At the beginning of class, I am taking attendance and checking off homework. During this time, I want the students engaged in learning. I like to use a variety of activities. They may have a short video clip, a warm-up worksheet or work in pairs with flashcards or sorting activities. Adding science podcasts to the mix will give me more options. Here are some that I would like to use:
http://cdn3.libsyn.com/nakedscientists/Naked_Scientists_Show_08.04.27.mp3?nvb=20080812194221&nva=20080813194221&t=0bf82e4c448555a25e44f
and http://www.onthemedia.org/1, Episode-"Search and Destroy"
and http://www.onthemedia.org/2 , Episodes- "Yes Nukes?" and "Mad Science"
Thursday, August 14, 2008
Podcast-implemented Jigsaw
When I taught Chemistry at Edison High School in Fairfax County, Virginia, I used a jigsaw teaching method. Students were presented with a unit sheet and given access to teacher written topic notes and the internet. A sign-up sheet was posted in the front of the room with dates that the slide show would be presented. They then worked in groups and made a 4-5 slide PowerPoint on a topic from the unit sheet. They had 45 minutes to complete this task, and then had to finish it for homework if necessary, using the file sharing portal on Blackboard.com. I started each class with a warm up activity and the students presenting that day were excused from this to collaborate before their presentation. We went directly from the warm-up activity to a student presentation every day. I had the students leave their slide shows open and I would then introduce a worksheet, lab or modelling activity, referencing the introductory information on the students slides. I did this for every unit with my honors classes and every 2-3 units in my regular Chemistry students. Student feedback on this teaching style was very favorable and my state exam pass rate was in the 90s. I only stopped teaching using a jigsaw, when I went to Fairfax High School and had three classes of Special Needs students. I felt that I needed to provide more structure for those students.
Students love to perform, and the extended audience of the podcast can be very motivating. A video podcast would be an effective tool to deliver a jigsaw teaching style. It would take more scaffolding than the PowerPoints. I would start with the PowerPoints first and teach the students to upload these to the class Blog. After Unit 3, we would record an audio podcast of their slide shows (download software at http://audacity.sourceforge.net/) and post these to the Blog. Then we would add intro music and I would teach the students to use http://www.archive.org/details/netlabels to get podcast safe music. And finally, the students will end the year making video podcasts of their entire presentations.
Students love to perform, and the extended audience of the podcast can be very motivating. A video podcast would be an effective tool to deliver a jigsaw teaching style. It would take more scaffolding than the PowerPoints. I would start with the PowerPoints first and teach the students to upload these to the class Blog. After Unit 3, we would record an audio podcast of their slide shows (download software at http://audacity.sourceforge.net/) and post these to the Blog. Then we would add intro music and I would teach the students to use http://www.archive.org/details/netlabels to get podcast safe music. And finally, the students will end the year making video podcasts of their entire presentations.
Thursday, August 7, 2008
Image Blogs can enhance Science Fair feedback
Here is a link to a really cool student assignment whereby the student took a picture of her model and added labels that show up when you move the cursor over the item.
Link http://www.flickr.com/photos/lewiselementary/69461520/
Although this is a young 3rd grade student, I can see how this can be adapted to Science Fair. Students can photograph their experimental set up and add annotations. They can then post it when science fair data check is due, and other students can comment and provide feedback. Otherwise, students do not get feedback from other students until they present their posters to the class which is only a week before the fair. Usually they can only change something physical about their board. However, some students have offered very good experimental design advice that the students remarked that they wished they had thought of that sooner. Adding image blogs can make Science Fair a much more collaborative and thus social experience.
Link http://www.flickr.com/photos/lewiselementary/69461520/
Although this is a young 3rd grade student, I can see how this can be adapted to Science Fair. Students can photograph their experimental set up and add annotations. They can then post it when science fair data check is due, and other students can comment and provide feedback. Otherwise, students do not get feedback from other students until they present their posters to the class which is only a week before the fair. Usually they can only change something physical about their board. However, some students have offered very good experimental design advice that the students remarked that they wished they had thought of that sooner. Adding image blogs can make Science Fair a much more collaborative and thus social experience.
Image Blogs to help categorize
Students love to photograph things. Many students are comfortable with uploading photos to digital photography portals like flickr. What a better way to sum up a lesson on physical versus chemical change than to have the students upload their own examples? I would set up groups- have some students submit photos, other students sort using the comments section and a third group will agree, disagree or add a comment. For example, the title will read "Is this photo showing a physical or chemical change" and then students make comment, i.e., brown leaves- chemical change,-decomposition or person painting room- physical change just covering the surface. Here is a link to an environmental/science related site in California which is worth watching for ideas: Link http://www.flickr.com/groups/kqedquest
Monday, July 28, 2008
Wikis are great for class sites.
A lot of teachers are using wikis for class sites. This keeps their content independent of Course Management Systems. For example, how many hours have I spent writing online quizzes on Blackboard Academic? If my next job does not use Blackboard all my work is lost. Here is a link to a chemistry wiki that I am researching for ideas.
Use Blogs for Test Corrections
Consider the classroom experience of teacher Jennifer O'Dea:
"With two degrees already under my belt and two years experience as a nutrition educator, I felt pretty academically accomplished at the ripe old age of 26. What I experienced in my classes at UC Berkeley absolutely astounded me! I was enrolled in a health education theory class with 15 bright young students from around the US and the globe. The class ran from 12-3 pm on a Wednesday afternoon and the WHOLE class was based on student discussion. Students were assigned a few readings which we came to class to discuss - for three whole hours! I was (for the first time in my academic life) totally dumbfounded. Paralyzed with fear, confusion, intimidation and a surprisingly powerful sense of self-consciousness about my Aussie accent, I was unable to utter a sound in class."
Her description of how this assignment made her feel reminded me of the looks I see on some of my student's faces when I announce that we are going to do Test Corrections. I have tried doing them in pairs, in groups, and with dividing the class in half with me doing Version B and my co-teacher Marsha facilitating version A. But, no matter how I present it, I cannot change the fact that many many students feel uncomfortable discussing their errors in a face-to-face setting. So, since we know they are very comfortable communicating over the web, here is my assignment for a Blog version of Test Corrections:
Test Corrections: This Discussion is GRADED!
Each Unit test is cumulative. Thus, before the next unit test you should review past unit sheets and past tests. When you get your graded test back, I will have circled the Correct answers. In your test correction you need to put in your own words, WHY THE CIRCLED ANSWER IS CORRECT. You may reference the unit sheet, a textbook page or a workbook page. To receive credit for this discussion you need to POST an request for help on one of your incorrect problems, and RESPOND TO TWO inquiries regardless of whether they had bee previously answered. Your wording may be just what that student needs to see the light!
"With two degrees already under my belt and two years experience as a nutrition educator, I felt pretty academically accomplished at the ripe old age of 26. What I experienced in my classes at UC Berkeley absolutely astounded me! I was enrolled in a health education theory class with 15 bright young students from around the US and the globe. The class ran from 12-3 pm on a Wednesday afternoon and the WHOLE class was based on student discussion. Students were assigned a few readings which we came to class to discuss - for three whole hours! I was (for the first time in my academic life) totally dumbfounded. Paralyzed with fear, confusion, intimidation and a surprisingly powerful sense of self-consciousness about my Aussie accent, I was unable to utter a sound in class."
Her description of how this assignment made her feel reminded me of the looks I see on some of my student's faces when I announce that we are going to do Test Corrections. I have tried doing them in pairs, in groups, and with dividing the class in half with me doing Version B and my co-teacher Marsha facilitating version A. But, no matter how I present it, I cannot change the fact that many many students feel uncomfortable discussing their errors in a face-to-face setting. So, since we know they are very comfortable communicating over the web, here is my assignment for a Blog version of Test Corrections:
Test Corrections: This Discussion is GRADED!
Each Unit test is cumulative. Thus, before the next unit test you should review past unit sheets and past tests. When you get your graded test back, I will have circled the Correct answers. In your test correction you need to put in your own words, WHY THE CIRCLED ANSWER IS CORRECT. You may reference the unit sheet, a textbook page or a workbook page. To receive credit for this discussion you need to POST an request for help on one of your incorrect problems, and RESPOND TO TWO inquiries regardless of whether they had bee previously answered. Your wording may be just what that student needs to see the light!
Tuesday, July 22, 2008
Lesson Idea: WikiUnitSheets
For the last 5 years I have been editing the unit sheets if I had time by adding diagrams, illustrations and hyperlinks to animations, video clips and other chemistry sites. Why not have the students do this in a wiki format? I will use pbwiki.com and see what they come up with.
I will first model a web-based unit sheet in Unit 1 and instruct them to clarify the essential knowledge contained on the basic unit sheet through diagrams and illustrations and to add hyperlinks. I will caution them not to add too much to the level of complexity, as the next unit sheet will add a layer of complexity (I use the Edison Model of teaching - a spiraling curriculum developed by the teachers at Thomas Edison High School in Alexandria, VA)
I will first model a web-based unit sheet in Unit 1 and instruct them to clarify the essential knowledge contained on the basic unit sheet through diagrams and illustrations and to add hyperlinks. I will caution them not to add too much to the level of complexity, as the next unit sheet will add a layer of complexity (I use the Edison Model of teaching - a spiraling curriculum developed by the teachers at Thomas Edison High School in Alexandria, VA)
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