Friday at NSTA’s national conference in Boston, MA included two informative literacy sessions.
Scaffolding Inquiry: Research on Writing in Science
Dr. Rick Vanosdall, Director of the Center of Excellence for Learning Sciences at Tennessee State UniverVsity presented an overview of research results from his work with Dr. Mike Klentschy, the Superintendant of Schools of the En Centro School District in En Centro, California. During the seesion, Vanosdall described and provided examples of writing samples that have improved learning opportunities for all students and shared research on Scaffolded Guided Inquiry.
Scaffolded Guided Inquiry is an instructional technique that builds scaffolds, or supports, into a guided inquiry approach to learning. As described in a recent paper:
In their approach, students are guided and supported through the process of constructing their understanding of scientific concepts and the process of scientific inquiry as they work through the lessons, record predictions, observations, and reflections in their journals, and learn to articulate claims and evidence for their conclusions. (Vanosdall, Klentschy, Hedges, and Weisbaum, 2007)
Support is also built in for teachers. As described by the researchers:
The teachers’ guides are modified in several important ways, to model for teachers the essential elements of effective standards-based instruction. First, the lessons in the unit are linked directly to specific standards in the state curriculum and assessment guides. Teachers know what standards are being addressed in each unit and lesson. Second, critical or “benchmark” lessons are identified so the teachers know which lessons are critical in the development of student understanding. Third, questioning, experimentation, and reflection are all modeled in order to support the teacher through classroom activities and interactions. Finally, the use of student notebooks is emphasized as a way for the teacher to assess student’s understanding and to provide the feedback that is necessary for student learning (Vanosdall, Klentschy, Hedges, and Weisbaum 2007).
SGI lessons were developed for popular science kits used in elementary and middle level classrooms. Science notebooks were used as the vehicle for tracing the development of student conceptions in science.
SGI has four phases: Setting the Stage for learning, Formulating Investigable Questions, Conducting the Investigation, and Making Meaning. In the first phase, Setting the Stage, the focus is on cognitive academic language development, including developing a consistent vocabulary for objects in the kit.
In the second stage, students are presented with an engaging scenario that is aligned to the concepts being addressed. Students use this scenario to write focus questions and predictions using the stem “I think…because…”. The inclusion of the “because” clause is essential in helping students link prior knowledge to the new scenario. Both focus questions and predictions, which are entirely student generated, are recorded in the science notebook.
The third stage involves planning and conducting the investigation. Again, students are responsible for planning and recording the procedural steps followed in their investigation. SGI makes use of the familiar narrative structure (first, next, last) to assist students in procedural writing. Students then conduct the investigation and record their data in an organizer of their own construction. Allowing students to construct their own data tables builds an operational sense of variables, setting the stage for later introduction of concepts such as independent and dependent variables. Students record both positive and negative results to build the understanding that learning can result from both. Pictures and diagrams are also often utilized.
The final stage, making meaning, is arguably the most important. Supported by student-centered “making meaning conferences,” students make claims that are explicity linked to evidence. Students also write conclusions by rewording their focus questions into declarative statements. Finally, reflections allow students to pose further wonderings that may be explored through open inquiry.
The use of supports for teachers and students, the use of science notebooks, and the careful alignment of the intended, implemented, and actual curriculum has been effective. Studies show that Scaffolded Guided Inquiry produced greater gains in knowledge than text or kit-based instruction.
A new book, Using Science Notebooks in Elementary Classrooms, provides more information and samples from student notebooks.
Nonfiction Trade Books
Dr. Donna L. Knoell presented “Enhancing Science Instruction and Literacy with Quality Nonfiction Trade Books, Related Resources, and Investigations.” In her session, she enthusiastically shared how the use of nonfiction trade books allow students to do, talk, read, and write science. Drawing on her own teaching experience as well as her work with NSTA Review Board for the annual list of Outstanding Science Trade Books, her presentation included a lengthy bibliography of trade books as well as a packet of resources for integrating content area reading into K-8 classrooms.
Knoell also discussed differentiated text, an exciting idea for supporting students of all reading levels in the science classroom. On first glance, two copies of a differentiated text look identical, with the same headings, boldfaced words, and images. On closer inspection or a careful reading, you will notice that the copies differ only in the text stucture used to convey identical concepts. The use of varying levels of sophistication with identical content means that teachers can assign appropriate levels of expository text to their students while teaching the same concepts to all. This exciting type of expository text is currently available from Heinemann and Delta Education.
For a sampling of outstanding science trade books, view the 2008 award winners. Lists from previous years are also available on the NSTA web site.
Follow us on Twitter
I was interested to read about Dr. Knoell’s discussion of differentiated reading. I recently read a book on that topic that was very helpful and goes into a great deal of depth. It’s called “Differentiating Reading Instruction” and is by Laura Robb, a longtime teacher herself. (She currently coaches teachers in reading and writing.) She’s made differentiating reading instruction possible — and doable, which is just as important! She includes sample work, plus lessons, strategies, management tips and assessment ideas. I feel very capable in being able to plan and purchase materials to reach every learner in my class.
I’d say this book applies to grades 4 and up. Give it a look — as a teacher I found it a great resource!
I just realized that I didn’t give you the website for Laura Robb….it’s http://www.lrobb.com
I think you will love her books!
~Liz
Thanks for the great post. This really helped to answer some questions I was having. Thanks again.