Saturday, January 15, 2011
Class 1, Reading 2 (Katie Gleason)
I absolutely love that this chapter started out with a strong statement that claimed content and process should not be separated when teaching science. As I read more I really agreed with what I read. I strand 1 were to stand alone with the only means of the instruction that of memorizing content I would say this a horrible way to teach science to my students. I also like that strand 2 relates and intertwines directly with strand 1. It is as if you learn the content and are able to test and explain this content, in order to understand and apply It on a deeper level. I also like the large amount of investigation that is carried out with strand 2. Strand 3 really intertwines with the others and takes the students learning even farther; where they are not only designing an way to explain the science as in strand 2, but they are actually describing what and why is happens! Stand 4 is also good but I like that this applies directly to the young child’s mind. My kindergarten students love to share what they learn with one another, but they do this as if it is in a selfish manner. It seems like they like to brag about what they figured out and what they know. I will enjoy using ideas from strand 4 to create a better academic relationship between the students in my class. Strand 4 talks about how it is important to share our ideas with one another and how students can directly see how this may benefit them.
Class 1, Reading 1 (Katie Gleason)
I really enjoyed the Kristen Gunckel reading as I found it very interesting the way she described the different way science is taught to students. “Scientists’ Science” really stuck out to me right away. I love that this way of learning science involves both inquiry and application. I think that it is fantastic when children get to use their own nature in learning, that of inquiry. The kindergarten students in my classroom are always asking why? Whenever something does not make sense to them or if they want to know more about a certain thing they ask “why.” I think that using their already inquiring minds to teach science can be very successful in their learning process. I also think it is great that “Scientists’ Science” involves application. I have found that sometimes in education we forget how important the application is. Students should be able to apply what they learn in a way that is suitable to them; especially at the young age of five or six!
As I got to the traditional school section of the article and I understand that just reading a story or reading a science book is not good on its own when teaching science. While the “Scientists’ Science” approach seems to be much more appealing and worthwhile for the students, is this a realistic approach all the time? It seems to me that students need a mixture of each approach.
As I got to the traditional school section of the article and I understand that just reading a story or reading a science book is not good on its own when teaching science. While the “Scientists’ Science” approach seems to be much more appealing and worthwhile for the students, is this a realistic approach all the time? It seems to me that students need a mixture of each approach.
Class 1; Reading 2 Allison Mooney
My initial response to the first six pages of "Ready, Set, Science, Chapter 2" was, "Wow, this is heavy, dry material." However, once I read through the case study and applied the four strands to the biodiversity unit, I was very intrigued. This struck me as ironic because we just read about how you should utilize experiences for students in order to help them develop patterns to explain the big ideas. This case study was an example that helped me to better understand the four strands.
Another thing that stuck out to me in this chapter was how the case study was SO integrated. It integrated science across every subject area. I loved how the students were working independently and able to work on something they were interested in and the culminating activity was a presentation. They really did utilize the four strands throughout their biodiversity unit. I thought it was amazing that they were using the pythagorean theory to measure trees and how they became interested in the historical background of the school-yard and conducted interviews. It was really interesting to see all the strands come together and work.
I also thought it was interesting when the author was discussing strand four; participating productively in science. The author claims that this strand is usually under-represented in classrooms today, especially when it comes to minorities in the science field. I found this very interesting because as a proponent of progressive education preparing students for the global world we live in, understanding and participating productively in science is extremely important. Today, companies are looking for employees who can think critically and communicate effectively with co-workers and peers. This strand is important to prepare them not only for higher grades, but higher level thinking and the world outside of the classroom.
Another thing that stuck out to me in this chapter was how the case study was SO integrated. It integrated science across every subject area. I loved how the students were working independently and able to work on something they were interested in and the culminating activity was a presentation. They really did utilize the four strands throughout their biodiversity unit. I thought it was amazing that they were using the pythagorean theory to measure trees and how they became interested in the historical background of the school-yard and conducted interviews. It was really interesting to see all the strands come together and work.
I also thought it was interesting when the author was discussing strand four; participating productively in science. The author claims that this strand is usually under-represented in classrooms today, especially when it comes to minorities in the science field. I found this very interesting because as a proponent of progressive education preparing students for the global world we live in, understanding and participating productively in science is extremely important. Today, companies are looking for employees who can think critically and communicate effectively with co-workers and peers. This strand is important to prepare them not only for higher grades, but higher level thinking and the world outside of the classroom.
Class 1; Reading 2 (Michelle Smith)
The "Four Strands of Science Learning" is an effective way to promote inquiry in the classroom. I really enjoyed reading about the biodiversity field study that the two fifth grade classes worked on throughout the school year. Not only was this project inquiry-based in the way that the students were asking questions and investigating those questions, but it also integrated other subjects into the content, as well as connecting different areas of science. In school, students are mostly taught one area of science at a time and make little connections between the different areas. This is unrealistic because in the "real world" students will ask questions about the world around them which integrate all areas of science, which is why I agree with the "Four Strands of Science Learning." This chapter also is similar to the EPE "scientists' science" from the Gunckel article but instead of starting with questions and working towards an explanation, the students are given an explanation first.
In the four strands, the students participate in science, reflect on scientific knowledge, generate scientific evidence, and understand scientific explanations. However, something that I do not agree with is the order that the four strands fall in. Instead of strand one being students participating in science, strand 1 begins with scientific explanations. I believe that students should explore science before being given the explanations so that they are not simply memorizing definitions, but searching for answers for their own questions. This makes the students' learning more meaningful and interesting since they are finding answers rather than being given an explanation and then practicing a theory.
In the four strands, the students participate in science, reflect on scientific knowledge, generate scientific evidence, and understand scientific explanations. However, something that I do not agree with is the order that the four strands fall in. Instead of strand one being students participating in science, strand 1 begins with scientific explanations. I believe that students should explore science before being given the explanations so that they are not simply memorizing definitions, but searching for answers for their own questions. This makes the students' learning more meaningful and interesting since they are finding answers rather than being given an explanation and then practicing a theory.
Class 1; Reading 1 Allison Mooney
I was very intrigued by the Gunckel article. There are a few ways I can directly relate to the article. In child development classes, we learned all about the patterns that very young children make from birth. A young child in a high chair will repeatedly drop his or her spoon and develop the pattern of, "hey, when I drop this spoon it's going to fall on the ground and make a funny sound!" I am also a firm believer in progressive education and learning by doing, not only because this is how I personally learn the best but because I have seen young scientists at work in a preschool classroom.
The inquiry based learning triangle makes sense to me. Students should be provided with experiences not only to make science meaningful but to realize that patterns exists in science and that there are select explanations to help us understand WHY things happen. What I see in schools does not make sense to me, especially after reading this article. The science I see in my classroom is almost a mirror image of the school science. Students are provided with many explanations, facts, figures and definitions. Then they are told about the patterns that exist and they might read about a project they COULD DO to connect these explanations and patterns. As we read through these every week I am always wondering what good it does these students to read about mealworms as opposed to actually having a direct experience with them.
After reading this article, not only am I frustrated (it is a common emotion in my life at this point in my internship!), I have a question. In regards to science, can we always provide students with meaningful, hands on experiences? What if they are studying DNA or evolution? How can we make these real? Can we always provide many experiences for our students?
The inquiry based learning triangle makes sense to me. Students should be provided with experiences not only to make science meaningful but to realize that patterns exists in science and that there are select explanations to help us understand WHY things happen. What I see in schools does not make sense to me, especially after reading this article. The science I see in my classroom is almost a mirror image of the school science. Students are provided with many explanations, facts, figures and definitions. Then they are told about the patterns that exist and they might read about a project they COULD DO to connect these explanations and patterns. As we read through these every week I am always wondering what good it does these students to read about mealworms as opposed to actually having a direct experience with them.
After reading this article, not only am I frustrated (it is a common emotion in my life at this point in my internship!), I have a question. In regards to science, can we always provide students with meaningful, hands on experiences? What if they are studying DNA or evolution? How can we make these real? Can we always provide many experiences for our students?
Class 1; Reading 1 (Michelle Smith)
After reading the Gunckel article, I strongly agree that in order for students to do well in science, teachers need to make "school science" look more like "scientists' science." Students naturally ask questions about the world around them, and instead of providing them with explanations and definitions, we need to have the students explore their questions through inquiry-based lessons and activities. Students need to find patterns in the content in order to make connections, and it is difficult for them to find patterns when they are simply given definitions and listening to the "story" of science. The EPE table for "scientists' science" shows that an explanation is eventually derived from millions of experiences and patterns, where the "school science" EPE table is reversed; the students are given an explanation and then have a few experiences with what they have learned. Overall, I believe that in order for students to be successful in science, they need to be given the opportunity to explore and investigate, find patterns, and then come up with explanations from their own experiences. This will help students make connections to other science topics, as well as apply what they have learned.
Thursday, October 7, 2010
"Learning the Write Way" by Deidra M. Gammill (Michelle Smith)
This article focused on how writing can be used to build reading comprehension, to self-question, activate prior knowledge, infer, and reflect. Writing-to-learn can be implemented in the classroom with two strategies: K-W-L and reading journals. K-W-L is a chart that can be completed as a whole class or individually, which is used to represent what students know, what they want to know, and what they learned. Reading journals are a way for students to reflect on their learning, and are also a way for students to make connections. Both of these strategies can be used at any grade level, with a few modifications, and with any subject area. Writing to learn is a way for students to organize their thoughts on paper, which helps them think critically.
Writing to learn can be used in a kindergarten classroom with any of the subject areas. Using a K-W-L chart for science and math lessons would be a way to integrate writing into the lesson. This would help students recognize what they already know about the subject matter, and would give meaning to the lesson as their questions in the “w” column were answered. In kindergarten, we would fill out a K-W-L chart as a class, where students would contribute what they know, and want to know at the beginning of the lesson, and then at the end of the lesson we could close by completing the “l” column, what they have learned. Reading journals can also be used in any subject area, but would be especially useful in language arts. Our kindergarteners are still learning how to identify letters, and the sound each letter makes, so few of them are able to write actual words. Reading journals could still be used, where we could encourage students to try their best to write words, and draw a picture to represent their thinking. This is a great way to assess students’ comprehension of a book, and summarization skills. We could also use the reading journals before reading a story and have the students make predictions through pictures and labels. This is similar to the publishing activity we viewed in Cyrus Limon’s class in the way that the students would be using inventive spelling to write sentences, along with pictures. However, reading journals takes this a step further because now students are using comprehension strategies to understand the story, and writing their understanding of the book/lesson on paper.
In order for writing to learn to be effective in my classroom, I would need to spend time modeling how to write in a reading journal, and how to contribute to a K-W-L chart. We would start with one of these strategies alone for a whole unit, and then focus on the other strategy the next unit. For the reading journal, I would have students begin by simply drawing pictures. As students were writing/drawing in their reading journal, I would circulate around and see whether students were drawing pictures to explain the story, or if they were drawing random pictures. After a few days of drawing, I would add in the writing by having students label, or attempt to write sentences. I could use their reading journals as an assessment to not only assess their comprehension strategies, but to assess their phonics knowledge (if they can segment words into sounds, and write down letters to represent those sounds), and letter identification.
It was refreshing to observe a kindergarten class using writing strategies in this module because most videos and lessons I have observed deal with second graders or older. Most of my assessing will take place while students are working with me in their guided reading groups for literacy. I also plan on informally assessing two students each day by taking detailed observation notes on their work and participation throughout the day. I feel that holding writing conferences would be most effective in mt class. Students will feel more comfortable to express their thoughts while meeting with me one-on-one, so this will be a better way to measure their growth, and monitor their progress and learning.
Writing to learn can be used in a kindergarten classroom with any of the subject areas. Using a K-W-L chart for science and math lessons would be a way to integrate writing into the lesson. This would help students recognize what they already know about the subject matter, and would give meaning to the lesson as their questions in the “w” column were answered. In kindergarten, we would fill out a K-W-L chart as a class, where students would contribute what they know, and want to know at the beginning of the lesson, and then at the end of the lesson we could close by completing the “l” column, what they have learned. Reading journals can also be used in any subject area, but would be especially useful in language arts. Our kindergarteners are still learning how to identify letters, and the sound each letter makes, so few of them are able to write actual words. Reading journals could still be used, where we could encourage students to try their best to write words, and draw a picture to represent their thinking. This is a great way to assess students’ comprehension of a book, and summarization skills. We could also use the reading journals before reading a story and have the students make predictions through pictures and labels. This is similar to the publishing activity we viewed in Cyrus Limon’s class in the way that the students would be using inventive spelling to write sentences, along with pictures. However, reading journals takes this a step further because now students are using comprehension strategies to understand the story, and writing their understanding of the book/lesson on paper.
In order for writing to learn to be effective in my classroom, I would need to spend time modeling how to write in a reading journal, and how to contribute to a K-W-L chart. We would start with one of these strategies alone for a whole unit, and then focus on the other strategy the next unit. For the reading journal, I would have students begin by simply drawing pictures. As students were writing/drawing in their reading journal, I would circulate around and see whether students were drawing pictures to explain the story, or if they were drawing random pictures. After a few days of drawing, I would add in the writing by having students label, or attempt to write sentences. I could use their reading journals as an assessment to not only assess their comprehension strategies, but to assess their phonics knowledge (if they can segment words into sounds, and write down letters to represent those sounds), and letter identification.
It was refreshing to observe a kindergarten class using writing strategies in this module because most videos and lessons I have observed deal with second graders or older. Most of my assessing will take place while students are working with me in their guided reading groups for literacy. I also plan on informally assessing two students each day by taking detailed observation notes on their work and participation throughout the day. I feel that holding writing conferences would be most effective in mt class. Students will feel more comfortable to express their thoughts while meeting with me one-on-one, so this will be a better way to measure their growth, and monitor their progress and learning.
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