Implementing the Module (continued)
How Does the Module Support Ongoing Assessment?
Because teachers will use this module in a variety of ways and at a variety
of points in their curriculum, the most appropriate mechanism for assessing
student learning is one that occurs informally at various points within the
five lessons, rather than something that happens more formally just once
at the end of the module. Accordingly, integrated within the lessons in the
module are specific assessment components. These "embedded" assessment opportunities
include one or more of the following strategies:
- performance-based activities (for example, participating in discussions
of how drugs affect brain function or constructing graphs);
- oral presentation to the class (for example, explaining analysis of data);
and
- written assignments (for example, answering questions or writing about
demonstrations).
These
strategies allow the teacher to assess a variety of aspects of the learning
process, such as students' prior knowledge and current understanding, problem-solving
and critical-thinking skills, level of understanding of new information,
communication skills, and ability to synthesize ideas and apply understanding
to a new situation. An assessment icon and an annotation that describes the
aspect of learning that teachers can assess appear in the margin beside the
step in which each embedded assessment occurs.
How Can Teachers Promote Safety in the Science Classroom?
Even simple science demonstrations and investigations can be hazardous unless
teachers and students know and follow safety precautions. Teachers are responsible
for providing students with active instruction concerning their conduct and
safety in the classroom: Posting rules in a classroom is not enough. They
also need to provide adequate supervision and advance warning if there are
dangers involved in the science investigation. By maintaining equipment in
proper working order, teachers ensure a safe environment for students.
The following are important ways to implement and maintain a safety program.
- Provide eye protection for students, teachers, and visitors. Require
that everyone participating wear regulation goggles in any situation where
there might be splashes, spills, or spattering. Teachers should always wear
goggles in such situations.
- Know and follow the state and district safety rules and policies. Be sure
to fully explain to the students the safety rules they should use in the
classroom.
- At the beginning of the school year, establish consequences for students
who behave in an unsafe manner. Make these consequences clear to students.
- Do not overlook any violation of a safety practice, no matter how minor.
If a rule is broken, take steps to ensure that the infraction will not occur
a second time.
- Set a good example by observing all safety practices. This includes wearing
eye protection during all investigations when eye protection is required
for the students.
- Know and follow waste disposal regulations.
- Be aware of students who have allergies or other medical conditions that
might limit their ability to participate in activities. Consult with the
school nurse or school administrator.
- Anticipate potential problems. When planning teacher demonstrations or
student investigations, identify potential hazards and safety concerns.
Be aware of what might go wrong and what can be done to prevent the worst-case
scenario. Before each activity, alert the students to the potential hazards
verbally and distribute specific safety instructions as well.
- Supervise students at all times during a hands-on activity.
- Provide sufficient time for students to set up the equipment, perform
the investigation, and properly clean up and store the materials after use.
- Never assume that students know or remember safety rules or practices
from their previous science classes.
How Can Controversial Topics Be Handled in the Classroom?
Teachers sometimes feel that the discussion of values is inappropriate in
the science classroom or that it detracts from the learning of "real" science.
The lessons in this module, however, are based upon the conviction that there
is much to be gained by involving students in analyzing issues of science,
technology, and society. Society expects all citizens to participate in the
democratic process, and our educational system must provide opportunities
for students to learn to deal with contentious issues with civility, objectivity,
and fairness. Likewise, students need to learn that science intersects with
life in many ways.
In this module, students have a variety of opportunities to discuss, interpret,
and evaluate basic science and health issues, some in the light of values
and ethics. As students encounter issues about which they feel strongly, some
discussions might become controversial. How much controversy develops will
depend on many factors, such as how similar the students are with respect
to socioeconomic status, perspectives, value systems, and religious preferences.
In addition, the language and attitude of the teacher factor into the flow
of ideas and the quality of exchange among the students.
The following guidelines may help teachers facilitate discussions that balance
factual information with feelings.
- Remain neutral. Neutrality may be the single most important characteristic
of a successful discussion facilitator.
- Encourage students to discover as much information about the issue as
possible.
- Keep the discussion relevant and moving forward by questioning or posing
appropriate problems or hypothetical situations. Encourage everyone to contribute,
but do not force reluctant students into the discussion.
- Emphasize that everyone must be open to hearing and considering diverse
views.
- Use unbiased questioning to help the students critically examine all views
presented.
- Allow for the discussion of all feelings and opinions.
- Avoid seeking consensus on all issues. The multifaceted issues that the
students discuss result in the presentation of divergent views, and students
should learn that this is acceptable.
- Acknowledge all contributions in the same evenhanded manner. If a student
seems to be saying something for its shock value, see whether other students
recognize the inappropriate comment and invite them to respond.
- Create a sense of freedom in the classroom. Remind students, however,
that freedom implies the responsibility to exercise that freedom in ways
that generate positive results for all.
- Insist upon a nonhostile environment in the classroom. Remind students
to respond to ideas instead of to the individuals presenting those ideas.
- Respect silence. Reflective discussions often are slow. If a teacher breaks
the silence, students may allow the teacher to dominate the discussion.
- At the end of the discussion, ask the students to summarize the points
that they and their classmates have made. Respect students regardless of
their opinion about any controversial issue.
