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.