My Final Vision Statement

As a future science teacher I have a certain vision for how my classroom will run. I imagine students discussing with one another in groups, an observant teacher walking around, questions being asked, experiments in progress, success and failure taking place, teacher and student assessment, and demonstrations of justified explanations. I will strive for each of those actions to take place on a daily basis. The reason is because those actions fall under what I see as exemplary science teaching and learning which is inquiry-based lesson planning.

            Inquiry-based lesson planning is a recent, profound goal of mine which was not included in my beginning thoughts on teaching science. I initially believed interactive, challenging, and informative lessons were going to guide my instruction. I believed if students were “hands on”, therefore, physically and visually learning, science would be understood. In my opinion, these thoughts are not necessarily wrong but for students to reach a solid understanding of science their “hands on” activities must be guided through inquiry-based lessons. In other words, an interactive, challenging, and informative lesson must include engaging scientifically oriented questions, resources for providing evidence, time given for formulation of explanations, evaluation, and communication between students and the teacher. These factors go beyond informative instruction because students are the ones piecing the puzzle pieces together to learn science.

            My strong belief in inquiry developed because of a methods course I took on how to teach science. During class time I experienced a non-inquiry based lesson as well as a solid inquiry-based lesson. The lesson focus was on batteries, light bulbs, and wires. With those given materials our goal was to produce light. The non-inquiry based lesson provided specific instructions/hints on how to produce light. The inquiry-based lesson provided a question to guide the exploration of the materials. The first lesson required little thought, all I had to do was follow the steps and answer the questions, and the second lesson was more like an investigation. I had to examine the materials, evaluate my thoughts, test out my predictions, compare my results, and because of a required response, communicate my results. Because of the small amount of guidance given in the second lesson I was forced to explore and reason on my own. This exploration enhanced my learning because I was experiencing it.

            Along with my experience in class, course readings also attributed to my strong belief in inquiry based lessons. The article “Misconceptions Die Hard” introduced me to a common trend among science students. Many students arrive to class with an unchanging, untrue, specific idea or form of information. These ideas develop early on through misunderstandings or general/common beliefs in a certain topic or subject. Inquiry based lessons might not always change these misconceptions but they force students to test them out. For example, through in class videos, I learned that even Harvard grad students have trouble letting go of the held notion that seasons change because of the rotation and movement of the sun. Some of my classroom inquiry-based lessons will focus on proving these ideas wrong so my students have the opportunity overcome these misconceptions. For example, I might give each group of students a light bulb, a large and small Styrofoam ball and ask for them to demonstrate how seasons change. After each group is finished providing their explanation, I will show a YouTube video on how seasons actually change. After the video I will ask what students noticed the most, and if their demonstration modeled the demonstration in the video? This form of assessment as well as inquiry based lesson forces students to witness whether or not their demonstration worked and adjust it for accuracy. Not all students will let go of their misconceptions, but I believe if activities such as the one above is correctly and frequently done, most students will acknowledge that their former idea might actually be wrong.

            Next, an article on formative assessment contributed to my strong inquiry-based vision. Formative assessment is crucial; it allows teachers and students to make adjustments to guide better teaching and learning throughout the school year. Inquiry lessons allow teachers to kid-watch, witness trial and error, retain small conferences, hold class debates, record notes in science notebooks, and create rubrics. The process of inquiry is so flexible and objective each of the activities above can properly be infused throughout each lesson. For example, while students work in their groups, I can quietly hold a conference one by one with each group to record possible weaknesses and strengths. This tool not only triggers continuous adjustment between teacher and student but pinpoints the needs of all students.

            Diversity is another strong factor in how I will teach science in the classroom. Inquiry-based lessons allow for differentiated instruction to take place. A flexible approach or multiple entry points are possible because of scientifically oriented questions. They allow diverse explanations or demonstrations to be acceptable. Whether students are physically acting out their idea or writing down their thoughts each answer will still meet my learning goal. The assessment that falls under inquiry also enhances my role in differentiated teaching because I will be able to adjust any aspect of curriculum to enhance student learning and my overall teaching strategies.

            My adjustments in curriculum will never erase district requirements in what students learn. I will only alter it to become more inquiry orientated. These alterations will always include specific learning goals and learning performances so administrators, other teachers, parents, students, and I know exactly what information the students are to learn and what they need to do or “perform” to achieve it. These goals and performances act as the perfect resource and guideline to follow throughout the school year.

            In all, my final vision is for inquiry, assessment, and the account for diversity to take place in my future science teaching classroom. Not only do I want students to be interactive and “hands on” but I want the process of inquiry taking place.

           

SLPE Reflection

The thought of teaching 6th grade students density frightened me! Honestly, I knew little about density and had never taught an actual lesson to "real" students. However, I have learned kids are not that scary and density is not a complicated topic. The two day teaching experience went very well. I learned from it and so did the students!


I'd like to say Colby, Ana, and I are perfect in all that we do, but we aren't. Even though the overall two day experience went well, one day definitely outshined the other. All of us were pretty nervous the first day. We spent the night before preparing but we still didn't know what to expect. Mr. Pierson made us feel at ease, he told us to sound confident and everything will be fine. That is exactly what we did; our density trivia questions (posted on PowerPoint) met our expectations and we sounded as if we knew everything about density. Our first day might have been a little too teacher centered but we wanted to leave knowing students had a solid, basic understanding of what density is. The second day was much more "fun" than the first day. Students loved working with liquids and pouring them one by one into the cylinder. Hands on is definitely the way to go. They also enjoyed making predictions and were shocked by the outcome. We had no behavioral issues and everyone participated.


One aspect in our lesson that did not go well was the density calculation and measurement unit questions we included in density trivia. Students seemed a bit confused and thrown off. Density is a brand new concept for them, therefore, including mathematical equations made it seem too complex. Also, on day two we regret not spending more time on discussion and connection of ideas after the experiment. We spent so long on clean-up and not enough time on "let's bring it together and talk about what we learned".


We definitely made changes to our original lesson plan. Day one was too reliant on group discussion, we needed something else to engage and teach the basics of density. This is how our PowerPoint called density trivia surfaced. We found sixth grade density questions online and used them to get students talking and asking questions. We also changed how we introduced day two's density column at the end of day one. Instead of showing the students a completed column we had them observe the liquids. After students discussed, observed, and asked questions about the liquids they were to predict the order of least dense to most dense on a provided worksheet. We made this change because we thought holding, looking, and smelling (only certain liquids of course) would be more beneficial than all 24 students looking at one already made density column. Colby, Ana, and I wanted students to figure out what liquid properties might affect density; this could have only been accomplished if students got to examine the liquids themselves. Introducing the “completed” density column on day two ended up working as a perfect attention getter. Students were curious and excited to make their own. Another small change we made was placing already measured liquids on the tables. We decided to not allow students to measure their own liquids because of the confusion about density calculations and measurement unit on day one. This decision also gave us more time for the activity and was less messy. Lastly, we did not require students to record predictions or observations on day two. Day one focused so much on discussion and teacher instruction we wanted day two to be hands on and worksheet free.


Our sixth grade students did meet the stated learning performance. I was shocked on how invested each student was in each group lab. Colby, Ana, or I went around to each group and asked students to explain the results of the density column; we made sure each student provided an answer regarding how density occurs because of certain properties within the liquids or objects.


At the end of the class period on day one we had students examine liquids that were going to be used the next day in our lab. With the information learned from density trivia they were to examine the materials and make a prediction. Their prediction was based on the order of most dense to least dense and how they would pour the liquids into the column. Many answers I reviewed were based on how "heavy" or "thick" the liquids were. Almost all students recorded that water would be the least dense, therefore, would be poured in last. However, after students explored and completed the lab on day two their ideas changed once they saw the results.


Our enacted lesson went very similar to the lesson we had planned. However, unplanned questions were certainly used. Like Mr. Pierson said, "you will never know how to respond to student questions without experience". This was our experience; therefore, we entered the classroom not knowing exact student reactions. This challenge forced me to really listen and be creative while explaining. I realized not every student responds in the same way and all students understand differently.


Besides unplanned questions, our lesson played out the way we imagined it would. It went very well and taught me so much. I learned that teaching is hard but so rewarding. Students are full of surprises and you never know what to expect, especially unexpected questions. For example, what properties are included in Gatorade? Students were listing all sorts of liquids and asking for specific density measurements. I expected this, however, it became a bit overwhelming and I suddenly worried about not "knowing" everything. I know that sounds ridiculous but in grade school I expected my teachers to know all. I learned that as long as I stayed in control and sounded confident, students wouldn't be disappointed. I also learned how much students enjoy hands on projects. On day one I saw a few bored faces, on day two students couldn't stop asking questions and wanting to do more.


Like I said above, day two went slightly better than day one. Day two was much more engaging, therefore, inquiry based. I realized inquiry-oriented science teaching is all about guiding and allowing the students to explore the question or concept being asked. Our question or activity purpose was not spelled out on a piece of paper for the students to follow. Students were given the right to explore, predict, and pour the liquids in any order they thought fit. We didn't provide strict instructions; therefore, students enjoyed and were engaged in the activity. Along with an engaging lesson students were given the opportunity to evaluate through comparing labs and communicate through group discussion. Lastly, their final product was evidence for how density works and explained any misconceptions or wrong predictions. These realizations reminded me all lessons need to include, engagement, evidence, explanations, evaluation and communication.


If I were to modify our lesson I would alter day one. I would divide students into groups. I would hand each group a piece of paper outlining my expectation. My expectation would be for each group to create a game with the provided density questions. Students may add questions or delete, whatever they see fit. Materials for this would be construction paper, makers, dice, and note cards. With the provided materials students must use their imagination and create a density game. This activity would be much more inquiry based because students are left to explore and create rather than listen and look at a PowerPoint.


Overall, I was so pleased with this assignment and overall experience. This was my first time teaching a group of "real" students an actual lesson. Experiencing "real" student behavior and witnessing the process of learning in an elementary classroom proved how beneficial inquiry-based teaching really is. The more engaged students are, the better chance concepts and ideas will be learned.





























.