I will be honest, I got a little confused about the "probes" but my understanding that is just a term used for assessment. I am hoping that with time and experience, I will be able to administer probes effectively in order to aid in my teaching and my students understanding.
Monday, January 30, 2012
Keeley
"When in the classroom I now wear two hats, one as a teacher and another as a researcher studying my students' thinking and how to effect better learning. I can no long teach without learning about my students' thinking." What a perfect way to connect the dots. This past week we have been talking and reading about the idea of misconceptions and all their glory. I had a solid understanding that we need to identify these misconceptions and I kept asking myself, "How am I suppose to do that?" It sounds easy to just give a "pretest" and call it good. But this article really gave me a better understanding of formative assessment and summative assessment.
Sweater Article
"Surprises await the teacher who expects children to give up their conceptions at the first sign of a discrepancy. Stubbornness, a trait not limited to children, causes students to grasp at straws, O'Brien found." What a statement! When I first started reading this article I chuckled at the misconceptions that the children have over sweaters and hats. It makes complete sense that they would see it in that light, but what surprised me was the fact that they held onto it even after testing it the first time and realizing the temperature didn't change. So this idea that misconceptions are hard to turn is really sinking into my brain. I have this notion to believe that once we show the students, it will work like magic. This of course I know is naive, but never the less something I seem to get caught up on. What I think sometimes I look past is that it is okay if their understanding doesn't come all at once and over night. Maybe that is the beauty of it all. I suppose it would make my job far less exciting if students just dropped all their ideas of how things are and believe all they are told. What is the fun in that?
I also find it interesting that often times, as the article says, that is isn't necessarily that children really don't grasp the idea but more stubbornness and unwillingness to admit their misunderstandings or that their theories are possibly wrong. Another thing the article talks about is the idea that what we as teachers can very much influence a students ability for conceptual change. I have never considered that vocabulary can affect a students perception. The article uses the example of "warm clothes". I can fully understand the confusion it would bring kids and make them result to calling it magic or even just a simple statement of "hot and cold are sometimes strange."
As a teacher I hope to keep these things in mind when teaching science. I can remember so many things that I was stubborn about. A major example: When I was in 5th or 6th grade maybe, I remember getting in a fight with a good friend of mine on the issue that bugs are not animals. Bugs could not possible be animals because they are bugs. Bugs, plants, and animals were living things. It wasn't until my teacher came over and broke us up and had me look up what it meant to be animal. Sure enough I was wrong. I hope to be a teacher that can create an environment for inquiry and hopefully because I am coming in well prepared this wont be a hard goal to reach.
I also find it interesting that often times, as the article says, that is isn't necessarily that children really don't grasp the idea but more stubbornness and unwillingness to admit their misunderstandings or that their theories are possibly wrong. Another thing the article talks about is the idea that what we as teachers can very much influence a students ability for conceptual change. I have never considered that vocabulary can affect a students perception. The article uses the example of "warm clothes". I can fully understand the confusion it would bring kids and make them result to calling it magic or even just a simple statement of "hot and cold are sometimes strange."
As a teacher I hope to keep these things in mind when teaching science. I can remember so many things that I was stubborn about. A major example: When I was in 5th or 6th grade maybe, I remember getting in a fight with a good friend of mine on the issue that bugs are not animals. Bugs could not possible be animals because they are bugs. Bugs, plants, and animals were living things. It wasn't until my teacher came over and broke us up and had me look up what it meant to be animal. Sure enough I was wrong. I hope to be a teacher that can create an environment for inquiry and hopefully because I am coming in well prepared this wont be a hard goal to reach.
Monday, January 23, 2012
Misconceptions Die Hard
"Teachers should learn about preventing misconceptions before they encounter them on their students' final exams." Misconceptions that students have can really destroy a student understanding if not addressed right away or at all. In my Chemistry class, I seemed to hold onto the idea that an atom's electrons rotated in a circle like the classic picture shown. And because of this huge misconception, all the way from my high school Chemistry class to my Organic Chemistry class in college I had the hardest time understanding orbitals and hybridization. Fundamental ideas in order to understand reactions. This is one of many things that can happen to students in the field of science and so the article is absolutely right that teachers have to be able to prepare for these issue right from the start and try to beat the students to the punch basically. One way for me to address this, is at the beginning of every lesson plan, under the objectives, I like to map out the major misconceptions my students will most likely have on the topic. That way the are on my mind from the beginning.
The research study on floating properties, was a huge eye opener. Along with the idea that there are college students wondering around right now thinking that a crumples aluminum foil will sink. It is so important as an elementary teacher that many of these basic ideas are taught properly for two reason, first being that they don't hate science because they simply don't understand, and second so they can continue to expand their knowledge of science. I think the first step to solving this issue is know that misconceptions can destroy a students understanding. The second step to address how to fix the misconceptions. That is something I hope to learn how to do.
Peters: Constructivist Theory
The big idea of this article to give readers and idea of the foundation or the beginning of the constructivist theory so that we can better understand how to use the concepts involved.
"In either constructivist theory, the curriculum is not a set of right answers and truths to be taught, rather a set of culturally accepted ideals used to guided learning. Elementary and middles school science teachers must understand the goals of the curriculum guided by science standards, the individual children in their classrooms, and how to structure the learning environment to meet these individual needs in the elementary and middle school science classroom."
It is interesting to read about where the idea of constructivist theory comes from. Although, I have never been a huge fan a psychology ( I know, I know it is surprising coming from a soon to be teacher), the constructive approach to teaching makes since to me. My approach is a combination of both Vigoski and Piaget. Vigoski's idea of learning in a social context makes since. And Piaget's stages of development are a great way to get an idea of where our students are developmentally. Though the may not be the most accurate with every student, at least it gives us a place to start.
"In either constructivist theory, the curriculum is not a set of right answers and truths to be taught, rather a set of culturally accepted ideals used to guided learning. Elementary and middles school science teachers must understand the goals of the curriculum guided by science standards, the individual children in their classrooms, and how to structure the learning environment to meet these individual needs in the elementary and middle school science classroom."
It is interesting to read about where the idea of constructivist theory comes from. Although, I have never been a huge fan a psychology ( I know, I know it is surprising coming from a soon to be teacher), the constructive approach to teaching makes since to me. My approach is a combination of both Vigoski and Piaget. Vigoski's idea of learning in a social context makes since. And Piaget's stages of development are a great way to get an idea of where our students are developmentally. Though the may not be the most accurate with every student, at least it gives us a place to start.
Krajcik: Constuctivist Theory
The reading starts out with a well know proverb: "Tell me and I forget. Show me and I remember, Involve me and I understand." For me this is an important concept to understand when dealing with science. The reading talks about various key ideas that will aid a person in learning. For the subject of science there wasn't much in the reading that I didn't agree with. Science can't be taught by lecturing students on the properties of matter, for example; they need to see it first hand to truly understand it. Sure they can memorize what they need to know, but may never truly understand. Involving the students and allowing them to explore the properties on their own will give them a far better understanding of the properties then anyone could give them by talking about it.
One of the biggest key ideas that I got from the article is the idea of scaffolding. Giving students and opportunity to build towards more complex ideas is a great way to learn science or any subject. Continuing to add on to students prior knowledge and use what they already know in order to do that is a great way to teach science. Another aspect that was covered in the article is the idea of inquiry. Devising a plan, carrying out the investigation, refection on the investigation, make changes, test again, reflect..etc. The framework for constructivist theory is the same framework used for inquiry based learning in science. I have never really made that connection until reading this.
One of the biggest key ideas that I got from the article is the idea of scaffolding. Giving students and opportunity to build towards more complex ideas is a great way to learn science or any subject. Continuing to add on to students prior knowledge and use what they already know in order to do that is a great way to teach science. Another aspect that was covered in the article is the idea of inquiry. Devising a plan, carrying out the investigation, refection on the investigation, make changes, test again, reflect..etc. The framework for constructivist theory is the same framework used for inquiry based learning in science. I have never really made that connection until reading this.
Thursday, January 19, 2012
Diffendoofer Day
What does it mean to think?
The ability to think means to work through ideas in order to solve problems, issues, or questions.
A teacher can teach a student how to think by introducing them to questions that require thought. In the beginning the students may need some guidance.
I have been in a class and in many situations where I had to think. In fact, this is one of those times where I have had to think. The question about thinking actually makes me have to sit and ponder a little bit, rack my brain for all the things I know in order to come up with the answer. Sometimes it can be quite uncomfortable, but others extremely rewarding. Recently in a earth apps class I had to take started out with the question what is the difference between climate and weather. And then through out the entire semester we built on this idea with out ever actually hearing what the teacher's definition was. We were able to think about it logically on our own. It came easier as the semester went on, with more knowledge of the subject.
Five Good Reasons to Use Science Notebooks
"Five Good Reasons to Use Science Notebooks"
I have always been a fan of using science notebooks or journals, as I call them, in the classroom. This article basically reinforced my reasoning behind it. I do, however, feel that the article put a little extra "warm fuzzies" into the idea that can be miss leading. The big idea of the article is to portray the importance of these science notebooks and how they helped the teachers and students in that specific school, and many other schools. Each reason addresses important issues that a teacher should have in any subject matter not just teacher. Student empowerment, ability for teachers to know their students, communication skills improvement, differentiated learning, and teacher collaboration are important pieces to educating our students. I do not believe that if you implement science notebooks in your classroom you will get amazing results, unless the proper work is put into them on both the teacher and student side of the it.
The two most important reasons why I will use science notebooks is so that students can see their improvements and actively be a part of their own learning. As the article said, "The notebook is a tool that encourages students to use writing for thinking and empowers them to become active in their own learning." The second most important aspect of the journal for me is to be able to see where my students are. I can't help students learn if I have no idea of what they already know and the science notebooks would be one great way to manage that.
I have always been a fan of using science notebooks or journals, as I call them, in the classroom. This article basically reinforced my reasoning behind it. I do, however, feel that the article put a little extra "warm fuzzies" into the idea that can be miss leading. The big idea of the article is to portray the importance of these science notebooks and how they helped the teachers and students in that specific school, and many other schools. Each reason addresses important issues that a teacher should have in any subject matter not just teacher. Student empowerment, ability for teachers to know their students, communication skills improvement, differentiated learning, and teacher collaboration are important pieces to educating our students. I do not believe that if you implement science notebooks in your classroom you will get amazing results, unless the proper work is put into them on both the teacher and student side of the it.
The two most important reasons why I will use science notebooks is so that students can see their improvements and actively be a part of their own learning. As the article said, "The notebook is a tool that encourages students to use writing for thinking and empowers them to become active in their own learning." The second most important aspect of the journal for me is to be able to see where my students are. I can't help students learn if I have no idea of what they already know and the science notebooks would be one great way to manage that.
Rising to Greatness
"Rising to Greatness"
My first reaction to this article was very depressing. I knew that Iowa had fallen behind and I knew that we were struggling, but in the terms that this article put it made me sad. The article stated, ␣"The lack of significant achievement gains is likely hold back the Iowa economy. Every year that passes with another generation of Iowa's graduates underprepared for the global workforce is an opportunity lost that can never be reclaimed."
This statement smacked me in the face. It's not that this was news to me, I think that I knew the what state we were in, but reading the words dug into me. Initially I asked, is this the state I want my children growing up in? Do I want my children to be "underprepared"? I think to many times people like to just look at the issue and instead of coming up with solutions they sit and the complain, never doing anything to help. That is how I think we got into this situation. So no, I don't want the next generations growing up in this mess of a system. No, I don't want the next generations underprepared and low performing. What I can do is change my thinking from a glass half empty to a glass half full.
Like the article said, "The days of an abundance of low-skill jobs have come to and end." It starts in the classroom.
My first reaction to this article was very depressing. I knew that Iowa had fallen behind and I knew that we were struggling, but in the terms that this article put it made me sad. The article stated, ␣"The lack of significant achievement gains is likely hold back the Iowa economy. Every year that passes with another generation of Iowa's graduates underprepared for the global workforce is an opportunity lost that can never be reclaimed."
This statement smacked me in the face. It's not that this was news to me, I think that I knew the what state we were in, but reading the words dug into me. Initially I asked, is this the state I want my children growing up in? Do I want my children to be "underprepared"? I think to many times people like to just look at the issue and instead of coming up with solutions they sit and the complain, never doing anything to help. That is how I think we got into this situation. So no, I don't want the next generations growing up in this mess of a system. No, I don't want the next generations underprepared and low performing. What I can do is change my thinking from a glass half empty to a glass half full.
Like the article said, "The days of an abundance of low-skill jobs have come to and end." It starts in the classroom.
Wednesday, January 18, 2012
Line of Learning
Jan 18, 2012
Because science is ever changing and never finite, I believe that the way we teach students science should be in such a way that is flexible. By this I mean, it should be open, and based around inquiry learning. This allows students to be more engaged in what they are learning. It is important that teachers make an open environment, allowing the students to guide the learning. To do this teachers need to have a solid background of the topics being taught and to know where each student is at in their understanding of the topic. Inquiry based learning is what I plan to use when ever I can.
Jan 30, 2012
I feel that my previous statement "To do this teachers need to have a solid background of the topics being taught is well wrong. I have learned that teachers don't have to really know all their is to know, they really just have to be willing to learn a long with the students. Another thing teachers need in order to foster a meaningful environment is get to know where students misconceptions are. What do they already know? What needs adjusting. Before any lesson can begin, a teacher needs to know where to begin.
Feb 6, 2012
A new tool was introduced to me, call Formative assessment probes. What a great resource! I dreaded the idea of my future classroom on how I could accurately "probe" my students on where they are in the classroom. Now I have a tool that can help me. The idea of "borrowing" others work and some how making it your own is more realistic in the world of teaching, especially for new teachers. It's a new concept to think that using ideas that other have use is ok, of course to a certain extent and giving credit where credit is deserved. In the overall picture it seems to relax me. Someday I will be a brand new first year teacher, not know what the heck to do and now I know their are many resources out their to help me get started.
Feb 13, 2012
I learned something very valuable this week about grading. My whole education history has been based around this idea that teachers give the rubrics to students before they do the assignment and then grade based on the rubric. I never considered grading my kids on by a rubric that was made based around the ability and overall work of the class. Also, I am also contemplating the idea of allowing students to grade themselves. How do the students feel their effort was?
Feb 20, 2012
This week gave me a little insight on how the inquiry process works. It has been brought to my attention that I have been missing some essential features of inquiry. The five essential features that were introduced help me design a lessons that are truly inquiry. Engage, evidence, explain, evaluate, and communicate. I knew that it was a process but never really understood the process until now. I also found out that I tend to over look the evaluate step.
Feb 26, 2012
The learning continuum blew me away today. Before this week I always assumed that if it wasn't student centered completely then it couldn't possibly be inquiry. It is nice to know that some aspects can be teacher directed and can still be inquiry.
March 2012
Today we went over assessment and rubrics. Rubrics are something I have always wondered about. I have never really understood how to make them or how to use them. The website we were given to help us is a wonderful source. Who knew there was a quick and easy way to make them. Plus I also know that there are more important things students need to be able to do in science other then look pretty and have great handwriting, or aka 'Fluff.' Rubrics should have very little fluff.
It is key that when assessing students, the assessments are in line with the learning performances and investigations.
Because science is ever changing and never finite, I believe that the way we teach students science should be in such a way that is flexible. By this I mean, it should be open, and based around inquiry learning. This allows students to be more engaged in what they are learning. It is important that teachers make an open environment, allowing the students to guide the learning. To do this teachers need to have a solid background of the topics being taught and to know where each student is at in their understanding of the topic. Inquiry based learning is what I plan to use when ever I can.
Jan 30, 2012
I feel that my previous statement "To do this teachers need to have a solid background of the topics being taught is well wrong. I have learned that teachers don't have to really know all their is to know, they really just have to be willing to learn a long with the students. Another thing teachers need in order to foster a meaningful environment is get to know where students misconceptions are. What do they already know? What needs adjusting. Before any lesson can begin, a teacher needs to know where to begin.
Feb 6, 2012
A new tool was introduced to me, call Formative assessment probes. What a great resource! I dreaded the idea of my future classroom on how I could accurately "probe" my students on where they are in the classroom. Now I have a tool that can help me. The idea of "borrowing" others work and some how making it your own is more realistic in the world of teaching, especially for new teachers. It's a new concept to think that using ideas that other have use is ok, of course to a certain extent and giving credit where credit is deserved. In the overall picture it seems to relax me. Someday I will be a brand new first year teacher, not know what the heck to do and now I know their are many resources out their to help me get started.
Feb 13, 2012
I learned something very valuable this week about grading. My whole education history has been based around this idea that teachers give the rubrics to students before they do the assignment and then grade based on the rubric. I never considered grading my kids on by a rubric that was made based around the ability and overall work of the class. Also, I am also contemplating the idea of allowing students to grade themselves. How do the students feel their effort was?
Feb 20, 2012
This week gave me a little insight on how the inquiry process works. It has been brought to my attention that I have been missing some essential features of inquiry. The five essential features that were introduced help me design a lessons that are truly inquiry. Engage, evidence, explain, evaluate, and communicate. I knew that it was a process but never really understood the process until now. I also found out that I tend to over look the evaluate step.
Feb 26, 2012
The learning continuum blew me away today. Before this week I always assumed that if it wasn't student centered completely then it couldn't possibly be inquiry. It is nice to know that some aspects can be teacher directed and can still be inquiry.
March 2012
Today we went over assessment and rubrics. Rubrics are something I have always wondered about. I have never really understood how to make them or how to use them. The website we were given to help us is a wonderful source. Who knew there was a quick and easy way to make them. Plus I also know that there are more important things students need to be able to do in science other then look pretty and have great handwriting, or aka 'Fluff.' Rubrics should have very little fluff.
It is key that when assessing students, the assessments are in line with the learning performances and investigations.
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