Teachers Discuss Workshop Pedagogy

Participants Recognize Characteristics of the Learning Style  (Video: E1 130808  822 T7)

This is a series of sequential clips showing a conversation between four teachers in response to the following prompt placed on the overhead by Lane and Adam

Task shown on the screen:

Consider the following two approaches to science instruction:

1. Students bring a wide array of misconceptions to their science classrooms.  We need to provide opportunities for them to work through these misconceptions so that they do not interfere with their understanding of science concepts.

2. Students bring a wide array of ideas and experiences to their science classrooms.  We need to help them use these ideas and experiences to construct and test meaningful scientific models.  

What are the strengths and limitations of each approach to science instruction.  How would the two approaches influence the moment by moment decisions of a science teacher?

How have these two approaches been apparent within this workshop thus far?

The participants are talking about these questions and discussing what has been explicit and not explicit to them during this class.

In the first segment, Tanya, Jeff, and Mike sit at the table and Mike and Jeff converse about how the class has been going

Mike comments on the slowness of the class, which to him can be good and frustrating.  Jeff is still struggling with the difference between giving an opportunity or helping them use what we know.

He does cite specific evidence that Lane used practice #1 (Students bring a wide array of misconceptions to their science classrooms.  We need to provide opportunities for them to work through these misconceptions so that they do not interfere with their understanding of science concepts.) in class the day before by providing an additional scenario.

The second segment follows the first segment directly and Mike says because we are all teachers and good at using the scientific method we have all done it before…… it is all guided by questions like “how do you want to figure it out versus how do you need to”.

In the third segment, Tanya and Cynthia join the conversation.  Tanya talks about deconstructing and reconstructing understanding. She explicitly states that Lane has been able to  listen to the students and when he heard something that had a chance to grow, he asked questions to lead them and then brought in a new object so they could have new understanding. She acknowledges that even she has to do that.   Tanya continues to articulate the value of this model.  Cynthia adds that Lane has done a number of formative assessments and that Lane was able to make critical decisions to push everyone’s thinking further. Teachers have to be aware.  Pulling aside this learning environment is critical piece.

What I found interesting in this video is that each person was able to articulate explicitly why the classroom was being run or managed in a specific manner. I also thought it was interesting that Tanya used the phrase "even me" when discussing learning new things and overcoming misconceptions.