1.
We really enjoyed the Language Acquisition PLC. It was nice to see how they were using videos and captions to familiarize the students with language. Making movies with captions is something we could try incorporating.
The other higher level thinking group gave us some great ideas. Using a rubric for the students to self evaluate themselves would be one tool.
There were several PLCs that talked about being cross curricular. Incorporating more math, social studies, and English into the lessons is something we would like to strive for in our classes.
2.
We learned about Blogging, iMovies, flipped classrooms, classroom design, science, and collaboration. Working in our PLCs gave us a chance to work with people we do not always get to see and to share our different teaching styles and ideas . Working in a group allows us to try different things and come back and share what we learned.
Wednesday, December 19, 2012
Wednesday, December 5, 2012
Jasmyn 12-5
Today we finalized our PLC showcase video. Next we talked about what artifacts we will bring for our display board. Finally, we decided on our two groups.
Group A- Kluthe, Kobylinski, DiObilda, Johnson
Group B- Ostmeyer, Ross, Troyer
Group A- Kluthe, Kobylinski, DiObilda, Johnson
Group B- Ostmeyer, Ross, Troyer
Wednesday, November 28, 2012
Today we worked on our presentation for the PLC showcase.
All the teachers brought in examples of work and photos of their students working on the projects we want to showcase.
We worked on our iMovie and discussed how we are going to set up our booth.
We have students lined up for demos on the showcase day.
All the teachers brought in examples of work and photos of their students working on the projects we want to showcase.
We worked on our iMovie and discussed how we are going to set up our booth.
We have students lined up for demos on the showcase day.
Ross 11/28
My biggest inquiry class hasn't done much inquiry recently, due to some intense work on chemistry background. We're working our way up to an inquiry about heat transfer, which should be fun. We've just done an example lab, and will be starting background research this week.
My other physical science class is finishing up an inquiry about simple machines. I tried to focus the background research by providing specific questions to answer, but that seemed to backfire, as students were missing the big picture in an attempt to answer specific questions. Attendance also became a problem, with students who missed class holding on to their group's materials. I did get each group to reflect after a first round of data, and modify or troubleshoot their apparatus for a second round of experimentation, which was a step forward. With this group in particular, I feel I may need to limit inquiry groups to two individuals, since there were a few students who let their group members handle the entire project.
My chemistry students will be trying something slightly different this week, with a problem-based lab that requires stoichiometric calculations in order to solve.
My other physical science class is finishing up an inquiry about simple machines. I tried to focus the background research by providing specific questions to answer, but that seemed to backfire, as students were missing the big picture in an attempt to answer specific questions. Attendance also became a problem, with students who missed class holding on to their group's materials. I did get each group to reflect after a first round of data, and modify or troubleshoot their apparatus for a second round of experimentation, which was a step forward. With this group in particular, I feel I may need to limit inquiry groups to two individuals, since there were a few students who let their group members handle the entire project.
My chemistry students will be trying something slightly different this week, with a problem-based lab that requires stoichiometric calculations in order to solve.
Jasmyn 11-28
In our PLC today, we worked on writing up quick lesson outlines and objectives to go along with our pictures. Ms. Troyer will combine our pictures and write ups to make our video presentation.
Sunday, November 25, 2012
No supplies needed???
I do not see that you have indicated any supplies needed for the Showcase. If you are needing something, please see Dr. Cheryl Wright by Nov 30th, so we can try to accommodate you.
Wednesday, November 7, 2012
Nov 7
Jasmyn: Conducting experiments with Duckweed. Changing different variables to see how it affects the growth of the Duckweed.
Patrick: Completing presentations in Home Health. Biology we have been covering evolution and talking about Darwin's discoveries.
Kelly: Evolution online simulation project.
Rebecca: Plaster of hands
Peter: Experiment over measuring forces in physical science. Polarity experiment in Chemistry.
Steve: Creating a television news story on Totalitarianism.
Patrick: Completing presentations in Home Health. Biology we have been covering evolution and talking about Darwin's discoveries.
Kelly: Evolution online simulation project.
Rebecca: Plaster of hands
Peter: Experiment over measuring forces in physical science. Polarity experiment in Chemistry.
Steve: Creating a television news story on Totalitarianism.
We completed the World War 1 Unit and are now moving into Totalitarianism which has spiked some interest among the students as we are talking about Hitler, Mussolini and Stalin. We have done a Hitler KWL and are now working on taking notes for newspaper articles about each dictator. This includes prompts from the New York Times, KC Star and the Houston Chronicle. It was exciting learning that many of my students have quite a bit of prior knowledge about Hitler and Stalin, not so much on Mussolini. Thinking about the Performance Assessment and possibly having students write a newspaper article or give a television news story, filming themselves and presenting it to class on the dictators. Wow.
Kluthe - 11/7
Students have completed a research project over a genetic disease of their choice. They made an infographic, powerpoint or newsletter.
Today in class, we looked at natural selection using an online simulation. The students manipulated variables, recorded the outcomes and made predictions. The students were able to relate what they saw to animals in real life.
Today in class, we looked at natural selection using an online simulation. The students manipulated variables, recorded the outcomes and made predictions. The students were able to relate what they saw to animals in real life.
Jasmyn 11-7
Our group organized what we are going to do for our presentation. Each person is going to get a camera and take pictures of their students performing their inquiries. We will give all our pictures to Ms. Troyer and she will make a video. Here is an outline of what some of us are going to do.
Ms. Troyer- plaster of paris cast
Mr. DiObilda- posters on WWI
Mr. Ross- still working on a chemistry idea
Ms. Kluthe - still working on idea for biology class
Mr. Kobylinski - student presentations over elderly ailments
For my environmental science class, they are designing experiments using duckweed. They will be doing research, outlining the procedures, collecting data, analyzing, collaborating with the Mary Ann and her colleagues at the environmental library, and "publishing" their information.
We briefly started the duckweed project yesterday, so I will have more details soon.
Ms. Troyer- plaster of paris cast
Mr. DiObilda- posters on WWI
Mr. Ross- still working on a chemistry idea
Ms. Kluthe - still working on idea for biology class
Mr. Kobylinski - student presentations over elderly ailments
For my environmental science class, they are designing experiments using duckweed. They will be doing research, outlining the procedures, collecting data, analyzing, collaborating with the Mary Ann and her colleagues at the environmental library, and "publishing" their information.
We briefly started the duckweed project yesterday, so I will have more details soon.
Ross 11/7
My physical science students have finished their recent project on chemical changes, in which we spent more time than usual on background research and procedure writing. I feel that most of the goals for this assignment were met: the students seemed to think more deeply about what was going on in their projects, tried harder to make an experiment that may not have been done before, and wrote extremely good procedures (though it took quite a bit longer to do). The procedures were an amazing improvement over past work, so I plan on dealing with this issue earlier in the semester in the future. The experiment itself was somewhat disorganized in spite of this- I had two groups who planned on bringing their own supplies, and had three days over which to bring them, but still managed to forget important pieces of their experiment and had to change experiments at last minute. I'm not quite sure what to do about this issue.
My other physical science class finished an inquiry about forces, and I'm still seeing improvement in their work. A major focus for this class will be displaying data in a way that makes it clear to readers what was being measured.
My goal for the next set of inquiries is to keep up the strong background research, and also to budget time for revising and re-experimenting in light of new data. Too many of my students feel that as soon as data is taken that the experiment is over and can be forgotten.
My other physical science class finished an inquiry about forces, and I'm still seeing improvement in their work. A major focus for this class will be displaying data in a way that makes it clear to readers what was being measured.
My goal for the next set of inquiries is to keep up the strong background research, and also to budget time for revising and re-experimenting in light of new data. Too many of my students feel that as soon as data is taken that the experiment is over and can be forgotten.
Wednesday, October 31, 2012
Jasmyn 10-31
Well,
I was late to PLC today, but I was doing collaboration/research with Mary Ann Figuly. Mary Ann and I were working to come up with some different inquiry labs for zoology and environmental science. For environmental science we are talking about populations. We are going to grow some duckweed in our classroom and then change some variables. They will research duckweed, observe, and go through the scientific process. We will document our findings and make conclusions. It should be fun.
For my zoology class, Mary Ann is going to bring in some different bird samples and feathers. I will introduce the topic and then the next day they will do the activity with Mary Ann. The next day I will have them get into groups to discuss their findings, then we will discuss as a group. The final piece will be to write up their findings as if they were publishing it in a science journal.
Mary Ann and I are also working on some activities about population charts and probes.
I am really enjoying working with Mary Ann. She is a great resource and I am learning so much from her. I have been struggling to find fun, creative activities. I want to do them in class, but had been struggling with ideas. My additional struggle is student behavior. I am not concerned about how they will do in the lab, but the fact that their behavior is hindering them learning the background information. Additionally, I do not want them to think that everyday will be a lab and that is the only way to learn. Hopefully, I can find a good balance. Mary Ann even suggested doing activities will only the kids that have all the prior knowledge work complete, even if it is just a few students. The others will work on other work.
Patrick - watched a video on the geological timeline and then made a geological timeline today
Peter - polar vs non-polar compounds
Rebecca - 2 point perspectives
DiObilda - continuation of WW I
I was late to PLC today, but I was doing collaboration/research with Mary Ann Figuly. Mary Ann and I were working to come up with some different inquiry labs for zoology and environmental science. For environmental science we are talking about populations. We are going to grow some duckweed in our classroom and then change some variables. They will research duckweed, observe, and go through the scientific process. We will document our findings and make conclusions. It should be fun.
For my zoology class, Mary Ann is going to bring in some different bird samples and feathers. I will introduce the topic and then the next day they will do the activity with Mary Ann. The next day I will have them get into groups to discuss their findings, then we will discuss as a group. The final piece will be to write up their findings as if they were publishing it in a science journal.
Mary Ann and I are also working on some activities about population charts and probes.
I am really enjoying working with Mary Ann. She is a great resource and I am learning so much from her. I have been struggling to find fun, creative activities. I want to do them in class, but had been struggling with ideas. My additional struggle is student behavior. I am not concerned about how they will do in the lab, but the fact that their behavior is hindering them learning the background information. Additionally, I do not want them to think that everyday will be a lab and that is the only way to learn. Hopefully, I can find a good balance. Mary Ann even suggested doing activities will only the kids that have all the prior knowledge work complete, even if it is just a few students. The others will work on other work.
Patrick - watched a video on the geological timeline and then made a geological timeline today
Peter - polar vs non-polar compounds
Rebecca - 2 point perspectives
DiObilda - continuation of WW I
Hello All My Followers
Here is what my fellow teachers are working on this week to build student driven learning.
Steven- Students are researching WW1 on the internet.
Rebecca- Students are learning how to do 2 point perspective. After following along with the teacher modeling examples they look up examples of 2 point perspective. They also use their computers to look at different ways to illustrate their city block.
Patrick- The students are creating a geological time line. They are talking about extinction and how affected evolution.
Peter- Id doing an inquiry on chemical changes. The students are designing their own experiments to carry it out.
Here is what my fellow teachers are working on this week to build student driven learning.
Steven- Students are researching WW1 on the internet.
Rebecca- Students are learning how to do 2 point perspective. After following along with the teacher modeling examples they look up examples of 2 point perspective. They also use their computers to look at different ways to illustrate their city block.
Patrick- The students are creating a geological time line. They are talking about extinction and how affected evolution.
Peter- Id doing an inquiry on chemical changes. The students are designing their own experiments to carry it out.
10-31-2012
Rebecca: 2 point perspective. Creating a city street.
Steve: WW1 Russian Revolution, figure out communist manifesto. WW1 expression/reflection paper to think about the events critically.
Peter: background research before creating an experiment, create instructions for the activity.
Patrick: Timeline for geologic periods and extinctions, to prepare for evolution.
Jasmyn: Investigating birds an experiment did they go from ground to air or air to ground.
Steve: WW1 Russian Revolution, figure out communist manifesto. WW1 expression/reflection paper to think about the events critically.
Peter: background research before creating an experiment, create instructions for the activity.
Patrick: Timeline for geologic periods and extinctions, to prepare for evolution.
Jasmyn: Investigating birds an experiment did they go from ground to air or air to ground.
Ross 10/31
This past week I've been doing a more intense inquiry experiment with my physical science class. Because of my focus on trying to get the students to think and plan more thoroughly, we've been taking multiple days on background research and procedure design. I've been getting mixed results on this. Part of the issue appears to be that the research and planning isn't as fun or exciting, and part appears to be the students' lack of an idea of what I'm looking for. I've tried to relate this back to lab instructions they've received in the past, and we've done some examples of writing instructions for other purposes (building shapes out of tangrams was a fun activity to show how much detail is necessary). We'll end this inquiry with a lab report and a poster, which hopefully will give the students plenty of time to think about their results.
My other physical science class (half block) is starting their inquiry about forces. This class is having a little bit of trouble with the creative thought necessary to design an experiment. We've tried classwide structured brainstorming activities, but two groups came back the next day not liking their idea from the first day, and started back at square one with little willingness to try again. The experimental design aspect appears to be working well, though.
I've also got an inquiry coming up for my chemistry students, who've been hard at work on content and book work for a while. We'll be doing an example lab about polarity of substances, and from there we'll be doing some individual experiments.
My other physical science class (half block) is starting their inquiry about forces. This class is having a little bit of trouble with the creative thought necessary to design an experiment. We've tried classwide structured brainstorming activities, but two groups came back the next day not liking their idea from the first day, and started back at square one with little willingness to try again. The experimental design aspect appears to be working well, though.
I've also got an inquiry coming up for my chemistry students, who've been hard at work on content and book work for a while. We'll be doing an example lab about polarity of substances, and from there we'll be doing some individual experiments.
PLC Showcase
At the end of our semester of work, all PLCs will be showcasing their work at the Wyandotte High School PLC Showcase on Wednesday, December 12th in the Social Hall.
The showcase will be a public demonstration of our learning,
collaboration, and results. Each PLC will showcase work that reflects
how your learning and collaboration has impacted student learning. Each
PLC is encouraged to be creative and innovative in their demonstration
(student examples would be highly encouraged); however, please be sure
the following are addressed through your presentation -
PLC Focus
If your PLC requires any kind of additional resources, please submit any requests for those materials via the comment section to this blog entry by NOVEMBER 9th. You will receive these materials by or before your November 28th meeting, so you will have AT LEAST two weeks to work on organizing your demonstration.
PLC Focus
Collaborative Actions
Summary of PLC Learning
Impact on Student Learning
Connections to Future Teaching and Learning
In
addition, all staff will have an opportunity to visit each
demonstration during the Showcase. Many outside guests will also be in
attendance. If your PLC requires any kind of additional resources, please submit any requests for those materials via the comment section to this blog entry by NOVEMBER 9th. You will receive these materials by or before your November 28th meeting, so you will have AT LEAST two weeks to work on organizing your demonstration.
Wednesday, October 24, 2012
Jasmyn 10-24
To introduce my class to arthropods, I assigned them a small research assignment. I allowed them to get into groups of two or three to research an arthropod of their choice. They had to look to see if the animal was an arthropod and then they had a paper with questions that they had to answer. This was the first type of research project for this class.
The students had about two full days to work on this project. At the end I had them informally present some of the basic information to the class and then show a drawing that they had made.
Some of the students really enjoyed this, others not so much. I had about 4 individuals/groups that choose not to do the assignment. This kind of bummed me out.
After introducing the variety of arthropods, I passed out 8 different specimens and we made a list of different characteristics. After our discussion I started in on notes and discussed the different characteristics.
I liked this activity, but I will tweak it before I do it with my full year class.
In my environmental science class, I took them out the garden to make observations of biotic and abiotic factors. I gave them very brief instructions because it was all about their observation skills. Then once we got back to class we discussed our observations.
Again some kids liked this and others just complained. The problem I am having lately are the kids not enjoying anything in class. If I try something new, they hate it. It seems that lately no matter what I do, they complain and do not want to participate. This is my big frustration lately.
The students had about two full days to work on this project. At the end I had them informally present some of the basic information to the class and then show a drawing that they had made.
Some of the students really enjoyed this, others not so much. I had about 4 individuals/groups that choose not to do the assignment. This kind of bummed me out.
After introducing the variety of arthropods, I passed out 8 different specimens and we made a list of different characteristics. After our discussion I started in on notes and discussed the different characteristics.
I liked this activity, but I will tweak it before I do it with my full year class.
In my environmental science class, I took them out the garden to make observations of biotic and abiotic factors. I gave them very brief instructions because it was all about their observation skills. Then once we got back to class we discussed our observations.
Again some kids liked this and others just complained. The problem I am having lately are the kids not enjoying anything in class. If I try something new, they hate it. It seems that lately no matter what I do, they complain and do not want to participate. This is my big frustration lately.
Oct 24
Patrick: Genetic pedigree tables and showing how they are used to determine genetic disorders.
Jasmyn: Arthropods, research an Arthropod and complete a project to present to the class.
Kelly: Genetic disease project and created an infographic (concept maps, facts, data).
Peter: Phase changes; freezing time, evaporation, & etc.
Steve: WW1 unit, created a propaganda poster and worked on an essay about weaponry. Hypothetical question about how to end a war.
Jasmyn: Arthropods, research an Arthropod and complete a project to present to the class.
Kelly: Genetic disease project and created an infographic (concept maps, facts, data).
Peter: Phase changes; freezing time, evaporation, & etc.
Steve: WW1 unit, created a propaganda poster and worked on an essay about weaponry. Hypothetical question about how to end a war.
The freshmen classes are working on the World War 1unit and have completed propaganda posters. In addition to taking notes we have been working on writing skills by converting notes into paragraphs. Students were to write 3-5 paragraphs on the new technology that was used during the Great War and given an assignment to write expressing their thoughts on gas warfare. Expressive writing was problematic for some, but most gave it a try.
By next week we should be finished with the WW 1 unit at which time the students will be required to write an essay for their Performance Assessment.
Discussed with the group 'infographics" and I-Movie as a tool to use in the class room.
By next week we should be finished with the WW 1 unit at which time the students will be required to write an essay for their Performance Assessment.
Discussed with the group 'infographics" and I-Movie as a tool to use in the class room.
Ross 10/24
I haven't had many serious student-led activities this week. My physical science students have been investigating phase changes, and after some introduction and a standardized experiment, the students got to plan their own experiment over phase changes. It was a day and a half activity, and students investigated freezing, boiling, melting, and evaporating, with pretty good results, concluding with another writing activity. My chemistry students have done a few more cookbook labs, but without time for extending into inquiry.
My next planned activity is a longer inquiry for my physical science students. In hopes of getting more thought into the experimental plan, a longer period of student involvement, and more authentic questions, I'm going to start the project more slowly. I'm planning on starting out with some research- after students decide on their topic, they'll look into what is already known and what experiments others have done. This will be turned in and reviewed before students plan their final experiment. The other section I hope to improve is writing instructions. My physical science students don't seem to be getting the hang of writing instructions which are clear enough to let someone else conduct the experiment, which is a big part of science. I may have to do some activities focusing solely on instruction-writing.
My next planned activity is a longer inquiry for my physical science students. In hopes of getting more thought into the experimental plan, a longer period of student involvement, and more authentic questions, I'm going to start the project more slowly. I'm planning on starting out with some research- after students decide on their topic, they'll look into what is already known and what experiments others have done. This will be turned in and reviewed before students plan their final experiment. The other section I hope to improve is writing instructions. My physical science students don't seem to be getting the hang of writing instructions which are clear enough to let someone else conduct the experiment, which is a big part of science. I may have to do some activities focusing solely on instruction-writing.
10/24 - Kluthe
Students have been doing a lot of independent research for their recent DNA unit and for the current genetics unit. Right now, students are creating a PowerPoint, Infographic or Newsletter over a genetic disease. Each student has a different disease so they will become the "class expert". It's a good way to apply their knowledge of genetics and how traits are inherited in real-life situations.
Wednesday, October 17, 2012
Jasmyn 10-17
Our group shared what had been going on in their classrooms. Here are the results.
Ms. Troyer's students edited pics on pic monkey and they did an iMovie. Her students were super excited to share their work. Students could do pictures or movies.
Mr. Di Obilda- He started working on a WWI project with Dr. Wright. Students are very engaged, asking questions, and taking notes. They really like the new set up with PowerPoint and mind maps. He is also planning a field trip. He has a technology project planned for next week.
Ms. Kluthe's current lesson is more math based, but they have
Mr. Kobylinski's class is planning their field trip and figuring who needs home health. The students are researching what types of jobs are associated with home health. He wants them to think outside the realm of doctors and nurses. He is trying to set up a trip to an assisted living site.
He has found it to be very frustrating at times and he has to break it into sections.
He has not had as much luck with biology, but students are getting better with notes.
Mr. Ross's chemistry class set up their own experiment with solubility and flame test. His physical science class set up pH experiments.
My class presented their presentations. I was excited that they worked in groups and did present, but I had higher expectations for the outcome. I gave them specific written instructions and also went over and elaborated verbally. I noticed that the kids have a hard time doing research. They were not sure where to start and wanted me to just give them the information. In addition, they would look up information and write it down without knowing what it meant. I do not think they understood that they had to be able to teach the rest of the class and had to know the subject. I did give the students a rubric, so they knew what I would be grading. I think next time, I would put more instructions on the worksheet and stress even more how they cannot just put words on their presentations. They have to know the words and the information. They are the experts, teachers and we are the audience. I also want them to continue working on their presentation skills. They cannot read the screen and have their backs to the audience.
I assessed the students using my rubric and again on the chapter test. I had the kids answer an essay question describing the biogeochemical cycle they presented. For the most part, the kids could tell me the name of the cycle, but had issues describing it. Next time I will make sure that everyone takes notes, so they know what is going on.
Here is my rubric.
Ms. Troyer's students edited pics on pic monkey and they did an iMovie. Her students were super excited to share their work. Students could do pictures or movies.
Mr. Di Obilda- He started working on a WWI project with Dr. Wright. Students are very engaged, asking questions, and taking notes. They really like the new set up with PowerPoint and mind maps. He is also planning a field trip. He has a technology project planned for next week.
Ms. Kluthe's current lesson is more math based, but they have
Mr. Kobylinski's class is planning their field trip and figuring who needs home health. The students are researching what types of jobs are associated with home health. He wants them to think outside the realm of doctors and nurses. He is trying to set up a trip to an assisted living site.
He has found it to be very frustrating at times and he has to break it into sections.
He has not had as much luck with biology, but students are getting better with notes.
Mr. Ross's chemistry class set up their own experiment with solubility and flame test. His physical science class set up pH experiments.
My class presented their presentations. I was excited that they worked in groups and did present, but I had higher expectations for the outcome. I gave them specific written instructions and also went over and elaborated verbally. I noticed that the kids have a hard time doing research. They were not sure where to start and wanted me to just give them the information. In addition, they would look up information and write it down without knowing what it meant. I do not think they understood that they had to be able to teach the rest of the class and had to know the subject. I did give the students a rubric, so they knew what I would be grading. I think next time, I would put more instructions on the worksheet and stress even more how they cannot just put words on their presentations. They have to know the words and the information. They are the experts, teachers and we are the audience. I also want them to continue working on their presentation skills. They cannot read the screen and have their backs to the audience.
I assessed the students using my rubric and again on the chapter test. I had the kids answer an essay question describing the biogeochemical cycle they presented. For the most part, the kids could tell me the name of the cycle, but had issues describing it. Next time I will make sure that everyone takes notes, so they know what is going on.
Here is my rubric.
Grading Rubric:
Vocabulary- 10 points
Questions and content- 15 points
Research notes- 5 points
Visual (creative, neat) 5 points
Notes handout- 5 points
Presentation
·
Participation (group will rate other students on
participation and I will observe)- 5 points
·
Professionalism (not fidgeting, eye contact,
clear voice)- 5 points
·
Preparation (practiced, organized, note cards?) -
5 points
Cited Sources (a minimum of 3, not including Wikipedia)- 10 points
Classroom notes- 5 points
Oct 17th
Patrick: Garden investigation, comparing leaves color, size, shape and where they are growing.
This past week we have been learning about DNA and Genetics. Mostly lecture with activities afterwards.
Researched where to go for a fieldtrip.
Jasmyn: 4 different topics that each group presented to the class over biogeochemical cycles.
Kelly: Genetics and allowing them to teach different ideas.
Peter: Using hands-on labs to discover chemistry.
Steve: Working with Dr. Wright to present WW1, building different note taking guides with power points. Using technology to find notes on a topic, keeping them more actively engaged. Connecting all the units together before WW1, helping them with their grades. Used a mind map to draw connections between all the ideas.
Rebecca: Created an iMovie or photo program for their design program.
This past week we have been learning about DNA and Genetics. Mostly lecture with activities afterwards.
Researched where to go for a fieldtrip.
Jasmyn: 4 different topics that each group presented to the class over biogeochemical cycles.
Kelly: Genetics and allowing them to teach different ideas.
Peter: Using hands-on labs to discover chemistry.
Steve: Working with Dr. Wright to present WW1, building different note taking guides with power points. Using technology to find notes on a topic, keeping them more actively engaged. Connecting all the units together before WW1, helping them with their grades. Used a mind map to draw connections between all the ideas.
Rebecca: Created an iMovie or photo program for their design program.
Mrs. Ostmeyer- Presentation on biogeochimical cycles. She liked doing it and now knows where she will tweak it. She will make a clearer rubric.
Mrs. Troyer- Introduced Picmonkey and iMovie to Freshman Design The Freshman made an iMovie and presented it to the class.
Steve- The whole FAST community is doing a technology segment. Steve is learning iMovie.
Mrs. Troyer- Introduced Picmonkey and iMovie to Freshman Design The Freshman made an iMovie and presented it to the class.
Steve- The whole FAST community is doing a technology segment. Steve is learning iMovie.
Ross 10/17
I've done a few student led activities in each of my classes recently. My physical science students started on the chemistry section of their curriculum, and so they began with an inquiry that got them familiar with chemistry apparatus and procedures. They got to demonstrate that blowing air through a straw into a beaker with universal indicator changes the color of the solution. Each group got to hypothesize what was causing the color change, and design an experiment to test this. By the end of the experiment, each group had pretty much come to the conclusion that carbon dioxide was causing the color change (the correct conclusion), which is pretty cool. I'm working on getting students to think and respond more thoroughly, so we've been writing to explain thoughts, which is getting better. Additional short writing assignments seem to be helping as well. There are still some motivational issues with getting students to write, however.
My chemistry students got to do something similar. We had just been introduced to ionic compounds, so students got to set up an experiment about flame tests or solubility. This went well, as usual for these classes, and the students wrote pretty decent conclusions.
I plan on continuing the changes I've made so far: setting clear expectations for deliverables, and encouraging students to think and draw conclusions. What I'd really like to do as the semester finishes up, though, is to do a longer project. So far, our experiments have been pretty short- one class period of gathering data at most. I feel that I'm not getting across the idea that science is iterative. I'm trying to come up with a project that the students will have to put more effort into, so that they can try multiple courses of data gathering and hypothesis modifying, which is much closer to real world science. I'm also trying to intersperse some explicit content learning on the same days as project work, so that the students can see how their classroom knowledge can relate to their questions about the world. This also helps keep student attention through long periods.
My chemistry students got to do something similar. We had just been introduced to ionic compounds, so students got to set up an experiment about flame tests or solubility. This went well, as usual for these classes, and the students wrote pretty decent conclusions.
I plan on continuing the changes I've made so far: setting clear expectations for deliverables, and encouraging students to think and draw conclusions. What I'd really like to do as the semester finishes up, though, is to do a longer project. So far, our experiments have been pretty short- one class period of gathering data at most. I feel that I'm not getting across the idea that science is iterative. I'm trying to come up with a project that the students will have to put more effort into, so that they can try multiple courses of data gathering and hypothesis modifying, which is much closer to real world science. I'm also trying to intersperse some explicit content learning on the same days as project work, so that the students can see how their classroom knowledge can relate to their questions about the world. This also helps keep student attention through long periods.
10/17 - Kluthe
Student lead inquiries have been hard to do for this most recent genetics unit because it's mostly math-based problem solving. While it hasn't been as open-ended as I would like, the students have still been able to work in groups to figure out their problems. Next week I'm planning on having my students to work in small groups to make pedigrees of families and to make a karyotype. So far this week, students have made posters and presented them to the rest of the class to teach them how to solve their particular problems.
It has been an exciting week working with Dr Wright on the World War 1unit. There has been some new ideas generated for student activities and engagement. When presented to the students, engagement was evident. Students took notes, discussed content and asked numerous questions. The ninth graders seem to be enjoying the newer format and are looking forward to a technology project related to WW 1.
Wednesday, October 3, 2012
10-3-2012
We discussed ideas about how we can enhance our knowledge of technology. How to find out how students use their technology to hide their screens.
My goal for next week is to learn how to create a Google Doc quiz for my Biology class. It will be a self-grading ten question quiz. We will discuss as a PLC how to design a quiz and use for class.
Jasmyn- Using students to teach biogeochemical cycles. They are teaching their peers about the cycles and creating a visual support for their information.
My goal for next week is to learn how to create a Google Doc quiz for my Biology class. It will be a self-grading ten question quiz. We will discuss as a PLC how to design a quiz and use for class.
Jasmyn- Using students to teach biogeochemical cycles. They are teaching their peers about the cycles and creating a visual support for their information.
Jasmyn Ostmeyer 10-3
October 3, 2012
I transferred to this PLC last week. Last week I spent some time talking to the group to obtain a better understanding of what their goals and objectives are for the PLC. I spoke to each member and asked what student lead inquiry activities they have implemented so far. Then we preceded to discuss what problems have been experienced when implemented these activities.
My take is that the student lead or inquiry activities are great ways to convey different information to the students. The problem is that students struggle with the skills to complete some of these activities. The students do not know how to conduct research, how to follow through on the projects, or how to use technology appropriately. Working in this group will be very beneficial because we can bounce ideas of each other and see if we can figure out ways to help the students obtain these skills.
Currently my students are working in groups to be able to teach the rest of the class about biogeochemical cycles. Each group has 4 to 6 students and a list of grading requirements. I am not limiting my students on how they go about presenting their information. I am giving them freedom to choose their presentation method. They must have a visual, but they can choose what they put on it too. They will be presenting on Thursday and Friday, so next week I will follow up with my results.
Today our PLC also decided to discuss ideas to share with the Turbo Tech Team. One of our group members, Ms. Troyer, is on the Turbo Tech Team. We wanted to discuss ways to encourage students to use computers appropriately and in useful ways.
I transferred to this PLC last week. Last week I spent some time talking to the group to obtain a better understanding of what their goals and objectives are for the PLC. I spoke to each member and asked what student lead inquiry activities they have implemented so far. Then we preceded to discuss what problems have been experienced when implemented these activities.
My take is that the student lead or inquiry activities are great ways to convey different information to the students. The problem is that students struggle with the skills to complete some of these activities. The students do not know how to conduct research, how to follow through on the projects, or how to use technology appropriately. Working in this group will be very beneficial because we can bounce ideas of each other and see if we can figure out ways to help the students obtain these skills.
Currently my students are working in groups to be able to teach the rest of the class about biogeochemical cycles. Each group has 4 to 6 students and a list of grading requirements. I am not limiting my students on how they go about presenting their information. I am giving them freedom to choose their presentation method. They must have a visual, but they can choose what they put on it too. They will be presenting on Thursday and Friday, so next week I will follow up with my results.
Today our PLC also decided to discuss ideas to share with the Turbo Tech Team. One of our group members, Ms. Troyer, is on the Turbo Tech Team. We wanted to discuss ways to encourage students to use computers appropriately and in useful ways.
Today our PLC discussed ideas for the Turbo Tech Team, which Ms. Troyer is on. Appropriate use of computers in the classroom.
In class I continue to assist students with using the tool bar, specifically spell and grammar check. Using the computer to learn research methodology and resources besides Wikipedia.
In class I continue to assist students with using the tool bar, specifically spell and grammar check. Using the computer to learn research methodology and resources besides Wikipedia.
Our PLC discussed ideas we would like to see happen with the Turbo Tech Team.
Some of the ideas and concerns were:
Appropriate use of computer.
Digital Citizenship class during advisory.
What are the teachers rules for discipline when it comes to computer use?
How much technology do teachers have to use in their classroom?
Has technology hurt or helped us in the classroom?
Some of the ideas and concerns were:
Appropriate use of computer.
Digital Citizenship class during advisory.
What are the teachers rules for discipline when it comes to computer use?
How much technology do teachers have to use in their classroom?
Has technology hurt or helped us in the classroom?
Ross 10/3
This week, my major student-led activity was an inquiry-based activity in my physical science classes. Each group got to design their own experiment involving measuring the forces exerted in some situation. Again, I set some specific expectations regarding the final product, which helped organize student thought. My students are getting more used to the flow of inquiry, and classroom management is becoming manageable. I tried to include a few more thinking-based results- students had to relate their experiment and results to Newton's Laws in written form. This went reasonably well, but I obviously need to include more practice for putting thoughts in written form.
I'm having a bit of difficulty in Chemistry- we're dealing with relatively abstract concepts right now, and I need to find some inquiries which are related to the content, while still having obvious results.
Today in our PLC we discussed management issues related to technologies.
I'm having a bit of difficulty in Chemistry- we're dealing with relatively abstract concepts right now, and I need to find some inquiries which are related to the content, while still having obvious results.
Today in our PLC we discussed management issues related to technologies.
Wednesday, September 26, 2012
Kobylinski - 9/26
Last week we had a hands on lab in Biology, where we discovered the different pigments in plants and how they work to absorb sunlight for energy. The lab was very technical and the students seemed to become frustrated with not knowing what to do. Today as opposed to taking notes from lecture I allowed the students to watch videos over the cell cycle and begin writing down their notes. Peter has his students teach each other the lessons, which helps for the students taking accountability for their work.
Ross 9/26
I've been headed two different ways on student-led activities recently:
In my chemistry classes, we took a look at chromatography. I demonstrated what happens in paper chromatography with inks, and the class came up with various hypotheses that might describe what was going on. Each group designed their own experiment to test their hypothesis, and at the end of class all groups compared results, and, based on various groups' data, we determined that a separation was taking place rather than a chemical reaction. I decided to approach the topic this way because my chemistry students need to understand where scientific knowledge comes from, rather than passively viewing it as static. I hope to do more labs like this, where students can come to their own conclusions.
In my physical science class, we've been discussing position, velocity, and acceleration. After thoroughly covering the basic ideas, the students got to come up with an experiment of their own, with the only criterion being that it had to involve measurement of velocities. I had some incredibly creative experiments come up, and students got great data. As I mentioned last week, I came up with more specific guidelines for final deliverables: the students had to create posters, with specific information on each poster. This seemed to lead to greater focus in the experiments, though I still need to find a good way of making students think more about their results. Many of my students seem to feel that the only analysis necessary is making a graph, and won't try to figure out what their experiment tells them. This might be a place to work in additional writing, as well.
In my chemistry classes, we took a look at chromatography. I demonstrated what happens in paper chromatography with inks, and the class came up with various hypotheses that might describe what was going on. Each group designed their own experiment to test their hypothesis, and at the end of class all groups compared results, and, based on various groups' data, we determined that a separation was taking place rather than a chemical reaction. I decided to approach the topic this way because my chemistry students need to understand where scientific knowledge comes from, rather than passively viewing it as static. I hope to do more labs like this, where students can come to their own conclusions.
In my physical science class, we've been discussing position, velocity, and acceleration. After thoroughly covering the basic ideas, the students got to come up with an experiment of their own, with the only criterion being that it had to involve measurement of velocities. I had some incredibly creative experiments come up, and students got great data. As I mentioned last week, I came up with more specific guidelines for final deliverables: the students had to create posters, with specific information on each poster. This seemed to lead to greater focus in the experiments, though I still need to find a good way of making students think more about their results. Many of my students seem to feel that the only analysis necessary is making a graph, and won't try to figure out what their experiment tells them. This might be a place to work in additional writing, as well.
Kelly Kluthe - 10/26
My students are becoming more accustomed to working on their own on their own experiments and projects. We've been doing a lot of experiments and creative projects in biology. Most recently, students were asked to demonstrate their knowledge of photosynthesis by writing journal entries from the viewpoint of a plant, drawing pictures, and writing raps. The students used their projects to teach each other about photosynthesis. They really seem to like the freedom they have over their work and being able to work on what they're interested in. It helps keep the students engaged and interested in the material.
My biggest problem I've had has been trying to get students to actually turn in work. I know they're engaged in the lessons, but I'm not getting their thoughts put down on paper and turning it in.
My biggest problem I've had has been trying to get students to actually turn in work. I know they're engaged in the lessons, but I'm not getting their thoughts put down on paper and turning it in.
Students have been instructed to use computer tech to research specific events in World History. Today, students were working on the French Revolution and researching reasons and causes. Additionally, efforts were made to connect Enlightenment ideas as a reason for revolutions. Students were to draw comparisons between the American and French Revolutions.
Wednesday, September 5, 2012
Ross 9/05
I've got two classes working on student-led projects: one is investigating the reliability of internet sources on a topic of their choosing, and another is researching and creatively representing orders of magnitude in measurement.
This week I've learned quite a bit about managing classes doing independent work: I've got some experience now breaking down instructions into smaller chunks that students can manage without getting off task, while still letting them decide the direction of their own work. I've also come to the conclusion that, while methods and questions can easily be decided by students, they often need more guidance on what is appropriate as a deliverable at the end of the project.
This week I've learned quite a bit about managing classes doing independent work: I've got some experience now breaking down instructions into smaller chunks that students can manage without getting off task, while still letting them decide the direction of their own work. I've also come to the conclusion that, while methods and questions can easily be decided by students, they often need more guidance on what is appropriate as a deliverable at the end of the project.
Kelly Kluthe - Progression
I've made a lot of progress in student-led inquiry. Instead of giving students step-by-step instructions that expect all students to arrive at the same answer, I've allowed students to create their own experiments. To learn animal behavior, students went to the garden to observe insects. They then worked as groups to design an experiment that would be tested. Some groups tested whether ants were attracted to tap water or sugar water, what color flowers bees were attracted to, whether butterflies preferred sun or shade, along with many other questions. It allowed for more creativity and higher thinking, plus the students had fun working on something they were personally interested in.
Patrick used a YouTube video to teach plasma membranes.
Rebecca used a tutorial that she found on the internet and posted to the notes in School Loop.
Kelly used edmoto all week. She is almost paperless in her classroom.
Steve used YouTube to show the students about Waco.
Peter had his students take the lead in determining for themselves if the resources they had were reliable. He also had a class are designing a way of displaying information about orders of magnitude.
Rebecca used a tutorial that she found on the internet and posted to the notes in School Loop.
Kelly used edmoto all week. She is almost paperless in her classroom.
Steve used YouTube to show the students about Waco.
Peter had his students take the lead in determining for themselves if the resources they had were reliable. He also had a class are designing a way of displaying information about orders of magnitude.
Wednesday, August 29, 2012
This is from Patrick and Rebecca and DiObilda
1. Rebecca- The students will come up with examples of functional art. They will present it to the class.
Patrick- For inquiry based lesson I will have a lab based on what will happen with placing an egg in different solutions. The lab will be inverted viewing of a youtube video before they have a hands on activity with potatoes in different solutions.
Steve- In Recent History students will ask questions about Terrorism in America and use computer technology to research recent events.
2. Rebecca- The students will be engaged in the activity by creating an iMovie to present to the class.
Patrick- It will allow them to interpret their observations and analyze a real world situation and relate it to their learning about osmosis.
Steve- Students will be able to formulate their own opinions and delve into real world threats.
3. Rebecca- The students will demonstrate their knowledge through their iMovie.
Patrick- They will complete questions that go along with the lab, but also create responses to open ended questions about osmosis. They will think about hypothetical situations outside of the lab.
Steve- Students will compare 2-3 events and provide similarities and differences, interventions and opinions on the events.
1. Rebecca- The students will come up with examples of functional art. They will present it to the class.
Patrick- For inquiry based lesson I will have a lab based on what will happen with placing an egg in different solutions. The lab will be inverted viewing of a youtube video before they have a hands on activity with potatoes in different solutions.
Steve- In Recent History students will ask questions about Terrorism in America and use computer technology to research recent events.
2. Rebecca- The students will be engaged in the activity by creating an iMovie to present to the class.
Patrick- It will allow them to interpret their observations and analyze a real world situation and relate it to their learning about osmosis.
Steve- Students will be able to formulate their own opinions and delve into real world threats.
3. Rebecca- The students will demonstrate their knowledge through their iMovie.
Patrick- They will complete questions that go along with the lab, but also create responses to open ended questions about osmosis. They will think about hypothetical situations outside of the lab.
Steve- Students will compare 2-3 events and provide similarities and differences, interventions and opinions on the events.
What am I going to do over the next week on my PLC topic?
My next student-led activity will be an individual project on orders of magnitude, scientific notation, and unit conversions. Students will decide a unit of measurement (length, time, dollars, energy, etc.), use classroom resources to find examples of things measured with that unit, convert all measurements to the same terms, then find a way of displaying the different orders of magnitude present.
How does this contribute to student learning?
Students will get a feel for orders of magnitude in the universe, practice their scientific notation and unit conversion skills, research topics that interest them, and get practice displaying information in new and creative ways.
How will the impact of this week's work be measured?
The deliverable at the end of the project is a creative visualization of some unit of measure. Students will also turn in the mathematical conversions that they performed. Hopefully the students will show their skills with scientific math.
My next student-led activity will be an individual project on orders of magnitude, scientific notation, and unit conversions. Students will decide a unit of measurement (length, time, dollars, energy, etc.), use classroom resources to find examples of things measured with that unit, convert all measurements to the same terms, then find a way of displaying the different orders of magnitude present.
How does this contribute to student learning?
Students will get a feel for orders of magnitude in the universe, practice their scientific notation and unit conversion skills, research topics that interest them, and get practice displaying information in new and creative ways.
How will the impact of this week's work be measured?
The deliverable at the end of the project is a creative visualization of some unit of measure. Students will also turn in the mathematical conversions that they performed. Hopefully the students will show their skills with scientific math.
Kelly Kluthe
1. My students will have practice designing and testing their own experiments. The lessons are open-ended and completely student-led. Students will also do research to find answers to their questions.
2. Students are more engaged by studying/answering questions that they care about. It allows for creativity and hands-on learning.
3. My students will have artifacts in the form of lab reports. If they're able to apply the concepts, they'll demonstrate knowledge and learning.
1. My students will have practice designing and testing their own experiments. The lessons are open-ended and completely student-led. Students will also do research to find answers to their questions.
2. Students are more engaged by studying/answering questions that they care about. It allows for creativity and hands-on learning.
3. My students will have artifacts in the form of lab reports. If they're able to apply the concepts, they'll demonstrate knowledge and learning.
Subscribe to:
Comments (Atom)