TEMI and Gradual Release of Responsibility
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A presentation about a methodology to teach skills.
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TEMI and Gradual Release of Responsibility
- 1. The Chi Wheel mystery Tony Sherborne Curriculum Director Centre for Science Education
- 2. OR Teaching skills to mastery
- 3. What can the Chi Mystery teach?
- 4. Curricula around the world say Integrate skills with content e.g. “Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe” :
- 5. School inspectors say “The best schools ensured that pupils had sufficient time to be taught and subsequently develop the skills of scientific enquiry”
- 6. But psychologists warn “Inquiry-based instruction places a huge burden on working memory. The onus should surely be on those who support it to explain how it circumvents the well-known limits of working memory when dealing with novel information”
- 8. What can happens in classrooms • Lack of explicit skills teaching • Skills marginalised in curriculum • Teachers have ‘expert blind spot’
- 9. What TEMI offers • Gradual Release of Responsibility model • Content-led and skills-led versions • Lifelines (Cognitive strategies)
- 10. Inquiry level Level 0 Level 1 Level 2 Level 3 Gradual Release of Responsibility Demonstrated Modelled Structured Guided Open
- 12. Content Skill Lesson structure Content-led New Familiar 5E (apply) Skills-led Familiar New Adapted 5E (apply) Content-led and skills-led versions
- 13. Hypothesise LIFELINE Prediction – what you expect to happen Conclusion - what you have found out Hypothesis - explanation of what you are going to test Observation - what you can see (hear or smell) Key Words Suggest a hypothesis Make experimental prediction Conclude if hypothesis is correct What did you see happen? My idea (hypothesis) for why it happened is ... The science to back up my explanation is ... If my idea is correct, And, I do an experiment to … Then, I predict what will happen is... In my test, I found that... I can conclude that my idea is __________ because ... SS1 The reason for my prediction is ...
- 14. Work through one version, then Compare with a pair doing the other version • How are they different? • How could you integrate each in your teaching?
- 15. Curriculum progression Demonstrated Modelled Structured Guided Open Year 7 Year 8 Year 8 In schools across the USA, In schools across the USA,
Hinweis der Redaktion
- Presentation starts with some showmanship – the audience is invited to take part in a demonstation of ‘Chi Energy’ and see if they can focus theirs to make the wheel turn. An audience participation demonstration.
- Q&A with audience to brainstorm possible learning objectives. Most teachers come up with content ideas. Rarely do they mention enquiry processes– but this is what I argue is the most useful purpose of the Mysteries.
- These slides create an argument for integrating enquiry processes with the teaching of scientific content. 2 pieces of evidence for – thist first from the National Curriculum documents in most European countries.
- 2nd piece of evidence – that the best lessons – according to ‘inspeictors’ who evaluating teachers (UK) – are where enquiry is actually taught, not just practised and implicitly developed.
- Here is the main counterargument to IBSE – from cognitive science – from the standpoint of working memory – which is surprisingly relatively unknown to teachers. Much as IBSE sounds great, getting students to do independent inquiry is likely to overload novice students’ the unfamiliar processes need to be broken down and carefully taught.
- A slide to discuss the theory of working memory and cognitive load.
- TEMI exists to try to overcome some of the barriers that have prevented IBSE becoming widespread.
- These are the key strategies of TEMI to overcome the barriers – notice that they’re not focussed on Mystery – but instead all relate to better teaching of enquiry.
- The model of GRR used in TEMI skill lessons. It comes from Better Learning Through Structured Teaching, Fisher & Frey,
- How GRR maps onto the 5E stages, showing itself as a progression with students taking more ownership of the thinking in enquiry. We start at the bottom, .but we’re not aiming to get to the top. The sweet spot is L1 or L2 – where there is both the pleasure of discovery for students, but also the teacher directedness to ensure effective learning and support.
- One new thing at a time. How TEMI manages cognitive overload by focussing lessons on either new content, or new enquiry processes.
- A key element to skills lessons – the cognitive strategy sheet. It is a visual organiser to breakdown the enquiry process into its steps, to help students learn.
- An audience activity to review the TEMI curriculum materials for the Chi Mystery Lesson.
- Optional slide to respond to questions about how to integrate enquiry teaching into the curriculum. We suggest each process is taught as a spiral – introduced early on, then developed each year.