That's a Wrap...Feeling Accomplished!

Well, they say all must things must come to an end, but this is just the beginning for me!

I have officially turned in the last of my assignments and projects, and the final week of class is quickly approaching. This semester I have gained great insight as to the preparation and knowledge that is required of a teacher to produce and plan effective lessons and activities that will foster my student's ability to learn.

It is both with great pride and relief that this semester is over as it has challenged me every step of the way. I have gained new knowledge and skills allowing me to increase and develop my pedagogical knowledge, in learning how to work with students on all different levels with different needs and abilities, and importantly time management. I have learned how to write thorough lesson plans, provide students the opportunity to develop critical thinking by learning to ask questions that draw information and teach new subjects they had little knowledge of prior.

Spring was my first semester in grad school and having Dr. Smirnova. While at times I doubted my ability to keep up with the technology required of us throughout the coursework, I am ecstatic to leave the course with a different perspective. I'm very thankful for this opportunity to increase my subject content knowledge but also how to incorporate various forms of technology in which I will be able to engage my students.

Dr. Smirnova required us to jump in with both feet, quickly preparing group lessons in which we would teach the After-School Science Program. We were required to teach a direct lesson, create an inquiry lesson including an experiment to engage the students, write blogs regarding our experiences throughout the semester, learn and use many other forms of technology, and were provided with several collaborative learning opportunities with our colleagues in class, just to name a few. I loved the chance to work hands-on with the students, getting to know little pieces of information about them, and especially watching their excitement awaiting experiments each week throughout fieldwork. In working with the students from week to week, it also made me realize how important it is not only to know the plan for the day but to fully understand and know the content thoroughly, as they ask questions! LOTS of questions! And they do expect answers.

Throughout the semester we were required to reflect on our work as well as our colleagues on a regular basis. Being afforded this opportunity, allowed us to expand on what we knew or challenge us to learn what we did not, to change and improve what we thought we could do better, and strive for success. I even had the opportunity to participate in my very first Science Fair, creating my project and participating as a judge for the 8th-grade class. That was a great experience!

I feel fortunate and thankful for the opportunities in this class to grow both as a student and future teacher. Lastly, congratulations to those of my colleagues who graduate this semester, I wish you all success in your future endeavors! For the rest of you, I'll see you next semester. And, to Dr. Smirnova, thank you!

View some of the comments I've posted on my colleagues Blogs:

Kaitlyn Bernard

Kathleen Trapp

Barbara May 

Jake Schoenherr

Keep calm and edTPA on!

Well, what an experience this was! While it was completely overwhelming when I initially looked through the handbook and the tasks, I am honestly glad I had the opportunity to complete the required input in a practice run.

I understand the value and importance of looking at each task in great detail as well as taking into consideration students diverse backgrounds, cultures, ethnicity, learning styles, special needs and so forth. It provided me with a comprehensive insight as to what will be expected of me not only in student teaching and the certification process but as a teacher in developing my lesson plans and activities.

Being able to go through each task allowed me the opportunity to see what worked and what didn't, what I would change next time or add, how my students benefited from my lesson and did they need to know what I taught them? Was the information useful to them and did I apply it in a way they were able to understand? Could I have conveyed the material in a way that would have been more productive?

Being a first-semester graduate student having completed the edTPA tasks will allow me to look differently at how I plan my future lessons and have provided me with the opportunity to reflect on my first experiences in fieldwork. A great building block for the future!

The non-living things around us, explored in Physical Science.

I would tend to believe that Physical Science is probably the most exciting to children based on the fact that it provides a foundation for how everything works. The Laws of Gravity, motion, sound, chemical reactions, and electricity to name a few. 

The Physical Sciences leave so much room for experimentation and learning through a hands-on approach if given the opportunity. Just because children may not understand Einsteins' Theory of Relativity and an elementary school age, they can still understand the concepts of gravity without attaching a name to it. As teachers, we can provide instruction to students with basic foundations of physics, biology, chemistry, and so forth which they can further develop as they grow older. And although they may not recall the scientific names, I believe they can grasp the material and the content.

Children's minds work much like scientists because of their natural curiosity for the world around them. If we treat them like scientists, we provide them with a template in which they can expand further. We can provide definitions for concepts they already know for them to be able to relate. For example, a book falls from a desk, children may not know what gravity is, but this is an opportunity to provide an example.

By allowing children to have fun, experiment, and learn through guided practice, we are enabling them to grow not only as students but by learning concepts and methods they can use throughout life in all situations.

Investigating Life Around Us...

This week we completed our Life Science projects which consisted of the Six Kingdom's. Our group designed a google slide representing the Plantae Kingdom, which was a lot of fun! Again, this course has showed me the opportunities we have as teachers to use technology not only in creating lesson's ourselves but this could have easily been a project for the students to share information with their classmates on what they researched. Being allowed to work in groups on our own projects solidifies the benefits of cooperative learning as it gives us the opportunity not only to work together but to learn from our colleagues. I find myself being able to retain more information as we are able to communicate through discussions.



                  Six Kingdom's Project Link

There is so much to learn about Life Science, as it is all around us! One of my goals for this summer is to do a lot of reading to further master more content material and broaden my knowledge in the different areas of science that I will utilize in as both a teacher and student teacher.

My colleagues did a great job presenting and teaching us about the different Kingdom's. I still find myself getting nervous in front of my peers but I realize that like anything else in life, ease will come with time and experience. Practice makes perfect!

Learning Today for a Better Tomorrow...

As a future teacher, attending conferences such as this one get me really excited about the potential we have as teachers and the tools we have to our advantage to engage children. At first, I was overwhelmed by all of the technology this semester, but as we are now coming to a close, I feel myself more excited about the possibilities. For anyone who couldn't attend this morning, the following is a LINK to one of her websites.

Listening to Shelly Terrell first thing this morning was great! She is well educated, informed, and obviously loves what she does, which is traveling around the world educating others on the use of technology in the classrooms. She had a lot of great information, as well as links she made available to use for future reference. The information she provided was very useful in how to connect with teachers and classrooms around the world, different technology and educational sites available for both teachers and children.

One critical topic, I believe she discussed, is digital citizenship and how in this computer driven age we tend to lose sight of being human. It's easy for some to comment or say things they may not usually say to someone in person over an email or a text, and how important it is for children to realize that as they learn to use technology, there are still people on the other end! We need to teach children to consider other people are feeling when they say or post anything. Bullying or hurting someone's feeling because you can't see them is NOT o.k. She also spoke about having the class participate in making the class rules regarding the use of the internet. In-class contracts would allow students not only to be more responsible but to realize there are repercussions to the way they act.

I recently used Thinglink in Science to create our Earth Science lesson, and it was easy to use! Today's training regarding this programs was informative providing us with great ways in which we as educators can expand on its use. Thinglink is one tool I'm looking forward to using in my classroom!

And last but not least, Virtual Reality, if only each district could afford to have it. It's amazing what the world has to offer these days and SOOOO much different than when I was growing up! While I don't think it would be useful for every and could get children wound up, if used correctly, could be an excellent tool in which to engage students. One thing we were able to do in this workshop was to travel through someone's arteries, and in doing so, the program displayed educational information as you moved. Another video we saw was a child visiting the safari as if he were there. Could you imagine how engaging we could make our classrooms with technology such as this? Imagine being able to step into a new Country for your lesson today, or traveling into the Rainforest tomorrow? Overall, it was a great conference, and I'm looking forward to more like it!

Assessments CAN be Fun?

As I mentioned in one of my beginning blogs, I wasn't excited about the technology portion of this class because it was intimidating and overwhelming to me. LOTS of new information and new programs, with little knowledge or creativity on my own part. One concept that is of great value to me, is the ability to provide my students with fun, exciting, engaging, and innovating ways of learning. And in doing so, why can't we do the same for assessments?

This semester has provided so many great tools that myself and other students learned, that I know I will take into the field. Some of my colleagues used Quizizz and Kahoot. The students had a great time "playing" both. Other' used GoogleForms or a poll graph to compare student knowledge of different aspects of the lessons. Online game shows are another form of assessment where students can perform individually or in groups.

 Free Testing and Quizzing Tools for Online Education 

Another popular form of assessment is Exit tickets. Or ask students to choose their tool they learned throughout the semester. Let them recall.....

There are so many ways to engage students today, and that makes me happy, just use a little imagination!

Sharing is Caring!

I've learned a lot throughout this semester and in my life, and, I saved this until the end as part of my reflection. At the start of these five months, a friend had sent me a Facebook video about children's learning needs. My degree at the Mount will be in both Childhood Ed, and Special Ed, which I know applies to some of my colleagues as well.

 In working with students this semester in two different classes, I had the first-hand opportunity to see just how differently children learn in a classroom. I saw how they apply and utilize information differently, and how some surpass one's expectations while other's struggle just to write their answers or sit in a chair during A lesson, much less six or seven. It isn't just special needs students, but everyday students we will encounter throughout the rest of our careers! As most of you know, I have two children, as a parent and future teacher this hit home. I hope that all of you will watch this video and LISTEN to what these students have to say. There are many others like them. Without realizing it, these little boys and girls could have been one of us growing up. Or it could be one of your children one day. Each child is different, and they do want to learn.

I ask you to teach in a way that can help them succeed, take the time to know what they need! I ask all of us as teacher to provide them with the tools that will allow them to be successful and may we all take the opportunity to make a difference. Together, let's be the teachers that care and the one's that someone might just remember with each passing year!

Shooting for the Moon, Space Science...

In our unit on Space Science, we were asked to use to use Glogster, Pinterest, or ScoopIt to create a collage of articles related to the topic. We were encouraged to retrieve 7-10 pieces from Newsela that were astronomy related. I chose ScoopIt, again, both forms of technology were new to me.
 
We were then asked to come prepared for class to discuss our articles. In class, we went back into our in our groups from last week to determine the relevancy and share data from the articles. Upon doing so, we were to compile a list of astronomy-related words and construct a WordCloud. This particular program creates a picture in which high-use words are predominant followed in size dependent on usage. 

Once this was complete, we were to finish a timeline utilizing the concepts and information surrounding them. We chose TimeToast.We then had to research the words and their history putting them in historical order on the timeline. I'm excited to be learning all these wonderful tools of technology. Each assignment has exposed us to a new form which we can later utilize in our lessons.

Timetoast Link

I chose my articles because they consisted of new discoveries in space and one, specifically was related as to whether or not Pluto may be reclassified as a planet. Another was related to the habitability of other locations in the solar system. Current news and up-to-date information on research are important in teaching science because it can expose children to what scientists are finding, new discoveries, current debates, etc... It also exposes students to what is happening the world around them. Science is forever evolving and research is constantly changing, and as a teacher we need to be informed! Information such as this can be used in classrooms to open discussions, in the use of class projects, homework assignments, even science fairs.

I loved all the different ideas for lessons on Space Science in this unit. I believe technology if used correctly in the classroom, has incredible advantages in the use of engagement for students.

The World Around Us...

Earth Science is probably the most interesting to me of all the sciences because it involves everything around us! The solar system, Earth, the oceans, the atmosphere, the interactive relationships within, and the list goes on. Over the winter, I was required to take a prerequisite science, in which I chose Earth Science. Although it was a fast paced, three-week course, I learned a lot of information I have forgotten over the years.

When I was in the military because I worked on ships and spent a lot of times out as see part of my particular job was to know the daily weather, weather patterns, cloud formations, currents, and so on. What I didn't learn or recall were layers of the Earth, tectonic plates, and rock formations. This course was an excellent refresher for me!

In class, last week, we were to form groups and discuss our weakest link about Earth Science. Our team chose Earth's surfaces. Our assignment was to create a poster to teach our colleagues content in which we were unfamiliar. Not only were we teaching them, but we were also reinforcing our knowledge and gaining experience in front of the "class." We chose ThinkLink and started researched information about the earth's layers, how much water Earth consisted of compared with land,  etc. I had never used ThinkLink. However, the poster was both easy to design and easy use for instruction. We also included a link to NGSS, for elementary age students, different activities for guided practice and independent practice, and a short video on the formation of Earth.

This week, we taught our lesson to our colleagues. In the end, we utilized each of our Chapter 10 quizzes to determine whether or not our colleagues understood the material. I enjoy having the ability and opportunity to work collaboratively.

Aside from learning additional tools of technology in which to engage students, in the unit folder, there were some excellent online links to NASA, Weather and Precipitation, and Schoolyard Geology to name a few! I love collecting these sites for future use in my classroom.

Curiosity + Kindergarten = Future Scientists: Teaching inquisitive young children how to ask good questions

What color is it? What shape is it? What do we know about it?

      
 Children, by nature, are curious beings. As teachers, we need to grab student’s attention, engaging them from beginning to end. If children remain interested, they will continue to ask questions, and explore the world around them in pursuit of answers. Therefore, learning from these experiences.

            In this article, Curiosity + Kindergarten = Future Scientists, authors Jenny Sue Flannagan and Liesl Rockenbaugh (2010), discuss how “carefully crafted experiences in the early childhood classroom can create learning opportunities for children that allow one curiosity to lead to another (Flannagan & Rockenbaugh, p. 29).

        For the past year, using the 5E model of instruction, based on their local and state standards, the authors have worked together to develop science lessons for kindergarten students built around everyday objects and experiences.  This article gives complete directions on the examination of an ordinary egg. In the beginning, stages, to help students get started the teacher posed fundamental questions. For example,  "What color is the egg," "What shape is it," and "How does it feel?" to guide their thoughts (Flannagan & Rockenbaugh, 2010, p. 29). In other words, the children explore, observe, and then recorded their observations and opinions using what information they could see in front of them. By teaching students to start with the basic questions, they would then use these same issues when first approaching any new science concept. In the answering fundamental questions, the children presented more and more questions of their own, such as “What does the egg look like inside? Will the inside change when variables are introduced? And how will they change?” to name a few. Throughout all the activities in the author’s first year, they worked with students to help them understand the type of question asked can determine what they need to do to find answers to their questions (Flannagan & Rockenbaugh, 2010, p. 31). The authors found that by December, without definition or explanation of the concept, the students were able to understand the process of independent variables. Meaning that they that they only had to change one thing to see what happened next. They also found that students had a basic knowledge of scientific method and the inquiry process, understanding through their experience that scientists ask questions, collect data, and record information to write about it or communicate it to others (Flannagan & Rockenbaugh, 2010, p. 31). And it was noted, by the authors (2010), that student vocabulary expanded through the use of descriptive words also allowing students to use words and sentences to communicate what they learned to those outside of their classroom (Flannagan & Rockenbaugh, 2010, p. 31). According to Flannigan and Rockenbaugh (2010), working as scientists do the class made observations using their senses (p. 28). By allowing the students to compare what remained the same and what was different, they were able to form conclusions. Or make new inquiries, make new comparisons, thus fully engaging them in the scientific method and the process of investigation. The authors state, “by presenting children with experiences that counter what they believe, we have found it easier to get students to generate questions instead of telling personal stories” (Flannagan & Rockenbaugh, 2010, p. 31).

       This method of teaching engages children’s natural curiosity and fuels cognitive development. And, with the right support and appropriate guidance of their teacher’s children can learn to think and work like scientists, turning their lack of formal methodology into the scientific method (Flannagan & Rockenbaugh, 2010, p. 29). Children’s curiosity and need to make sense of the world around them becomes the foundation for beginning to use skills of inquiry to explore first occurrences. While facts are important, children need to start to building an understanding of core concepts relating them to their experiences and apply to the world in which they live. Children’s experiences in early development can have a significant impact on learning in later years. In teaching students, how to ask the right questions, we as teachers help build the foundations necessary for critical thinking, build confidence in which children want and continue to learn, and foster problem-solving skills.

       According to the author, children are not yet scientists and experts; at this age, they require guidance and structure to turn their natural curiosity and activity into something more scientific (Flannagan & Rockenbaugh, 2010, p. 31). They need to practice science through the scientific method and engage in scientific inquiry. They need to “do science.” This article confirms all of the readings both course-related and independent of this course that I have read throughout the semester. According to Susan Jindrich (1998), research has shown that people remember things better when they learn them by doing (Jindrich, How do Children Develop?). Such abilities are important not only for science but in everyday life. And providing children with real-world connections encourages children to think outside the box and further develop critical thinking skills needed in daily life. Further developing inquisitive minds is not only a wonderful thing when they can advance appropriately, but it is also crucial to the development of children as young scientists. It may be the difference between liking science and disliking science.

       The main reason I chose this article is that I know from my experience how teachers have directly affected my perception of various subjects throughout my life. I believe it's imperative to foster a relationship where children have the confidence to ask questions knowing they will not be told they are "dumb" questions or that something is "not important." I see with my children; how important it is for teachers to create an environment in which children can thrive and be successful. And I have witnessed through coursework this semester the level of commitment students require of teachers in knowing and understanding both content and the use of technology in creating engaging that are presented in a fun way in which they can learn. I plan to use this information in planning my future lessons to provide my student with a creative environment in which all students can learn. Research is useful in helping me to grow as a teacher, learn from others experience to adapt my style of teaching and increase my pedagogical knowledge.

       Children naturally want to learn about the world around them, and children’s questions often overlooked can be used as valuable teaching opportunities. By engaging children before the start of each lesson, we encourage their curiosity, their involvement, and actively promote lifetime learners.

  
Resources:

Flannagan, J. S., & Rockenbaugh, L. (2010). Curiosity Kindergarten = Future Scientists: Teaching inquisitive young children how to ask good questions. Science and Children, 48(4), 28-31.

Jindrich, S. (1998). How do Children Develop? Retrieved April 2, 2017, from http://www.gdrc.org/kmgmt/learning/child-learn.html

Full Article

The 5 E's, for Inquiring Minds!

This semester has been a tremendous learning experience from start till now, and I'm sure till the finish. I learned things that I didn't even learn growing up, and the emphasis on inquiry-based learning is so important. This semester I had the ability to witness it time and time again in developing our lesson plans, teaching the After-School Programs, and in watching the student's faces light up with each new topic. Teaching children the steps and allowing them to not only search for answers but also giving them the ability to create open-ended questions allows learning to become limitless.
Students can work independently or in groups, allowing them to be part of a team effort. There are so many great tools we can use for teaching to engage students, and not only are we providing them with subject-content but we are providing them with the ability to problem-solve and to develop critical thinking they will use throughout their lives. The more we allow students to teach and direct their learning, the more productive adults they will become!

Making a Difference, Emotional Wellness!

During Tuesday evening's class, we participated in a lecture on Emotional Wellness provided by Sigma Tau 451's. I believe to be a great teacher; we need to remember that in everyday life we are people first. By that I mean, we have to bear in mind that our students are individuals with their own lives and everyday circumstances inside of school as well as in the outside world. Before reprimanding a student for not having their homework or finishing their reading assignment, or punishing students, or assigning detention, we should take a look at the bigger picture. We as teachers are their home away from home. The school is supposed to be a safe place to which parents can send their children knowing that they will be okay. A student should feel safe at school, even when home may not be safe, and know that someone is there to listen to them. Not just assume they are a problem child!

I believe this presentation had beautiful meaning behind it and is certainly something that should be expanded upon by the Education Department because it's important! It's important to remember that these little people have feelings too and don't always know how to deal with the world they aren't quite prepared to live in yet. Sometimes children don't even understand how they feel, why they feel that way, or what they feel! Sometimes it could be as simple as they didn't remember how to do their homework, or their parents couldn't help them. Sometimes it could be the death of a loved one or a close friend moving far away. Maybe it's just been a bad day, we all have them! Above all, I think we have to remember that they too are people and we need to be empathetic to what they are going through before making judgments on their character.

I know the issue of poverty was addressed specifically with the idea of those children who live in high-poverty areas, what wasn't discussed were the children who live in the middle to high-income districts in poverty. Some of these children as I see in my District, tend to "fly under the radar," because people don't expect to see it here. It's just something I would hope teachers think of no matter where Poverty does exist in different forms at different levels, everywhere! Overall, it was an asset to have attended, and I'm glad as a class we were able to participate.

The World is Our Classroom...

The last week of fieldwork is complete, and although I feel it was a great accomplishment, there is so much more to learn and experience. I have to admit the idea of fieldwork was scary as the time approached, however, I will certainly be able to use this experience to build on in the future. There are several things I learned throughout this time helping to develop my pedagogical knowledge, while reinforcing much content along the way.

                             

For one, planning and preparedness are essential!!! It is not enough to know what the plans consist of but having expert knowledge in the different subjects is crucial. Being able to teach in a way that students can understand and be engaged is what every teacher hopes to accomplish. Having the ability to answer their questions, or at least acknowledge that you don't have the answer but will get back to them is important. Classroom management - without it, you have nothing. It is important to establish your class rules from the beginning whether they are posted in the classroom or at the start of your assignments. Developing standard practices will create fewer headaches in the future, and the students will know what your expectations are from the outset. I liked the point system group 4 used during their fieldwork. Another thing I learned was that it's important to stop what you are doing and wait until you regain the student's attention, rather than continuing with them talking over you.

                                            

I learned it's important to relax and have fun. And to write your lessons like a story the students can follow leading into each new day. It's important to remember that while the lessons may not go as planned every day, as a teacher, we can improvise and remain on task. If you are enjoying what you do, are knowledgeable in the material, and having fun chances are your students will too. I learned it is important to give students the opportunity to think for a few minutes before providing them with an answer, for me to question them or involve their classmates in whether or not they agree with the answer. Students learn more when they are engaged in the process. Anyone can give them the answers!

                               

I knew this already, but fieldwork definitely reinforced just how different each student is and as a teacher how we must adapt to that in order for each student to have the same experience and opportunity to learn, equity-based learning. And in becoming a great teacher it is important to know your students, how they learn, what motivates them, what worries them, what they are good at, what areas they need assistance in, and so forth. This is where a "get-to-know" you type project at the beginning of each school year helpful to teachers. While some are classic "textbook" learners, others learn best through inquiry. And yet, there are others who have a hard time reading or writing for that matter. It's important to get to know your students at the beginning of each year to assess their strengths and weaknesses and to re-evaluate them throughout the year. The students you start with, will not be the same students intellectually as the year progresses. Being able to adapt to all of these situations will make me a better teacher.

                                           

And one last thing I'll touch on. I learned it's important to cover the material in a manageable fashion, with awareness of both time and sensory overload. While I think all of my colleagues including my group, made significant attempts with a valiant effort, I believe that we need to find a happy medium in the materials taught. Some lessons were shorter, and some were so extensive in detail they made me feel like my head was going to explode. So, I think there has to be a balance in our creativity of required subject material.I grew up in a house where education was paramount in life; I instill that in my children, and I hope to teach that in at least some of my students along the way. Without the ability to question, we learn nothing. I truly believe that teaching is a privilege!

Be Part of the Solution, Not the Pollution with Group 4!

Excellent job, group 4! I thought the lesson was very well taught overall with relevant information and an engaging presentation for the students. My colleagues covered a lot of pertinent information concerning our environment and Earth today. The students, overall, were well mannered with a few reminders in place. I liked the use of my colleague's point system as a form of competition between the students and the teachers to guide/reinforce student behavior in a positive manner. The students were receptive to it.

The inquiry lesson allowed the students a hands-on approach to the visual results of pollution. It was an excellent idea because the students appeared to be concerned with what might happen to Fred, the Fish as a result of contamination.

I believe this was an important topic for the children to learn and understand. We all live on Earth, and teaching them the importance of being responsible citizens of the planet in which we live is crucial. My hope is that they walked away from the lesson, having learned something new, and they way in which we live, and choices we make have an impact on the world around us. So, even though we are one tiny piece of the puzzle, we play a much bigger role in the universe.

And Just What is Precipitation, Group Three?

Great job Group Three! Being that this is my first class in the graduate program, it's been a great experience watching my colleagues teach their lessons and how they each present information. They have all certainly seemed a lot calmer than I felt in giving ours. There was so much great information provided in regards to different forms of precipitation. 

Unfortunately, they ran out of time. I really would have liked to have seen the activities they had planned and for the students to have more time to rotate throughout the different experiments in the Inquiry. I can easily see how time can be an issue and something to take into account in planning my future lessons.

3...2...1...We Have Lift Off at the Science Fair!

The Science Fair was awesome this morning! The students were eager and excited to share their projects and their findings. I participated in judging the 8th-grade students; there were a wide variety of ideas and many different subjects. Anything from which type of dance burns the most calories to the concept of whether video games help people produce faster reaction times, and everything in between. Do horses grow less hair with the use of lighting, was probably my favorite only because I can relate to the horse world. The students' eyes lit up when I mentioned my daughter and I ride also.

I was so excited because this was my first ever Science Fair! Science Fairs create an environment where students can observe and challenge ideas, present their science project results either by giving reports, displays, and models they have created. It allows students to pick a choice of topics that interests them already or something totally new. I liked seeing that some students to work as teams while other chose to work individually.

8th grade Science Fair Projects

 MSMS - Graduate Program Projects



For my Science Fair project, I chose Biogas, to compare how much methane gas is produced by various fruit/vegetable waste products. However, I decided to title it "Food Waste." My hypothesis was correct, in that, the onions produced the most gas. With certain newer forms of technology, this gas can be used in place of some fossil fuels to heat stoves and for electricity.

I hope as a teacher to utilize this experience in my classroom each year. Not only does it allow students to be actively engaged in something of interest to them, but they can also use their math skills in producing graphs and analyzing data, enhance their writing skills, and it promotes independent thinking. It allows them to find the answers to the questions they created, in a way they choose. Will they be right?

Using Technology to Teach, great job Group 2!

Group Two provided two great lessons on Green Energy! In the Direct lesson, the teachers started off by asking questions, engaging students from the outset. Their use of the Smart Board presentations and allowing the students to the Board to complete matching and sorting activities was fantastic. You could see the students were excited to participate. They also related the lesson material to everyday life, asking the students what they could do to preserve energy or what students know about energy, and how or where they received that information. My colleagues also interacted together in a positive way, keeping the material flowing.

For the Inquiry, the students had to help save the Earth by becoming Activists. Each Group had to conduct research and choose a renewable energy that they thought the U.S. should use. Then they had to write a letter to the Department of Energy stating based on their research, why the United States should use that particular source.

There were several sources of technology used throughout both lessons, including; the Smart Board, Voki, a website they developed, and computers.

I also liked that each student group presented their findings, although some of them were hard to hear because others students were talking over them.

Using the technological advances we have today, I feel is important in technology. It allows children to engage in a hands-on approach by looking for information themselves or by using various games to reinforce their knowledge and skill set. Technology provides stimulation and supports lessons by providing a visual presentation. Technology is fun for students, why not utilize it?

One can find almost anything on the internet, scientific experts, research information, pictures, microscopic pictures of items children may never see otherwise, updated pictures and information that we wouldn't find in textbooks. In some cases, websites provide games that reinforce knowledge and understanding of concepts.  

Students have fun doing what they know, if we can use it as a tool to teach (managed in an appropriate way), why not use and encourage it?!

Group 1...Calling all Geologists!

Last night, my group, taught our first set of lessons (Direct/Inquiry) for the After School Science Program and the nerves indeed set in!!! I do not believe it is something that can be helped but rather will come with time and experience.

I feel that the students as a whole had a hard time sitting still during the Direct, and I heard a few of the student's comment about whether not the lesson was almost done, they didn't want to sit, etc...I don't know that this had anything to do particularly with the lesson but rather than they've already had a full day but something that we as teachers will certainly experience.

Group 1 covered an Introduction to the Solar System and the Earth. We provided definitions on meteors and comets, discussed the eight planets briefly and taught the children an acronym to remember them. Quite a few of them commented that now it was easier for them to remember. We completed two learning activities and wrapped up the Direct with an assessment to see what they learned.

During the Inquiry, we had a video message from a friend of mine, Geologist Gandhi, who was experiencing a problem with Global Warming and the melting of the polar ice caps. He asked if the students could help him find ways to preserve the ice.
Geologist Gandhi's Message

As far as an analysis of myself, I feel like, it was hard for me the firs time around and certainly quite an experience. There is certainly room for improvement in both my presentation and in writing the lesson itself. For the presentation itself, I was extremely nervous, and it now seems like a blur. It was brought to my attention, which I also caught myself saying, was that I used the term "guys" when referring to the class. Language is something I have to be more conscious of; it's a bad habit. I will also work on speaking louder. I am developing my pedagogical knowledge and that is what I am here to focus on and learn from these experiences.

From the feedback we received from Dr. Smirnova just before class, I would create the next lesson as more of a story rather than a lesson plan itself. I would try to incorporate more creative visual tools for engagement. We, as a group, did make some quick changes just before the class coming in. I feel I did my best to accommodate that.

I felt very uncomfortable in 1)being the first group to go and the fact that I had no idea what to expect, 2) it's my first education class, period, and 3) my first time teaching a room full of students with my peers observing. Being comfortable is something I will certainly work on, and perhaps in changing my lessons, to create more of a story. Hopefully, this will help in making it feel/appear more natural, rather than word for word.

Additionally, I would ask the children to reiterate more of what I am teaching (repeat after me). I would ask them to repeat important words or definitions, and not taking the first child's answer as right (if that is the case) but also asking if their peers agree or disagree with them and why.

As far as preparation for the lesson, part of our group spent a lot of time writing the plans and preparing for it. Being that three out of four of us were new to the Program, overall, I think we did okay. Not the best and not the worst. We knew the material but needed to "loosen up" in our presentation.

One thing I did take away from the lesson, is the gap in the student's abilities, even within the same grades. Some children had a hard time spelling while others had a hard time reading or writing. One of our colleagues mentioned that our lesson included activities which had a lot of spelling. At first, this made me want to reconsider the amount of spelling but then in thinking about their varying levels of difficulty, and I figured it was a good way to utilize the repetition of words in helping them learn the vocabulary and at the same time.

We also added an extra activity for some students who we felt were capable of higher performance based on what we learned in the first classes "Getting to Know You," introduction. We felt this would provide an extra challenge for a few of the students. At the same time, I felt the way that we utilized all of the activities, from spelling to reading, to collaborative learning and teacher support allowed for all of the students to readily participate in a positive way!

It's a learning process... Onto week 5!

Scientific Meeting of the Minds...

Feeling overwhelmed but we finally had our first night of class. We started off by meeting our After-School Science Program students and completing the pre-assessment worksheet. Our group will scan them tomorrow and upload them so that our class can review them.

In class this week, we worked with the children on a "Get to Know You" project in which our group had the students go around their circle, roll the dice and answer the corresponding question to their number on the dice. Our questions included personal questions about the students such as "How many pets do you have," "Do you like to read?" and "Do you play sports?" We also included some general questions about the Solar System and the planets. At one point we asked the students in each group if we could play with them too, they seemed excited at the aspect of learning something about us as well.

It was a fun project which allowed us to start building a relationship with the students. I find this will be helpful in the future as a teacher in doing these types of projects to create relationships with my students. Our group also made a list of some of the students who were chattier with particular peers and took away from the assignment. We will utilize this for assigned seats during lessons. I was surprised to learn that most of the students favorite subject were math.

Some other observations among the student teachers were that, again, some children had more energy than others and were disruptive at times. Some children were much more outgoing than others, while some sat quietly until called upon others continued to talk. The knowledge level of some children varied quite a bit. And the details presented by some students were quite extensive for some students while others had one-word answers.

Tonight I'm working on choosing a Science Fair project, and tomorrow our group is meeting to do a final review of our lessons before next class. I can't remember the last time I participated in a Science Fair, oh, I haven't! Another first for me.

Intergrated learning...and assessments!

I've been continually editing and trying to memorize our lessons and coordinate them with the Prezi. It's certainly been a learning experience for me. Group 1, met earlier this week again to review our lessons.

I received my new hard copy text this week! Yea...

In reviewing Chapters Five & Six again, they have been full of helpful strategies on how to engage students, how to create work spaces for the children, and how to increase listening skills. SO much information!

One thing I took away from Chapter 6, is the idea of utilizing Science Notebooks, in which the children write about their scientific experiences starting at the beginning of the year through till the end. I know with my children, it's been a great way to not only know how their thoughts and concepts change from the beginning of the year till the end but to be able to monitor if they've experienced changes and whether or not they have advanced in their thinking. It would also provide a personal view as to how the students are receiving the information I am teaching. Thoughts in whether they are enjoying the subject material and where they may be having difficulties they may not want to address in class.

  In becoming a teacher, I want to integrate different techniques of learning so that I can provide my students with a creative environment. I remember utilizing Eric Carle books with my children to teach science. Using the literature-based integration can not only teach science but integrate ELA, math, and sometimes history without children even realizing it. Using project-based integration invites children not only to participate in teamwork, but it allows those who may not join to take on new roles in hands-on projects. I love being hands-on!

And then, there's the assessment process, what raises children's anxiety levels quicker than reminding them that there is an upcoming test or assignment due? I know I get test anxiety! 

 Assessments play a crucial role in the educational system and reform. Assessments can be conducted in several different ways: summative, interim, and formative. Formative for example is used on a daily basis, it is linked directly to the learning experience and assesses what knowledge the student has mastered as a result. Formative assessment can also be done in different ways through teacher observation, through discussions with the students, or by having students write a letter discussing what they learned, for example. This information can be used to adjust and change lesson plans as needed. Interim assessments, identify gaps in student learning, the data is usually used at a classroom level to evaluate lessons and curriculum bring taught. Are the students grasping the unit plans for example, are they getting the overall concepts of what are being taught mid-semester. And the last being summative assessments, such as the end of year testing. While testing the students and the alignment with content standards, it evaluates teachers and holds them accountable. 

What Do We Do Now?

I was so looking forward to starting class on campus this week and meeting the Professor and my classmates, however, this week was yet another snow storm brought class to us online.

From the text, I have read a lot about the Inquiry style of teaching, science itself, and how to engage children not only in science but to be able to relate it to math, and life in general. I think most children by nature have a sense of exploration and figuring out the “unknown.” These new concepts can either be stunted or built upon depending on the style of teaching and one’s attitude towards teaching a particular subject. I would hope, as a teacher, that I would be able to provide students with the tools to explore the world in front of them and expand their knowledge along the way.

One personal thing I noticed from the readings, is that while I question a lot of things generally speaking, as an adult I tend to “look” at things more instead of observing them. I hope this will help change my view.

This past week’s readings also brought me back to the initial drawing we were asked to draw the first night of class. Our scientist! I realized that my drawing was the perfect stereotypical picture of a scientist. Apparently, my subconscious brought that out, even though I was raised in a house where women were thought to be able to accomplish anything.

Science has not always been one of my strong suits. However, the first several weeks reading assignments have made me excited about the prospect of teaching young minds. My new experiences, thus far, have given me positive attitude in my potential to help children learn through hands-on experiences and in allowing them to expand their potential of being lifetime learners.

As we've been developing our lesson plans for presentation, I have not only read information about them, but I learned the importance in creating them everyday as a guideline and goal in what you have to accomplish on any given day. Lesson plans ensure that we as teachers have day-to-day programs for our students along with activities that coincide to optimize learning. It also accounts for individual education plans when necessary and how to accommodate students so that we can provide them with equity-based learning. Lesson plans have an initial topic in which to engage the students, it stipulates objectives, and in what way they will be accomplished, goals for the students within a particular lesson and ways to measure the goals have been met. Unit plans, however, may have several lesson plans within the specific content. Unit plans identify the content being taught and the goals for learning. The rationale provides a reason to why you are learning particular lessons. Did students do poorly on a pre-assessment, do they lack knowledge of a particular topic, etc.? I've learned thus far, that preparation is essential. As teachers, we can't "wing," what we are going to teach each day as distractions happen and they can assist us in staying on track. They also account for what information students have learned and provide guidance in how different types of students can be assisted in the process, for example, presentations and all other materials will be read aloud because some students may have reading difficulties. 


I have a lot to learn, although I am tackling the information and running full speed ahead. I’m nervous to start student teaching next week!!! Not to mention, it’s been a rather odd start to the semester not having been IN class yet. But I’m also excited at the opportunity for a new and rewarding career.