Joe+T.

Journal 5
Agency and Gambare are two words that may be new to you this summer. What do you think they have to do with teaching science? What other words or phrases would you add that sums up your experience in this class?

Motivating students is great, but it is more important to help them find their inner motivation. They will not always have someone there to provide external motivation, so teaching them to find the drive within can be a great tool. Gambare and Agency have to do with this internal drive and persistance that we can instill in students.

The other word I would add is personalization. Teachers need to personalize lessons in the form of differentiation, to reach as many students as possible. They also need to personalize their own lessons into their own teaching styles. Students can sense whether or not a teacher is being sincere and having fun. We need to make sure that we are being true to ourselves.

If you answered the question above, you are being reflective. How can reflection help you be a better (science) teacher?

Reflection is a great way to bring you back to your purpose. Whether it is science or not, it gives you a chance to assess what you are doing, and ask 'Am I accomplishing my goals?' If not, you can change your approach and re assess. Without reflection there is no improvement. Teachers constantly need time to reflect, self-evaluate, and if need, change their methods/approaches.

What have you noticed about the classroom where we meet each week? What aspects do you like and what would you change, add, or remove if it was your classroom?

The classroom we met in was awesome, I thought. There were so many different areas and appeals to different learning styles. Also, there is a ton of space to accomplish a lot of different things at once. It is the size of two rooms! The only concern I have about the room is that it is very 'busy.' What I mean is that for students who are easily distracted, there are tons of things around to take their attention away from the task at hand. I would like to know if this is ever an issue for you.

Journal 4
How does promoting logical and critical thinking fit into a science curriculum? Does this save time or waste time?

Promoting these skills does not save time or waste time. It can take additional time and effort to make sure that students are using logic and thinking critically. Just because it takes more time, doesn't mean its a waste of time. These are skills that students need, so helping them develop them is not wasteful.

Is a textbook needed all the time? When is it needed and when is it not needed?

No, a textbook is not always needed. Some of the most valuable learning can come from free exploration and experimentation. A textbook can be a great tool to vaidate what a student has already observed, or to add more explaination or detail to a concept.

What would be the most interesting science topic to share with another subject? How would your students prove mastery?

I think food and nutrition is an excellent topic to share among teachers/departments, etc. Students can learn all about digestion, and related processes in science, as well as nutritional needs. In social studies/history they can discuss the socio-economic issues related to food an nutrition. In the lunchroom they can analyze meals and keep journal of what they are eating and how nutritious it is. They could show mastery by designing a week long eating plan that meets all of their nutritional needs.

Start a list of community science resources (institutions or agencies/ people, materials, or websites) that could be used to support the unit you are planning.

St. Louis Science Center, Missouri Botanical Gardens, St. Louis Zoo, area Universities and Colleges, wildlife rescue agencies, local parks, state parks, etc.

Journal 3:

What is Differentiated Instruction and what can it do for students and teachers?

Differentiated Instruction says that students learn differently and respond to different teaching styles. Therefore several different methods of instruction should be used when teaching each topic, so as to connect with as many different types of learners as possible. The specific students and make up of your class should be considered when lesson planning, so that all of their individual needs are met as nearly as possible.

Shouldn’t all students have the same opportunity? Is it fair for some students to do less and others do more?

All students should have the sam opportunity, but it should be relative to the their ability and previous experience. You cannot expect all students to meet the exact same standards all the time, because they have different strengths and weaknesses. Each students learning should be considered individually, and they should be assessed as individuals instead of as a group.

What is the difference: ‘What gets rewarded gets done’ vs. ‘What is rewarding gets done.’ Which is more true for you?

'What gets rewarded gets done' implies that the worker is aiming for the end goal, and not enjoying the task at hand. 'What is rewarding gets done' implies that students who are doing work/tasks that they enjoy are gaining more from them, because they are enjoying and concentrating on the process. I feel the latter definitely applies to me, and I am much more likely to persevere through a task that I enjoy or find rewarding rather than one where the end goal is the only objective.

Journal 2: Did technology help you understand buoyancy? If it is still unclear, how could you find out now that we are not in class?

I felt that I already had a good understanding of buoyancy and density before the lesson, but I found the BrainPop videos particularly interesting. It was a tool that I had never heard of that seems to be quite useful. It would be cool to see and applet that allowed the user to change the properties of the fluid and the object, and experiment with its bouancy.

How could you do this without technology?

To investigate buoyancy without technology, you could still do the demonstration using the tank of water and different objects. You could also look into the math behind density and buoyancy using pen and paper. Additionally, some science textbooks would probably have diagrams and examples to help students understand buoyancy. Buoyancy is a hard word to spell! I know!

How can technology leverage learning?

Technology allows you to present material in all sorts of ways. You can present it in visually pleasing ways for visual learners. You can present it in interactive ways for hands on learners. You can include audio for learners who process things better through audio. Technology leverages learning by helping all learners stay engaged and interested, because it allows teachers to present information in many different ways. What about the learner using the technology to show what they learned?

What exactly is technology? What is available? Do I need the Internet?

Technology is 'the state of the art in the whole general field of practical know how and tool use.' Technology is any modern tool that we use to enhance our lives. The myriad of different tecnologies is staggering. There are different technologies for all aspects of life. Most technology does not require, and has nothing to do with, the internet (i.e. document cameras, projectors, classroom polling systems, etc.) There are, however, lots of cool tools available on the internet!

Do I need a bunch of computers?

Definitely not. There are lots of ways to implement technology in instruction using just one computer. Things like BrainPop videos, classroom polling, and many aspects of SmartBoard teaching require only one computer. Although, many of these technology are run by the teacher, how can you get the technology into the students' hands? Do you need computers or could other tech devices work?

What role does technology play in schools? Is it used too much, too little?

The role of technology is simply to enhance the instructional methods that teachers use. It is often used to little, for two reasons. 1. Access. Many schools in inner city/rural areas do not have the resources to procure and implement new technologies into their school. 2. Fear. Many teachers who dont often use technology them selves hesitate at using it in their classroom. The first time you do things it takes a long time, and some people are not willing to put in the time and effort needed to learn to use the technology efficiently and well.

Is it the teacher’s responsibility to teach the tech or expect a certain level of expertise on the part of students, or should tech be avoided?

I think its fair for teachers to expect a certain level of knowledge from students. Students are growing up in a tech savvy world, and are around it everyday. It is the teachers responsibility, however, to have a strong working knowledge of any technology they use. They should be able to explain it effectively to students, as well as troubleshoot it when something goes wrong.

How does technology fit into pedagogy and curriculum?

Technology is a tool that educators can use to fulfill their pedagogical mission. (Is pedagogical a word?) Many people are hesitant to use technology because they are afraid it will change schools too much. What those people fail to understand is that using technology does not change what you teach. It is simply a tool to help you teach the same things better. Some schools could use a change, in my opinion. Technology doesn't change what you teach, it changes how you teach..or even better, how students learn.

Journal 1: What was the best thing you took away tonight?

I particularly enjoyed the discussion of the importance of Science Education as it pertains to the modern job market and the modern challenges we face. It was interesting to learn that companies like Monsanto are looking for people with more diverse backgrounds and experience in more than one discipline. They want people who are good collaborators and enjoy working on parts of a solutions to large problems.

This is how I would expand this idea…

I would try to link science to other content areas as much as possible. Science education is important, even for people who wont grow up to be scientists. There are many opportunities to integrate other subjects and discipline with science. For example, when talking about food and nutrition, there are many links into social studies, such as talking about food/wealth distribution, etc. Perhaps teaming up with the lunch room could expand your reach and allow for some 'real' Inquiry into food and nutrition.

What is Inquiry Learning and is it a valid way to teach?

Inquiry is "any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem." Inquiry Learning asks students to use their critical thinking skills to evaluate problems, find information, and increase knowledge. These critical thinking skills are the skills the business world and academic world will be looking for, so developing them in students is an important (and valid) way to teach. Critical thinking is so critical, that Science is the Liberal Arts of the 21st Century.

What is ‘Gambare’ and does it have a place in science education?

I have read that 'Gambare' is a philosophy taught in Japanese culture and schools that most clearly relates to persistence. Children are taught to tackle tough problems, take them on with 100% effort, and not stop until successful completion. I think aspects of this are important in science education. Students need to persevere through the difficult parts (and confusing ones) in order to reach the final goal, and gain understanding about what they are studying.