Literacy and STEM: Incorporating Nonfiction into Science Jake Melnyk Governor’s Teacher Network...

Literacy and STEM: Incorporating Nonfiction into ScienceJake MelnykGovernor’s Teacher NetworkGreene Early College HighSnow Hill, NC

Session Outcomes Examine the role of nonfiction literature

in a STEM setting. Look at how nonfiction literature can

boost student motivation in science. Reflect on how you could incorporate

nonfiction literature into your classes and brainstorm lesson ideas.

Welcome!

5 minutes. Please visit www.tinyurl.com/ccsastemlit Please introduce yourself and tell us

what grade and subject(s) you teach.

STEM and Literacy Science, Technology, Engineering and

Mathematics Push for Real-World Experience and 21st

Century Problem-Solving Skills Where does literacy fit into this?

Greene Early College & STEM 1:1 Laptop Program Incorporate STEM using models,

multimedia projects, and simulations. Not a grant-funded STEM program, but

we can still do STEM.

What is Action Research? Main goals include:

Positively impact student outcomes. Identify and promote effective

instructional practices. Create opportunities for teachers to

become reflective practitioners. Share research results with other

educators.

Mills, Geoffrey E. Action Research: A guide for the Teacher Researcher, 2014.

What does AR look like? A systematic research process to:

Identify an area of focus (critical, challenging issue).

Develop an action research plan. Implement action research plan in

classroom/school. Collect, analyze, and interpret data. Share findings to improve practice.

Mills, Geoffrey E. Action Research: A Guide for the Teacher Researcher, 2014.

My Problems of Practice in Honors Physics: Student disconnect between abstract

content and real-world relevance (AKA – “Why do we need to learn this?!”)

“It’s going to be on the test!” – Does this answer support the depth of knowledge we want our students to learn?

My Research Questions• How does the inclusion of a

nonfiction text into a STEM science classroom affect student motivation and engagement?

• How can teachers connect literacy to science beyond just assigning a textbook?

With Your Table Discuss…

5 minutes. What does learning look like in your

science classroom/block? What motivates and engages your

students? How have you connected science and

literacy beyond the textbook so far?

What does professional research say about my problems of practice? Students need authentic reading and

are more likely to read materials that are useful to them. Abell, S. 2007. Reading and Science.

Literacy and inquiry are closely tied together. Creech and Hale. 2006. Literacy in Science: A Natural Fit

Students need a variety of tools to digest literacy in the science classroom.

Barton and Jordan. 2001. Teaching Reading in Science.

My Project Goals Incorporate a nonfiction novel that aligns

with NC Physics standards and Common Core Anchor Standards for Literacy

Teach an Electricity Unit while using the novel to incorporate relevant examples and compare the global impact of electricity dependence in a developing world society (Malawi, Africa).

Search for a connection to student motivation and engagement.

Study Population Rural Early College High School

More than 80% either 1st-Gen College, Underrepresented in Colleges/Universities, or considered At-Risk.

Honors Physics (2 sections) 35 total students. 46% male/54% female 48% Hispanic, 35% Caucasian, 17%

African-American

Our Non-Fiction Text

A Brief Introduction http://www.ted.com/talks/

william_kamkwamba_how_i_harnessed_the_wind

Planning Wanted to incorporate:

NC Essential Standards for Physics Common Core Anchor Standards for

Reading in Science 6-12 Mastery Objectives Authentic Activities and Assessment Opportunities for Enrichment/Extension Realistic Timeline

The Template

Process Read 3-4 chapters a week (both in and

out of class) Reading Days Socratic Circles STEM Labs Gallery Walks Discussion Questions Small Group Posters, Projects

Student Work Examples

My Favorite Student Questions… We don’t live in Africa! Why do we have

to learn about other parts of the world? This is not English! Why are we reading

a book in science class? Are you getting paid for us to read this

book?

Data Collection Process Survey on Student Reading Habits and

Reading in Science – Beginning and end of unit.

Student academic performance. Observations of student motivation and

engagement day-to-day. Informal conversation with students

during and after the unit.

Data Analysis Explored mastery of content. Looked at changing trends in student

surveys. Reviewed perspectives of students and

evident motivation/engagement.

Quantitative Findings 9% more likely to be engaged/motivated in

science class. 12% more motivated to read science-related

material outside of class. These numbers may seem low but at the

beginning of the project: 50% - Passionate about learning science. 77% - Felt motivated in their science class. 73% - Felt reading is important to learning. 84% - Felt that reading helps them succeed in

school and life.

Qualitative Findings Students who showed interest in

reading in multiple classes, actively read on their own in/out of school were more likely to be motivated/engaged by the project.

Students enjoyed STEM-centered labs to augment the content in their reading.

Students preferred choice and creativity when it came to processing the text.

Table Discussion 5 minutes. How would you assess your students on

a project like this? What tools or data analysis could be

most useful to you?

Lesson Planning Practice(15 minutes) On the template provided

please: Choose a text that you

would like to use in your class.

Brainstorm some short ideas for lesson features using the template.

Network with others at your table for ideas and share your results.

Please feel free group up with similar grade levels

Common Core Anchor Standardswww.tinyurl.com/ccanchors

Final Recommendations Non-fiction texts can make a great addition to

STEM Science. What worked..

Choose a text students are interested in and can approach creatively.

Augment that text with labs, activities, discussions, etc. relevant to your mastery objectives and required standards.

Keep an open dialogue with students as well as monitor your data to guide your daily instruction.

Acknowledgements Mary and Donna – DPI PD Leads Regions

2 & 4. Governor’s Teacher Network researcher

community. Greene Early College faculty & students You – for being present today!

Other Questions, Comments, or Concerns?

For digital session materials:www.tinyurl.com/melnykccsa