September 18, 2013

Looking into the Future of Science and Education (SCIE - 6664S - 2)

Equity in Science Education

I have been teaching in my district for 18 years, during that time I have become somewhat educated on my districts diversity issues.  I work in a rural community made up of majorly white students that are economically disadvantaged.  Our students learning abilities present themselves as our biggest challenge of diversity.  In the last decade the DeSoto School District’s IEP students have increased in student performance at the proficient level on the state standardized test.  The scores have gone from 4.8 percent to 24.1percent, which is a growth of 33.5 percent in the last ten years.  In comparison our students that are living at or below poverty level also show great improvement.  In the last ten years the students enrolled in the free and reduced lunch program have increased in student performance at the proficient level on the state standardized test.  These test scores went from 18.5 percent to 46.9 percent, which is a growth rate of 54.6 percent (DESE, 2012).  Time spent with these students addressing their needs has been time well spent.  This increase indicates the programs my district has implemented to assist these students have benefited them.

My district has changed over to the use of Differentiated Instruction and Standards Based Grading, the benefit of this change allows me to gear lessons for my students’ interests as well as their abilities and skills.  I will continue to incorporate lessons that diversify material and use strategies that assess each individual student for readiness, interest and learning style.  Learning is a central goal, unless learning is at the core of a multicultural perspective classroom activities will do nothing to create an equitable school environment for students (Nieto & Bode 2008). Exposing students to a variety of technology helps motivate them and shows them the relevance of what they are learning to possible future career options. There is no bigger turnoff than having to memorize facts and formulas that aren't made relevant to solving realistic problems (Garrett, 2008).

One of the ways I have addressed the incorporation of technology in my classroom is through our volcano and earthquake project and web quest.  I start out by introducing the objectives with a web quest; the web quest is a work packet with a series of questions dealing with earthquakes and volcanoes that have web address links posted with them. The learning process is diversified allowing students to choose from a variety of media types to learn the material using the internet.  Some of the answers are found in videos they must watch, there are interactive maps and diagrams, and of course informational articles to read. After the initial research is complete students create a resume and business card or a power point on the earthquake and volcano of their choice.  Students are given a set of criteria and steps to follow and instructed on what to include in their project. During this process I act as support while they develop their projects using our available technology and programs. This project allows the students to choose how they will present the information they gathered and learned and how they will apply that knowledge.

Reference

Garrett, N. (2008, May 30). Who are the next “real” American idols? STEM is key. Retrieved from http://wraltechwire.com/business/tech_wire/opinion/story/2958999/

Missouri Department of Elementary and Secondary Education, (2000). MCDC Demographic

Profile. Retrieved from http://mcdc.missouri.edu/census2000

Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (Laureate custom edition).  Boston:  Pearson. 

Looking into the Future of Science and Education (SCIE - 6664S - 2)

Keeping Up With Global Competition

China is a very modern society; I believe it to be a dynamic nation. However modern it is, its government remains largely unreformed and there are many stumbleing blocks to scientific advancement. There is growing evidence that plagiarism, fraud and manipulation of data are interwoven through China’s research process, and their scientific community is failing to take action. With this in mind the STEM reform is of special interest to me. Why the push to incorporate STEM curriculum in our schools? Many believe that the United States is not investing enough into education in critical fields. There is concern that American students will not be able to compete globally in these fields unless we can provide them with the best educational opportunities possible in the STEM fields (Atkinson and Mayo, 2010). With this in mind education bears the burden of compensating for the lack of interest in these fields. Showing real life application of subject matter makes the material more relevant to our students and according to Barber (2011)

“the recent developments, such as President Obama's push to prepare 100,000 new STEM educators over the next 10 years, the effort by the National Science Teachers Association (NSTA) to have science standards included in the Common Core State Standards, and the adoption of STEM initiatives in nearly a dozen states, have added to the pressure” (p. 1).

It seems to me that other countries have been rapidly developing their math and science education and integrating it with technology which seems to be giving them the edge over our US students. Most people are aware of the technology they use but are less aware of the science that underlies the technology (Buxton & Provenzo, 2011). As an Educator I make sure to incorporate the value of the technology as well as the scientific advancement it has brought about. Currently my students are researching solar cooker designs for a class project. They are utilizing the internet to research, design, construct then test their model. This particular project incorporates STEM concepts and promotes its importance

References

Atkinson, R & Mayo, M. (2010, December 7) Refueling the U.S. Innovation Economy: Fresh Approaches to STEM Education. The Information Technology & Innovation Foundation. Retrieved from http://www.itif.org/publications/refueling-us-innovation-economy-fresh-approaches-stem-education

Barber, D.A. (2011, December 13). Educators Look for Resources, New Programs Amid STEM Push. The Journal. Retrieved from http://thejournal.com/articles/2011/12/13/educators-look-for-resources-new-programs-amid-stem-push.aspx

Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications

Exploring the Earth and Beyond (SCIE - 6663S - 2) week 5

Implementing a Lesson 

 

As a teacher I seek learning experiences that address a question or problem that will lead my students into a personal journey for answers.  Lessons that utilize inquiry allow students the opportunity to act like scientists, deriving questions, designing and implementing investigations, and communicating the results.  Inquiry requires scientific reasoning and greatest cognitive demand for students (Banchi, & Bell, 2008).  I spend much of my time looking at what will make me a better educator and what kinds of things can I use to help my students.   My lessons and assessments tend to focus on the incorporation of contemporary tools and resources to maximize content learning (ISTE, 2011).  With the incorporation of technology into my lessons I promote the STEM movement in my science curriculum which will be a long term benefit for my students.

As I reflect on my earthquake lesson I consider all the components that my students addressed as they progressed through the lesson.  The use of the Discovery Education resources has made the incorporation of multimedia easier for me as I plan my lessons.  I still choose to use many of my materials from our older text book companies as well as lessons that are hand-me-downs from other teachers I have worked with.  I have found that by incorporating the tech book resources with lesson I have used for several years I can address all my students learning styles.  I still struggle, as do my students, with our tech books and the lessons available as I to learn how to navigate the different websites and links.  I have found that my students learn with me as we look at the online lessons and we often work out “glitches” in the programs together.  Today’s students are so accustomed to media in their lives that I can no longer imagine teaching without it.  Starting the lesson with videos and having students take notes helps capture their interest immediately.  My days of long lectures and notes have been replaced with short, visually fascinating movie clips that my students watch intently.  Going through the steps of watching video, taking notes, answering questions, and doing virtual labs or looking at simulations allows my students to formulate explanations based on their gathered data.  They can then apply their gathered knowledge and answer questions effectively about the concepts addressed in the lesson.  I know they have achieved a deep level of understanding as I watch their presentations and ask questions that they can answer with confidence.  Some students even addressed their own misconceptions about earthquakes in their presentations and where they found the correct information.  These statements led a class discussion that addressed where and how we get wrong information and how to use inquiry to find the right answers. 

As I have spent the last year incorporating more and more media and technology into my classroom and lessons.  I have found it to be more effective then I could ever have imagined.  I no longer struggle to find lessons for my poor readers, now they can watch and listen to the information.  I do not badger my students to do notes from the book but now can give them a series of video clips to watch where the information is presented in a visually exciting manner.  These simulations and virtual labs allow students to “see” results that I may not have been able to reproduce in the classroom, giving them a better understanding of a particular process and its outcome.  Having such a deep understanding of the material allows my students to apply that knowledge more effectively in their own presentations.  With the introduction of more technology and media into my lessons I have at times felt like all I am doing is sitting back and watching my students work.  I realize that through their own exploration and inquiry they will digest the concepts at their own pace which allows for a deeper understanding of the material. Sometimes I must remind myself that an effective teacher enhances student learning more than any other aspect of schooling (Marzano, 2006). 

              

References

Banchi, H., & Bell, R. (2008). The Many Levels of inquiry. Science & Children,46 (2), 26–29.

International Society for Technology in Education. (2011). Nets for students. Retrieved from http://www.iste.org/standards/nets-for-students.aspx

Marzano, R.J. (2006). Classroom Assessment & Grading that Work. Alexandria, VA: ASCD

 

 

 

Exploring the Earth and Beyond (SCIE - 6663S - 2) week 3

Natural Disasters

In wake of the Oklahoma disaster and, myself, living in a state that is part of Tornado Alley I have chosen to discuss tornados as my natural disaster. The conditions required for development of tornadoes begins with a low level of moisture that is triggered by a cold front or other low level zone of converging wind, lifting the moist air up. As the air begins to rise it becomes saturated, it will continue rising to produce a thunderstorm cloud in an unstable atmosphere. Tornadoes usually form in areas where winds are strong and turn in a clockwise or veering direction (The Weather Channel, 1995-2012).

Tornados can happen during any time of the year but peak season tends to be spring. Spring is when conditions for tornado tend to be more favorable, with unstable weather being more common.  Typically forecasters examine observations and computer data to locate regions where strong instability and wind shear coexist, these factors indicating the possibility of tornado conditions (TWC, 1995-2012).

The Enhanced Fujita Tornado Intensity Scale is used to rate the intensity of tornados. The Fujita scale has a range from F0-F5 based upon the type and severity of damage the tornado produced and approximate wind speed ranges for each damage category (TWC, 1995-2012). With the Oklahoma disaster making National news we are able to see firsthand the damage these types of natural phenomena cause. Experts in this field are estimating the damage to be near $2 billion, with the loss of homes, school, medical buildings, and private sector structures to name a few (Belvedere, 2013).

As far as saving buildings and homes from loss, that has yet to be discovered. We can baton down the hatches only so much. However saving the lives of people in the affected areas has been more successful. With early detection systems in use the National Weather Service is able to warn people prior to an event so that they can seek shelter, allowing lives to be spared. Unfortunately in some cases not all lives are spared and tragedy occurs in the wake of these events.          

Reference

Belvedere, M. (2013, May 12). Oklahoma Tornado Damage Could Hit $2 Billion: Expert. CNBC. Retrieved from http://www.cnbc.com/id/100753925

The Weather Channel. (1995-2012). Storm Encyclopedia: Tornados. Retrieved from http://www.weather.com/encyclopedia/tornado/form.html

Investigating the Living World (SCIE - 6662S - 2)----- Week 3

Ask a Scientist

About four years ago my niece died from Amyotrophic lateral sclerosis, ALS or Lou Gehrig’s disease, at the age of nineteen. She was diagnosed at age seventeen; the disease progressed very quickly and took her from us at a young age. ALS is not as common in young people; it tends to strike people between 40 and 60 years of age with men being affected more often than women.  In 90 to 95 percent of all ALS cases the disease occurs with no clearly associated risk factors. People that have been diagnosed with ALS typically do not have a family history of the disease, and their family members are not considered to be at increased risk for developing ALS. (National Institute of Neurological Disorders and Stroke, 2012). In the wake of my nieces’ death I did some of my own research on the disease to try and understand it better. Motor neurons have been the focus of ALS research; this is based on the symptoms of this disease involving weakness of muscles (ALS Association, 2010). The research for treatment of ALS deals with the fate of motor neurons. The thought is that it might be sufficient to implant, by gene or stem cell therapy, a minimum number of cells that do not have any mutant protein but instead make helpful factors. The mutant protein, copper-zinc superoxide dismutase (SOD1), is linked to some cases of the disease. If mutant SOD1 is present in motor neurons, but normal SOD1 is in the surrounding, protective glia cells, then the motor neurons do not die. (ALS Association, 2010).

My question is this: If treatment research focuses on the interaction between motor neurons and non-neuronal cells and how much motor neuron death depends on neighboring cells, then how will non-neuronal cells protect motor neurons expressing an ALS-causing mutation.

I have not yet received my response so there will be more to come at a later date.

References

ALS Association. (2010). Cell Targets. Retrieved from http://www.alsa.org/research/about-als-research/cell-targets.html

National Institute of Neurological Disorders and Stroke. (2012, December 20). Amyotrophic Lateral Sclerosis (ALS) Fact Sheet. Retrieved from http://www.ninds.nih.gov/disorders/amyotrophiclateralsclerosis/detail_ALS.htm#222914842

Investigating the Living World (SCIE - 6662S - 2)----- Week 1

Evaluating Web 2.0 Presentation Tools

Things that excite students help them focus on the learning, resources like Prezi(a new free online presentation tool) allows students to create and learn at the same time. Exposure to this type of media helps students as they prepare to enter the work force, technology is integrated into many jobs and exposure to tools like Prezi will make them better prepared.  This tool has an option that allows students to create different types of presentations and examples to help with their ideas. Using a presentation format for prior knowledge allows students to discuss what they know and share ideas. It can be an opportunity to share correct knowledge and address incorrect information.

Check out the Prezi video tutorial. httpv://www.youtube.com/watch?v=jx9d7GPR7Wg

Posters are a common method of sharing information used in the classroom. Posters are used to communicate important ideas and as student assessment of knowledge. Creating a poster allows the student to consider their information and figure out the best way to include, organize, arrange, and illustrate it. Glogster provides a way to bring the poster into the 21st century by allowing users to create a digital poster, or glog, with multimedia and hyperlinked elements to extend and supplement the information it contains. This tool is user friendly and captivities the users attention.

Detailed Tutorial on Glogster EDU - Online teaching and learning tool http://www.youtube.com/watch?v=80NISdsoouE

Google Docs has a variety of digital tools that provide teachers with features to help students develop 21st century writing skills. Google Docs are collaborative and available at any time, this makes the tool well-suited for digital writing projects that combine peer editing with cooperative grouping and small group fine-tuned writing instruction. I have not used this with my students yet but have with my colleagues. The writing application was a wonderful tool during curriculum writing and the presentations options look promising as well.

Google Docs for Students Introduction http://www.youtube.com/watch?v=xmR2kbbupVY

SCIE-6661S-1 Exploring the Physical World---Week 6

21^st Century Topics and Tools

A topic in physical science that must be learned so it can be built upon is kinetic theory. What is kinetic theory you may ask? According to Webster’s Dictionary it is a theory that the temperature of a substance increases with an increase in either the average kinetic energy of the particles or the average potential energy of separation (as in fusion) of the particles or in both when heat is added —called also kinetic theory of heat.

Concepts like these can be hard for middle school students to learn. Utilizing tools that excite and interest students can make the learning seem fun and not so much like work. From my own experience I have found that my students enjoy creating projects online. In the past few years the media tools available to students and teachers has improved immensely. Things that excite students help them focus on the learning, resources like Prezi (a new free online presentation tool) allows students to create and learn at the same time. Exposure to this type of media helps students as they prepare to enter the work force, technology is integrated into many jobs and exposure to tools like Prezi will make them better prepared.

As students address the kinetic theory it’s important to establish what they already know. The use of Prezi can assist in this process. This tool has an option that allows students to create a mind map, and examples to help students with their ideas. Mind mapping prior knowledge of the kinetic theory would be a good place to start. Using a presentation format for prior knowledge allows students to discuss what they know and share ideas. It can be an opportunity to share correct knowledge and address incorrect information. However with the introduction of any new technology a period of learning and adjustment must be considered, for students and teacher. Many tools like Prezi offer tutorials to assist in the preparation and use of the program. I find those tutorials to be helpful not only for myself but for my students.

Check out the Prezi video tutorial. httpv://www.youtube.com/watch?v=jx9d7GPR7Wg

References

Alessio. (2011, April 1). Kinetic Theory Resources. [Blog message]. Retrieved from http://blog.ngfl-cymru.org.uk/2011/04/326/

Kinetic Theory. (n.d.). In Merriam-Webester’s online dictionary. Retrieved from http://www.merriam-webster.com/dictionary/kinetic%20theory