How do you conduct a science seminar?

Session Goals

  • Teachers will learn 9 strategies for implementing science seminars in their classroom, including:
    1. Allow for awkward silence.
    2. Let students lead the discussion.
    3. Chime in at the right moment.
    4. Make a safe space.
    5. Communicate norms.
    6. Set up chairs in concentric "u-shapes."
    7. Include mixed ability levels in circles.
    8. Encourage students to project supports.
    9. Establish a hot seat.

Agenda

* Extension Discussion
  1. Video: Stepping Back During Science Seminars
  2. Presentation: Roles and Expectations for the Science Seminar
  3. Activity: Science Seminar
  4. Discussion: Reflect on the Science Seminar
  5. Takeaways
* Extension: Try it with your students

Materials

* Teachers will need the 3 Atacama Desert Data Sheets and “Preparing for the Science Seminar” sheet completed in the last session
  1. Detailed agenda for facilitator

*Extension discussion - Try it with your students!

Share your experience:
  • Share your experience using the strategies covered in the last session.

Discussion questions:
  1. What went well?
  2. What was challenging for students? For you?

1. Video: Stepping back during science seminars

Watch the video below, which describes the role of the teacher during the science seminar.
Discussion Questions:
  • What role did the teacher play in the science seminar?
  • What strategies do you notice the teacher using to facilitate the science seminar?
  • What concerns do you have about running a science seminar in your classroom?
  • What do you think students will do well? What challenges do you anticipate students having?

2. Presentation: Roles and expectations for the science seminar

  • Give a brief presentation on the teacher and student roles during the science seminar.
  • Project the seating arrangement and describe that students will be seated in two concentric rows.
  • Review interactional norms and sentence starters.
  • Emphasize the teacher role is to step back and take notes while students lead the discussion. 
  • Explain that during the next activity, teachers will have the opportunity to be the students in the science seminar held during this seminar.

3. Activity: Science seminar

The task:
  • Participate in the science seminar. There are two options depending on the size of the group:
  1. Have one large discussion if there are 10 or fewer participants.
  2. Have two shorter discussions with approximately half the group. Set up the chairs in a fishbowl pattern.
Claims:
  • Prevailing winds on the Pacific coast cause extremely low precipitation in the Atacama Desert.
  • The location of mountain ranges causes extremely low precipitation in the Atacama Desert.
  • Surface temperatures of the ocean cause extremely low precipitation in the Atacama Desert.

4. Discussion: Reflect on the science seminar

Discussion Questions:
  • As a “student,” what worked well for you? What was challenging?
  • What types of instructional strategies can you see your students needing to interact in a science seminar?
  • How could engaging in a science seminar help students develop a better understanding of the science content?

5. Session takeaways

  • Reiterate key points from this session:
  1. Allow for awkward silence.
  2. Let students lead the discussion.
  3. Chime in at the right moment.
  4. Make a safe space.
  5. Communicate norms.
  6. Set up chairs in concentric “u-shapes.”
  7. Include mixed ability levels in circles.
  8. Encourage students to project supports.
  9. Establish a hot seat.

* Extension - Try it with your students!

The task:
  • Engage your students in a science seminar.
  • For the next session, be prepared to discuss your experience.