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Sunday, November 20 • 12:30pm - 1:30pm
A pilot study: Integrating science into literacy

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I redesigned the face-to-face unities on butterflies of Strong National Museum of Play to a four-week blended science curriculum through ADDIE model and flipped learning model. The curriculum is delivered by the presenter and class teachers to first-grade classes of an elementary school in Rochester, NY. The objectives of the curriculum included five aspects: Identify important features of butterflies and caterpillars; Develop and construct the basic knowledge of scientific thinking and research; Acquire literacy skills through exploring scientific inquiries and investigations; Foster student's scientific interests and critical thinking; Utilize technology to maximize interaction and learning outcome. As blended learning curriculum, it includes four lessons, three asynchronous and synchronous online sessions, and one face-to-face field trip. In the conversion of the face-to-face curriculum to blended courses, the presenter utilized the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model as a design model. The ADDIE model provided the effective and flexible framework for the presenter to respond needs of stakeholders and make rapid improvement of the curriculum through feedback from students and teachers. The presenter used a flipped learning model as the instruction model, aiming to engage students in class and provide more hands-on activities and interaction. The flipped learning activities are divided into three parts: Before class pre-review (Asychronous), in-class activites (synchronous) and after-class reflection (asynchronous). The lessons used Schoology (https://www.schoology.com/) as the Learning Management System for an asynchronous session and Skype (https://www.skype.com/en/) as the synchronous delivering software. Students began by individually completing some initial learning tasks presented through Schoology using iPads. In synchronous session, students conducted hands-on learning activities facilitated by the presenter and class teachers. After the class, students wrote reflections and posted them on Schoology. Using this model, the presenter was able to track individual learning process, giving instant feedback, creating more interaction opportunities in the class, and conduct informal assessment through students’ class discussion and assignment posted on Schoology. Students demonstrated abundant literacy output through typing, writing, drawing and speaking rich scientific content and inquiries. In the conversion process, the presenter wrested with the time estimation that students spend on learning technology tools. Class teachers took key roles in facilitating and coordinating with the presenter in curriculum conversion. The presentation will focus on the instructional design model and the integration of science and literacy in the curriculum, which will benefit the educators and curriculum designers in incorporating technology into literacy education.The presentation aims to share information from three aspects: • For curriculum designers: the application of Instructional model ADDIE and Flipped learning model in converting face-to-face curriculum to blended curriculum. For K-12 teachers and educators: The integration of science into literacy curriculum and enhance students' engagement in literacy learning For administrator and technicians: The incorporation of iPad and technology navigation in literacy learning Elementary Teacher/Staff,Middle Teacher/Staff,Administrative,Technology Integration Coordinator

avatar for Xiaoyu Wan

Xiaoyu Wan

Research Assistant, University of Rochester

Sunday November 20, 2016 12:30pm - 1:30pm EST
Cascade EF