Several different teaching modes are recommended in the Energy curriculum. These include small group learning mode, large group discussion mode, and pair or partner discussion mode. Each mode has been chosen at specific points in the curriculum to encourage the most opportunities for teacher-student and student-student interaction leading to mental model development.

Small group and cooperative learning:

In small group or cooperative learning, students have a chance to present their ideas to each other and discuss them together. This helps students clarify their own thinking and learn from other students. Cooperative learning or small group work is an important ingredient in this curriculum. In their small groups of 4 or 5, students support each other's learning.

Small Group Works Because

• Students are able to learn from each other, gaining ideas from teammates that they might not have come up with on their own.
• Sharing their ideas with teammates helps students access their own thoughts.
• The process of defending their own ideas and considering the ideas of other students helps students really think about the material they are engaged in, learning it better.
• Students may try harder to do good work so they don't "let their teammates down".
• Dividing tasks among group members may make it possible for students to take on ambitious projects.

Kinds Of Behavior Needed If Small Group Work Is To Be Successful

• Students need to be willing to share work.
• Students need to be able to share their ideas without fear of ridicule or criticism.
• Students need to see it as important that everyone in their group understands.
• Students need to be able to see each team member's ideas as important.
• Students need to learn strategies for questioning each other.

How Teachers Can Help Facilitate Small Group Discussion

• You create an atmosphere in which students feel safe in expressing their ideas when you say, "There is no such thing as a stupid idea or question."
• You can help students develop teamwork skills by having them come up with a group name and logo together, or working on some other team-building project prior to officially beginning the unit.
• You foster cooperative rather than competitive behavior when you reward student teams, rather than individuals, when everyone in a team does well. Reward cooperation, not competition.
• Set up a schedule for team tasks such as getting workbooks, reporting out, etc. so that each team member gets a turn at each task.
• Model the kind of behavior you want to see students use with each other. Never judge students' ideas, but appreciate and praise students' contributions. Ask students questions that help students clarify and explore their ideas.
• Reward understanding, not memorization.
• Have students assess their own behavior in small group.

Large Group

In the energy curriculum students follow a pattern of thinking individually, sharing their ideas in small group, arriving at a consensus in small group, then sharing the small groups' ideas with the whole class. Often making smooth, efficient transitions from small group to large group work is not an easy task. However, it is an important part of the learning process. Teachers have questions like, "should every small group share their ideas with the class each time", and "How can I make the process of sharing a learning experience for students, not just a reporting session?"

Some tips on making the transition:

• Walk around the room while students are working in their groups. Try to find groups that have models or ideas that you can use to help other students think, Often a "wrong" model, a misconception, or a naïve model is a better teaching tool than a correct one!
• When you begin work in the large group, ask a small group which has a misunderstanding or misconception to share first. However, don't let on that the answer is not correct.
• If each small group has its own white board you can have them hold it up and explain it to the class. A drawing on a large whiteboard is big enough for the whole class to see. This may also be done by having one member of each group come to the front of the class with the whiteboard and face the rest of the class. Then have the rest of the students look at the boards and remark about similarities or differences.
• Large pieces of white paper can also be used for students to report their models. These are more permanent and can be hung on the board or walls. This also allows you to revisit their models later.
• After one group shares their model, ask students if any small groups have different ideas.