Today was the first week of the School of Education’s Science Saturday program.
After this week’s readings I had a much clearer picture of multi-genre usage within a single theme. I participated in this week’s installment of Science Saturday and was able to see firsthand the effects of multi-genre usage on the learning process.
Though it was scheduled for between 9:30 a.m. and 12 PM it ran a little long. The elementary students were divided into three groups, k-2nd, 3rd-4th and 5th-6th. I chose to work with the K.-2nd because my service work is with a first grade class and I was hoping to learn some new ideas for teaching science. We had a PhD and grad student leading the class with a few additional assistants. I was interested to see how they were going to keep all 24 five, six and seven–year-olds on task. Though we took a 15 minute snack/restroom break at the to hour point, two hours and 45 minutes seemed to push many of the children to the limits of their ability to stay in very tall, uncomfortable and squeaky task chairs.
However, there was much to keep them in their seats. This was not to be a lecture so much as an opportunity to use one’s creativity and imagination. We began with a read-aloud book on the scientific model designed for children at the early elementary level. The book describes how making observations, using one’s five senses could lead to inferences and from inferences to experiments. Parallels were drawn between the work of renowned scientists throughout history with the work they would be conducting. The instructor then pronounced each as scientists who would be conducting weekly experiments. After some preliminary discussion and explanation of terminology that would be used over the next several weeks, students were given a science journal to keep record of weekly vocabulary words and associated definitions and many included drawings. It was then that the real fun began. Students were told that there were 15 numbered plastic containers around the room, each containing a different substance. It was to be their job as scientists to make an “experiment”, make observations and record their findings. Observations were to be made using four of five senses, hearing, sight, to touch, smell. (Taste was not permitted) They were too infer the contents of the each translucent vial based on weight, sound, color, perceived texture and consistency. To record their findings each child went around the room with their own ledger. Item by item they made entries into a three column table with room to write down observations/descriptions in the first column, inferences in the second column and what senses they used in the third column.
However, after attending the lesson this Saturday I learned that the children were quite capable of understanding and using this language. Our teachers began by reading a book about using one’s senses. Then, this was connected with the idea of observation. The next essential connection that was made was between the work we would be doing was the same work that scientists perform. Children were encouraged to make observations and inferences. Following the observation period class discussion allowed children to share their observations as well as their inferences. Very quickly children began to make statements such as, “I observe that it is liquid and that it is yellow” or “I observe that it is white and made of pieces.” The same was true for inference. Some children’s comments included both observation and inference, “when I observed it was a liquid and clear I inferred that it was water.”
I was surprised at how quickly they learned that inferences followed observations and their ability to communicate the process. The first two genres which helped the children understand the project and incorporate its deeper meanings began with a read aloud on the five senses were a combination of written and oral. This was followed my writing the words on the board and connecting them to individual students. The next genre was more scientific and methodical. It required the students to write down their observations, to make inferences and finally, to indicate which senses they used in the process. The last genre was to make an entry in their personal science journal. While this included vocabulary provided by the instructor it also allowed for personal notes, drawings and ideas using pens pencils and markers or crayons. Rather than a simple lecture and note taking, the instructors incorporated a multi-genre approach. Introduction of new vocabulary was followed by oral interaction, individual usage in a practical hands-on process and personal journaling. When taken together these various genres helped to achieve deeper learning of science benchmarks while keeping the process fun and interesting.
