Casey

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 encourage students to keep learning and share what they learn with others around them. Inquiry is one concept I hope to take away from this class, and incorporate in my own teaching instruction.

If you answered the question above, you are being reflective. How can reflection help you be a better (science) teacher? Reflection can help a teacher be better in any classroom, not just science class. It helps the the teacher reflect on their lesson plans/unit plans and determine what can be changed to make the classroom instruction more effective. Reflection allows a teacher to improve, and evaluate the effectiveness of her teaching to improve the success of her students.

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 amount of resources readily available to the students are evident in the classroom. Books, magazines, objects of all kinds...I like how the students have access to all these items, and at any given time seem to be allowed to explore. I cannot say I would change anything about your classroom, but I look forward to one day having my own classroom and eventually building up the resources I have available to my students.

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 is important for the science curriculum. Hands on experiements in the science classroom are great ways for the students to ask questions to help them reach a solution about how something can work, or how something should work. For example, the light bulb experiment: we had to think and try several ways to get the light bulb to work. After one way, we had to think through the process to determine which other ways the light bulb would light.

Is a textbook needed all the time? When is it needed and when is it not needed? No, I do not believe a text book is needed all the time. It is more important for students to UNDERSTAND a concept or process instead of MEMORIZING a concept or process by reading it right out of the book. It is important for the teacher to explain the concept, and provide the students with other resources or hands on activities to understand and comprehend any given subject. I think depending on the subject would determine if a book is needed for support, but not to learn the concept.

What would be the most interesting science topic to share with another subject? How would your students prove mastery? My unit plan is about recycling and I think it would be a great topic to include math skills. Depending on the activity at hand the students could reseach how much recycling the country as a whole does, and could then determine the amount of recycling the students do within their communities/school environment.

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. [] []

Journal 3:

What is Differentiated Instruction and what can it do for students and teachers? Differentiated Instruction is when a teacher provides several paths for students to learn. A teacher should approach a lesson at the level a student is rather than approaching it the same way regardless of their skill level. It allows each student to be successful in his or her own way, and allows the teacher to be effective.

Shouldn’t all students have the same opportunity? Is it fair for some students to do less and others do more? Yes, I believe all students should have the same oppurtunity but it is not possible due to the different economic status' and funding available for each district. It is not fair for some students to do less and others due more, however as I mentioned above due the economic status' or funding sometimes it is how the cards are dealt. But, if student A wants to go beyond what is required, and student B only wants to complete the requirement than yes it is fair for some students to do more than others. Are there other factors beyond economics?

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 giving a child a sticker because he turned in his homework. What is rewarding gets done is when a student turns in his homework because he WANTS to get good grades. Depending on the situation I would say both are true to me.

D id technology help you understand buoyancy? If it is still unclear, how could you find out now that we are not in class? Yes, the visual representation of buoyancy was useful. The activitites demonstrated on brainpop allow a student to understand the difference of negative, positive, and neutral buoyancy. To review what buoyancy is I could search on the internet, and review the activities/lessons on brainpop, or search other websites.

How could you do this without technology? It can be done in the classroom with the fish tank we used in class, and students could test different objects. Also, it could be done in an outside setting by using a plastic bucket, pool, or a small creek or pond.

How can technology leverage learning? Technology is an additional resource that can assist in the student's learning process.. I do not believe it is required, but can be beneficial and used as a visual aid to assist in different types of learning.

What exactly is technology? What is available? Do I need the Internet? Technology is a tool that can assist in learning. There are smart boards, projectors, computers, tvs, dvds, document cameras, & digital cameras, etc. No, the internet is not necessary but useful.

Do I need a bunch of computers? No, many computers in the classroom are not necessary. Teaching can be effective with the use of one smart board, in which all students can utilize (as Bob mentioned in class).

What role does technology play in schools? Is it used too much, too little? When I think back to high school, technology was not used on a daily basis. I am unaware of how much technology is currently used in the classroom. 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 believe it is the teacher's responsibility to provide the basic instruction for several types of technology. However, it is important the teacher allows the students to have hands on experience using technology to reach the skill level they are expected to. I believe the level of expertise expected by a teacher should be determined by the age of the student. A 1st grader should not be expected to know the same amount as a 9th grader. Although, it seems younger students know a lot about the use of technology.

How does technology fit into pedagogy and curriculum? Technology is an enhancement to learning, and should be used at some point in the curriculum. Like I mentioned above, it is not necessary but it is another tool for students to use during their learning process.



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

Inquiry Learning was an important topic we discussed. I would like to research more about it, and the benefits it has over other learning styles. Get on the bus was a fun activity, and helped us to learn a little about our classmates.

This is how I would expand this idea…

I would use the get on the bus for review sessions before tests, i.e. true or false review sessions.

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

Inquiry Learning is when students ask questions to learn more about a topic/subject, and then use information to research, make discoveries and obtain a new understanding for the topic/subject at hand. From the examples Bob discussed in the first session, I do believe Inquiry Learning is a valid way to teach. There are other learning strategies, but this is definitely one I would use in my classroom.

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

Gambare is when one is persistent, hard-working, and does not give up until the work is done. According to the article by Jongsma, gambare is an important term to the Japanese because they are taught early on the importance of being a hard worker. Yes, I do believe it has a place in science education, as well as every other subject area because students need to understand even if you do not have a complete understanding the first time; you have to work hard to get the expected end result. Even if that means you complete an experiment ten times.