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 .