I have been teaching science to ESL students for 8 years. I am a big proponent of Inquiry Science and the Learning Cycle Model. My professional development over the past few years has included courses, coaching and training in the use of Inquiry Science through the 5 E model and the use of SIOP for scaffolding vocabulary. Today I stumbled on a video from the Smithsonian Science Education Center. This video eloquently blends the models of supporting ESL students and the Inquiry Model. It explains how a science teacher can sort their vocabulary into Tier 1, Tier 2, and Tier 3 words and purposefully orchestrate inquiry while supporting the development of both social and academic language. I was happy to see that my quirky style has been on track. Intuitively I knew how to do this. But its affirming to hear this from a researcher discussing this from a pedagogical reference. I especially like this chart introduced as a simple tool to purposefully plan vocabulary support in a 5 E Inquiry lesson.
I highly recommend that you pour a cup of coffee, download the handouts and watch the archived webinar of this session.
Scaffolding Science Vocabulary Development in Science Inquiry Instruction.
This is my attempt to explain my work in one picture. Please explore my blog or contact me if you would like to learn more.
[tweetthis]Blended distance learning tundra style[/tweetthis]
Its a busy time of year, but a good opportunity to reflect on how my classes are wrapping up. To help push my to the next level, I have signed on to a Mooc about blended learning. This course is offered by The Blended Toolkit with instructors form UCF (University of Central Florida) and the University of Wisconsin- Milwaukee.
My first assignments is to create a matrix of how I am blending my class. I have chosen to use my Digital Photography class as my case project. When I first developed this course, I thought it would be 100 % online. Most of my courses are live video conferences. I wanted to take a crack at delivering a completely online class. I found myself taking advantage of the opportunity to meet live twice a week with most groups. I am now intentionally blending more F2F time for video conference instruction as well as question and answer sessions. This Diagram shows how I view the blended opportunities that I am currently offering.
Its good to think purposefully about the methods I use in delivering content. This will help me plan my interactions and lessons more purposefully next year. I think it will help my co-facilitators and students to have a snapshot of the course design and what it means to be a “blended course” I am looking forward to hammer out more details on this strategy.