Students as Creators 7/19/20
The highest level in Bloom's taxonomy is creation. The more we push our students to create products to help demonstrate their knowledge and skills, the more that we might be confident that they are learning effectively. Technology provides a number of unique tools for students to create high quality products quite easily. However, there are also a number of low-tech ways that students can create as well. This page provides one source of ideas for things students can create to demonstrate their learning (Puhala, 2020).
https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what-they-know/
https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what-they-know/
Integrating tech into Labs -Materials Matter 7/13/20
Lesson Objective(s):
For my lesson, I wanted to make sure I selected a performance assessment (PA) that I am using in the fall because it was one of the chapter’s suggested assessment tools. This is a summative assessment in which the students need to demonstrate knowledge of thermal energy transfer in different materials, and show me they are able to plan and conduct an investigation. Chapter 11 mentions that having a democratic classroom means students are able to make decisions about what happens. Here, my students will be able to select their partner and select the steps or plan of action needed to conduct their very own investigation. The chapter also mentions the importance of self-assessment and reflection. After the students collect, analyze, and interpret their data to form their final conclusions in a C.E.R. table (Claim Evidence Reasoning) there is a section where students need to reflect. This provides valuable evidence to the teacher on whether or not the student has been engaged with the learning and is taking time to self-assess. Lastly, the rubric that will be used will be shared with the students prior to beginning the experiment so students are aware of what they will be assessed on. Currently the students would be recording everything in a worksheet, but I have a few ideas for integrating technology. This is only substituting, but link the document on Canvas for students to then download and save. Then they will be able to type in everything they would have written. Next, instead of having them draw a graph, I can have them use the data to create a graph in Excel. Then, the students can copy and paste the graph into their Word document. For their reflection, instead of having it all on one document, since it is three pages long. I can remove the reflection from this page and create a survey on Microsoft Forms. This is a little more interactive and engaging way to answer reflection questions.
- I can plan an investigation using a guiding question, materials list, and data table.
- I can analyze data to determine the rate of energy transfer in different liquids.
- I can explain the relationship between kinetic energy and thermal energy transfer.
- Engage & Explain –
- Demonstration: Hot plate with hot skillet. Drop water and or oil as you discuss background.
- Background: Have you ever heated water in a pan? How about cooking oil? Do the two liquids get hot at the same rate? How can you tell? We tend to think of temperature as a measure of how hot or cold a substance is, but temperature has more to do with the kinetic energy of the particles that make up a substance. You can alter the kinetic energy of a substance by adding or taking away heat. In this investigation, you will test three different liquids to see if they lose heat at the same rate.
- Guiding Question: Will three different liquids lose heat at the same rate?
- Directions: Lab safety discussion first. Review rubric details. Teams of two will work together to plan an investigation to answer the guiding question using the materials provided. They are also able to use the data table as a reference to know how they will collect data and what data they will collect. Students check in with teacher once the students have made a prediction and identified variables, then they are able to write the procedure or “plan” for the investigation. This needs to be approved by the teacher before the students can gather materials and begin. Afterwards, students must clean up their station, return materials, and begin graphing and analyzing their data. The next day will allow students to finish data analysis, conclusions, and reflections.
- Explore – Students begin investigation. See attachment: Materials Matter Investigation worksheet.
- Evaluate –Students will be evaluated couple ways. Using a rubric, the teacher is able to assess the skill of planning an investigation and the students content knowledge using the evidence from the Materials Matter Investigation worksheet. The teacher may also take notes of student observations during the experiment. The students will have a reflection section where they answer questions that check on their understanding of each objective and help students assess their own skills and knowledge.
For my lesson, I wanted to make sure I selected a performance assessment (PA) that I am using in the fall because it was one of the chapter’s suggested assessment tools. This is a summative assessment in which the students need to demonstrate knowledge of thermal energy transfer in different materials, and show me they are able to plan and conduct an investigation. Chapter 11 mentions that having a democratic classroom means students are able to make decisions about what happens. Here, my students will be able to select their partner and select the steps or plan of action needed to conduct their very own investigation. The chapter also mentions the importance of self-assessment and reflection. After the students collect, analyze, and interpret their data to form their final conclusions in a C.E.R. table (Claim Evidence Reasoning) there is a section where students need to reflect. This provides valuable evidence to the teacher on whether or not the student has been engaged with the learning and is taking time to self-assess. Lastly, the rubric that will be used will be shared with the students prior to beginning the experiment so students are aware of what they will be assessed on. Currently the students would be recording everything in a worksheet, but I have a few ideas for integrating technology. This is only substituting, but link the document on Canvas for students to then download and save. Then they will be able to type in everything they would have written. Next, instead of having them draw a graph, I can have them use the data to create a graph in Excel. Then, the students can copy and paste the graph into their Word document. For their reflection, instead of having it all on one document, since it is three pages long. I can remove the reflection from this page and create a survey on Microsoft Forms. This is a little more interactive and engaging way to answer reflection questions.
Multimedia Lesson Idea 7/6/20
MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Currently the lesson involves video inquiry, online simulations, hands-on experimentation, reading comprehension, and math connections. To give students a chance to be creative using multimedia, I am going to have the students create a model using Word or Paint 3-D that shows how objects can have different amounts of potential energy. The model must have pictures, labels, and an explanation. There are so many possibilities with the outcome, that I think there would be some very innovative digital models. It will also help me find out who is already skilled in using the Word program those who have never used it this way. Getting some practice at the beginning of the year will help when we use the tool again.
Electronic Communication 7/2/20
1) In a classroom lesson
The district policy allows teachers to use any form of electronic communication format, with the understanding that teachers will be responsible for what it shared. Some of the different digital asynchronous communication tools mentioned in Chapter 8 include email, instant messaging, text messaging, teacher blogs, micro-blogging, online discussion forums, and wikis. The tools I would select for integrating communication and collaboration would be more discussion boards from various sources. There are a couple discussion tools in my learning management system, Canvas, that I have not used to their full potential. I can assign discussion forums and post announcements. The discussion forums can be whole-class or grouped for different team activities. In the latter scenario, three to four students can have an ongoing discussion about their project and have a way to communicate outside of the classroom. I have never used the discussion forum for this way, but I am excited about trying it so students can improve their collaboration during a team activity. The other function is the “Announcements” which normally ends up being a one-way communication from the teacher. Next year, I want to invite students to comment, like or ask questions about the announcements I post. I also want to make it more than just letting them know about due dates, homework details, and reminders. I could include links to other resources or answers to students’ questions that we could not get to in class. Besides these two functions on Canvas, I would like to embed more communication boards in real-time lessons so students can see each other’s ideas, perspectives, answers, or questions. I would love to use my Weebly for a teacher blog, but I do not want to have too many platforms that the students or families to go to. I am not into Twitter for micro-blogging, but our 7th grade house does have an Instagram page!
2) To communicate with parents: There are two main ways I plan on communicating with parents and that is through email and our districts new communication tool. For the last few years I have sent a weekly email to families to inform them of what was happening in class throughout the school year. At the beginning of the year, I like to ask parents to share everything there is to know about their child in one million words or less (just to be funny). This is a great way to learn about your student and their family. It opens a line of communication, so they always are informed and feel comfortable contacting the teacher. I also ask families to take a survey in the middle and end of the year, so I can get feedback on how to improve the email delivery, format, or content. I plan on continuing that effort. ParentSquare is a new communication system that the district will use to enhance the way families and staff receive communication from the district through a new app/web-based system. This is another handy tool for sharing reminders, announcements, due dates, and more. Parents do not have access to their child's Canvas account, so this is a very helpful way of making sure parents are in-the-know about what their child is expected to be doing after school. Lastly, I held online office hours via Zoom during the school closures in the spring. I will likely do something like that for parents or students in the fall if we are in a fully online or blended learning environment.
The district policy allows teachers to use any form of electronic communication format, with the understanding that teachers will be responsible for what it shared. Some of the different digital asynchronous communication tools mentioned in Chapter 8 include email, instant messaging, text messaging, teacher blogs, micro-blogging, online discussion forums, and wikis. The tools I would select for integrating communication and collaboration would be more discussion boards from various sources. There are a couple discussion tools in my learning management system, Canvas, that I have not used to their full potential. I can assign discussion forums and post announcements. The discussion forums can be whole-class or grouped for different team activities. In the latter scenario, three to four students can have an ongoing discussion about their project and have a way to communicate outside of the classroom. I have never used the discussion forum for this way, but I am excited about trying it so students can improve their collaboration during a team activity. The other function is the “Announcements” which normally ends up being a one-way communication from the teacher. Next year, I want to invite students to comment, like or ask questions about the announcements I post. I also want to make it more than just letting them know about due dates, homework details, and reminders. I could include links to other resources or answers to students’ questions that we could not get to in class. Besides these two functions on Canvas, I would like to embed more communication boards in real-time lessons so students can see each other’s ideas, perspectives, answers, or questions. I would love to use my Weebly for a teacher blog, but I do not want to have too many platforms that the students or families to go to. I am not into Twitter for micro-blogging, but our 7th grade house does have an Instagram page!
2) To communicate with parents: There are two main ways I plan on communicating with parents and that is through email and our districts new communication tool. For the last few years I have sent a weekly email to families to inform them of what was happening in class throughout the school year. At the beginning of the year, I like to ask parents to share everything there is to know about their child in one million words or less (just to be funny). This is a great way to learn about your student and their family. It opens a line of communication, so they always are informed and feel comfortable contacting the teacher. I also ask families to take a survey in the middle and end of the year, so I can get feedback on how to improve the email delivery, format, or content. I plan on continuing that effort. ParentSquare is a new communication system that the district will use to enhance the way families and staff receive communication from the district through a new app/web-based system. This is another handy tool for sharing reminders, announcements, due dates, and more. Parents do not have access to their child's Canvas account, so this is a very helpful way of making sure parents are in-the-know about what their child is expected to be doing after school. Lastly, I held online office hours via Zoom during the school closures in the spring. I will likely do something like that for parents or students in the fall if we are in a fully online or blended learning environment.
Online Genetics Games 6/30/20
- Edheads: https://edheads.org/page/DNA Goal: Sickle Cell DNA is a science game for students in grades 7 – 12 to determine if a couple carry the genetic mutation for a disease and to learn how the mutation impacts offspring, protein folding and medical counseling.
- Geniverse: http://demo.geniverse.concord.org/ Goal: Students use a virtual model species (drakes) to explore the fundamental mechanisms of heredity and genetic diseases and then get a taste of careers in genetics. While following a courageous protagonist on a quest to heal a beloved dragon, students generate their own experimental data as they complete Geniverse challenges. Specifically, Transcribe a DNA sequence into RNA, translate RNA into an amino acid sequence, describe the relationship between changes in DNA, protein sequences, and traits, explain why different alleles, producing different proteins, alter an organism’s phenotype, and explain how particular changes in the sequence of a gene may cause a partial or complete loss of the function of the encoded protein.
I have one genetics standard in 7th grade science. MS–LS3–1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Teaching this concept can be very difficult without effective visuals. We always start with understanding the structure of DNA and its code. Then, we move on to how genes on DNA are used to code for various traits. This helps us lead the students to the understanding that if a gene’s code is incorrect (mutation) or is read incorrectly, the wrong building blocks (proteins) will be made resulting in a different trait of feature. It is challenging to engage students in the process of understanding the structure, function, and processes of DNA without a proper context to apply this scientific concept. The two learning games I selected provide an example scenario and a problem for the students to solve, using their academic knowledge about DNA, heredity, genetics, mutations, traits, etc. The students can manipulate the genetic material, practice crossing parent chromosomes to determine traits, and observe the outcome of these genotypic characteristics on the physical orientation of the organism.
Solar System Tech Lesson 6/26/20
Guiding Question –
What force is acting on all objects in the solar system, and how can we accurately demonstrate its role in the motions of planets around the sun?
Learning Standards –
MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
-Analyze and interpret data to determine similarities and differences
-Earth & the Solar System: The solar system consists of the sun and a collection of objects (planets, moons, asteroids, etc.) that are held in orbit around the sun by its gravitation pull on them.
Learning Targets –
Students will be able to:
Infusion of Technology
Evaluation –
Students are assessed on the quality of their model and the explanation of their model during the presentation.
What force is acting on all objects in the solar system, and how can we accurately demonstrate its role in the motions of planets around the sun?
Learning Standards –
MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
- Science & Engineering Practices:
-Analyze and interpret data to determine similarities and differences
- Disciplinary Core Ideas
-Earth & the Solar System: The solar system consists of the sun and a collection of objects (planets, moons, asteroids, etc.) that are held in orbit around the sun by its gravitation pull on them.
- Cross Cutting Concept: Scale, Proportion, and Quantity - Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Learning Targets –
Students will be able to:
- Explain the role of gravity in space
- Analyze & interpret the size and scale of objects in space
- Compare and contrast characteristics of objects in the solar system
- Build and present a scale model of the solar system
Infusion of Technology
- Students work in teams to research gravity and the solar system using online resources
- Students use simulations, interactive websites, and video animations to analyze and interpret the scale and motion of objects in space
- Students create digital models of the solar system using web-tools, software or apps. Possible options: iMovie, Power Point, Smore Flyer, or Paint 3-D
- Students present digital models from their own laptop in a small group and receive feedback from peers
Evaluation –
Students are assessed on the quality of their model and the explanation of their model during the presentation.
Understanding by Design -Energy Skate Park Lesson 6/19/20
Enduring understandings: All objects have potential energy stored inside. Depending on the position of two objects, the amount of potential energy can increase or decrease. When objects are stretched, more energy is stored inside. When an object is held higher above the earth, it gains more gravitational potential energy. When magnets move apart, it increases the potential energy between them. The potential energy is then transformed into kinetic energy when the objects move together.
Essential Questions:
How was your thought process different than your usual approach to lesson design?
As I was designing the lesson in the student outcomes format, I reflected on the order of activities. In the last couple years, I have noticed myself explaining the concept before giving the students an opportunity to explore it. I was also reminded of the challenge involved in breaking apart a standard to identify the knowledge and skills students need to demonstrate. Too often do I use short answer, multiple-choice, or matching questions as my formative assessment instead of a performance task. The habit stems from the urgency to fulfill every standard. Instead of digging into the cross cutting concepts and scientific practices, I tend to rush through content. Only when I give the students opportunities to discover the information on their own will they acquire new knowledge. Understanding by design, or backwards design, is what I learned in college and the approach I have always used up until now. UoD reminds me to evaluate all aspects of the standard and make sure the exploration comes before the explaining.
Essential Questions:
- When does an object have potential energy?
- How is potential energy different than kinetic energy?
- How does energy transfer and transform in a system?
- How can I add potential energy in a system?
- Question of the day: How do you give an object more potential energy? Sketch a simple diagram of your idea.
- Open the Energy skate park simulation in a different tab. Split screen so you can see both Canvas and the simulation!
- Select "intro" when you get to that web page.
- Use the questions to guide you through the simulation and answer the questions in order.
- After you are finished with the questions, explore the PLAYGROUND feature! Here you can build your own skate park and see other energy conversions take place.
- Click here to go to the Energy Skate Park PhET Simulation: http://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html
- Add new activity to the table of contents in ISN called, “Potential Energy”
- Take notes free hand or using the skeleton notes provided.
- On the exit slip provided, draw, label and explain how you give an object more potential energy.
- Place exit ticket in the “Turn in Tray” when finished.
How was your thought process different than your usual approach to lesson design?
As I was designing the lesson in the student outcomes format, I reflected on the order of activities. In the last couple years, I have noticed myself explaining the concept before giving the students an opportunity to explore it. I was also reminded of the challenge involved in breaking apart a standard to identify the knowledge and skills students need to demonstrate. Too often do I use short answer, multiple-choice, or matching questions as my formative assessment instead of a performance task. The habit stems from the urgency to fulfill every standard. Instead of digging into the cross cutting concepts and scientific practices, I tend to rush through content. Only when I give the students opportunities to discover the information on their own will they acquire new knowledge. Understanding by design, or backwards design, is what I learned in college and the approach I have always used up until now. UoD reminds me to evaluate all aspects of the standard and make sure the exploration comes before the explaining.
Digital Communication & Feedback 6/15/20
Rapid feedback from digital technology supports students' curiosity and desire to learn independently without constant teacher direction. Discuss how you can balance this approach in the classroom with technology use that encourages delayed gratification.
I see the goal to balance rapid feedback and delayed gratification in terms of when they are used in the classroom. For example, rapid feedback when student is researching a topic is valuable for comprehension of material and critical thinking as they analyze the website for credibility. When I am trying to learn about a topic, I want the internet and websites to be formatted in a way that I able to navigate and access information at a rapid pace. On the flip side, the answers you may be looking for will not be instantaneous. Research requires the learner to read the material in depth, looking for connections and valuable themes. Another example of when rapid feedback is valuable is during formative assessments. Students, including myself, desire timely feedback to validate their performance. I am always thinking to myself, “I hope I am doing this right.” This practice is so important to the learning process for students. “Feedback lets you know when you are proceeding positively and when you are not. Feedback encourages learning from successes and mistakes, both necessary for critical thinking and problem solving” (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2019, p. 56)
Going back to encouraging delayed gratification, I think most students can make a connection to the value in working hard to accomplish something in their life. Many students have special talents that they have practiced, perfected, and are proud of. For example, a student who is a competitive dancer can relate to this dynamic struggle from the hours of practice, mistakes, coaching, reflecting, and asking questions that took place. Using these comparisons and their own personal stories, teachers can break down the process of any challenging task in class. I also like to ask my students how it makes them feel afterwards, because we all know that great sense of accomplishment that comes with succeeding in a difficult situation. In situations where I have put my students up to a task involving the community or an outside audience, the level of attention to their work and the support I see in each other increases. “When teachers connect community work to specific curriculum learning standards, then real-world settings, problems, people bring concepts alive for students in a way that academic classroom-only learning, does not.” (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2019, p. 72)
Active learning refers to the direct involvement of students in educational activities. Group work and cooperative learning are two ways to promote active learning in classrooms. Discuss how you use or would use various forms of technology to promote group work and cooperative learning in your classroom.
In the past, I have had students collaborate for research and presentations using online Microsoft software, including Word and Power Point. Students can “share” the file to allow others to edit in real time so they can all work, from any location, at the same time. Students appreciate the fact that everyone can participate in accomplishing the goals of the project. Before starting this project though, it is important to keep in mind the front work that needs to be done to ensure a successful collaboration. Students working on a team project establish norms and responsibilities, depending on the purpose of the activity. This is also done using technology. I ask the students to either document this information about their team so I can reference it if the students are in a stressful situation. Students bring their own creative abilities and specific personality traits to each team activity making them a valuable member. “Group work does not students do a task exclusively by themselves, but asks them to make use of the strengths that each student brings to the assignment and, as a collection of learners with different skills, teach each other and problem-solve creatively when there are open ended problems at hand.” (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2019, p. 64)
In the situations where students are collaborating with technology, even when they are just trying to complete the same task using a new web tool, there are more students willing to help each other when a problem arises. For example, in my science class I use many online simulations to help students learn concepts that we cannot perform experiments on in class. The interactives, games, or simulations can be challenging to navigate. Students partner up to not only learn the content together, but assist each other in the technical challenges along the way. Lastly, I am a big fan of communication boards like Padlet, Note.ly, or Jamboard by Google to share observations, thoughts, questions, conclusions and more. I also like incorporating surveys and polls using surveymonkey.com, pollseverywhere.com or Microsoft Forms where the students can see the data and we can analyze it together.
I see the goal to balance rapid feedback and delayed gratification in terms of when they are used in the classroom. For example, rapid feedback when student is researching a topic is valuable for comprehension of material and critical thinking as they analyze the website for credibility. When I am trying to learn about a topic, I want the internet and websites to be formatted in a way that I able to navigate and access information at a rapid pace. On the flip side, the answers you may be looking for will not be instantaneous. Research requires the learner to read the material in depth, looking for connections and valuable themes. Another example of when rapid feedback is valuable is during formative assessments. Students, including myself, desire timely feedback to validate their performance. I am always thinking to myself, “I hope I am doing this right.” This practice is so important to the learning process for students. “Feedback lets you know when you are proceeding positively and when you are not. Feedback encourages learning from successes and mistakes, both necessary for critical thinking and problem solving” (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2019, p. 56)
Going back to encouraging delayed gratification, I think most students can make a connection to the value in working hard to accomplish something in their life. Many students have special talents that they have practiced, perfected, and are proud of. For example, a student who is a competitive dancer can relate to this dynamic struggle from the hours of practice, mistakes, coaching, reflecting, and asking questions that took place. Using these comparisons and their own personal stories, teachers can break down the process of any challenging task in class. I also like to ask my students how it makes them feel afterwards, because we all know that great sense of accomplishment that comes with succeeding in a difficult situation. In situations where I have put my students up to a task involving the community or an outside audience, the level of attention to their work and the support I see in each other increases. “When teachers connect community work to specific curriculum learning standards, then real-world settings, problems, people bring concepts alive for students in a way that academic classroom-only learning, does not.” (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2019, p. 72)
Active learning refers to the direct involvement of students in educational activities. Group work and cooperative learning are two ways to promote active learning in classrooms. Discuss how you use or would use various forms of technology to promote group work and cooperative learning in your classroom.
In the past, I have had students collaborate for research and presentations using online Microsoft software, including Word and Power Point. Students can “share” the file to allow others to edit in real time so they can all work, from any location, at the same time. Students appreciate the fact that everyone can participate in accomplishing the goals of the project. Before starting this project though, it is important to keep in mind the front work that needs to be done to ensure a successful collaboration. Students working on a team project establish norms and responsibilities, depending on the purpose of the activity. This is also done using technology. I ask the students to either document this information about their team so I can reference it if the students are in a stressful situation. Students bring their own creative abilities and specific personality traits to each team activity making them a valuable member. “Group work does not students do a task exclusively by themselves, but asks them to make use of the strengths that each student brings to the assignment and, as a collection of learners with different skills, teach each other and problem-solve creatively when there are open ended problems at hand.” (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2019, p. 64)
In the situations where students are collaborating with technology, even when they are just trying to complete the same task using a new web tool, there are more students willing to help each other when a problem arises. For example, in my science class I use many online simulations to help students learn concepts that we cannot perform experiments on in class. The interactives, games, or simulations can be challenging to navigate. Students partner up to not only learn the content together, but assist each other in the technical challenges along the way. Lastly, I am a big fan of communication boards like Padlet, Note.ly, or Jamboard by Google to share observations, thoughts, questions, conclusions and more. I also like incorporating surveys and polls using surveymonkey.com, pollseverywhere.com or Microsoft Forms where the students can see the data and we can analyze it together.
Self-teaching to Learn Technology 6/12/20
Is self-teaching the most effective way for students to learn to use technology? Do you think schools should have a technology center where students can engage with new tools and teach themselves? What do you think they might learn?I have a hard time saying that self-teaching is the most effective, because I know how much I’ve learned from others. I also think if you do not have any experience with the technology, it can make trying it intimidating. I guess I would agree that self-teaching is best with an expert to guide. For example, Excel is a program that I had little use for when I was in high school. Getting to college and my teaching career, I realized the value of Excel and its many functions. This was a program I needed to be shown how to use. With help of my peers and teachers, I developed new ways to use Excel. I am now able to:
- Create complex data tables or charts
- Organize and sort student groups or projects
- Organize, graph, and analyze data collected for science experiments or class surveys
- Organize field trip activities, schedules, bus assignments, labels, attendance, and more.
- Communicate student data with educators and administration