Stephanie and Science Fairs

In Chapter 7, I read about science fairs and the general guidelines that a teacher should follow in order to begin sponsoring such a fair.   Our textbook authors suggest that students need  at least six weeks in order to complete their projects.  This reading reminded me of being in elementary school and how excited I was to do my science fair project with my parents. I did mine on the solar system.    All of fourth graders presented their projects in the gym. We presented our projects to the  whole school during the day and then our parents came in the evening to see all of our hard work. I was so excited to see everyone’s projects and to have them see mine.

Thus.............my question to each of you is this:

Did you ever take part in a science fair when you were elementary school? Or did you see one during your observation hours? Would you consider setting up a science fair when you become a teacher? Would you attempt to involve the other teachers? What are some  of, the tips that were mentioned in Chapter 7 that you would consider before you attempted to sponsor a science fair.     Do you feel that there is any educational value to encouraging your students to take part in a science fair?   What is that educational value?    

Jessica and Science

My favorite part of Chapter 5 of our class science text came toward the end of the chapter when the authors discussed students and their natural curiosity.  The authors described how children use all of their senses to learn about new things  throughout their day.  The authors suggest that teachers need to be the ones who spark a student’s interest, if it is not already there, and let them explore.  We should give students plenty of hands-on activities because it helps keep their interest and allows them to learn science naturally.  Teachers should create a classroom filled with challenges and excitement  that encourage students to learn all  subjects.  We should find ways to help students make connections and really get involved.

Have you had teachers who sparked your interest in school?  What did they do to catch your attention?  What is your least favorite subject and how do you think you could turn it around to make it fun for your future students?

Burcu and Being Prepared in our Classrooms

I have learned a great deal from my cooperating teachers during the past two and one-half years.   This semester, in particular, I have learned a great deal from my cooperating teacher, Mrs. Falcicchio.   One of the most important things I have learned from her is that, as a teacher,  you have to be prepared for anything to happen in the classroom.. While you may have one thing planned you have to make sure you have backup lessons or ways to improvise if something goes wrong. Even though you cannot always be prepared for everything that can occur, you must be able to think quickly on your feet.   If you cannot think quickly and change direction quickly, it is possible that your students will  get out of hand.

 
           One experience in particular occurred during the recent hurricane.   Hurricane Sandy had put the school in which I observe out of commission for a full week. When the students came back after that week Mrs. Falcicchio made sure to address the storm and to then ask the students  how they were affected by the storm.   She realized that some of the students were greatly affected by this natural disaster.. Aside from the devastation of the storm itself, the school continued to lose electrical and Internet power for many days after the storm.  Mrs. Falcicchio was always prepared with extra work material for when the Smartboard stopped working and when the lights went out. She was prepared with flashlights and candles. It was obvious that as soon as something would go wrong in the classroom, the students would panic and get a little out of hand but as soon as they saw how Mrs. Falcicchio just kept moving on and paid little attention to all of the inconveniences that they had to endure, then the students adapted and adopted her “get busy and do my work” attitude.   I realize that situations like this don’t occur every day, but I have learned something from Mrs. Falcicchio………………………as future teachers we have to make sure that we are prepared for any situation because we have to be responsible not only for ourselves but for our students as well.

Have any of you experienced situations in which your teachers showed that they were well prepared and able to take full control?   Have you seen the opposite…………a situation where the teacher was not prepared, not flexible and lost control of her/his class? How important do you think it is for a teacher to always be flexible and be prepared? 

Alexandra and Assessment and Science

As I was reading Chapter 4, Inquiry and Assessment I found some useful information on how to assess students informally as well as formally. One form of assessment I really want to consider is interviewing students.   I believe that this approach to assessment can really give you an insight as to how well your students are grasping what you are teaching. I also liked the suggestions that were made as to how one should approach students when interviewing them, such as sitting on the floor, talking in a cheerful tone, and only intervening to guide students to the next question. I thought this approach to assessment and interviewing would be especially helpful for younger students since it is harder for them to write what they're thinking.  It is easier for younger students to actually tell you what they are thinking.  I have never seen this method used  in the classroom, but I have seen the  teacher that I am observing ask questions like,  "What did you like about this lesson? What could we do next time to make it better?" at the end of some lessons.   She asks these questions in order  to get students input. I think this is a great way to get students involved especially with subjects in which they may have little interest.  

 

        Have you seen any assessment interviewing being done in the classroom in which you are observing?    Would you use this method in your classroom? What are some other assessment strategies that were mentioned in Chapter 4 that you felt were worth considering

Gabriella and the inquiry method as well!!!

The reading assignment for the week focuses on teaching science through inquiry.  The inquiry method has evolved due to the fact that leaders in the field of science have recognized the need for the subject to be taught in correlation with actual methods used by scientists.  The chapter emphasizes what is known as the 5E learning model which is considered effective in encouraging inquiry. The model incorporates engagement, exploration, explanation, elaboration, and evaluation. The textbook tells us it is being included in science curriculums on all levels of education.

                 I feel that the fact that the world of education is embracing this technique is exciting.  If a child is taught science at the elementary level using methods that correspond with genuine scientific methods, it could open doors for children to pursue the field of science later in life.  Too often children are turned off by being fed facts to be memorized,  for test taking purposes only. It is only natural to wonder how many of us in this class could have had futures in the field of science had their interest not been snuffed out at an early age with boring teaching.  Since it is a field that is sorely lacking in America, incorporating inquiry into curriculum is, I believe,  the right way to go. 

What do YOU think are the advantages to teaching science in this way?    Did you have a science teacher who approached the teaching of science using this inquiry method?      

Monica and the inquiry method of teaching

             The reading for this week was about students learning science through inquiry. This means that the students initiate the unit of study and want to learn because of their own questions or because of their own frustrations. I agree with this way of teaching and learning because then the students are more inclined to pay attention and really learn science concepts.    For example, if you show the students a science experiment in which you ask them to drop an egg wrapped in different materials and then give them the challenge of it not breaking it, they will do their best to protect their egg. They will want to try different materials in order to protect that egg and will,  hopefully,   ask why certain containers or certain materials won't work. This approach will allow students to be the instigators of the lesson. They will  then be required to explain the different materials they chose and why they chose them. If their egg breaks, they will have to explore why that happened and how they could change it to better protect the egg in the future. I think this is a very good lesson for students because they learn about many different aspects of science such as inertia, motion, and gravity. Did you have any teachers who allowed you to learn in this way?    Do you agree that the inquiry method is  a good way to teach students? Do you believe that this is how they can be  hooked from the beginning?   Why do you feel that way?    How did you experience science when you were in elementary school?   Did any particular teacher spur your interest in science?   How comfortable are you with the idea of teaching science?    

 

 

 

Jessica poses a question about teaching geography

 

 

This week we read Chapter 11 on geography, specifically discussing the five themes: location, place, interaction, movement, and region.  Much of the reading covered different approaches to teaching about maps to children.  It gave examples of all types of maps a teacher could incorporate and suggested some activities.  One of my favorite examples was the aerial photographs/maps along with a bird’s-eye view.  I like how in explaining what that map might look like the author suggested showing your class a picture of a bird in flight and then asking them what the bird would see from its vantage point.  This approach gets the student thinking and using their imagination.

            Currently, in the school in which I am observing,  the students have been learning about maps.  My cooperating teacher taught a neat lesson on longitude and latitude that involved a treasure hunt game on the SmartBoard.  The students loved the game and it got them using map skills while also having fun. Also, I got a chance to teach the students about map scale.  To do so I decided to create a map of their classroom.   I created the map so that that it was to scale.   It took some time to measure everything correctly and then come up with a proper key, but it was well worth it.  It worked so well because it gave the students a better understanding of map scale.  After I asked the students a question about finding the difference between two points using the scale, I could then visually show them by whipping out my measuring tape and showing them its accuracy.

            What kind of map activities have you observed being used in a classroom?  What did you like about it?  Did it work well?  What changes would you have made?  Have any of your former teachers in elementary school used creative ideas for teaching geography?  What ideas have you come up with for teaching about maps after reading Chapter 11?  What kinds of maps can you see yourself incorporating into your lessons?

How do we get students to "connect" with the past? Alexandra poses another interesting question.

The article “Bringing Ancient Rome to the Classroom” discussed the effect of making ancient history come to life. Ryan Wollberg is a teacher who showed his students how awesome learning about the Ancient Romans could be by introducing his students to the actual shields, swords and helmets used by the ancient people.    I was impressed with the creative way in which this teacher taught this unit of study  and how much thought he put into improving the learning of his students. As a result,  students will remember what they saw  and what they encountered in their readings.   They now have a real live picture to go hand in hand with the facts they have been reading about ancient Rome.  

Nothing is more important than getting students to make connections with their readings because the greater the connection they make the greater the chance that they will remember what we teach them.   Last year I did a “Text to Self” lesson in Ms. De Bel’s fourth grade class, helping the students to make connections to the story entitled,  “My Rotten Redheaded Older Brother” by Partricia Polacco.  I asked the students if, indeed, they ever felt like a character in the story. The students  really liked the lesson because I gave them the opportunity to answer in whatever way best suited them.   They were given an opportunity draw  a scene that they connected to, write about it, act it out, or even sing about it. I strongly believe that in  my future classroom,  I will definitely incorporate the ideas of Ryan Wollberg.   I want to get my students actively involved in what they are learning.

 

What are some ways you can get your students excited about social studies?  Have you observed any teachers like Ryan? Do you think demonstrations like his could help your students?

 

Stepahnie asks about class discussions? Why don't we just lecture?

Chapter 7 is all about the use of successful strategies for social studies teaching and learning. One of the strategies mentioned is classroom discussion. The four components of classroom discussion, according to the author,  are: information base, central focus, effective questions, and a supportive environment.

In order to have a successful discussion, the teacher must have organization and good classroom management. When teachers  are aware of what the topic is and  then use the right questions in order to prompt interesting, throught provoking, challenging answers, discussions can  help benefit students because, in my estimation,  the knowledge discussed will stick with them.  Do you agree with this assumption on my part?    How do you feel about classroom discussions? How often should they be used? Are they always effective, or does it depend on the topic and/or the teacher?  Can you think of teachers that you have had who conducted very topic-centered, productive classroom discussions?   What qualities did those teachers have?   

 

 

Burcu has a question about a new math approach to addition and subtraction

This semester I am observing in a 3rd grade classroom and,  according to my cooperating teacher, the students in this class all know how to add and subtract.   However, in the lesson that I recently observed, my cooperating teacher was required to teach a lesson that taught the students  addition and subtraction by breaking down the numbers and assigning them to place values. This concept is said to “benefit all students at all different levels” and give them a better understanding of number values.   However, I noticed that some of the brightest students were having trouble with this concept.  

 My cooperating teacher shared with me the fact that she does not agree with this new approach to the teaching of addition and subtraction.  She feels that if the students already understand something, like addition and subtraction, why do we have to reteach it a different way if it is just going to confuse them? I was wondering how my colleagues felt about this approach to addition and subtraction.   Quite honestly, I agreed with my teacher.  In addition, I found that I was even struggling with this new method at first because of the confusing way it broke everything down.

 I was also wondering if others in this class have observed any new approaches to teaching, approaches that were not in existences when you were “sitting in those seats?”   Do you think the new approach is a good one and do you feel it benefits the students?   Or did you think that this new approach to teaching tended to confuse the students?   Thank-you for your input.    

 

Jennifer is concerned about the teaching of cultural diversity

After reading Chapter 3 in the textbook, I thought about my own experiences in school and I can honestly say that cultural diversity was not something teachers focused on. Banks and Banks define four levels of curriculum that represent how cultural diversity is typically addressed in a classroom. I believe my education falls into the "Contributions Approach,” where the textbook information was all the information I was given. Personally, I feel that teachers should use a "Social Action Approach" in their classrooms especially because areas of this state and the nation are becoming more and more culturally diverse as each day passes. The social action approach allows students to learn and partake in activities and social action to become more aware of the other cultures that exist in our communities and to learn first hand about each of these cultures…………..how are they similar, how are they different.    Do you think teaching about cultural diversity is important? Which method would you use in your classroom, and what activities would you do, if any?

Scott asks....Why Oh Why Wikipedia?

Prior to reading the article “What? Wikipedia in History Class?”  I had a few preconceived notions about Wikipedia, most of them very positive.  As a social studies major I have several research papers to do throughout the year.  When conducting my research I always used Wikipedia as a sort of guideline for my report.  I don’t actually quote the website, but because of its vast amount of information about specific topics, I use it to guide my research and keep me on task.

               

After reading the article I was amazed to find out the  amount of useful knowledge a student was able to acquire once completing one of Mr. Boggs’ Wikipedia assignments.  Students learn how to produce footnotes, reference other works, cite sources, conduct research and use a computer based permanently  imprinted on a well-known website, rather than merely handing in a report to their instructor, which would mean nothing after they had received a grade.  Also, the assignment of adding to Wikipedia is, in my opinion,  much more fun for student.   It surely beats just “another research paper” assignment.  I will most definitely try to construct a report like this in the future within my own classroom.

I would like to know how you feel about the use of Wikipedia in social studies classes.   Do you feel the same way?   Or, in your opinion, is Wikipedia too much of a non-scholarly website to use within your classroom?

Monica suggests a democratic classroom. Do we all agree?

I believe that  teaching democracy in the classroom can greatly benefit all of your students and is an essential skill to learn. You don’t even need a textbook or time for a lecture. Democracy can be used in your classroom every day. Based on the article we just read, just by modeling democracy and politics in the classroom your students will learn the concept and be better prepared for read world situations. It can start as early as kindergarten and as you move up in the grades the situations can become more complex.

            A good teacher should come up with stimulating topics for the students to talk about so that they can become familiar with sharing ideas and accepting the ideas of others.    Student input can be very effective. Like the article said, you can have students fill out anonymous questionnaires reflecting their opinion about what is going on in your class. This can also tell you a little bit about yourself as a teacher andalso how much they are really learning. There are many ways to use social studies and politics in the classroom, the hard part is making it interesting for students and making  it real for your students.    Do you agree?    Can you think of ways in which to incorporate democratic principles in your classroom?   Can you think of some teachers that you may have had or teachers that you have observed who truly “ran a democratic classroom?”    What strategies did they use?    Or……..do you feel that a classroom runs best when the teacher makes all of the decisions?     

        

Dr. Ries with a welcome

Let us consider this our weekly discussion blog.   This can also be known as our class discussion board.  Each student will be given an opportunity to create a blog prompt that will motivate discussion from all of the students in the class.   Each student is expected to comment on their colleagues' blogs prompts at least eight times during the course of this semester.   Ask questions of your peers!   Think critically about what your classmates have to say.   Start a conversation going.  Refer to some of the experts in the field as you question each other.  Have an interesting, intelligent educational conversation based on what you have learned in your courses.   Question! Challenge! Recap!! Get ideas flowing.