Article 4

Article 4

http://www.edweek.org/ew/articles/2013/06/28/36science_ep.h32.html?tkn=WWYFLB2umZ6L2HvXcmf87DvngZljFXjkc6Wh&cmp=clp-edweek

New Science Standards Designed for Wide Range of Learners

By Lesli A. Maxwell

Lesli Maxwell reports on the Next Generation Science Standards (NGSS). Upon writing the NGSS, writers had only one mandate in mind, “Develop standards with all students in mind, not just the high achievers already expected to excel in the subject.” These standards were created in order to prepare students for a career in science, engineering, or math. The goal is to allow all students to have a “rigorous and deep science education”.

The writing team is a very diverse and composed mostly of classroom teachers. With the achievement gaps in mind, the team decided to write the standards very carefully to ensure English Language Learners would not get confused by avoiding multiple meanings of language. It was their goal, while writing, to allow every student to feel successful when learning science. The team took the writing to the next step when they decided to implement an appendix. Within this appendix, they supplied teachers with real world examples and connections, with the idea that the standards were, “doable by any student”. They included case studies for the teachers to have a better understanding of how the new standards would work in an integrated and diverse classroom.

The NGSS team created the standards in a way that motivated student learning. Students will be asked questions in hopes of allowing them to think and respond as true scientists. Students will be given opportunities in which they will have many hands on experiences. The writers of the standards state, “They will truly learn like a scientist.”

After reading my first article about the NGSS, I thought they would be a great tool to create a hands on learning environment. This article written by Maxwell went even deeper and allowed me to have a better understanding of what is yet to come. I am thankful the writers took so much time analyzing various classroom structures in order to provide the best tools for the teachers, but also taking the time to create in depth standards to allow students to become involved in learning science. These standards seem to be a true example of how science should be taught. Through the new standards we will be teaching students to take control of their own thinking and encourage them to explore more in what may already be familiar with. The new standards are an example of a movement in science education. I feel that science scores will improve and the standards will promote higher order thinking- learning will actually begin. 

Article 3

Article 3

http://www.post-gazette.com/stories/local/neighborhoods-east/schools-to-use-grants-to-create-colorful-interesting-spaces-693369/

Schools to use grants to create 'colorful, interesting spaces'

By Debra Duncan

Debra Duncan reports, “Two foundations are giving $500,000 to 25 school districts in southwestern Pennsylvania, and most of the schools will use the money to create places where students can employ the latest technology to learn.” Many of the schools use the money to strengthen STEAM- science, technology, engineering, art and math. Each district will receive approximately about 20,000 dollars each.

 The executive director of the Grable Foundation, Greg Behr, states that the grants will foster the “21^st century collaborative learning”.

 Duncan reports, “The overall goal is to support innovative learning ideas and to encourage students to use technology in cross-discipline projects.” The Grable Foundation grants inspire fresh ideas to be implemented. They provide districts with the tools they need in order to foster success.  

 

The grants are commonly used by developing a common room in which students, teachers, parents and others involved in the community are continuously welcomed. Next, they present the necessary tools for learning. Technology is used in order to “foster the learning process”, while mentors are available to assist students. The key to Behr’s grants is that is not only focused on providing technology to schools, but he is also focused on the learning that occurs.

Behr encourages collaboration in which many people are working and learning from one another. For example, he encourages a writer to work with a programmer, and an engineer working with an artist. It is a great way to get everyone involved in the learning process. Behr describes it as creating, “layers of learning.” The teachers are working with each other and the students act as mentors not only for themselves, but also to guide teachers. The goal is to have schools partner with universities in order to strengthen the learning process. Maybe they could partner in order to start up a robotics club as Behr suggests. Duncan closes the article by emphasizing, “This is the fifth year for the STEAM grants from the two foundations, which have totaled more than $1 million.”


After reading this article, I found myself wanting to move to Pennsylvania. I was thinking of all the wonderful things I could implement in my own classroom or even my school. I think Grable Foundation grants are a great way to inspire the community. Think of how motivated our students would be if we had technology tools available for them to use to create their own music video for a research project. These are the types of tools the grants can provide.  We can’t just provide learning tools to districts without encouraging and teaching along the way. Often times this approach can be very overwhelming. Providing the mentors is a great way to bring some teachers out of their comfort zones, and to ease into teaching with more technology. I feel that these are the types of grants that teachers everywhere should be seeking out. Students can integrate technology into every subject. I believe this would lead to higher involvement throughout the school day.

Problem Based Learning

Standard:

SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Objective: Students will examine American folktales and explain how they characterize our national heritage.

Problem: How do the American folktales John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley characterize our national heritage?

Authentic Assessment:
Work in a group of 3-4 students.  Choose one American folktale to research.  Complete research to characterize how they fit into our national heritage. Determine things like their impact they had in our heritage, where they lived, lifestyle characteristics, and goals they had. How did these American folktales become folktales? Why are these people (John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley) so important to our national heritage? Choose one of the following product ideas to teach the class why these people are so important to our national heritage (make a poster, act it out, create a power point presentation, use claynation, create a web, create a 3D model). You must write a narrative paper about the American folktale your group chose. As a group decide how you will present all of the information to the rest of the class. Use projects we have explored this year. It is up to you to be creative. You will discuss and create your own “teaching roles” within your group. Roles can include things such as: group leader, discussion director, connector…Be sure that all team members have his or her own role. Demonstrate respect to your group by listening and engaging in meaningful conversations.

	3	2	1
The students use a variety of resources to collect information about the American folktales.	The students use a variety of resources such as books, magazines, teacher approved internet sources to collect information about their American folktale.	The students only used 2 of the 3 resources to collect needed information.	The students only used 1 of the resources to collect needed information.
The students are able to create their own questions to be sought out about their American folktale.	The students are able to create their at least 5 of their own questions to be answered during their research.	The students are able to create 2-4 of their own questions to be answered during their research.	The students were not able to create any other their own questions to be answered during research.
The students worked well with his or her group.	The students continuously worked nicely with his or her group. They helped them turn in the assignment on time, and they all listen and ask respectful questions relating to their American folktale.	The students sometimes worked nicely with his or her group. They help them turn in the assignment on time, and he or she listens and asks respectful questions relating to their American folktale.	The students were not able to or did not work nicely with his or her group. They help them turn in the assignment on time, and he or she listens and asks respectful questions relating to their American folktale.
The students used props, pictures, and drawings to make the presentation interesting.	The students used several (at least 5) props, pictures and drawings to make the presentation interesting.	The students used some (3 -1) props, pictures, and drawings to make the presentation interesting.	The students did not use any props, pictures, or drawings to make the presentation interesting.
The students wrote a paper to present to the class that has a clear beginning, middle and end.	The students wrote a paper that has a beginning, middle and an end.	The writers wrote a paper and included two of the three parts of the paper.	The writers wrote a paper and included one or zero parts of the paper.
The students are able to explain how their chosen American folktale characterizes to our national heritage.	The students were able to explain how their folktale relates to American heritage by including 5 or more appropriate facts.	The students were able to explain how their folktale relates to American heritage by including 3-4 facts.	The students were not able to explain how their folktale relates to American heritage by including 2 or less facts.
The students were able to identify where their American folktale lived.	The students are able to identify where the American folktale lived.	N/A	The students were  not able to identify where the American folktale lived.
The students are able to identify the goals their American folktale had.	The students were able to identify 5 or more goals their American folktale had.	The students were able to identify 3-4 or more goals their American folktale had.	The students were not able to identify 2 or less goals their American folktale had.

Constructivism

1. Beliefs about using constructivist techniques in the elementary science classroom:

I think there are many benefits for utilizing constuctivist techniques within an elementary science classroom. Constructivism allows for the students to be actively involved in their own learning. Their knowledge is built and is guided based on their previous knowledge of the subject. Students are able to explore and the assessment process is very dynamic. Constructivism extends learning and children are not held accountable for basic right or wrong test answers. Students are given multiple opportunities to show what they know by using critical thinking skills and collaboration. The teacher is only there to lead with insightful questions in which guide student thinking.   If you were to walk into a constructivist classroom the children would be provided with tools to guide their thinking and learning. The teacher would have technology readily available in order to give students access to the materials they need to fulfill their own learning. It is a new way of thinking and teaching. 

The traditional classroom is an approach in which the teacher drives the instruction and students are not active participants. Students listen to the teacher and "learn" the material. Then tested on it. It is a continuous cycle in which the students are not actually learning the material presented. Students work independently with little time to bounce ideas off of the teacher or even their peers. It is a stationary learning environment. 

Within my school district in South Carolina, we mostly use traditional forms of teaching when it comes to teaching science. Often times we do not even allow for science to fit into our schedules. Our district is highly focused on reading and math. Science is usually squeezed in at the very end of the day, and usually is a short video, or a teacher demonstration. It is very rare that we allow time for the students to get involved. This is very sad, because I have always enjoyed science. It saddens me knowing that our students do not have the same experiences as I once had in school. I think that if our county moved to the constructivist approach that teachers as well as students would enjoy science to the fullest potential. Students would be more involved in the learning process and could highly benefit by collaborating with their peers. 

One way I would create a constructivist learning enviornment would be to provide needed tools on my students desks prior to them coming in. I would allow them to explore and come up with their own questions and discuss with their peers what they already know. I would allow them to guide our instruction and learning. They could work through using the 7 Es. This is a great way to ensure the students are actively involved in the learning process at all times. 

Science-1-5.3 Illustrate the fact that sound is produced by vibrating objects.

Determine how sound is produced.

Excite: 

* Students will place his or her fingers on their throat to feel the vibrations while they talk and sing.

*Stretch out a rubber band and pull it back. Students will observe multiple vibrations

Explore:

* Watch the Brain Pop video on Sound- Good Vibrations 

*Students will use stringed instruments, drums, and the triangle to observe different vibrations. 

Explain:

* Sound is created by the movement of vibrations.Sound is made when something vibrates, or moves back and forth. Air from the lungs pass through the vocal cords and cause them to vibrate.

*Write in their journals which instrument had the highest pitch and why.

* Draw pictures of why they see and what they feel. 

Expand:

* Create their own musical bottles and make predictions (filling up bottles with different amounts of water then closing the bottle and hit it with a pencil as a drum stick. They bottles with vibrate and have different pitches based on the amount of water in each bottle.)

* Create their own song using the tunes of the bottles

* Record their predictions in their science journal

Exchange:

* Class Google Doc to complete chart of what they learned

*Use flip cameras to create a video interview of what they learned

Examine:

* Compare and contrast instruments and their vibrations

*Use e-books to examine what an echo is and it relates to sound vibrations. 

*Share echo experiences by making a poster

Module 2 Blog

In response to Obama's speech about higher education and reform, I feel as if it sounds like a wonderful plan, but I am ready to see the actions of his words. One line that really struck me was when Obama states, "If you do not have a good education, you will not be able to succeed." I think it depends on one's definition of successful. Not everyone who enlists in the armed forces have a college degree... and yet I would deem them as very successful. Not everyone who is a restaurant manager has a college degree, they could have worked from the bottom up... yet they too are deemed as successful.

I do believe that money and reform is needed to change education, and that we should set higher expectations and hold our students, and parents accountable. I believe that anyone will rise to the bar that is set for them. Everyone inspires to reach individual goals, it is our human nature. I do believe we need more emphasis on math and science. It is forever changing and growing, and we need more resources in order to foster our student's personal and professional growth.

With technology constantly changing, I think teachers as well as students can benefit by utilizing it in order to create an engaging learning environment. Technology can often teach things in a way we may not be able to. It takes hands on learning to the next level, while improving critical thinking and collaboration.

Module 2: Article 1 and 2

Article 1:

New science curriculum guidelines will give kids more hands on education

http://centralny.ynn.com/content/top_stories/670021/new-science-curriculum-guidelines-will-give-kids-more-hands-on-education/

Science is a dynamic subject. The way science has been taught and implemented within the classroom throughout several years is continually changing. Katie Gibas writes an extraordinary article that explains the new shift in science education. 

Gibas states, "In science it is crucial that we create hands on experiences in which students are able to fully understand the principles of science and then allow them to explore and be engaged on their own." The new standards do just that. Next Generation Science Standards (NGSS) are creating revolutionary ways to teach science and teachers will be involved in the learning process all summer long. The new movements may take years to fully be implemented. But the students will be provided with a new way of thinking and tools to explore on his or her own.  The NGSS provide students with higher order thinking skills and teach new world concepts. Students everywhere will be highly engaged and their learning will be relevant to what is occurring around the world. 

As a teacher, I believe these are the changes we need within the classroom. Often times teachers are reviewing for tests in order to make sure test scores are for ever increasing. Science is often pushed to the end of the day and even squeezed in. Children rarely are able to get involved in the experiments. They may even just watch the teacher complete a demonstration. The NGSS will improve science within all classrooms, and students will be presented with authentic instruction. They will be involved in the learning process and will be presented with hands on learning. I can't wait to be held accountable for teaching the new standards and ensuring that science is fun for all children. I think this is an extraordinary movement in the education of science. 

Article 2:

Report: Humanities, social science education needed for innovation along with STEM (Science, Technology, Engineering, and Mathematics)
http://www.washingtonpost.com/local/education/report-humanities-social-science-education-needed-along-with-stem/2013/06/18/76076df6-d83e-11e2-a016-92547bf094cc_story.html

As China, Singapore and several European nations are boosting the humanities as “a stimulus to innovation and a source of social cohesion — we (United States) are instead narrowing our focus and abandoning our sense of what education has been and should continue to be — our sense of what makes America great,” Lynh states. 

As a 21st century learner we are putting more and more emphasis on reading and math rather than science and social studies. This expectation is hindering the learning of students from kindergarten through college. Thus, our careers are lacking as well as the knowledge of those in specific career fields in both science and technology. I believe that if the United States keeps this attitude we may soon fall behind other countries in science and technological advances. That is a scary thought, when after Sputnik we fought so hard to be a leader in production of technology and sciences. What does this mean for the education of our students?

As a teacher I think that our children are missing out. It is our job to make learning fun.  In this era of learning, technology is forever taking control. So many of our students have at least 4 or 5 technological devices. Why not take advantage of them and use them in education? I feel that if we are able to combine the use of technology and science, learning will become more student centered and eventually lead to higher order thinking. I believe that the new standards that are being implemented from the NGSS will do just this. I believe that these new standards will help change science from now on.  

If we work to improve our teaching practices, our students will leave our classroom with more knowledge about science and technology. Like the article states, "A liberal-arts education combined with STEM disciplines could improve innovation and inventiveness among the American workforce." 

Module 1

Hi! Welcome to my ECE 7706 educational blog. I teach first grade at Eagle's Nest Elementary school in Summerville, South Carolina. 

 Prior to beginning science at the beginning of the year I send home science safety contracts with each child. We go over it as a class, and they must sign it. Next, students take home the contract to go over it with their parents or guardians. They will sign it and return it to school the following day. Typically, in a first grade science lesson in my class, I first go over all the safety procedures. We identify safe procedures as well as dangerous procedures. 

Science topic: weather

First, I spark students' interests by asking intriguing questions. I also show a short video clip that has a few different types of weather being displayed. I also have various types of clothing up front. I asked for 4 volunteers. Students had to look outside and dress appropriately for the weather. I also displayed pictures on the SMART board in which students dressed accordingly. Next, I introduced key vocabulary to all students. They created a flip book, using the definition in a sentence and drew a picture to help them remember. I used non-fiction books and vocabulary cards to introduce the vocabulary in a way that made sense to first graders. Students used technology to help them find and create collages of weather. They had to find pictures that displayed the weather of their group and draw a picture of them wearing the appropriate clothing. Next, they presented their findings to the class explaining, why you would wear those certain types of clothing in each type of weather. I created a checklist to informally assess their learning. Students even created matching games. They drew clothing types and played with a partner to match the type of weather. To culminate this lesson, students worked in groups to put on a weather forecast. They explored various weather tools such as a thermometer, barometer, and rain gauges to help them discuss weather to our class. My students seemed to be very engaged in this unit, and loved learning and teaching their peers about weather. 

Science and technology go hand in hand. Technology is great for so many things. 

"When educational technology tools are used appropriately and effectively in science classrooms, students actively engage in their knowledge construction and improve their thinking and problem solving skills" (Trowbridge, Bybee, & Powell, 2008). This quote stuck in my head! I truly believe that we should use technology to enhance and to drive student learning. I think that technology in science provides students with many tools to help them discover new things. Technology can teach in ways that a teacher may not be able to express things. If children are engaged, curious and learning then I think as teachers we have done our job. Inquiry based teaching is a great asset to any classroom. Students are able to take control of their own learning. 

Due to the rapid changes in technology I feel as if it can be difficult to adjust to. It can also be extremely difficult to teach children if you are not feeling confident. As a classroom teacher, I think that teachers could benefit from more professional development in the areas of technology. However, within my own classroom, I find that if I ever need assistance, most of my students are there to help. They have more experience and are more familiar with more than we give them credit for. 

Concept maps are great tools to use within the classroom. They help to organize data in ways in which multiple connections can be made. They are formed in a hierarchical manner. They broadest topic usually appears on the top, then it breaks into sub topics then leads into examples. I use webs and concept maps a lot in the first grade. They provide students with a visual representation of the content being taught.