Lauren

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 allow students to continue to learn and share what they learn with other students and be able to take them to other environments. We used inquiry a lot in the class this summer and sums up the experience for me. This is also something I added into my teaching philosophy, as I plan to use it when I am a teacher.

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

Reflection is important as a science teacher, but a teacher in general because a teacher needs to constantly look at their students, units, plans, and themselves to make sure the students are learning and the units and plans match the goals and that the teacher is being successful.

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 meet in is definitely a teacher's dream classroom and something that very little teachers have. I love that the students have everything they need, want, or think they need in the classroom and have full range and exposure to anything and everything. I love that the classroom leads to the outdoor area and that the student's built that themselves.

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

Promoting logical and critical thinking fits into science because students need to be discovering, experimenting, and asking questions to help accelerate their learning. The "do-er" method takes some extra time, but if the students are engaged in their learning, they will be more likely to remember the material.

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

No. a textbook should be a resource, but not the main ingredient to teaching or learning. I think both students and teachers should know how to reference a textbook for clarification or additional information, but the lesson should not be taken directly out of the text, as this would promote no logical or critical thinking by the student, and would not use discovery, sustainability, or differentiation.

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

I think it is easy to link many topics in with science, especially at the elementary level. I don't think that whole UNITS have to specifically tie with another subject, but if lessons are promoting questions, and the students are journaling and coming up with predictions, other subject areas will find their way in. An example of journaling daily food intake for a week and asking questions, combines communication arts. Taking the class food intake and charting boys vs girls, or amount of food intake in each food group to see if the class as a whole is healthy contains math. Sometimes it is even best if the students don't know they are working on more than one subject at a time, so they can focus more on the process and results than what subject they are doing and if they like or dislike it.

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.

PBS game link

Journal 3:

What is Differentiated Instruction and what can it do for students and teachers? Differentiated instruction is making sure ability, length, activities, and learning styles, etc. are all varied so that each student is able to understand and participate in learning. This can allow for students to work at their pace and continue to challenge them. It allows for the teacher to take more time with each student in order to help their learning and making sure all students are understanding what needs to be learned. Shouldn’t all students have the same opportunity? Is it fair for some students to do less and others do more? I believe all students should have the same opportunities. As educators, we want all of our students to have a clear understanding of what is being taught, but I do believe that is it fair that some students do more and some do less. Each student is different and while each student should reach the standard that has been set, if a student wants to go above and beyond, they should be able to. 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 is more about doing something because you have to do it, and what is rewarding gets done is doing something because you enjoy it or are motivated to do it on your own. I think both are true for me given the situation, and I think this is true with most people. Everyone has things they have to do and things they are motivated to do own their own.

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 think buoyancy could have been taught without technology, but it sure helped make it more clear and our predictions and answers precise. Using the smart board and other websites to expand the ideas aided in the learning.  How could you do this without technology?  I think topics such as buoyancy (at least for me) is better learned without technology. Actually going around the room and testing objects and having hypothesis and explanations made the topic very hands-on and real.  How can technology leverage learning?  Technology can leverage learning in many ways, not just by having the students work with technology. For example, using a smart board is a great way to make sure all students are viewing the same item, and students can use the smart board as well, as it is fairly simple to use. I would not count on technology as a MAIN way to teach, but it sure provides significant assistance. //__What is an example of a MAIN way to teach?__//

 What exactly is technology? What is available? Do I need the Internet?  Technology is not classified as just the Internet. Technology is anything from computers, to smart boards, cameras, videos, projectors, etc. I think (as stated above) that technology is something that helps enhance the classroom instruction. It should not take place of it, but helps it to be more interactive and up-to-date.  Do I need a bunch of computers?  No. In fact, as learned in class last week, the smart board might be a cheaper choice, as all students are able to view one (big) screen/computer and all interact together.  What role does technology play in schools? Is it used too much, too little? I think this question is similar to some of my answers above as well. I think this answer all depends on the school, and even drilled down more, to the teacher. Technology can be incorporated in so many ways in just about every aspect of our lives. I also think there needs to be a balance when using technology. It is a great addition to instruction, but we also do not want to rely on technology to teach our students, or have the technology think for them.  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? Tech should NOT be avoided. These days, I think it is easy to assume students know up to a certain level of technology. However, as educators, we NEVER want to assume! I think (just like any other topic) rules and instructions, etc. should be taught so that each student knows how to properly use the equipment/technology so that we can avoid misuse or the worry of someone not being able to complete the task because they did not know how to use the technology.  How does technology fit into pedagogy and curriculum? Technology fits into curriculum at different levels and can be used at different levels. Now, there is always a way to incorporate technology into lessons one way or another, and students are able to use it individually, in small groups, or as a class. I think students being exposed to technology in the classroom is not only beneficial for the lesson/unit, but also beneficial to their life outside of school, as our society is growing more and more dependent on all types of technology. __Is our society's reliance on technology because of its use in education or in spite of educational practices?__

Journal 1: What was the best thing you took away tonight? **The best thing I took away from week 1 was a basic understanding of exactly how much teachers can tie other subjects and services into science.** This is how I would expand this idea… **In week 1 we spoke a lot about the BP oil leak. I would expand on this idea by having students journal their thoughts about the situation, and if they w****ere in charge of fixing the situation, what would they do? Then students could come to the next class prepared to talk about all they ways they have come up with to help the problem, and** **why they would or would not work. (Depending on the ideas, you could also test some of the theories in a later class).** What is Inquiry Learning and is it a valid way to teach? **Inquiry learning is learning based on questions. It is absolutely a valid way to teach, as students learn the most when they are interested in something and wonder about it. If they have questions on a topic, and the teacher allows them to go find the answer themselves, they are not only finding out the answer to their inquiry, but learning skills of how to find out the information they are looking for.** What is ‘Gambare’ and does it have a place in science education? **Gambare is the thought that a person always does their best, perseveres, and** **does not give up. I think they this does have a place in science education because** **science is about 'doing,' and students may not always come to the correct conclusion the first time around. They need to figure out how to perservere and possibly** **ask more questions, or revise their experiment, etc. until they come to the answer they are looking for.** ** Gambare- Lauren! ** ** Can other teachers connect to Science as well as Science connecting to other subjects? ** ** -Bob **