Several years ago, I was introduced to a process designed to help students learn. The plan involved my colleagues and I doing some simple things in our classrooms, with our students, and then discussing the results of our work together and planning how to make learning even better. It’s no longer being used, and I’m sad. I have a few ideas about why it fell by the wayside.
Science, Education, and Science Educationclassroom applications
I had the opportunity to view an important movie this week. I’ve seen it once before. Both times, I watched with a group of the finest educators I’ve ever met. The movie was especially hard-hitting for us because we’ve shared their journey, their tears, and their triumphs.
The misinterpretation of Title IX with respect to student gender quotas in university engineering departments on Joanne Jacobs’ blog yesterday received a bit of discussion Saturday on Twitter. Jason said, in reference to the post,
and then Bryan said
Jason replied, and @druinok responded:
A little later, this tweet popped into the conversation.
I’ve just spent an exhausting, invigorating day with 36 of Washington State’s finest teachers.
This group of teachers, all National Board Certified, are in their eighth or ninth year following initial certification. In order to remain NBCTs, they are faced with the task of renewing their certificates. Most look forward to this process with residual fear and trembling from their initial certification experience. As one who completed the renewal process fairly early in its evolution, Washington Education Association asked me to develop a facilitation protocol and workshop to support NBCTs through the renewal process, so I did. And that’s where I was today. Here’s why it’s the best path to growing accomplished teachers. And here’s why it’s the very best renewal, ever.
Many years ago, I needed something engaging for AP Chemistry students once their exam was over. I found a scavenger hunt, hard copy as this was the olden days, handed out by the late Dr. Cliff Schrader at a conference. I’m forever grateful to Cliff for so many things he gave out freely to anyone who asked. Among so many other things, he taught me to share.
I reworked the list a little to reflect some things my students knew or in which they had shown interest. The first few years, the kids worked in groups and competed to see which group could collect the most items the most quickly.
Truth is, I already did. Years ago.
About 2 years into my career, I figured out that if students arrived in class already knowing something about the day’s learning, they took away a deeper, more satisfying, understanding. We were able to use class time differently, in ways that helped us learn more authentically.
I did not need standardized tests, value-added evaluations, or clever new names for the method to figure this out, by the way.
This post has little to do with science, or education. It has everything to do with organizing my work, my students, and my life.
I’ve worked in 5 districts in 23 years. Our current adoption will be my 4th experience. The availability of electronic delivery and open source materials have added interesting options to our decision-making. First, I present lists and links to content, including sources for inquiry and engineering design resources. I’ve saved my thoughts on devices until the end.
Please comment including any other resources you’d consider if you were us. Also, please comment on individual resources if you have experience or thoughts that might help us make a decision. This list does not include all of the traditional hard-copy textbooks and support materials we’ve been sent. I don’t want this post to take a year to read.