The Make a Difference (MaD) project turned out to be far more insightful than I thought it would! Sitting down and picking something wrong with my local and observed school districts that I would like to change for the better, turned out to be a great way to really focus in and learn more about the problem itself.
As my problem to make a difference against, I chose overcrowding in the classroom. I thought that I had experienced this problem having seen classes of thirty five or so students, but reading up on it, I found that those numbers didn't even compare to others. There were teachers out there with classes of over fifty students, who still managed to teach their class! Obviously, those teachers still had a difficult time giving each student the attention that they needed, but the fact that they were able to function with such numbers amazed me!
Back on the positive side of things, I also found out about many ways for school districts and teachers to come together and work around the issues presented by overcrowding, or in many cases, end it entirely. The whole experience of working on this project has not only been an eye-opening one, but an enlightening one as well.
The link to my Prezi on the whole matter.
Thursday, December 8, 2016
Thursday, December 1, 2016
Technology Based Lesson Plan (10)
Technology Lesson Plan for the Chemistry Classroom
GOALS
Standard 1 - Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Standard 2 - Students will access, generate, process, and transfer information, using appropriate technologies.
Standard 6 - Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7 - Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions
*Standards from http://www.p12.nysed.gov/ciai/mst/pub/phycoresci.pdf
PERFORMANCE OBJECTIVES
Condition - Class set of computers, internet access for linking to Energy Skate Park
Expected Behavior - Students will use the Energy Skate Park simulator to create basic ramp designs for the virtual skater, and through the available graphs within the program, observe the changes in potential and kinetic energy as the "object" moves. They will do so by turning off friction and viewing the graphs. Students will also be encouraged to view the effects of friction by re-enabling friction and viewing the amount of thermal energy that steadily increases as the "object" slows down. The instructions will be accompanied by a series of questions to be answered about the moving "object's" kinetic and potential energy, as well as the changes in the two that occur as it moves. Students will have to answer these questions in order to show their understanding of the basic workings of these two types of energy.
Criterion - Students will be considered to have an acceptable grasp of the concept if they have answered 90% or more of the questions correctly. (9/10 = 90%)
MATERIALS
A class set of computers is required for this lesson, so either a computer room must be booked, a computer cart requested, or the class must have their own computers.
INTRODUCTION
Review - The instructor will introduce this activity as a method of building on the prior introduction to potential and kinetic energy. The activity itself also draws connections to weight and friction - two prior topics of force that the students have already done extensive work with.
Focus/Attention Grabber - The promise that students will have time in which they can experiment how they want after finishing the primary activities should grab student focus well. They can use their creativity to it's fullest, as the Energy Skate Park program actually allows for a great deal of customization and experimentation.
Anticipatory Set - The anticipatory set will be a short instructional demo on how the program works, in which the instructor will indicate the different functions of the simulator, as well as point out where the check boxes to show the different types of graphs are located. Students will then be asked to think about how friction will have an effect on the various energy types after they apply it, and to share their answers. The instructor will take note of these on the board to compare their later observations to, and see if their hypotheses were correct.
Advance Organizer - The instructor will notify the students that today will be their chance to visually experiment with kinetic and potential energy hands on. They will first go through some basic patterns and answer questions on how potential and kinetic energy changes as an object travels along the track given. Then they will follow instructions to create a more complex track and observe the energy changes along it. Finally, after finishing the activity, they will be free to experiment with the program as they choose, and see what sorts of interesting interactions they observe.
Purpose From Student View - This is a fun activity in which students have a chance to see the exchanges between potential, kinetic, and thermal energy with a visual aid. It is a hands-on activity as well, in which they have the opportunity to experiment and potentially answer some of their own questions about the subject.
DEVELOPMENT
Instructional Model - Inquiry
Teacher - The teacher will provide the materials and questions, as well as the initial objective.
Students - Students will be free to answer the questions provided through experimentation, come up with questions of their own to experimentally answer, and discuss findings among one another.
Interaction - The instructor initiates the activity, then addresses students individually to provide guidance.
Main Points -
GUIDED PRACTICE
Guided practice is a short overview of how the skate park program functions. The instructor will explain how to adjust the various settings, enable the graphs, and add and adjust new slopes.
ACCOMMODATIONS AND MODIFICATIONS
The instructor will be available to give personal assistance as needed to any students with learning disabilities. This will allow for more thorough instruction and guidance as needed by students.
SUPPLEMENTARY PRACTICES
The class has previously been introduced to the basics of energy, as well as the first equations related to potential and kinetic energy, relating them to mass, velocity, and height. This activity is meant to build on the previous lesson(s) and help to make the concept less abstract by providing more visual aid.
CLOSURE
At the end of class, the instructor will gather student attention, then review the basics of what the students should have learned in the lesson. The teacher will collect the question sheets, then go over the answers to the questions with the class -- allowing students to share their own answers. After reviewing the questions, the instructor will assign the additional independent practice activity to be done before the next class.
INDEPENDENT PRACTICE
Students will be asked to asked to come up with their most interesting designs before the next class -- they will be asked to include certain components, such as a spot where the skater has only kinetic energy, a spot where they have only potential energy, and that their creation work in forward and reverse without friction applied.
EVALUATION
The questions that are to be answered for the activity are to be the main evaluating tool. Since the instructor is free to circulate the room and address students individually, while doing so, the teacher will also observe student responses to questions and give guidance as needed to those having difficulty.
The lesson should, of course, be followed by a critique and self-evaluation, along with plans for improvement.
Energy Skate Park can be found on the University of Colorado's site where they link all of their simulations: https://phet.colorado.edu/
Potential and Kinetic Energy in the Energy Skate Park
GOALS
Standard 1 - Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Standard 2 - Students will access, generate, process, and transfer information, using appropriate technologies.
Standard 6 - Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7 - Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions
*Standards from http://www.p12.nysed.gov/ciai/mst/pub/phycoresci.pdf
PERFORMANCE OBJECTIVES
Condition - Class set of computers, internet access for linking to Energy Skate Park
Expected Behavior - Students will use the Energy Skate Park simulator to create basic ramp designs for the virtual skater, and through the available graphs within the program, observe the changes in potential and kinetic energy as the "object" moves. They will do so by turning off friction and viewing the graphs. Students will also be encouraged to view the effects of friction by re-enabling friction and viewing the amount of thermal energy that steadily increases as the "object" slows down. The instructions will be accompanied by a series of questions to be answered about the moving "object's" kinetic and potential energy, as well as the changes in the two that occur as it moves. Students will have to answer these questions in order to show their understanding of the basic workings of these two types of energy.
Criterion - Students will be considered to have an acceptable grasp of the concept if they have answered 90% or more of the questions correctly. (9/10 = 90%)
MATERIALS
A class set of computers is required for this lesson, so either a computer room must be booked, a computer cart requested, or the class must have their own computers.
INTRODUCTION
Review - The instructor will introduce this activity as a method of building on the prior introduction to potential and kinetic energy. The activity itself also draws connections to weight and friction - two prior topics of force that the students have already done extensive work with.
Focus/Attention Grabber - The promise that students will have time in which they can experiment how they want after finishing the primary activities should grab student focus well. They can use their creativity to it's fullest, as the Energy Skate Park program actually allows for a great deal of customization and experimentation.
Anticipatory Set - The anticipatory set will be a short instructional demo on how the program works, in which the instructor will indicate the different functions of the simulator, as well as point out where the check boxes to show the different types of graphs are located. Students will then be asked to think about how friction will have an effect on the various energy types after they apply it, and to share their answers. The instructor will take note of these on the board to compare their later observations to, and see if their hypotheses were correct.
Advance Organizer - The instructor will notify the students that today will be their chance to visually experiment with kinetic and potential energy hands on. They will first go through some basic patterns and answer questions on how potential and kinetic energy changes as an object travels along the track given. Then they will follow instructions to create a more complex track and observe the energy changes along it. Finally, after finishing the activity, they will be free to experiment with the program as they choose, and see what sorts of interesting interactions they observe.
DEVELOPMENT
Instructional Model - Inquiry
Teacher - The teacher will provide the materials and questions, as well as the initial objective.
Students - Students will be free to answer the questions provided through experimentation, come up with questions of their own to experimentally answer, and discuss findings among one another.
Interaction - The instructor initiates the activity, then addresses students individually to provide guidance.
Main Points -
- Enables student creativity
- Distinct guidelines and requirements, while still allowing freedom in achieving them
- Adds a visual aspect to a concept that is normally abstract and difficult to visualize
GUIDED PRACTICE
Guided practice is a short overview of how the skate park program functions. The instructor will explain how to adjust the various settings, enable the graphs, and add and adjust new slopes.
ACCOMMODATIONS AND MODIFICATIONS
The instructor will be available to give personal assistance as needed to any students with learning disabilities. This will allow for more thorough instruction and guidance as needed by students.
SUPPLEMENTARY PRACTICES
The class has previously been introduced to the basics of energy, as well as the first equations related to potential and kinetic energy, relating them to mass, velocity, and height. This activity is meant to build on the previous lesson(s) and help to make the concept less abstract by providing more visual aid.
CLOSURE
At the end of class, the instructor will gather student attention, then review the basics of what the students should have learned in the lesson. The teacher will collect the question sheets, then go over the answers to the questions with the class -- allowing students to share their own answers. After reviewing the questions, the instructor will assign the additional independent practice activity to be done before the next class.
INDEPENDENT PRACTICE
Students will be asked to asked to come up with their most interesting designs before the next class -- they will be asked to include certain components, such as a spot where the skater has only kinetic energy, a spot where they have only potential energy, and that their creation work in forward and reverse without friction applied.
EVALUATION
The questions that are to be answered for the activity are to be the main evaluating tool. Since the instructor is free to circulate the room and address students individually, while doing so, the teacher will also observe student responses to questions and give guidance as needed to those having difficulty.
The lesson should, of course, be followed by a critique and self-evaluation, along with plans for improvement.
Energy Skate Park can be found on the University of Colorado's site where they link all of their simulations: https://phet.colorado.edu/
Immigrant Students and Teaching Diverse Learners (8)
There are many school and community resources to aid immigrant students. I'm sure I don't know of all of them, but there certainly are a few that I do know of. First, within the school, guidance and administration should be able to help - these are the people who would be able to find a translator for the students if necessary, or to order exam materials in their native language if possible (for example, many of the New York state regents exams come in Spanish, as well as a few other languages). Several websites that Dr. Smirnova linked for the class are also handy, such as the National Association for Bilingual Education, and the National Association for Multicultural Education. Lastly, I want to address the obvious elephant in the room -- Google Translate. Google Translate can be a wonderful tool for understanding another language, as long as however you use it does not include "hard translating" things. While the way certain phrases come through may not include proper grammar, or may include a wrong word here or there, I have found that you can often still glean the general meaning of something that one has put through Google Translate, and that ability to turn something incomprehensible into something understandable, makes it a valuable tool to add to one's repertoire.
Wednesday, November 30, 2016
Being the Judge! (7)
All of this argument can be found in this handy dandy link!
This is an argument weighing the pros and cons of schools and teachers for our society. I weigh in on both sides, but ultimately, I feel that teachers and the school system do more good than harm, they just need some improvement!
This is an argument weighing the pros and cons of schools and teachers for our society. I weigh in on both sides, but ultimately, I feel that teachers and the school system do more good than harm, they just need some improvement!
Models of Instruction
The 4 Models of Teaching chart and Approaches to Teaching article explained several different approaches to instruction, ranging from direct instruction, to discussions, to fully indirect instruction, all the way to independent study. All of these approaches are valid, but for the sake of better teaching to each student, a teacher should probably use a variety of them, not just their favorite one or two. Much like we discovered when I took Curriculum and Assessment, where we created a variety of lesson plans, it seems that these methods can all be spliced into a lesson, beginning with direct instruction, and moving on to indirect, or independent study for example. This sort of variety helps to differentiate instruction and reach all students, making the lesson more effective overall.
Letter to Future Me! *Warning: Letter May Contain Dangerous Levels of Snark and Wittiness* (9)
Dear FutureMe,
It is not really December fist when you wrote this - it is/was November 30, 2016. I hope at this point, you are not such a horrible procrastinator, but knowing you/me, we will be getting around to procrastinating less sometime next year. HAHAHA WE AM SO FUNNY! :D
Seriously though, Nature of schools has been insightful, if a bit confusing at times. Remember how we learned so much about the education system in general? About the different kinds of schools, and how you, despite the pros and cons of it, still wanted to be a public school teacher? Remember how you discovered in your observations and in teaching, that you have a great propensity for bonding with your class, and developing a good teacher-student relationship? Now poke yourself in the head and let it deflate, and remember that, again, you are a horrible procrastinator, and we, back now, hope that you have made at least some progress on that because you hopefully remember how useful you found planning better to be now and then! If you haven't, then get off your behind and do a bit more of that time-budgeting-type-plan-y-stuff! It helps to streamline things and leave you less confused later! We hope that your views on educational philosophy have been serving you well, and that your students are asking you more questions than you can shake a stick at - that's how you know that you are doing it right, after all!
Best wishes, and most blunt reminders,
- Derek
P.S. Whose name did you think would be at the bottom of this letter? Wow, you really must be as forgetful as we give ourselves credit for, if you are actually reading this. Even if you aren't, you can't say anything snarky back to past you, so I guess that means that you win! Wait... that's not..... aw whatever, we both know we are just having some fun now anyway!
It is not really December fist when you wrote this - it is/was November 30, 2016. I hope at this point, you are not such a horrible procrastinator, but knowing you/me, we will be getting around to procrastinating less sometime next year. HAHAHA WE AM SO FUNNY! :D
Seriously though, Nature of schools has been insightful, if a bit confusing at times. Remember how we learned so much about the education system in general? About the different kinds of schools, and how you, despite the pros and cons of it, still wanted to be a public school teacher? Remember how you discovered in your observations and in teaching, that you have a great propensity for bonding with your class, and developing a good teacher-student relationship? Now poke yourself in the head and let it deflate, and remember that, again, you are a horrible procrastinator, and we, back now, hope that you have made at least some progress on that because you hopefully remember how useful you found planning better to be now and then! If you haven't, then get off your behind and do a bit more of that time-budgeting-type-plan-y-stuff! It helps to streamline things and leave you less confused later! We hope that your views on educational philosophy have been serving you well, and that your students are asking you more questions than you can shake a stick at - that's how you know that you are doing it right, after all!
Best wishes, and most blunt reminders,
- Derek
P.S. Whose name did you think would be at the bottom of this letter? Wow, you really must be as forgetful as we give ourselves credit for, if you are actually reading this. Even if you aren't, you can't say anything snarky back to past you, so I guess that means that you win! Wait... that's not..... aw whatever, we both know we are just having some fun now anyway!
Emaze Presentation and Teaching Philosophy (6)
Elaborate 6
I have found, through the various quizzes and evaluations on teaching philosophy that our class has taken, that I am far more influenced by the arguments that support student-centered approaches to teaching, rather than those that center around teachers. While to some degree, some of the values in the more teacher-centered categories are important here and there, I find that a student-centered approach always felt more natural and appealing to my classmates and I back when I was a student, and I also find that today's students seem to respond similarly well to these approaches as well.
Personally, I am a scientist as well as an educator, so the western-centered, more authority-emphasizing views of the other side of the philosophical spectrum are not very appealing to me. While I acknowledge that respect for authority is important, I also feel that that respect should be earned through actions, and that authority that conflicts with one's reason should be questioned. This falls right in line with my future career as a science teacher -- students in a science course should question the world around them. It is important that students experience and observe phenomena for themselves and come to their own conclusions about the world around them. I may tell them that gravity is real and they will agree because they experience it, but when I tell them that the acceleration of gravity on the surface of earth is approximately 9.81m/s2, they should question that. "Is it always that number? What about out in space, or on other planets? I want to do a lab and see it myself!" These are the questions I feel my students should be asking, not simply bowing to my rank as their teacher and silently writing it down.
To this end, I will have to use strategies like thinking aloud to model this thought process for my students. When addressing that unit on gravity, I need to say something like, "Who doesn't believe me? Who wants to prove whether or not this is correct in the lab? I bet that If I shoot a metal ball out of a little cannon over here, you guys can measure how far it fell, and how long that took, and tell me if that 9.81m/s2 is right!" And when students ask questions, it will be important for me not to brush off any of that honest curiosity (related to the class, of course). Ignoring or shutting down a student when they are curious and expressing their interest is a good way to keep them from asking more. Realistically, class time is limited and I might not be able to answer every question then and there, but I can also answer a few students on their way out the door, or if they have a free period and stop by to ask something, or even after school. If my philosophy is to support that inquisitiveness and students interest, then I have to actually reflect that in practice, and let the students know that it is welcome.
My Emaze presentation on the subject.
I have found, through the various quizzes and evaluations on teaching philosophy that our class has taken, that I am far more influenced by the arguments that support student-centered approaches to teaching, rather than those that center around teachers. While to some degree, some of the values in the more teacher-centered categories are important here and there, I find that a student-centered approach always felt more natural and appealing to my classmates and I back when I was a student, and I also find that today's students seem to respond similarly well to these approaches as well.
Personally, I am a scientist as well as an educator, so the western-centered, more authority-emphasizing views of the other side of the philosophical spectrum are not very appealing to me. While I acknowledge that respect for authority is important, I also feel that that respect should be earned through actions, and that authority that conflicts with one's reason should be questioned. This falls right in line with my future career as a science teacher -- students in a science course should question the world around them. It is important that students experience and observe phenomena for themselves and come to their own conclusions about the world around them. I may tell them that gravity is real and they will agree because they experience it, but when I tell them that the acceleration of gravity on the surface of earth is approximately 9.81m/s2, they should question that. "Is it always that number? What about out in space, or on other planets? I want to do a lab and see it myself!" These are the questions I feel my students should be asking, not simply bowing to my rank as their teacher and silently writing it down.
To this end, I will have to use strategies like thinking aloud to model this thought process for my students. When addressing that unit on gravity, I need to say something like, "Who doesn't believe me? Who wants to prove whether or not this is correct in the lab? I bet that If I shoot a metal ball out of a little cannon over here, you guys can measure how far it fell, and how long that took, and tell me if that 9.81m/s2 is right!" And when students ask questions, it will be important for me not to brush off any of that honest curiosity (related to the class, of course). Ignoring or shutting down a student when they are curious and expressing their interest is a good way to keep them from asking more. Realistically, class time is limited and I might not be able to answer every question then and there, but I can also answer a few students on their way out the door, or if they have a free period and stop by to ask something, or even after school. If my philosophy is to support that inquisitiveness and students interest, then I have to actually reflect that in practice, and let the students know that it is welcome.
My Emaze presentation on the subject.
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