pg 20- "Students recognize that predictions or explanations can be revised on the basis of seeing new evidence, learning new facts, or developing a new model. In this way, students learn that they can subject their own knowledge to analysis."
Students very often do not question information that is presented to them. Through the process of inquiry, students are exploring information on their own and making their own conclusions. When students have made their own conclusions they have the ownership to update them and revise their original thoughts through observations and reflections (Strand 3). If students start to revise predictions and explanations of their own work, they will eventually be able to apply those skills to other aspects of their learning.
Strand 4 particularly resonated w/ me. I work as a teacher of gifted and talented students, and for them and others to be able to "participate productively in science" would be great. Ellen Collard who teaches 7th grade science already works w/ the Vital Signs invasive species project, and when I got the chance to work w/ her class out in the field I saw students "practicing productive social interactions with peers". They needed to "understand the appropriate norms for presenting scientific arguments and evidence". The students were immersed in investigating plant species. I was enthused by this and look forward to expanding such investigations with different grade levels and getting students to see that literacy, math, proper social interaction, can all come together for some real world learning. Students can use their different strengths for the good of the group and everyone can positively experience science!
Submitted by LindsayBolduc on Tue, 2010-08-17 18:20.
I agree with slabbe that there is pressure to "cover" subject matter and that this pressure can control what is taught or at the very least, the pace of what is taught. More often than not, the pace of what is taught is inversely proportional to what is learned!
In the selection, Biodiversity in a City Classroom, it was very apparent that the Energizer Bunny approach to gathering data was refined by the students because they saw the need to do so. The need revealed itself as the students encountered problems, which takes time to unfold. The teachers did not provide solutions and the students were given the opportunity to wrestle with the solution.
The golden line in chapter 2 for me was, "Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science". Although my students work in groups, I know I have never had a community of learners, like the one described in Biodiversity in a City Classroom, where discourse drives learning.
As I read the case study "Biodiversity in a City Schoolyard", I was both excited but frustrated with the idea of spending an entire school year, developing with students, a unit of study that "truly" was based on scientific research. It has always been obvious to me, in my 20 years of teaching science, that this is how students really learn science content. As chapter 2 states, "...separating content and process is inconsistent with what is now known about the way scientists actually do science." There is so much science "content" to be learned in grades K-8 that I often times feel that I rush a great investigation for fear of not being able to cover enough "content" for the year. This has become an ongoing frustration for me. I am hoping to find some relief of guilt about this during this institute.
I did not mean to imply that we should be using facebook, twitter etc. I am not sure where those should be or if those should be in schools. Instead, I thought Vital Signs will be providing an online community for us and our students. Also, this online conversation will seem natural to our students because they already participate in online communities.
Submitted by hobbyfarmer57 on Tue, 2010-08-17 08:14.
I was struck by the mapping and identification project... I also teach at a school with a high subsidized/free lunch population, and a low budget.
I continue to seek ways to drive science learning and participation in authentic projects. I could see a project like this being a relatively easy and certainly low cost unit to foster scientific methodology.
As an eighth grade science teacher however, I have to be careful with situations of off-task behaviors when a group (class size 18) is on a field mission. I would try to recruit parents for the field excursions when I could, and hope to have an Ed Tech available.
I personally love taxonomy and the form vs function idea of evolution and adaptation, and this would be a good way to introduce it.
I also feel that observation and contemplation is at the heart of awareness and mindfulness, and the quiet reflection during reflective writing would greatly benefit all the students.
What impressed me the most about the 7th grade class doing the field work was how "on task" they were. We had an ed tech, myself, and the classroom teacher with about 20 kids. Alexa was there, too. Instead of visiting groups to monitor behavior, I was looking at and listening to scientific data collection. So, here I am learning about it myself. I find middle school behavior wrangling exhausting, so I look forward to more time in the field.
I like these four strands--I feel like they are something I subconsciously try to weave into my classroom throughout our "science practice," but it's good to have them spelled out here. One line I like is from strand 2--it "includes recognizing when there is insufficient evidence to draw a conclusion." I find this difficult to teach. Some students have an instinct for this, but most need to be "convinced" (by me) that we really don't have enough data. (We almost never do! This is one reason why I think the Vital Signs program is exciting--maybe with all the other schools participating, we'll have enough data to "say something.")
I agree with you about not having enough data. I look forward to being able to have my students share their findings with other students. I bet that will be very natural for students within their social constructs since they share often ( text, twitter, facebook) with their friends.
Submitted by hobbyfarmer57 on Mon, 2010-08-16 10:45.
Comments
Chapter 2 Golden Line
pg 20- "Students recognize that predictions or explanations can be revised on the basis of seeing new evidence, learning new facts, or developing a new model. In this way, students learn that they can subject their own knowledge to analysis."
Students very often do not question information that is presented to them. Through the process of inquiry, students are exploring information on their own and making their own conclusions. When students have made their own conclusions they have the ownership to update them and revise their original thoughts through observations and reflections (Strand 3). If students start to revise predictions and explanations of their own work, they will eventually be able to apply those skills to other aspects of their learning.
golden line from chap2
Strand 4 particularly resonated w/ me. I work as a teacher of gifted and talented students, and for them and others to be able to "participate productively in science" would be great. Ellen Collard who teaches 7th grade science already works w/ the Vital Signs invasive species project, and when I got the chance to work w/ her class out in the field I saw students "practicing productive social interactions with peers". They needed to "understand the appropriate norms for presenting scientific arguments and evidence". The students were immersed in investigating plant species. I was enthused by this and look forward to expanding such investigations with different grade levels and getting students to see that literacy, math, proper social interaction, can all come together for some real world learning. Students can use their different strengths for the good of the group and everyone can positively experience science!
I am hopefully going to work
I am hopefully going to work with Ellen this year as well! My boyfriend team teaches with her. Maybe we could all get together on a project?
yeah!
That sounds great! I'm looking forward to meeting you. Kids and staff love Keith!
Chapter 2 golden line
I agree with slabbe that there is pressure to "cover" subject matter and that this pressure can control what is taught or at the very least, the pace of what is taught. More often than not, the pace of what is taught is inversely proportional to what is learned!
In the selection, Biodiversity in a City Classroom, it was very apparent that the Energizer Bunny approach to gathering data was refined by the students because they saw the need to do so. The need revealed itself as the students encountered problems, which takes time to unfold. The teachers did not provide solutions and the students were given the opportunity to wrestle with the solution.
The golden line in chapter 2 for me was, "Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science". Although my students work in groups, I know I have never had a community of learners, like the one described in Biodiversity in a City Classroom, where discourse drives learning.
Chapter 2 - Case Study
As I read the case study "Biodiversity in a City Schoolyard", I was both excited but frustrated with the idea of spending an entire school year, developing with students, a unit of study that "truly" was based on scientific research. It has always been obvious to me, in my 20 years of teaching science, that this is how students really learn science content. As chapter 2 states, "...separating content and process is inconsistent with what is now known about the way scientists actually do science." There is so much science "content" to be learned in grades K-8 that I often times feel that I rush a great investigation for fear of not being able to cover enough "content" for the year. This has become an ongoing frustration for me. I am hoping to find some relief of guilt about this during this institute.
Safe places
I did not mean to imply that we should be using facebook, twitter etc. I am not sure where those should be or if those should be in schools. Instead, I thought Vital Signs will be providing an online community for us and our students. Also, this online conversation will seem natural to our students because they already participate in online communities.
on-line conversations
"I thought Vital Signs will be providing an online community for us and our students"
I'll be interested to see how an on-line conversation develops that students would find appealing and easy
authentic learning
I was struck by the mapping and identification project... I also teach at a school with a high subsidized/free lunch population, and a low budget.
I continue to seek ways to drive science learning and participation in authentic projects. I could see a project like this being a relatively easy and certainly low cost unit to foster scientific methodology.
As an eighth grade science teacher however, I have to be careful with situations of off-task behaviors when a group (class size 18) is on a field mission. I would try to recruit parents for the field excursions when I could, and hope to have an Ed Tech available.
I personally love taxonomy and the form vs function idea of evolution and adaptation, and this would be a good way to introduce it.
I also feel that observation and contemplation is at the heart of awareness and mindfulness, and the quiet reflection during reflective writing would greatly benefit all the students.
behavior
What impressed me the most about the 7th grade class doing the field work was how "on task" they were. We had an ed tech, myself, and the classroom teacher with about 20 kids. Alexa was there, too. Instead of visiting groups to monitor behavior, I was looking at and listening to scientific data collection. So, here I am learning about it myself. I find middle school behavior wrangling exhausting, so I look forward to more time in the field.
strand 2
I like these four strands--I feel like they are something I subconsciously try to weave into my classroom throughout our "science practice," but it's good to have them spelled out here. One line I like is from strand 2--it "includes recognizing when there is insufficient evidence to draw a conclusion." I find this difficult to teach. Some students have an instinct for this, but most need to be "convinced" (by me) that we really don't have enough data. (We almost never do! This is one reason why I think the Vital Signs program is exciting--maybe with all the other schools participating, we'll have enough data to "say something.")
4 strands
I agree with you about not having enough data. I look forward to being able to have my students share their findings with other students. I bet that will be very natural for students within their social constructs since they share often ( text, twitter, facebook) with their friends.
on-line thoughts
I wonder what would be the best way .. and the way the would be accepted as safe for schools , to blog and share. (outside of FB, Twitter, etc)