Presentation on theme: "Questions, comments and ideas I am not very good with kids yet. I just haven't spent enough time with them to know what is appropriate and what is not."— Presentation transcript:
questions, comments and ideas I am not very good with kids yet. I just haven't spent enough time with them to know what is appropriate and what is not.
questions, comments and ideas Chari: I hope I can take what I know and what I have learned and apply it! I hope I will have the guts to stand my ground and provide the education for my students that I KNOW they need! Sometimes I feel so overwhelmed and blown away by all that I’m going to have to do, and all that I will have to balance. But in the end I know I have a passion to teach, a passion for children, and a passion learn and help others to learn.
questions, comments and ideas Heidi Jo: Anna is a perfect example of what Oliver VanDemille calls, "A Full On Genius." Oliver Van Demille is the author of a Thomas Jefferson Education. He states that, "Every child you have ever met, every child you will ever meet is a full on genius." I think of all the statements I have heard in my life, this is my favorite. I believe genius can be found in every child. I am surprised at the lack of respect we have for children's potential. We should expect that children will develop in their own way and on their own time. We should be ready for when we get a glimpse of their genius and be ready to encourage them. I think this is why we teach so many subjects at school, it is a service to us as teachers. The hope that we will be given the opportunity to see the thing that these children succeed at and be able to relate it to their learning in a way that gets them excited.
questions, comments and ideas Chari: I had a fifth grade teacher who was amazing! I think that was the only class in elementary school where I learned how to learn, I don’t necessarily remember the content that was taught that year but I do remember the impact he had on me and my passion for education, he is a big part of the reason I am going to be a teacher and the reason that I had such a passion and drive to me successful and smart! He taught the value of an education and it was a year I really excelled, my reading level jumped significantly that year along with my ability to do math, I never liked math until that year and now even today it is something I love! I think he also pushed us to be passionate and curious!
questions, comments and ideas Heidi Jo: When he was young he aspired to be a Doctor, a Lawyer, or an Entrepreneur. In high school that changed. He took a couple auto shop classes from a teacher that he loved. He enjoyed so thoroughly the way this professor taught and the excitement of his lessons he completely jumped tracks. He left high school and entered college on a scholarship, with a job on the side working in a mechanics shop. You know what he discovered six months into his new chosen career. He hated mechanics. He hated being dirty and grubby, he hated the conversations in the garage, he hated working on vehicles that were predictable and too easily understandable. But the thing he did learn was that his teacher from high school had loved what he did enough to make his subject intriguing. He ask what would have happened if he had had seven subjects with instructors who were as engaging. "You can't light the fire of passion in someone if it doesn't burn within you to begin with."
questions, comments and ideas Christopher: Teachers need to expand the way they teach from read-and- answer questions to inspiring their students. It is important that each injects passion and curiosity into their youth… While reading, I continually thought of the question “how can I make a difference?”
questions, comments and ideas Aleece: Being smart is not good enough anymore. We need to have passion and curiosity. Like we discussed on the first day of class, children are naturally curious. Reading this chapter made me feel like being an elementary school teacher was the most important job on the planet!
questions, comments and ideas Tiffany: I was going to ask the question – How do we get our kids interested in science and engineering careers again? – but I answered my own question. We need to be role models for our kids and we need teachers that excite an interest in these subjects as well - just like the article suggests.
questions, comments and ideas Becky: I do have a question though. It's about choosing novels to integrate. I picked H.G. Wells War of the Worlds. I would be doing a teacher read-aloud with this book because it may be a little to difficult for the class entirely. Is there a way to make sure that we are choosing books that will support our students and not be too difficult or too easy?
Give you insights and experiences that will prepare you to be a highly effective teacher. Get you excited about the fun and possibilities that teaching and specifically teaching science can hold. Prepare you to enter your first teaching assignment as a dreamer and an idealist… (“I am going to make a difference in the lives of these kids.”) and hopefully 30 years later be even more of a dreamer and an idealist.
Science is a way of looking at the world and figuring stuff out
Three kinds of blood vessels are arteries, vanes, and caterpillars. Respiration is composed of two acts, first inspiration, and then expectoration. Dew is formed on leaves when the sun shines down on them and makes them perspire.
Kids look at the world with a natural fascination Figuring stuff out… well… that’s where they need our help Our challenge is to clarify the understanding while fostering the natural curiosity and fascination.
Textbook Science Students read the chapter answer the questions and do a worksheet. “Hands-on” Science Teachers demonstrate or students do labs with known outcomes. (“gee-whiz science”) “Real-world” Practical Science Students have the opportunity to conduct real experiments with no known outcome. (Students are the scientists.) “Real-world” Integrated Science Students see that science does not exist in isolation. Science is taught in conjunction with English, history, art, math, technology, music, reading, etc. (Science becomes part of the students other school work and their everyday world.) Powerful Learning
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Schools Can (Must) Make the Difference: “ …some people (even some teachers and administrators) assert that schools can make little difference in overcoming the background factors that negatively affect student academic achievement.” “The most straightforward way to enhance students’ academic background knowledge is to provide academically enriching experiences… field trips to museums, art galleries, and the like, as well as school-sponsored travel and exchange programs… In these days of shrinking resources, schools commonly must cut back or even cut out these activities.” Chapter 1
“ I strongly fear that if schools (and future teachers) do not implement indirect approaches like those outlined in this book, they will continue to be a breeding ground for failure for those students who grow up in or near poverty.” Chapter 1
In order to create the rich, environment needed to stimulate powerful learning for all students, current research shows that all 19 senses need to be stimulated. YES, 19 Senses (not 5) SightHearingTouch TasteSmellBalance VestibularPainEidetic imagery TemperatureMagneticUltraviolet InfraredIonicVomeronasal Proximal ElectricalGeogravimetric Barometric How do we create Powerful Learning? Bringing Science to Life
Curriculum and instructional strategies need to be based upon being there input (stimulating as many senses as possible) extended by immersion and enriched with hands on of the real thing. In contrast, learning based on secondary input (print with some video) is inherently brain- antagonistic because it severely restricts input. The fewer senses involved, the more difficult the task of learning becomes for all learners. Bringing Science to Life
Today’s students are starved for exposure to reality. They are coming with a shortage of experiences with the real world and the concepts and language that accompany them. They are therefore ill- equipped to adequately learn from our secondhand sources. For example, we have known for some time that 80 percent of reading comprehension depends upon prior knowledge. In effect, one can only take from a book what one brings to the book. Books can expand our knowledge but cannot create it from scratch Bringing Science to Life
Multiple Intelligences Current research has identified eight (8) intelligences, only two of which are focused on in traditional schooling. One of the truly revolutionary discoveries is that we all possess portions of each of the intelligences. We each favor certain intelligences as our particular strengths, but we all possess portions of each. Another revolutionary discovery, at least to education, is that in order to truly educate a student, any student, all 8 intelligences must be developed Bringing Science to Life
Needs Assessment “I don’t want to know that all students can learn, I want to know what you do when they don’t.” Richard Dufour
The Multiple Intelligences of Reading and Writing “Making the Words Come Alive” Thomas Armstrong
The Multiple Intelligences of Reading and Writing “Making the Words Come Alive” The Conundrum of Multiple Intelligences Thomas Armstrong Bodily/Kinesthetic Spatial/Mechanical Musical Verbal/Linguistic Naturalist Logical/Mathematical Intrapersonal Interpersonal
Multiple Intelligences in the Classroom By Thomas Armstrong Bringing Literature to Life
Eight Ways of Learning Children who are highly: THINKLOVENEED Verbal- Linguistic in wordsreading, writing, telling stories, playing word games books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories Logical- Mathematical by reasoningexperimenting, questioning, figuring out logical puzzles, calculating materials to experiment with, science materials, manipulatives, trips to the planetarium and science museums Spatial- Mechanical in images and picturesdesigning, drawing, visualizing, doodling art, LEGOS, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums Bodily- Kinesthetic through somatic sensations dancing, running, jumping, building, touching, gesturing role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning Musical via rhythms and melodies singing, whistling, humming, tapping feet and hands, listening sing-along time, rips to concerts, music playing at home and school, musical instruments Interpersonal by bouncing ideas off other people leading, organizing, relating, manipulating, mediating, partying friends, groups games, social gatherings, community events, clubs, mentors/apprenticeships Intrapersonal in relation to their needs, feelings and goals setting goals, meditating, dreaming, planning, reflecting secret places, time alone, self-paced projects, choices Naturalist through nature and natural forms playing with pets, gardening, investigating nature, raising animals, caring for planet earth access to nature, opportunities for interacting with animals, tools for investigating nature (e.g., magnifying glass, binoculars)
Objective Logical-Mathematical How can I bring in numbers, calculations, logic, classifications, or critical thinking skills? Spatial Mechanical How can I use visual aids, visualization, color, art, or metaphor? Verbal Linguistic How can I use the spoken or written word? Naturalist How can I incorporate living things, natural phenomena, or ecological awareness? Musical How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework? Interpersonal How can I engage students in peer sharing, cooperative learning, or large group simulation? Intrapersonal How can I evoke personal feelings or memories, or give students choices? Bodily-Kinesthetic How can I involve the whole body or use hands- on experiences? Planning Questions Around Multiple Intelligences
I hate science! I hate being curious… I hate being fascinated… I hate learning new things… I hate observing the world around me…
The core curriculum is a mile wide and an inch deep
Enduring Understanding What do you want them to remember … a week from now, …a month from now, …ten years from now?
Approach each objective… macro - what is the big picture / long term objectives / enduring understandings / integrations micro – what do I want them to walk away with today???
creating a safe classroom (creating an inquiry based classroom) / Establishing an atmosphere of safety and inquiry / Class rules - keep them positive / Safe, positive questioning/inquiry / Establishing an atmosphere of safety and inquiry / Class rules - keep them positive / Safe, positive questioning/inquiry
creating a fun classroom (creating an inquiry based classroom) / Kids love to have fun, and they love to feel smart. Science has the potential (more easily than any other subject) to let kids have fun and feel smart. (science’s big vocabulary words can be a teacher’s best friend)
Vocabulary Building / Vocabulary should be a key consideration in looking at Enduring Understanding… What is the vocabulary we want them to retain and comfortably use 10 years from now
Backward Design 1) What do you want the students to learn? (Enduring Understanding) 2) How are you going to assess what the students have learned? 3) What are the lessons and activities you are going to use to lead the students through the learning process? 1) What do you want the students to learn? (Enduring Understanding) 2) How are you going to assess what the students have learned? 3) What are the lessons and activities you are going to use to lead the students through the learning process?
Scientific Method 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe) 4) Collect data 5) Conclusion – What did we learn? 1) Question – “I wonder why…?” “I wonder what would happen if…?” 2) Hypothesis – if… then… 3) Set up an experiment (recipe) 4) Collect data 5) Conclusion – What did we learn?