Fostering Science Conceptual Understanding by Languaging About Model Constructions; and Exploring Literacy Histories Through Autobiographical-Related Strategies

Date/Time
Date(s) - Wednesday
2:15 pm - 3:15 pm

Categories


Presenters: Dr. Magdalena Pando and Elementary Teacher Candidates, TPAL/TEP; and Dr. Violet Henderson and Elementary Teacher Candidates

Time: 2:15pm-3:15pm

Location: O’Donnell Hall, 300

 

Dr. Magdalena Pando and Elementary Teacher Candidates

Title: Fostering science conceptual understanding by languaging about model constructions

The Next Generation Science Standards (NGSS) stresses engaging students in scientific and engineering practices to promote scientific literacy in all students. Three of these practices are 1) constructing science explanations, 2) developing and using models, and 3) engaging in argument from evidence. This session will offer attendees opportunities to engage in an interactive session to construct models where science concepts are treated dialogically, explain their models and engage in argumentation. To construct, explain and engage in argumentation about models, audience members will be afforded with opportunities to language about scientific phenomena. Languaging affordances are critical for educating culturally and linguistically diverse students. When English learners are afforded opportunities to language, they are afforded equitable opportunities to learn and to demonstrate science learning in similar ways to communities of practice. The Sheltered English Instruction and Second Language Methods coursework in the Teacher Education Program at New Mexico State University’s School of Teacher Preparation, Administration and Leadership prepares teacher candidates to design instruction that fosters conceptual understanding through languaging in science. Teacher candidates will be facilitating three model constructing centers where audience members will get to language about science concepts.

 

Dr. Violet Henderson and Elementary Teacher Candidates

Title: Exploring literacy histories through autobiographical-related strategies

Literacy timelines are an autobiographical-related strategy teachers can use in the classroom to value, learn, and understand of the multiple ways in which their students learn to speak, listen, read, and write. Such strategies are effective in informing teachers of their students’ language and literacy histories as well as their literacy development. Sharing and engaging in autobiographical-related strategies, such as literacy timelines, informs teachers on how not only to meet their student’s needs, but their interests as well. Engaging students in literacy timelines create the opportunities for students to view themselves as readers and literate beings. Literacy timelines offer insights into the factors that have shaped an individual’s literacy development and the composition of each student’s history. This session will offer participants the opportunity to reflect on their own literacy histories and create their own timelines to share in a group discussion. In facilitating group discussions, collaborative environments develop and stimulate further responses and recollections.