"It posed questions of civic and global importance. It integrated diverse modes of inquiry. It called on mathematical, historical, literary, and artistic skills and tools. It provided students not only with a deep and personal relationship with their subject but also with an understanding that learning science is based on continuous and creative investigation: questioning, mapping, reflection, systematic observation, data analysis, presentation, discussion, modeling, theorizing, and explaining." (top of p28)
This passage reminded me of a quote I had seen from our Education Commissioner, Susan Gendron, a few years ago when Maine adopted the 21st Century Learning Frameworks:
“High school graduates need a global awareness, work skills that include team-building, creativity and innovation, critical thinking and problem-solving, self-motivation and self-direction skills, information, communications and technology literacy, as well as high levels of literacy and numeracy. If we think we can let some of our students graduate with less than that and still succeed, then we are fooling ourselves.”
The 21st Century Framework itself, points out the importance of teaching more than just content knowledge - it recognizes the importance of civics, global awareness, and other aspects of education in addition to the 'core' subjects and their standards.
I feel a bit overwhelmed thinking about many of the details of implementing a large scale investigation - organization, alignment to math standards, differentiation, assessment, capturing and promoting student interest... but I'm excited to learn more about Vital Signs, work to foster more collaboration and critical thinking in my classroom, and be more closely connected to Maine's other schools and our scientific community.
I really appreciated the 4 strands and the rope in which you referred to when teaching science. It is difficult to not over think it; however, you do sometimes need to just let it happen. And, of course, you already know that you can't always let it happen that way OR you wouldn't already be over thinking it. :)
I think it will be a great 2 days of connecting the reading of Ready, Set Science! to Vital Signs and realizing how those strands are already there being woven by us. Once we recognize that and make the connections, we can weave away! Okay, it won't be that easy- and, yes, I know that from first hand experience! One of my classes had students rolling on the ground and throwing grass at each other last fall! I do live in the real world. ;)
The golden line I found is near the end of chapter 2.
"It is important to emphasize that the different strands inform and enhance one another. They are mutually supportive so that students' advances in one strand tend to leverage or promote advances in other strands".
This really got me thinking about the way I plan a unit. The content is fairly easy to map out, then I sprinkle in some "memory tricks" and find or create hands-on activities related to the concept. I realize that doing something "related to" the concept is not the same as truly embedding it into student learning. Students seem to enjoy and gain from the "manufactured experiences" that I provide, but I'm not sure how much these things truly enhance their ideas about the way science works.
I attempt to incorporate all the NSES standards into my teaching. Reading this made me realize that I am just adding threads to a collection, rather than making rope. It is authentic practice that creates the twists that tie it all together and in doing so, make for a stronger understanding of science. I have anxiety about doing this type of large field work project with my students, but at the same time I see the huge benefits. My biggest concern is how to plan for this kind of learning. I tend to over think my lesson planning. The kind of teaching described in the vignette seems so unstructured. How do you make sure that time is spent productively and that you reach your curriculum requirements? I guess this is the scariest part for me.
Although this chapter was exhilarating to read, with the endless possibilities for research and exploration zinging around my head, my main thought was time. Time is the key component to education today. Efficient use of the limited time we have with our students is a must. So we guide, point, and direct students. Does this cut short some of the self advocacy that students experienced in this vignette? Most certainly. Does it impede on their learning the process of science? Probably so. Is a project like this possible within my school year? No. Can I take parts and pieces of it and still be effective? I guess it depends on the criteria for effective.
I am probably jaded. Ok I am jaded. I have read many many books just like this about the wondrous possibilities within education to really have students become self directed learners. The reality of the 8 - 3 day in the middle school is totally different. I can not create this haven of doing and learning within just the walls of my classroom.
Don't get me wrong, I understand what the authors are trying to say about children learning and doing science. I get the importance of it all. I see it everyday in my students who think science is just like social studies and Language arts. I see gaps everyday when I read the morning paper. And yes I desperately wish I could carry out something like this in my limited 42 minutes a day. I can not.
I do hope Vital Signs will help connect the reality of public education with the ideals of the academic research around student learning.
Submitted by gretchenfeiss on Thu, 2010-07-01 20:31.
"Proficient science learners understand that scientific knowledge can be revised as new evidence emerges. They can also track and reflect on their own ideas as those ideas change over time."
I think this is a powerful concept, which, if taught successfully, has huge ramifications for cultural change. We live in a culture that makes it very difficult for individuals to admit to having been wrong, and too often schools' curricula and grading systems only reinforce the shame factor in mistake-making. Instead of being embarrassed about individual growth and change as a sign of personal weakness, this strand of science education celebrates it. Successfully incorporating this strand into a curriculum would encourage students to understand that the most powerful experience a human can have is to adapt one's thinking in light of changing evidence. Thus, because of the dreadful cultural baggage associated with the need to "be right," I find that asking students to reflect on their intellectual growth, and to embrace the process of changing ideas in the face of new information, is a daunting task, that fairly flies in the face of their previous academic training. Any insights into how to successfully teach this are welcome!
The same with teaching math. Students like to have the "right answers" and problems with more than one solution or problems that can be solved in many ways are not well liked. One of the characteristics of a problem-solver is the ability to take risks and this is true for all endeavors. It did not seem to be an issue in the School Yard study.
One of the golden lines that I came across was towards the end of chapter 2, when they Mr. Walker and Ms. Rivera were reflecting on the past year and what they've ALL learned from their biodiversity activities. There was student discussion as to whether they should use a systematic approach to map out the plant/but/animal life they came across or the "energizer bunny" approach. Eventually, students decided that the systematic approach worked best, but Walker and Rivera had to let the students make this decision, which ultimately created a "shift in students' thinking."
I loved this phrase, basically because I'm constantly trying to achieve something similar in class, but I've always felt that I was guiding them too much. For some activities, it's too time consuming to allow the necessary time for students to shift their thinking, so guidance is needed. I much prefer when it happens naturally, then it becomes more meaningful.
Submitted by boggyplants on Tue, 2010-06-29 18:13.
Yes, Theresa, I feel that I guide too much as well... but I also feel like the students don't give much thought to the content except in class to get to these important shifts. So alas, I try to nudge them "thata way"!
One of my golden lines has to do with inquiry and practice (p34), "Thus, 'practice,' as used in this book, encompasses several of the different dictionary definitions of the term. It refers to doing something so thoroughly that it becomes second nature (as in practicing thrift). And it refers to using one's knowledge to meet an objective (as in practicing law or practicing teaching).
Kind of like what students do on a team without complaint!!
It would be interesting to design a project that is far longer term than say, a chapter, and involves the practice part ... without students feeling like "they know that already" because they tried it once. I would like my students to enjoy it enough to know that the practice supports learning in an ongoing manner -rather than drop the quality or practice part as we move to increasingly deeper into the project. As I do this, I also need a way to have a spectrum of grades to support what we are doing, and show that what we are doing has meaning. I think this part would be strongly supported by the strands, particularly if the students present to one another, other classrooms, guests, educators, etc in a formal way.
I too flagged this section as interesting. I also found while I was reading this chapter that time was going to be a factor. When you only have the students for 45 minutes a day how do you allow them the time to come to that 'shift in thinking'?
I have the luxury of teaching all grades 5-8 science in our middle level school. That being said, I would still have to figure out a way to work in the time factor. That would have to involve all of the other subject areas (time wise) if I was to plan anything that encompassed more than one grade at a time.
I can't wait to see what Vital Signs has in store for us that will help solve this dilemma.
I understand what you are saying. My students who "care" about their grades are always asking about their grades, as opposed to concerned about their learning or enjoying the learning. The other students, well...
They all need: steps, practices, support, connections; however,
It would be nice to be able to do science in a way in which science happens in real life: trial and error. Does it look pretty? No. Does it always work out? No. However, there is so much to be learned through the process. -my golden line-"When students engage in scientific practice they are embedded in a social framework, they use the discourse of science, and they work with scientific representations and tools." p. 34 (Like real scientists)
Comments
Golden Line p28
"It posed questions of civic and global importance. It integrated diverse modes of inquiry. It called on mathematical, historical, literary, and artistic skills and tools. It provided students not only with a deep and personal relationship with their subject but also with an understanding that learning science is based on continuous and creative investigation: questioning, mapping, reflection, systematic observation, data analysis, presentation, discussion, modeling, theorizing, and explaining." (top of p28)
This passage reminded me of a quote I had seen from our Education Commissioner, Susan Gendron, a few years ago when Maine adopted the 21st Century Learning Frameworks:
“High school graduates need a global awareness, work skills that include team-building, creativity and innovation, critical thinking and problem-solving, self-motivation and self-direction skills, information, communications and technology literacy, as well as high levels of literacy and numeracy. If we think we can let some of our students graduate with less than that and still succeed, then we are fooling ourselves.”
The 21st Century Framework itself, points out the importance of teaching more than just content knowledge - it recognizes the importance of civics, global awareness, and other aspects of education in addition to the 'core' subjects and their standards.
I feel a bit overwhelmed thinking about many of the details of implementing a large scale investigation - organization, alignment to math standards, differentiation, assessment, capturing and promoting student interest... but I'm excited to learn more about Vital Signs, work to foster more collaboration and critical thinking in my classroom, and be more closely connected to Maine's other schools and our scientific community.
about the 4 strands and the rope
I really appreciated the 4 strands and the rope in which you referred to when teaching science. It is difficult to not over think it; however, you do sometimes need to just let it happen. And, of course, you already know that you can't always let it happen that way OR you wouldn't already be over thinking it. :)
I think it will be a great 2 days of connecting the reading of Ready, Set Science! to Vital Signs and realizing how those strands are already there being woven by us. Once we recognize that and make the connections, we can weave away! Okay, it won't be that easy- and, yes, I know that from first hand experience! One of my classes had students rolling on the ground and throwing grass at each other last fall! I do live in the real world. ;)
Golden line - chapter 2
The golden line I found is near the end of chapter 2.
"It is important to emphasize that the different strands inform and enhance one another. They are mutually supportive so that students' advances in one strand tend to leverage or promote advances in other strands".
This really got me thinking about the way I plan a unit. The content is fairly easy to map out, then I sprinkle in some "memory tricks" and find or create hands-on activities related to the concept. I realize that doing something "related to" the concept is not the same as truly embedding it into student learning. Students seem to enjoy and gain from the "manufactured experiences" that I provide, but I'm not sure how much these things truly enhance their ideas about the way science works.
I attempt to incorporate all the NSES standards into my teaching. Reading this made me realize that I am just adding threads to a collection, rather than making rope. It is authentic practice that creates the twists that tie it all together and in doing so, make for a stronger understanding of science. I have anxiety about doing this type of large field work project with my students, but at the same time I see the huge benefits. My biggest concern is how to plan for this kind of learning. I tend to over think my lesson planning. The kind of teaching described in the vignette seems so unstructured. How do you make sure that time is spent productively and that you reach your curriculum requirements? I guess this is the scariest part for me.
Science as Practice
Although this chapter was exhilarating to read, with the endless possibilities for research and exploration zinging around my head, my main thought was time. Time is the key component to education today. Efficient use of the limited time we have with our students is a must. So we guide, point, and direct students. Does this cut short some of the self advocacy that students experienced in this vignette? Most certainly. Does it impede on their learning the process of science? Probably so. Is a project like this possible within my school year? No. Can I take parts and pieces of it and still be effective? I guess it depends on the criteria for effective.
I am probably jaded. Ok I am jaded. I have read many many books just like this about the wondrous possibilities within education to really have students become self directed learners. The reality of the 8 - 3 day in the middle school is totally different. I can not create this haven of doing and learning within just the walls of my classroom.
Don't get me wrong, I understand what the authors are trying to say about children learning and doing science. I get the importance of it all. I see it everyday in my students who think science is just like social studies and Language arts. I see gaps everyday when I read the morning paper. And yes I desperately wish I could carry out something like this in my limited 42 minutes a day. I can not.
I do hope Vital Signs will help connect the reality of public education with the ideals of the academic research around student learning.
reflecting on learning is hard for students
"Proficient science learners understand that scientific knowledge can be revised as new evidence emerges. They can also track and reflect on their own ideas as those ideas change over time."
I think this is a powerful concept, which, if taught successfully, has huge ramifications for cultural change. We live in a culture that makes it very difficult for individuals to admit to having been wrong, and too often schools' curricula and grading systems only reinforce the shame factor in mistake-making. Instead of being embarrassed about individual growth and change as a sign of personal weakness, this strand of science education celebrates it. Successfully incorporating this strand into a curriculum would encourage students to understand that the most powerful experience a human can have is to adapt one's thinking in light of changing evidence. Thus, because of the dreadful cultural baggage associated with the need to "be right," I find that asking students to reflect on their intellectual growth, and to embrace the process of changing ideas in the face of new information, is a daunting task, that fairly flies in the face of their previous academic training. Any insights into how to successfully teach this are welcome!
Reflecting on learning
The same with teaching math. Students like to have the "right answers" and problems with more than one solution or problems that can be solved in many ways are not well liked. One of the characteristics of a problem-solver is the ability to take risks and this is true for all endeavors. It did not seem to be an issue in the School Yard study.
"shift in students' thinking"
One of the golden lines that I came across was towards the end of chapter 2, when they Mr. Walker and Ms. Rivera were reflecting on the past year and what they've ALL learned from their biodiversity activities. There was student discussion as to whether they should use a systematic approach to map out the plant/but/animal life they came across or the "energizer bunny" approach. Eventually, students decided that the systematic approach worked best, but Walker and Rivera had to let the students make this decision, which ultimately created a "shift in students' thinking."
I loved this phrase, basically because I'm constantly trying to achieve something similar in class, but I've always felt that I was guiding them too much. For some activities, it's too time consuming to allow the necessary time for students to shift their thinking, so guidance is needed. I much prefer when it happens naturally, then it becomes more meaningful.
"guided them too much"
Yes, Theresa, I feel that I guide too much as well... but I also feel like the students don't give much thought to the content except in class to get to these important shifts. So alas, I try to nudge them "thata way"!
One of my golden lines has to do with inquiry and practice (p34), "Thus, 'practice,' as used in this book, encompasses several of the different dictionary definitions of the term. It refers to doing something so thoroughly that it becomes second nature (as in practicing thrift). And it refers to using one's knowledge to meet an objective (as in practicing law or practicing teaching).
Kind of like what students do on a team without complaint!!
It would be interesting to design a project that is far longer term than say, a chapter, and involves the practice part ... without students feeling like "they know that already" because they tried it once. I would like my students to enjoy it enough to know that the practice supports learning in an ongoing manner -rather than drop the quality or practice part as we move to increasingly deeper into the project. As I do this, I also need a way to have a spectrum of grades to support what we are doing, and show that what we are doing has meaning. I think this part would be strongly supported by the strands, particularly if the students present to one another, other classrooms, guests, educators, etc in a formal way.
"scientific practices"
I too flagged this section as interesting. I also found while I was reading this chapter that time was going to be a factor. When you only have the students for 45 minutes a day how do you allow them the time to come to that 'shift in thinking'?
I have the luxury of teaching all grades 5-8 science in our middle level school. That being said, I would still have to figure out a way to work in the time factor. That would have to involve all of the other subject areas (time wise) if I was to plan anything that encompassed more than one grade at a time.
I can't wait to see what Vital Signs has in store for us that will help solve this dilemma.
Building a project through practice with meaning
I understand what you are saying. My students who "care" about their grades are always asking about their grades, as opposed to concerned about their learning or enjoying the learning. The other students, well...
They all need: steps, practices, support, connections; however,
It would be nice to be able to do science in a way in which science happens in real life: trial and error. Does it look pretty? No. Does it always work out? No. However, there is so much to be learned through the process. -my golden line-"When students engage in scientific practice they are embedded in a social framework, they use the discourse of science, and they work with scientific representations and tools." p. 34 (Like real scientists)