Literature as Data Summaries

Initial Wondering (List it here):

In what ways can I effectively develop and implement engaging Science instruction for students with varying learning needs to
enhance conceptual understanding?

Does your wondering pass the litmus test? Complete the checklist below to confirm.

� Is it specific?

� Is it focused on student learning?

� Is it a real question (question whose answer is not known)?

� Is it a question about which you are passionate?

� Is it a “how can I” wondering? (What impact might it have on your students?)

� Is it free of judgmental language?

� Is it focused on your own practice?

� Is it a dichotomous (yes/no) question?

� Is it clear and concise?

� Is it doable?

APA Citation:
Ornek, F., & Saleh, I. M. (2012). Contemporary science teaching approaches promoting conceptual understanding in science.
Information Age Pub.

Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. Contemporary science teaching focuses on students

● Utilize technology in Science lessons, try to allow
constructing new scientific knowledge as a process of
inquiry. students to do some independent work with the program
we use so they can develop inquiry skills.
2. Teachers need to understand metacognition, to be
● Promote metacognition in students to build conceptual
metacognitive themselves, and to understand and be able
to implement pedagogies that facilitate students' understanding (strategies for that listed under the next
metacognitive development. This means it is necessary to literature piece).
explicitly teach students the cognitive strategies required to
learn science well and also how to self-manage the use of ● Model inquiry thinking and encourage students to ask
those strategies.
 3. Allow students to explore new concepts and build on questions about the topic based on real world contexts.
existing knowledge, encourage students to use
● Construct knowledge based on real-world context rather
technology and become independent in their exploration.
than memorizing science facts

How does this article relate to equity in the classroom?

This text relates to equity in the classroom by providing strategies for students to build knowledge independently. The text instructs
teachers to encourage students to take charge of their learning and explore new concepts. These strategies allow students to better
self-regulate and be more active, efficient learners.

APA Citation:
Chen, C., Wu, J., Wu, Y., Shangguan, X., & Li, H. (2022). Developing Metacognition of 5- to 6-Year-Old Children: Evaluating the
Effect of a Circling Curriculum Based on Anji Play. International journal of environmental research and public health, 19(18),
11803. https://doi.org/10.3390/ijerph191811803

Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. Visual learning requires teachers to guide students to ● Dialogic teaching or reflective dialogue. Encourage
make their thought processes clearer through the students to express knowledge of cognition by asking
language of thought in their daily instruction to improve them to reflect on their thinking.
the students’ metacognitive skills. Helping students ● Record student cognition and progress and have
clarify concepts, creating opportunities to speak, conversations with students about how that cognition
facilitating metacognitive talk among students, and changed throughout a unit to introduce the concept of
creating conceptual conflict can improve the metacognition.
metacognitive skills ● Model thinking to students to show them how my
thinking changes throughout lessons/read alouds.
2. Recording the learning processes of students and ● Provide students with visualized records to prompt
providing those records (photographs/ videos) during conversation about cognition.
reflective dialogue with students could facilitate their
memory and metacognitive thinking.
 3. Use reflective dialogue strategies during other times such
as play, specials, social contexts, in order to promote
metacognitive thinking at all times. Model self thinking
throughout lessons and explain how knowledge grows
throughout lessons.

How does this article relate to equity in the classroom?

This article relates to equity in the classroom by giving teachers the skills to help students become more independent in their
learning. This article focuses on helping students develop metacognition skills and these skills can help students improve thinking
skills. This can help students in all areas in school and allow them to develop inquiry-based mindsets.

APA Citation:
Jang, Reeve, J., & Deci, E. L. (2010). Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but
Autonomy Support and Structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682
Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. Engagement functions as a behavioral pathway through ● Create an interest inventory of students and utilize
which students’ motivational processes contribute to their student interests in instruction and classroom activities to
subsequent learning and development, including the promote engagement- can be as simple as rewording
skills they develop and the grades they make.
word problems to fit student interest or finding a passage
2. Teacher behavior plays a role in the initiation and on student level that reflects student interest.
regulation of student engagement ● Have a similar structure and routine in the classroom
each day.
3. Autonomy support- student interests, needs, preferences,
● Provide clear and explicit instructions and expectations,
and personal goals drive the planning of instruction
maybe write/post them on the board.
4. Structure- clear expectations of learning goals, ● Initiate learning activities by involving students’ inner
 procedures, and skills needed, explicit directions and motivational resources.
guidance ● Communicate in non controlling and informational ways
and acknowledge students’ perspectives and negative
feelings.
How does this article relate to equity in the classroom?
This article relates to equity in the classroom because its focus is on finding ways to make sure every student in the classroom is
engaged. This article emphasizes engaging students’ intrinsic motivation by encouraging teachers to incorporate student needs,
interests, and personal goals into the learning process while also maintaining a structured classroom.

APA Citation:
Ansberry, K. R., & Morgan, E. R. (2012). More picture-perfect science lessons: Using children’s books to guide inquiry, K-4.
NSTA Press, National Science Teachers Association.
Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. Observations, Wonderings, Learnings (OWL) chart for ● Science integrated ELA lessons/ ELA integrated Science
science integrated read alouds to encourage students to lessons- Read Alouds connecting to ELA strategies being
ask questions, provides students a place to write out their learned and Science topics.
thinking and visualize ideas. ○ Read aloud strategies:
■ Preview book
2. When a teacher does the reading, students are free to ■ Set the stage
anticipate, infer, connect, question, and comprehend. ■ Encourage interaction
■ Model reading strategies
3. Learners give priority to evidence, which allows them to ■ Keep the flow for engagement
develop and evaluate explanations that address ● Teaching through inquiry, posing “scientifically
scientifically oriented questions. Understanding major oriented” questions to students.
concepts is more important and beneficial than knowing ● Using the 5 E’s in lesson planning to teach through
facts. inquiry.

How does this article relate to equity in the classroom?

This text relates to equity in the classroom by providing strategies suitable for students with varying learning needs. The text
encourages teachers to reflect on their teachings and employ various comprehension strategies in different learning modes. This text
provides an overview of how to differentiate lessons through product, process, and content. Finally, standard-specific lessons are
provided with instructions, differentiations, and ELL accommodations.

APA Citation:
Benjamin, A. (2013). Differentiated instruction: a guide for elementary teachers. Routledge. https://doi.org/10.4324/9781315854120
Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. Differentiated instruction refers to a variety of classroom ● Use mental map from Appendix E when planning for
practices that allow for differences in students’ learning differentiation to think of all aspects of the lesson
styles, interests, prior knowledge, socialization needs, ● Establish routine expectations and give clear, concise
and comfort zones. instructions
● Emphasize the child’s strengths and interests
2. Students who have choice in what they learn, how they ● Consider social/emotional needs of individual students
learn it, and how they show what they know are more ● Alternative assessments
likely to experience real learning. The chances for
durable learning are increased if there is a multiplicity of
learning modes: imaginative, inquiry, facts, multisensory,
technology, socialization.

3. Ask “what do I want students to be able to do as a result

of this lesson?”
Differentiated instruction results from certain habits of
mind about teaching and learning.

How does this article relate to equity in the classroom?

This text focuses on providing all students with meaningful instruction. The chapters cover differentiated instruction for ELLs,
different paradigms, assessment guides, etc.. Equity is promoted in the text by encouraging students to think of the student as a
whole individual and meet all of their needs and includes strategies to meet the needs of students with varying learning needs,
social/emotional needs, and interests.
Reflection:

What are several themes you found across your literature summaries?

One main theme that I noticed across my literature summaries was teaching and learning through inquiry. Multiple sources that I
found mention the benefits of constructing knowledge based on real world contexts and experiences through exploration. When
reading about engagement strategies, one of the main strategies was catering lessons to student interest and learning preferences.
Another theme I noticed was the suggestion of connecting science to ELA time by doing a read aloud related to science topics,
incorporating writing, and using reading comprehension strategies.

What are some of your ideas for how to utilize what you learned from your literature in your classroom? How will this promote
equity for your students?

I will keep the big ideas in mind such as encouraging metacognition, utilizing technology, mental mapping of differentiation, and
the 5 E’s framework while planning my lessons for science in the classroom. I will also consult the literature to find specific
strategies such as a read aloud connecting to our science topic, comprehension strategies, alternative instructions/assessments, etc..
This will promote equity for my students because the mental map will require me to think of all aspects of my students as
individuals, as well as all aspects of the lesson and how my students may interact with it. Providing alternative assessments and
concise instructions promotes equity by allowing students to learn and present their learning in the way that works best for them.

How have you revised your wondering after the literature data collection? Why or Why not? If a new wondering, add it here.
I revised my wondering before collecting literature and while I was struggling to find sources I considered switching to a broader
topic, but I am glad I found the sources I did. The textbooks, specifically, offer an abundance of resources, strategies, and lesson
models that can be utilized for this inquiry and my future classroom work. I found a lot of strategies and lesson frameworks for
science that I have never had the chance to try or even observe so I feel this will be a very beneficial learning experience for me and
it is also relevant to the students in my internship classroom. This wondering stuck out to me initially because I notice engagement
issues in science that I would like to help with and I have found literature to support me as I practice my inquiry.