Joe+B.

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?

Both of the words to me mean that you should always encourage kids to do more, to go out and live science. Try to stop the cycle of learning something for a test and then its gone. I always encourage kids to do their best, but where it would be hard is to get them to take what they know to the real world. I think with inquiry, the kids can really work with the material in ways that interest them and I hope that could then encourage them to go out on their own to seek more information and share with others along the way.

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

Reflection help me be a better science teacher because it helps me look at the things that have happened and make improvements. Getting to reflect on what worked and didn't work is something I should always do. Teaching my kids to reflect on what they've done will help too.

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 like how there are many different spaces to learn. Students could be at a desk, table, the floor, outside, on the roof, etc. I have a pretty big class, but not quite that many options as here. I also like how there are always things out to look at, so even if we're not in class instruction time, you could still learn something maybe. I like to have a lot of stuff around the room too, so I'm working on getting more and more through the years. I don't know if I would add or change anything, you do what works for you and what you have available to you. I suppose I am continuing to add more to my own room as time goes by though.

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

I think it fits very well. The goal would be to help the kids be able to think on there own. That is tough to do and at first would take a lot of time, but that goes for trying to learn any skill I think. In the end, having the kids be critical thinkers would actually save time because they can work and solve problems on their own.

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

I don't think it is needed much, if it all. It might be good to have as a reference for diagrams and maybe some definitions. The kids I work with have grown up using them and they are so heavily reliant on using the glossary, which I don't like at all. I usually only have them get it out when I know there is something in there that I want them to see. I do know though, if the district buys some new books, they expect you to use them. We were about to buy some of the new interactive textbooks from pearson, but the budget was cut.

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

The most interesting, I have no idea. What I have quickly come to realize and really want to begin to do is to promote more sustainability throughout the school. That's tough job, but I have some kids on my side. How to prove mastery with something like sustainability would be hard, but if you could see some changes in behavior in the kids and make them into knowledgeable and active people in the environment, then I think that would be a start.

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.

earthways center wash u monsanto it would be nice to get places like theses to help with all the bio stuff I have to teach next year. I don't have much idea what to do yet with it all.

Journal 3:

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

DI can be so many things. As long as a teacher can provide different options for the students, DI really has no limits as far as I'm concerned. Giving students choice in their learning, modifying assignments for ability level, or even having students learn the same information but with different methods of practice or presentation. I truly just see this as providing options for students and teachers in order to ensure learning will happen.

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

I think ideally students should of course have the same opportunity, but that is not always possible for many reasons. I have heard many teachers say fair is not always equal, especially with DI. If you have to explain to kids why someone is doing a different assignment or even an easier assignment, fair is not always equal is a lesson students have to learn.

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

In life in general I believe most people by what gets rewarded gets done. Most people live their lives that way, especially for a pay check. I think that is the culture we live in. So yes, I love to be rewarded for what I do, but I do believe what I do is rewarding regardless. A good balance of both is good for everyone I think. It'd be nice if we could all just do things without the expectation of getting a reward, but that isn't realistic these days. I try to make science interesting for the kids and I don't feel like I put a lot of pressure on them. I create a comfortable atmosphere and my hope is that with all of the combined that the students will be motivated on their own and not with outside things.

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?

Since I was not in class, I would have to do some research. How could I find out now? I would ask questions and go search out answers. I would use the internet to look up buoyancy to see if there are any tests or experiments I could do in my class or home. 

How could you do this without technology?

Without technology I could again ask questions and do research. I could develop my own tests of buoyancy with water, other liquids and different objects. 

How can technology leverage learning?

I think technology is a resource that can assist in learning. It is not always necessary, but will definitely help students further their learning when resources are limited in class. 

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

I think most people would think of technology as something electronic. I certainly would anyway. The dictionary says however, technology is the practical application of knowledge. I find that pretty interesting. So I guess really I have no idea what technology really is then. I think maybe then technology is just anything you could use to help apply your knowledge. I think it has to be some tangible thing. If that is the case then technology is pretty much unlimited. Anything a student could use to help them apply what they know could be technology. And if this really is the case then no, I don't need the internet, but it certainly is a helpful tool.  Do I need a bunch of computers?

I don't think I need a bunch of computers, but some computers would be nice. I think with a few computers, it would really open up some opportunities for learning in the class. I could provide a little more differentiation in some of the things I do. 

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

Technology could provide a big role in schools. If it is to help students apply their knowledge then it is very important. I think technology is not used anywhere near enough. The problem is do you have the technology and are you competent to use it well in your teaching.

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?

Well if you want the students to be able to do something specific then yes the teacher needs to teach the kids something. I would be nice if students always had the background that we expect them to have when they enter the classroom, but of course that isn't always the case. Tech should not be avoided, but encouraged if it helps the learning of the students.

How does technology fit into pedagogy and curriculum?

Bloom has always been big in the school districts I've been in. Higher level thinking is important. I think too much of what kids do is low level these days. Experiential learning is very important too. I think technology as a tool to enhance learning would fit perfectly into these things. I agree that Bloom is everywhere. I see his work as a starting point that you can layer your own philosophy of teaching and learning over. Higher level thinking is the key. People 50 years ago didn't need to know everything about everything, but the did need to know how to think and reason-higher level thinking skills.

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

I enjoyed the discussion about the history of science. I learned what companies like Monsanto and even the Navy are looking for scientists. As a science teacher, it'll be my job to help out with that. I don't want us to be passed by the rest of the world.

This is how I would expand this idea…

With limited resources and time, I really want to try and figure out how I can get inquiry into the public school classroom. I know it can be done, but it is very difficult as far as I'm concerned. Think about where things are taught and re-taught over and over. Spending more time on a topic and only teaching it once may be more (cost) effective. There are several research studies that support Inquiry. National Science Standards have identified Inquiry as the method of choice since 1990.

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

Inquiry is very valid and I hope to incorporate it more as I learn. Inquiry is a process by which students ask their own questions, investigate, and learn all about how topics interest them.

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

Well, I read a few things and came up with the fact that gambare is some form of encouragement like, "You can do it!" So if that is the case, then of course I believe it has a place in science education. Part of what I feel my most important task is to help students be confident that they can do it.

I just read the article in the resources. The drive and spirit that I think countries like Japan have are very important. I wish people all around in the US had that same mentality. I feel like we have only become lazier in general as a country, always looking for the easy way out and answer.