the classroom to real life events and examples to make the concepts and skills being learned more relevant to the students. Case study's should be told through an interesting storyline that contains relevant dialogue. Clear instructions and the students role in the case should be outlined at the beginning.

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Modeling in Science Teaching

Using models to help teach science involves using a representation of a concept or a thing, on a smaller or larger scale (ex. a cell). The model can be either a digital or computer based representation, a static image, or a three demential tangible representation. Learning models can help increase students learning and interest by helping to explain abstract concepts, such as a cell.

Read an example of a learning model HERE

Collaborative Learning

Collaborative learning is a method that can be used in the science classroom to promote interpersonal social skills through interaction with the students and their peers. It is usually used as a tool to develop a certain social skill like argumentation, that is relevant to the science discipline. Collaborative learning allows students to not only learn from the teacher and other materials, but to also learn from their peers. Cooperative learning has students working in groups towards a common goal and encourages teamwork and individual accountability.

Read more about collaborative learning in the science classroom HERE

Cooperative Learning

Cooperative learning is when students work together in small groups to find a solution to a problem or to create something that demonstrates their learning. Usually each student has a specific role in the group that will help get the learning done. Cooperative learning is meant to encourage team work and cooperation between peers to reach a common goal.

Read more about collaborative learning in the science classroom HERE

Role Playing

Role playing in the science classroom helps promote interest in what might otherwise difficult concepts for students to grasp. It makes science fun for students because they get to play a special role in their own learning. Role playing can take the games or simulations to provide a lens into a world the students might otherwise not experience.

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Just-In Time

The just-in time teaching method is a way to utilize classroom time for more complex activities by having students prepare for the activities before coming to class. Students are usually given warm ups or puzzles, to complete at home or anytime prior to the class, that briefs the students on the topic they will be working with and to build up some background knowledge. Typically the assignments prior to class are web-based and the assignments in class promote active learning.

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Discovery Learning

Discovery learning is an inquiry based method of instruction that requires students to actively seek the answer to questions and solutions to posed problems. The teacher takes a passive role in this method of learning and the students are encouraged to combine their prior knowledge and creativity to search for new information to discover facts.