Comments for Science, Education, and Science Education

Comment on About Luann by Interview with Mentor | Justin Aitken

Interview with Mentor | Justin Aitken — Fri, 12 Apr 2013 22:16:32 +0000

[...] completed my interview with my mentor Luann Lee in google hangout. At some point I checked off the little box to verify my youtube account and it [...]

Comment on Creativity and Science, Part 2 by Creativity and Science, Part 3 | Science, Education, and Science Education

Creativity and Science, Part 3 | Science, Education, and Science Education — Sun, 07 Apr 2013 02:48:17 +0000

[...] Creativity and Science, Part 1 Creativity and Science, Part 2 [...]

Comment on About Luann by What My Classroom Will Look Like | Justin Aitken

What My Classroom Will Look Like | Justin Aitken — Sun, 31 Mar 2013 21:52:59 +0000

[...] and other educator’s blogs like Clarence Fisher’s and my mentor’s Luann Lee’s I see that blogs do really come in all shapes and sizes. While each blog is somewhat different they [...]

Comment on Creativity and Science, Part 3 by Melissa

Melissa — Wed, 06 Mar 2013 02:30:21 +0000

Love that definition!

Comment on Creativity and Science, Part 1 by Creativity and Science, Part 3 | Science, Education, and Science Education

Creativity and Science, Part 3 | Science, Education, and Science Education — Mon, 18 Feb 2013 21:50:48 +0000

[...] Creativity and Science, Part 1 Creativity and Science, Part 2 [...]

Comment on Creativity and Science, Part 3 by Creativity and Science, Part 1 | Science, Education, and Science Education

Creativity and Science, Part 1 | Science, Education, and Science Education — Mon, 18 Feb 2013 21:49:11 +0000

[...] Creativity and the Brain, Part 2 Creativity and the Brain, Part 3 [...]

Comment on Creativity and Science, Part 3 by Creativity and Science, Part 2 | Science, Education, and Science Education

Creativity and Science, Part 2 | Science, Education, and Science Education — Mon, 18 Feb 2013 21:48:18 +0000

[...] Science and Creativity, Part 1 Science and Creativity, Part 3 [...]

Comment on Creativity and Science, Part 2 by Alfonso Gonzalez (@educatoral)

Alfonso Gonzalez (@educatoral) — Sun, 17 Feb 2013 22:12:48 +0000

That is the problem with scheduled periods, we,sometimes have to stop the momentum. If they are truly passionate about it, they will continue to work on it because they won’t be able to stop thinking about it.

Comment on Creativity and Science, Part 2 by Luann

Luann — Fri, 15 Feb 2013 19:55:06 +0000

I love this perspective. I need to learn to model this habit. My concern is that if we assume students will work at home, we may squelch the momentum they may feel in class. I know that so many times, I’m all excited about something (like writing a blog post) and then when i sit down to write it, the moment is past and so is the passion. Maybe it’s all about helping them sustain the passion?

Comment on Creativity and Science, Part 2 by Alfonso Gonzalez (@educatoral)

Alfonso Gonzalez (@educatoral) — Fri, 15 Feb 2013 19:44:04 +0000

The key to me is in the giving students time. Part of our Science classes should be giving students time to process, reflect, synthesize, and create. Some students need ideas and will follow our examples in the exact same way we show them. Some students will use our example as a springboard to create something different. The hard part is having a quiet environment for those who need solitude to create. What I think is that if the product they are working engages them enough then they’ll maybe work on it at home. While I don’t give homework I totally support kids who want to work on something they really like at home and take it to the next level. So I think our part as teachers is to provide enough time and space in class to help them get started.

Comment on Creativity and Science, Part 1 by Luann

Luann — Fri, 15 Feb 2013 18:47:29 +0000

Marc, My colleagues and I are working on projects that allow exploration. We’re working with tye-dyeing, making candy, making soap. I’d love a few more abstract and open-ended investigations. There’s always computational chemistry (where I started when I was working on something pretty important) and the design of a chemical engineering process. THinking of working in those directions next.

Comment on Creativity and Science, Part 1 by Creativity and Science, Part 2 | Science, Education, and Science Education

Creativity and Science, Part 2 | Science, Education, and Science Education — Fri, 15 Feb 2013 18:43:50 +0000

[...] Science and Creativity, Part 1 [...]

Comment on Creativity and Science, Part 2 by Creativity and Science, Part 1 | Science, Education, and Science Education

Creativity and Science, Part 1 | Science, Education, and Science Education — Fri, 15 Feb 2013 18:29:24 +0000

[...] Creativity and the Brain, Part 2 [...]

Comment on Creativity and Science, Part 1 by Marc Seigel

Marc Seigel — Fri, 15 Feb 2013 01:11:07 +0000

That’s one of my struggles as well. I have seen more people standing up and saying that all classes need to be problem-based learning and just let the students explore what most interests them. But, in chemistry, you can’t really do that. There are a lot of fundamental problems with the idea of just putting chemicals out and letting the students figure out what will happen, the least of which is safety. Inquiry-style labs seem to come close to this purpose, but I feel the need to have the students receive some background knowledge before attempting them. I am curious to see what you come back with that you plan to use in your classroom.

Comment on “So, what did you do in school today?” by Melissa

Melissa — Thu, 14 Feb 2013 15:05:17 +0000

Love this list! I have found I get more of a response asking “What is the best thing that happened today?” than I do when I ask my first grader to tell me about school today. I can’t wait to try using these questions!

Comment on National Board Certification Renewal: Evidence of Impact on Student Learning by Lynda

Lynda — Sun, 20 Jan 2013 17:22:30 +0000

WOW!!! Thank you Luann . . . this is an EXCELLENT summary of the Renewal process.

Comment on Assessment AND Learning by National Board Certification Renewal: Evidence of Impact on Student Learning | Science, Education, and Science Education

Sun, 20 Jan 2013 06:00:15 +0000

[...] a previous post, I described a scenario in which an administrator clearly did not understand the impact on student [...]

Comment on This is not your father’s homework assignment. by adchempages (@adchempages)

adchempages (@adchempages) — Tue, 01 Jan 2013 17:33:46 +0000

I grade every single piece of homework that I set – meticulously, and for accuracy. If you don’t, the kids either don’t do it, or don’t take it seriously. I see no other option. ‘Trying’ is part of the process, sure, but getting it right is what counts.

Comment on This is not your father’s homework assignment. by Luann

Luann — Tue, 01 Jan 2013 16:02:19 +0000

You’re right, Megan, I was a bit harsh in the stereotype I presented. Your first point brings up the most common criticism of the flipped classroom model as many see it. The model is complicated further by a lack of access to the technology, for many students (mine included.) I’m working at finding appropriate videos and animations for kids to use instead of reading, especially my ELLs and those who don’t read so well yet. But that wasn’t your point….. and you’re right. The worksheet thing bugs me, and I’ve struggled long and hard to use practice appropriately for each student. I invented the redundancy rule years ago when I first taught AP Chem. It was immediately obvious as I got to know my kids, that some needed and would do more practice, while others quickly synthesized new skills into the transfer process needed for more complex problem-solving. Glad you found something in my rambling that you could use. As for “grading” homework, it depends on many factors. I include it in the online gradebook, but in a category called “Not For Grade” and has 0 weight. So far, parent feedback on this has been good – they can see that if their child did poorly on a proficiency it was because he did not do any practice or prep. I’m currently using marks of 0-no attempt, 1-approaching, 2-basic mastery 3-exceeds but am not all that happy with the categories. Also, some lab prep or analysis is done as an “assignment,” in or out of class as the student chooses, and is graded as it falls into a category (my syllabus is here). So do some project-based proficiencies. Again, I’m not completely settled with what I’m doing, and that’s why Im putting it out here for feedback. And I greatly appreciate yours!

Comment on This is not your father’s homework assignment. by Luann

Luann — Tue, 01 Jan 2013 15:40:50 +0000

VG, it takes through the first major assessment for many students, wherever that falls for you. I try to make that happen sooner than later, within the first 10-12 classes, and in the first unit that’s not a deep cognitive load so students can learn to learn science. Works much better on a day to day schedule than an AB block (of which I am not a fan, after working with 2 variations in 2 different schools.) Students are encourages to modify their preparation as they learn what works best for them. Very directed guides are offered for those who need it. One benefit is that students sharpen their skills in reading technical information text. Yes, I realize that that’s CCSS-ish, but it’s also been a goal I’ve always had for students.

Comment on This is not your father’s homework assignment. by Megan Hayes-Golding

Megan Hayes-Golding — Tue, 01 Jan 2013 15:11:12 +0000

Wow, I really like the way you handle homework. That said, I don’t think it’s fair to lump all the reformers in with all your statements you attribute to them.

1. The reformers say All homework is evil. Absolutes are a dangerous way to start a thesis. Off the top of my head, some reformers advocate for the flipped classroom model. Love it or hate it, in that model there is homework.
2. The reformers say It’s a pile of worksheets; … frustrates (or bores) them to tears. Well, the reformers are right that when homework takes that format, it can be frustrating or boring to kids. The “bad practice” is another huge argument against traditional homework. You went on to describe a wonderful fix to traditional homework — a time limit coupled with problems identified by level of difficulty. (By the way, I’m totally stealing these two to publicize with my students. I saw kids last semester up till 1am struggling with a homework assignment. They lost all that sleep AND never understood the problems.)
3. The reformers say And it should never, ever be graded. I have been a fan of the “practice shouldn’t be graded” argument but could be swayed with a good argument against. Why should I grade homework?

Comment on This is not your father’s homework assignment. by @VirtualGardner

@VirtualGardner — Tue, 01 Jan 2013 01:46:08 +0000

Love how you’ve gotten your students to pick and choose where and what to work on. It’s only sensible to focus on what needs work and choose your practice accordingly. Likewise, coming prepared to class in whatever guise that takes. My question for you, though, is how long did that take to become part of the culture of the classroom?

Comment on “So, what did you do in school today?” by CristinaM.

CristinaM. — Tue, 01 Jan 2013 00:22:11 +0000

I wish more parents read this.

Comment on This is not your father’s homework assignment. by Jon B

Jon B — Mon, 31 Dec 2012 20:23:40 +0000

I could not agree more with the original post, especially the last two sentences, or the above-commenter’s thoughts on demonization. To condemn ALL homework is as dangerous or more dangerous may be worse than lazily assigning worksheets with no thought/purpose behind it. Careful consideration of possibilities is very important to the teaching process, at every step!

Comment on This is not your father’s homework assignment. by adchempages (@adchempages)

adchempages (@adchempages) — Mon, 31 Dec 2012 18:45:59 +0000

Homework, just like the formal classroom, testing & exams, timed assignments, the teacher as the subject expert and content in general, is just another target of the progressives.

Nobody needs a PhD in education to understand that thoughtfully assigned homework can have a tremendously positive impact on learning. Too many people are running around trying to demonize everything ’20th century’, and in the process they are damaging education. They constantly reference educational ‘research’ as if it is on the same plane as scientific research – it isn’t.

Carefully targeted homework can aid subject knowledge and enhance understanding, self-confidence, work ethic, discipline and many other assets.

http://www.adriandingleschemistrypages.com