Adapting to Student Needs in the Science Classroom The Visionlearning Project
Heather Falconer HETS Conference San Juan, Puerto Rico 16 January 2014 Project History
InitialWhy was prototype: Visionlearning created? –– ShortLarge learningclass sizes modules with diverse (<2,000 words)backgrounds focused on specific topics –– ProvideExpensive content textbooks free online –– MakeTextbook content content engaging dry and for did all not experienceaddress full levels course needs
www.visionlearning.com The Natural Science Pages
www.visionlearning.com Transition
www.visionlearning.com The Process of Science and NGSS
21 Modules addressing the Nature of Science Matrix:
• Scientific investigations use a variety of methods (Research Methods) • Scientific knowledge is based on empirical evidence (Data) • Scientific knowledge is open to revision in light of new evidence (The Culture of Science and Ideas in Science) • Science is a way of knowing (all modules) • Science is a human endeavor (The Culture of Science, Scientific Communication) www.visionlearning.com Addressing Student Needs
• Textbooks are expensive and rarely cover all the content needed for a course. • English is a second language for many students. • Multimedia is becoming commonplace in classrooms. • Students, on average, are reading below grade level. • Other challenges to reading, e.g. dyslexia
www.visionlearning.com Recent Developments
JohnJohn Jay Jay College College Hispanic Undergraduates2012Undergraduate Undergraduate Speaking Residency Demographics Spanish Status in the Home Why are we concerned with reading if we teach science? American Black/African Indian/Alaskan OutsideWhite of NYC American Yes 1% 25% • Reading skill 23%decreases when22% reading 41% in a non-native language Asian/Pacific No Islander 59% NYC Resident 12% • Reading ability of high school 77%students nationwide Hispanic th is low – approximately40% 5 grade level
www.visionlearning.com www.visionlearning.com Language & Options
www.visionlearning.com Best Practices in Reading
• Ask questions before, during, and after reading • Skim materials to get a sense of what is to come • Skim for challenging vocabulary • Use your prior knowledge of the topic and world • Re-read to clarify understanding
www.visionlearning.com Preparation for Reading
Teaser to prompt prior knowledge
Summary of module content
Important vocabulary
TOC for skimming
www.visionlearning.com Checking Comprehension
• Based on main, key points of the section • Facilitates Questioning as Reasoning techniques
www.visionlearning.com Summarizing Learning Objectives
www.visionlearning.com Audio Player
www.visionlearning.com Vocabulary
• Optional highlight of glossary terms in modules • Hover-over and pop-up of definitions • Audio pronunciation • Lexical information
www.visionlearning.com Quiz Feedback
www.visionlearning.com Evaluation
• Pilot testing underway with 2 course sections • Preliminary student feedback is positive
www.visionlearning.com What’s Next?
• Building out and translating our blog • Enhancing our course management system • Developing a Teacher Resource section • Building a notation system • Mobile applications
www.visionlearning.com For more information…
Visit us at www.visionlearning.com or contact Heather Falconer [email protected] 646-557-4895
www.visionlearning.com