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Using Digital Simulations to Increase Student Literacy in Science

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Pennsylvania Convention Center, Terrace Ballroom Lobby, Table 28

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Presenters

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Dr. Rodney Culverhouse
Secondary Science Supervisor
NEWPORT NEWS PUBLIC SCHOOLS
@Rodney Culverhouse
I have been an educator for 31 years in a variety of educational and athletic settings. I am certified to teach MS Science, MS History and pK-12 Health and Physical Education. I have a doctorate in Educational Leadership and an M.ED and Ed.S in middle grades Science and Social Studies. I also have a MAOM in Project Management. I currently serve as the Secondary Science Supervisor for Newport News Public Schools and have had the privilege's of holding this position for 8 years. My educational goal is to find any means to help students be successful.

Session description

Learn how using claims, evidence, reasoning and experimental design can help increase student literacy via increased purposeful writing and reading in science. There is a strong correlation between writing proficiency, articulacy and literateness. Discover ways that allow students to purposefully write, thus increasing their lexile levels.

Purpose & objective

The purpose of this presentation is to allow participants the opportunity to dive into real world solutions to student literacy and how digital simulation tools combined with writing tools (ie: CER and Sentence starters) can lead to higher literacy proficiency levels. Digital tools for this could be, but not limited to, ExploreLearning Gizmos, PhET simulations, Labster, and other similar programs. The participants will use the digital simulations to investigate a research problem and determine how to generate a claim form the content supported and develop an appropriate conclusion to their claim through the data gathering process. There will also be an opportunity for participants to use sentence starters to develop students that need additional support with a CER and Experimental Design activities. Success will be measured by the ability of the participants to identify and implement these strategies in their area of expertise and have a working knowledge of the implementation of each.

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Outline

Introduction of the learning target and success criteria - 5 minutes
Identify the tools and describe each - 10 minutes
Help participants determine their digital resource - 10 minutes
Lead participant through a sample - 10 minutes
Allow for exploration and completion of a CER/Experimental Design with the addition of sentence starters for a differentiated model - 10 minutes

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Supporting research

https://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell, https://www.cultivatingliteracy.org/our-blog/2020/11/25/sentence-stems , https://theliteracydive.com/podcast-episode15/ , https://www.learner.org/series/reading-writing-in-the-disciplines/big-ideas-in-literacy-science/supporting-claims-with-evidence-and-reasoning/

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Session specifications

Topic:
Universal Design for Learning/differentiated learning
Grade level:
6-12
Skill level:
Intermediate
Audience:
Curriculum/district specialists, Teachers
Attendee devices:
Devices required
Attendee device specification:
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials:
An updated browser on their device
Subject area:
Science
ISTE Standards:
For Educators:
Facilitator
  • Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
For Students:
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Disclosure:
The submitter of this session has been supported by a company whose product is being included in the session
Related exhibitors:
ExploreLearning

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