Modifying Hands On Activities Towards Inquiry!!
By harsimratb | March 7, 2008
For this week’s readings, i found that the ideas presented should be atleast once tried! I would really want to experiment the ‘procedures’ mentioned in both the articles.
The articles mention about the textbooks as the starting point for novice teachers but according to my observation, the teachers nowdays rely a lot more on internet resources than on the textbooks. I am amzed that textbooks are not used a lot- by teachers or by the students..
According to me(after reading 3 step procedure of Wiggins), i feel it hard to start planning with activities(though Wiggins says that you can enter from many entering points as long as you have the 3 step procedure ready).And for now if i combine Wiggins’ theories and these 2 articles….I envision myself planning the Wiggins way and when reaching the activities part, i make sure that (we have talked in class a lot about being realistic and starting slow and i guess that is true!) if i am focussing on inquiry , i either plan an inquiry activity or modify existing activities using these guidelines(it would be fun to do this and see the results!).
Also, i was thinking on posting Standards of Inquiry mentioned in the Huber article in my classroom(if i have my classroom soon!!)and in the beginning of the session make students familiar with Nature of Science and Inquiry and slowly through the year make them somewhat familiar/capable of working like a scientist.!
Huber mentions an artcle on modifying lecture by Eick/Samford, which(once i get time!) i would love to read..
I found that in Huber article , the worksheet on pg 42 can be replicated and modified to our personal needs and used in the classrooms.
In Colburn article, pg 4, the author talks about our challenge to help our students think like scientists. To be honest, according to my observation, i have found teacher’s main goal is to get the big vocabulary terms and concepts(not the big ideas of Wiggins)across to students so that they can do well on regents! But again, we have talked about this in class where Al talked about, ‘if everything was fine and good, there would be no need to worry or to bring out a change’.I agree! It is difficult to bring out a change moreso, when the path is new and ‘messy’(and not step by step-according to Wiggins)and we are not very sure of the student respose and results. But again Wiggins says that though we are focussing on big ideas and hands on or on inquiry, we should not forget the place for facts and figures!
IOn the end i think, that, it is all about planning(keeping the goals, objectives, assessments in mind), keeping activities alighned with the goals and also true to the Nature of Science, implement them and get feedback and revise the plan. And last but not the least, we should remember that, we are doing TRUE Science in classrooms, building scientific habits of mind and just like any other approach, this might also have it’s drawbacks, which over time can be lessened and if not harfull, we should not worry about them!!
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Assessment..
By harsimratb | February 23, 2008
This week all the 4 readings focused on assessment, the 2nd step in the ‘mega’ plan by Wiggins.
I started reading ‘assesssment of, for and as learning’ article and I think it was a good choice because it is a very straight forward article but a strong one in putting forward the 3 faces of assessment- ‘of, ‘for’ and ‘as’ .
Oaks and Lipton formed my 2nd choice in reading out of the 4 and again it was a good choice as unlike Wiggins(who goes very deeeep in understanding), this article was straight in outlining some important things regarding assessment-it’s characteristics and some really good examples of authentic assessment(of, for and as) that I can try to use!!
OK, lets talk about the deep guy now-Wiggins….mmmm..i like the way Wiggins writes but it goes way too much deep , which is good if ‘I’ am talking but not if somebody is talking to ‘me’… just kidding ….but sure after Chiapetta, I have liked Wiggins….Long deep thoughts projected with clarity to the reader….
The one thing I liked about Wiggins is that it is aiming towards truth, authenticity , its planning, setting goals, defining understanding, framing the unit or assessing …..i liked the authentic concern for student learning projected by trying to understand what assessing means or what is the purpose of assessing. I agree with Wiggins in that assessment to be a mixture of different kinds and serving the purpose of self evaluation, evaluation of learning by students, opportunities of learning, a process of learning rather than culmination of a unit etc..
I appreciate the authenticity towards concern for student learning in the ‘mega’ plan reflected by trying to follow up or trying to connect stage 1 and stage 2…..an effort to see if the students are accomplishing what we wanted them to accomplishing in stage 1.
Wiggins talks about the 3 questions for the assessor
1. what evidence?
2.rubrics to determine the extent of understanding
3.authenticity of assessment
Wiggins covers these 3 questions in the 2 chapters for this week’s readings.
The best thing I appreciated in readings were the various tables or charts and also many examples that we can use while planning.
However, I feel that reading Wiggins one time though is creating a picture of the ‘mega’ plan but I am very interested in using it in innovative unit and see how it works out-something which I envision would require lots of time!!
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Essential Questions and Understanding.
By harsimratb | February 23, 2008
Reading Wiggins is providing an all new ‘mega’ plan of teaching approach. And each chapter is building on the last one. I am enjoying the readings a lot.
We started with viewing the whole process of teaching into 3 phases- setting goals, defining assessment types and planning classroom teaching.
Last week we read about defining goals for our students for a subject/unit and how we can use standards to define our goals. Defining goals involved distinguishing between big ideas, important ideas and worth knowing ideas. Another important thing was to make connections between the various big ideas being taught.
Another important topic Wiggins mentioned in chapter 4 was ‘Understanding’- what should students have accomplished to be labelled that they have understood.
The paper by Oakes and Lipton refreshed the topics we studied in details during last semester about the various elemts of nature of science, inquiry , science for all etc..
I am all excited to read Wiggins and like Chiapetta it is another book i really like but i am more interested in finishing this course work and re-read Wiggins, Chiapetta and many other things and re-organise all thoughts and knowledge i have gained from them and give finishing touches to an approach i am developing using these ideas!!
In other words, we as teachers, should not only set academic goals but also our goal for them should be to have an authentic understanding of the subject under study. And Wiggins describes 6 facets of understanding.
This week’s reading provided me with something i would really want to try while planning….Using essential questions to define goals and in defining what we want our students to understand.
Wiggins explains the characteristics of essential questions- they stimulate thought, provoke inquiry and spark more questions. They aim at uncovering the real understanding behind the big ideas. Essential questions can be overarching or topical and the hole unit can be planned using these 2 kinds of questions. Wiggins stresses upon the intent of essential questions which i interpret is to
1.Raise interest in students, stimulate them, makes them think
2.Aims at developing authentic understanding in students
3.Can be used to frame the whole unit using 2 kinds of essential questions and planning whole unit this way also helps students to make connections between the topics.
I found Figure 5.3 realy useful and i think Wiggins provides many charts like this one(this one provides a format for developing essential questions) which i think can be copied and placed in plan book , so that they come in handy while planning.Also i feel that using this approach and making it clear to the students(approaching a unit using essential questions) re inforces inquiry approach towards learning.
I found the chapter 6(crafting understandings) reflecting conceptual change theory. That is understanding occurs if you change, add or rearrange your thoughts about some idea or concept. I liked 2 new things that Wiggins puts forward- development of understanding requires the student to feel, sense or experience the phenomenon and that developing an understanding requires time AND that understanding differs from facts.
I liked the suggestion of outlining the most common misconceptions before lanning for a unit and planning to address these topics in particular aiming at developing real understanding in students for these topics.
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Feb 11th 2008
By harsimratb | February 10, 2008
I found the reading “Teaching and Expanding Knowledge” very interesting. It helped me in one very important parts of lesson planning. Till now, i used to plan with instruction first and then its application in the form of a hands on activity. But i think i might want to try the activity first(with a short introduction first) followed by elaboration of the topic. This will infuse exctement and bring life in the classroom.Because” i don’t want to kill the spirit rather enliven it!!” ha! I am serious, i am with the writer on all his/her thoughts on bringing life in the classroom.
The chapters 3 and 4 from wiggins on one hand can help in reaching the ultimate goals of students understanding the subject FOR REAL but on other hand as a teacher, all this looks overwhelming too. but then again, as written in one of the readings, encompassing all that knowledge is fruitful if it leads to simplification, i am hoping , one day with me getting comfortable in my classroom and getting efficient with all the basic nuances of being a teacher i might be able to put precision to my lesson planning, classroom teaching, assessments and goal planning!
I found the 6 facets most useful. It in part clearly defines the expectations . However, again i question that how can one include all facets in one assessment and also i am not sure if all facets apply to all disciplines e.g 6th facet to science?
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Completion of first placement!!
By harsimratb | January 22, 2008
I completed my first teaching placement last week. I will be starting my new 8 week placement coming monday-Jan 28th. It would be exciting to work with a new person and also to notice the difference ,if there is some, between a city and a suburban school setting and how that affects my teaching!! But then, i will be teaching in a suburban setting AFTER i have had an experience of teaching 4 weeks in city.So, that might affect my teaching too!! I wonder whether it would be a positive or a negative effect?? Also..i will be missing my co-op Mr Polo who was such a great person to work with!!
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Transitions!!
By harsimratb | December 3, 2007
Management Problem – Students disengagement leading to unwanted behavior during transition between activities in a science classroom.
Possible Reasons
1. Students face difficulty stopping an activity.
2. Students face difficulty approaching a new activity.
3. Students lose focus while moving from one place to another (e.g. transitioning from a lecture to lab tables).
4. Student’s face difficulty getting engaged in the new activity.
Possible Solutions
1. Pre-planning- Teacher should be pre-planned (or over planned) for the class. Teacher should be planned for the activities to be done, the materials to be distributed and how students will use their time in the classroom and move from one activity to another.
#Lawson pg 642 gives a suggestion for engaging students who finish an activity well ahead of it’s colleagues.
2. Students responsible for their own progress- Students should be well aware of the agenda for the unit, the week and the day. They should be aware of what to accomplish during the class. Student’s knowing this well ahead of time will not only give them a sense of responsibility for their own progress during the day but also manage the general management of the ‘free time’ during the class (e.g. transition time).
# Tips-Teachers can use a visual signal (e.g. whiteboard, black board) or an auditory signal (e.g. an announcement) to prepare the students for transition.
3. Having a routine- A routine helps students to know how things happen and progress in the classroom and what to do during a certain period during the class.
4. Limit the number of directions before transition-The teacher should limit the number of directions given before each transition. These directions should be specific and the students should understand what they are to do before a transition or an activity begins.
5. Transition between activities should be short.
6. The students should be given an opportunity to finish the work they would like to work on more or that got left in between due to transitions at the end of the class.
7. The activity that follows should be motivating and engaging as far as possible for students to jump to it from the previous activity they were doing. Even if the activity is not that interesting, they should know that there is an expectation for them to complete the activity to accomplish the goal for the day. If possible the teacher ahead of time should prepare alternative activity in case a majority of students do not want to do the activity.
8. The students should have a routine of how they will transit from one place in the classroom to another (e.g. they will keep their text books back, hand in their papers, get in groups, get the equipment etc..). The groups for lab activity should be pre-made.
Or sometimes it is just the BAD DAY… so keep your COOOOL !!!!!!( BEST ADVICE)!
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CLASSROOM MANAGEMENT
By harsimratb | December 3, 2007
Welll i think i don’t need to be literally explicit about the monsteraciousness of classroom management as envisioned by pre-service teachers as myself!!(or may be some of in-service teachers also). I think this has been by far one of my many top priority concerns about being in a classroom.
However, apart from all the hulla about management, being a teacher, being a teacher in a city school i have also felt deep inside that the task of creating a progressive classroom(not a lovey-divey classroom where all students are working, turning in homework and getting A’sss but a classroom where students develop a love for learning with time and make academic and personal development, they themselves being their own competitors)is difficult but very possible. And making this possible is not an easy task. Over confidence or I CAN DO IT attitude might help but making a progressive classroom demands much more than that.
I found that article by Gilbert and Yerrick approaches management from an angle of getting an understanding about all the unseen things and politics going on in the school setting.
I for myself, for now am depending upon-
*Real real good planning- Planning for
-Physical layout of the class
-the curriculum and sequencing the units
-the discussion about responsibilities and rules for the classroom(which i envision as a community or a family)
-how the science be done in the classroom…how the various topics be approached.
*Being very genuine and truthful-Following the responsibilities and rules set for the class community.
*Tackling all the unplanned , unwanted and uninvited circumstances with my best and coolest self.
And these things do make me feel good
BUT
i feel the story about all this is unfinished until i go in the classroom for a good amount of weeks and see what my thoughts get in the end when i put them into action in the classroom.
I as always loved the chapter by Chiapetta which helped me form a foundation plan for how to approach all that comes with teaching in a classroom.
Lawson gives good advice on some recognised problems that arise i a classroom. And i feel i can use few suggestions, like
-”up your sleeve” idea
-using random deck of cards to ask questions
-collective assisstance if all groups in class are struggling
-ending the inquiry if required
-doing discussion after the activity
-randomly call students to keep them engaged and alert
-clean up policy.
Gilbert and Yerrick helped me to understand that getting a knowledge about the politics and unseen activities in the school is important as it indirectly and to a Great extent affects how progressive a classroom is, what teacher-student relation is and which in turn affects how managed the classroom environment is.
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Resources including Technology.
By harsimratb | November 25, 2007
I will begin my blog with reflection on Chiapetta, as usual. Chiapetta talks about ‘Beginning with a vision and not machines’ on page 248. I agree with Chiapetta that using technology for something that cannot be done without it tends to enhance its education benefits. I foud Chiapetta (and Matthews pg 22)a great resource for all the science sites listed. Though i think that once one gets into teaching and it’s community one might find the necessary resources that one might need for lessons but still finding good resources seems a challenge now.Another thought i agree with Chiapetta is about selecting quality software and media. Teachers should recognize that just using technology is not important but, finding the need for it, finding quality material and incorporating technology in lesson as a means for active participation is more important.
Another thought i appreciated was by Mathew about inquiry-oriented , interactive video viewing. Using technology as a means of learning but also as a source of active participation is equally important.
Th reading by Linn was confusing to me.The discussions about the tensions mentioned in the article seem not very useful to me.
I found the discussions about the benefits of technology more important and useful than the tensions essay.
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Nov 19th-Lab and Field Work.
By harsimratb | November 18, 2007
I never thought that so much thought could be put into doing thoughtful lab/field work!!Wow!!Especially the thoughtful cultural aspect rolled in by Tobin!!
Chiapetta talks about 5 Laboratory approaches, out of which there is one called deductive or verification approach. I was wondering if this approach is appreciated and accepted by ‘inquiry’ guys? I think Tobin also talks about conceptual re-inforcing labs as not so inquiry like!
Chiappetta makes a good point about giving importance to postlaboratory discussion which in my observation i have found is given not more than 2 minutes or sometimes not done at all.
As usual i foundChiapetta chapter very inforative and straight forward.
Berliner talks about the importance of active field trips in student learning by giving a study comparing 3 set of students on page67. I feel that the result of this study cannot be universally applied and may vary depending upon the grade level of students, the experience of active/passive field trips in the past or the achievement level of students in academia.
Tobin brings forward the cultural role in teaching and in lab work also. This concept was new to me and quite interesting. I also have observed that at Wilson, if a lab which is quite ’similar’ to a lab they had done earlier during the year is presented, the students show disinterest and are very vocal about their dislike of doing the same thing. Some students would say,”you think i am uncapable” that you are doing this again with me?
Talking about lab safety-To be honest, i have not seen lab safety either mentioned or followed other than the introduction to lab safety given at the beginning of the year.
I agree with Chiapetta that the lab work may be inquiry lab or a conceptual re-inforcement lab, it should be authentic and well situated in the plan of learningmade by the teacher.
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Nov-5th-Diversifying Instruction.
By harsimratb | November 18, 2007
One of the first thoughts that came to my mind on going through Chiapetta was- Another set of things that i need to remember while teaching!! But now i feel that it’s all about planning again.
At the beginning of the session, if i know how and what my class is w.r.t. diversity(various types-cultural,class, gender etc.),i can adjust my lesson plans to meet the needs of each group.I really appreciated how Gallard connects constructivist approach with cultural diversity. And from personal experience of being an Indian, i can tell that how difficult it gets at times when something is being said in the class and i am not able to understand what others are saying as it makes no sense to me. And it can more so intimidating for developing kids at school who might start questioning their capability if this things repeats itself over and over again. But at the same time i feel that this is a reality and a challenge as no matter what the teacher does, this thing will be there and i think though diversifyling instruction can make feel the student being cared for and give her/him a sense of belonging but to what extent??
IAnother thing Gallard mentions is about grouping the students from the same background.I feel that this is a good idea but then not so good in the sense that if the challenge of being like the student’s peers is taken away from her/him then does that mean that the challenge is gone for ever. I feel that the student’s should be treated all alike and though harder for the student’s from different background, they should be made to try and come up to the challenge.
I feel that there should be a representative of the culturally different student in the school system that the student can talk to about the problems she/he is facing.
I liked Chiapetta’s idea of breaking the stereotypes in science and encouraging girls to view science as a field where women can work in. However, i feel that this should be done with care and should notgive a wrong message to boys, who might not feel that the teacher is a feminist and loose trust in the teacher.
Again, i feel all these ideas of diversifying science instruction is great but the challenge is to identify the diversity in the classroom and responding to it through thorough planning with modifications for the diversity.
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