The Kata in the Classroom exercise is about teaching the logical thinking skills of science more effectively by making them applicable to daily life. Experiments can include both controlled experimental situations and uncontrolled field situations. Yet we sometimes mistakenly believe that being scientific always requires controlled single-factor experiments. Unfortunately, such impressions can prevent scientific thinking from spreading to normal daily life.

1. KATA IN THE CLASSROOM
"Let's try it and see"

2. There are Different Kinds of Experiments
The purpose of the 50-minute KiC exercise is to introduce the
Improvement Kata pattern as a way of practicing foundations of
scientific logic. The premise is that science is not strange and mysterious
and can be used by anyone in daily life. KiC seeks to move away from the
idea that science is separate from the rest of human activity.
An effective way to strive for any challenging goal is to compare
observations (from experiments) with predictions. Such 'reality checks'
help us learn whether the way we think the world is matches the way
the world really is. When scientists design an experiment their goal is to
fill a gap in current knowledge.
There are different kinds of experiments. In professional science,
experiments include controlled experimental situations and
uncontrolled field situations. An experiment can be done simply to "see
what will happen." For example, many times a scientist will try things
and then, when they get an interesting result, go back and try to isolate
the variables.

3. Teaching metacognitive scientific-thinking skills
so students learn how to learn in everyday life
Non-scientists sometimes mistakenly believe that being scientific
always requires single-factor experiments (OFAT, or one-factor-at-a-
time). Unfortunately, such impressions can prevent scientific
thinking from spreading into normal daily life, where controlled
experiments are often not possible.
If we teach that controlled experiments are required for scientific
thinking it suggests that science is different from daily life, and thus
we may tend to base everyday actions on narratives and folklore.
Perhaps a good place to start is simply to practice the (scientific)
mindset that any idea will need to be tested!

4. Operating based on
narratives and folklore
Understanding that ideas
need to be tested
OFAT
(One-Factor-at-a-Time
experiments)
Multi-variable
designed experiments
A KATA IN THE CLASSROOM OBJECTIVE
The Kata in the Classroom exercise is about teaching the logical thinking skills of
science more effectively by making them applicable to daily life. One intention of
the exercise is to help a teacher move students from operating based on internal
narratives to understanding that any idea we have will need to be tested.
Not Scientific
Scientific!
Scientific!
Scientific!

5. The Puzzle
or Game
Challenge
Scientific Way
of Working
and Thinking
ONE FOCUS OF THE KiC EXERCISE
Whatisinthe
Students'AwarenessStudents practice and think about a way of working
KiC is about
engaging with
ideas by evaluating
them through tests

6. INFLUENCING THE TEACHER IS A GOAL
Increasing the probability that the teacher will have students practice
the Improvement Kata pattern repeatedly throughout the school year
Over the school year a teacher can have students follow the
Improvement Kata pattern in various activities and projects, to help
them practice and progress in their scientific thinking. Practice helps
develop the habit of seeing every step we take as an experiment, and
to know when you should do focused (single-factor) experiments.

7. www.katatogrow.com