January/February 2018 – Vol. 31 No. 2

Let’s Give Them Science to Talk About

Posted: Tuesday, January 7th, 2014

by Dana Goldberg

Think back to when you first learned about magnets, bubbles, and reflections in school. Describing what you saw and experienced could be exciting, but also challenging. Now imagine trying to do it in a new language.

Nearly 60 percent of all students in Sonoma Valley Unified School District (SVUSD) are English-language learners, almost all of them native Spanish speakers. Integrating English Language Development and Science, a program created in partnership with the Exploratori­um’s Institute for Inquiry, is building a bridge between learning science and acquir­ing English language skills. This professional development program operates with teachers from all five elementary schools in SVUSD.

This innovative program honors the intellectual capacity of all students, regard­less of their language level, and focuses on inquiry as a learning approach. Participating teachers attend a summer institute and school-year study groups at the Exploratorium receive materials that support lessons about water, magnetism, erosion, electricity, and more. One ground­ing idea is “let’s give them science to talk about,” that is, science that students can see, touch, and describe is science that gets kids excited. Teachers pose or elicit questions that their students are eager to investigate: What do you see? What do you wonder? How could we try to answer these questions?

Photo by Sally Weis

Photo by Sally Weis

“Using language in meaningful ways is what helps kids acquire language—not just learning tenses and grammar,” says Fred Stein, Senior Science Educator at the Explor­atorium. “When they’re asking questions and describing their findings, even if they don’t know the appropriate verb tense, they’re com­municating.” Students get to practice Eng­lish, and their teachers get to support their students’ language development

Hands-on science provides a rich oppor­tunity for language development as students speak, write, and read to build their under­standing and represent their ideas. Working together, students use different parts of English to describe their discoveries.

This content-centric model keeps stu­dents curious and engaged, as their teachers encourage them to explain their observations, hypotheses, and evidence. “These require fairly sophisticated ways of thinking about and using language,” says Fred, “but it’s very natural in this context.” The teachers also use strategies that take into account students’ varying language levels and abilities.

The ultimate goal of the program is not to privilege language acquisition over mastering grade-appropriate science content, but to genuinely integrate both. “Expressing your questions and ideas and dialoguing with others advances your own thinking. Having all this great stuff to communicate about allows students to practice language with increasing levels of complexity,” says Fred.

The motivation for the program came, in a roundabout way, from No Child Left Behind. NCLB requires schools with children with lower English-language proficiency to provide dedicated time for language development—often at the expense of science, art, and social studies content. Maite Iturri, the principal at El Verano elementary school, (eventually the project’s pilot school), didn’t want to deprive students of interesting, engaging content until they had mastered English-language fundamentals. Instead of seeing the content as taking time away from English-language development, she hypothesized that it could instead foster it—with students learning the content as well.

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This idea is gaining currency as research supports a shift from focusing on isolated vocabulary and grammar skills development to engaging language learners in meaningful activities that encourage a more conversation­al approach. Language expert and Stanford education professor Kenji Hakuta says, “The more you use [language] to articulate complex subject matter, the deeper your understanding is going to get of that subject matter.”

The Integrating English Language Development and Science program is halfway through its five-year grant. As the program expands to include all of the district’s 90 teachers, the Exploratorium and the SVUSD are striving to make an exponential impact. “We’re not just looking to create better English speakers through this program,” says Fred. “We’re also hoping to create more engaged and inquisitive learners.”

Integrating English Language Development and Science is funded by the US Department of Educa­tion’s Investing in Innovation Fund, the Sonoma Valley Education Foundation, the Vadasz Family Foundation, and the Mary A. Crocker Trust. For more information on the Exploratorium’s Institute for Inquiry, visit www.exploratorium.edu/ifi.

Dana Goldberg is the Managing Editor, Institutional Media at the Exploratorium and was invited to contribute to CCS by CSTA member Valerie Joyner

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.