Dana

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?

Gambare means persistance, to have persitance means that you are developing skills. The ability to develop skills and use those skills on your own and apply them leads to agency.

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

It allows me to think. Instead of doing something and letting it go I can evaluate and make connections. The ability to do this will help me to have a more thorough understanding and commectin between agency and gambare.

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 is organized. Boxes and containers are labeled and put in places that make sense. The area of table and chairs are in a "board meeting" set up. It allows students to see better (no one is blocked by another person and they are just as vunerable or free as everyone else) and may encourage group discussions or participation. I like the open space in the middle of the room. That is in area where all can see that group activity or demonstration can take place. I like the tables in the back of the room that allow groups of kids to work together. The room itself is in close proximity to the outside quad and roof that is being used for class activity.

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

Logical thinking helps to eliminate valuable time on projects or topics that aren't possible or to re-direct your attention to tackling a project in a way that makes the most sense. Critical thinkers have the skills to further understand their topic by exploring more possibilites or a deeper understanding of the topic in question. In the long run it saves time.

Is a textbook needed all the time? When is it needed and when is it not needed? No, a textbook is not needed all the time. A student may need it as a reference or to further understand a topic or read various ways in which something can be explained in order to grasp the content better.

What would be the most interesting science topic to share with another subject? How would your students prove mastery? Sustainability it the one that comes off the top of my head. This concept can be used at any level in any field. My students would be able to display their understanding of this topic by explaining what it means to "sustain". They would have to identify reasons of the importance of sustaining and how to implement this idea.

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. Ameren UE City Utilities of Springfield, MO [|www.citypublicservice.com] Fergusson Florissant's Little Creek Nature Center (Solar Panel Project) Kids for a Clean Environment [|www.kidsface@mindspring.com] National Energy Education Development (NEED) [|www.need.org] National Science Teachers Association (NSTA) [|http://store.nsta.org] Solar Electric Power Association (SEPA) [|www.SolarElectricPower.org]

Journal 3:

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

Differntiated instruction refers to the ability of the teacher to assign projects (usually the same subject content) on different levels or in different ways allowing students to pick assignments or activities that can better benefit from.

Students can benefit from differentiated instructins by having the oppurtunity to show the teacher they understand or grasp a concept by particitpating in activities that they display this knowledge. They may need guidance on this and may not yet know which activies or ways they learn best or can demonstrate their knowledge.

Teachers will have to plan for this type of instruction and make them some available to students as individuals or groups depending on how instruction is differentiated. Teachers can assess their students in different ways and better understand how their students learns or needs to learn.

Shouldn’t all students have the same opportunity? Is it fair for some students to do less and others do more? What is the difference: ‘What gets rewarded gets done’ vs. ‘What is rewarding gets done.’ Which is more true for you?

Yes, initially I think studnets should decide what is best for them. Then they may need coaching or persuasion to particitpate in activities that are better suited for their needs. I think if a student is showing progression on a topic then their is no need for that student to have to be held back and do assignments or activities they clearly understand. THey shouldn't have to do the exact same type of work at any givin time. The assignments or activites should be equally spread. There are definitaly going to be times when a students needs a lot of extra help on a subject.

I do not completely understand the philosophical saying, I think that getting a reward for completing a higher level of understanding should not take away from an individual students deserved hard earned reward for understanding less.

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 took away a concept of buoyancy from the demonstrations in class. I searched the internet and found another perspectice of buoyancy that furthered my comprehension of the concept [].

How could you do this without technology? We addressed this in class by allowing students to choose different objects in the classroom and throw it in the fishtank of water. I could further discuss or have students journal about the object they choose to place into the water prior to the action. We could further investigate or discuss the material or the physical makeup of the object(s) that we choose to test the buoyancy of.

How can technology leverage learning? Technology can support teaching in many ways. It can help to acquire information about the subject at hand, help to assess or practive the students understanding of the subject and also can allow the students away to demonstrate what they have learned.

What exactly is technology? What is available? Do I need the Internet? Without looking up the definition of technology, I would say it is man made objects that help to make a task easier, more manageable or exists at all. The amount of technology available is overwhelming, it will depend on the school that I work in and the resources that I find available to support my technological need. I think many may say that the internet is not "needed" Yes I think it is vital in today's world and to be a competitve educator as well as competitve learner.

Do I need a bunch of computers? No, It is not vital to have a bunch of computers, I can engage the class as a whole when using technology.

What role does technology play in schools? Is it used too much, too little? Technology is sometimes used by the educator and not by the students. Overall I think it could be used more. Sometimes educators are intimidated by it and sometimes the type of technology chosen is not effective in the setting it is utilized in. Very insightful. I find the teacher gets frustrated and sometimes does not use the technology ever again. This in turn punishes the students for the shortcoming of the educator.

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? It is the teachers responsiblity to teach students about technology and to help and encourage tehm to use it so they get use to it and can help others to adapt with the use of certain technologies as well.

How does technology fit into pedagogy and curriculum? <span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">I would be a hypocrit if I supported the "responsiblity of teaching technologies" by an educator if I didn't also support the need for understanding and learning technologies during a teacher's own education experience.

Journal 1: What was the best thing you took away tonight? ​ ​ The idea that science education is needed in our society has been a main focus of my pursuit of education. When we discussed as a group how scientists/biologist are being selected or not selected by companies(Example in class was Monsanto and how they are more likely to higher a machinist than a biologist), enlightened me or opened a door to further understand how I might be able to address this issue. I haven't come to any conclusions, but it concerns me that there will be even a lesser desire for science education if we as educators can't find reasons and appeals for science education. A good program will always spark interest and excellence among the student body and, in turn their parents.

This is how I would expand this idea… I would like to look further into oppurtunities available in science. What are some jobs that scientist acquire after they receive training and what are the pros and cons of those jobs? What type of companies are seeking out scientist around the world? Where are those jobs available and what are they looking for in a scientist/ biologist? How can I engage my students in these topics and help prepare them for what oppurtunites may be available in the future for them in science? Great questions. Local resources abound.

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

This type of learning allows students to have more control over how they learn and what they learn. The student can ask the questions they desire answers. Students can be invlovled as little or as much in the topic that they want to be.

This type of teaching works for myself and for a lot of students. It gives one the freedom to take the lead on a project or topic and to become self involved rather than being talked at and required to acquire the information of the lecturer. It was very well presented in class last week. We were given ideas of how to develope our plant projects not required and we are encouraged to ask questions. I like this type of freedom, peronsal thought, and ability to learn from my mistakes and accomplishemnts is helpful. With that said I question whether it will work for someone or inspire someone who doesn't want to be involved or doesn't value the assignment. How would you engage that individual to acquire information or participate fully without more required standards? That is not as tricky as you may think. A good topic and allowing for some areas of personal choice can go a long way in motivating students. Does a test appeal to or motivate this same type of student?

What is ‘Gambare’ and does it have a place in science education? After reading the article in the resource section provided I would define 'Gambare' to mean succesfully and well achievemnet resulting from persistance. Yes there absoulutely is a place for this term in science education.