I have always said that I want my classroom to act as an investigation lab. I want young scientists busy at work asking questions, producing evidence, proposing explanations, reflecting, etc. Basically I want an inquiry-based classroom while teaching the subject of science.
While reading chapter one and two I frequently related inquiry to an investigation. The reason for this is because investigation is apart of inquiry. Observing or investigating ideas is inquiry. However, before an investigation can begin a scientifc question must be presented, a question which triggers active student engagement. Once the inquiry begins, the busy scientists begin to inquire knowledge of the natural world.
For inquiry to happen in the classroom the teacher must have an active role. In the paragraphs above I refer to students often but what about the teacher? Scientific inquiry must be happening between students and the instructor. I learned that teachers must exemplify inquiry constantly to set high examples for students in the classroom.
I want to teach science in the best way possible. I hope I have future engineers, scientists, physchologists, etc. in my classroom. For these students to be inspired, I need to present inquiry in the best way possible. Therefore, I need to insert real life activities and observations in my classroom that are similiar to the practicies of real life scientists. I want my students to study the natural world in diverse ways so they develop an undersatnding of scientific ideas and use it often as they continue through life.
Tuesday, September 20, 2011
Activitymania
In elementary school I absolutely enjoyed the prepackaged activities. For kids it is closely related to a present they get to explore! More importantly, it is an INVESTIGATION they get to complete! Like the article says, if you want kids to do true inquiry, this is a great way to do it!
Activitymania includes the following:
However problems can arise, such as what if one student completes the entire activity, and the others follow? This is where teachers need to be fully engaged as well. Walking around, asking questions, observing will keep students engaged and on task. Also, if the activity is interesting in itself, students should be engaged based on that.
Games, puzzles, investigations, labs, and activitymania are educational and engaging ways to build a positive classroom environment. Students are enjoying the activity and learning at the same time. They are also building their own knowledge and ideas while doing and learning science. I want students to look forward to science each day, if I use inquiry and exploration through fun activies I will accomplish that!
Activitymania includes the following:
- Team building
- Hands on
- Student-directed
- Differientiated towards level of learning
- Inquiry Based
However problems can arise, such as what if one student completes the entire activity, and the others follow? This is where teachers need to be fully engaged as well. Walking around, asking questions, observing will keep students engaged and on task. Also, if the activity is interesting in itself, students should be engaged based on that.
Games, puzzles, investigations, labs, and activitymania are educational and engaging ways to build a positive classroom environment. Students are enjoying the activity and learning at the same time. They are also building their own knowledge and ideas while doing and learning science. I want students to look forward to science each day, if I use inquiry and exploration through fun activies I will accomplish that!
Wednesday, September 14, 2011
Challenge Me
Science is an unknown world for me. It is that one subject where I feel very unqualified to teach. Therefore, I need encouragement and help! And so far, this class has given me both!
There are so many articles, rules, standards, regulations, laws, and so on; all items geared to tell us how teach. Honestly, it is hard to keep it all straight. It is refreshing because science methods has given me a brief reality check so far. A reality in that not every benchmark or standard will be met, or that each science fact or concept will be fully understood by all teachers. Each teachcer will have his or her own way at presenting a lesson or material. It does not matter if the material is learned along with students or that one benchmark might of been missed because in the end what matters is the growth and achievement of the students.
Along with reality checks I am blown away about the topic of misconceptions. I was never aware that so many students had similiar, common misconceptions. For example, the video which asked Harvard grad students "how do seasons change?". Almost every student answered in the same way. I learned that dealing with miconceptions will be challenging and they will exist. Hopefully through experiments, predictions, and explanations I'll be able to help my students see beyond their one and only answer. Another shocking realization is how crucial formative assesment really is. Without formative assesment we would not know the misconceptions our students have. Assessment guides our instruction so we can meet the learning criteria for ALL students.
So far in the semester, I am hopeful for myself as a science teacher but ready for more information to come my way!
My favorite Ted Quote: "If students are actively engaged in the lesson, you will not have problems managing your classroom".
There are so many articles, rules, standards, regulations, laws, and so on; all items geared to tell us how teach. Honestly, it is hard to keep it all straight. It is refreshing because science methods has given me a brief reality check so far. A reality in that not every benchmark or standard will be met, or that each science fact or concept will be fully understood by all teachers. Each teachcer will have his or her own way at presenting a lesson or material. It does not matter if the material is learned along with students or that one benchmark might of been missed because in the end what matters is the growth and achievement of the students.
Along with reality checks I am blown away about the topic of misconceptions. I was never aware that so many students had similiar, common misconceptions. For example, the video which asked Harvard grad students "how do seasons change?". Almost every student answered in the same way. I learned that dealing with miconceptions will be challenging and they will exist. Hopefully through experiments, predictions, and explanations I'll be able to help my students see beyond their one and only answer. Another shocking realization is how crucial formative assesment really is. Without formative assesment we would not know the misconceptions our students have. Assessment guides our instruction so we can meet the learning criteria for ALL students.
So far in the semester, I am hopeful for myself as a science teacher but ready for more information to come my way!
My favorite Ted Quote: "If students are actively engaged in the lesson, you will not have problems managing your classroom".
Tuesday, September 13, 2011
Iowa Core Curriculum
As I look through the Iowa Core Curriculum I suddenly become a bit overwhelmed. I understand that incorporating these concepts into our daily lessons is crucial because:
Each answer I'd have to give to the questions above is a "YES". That is why personally, I'm overwhelmed due to the fact that science should be a hands on exploration. Because of how time consuming that may take, each detail listed in the core curriculum might not be covered.
I do plan on being well reviewd with the core curriculum. It will be connected to my lesson planning, but I want students to be my main focus. I want my students to experience science in an outgoing, energetic, inquiry, student-centered based classroom, and sadly I do not think following the core curriculum to a "tee" will accomplish that.
- Each standard/benchmark must be reviewed
- Students throughout the entire state must learn similiar science concepts
- Testing will be connected through the core curriculum
Each answer I'd have to give to the questions above is a "YES". That is why personally, I'm overwhelmed due to the fact that science should be a hands on exploration. Because of how time consuming that may take, each detail listed in the core curriculum might not be covered.
I do plan on being well reviewd with the core curriculum. It will be connected to my lesson planning, but I want students to be my main focus. I want my students to experience science in an outgoing, energetic, inquiry, student-centered based classroom, and sadly I do not think following the core curriculum to a "tee" will accomplish that.
Monday, September 12, 2011
Mozart
I was one of those students who had MANY misconceptions. I still have misconceptions and refuse to take the time to actually learn the real explanation. If I can personally admit that I seem to be closed minded, I know many others can as well. I also know that many of my future students will also have the SAME problem.
The Mozart site was very informative and useful for me as a student, and for me as a future teacher. As I went through the process, I was able to see what I knew, what I didn't know, and what the true correct answer was with an explanation or video. The process also took a minimal amount of time to complete.
Becuase of my positive experience, I do hope to use this in my classroom someday. I want to see where my students are at: What do they understand? What do they struggle with? How much have they improved? What misconceptions do they have? Websites such as Mozart, allow teachers to pinpoint that frustration and use it to improve instructional strategies. I want my students to grow and learn in the science classroom, ongoing assessment is the best tool to use to accomplish that.
The Mozart site was very informative and useful for me as a student, and for me as a future teacher. As I went through the process, I was able to see what I knew, what I didn't know, and what the true correct answer was with an explanation or video. The process also took a minimal amount of time to complete.
Becuase of my positive experience, I do hope to use this in my classroom someday. I want to see where my students are at: What do they understand? What do they struggle with? How much have they improved? What misconceptions do they have? Websites such as Mozart, allow teachers to pinpoint that frustration and use it to improve instructional strategies. I want my students to grow and learn in the science classroom, ongoing assessment is the best tool to use to accomplish that.
Wednesday, September 7, 2011
Teaching for Conceptual Change
I'm pretty sure I was one of those students who believed sweaters created heat. When I was young I was full of theories and ideas. I would fight everyone who tried to prove me wrong because my idea/theory was right. I babysit a two year old, and for some reason he thinks outside is always "hot". I ask him if he wants to go play outside and he shouts "No, it's hot". His idea about "outside" most likely came from his mom this past summer, the exact time he was learning how to talk. That phrase must have been used so often that now Caden believes that outside is always hot. It will now take time to explain the difference between seasons and hot/cold weather.
I'm prepared for many misconceptions to arise in my future classroom; the question is what direction will I take to prove them. I attempted to sit Caden down and carefully explain how outside can sometimes be cool and comfortable but he just wrote me off, and ten minutes later started shouting "outside is hot". From reading this article I learned a child must observe and witness their misconception many times. Along with that, allowing children to write about their thoughts, and predict why their theory or idea is not making sense at the moment.
I'm prepared for many misconceptions to arise in my future classroom; the question is what direction will I take to prove them. I attempted to sit Caden down and carefully explain how outside can sometimes be cool and comfortable but he just wrote me off, and ten minutes later started shouting "outside is hot". From reading this article I learned a child must observe and witness their misconception many times. Along with that, allowing children to write about their thoughts, and predict why their theory or idea is not making sense at the moment.
Formative Assesments
Back in grade school, I would of appreciated if my teachers took the time to assess their students. Yes, I remember the KWL charts but I filled that out myself. Teachers should be able to fill out a KWL chart for each one of their students. Like the article said, if a teacher can identify exactly where that student is at in a particular concept, she or he can advance that student in the right way.
The article digs deep and really explains why probe assesements are so beneficial. In my opinion, it makes teaching more efficient. Efficient teaching occurs when information is taught clearly, is understood, and the material learned is valid. If teachers assed their students more frequently, they would know if certain material even needed to be taught. Time would be wasted if an already known idea took up two whole class periods. Therefore, if assessments are used teachers can modify their lessons to meet the learning criteria of each student.
The article digs deep and really explains why probe assesements are so beneficial. In my opinion, it makes teaching more efficient. Efficient teaching occurs when information is taught clearly, is understood, and the material learned is valid. If teachers assed their students more frequently, they would know if certain material even needed to be taught. Time would be wasted if an already known idea took up two whole class periods. Therefore, if assessments are used teachers can modify their lessons to meet the learning criteria of each student.
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