Michelle

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? Agency and Gambare mean giving it your all. Keeping yourself motivated and never giving up, even when it seems like a challenge. I think that teaching science should always be a challenge. I think that once it comes easy to someone means that they themselves have stopped learning. The best teachers are those that are constantly challenged and motivated to continue learning and sharing their knowledge. It should never be easy.

I would use a short statement: thinking outside of the box.

If you answered the question above, you are being reflective. How can reflection help you be a better (science) teacher? Reflection is always good, no matter the content area. Every day, as teachers we should be reflecting on our day and evaluating ourselves on how the day went. Of course it makes you a better teacher.

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?

I really love how playful it is with science. So many science classrooms you go to, it just seems way to structured. I enjoy seeing things that are out and right there just waiting for a student to come up and manipulate it. I think that is one thing many classroom are missing---a little less structure and organization may do a learner good.

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

Thinking critically and logically should fit into science curriculum. It is part of the experimental process. Why should we just give students answers, if in the end we want them to understand the true process of learning? Perhaps it is also changing the way we view learning and realizing that teaching isn't all about getting the correct grade on a test, but truly understand the process it took to get to the answer. This process would be when a student is engaged and thinking critically and logically.

I do think teaching students how to think critically and logically takes more time. It is a process of asking questions, experimenting the answers, and reflecting on those answers. But, this is where we need to re-evaluate our goals as a teacher and understand the true role we are there to play in our students lives.

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

I don't think a textbook is needed all the time. Part of differentiated instruction is giving many media forms to students and playing with all the resources that are available--including real life scenarios. I feel whenever possible we should equip our students with actual demonstrations and experiments to enhance the learning. Reading from a text can be stimulating and educational, but I think we can't just rely upon that as our main form of instruction.

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

Since I would like to teach early elementary--preferably 1st grade, this has a lot to do with what I am going to say. I think it would be neat to tie in sustainability (recycling in particular) with math. At this age, students are learning basic addition and subtraction, and early money skills. You could begin to have your students bring in cans, milk jugs, cardboard, etc and have a bin for each type. Assign a new "recycling monitor" each day to your board of duties and have that student go around each morning and collect anything that the students might have brought from home. Talking about each one and then putting them into the correct bin. They could keep a recycling journal that would be a part of their math skills, adding cans of soda vs. jugs of milk. Playing on the simple math skills. You can then begin to weigh the bins and find out from a local recycling company how much they pay per pound. Adding in the money skills by trying to compute what the classroom would get back in exchange. At the end, you could use the money to have a class party.

Students could show mastery through conversations about the math skills and recycling.

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.

The Science Center Local Weather Channel (news-KSDK)

Journal 3:

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

Differentiated instruction is when you are "tweaking" your curriculum a bit to allow a student to stay engaged in an activity. For instance, when a student is more advanced than the lesson you have given them. You would need to do some differentiated instruction with them to keep them engaged while also allowing the other students to continue to participate in the assigned topic. It is just not letting the student who already "gets" the lesson sit there and not learn...expanding upon what that student does know and allowing for some flexibility in your lesson. Shouldn’t all students have the same opportunity? Is it fair for some students to do less and others do more?

No, I don't think it is fair for some students to do more while others do less. This is where differentiated instruction comes into play. Challenging both students by giving them activities that will equally stimulate both learners.

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 means that students strive for completion in order to get something back for it. Whether it be a piece of candy or a letter grade. What is rewarding gets done is the more of getting a personal satisfaction out of what you are learning. Not really doing something for the nominal value but for the overall experience and gratification of the process. I feel the second phrase teaches you more because you have the self improvement and personal touch to it, but I do feel that students do more when they are given a grade or some other form of nominal value.

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?

Yes. I really loved the brainpopjr site. My hopes are to teach first grade, in which, I would love to use the brainpopjr site to further enhance learning. My thoughts are that technology really helps add understanding to any topic.

How could you do this without technology?

As you did in class, conducting experiments, where the class guesses whether items will sink or float. You could also have them break into small groups and conduct their own experiments with buoyancy.

How can technology leverage learning?

Technology is not just computers, but smartboards, cameras, projectors. I really don't see how a teacher couldn't use techology in their learning instruction, it is probably just a matter of to what extent. Technology adds a level of understanding to all instruction because you can really touch all levels of learners in your classroom.

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

As I stated above, technology is not just computers, but smartboards, cameras, internet, videos, etc. No, you don't need the internet to take advantage of technology, however, I do think you can reach more depths of techology with the internet because you can explore more while using the internet.

Do I need a bunch of computers?

No, but I do think every teacher should have AT LEAST one computer in their classrooms. Every student is growing up in the world of computers, I don't see how education would not be utilizing and helping students to understand the world they are living in.

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

Technology should play a big role in schools. I don't want to take away from the "hands on" learning, because that is just as important, but all of our students are growing up in the world of technology...so I say use it and enable our students to become more equipped for the lives they will lead. Currently, I think the level of how much technology is used varies amongst schools, but I don't think I have heard of any school that uses it too much...at least not in the Saint Louis community.

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 do think the teacher should begin to teach the students technology. The proper uses of technology and how to respect the world of technology. Just as teacher are teaching math, science, etc., we also need to teach technology, because let's face it, it is here to stay and it will only get more in depth as the years pass. These students are really growing up in the world of technology.

How does technology fit into pedagogy and curriculum?

Education should always be a "living document" where it shapes and bends as the world around it does. So, of course, technology should now be a part of each curriculum plan to shape to the new world we are in. Technolog should be seen as a tool to your curriculum and an enhancement to learning. Journal 1: What was the best thing you took away tonight?

I really enjoyed our discussion about making science a real part of every child's education. Allowing the students to determine their own science education, in a way, really helps them to understand the authenicity of the science curriculum. It also helps them determine their interests well before they need to choose a career or college track.

This is how I would expand this idea…

Perhaps have the students select pieces of what their year long plan will entail. For instance, have a list of what you would like to cover and allow the students to also select a few items they would like to cover. We will talk about Academic Choice, which connects to your idea here.

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

Inquiry learning is the process of exploration. It is asking a question and seeking out the answer through experimentation. It is absolutely one of the best ways to teach. Why give students the answer when the best value out of the question is how you get to the answer?

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

I honestly don't have a clue, but here is what I found. The imperative term connotes high achievement, motivation, and orientation to group harmony. The term is also used among members to encourage others in group activity. If this is the true defition, then yes, it does have a place in science education. How? Tell me more about how what you found would fit into American science education. I think wanting high achievement is not just a science education persona, it is something that we must teach our students to strive for, no matter the field. Motivation is key to success. I think it is equally important, though, that we allow our students to obtain high achievement and don't bring them down if they take a path that is a bit different than what we wanted them to take...perhaps they just found a faster, more effeceint path.