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
Wednesday, October 31, 2012
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.
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