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

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