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.
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