Science, Education, and Science Education

classroom applications

Archive for the ‘Learning’ Category

January 29th, 2018 by Luann

In the Classroom: Teachers Sharing Our Work

I tweeted a few weeks ago, mentioning my frustration that a well known site on which you can save your favorite images had become nothing more than a re-direct to a site on which teachers sell their work. A number of other teachers jumped into the conversation, offering up the websites on which their own work could be downloaded for free. Many items are editable. All that is asked is that you follow their Creative Commons or other copyright requests.

On the sites below, you won’t find un-editable, chevroned worksheets that can be easily used as filler. You won’t find un-editable cut-and-paste scrapbooking-type activities that usually generate an attractive product with little likelihood of students engaging in any depth. You WILL find the best work of accomplished,  practicing classroom teachers who continually update their lessons.

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September 22nd, 2015 by Luann

All Means All, Part 5: The Elephants in My Classroom

This is the fifth in a series of blog posts summarizing my reflections on what it means to provide learning opportunities for every student, every day. Find the series here, at  #AllMeansAll 

A slim majority of my physical science students are Caucasian. The rest declare their heritage as Hispanic, African American, Pacific Islander, Native American, No matter their background, they have a few things in common: most don’t read. Most don’t write, at least not more than text messages. And most can’t verbalize the importance of school. They just don’t know. I recently took a closer look at the achievement gap in these 2 classes, and looked at the stories behind the data (I’ve done this before.) I was very, very uncomfortable with what I learned.

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September 14th, 2015 by Luann

All Means All Part 3: Graphing our Learning Styles

This is the third in a series of blog posts summarizing my reflections on what it means to provide learning opportunities for every student, every day. Find the series here, at  #AllMeansAll 

 
Evaluating-learning-styles
Disclaimer: I’ve read a good deal of literature and opinion around the validity of learning styles. Nonetheless, at the encouragement of a colleague (this colleague) during some collaborative course design work, I pulled out the learning styles inventory* again this year, in Physical Science classes. The intent was to use the data gathered to introduce graphing, and that was a win.  The colleague suggested we share with students WHY we are interested in their learning styles. We are interested so that we can be sure to make learning available to all students in the modality each student best learns. We discussed this in both classes. The real win, though, was what I learned about my students, and what they learned about themselves.

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September 12th, 2015 by Luann

All Means ALL, Part 2: Engineering Design

This is the second in a series of blog posts summarizing my reflections on what it means to provide learning opportunities for every student, every day. Find the series here, at  #AllMeansAll 

Created during Champions of STEM work with BSCS, who probably own the copyright. If asked, I will remove the image.

On the first day in Physical Science, we got into teams and built paper towers as an engineering design challenge. Our process followed the outlined by a group of district STEM teachers working together last school year.

The challenge was simple: Build the tallest tower you can with 4 sheets of 8.5 x 11: paper.

First, a little history on this class:

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September 11th, 2015 by Luann

All Means ALL, Part 1

This is the first in a series of blog posts summarizing my reflections on what it means to provide learning opportunities for every student, every day. Find the series here, at  #AllMeansAll 

This year, my district has adopted a motto.

All means ALL.

I’ve been thinking a lot about this……

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August 29th, 2015 by Luann

Seeking an Instructional Coach Who…

Are you an instructional coach? If so, have you encountered teachers who don’t think they need your services? You know, that old, cranky teacher whom you assume pulls out the same copy of a lesson plan each year because they’ve “always done it this way;” the teacher who doesn’t jump at every new app or piece of hardware, the teacher who eyerolls when new methods are introduced with more excitement than practice?  Before you make assumptions about why that teacher is resistant, here are some questions, in no particular order, you might want to be ready to answer before you walk into this teacher’s classroom:

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August 19th, 2015 by Luann

Modeling Accomplished Teaching: The Antithesis of “PD”

It’s no secret that I have scorned the term “professional development” and the acronym for years. I love learning about science, nature, how the world works, how we learn, my craft, food, people, many things. I love talking with other teachers about our practice. It’s not the learning I resist, it’s the failed attempts to “develop” skills in professionals with no acknowledgement of what or how professionals prefer to learn.

Again this summer, I had the opportunity to take part in some genuine learning with groups of accomplished teachers. Each time, our work together took place over 3-4 days. The leaders were not administrators, or university professors, or edu-experts who are no longer in the classroom, or techno-geeks with apps or gizmos purported to make learning happen. They were all simply incredibly accomplished classroom teachers.

Something truly wonderful happens when accomplished teachers are leaders of professional learning. The very skills that are the foundation of their classroom awesomeness drive their work with other teacher-learners. There is no sit-n-git.  No one leaves with the feeling that they are to “do as I say but not as I did.” There is no time for participant web-surfing or Facebooking. No time for phone games, not even for great video games with the latest Armchair Empire mouse that is perfect for shooting games you can play with sites like mycsgoboosting.com/resources/ to boost your game. Everyone is engaged and learning because they are doing the learning, not listening to the leaning. Every teacher makes meaning of and owns the leaning. And when teachers return to their classrooms, they will certainly implement their work in their own classrooms.

Here’s a partial list of the engaging strategies we used during our work together. If you are a teacher, you’ll probably recognize some of them.

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March 31st, 2015 by Luann

A Perspective on STEM in the US and Interesting Implications

Today, I read this article from the Washington Post. The author’s opinions of STEM are interesting. The connection to STEM as I know it is pretty broad. Some claims are backed up with evidence, some simply reinforce his stance on a liberal education for all.

The author made some great points. I read with interest.  The twelfth paragraph really jumped out at me.

“No matter how strong your math and science skills are, you still need to know how to learn, think and even write. Jeff Bezos, the founder of Amazon (and the owner of this newspaper), insists that his senior executives write memos, often as long as six printed pages, and begins senior-management meetings with a period of quiet time, sometimes as long as 30 minutes, while everyone reads the “narratives” to themselves and makes notes on them. In an interview with Fortune’s Adam Lashinsky, Bezos said: “Full sentences are harder to write. They have verbs. The paragraphs have topic sentences. There is no way to write a six-page, narratively structured memo and not have clear thinking.”

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November 1st, 2014 by Luann

The Dollar Tree and The Scientific Method Poster

You log into Facebook, and there’s THAT friend, the grammar expert.  The well-meaning grammar cop who is on a personal mission to correct every grammar or spelling error, ever.  The friend who would bring together the programmers who created Autocorrect for a workshop.  We accept that person. We love that person, and sometimes we learn from that person.  Some of us may or may not recognize ourselves in that person. I am not that person. Oh, no. I have a far more nerdy mission.

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October 4th, 2014 by Luann

About NBPTS V3.0 Field Tests

I field-tested the National Board for Professional Teaching Standards assessment center exercises that make up Component 1, Content Knowledge, Adolescent and Young Adult Science, Chemistry. While I can’t tell you about the content, other than it was exactly as outlined here  (Note: The documentation is not yet complete as the item review is still in process), I can tell you about the testing experience and give you some hints on scheduling and taking the assessments.

The assessment has 2 parts: Constructed Response and Selected Response. The Constructed Response section has 3 “exercises.”  You have 30 minutes to complete each one,  so allow yourself 2 hours and 15 minutes at the testing center, including arriving 30 minutes early to check in. The Selected Response section has approximately 45 Selected Response Items (SRIs) to be completed in up to 60 minutes.  Here’s my experience. DISCLAIMER: This was a field test. There may be changes before the actual roll-out. There may be differences in the test center check-in and process. Read your own cert area directions and test center protocols carefully.

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