Presenter #1
Robin Hurd
AAC Institute
7283 Autumn Lane
Fairview PA 16415
Day Phone: 814-474-4889
Email: hurd4kids@aol.com
This presentation will discuss the
application of science notebooks and inquiry based learning to children with
language delays, including those who use AAC.
Research suggests that
using science notebooks and inquiry based learning can improve students’
language abilities as well as increase their science literacy. This
presentation will discuss the basics of this approach and provide specific
suggestions for using science notebooks, inquiry based learning, and core
vocabulary to support children who have language delays, including children who
need to use Augmentative and Alternative Communication (AAC) strategies.
The basics of an inquiry based, science notebook approach can be summed up
in 4 words: read, ask, do, write. Students
read to introduce the topic, ask themselves questions about the science topic,
do something to collect data to answer their question, and write about their
data, what they want to know, and what they found out. Assessment comes
from the science notebook, as well as tests over the concepts taught in the
unit.
This language based approach lends itself well to students who have
language delays and can benefit from added practice working with words.
Students write using words they already know and use and combine them to
make meaning based on their current skills. With practice and with language
learning supports, students will increase their skills throughout the school
year.
Data from research in districts with a high population of students for whom
English is a second language shows that using science notebooks increases test
scores in language areas. This suggests that such an approach will also
have benefit for students with other language delays.
For some children with language delays, research shows that combining
visual supports with words can help improve literacy and language learning.
Such symbol supports are added to things such as the Scholastic News,
which is used in many classrooms.
By selecting a symbol set which provides visual support plus the ability to
visually see how different words have the same role in sentence building, the
ability to see how language is constructed increases. The Minspeak set of symbols is able to provide just such
support, because parts of speech are identified by one of the symbols that
combine to represent a word. In addition, the use of Minspeak
symbols may help children who use AAC to more easily find new vocabulary words
on their AAC system.
With my husband, astronomy professor and planetarium director David Hurd, I am in the process of designing a series of book and
activity sets about the moon which make the science
notebook concept even better able to support children with language delays
within the inclusion classroom.
Using easy reading books that focus on core vocabulary and incorporating Minspeak symbol supports, the materials introduce children
to a science topic via a question children often ask about the moon.
Follow up activities include sorting the symbol supports from the book
and displaying the words and symbols on the word wall, using word wall words to
ask questions about the moon, observing or experimenting about the moon, group
discussion, and writing for the science notebook.
Our moon series will include materials for varying levels of knowledge and
skills, starting with kindergarten/1st grade and increasing in complexity with
each additional set in the series. The moon was selected because NASA’s
current push to continue moon exploration will make the moon a topic of
conversation for the next several years, but the adaptations discussed in this
presentation can be done for any science topic to increase language, literacy
and science literacy skills for all children, including those with language
delays, even those children who must rely on AAC.
References:
Aschbacher, Pamela R.; Alonzo, Alicia C.
Using Science Notebooks to Assess Students’ Conceptual
Understanding. CAPSI California
Klentschy, Michael; Garrison, Leslie; Amaral, Olga Maia. Valle Imperial Project in
Science, 4 year comparison of student achievement data 1995-1999.
Valle Imperial Project in Science Makes Case for Inquiry Based Science,
National Science Resources Center, Vol. 12, No.1, spring/summer 2001
Ruiz-Primo, Maria; Li, Min; Shavelson, Richard J.
Looking into Students’ Science Notebooks: What do Teachers do with Them? CSE technical report 562 ,
CRESST,
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