1) I used the LCD projector to show some clips from Rick Beal's lectures at ESF about Hunters/Gatherers. I think that if I prepare notes and present them, it is usually more effective. I think that the students respond better to live powerpoint notes, than to a video lecture. Still, I think that it is useful for students to experience some college-style lecturing. Earth Science students watched a video clip of a quick experiment involving compressed and exanding air. They use their own breath to illustrated how expanding air has a cooling effect, while compressing air has a warming effect. This was used to illustrate the principle of adiabatic cooling/warming. Students also viewed a map of the Cascade mountains between Seattle and Spokane, WA, and it was used to complete a lab illustrating the orographic effect. Also, my demo that uses high pressure to levitate a ping-pong ball was big hit with students.
I turned in my "individual growth plan" today, and made specific reference to this reflective blog. Hopefully some people check it out. I also met with the ARRA EET coordinators. They were very encouraging, and suggested that I had students read and comment on this blog as a way to introduce them to reflective practices. I am going to get that going ASAP so that students will be able to look back and gauge their growth as learners. Also, I am going to use Classmarker as a vocab quiz during the energy unit. Students will have 1 week to complete the quiz. I think that it should work pretty well. It will essentially be an open-book quiz, but I think that it will be a good way to ensure that ALL students work with the vocabulary terms. I will also use test scores to evaluate if there was a measurable difference in learning. I plan on also using classmarker as review later in the year.
2) The Earth Science students are really getting the meteorology unit. My co-teacher gave me the idea to develop a worksheet with a blown-up version of the temperature and pressure conversion charts from the Earth Science reference tables. I expanded the images, and had students number each individual line. This really helped students to understand the scales. The students are understanding the big ideas of air masses and high vs. low pressure. I am excited to see how they do on the unit exam. They were also successfull with the hurricane lab (latitude/longituded re-teach), and the graphing lab with mountains vs. precipitation. I also used ten laminated sheets of practice regents questions as review for the exam. The ESF students created their planets, and are experimenting with the concept of ecological imperialism. I think they are really enjoying it, and will enjoy the reading assignment by Crosby.
3) I feel that the classwork assignments and class readings may have been mis-staggered for the ESF class this week. I feel like I would teach the concepts, and then the students would read the content. I will reverse that sequence in the future. I think it is better when students read content as an intro, and then elaborate upon it in class. The Earth Science students reworded regents questions as an instructional structure. Then students came up to the front of the room and shared their re-worded questions with the class (projected using the document camera). Two students became involved in a confrontation while transitioning between presentations. In the future I will project answers from the document camera and have students share from their seats in order to avoid such a transition.
4) We became members of the MoST (museum of science and technology) this weekend. I cannot tell you how cool this place is, and how worth it it is to become a member. I cannot wait to go again. Over winter break, it is my goal to write a lesson that accompanies a field trip to the MoST. I would like to bring my top 20 Earth Science students as a reward. Marty is finally sleeping (only waking up twice a night). Maybe I can now start staying awake past 8:00PM on a regular basis. Syracuse basketball is undefeated, but they have had some close calls. Hopefully they can pull it together before the bulk of the season gets underway. I broke out the telescope to check out the moon this week. I couldn't believe the resolution of the craters. Also, I was able to distinguish atmopsheric banding on Jupiter. I also discovered that I have Google Sky on my school computer, and cannot wait to use it during my Astronomy unit.
5) "We have medicine for depression" - ESF student during a hotseat debate on the merits of hunter-gatherer society vs. modern civilization.
Monday, November 22, 2010
Sunday, November 14, 2010
Reflection 4 (11/14/10)
1) This week, Earth Science students completed a lab that involved weather maps, and drawing isotherms and isobars on the maps. The document camera was an invaluable tool for me to demonstrate for students as guided practice. After grading the lab, I am happy with the work that my students were able to complete as individual practice. I think the examples (and my thought process) that I projected with the document camera gave my students the understanding and the confidence that they needed to complete the lab successfully. I also introduced the concept of weather station models with the document camera, and have been projecting regents questions as DINS (I want to do this for at least 50% of my DINS for the rest of the year).
2) The ESF students did very well on the MP1 exam. It was a 10 question essay-style test that incorporated all the concepts that we have studied so far this year. The class average on the exam was 78%. Earth Science students are understanding isolines, and did well on the meterology VOCAB quiz. They can also use psychrometer data to fine Dew point and relative humidity.
3) I am finding that students are having great difficulty decoding regents questions. They can usually read the words fine, but have no idea what the question is asking them. For example, I wanted students to answer the following question: "Describe two actions that can be taken to prepare for a forecasted severe snow event". Every student would have answered this correctly if it had said "what can you do to get ready for a coming snow storm". This should have been a gimme question, but it wasn't. Some students did not know what the word "severe " meant". I told my students that on exams they can ask me the meaning of adjectives, and I can tell them what it means. I am just not allowed to define any science vocab for them. As a class structure, I am going to pair students by ability to decode regents questions like this. One student will reword the question in his/her own words, and then the partner will try to answer it. This should increase confidence and ability of all students to correctly answer regents question. I am going to strongly focus on 'decoding' practice. My students understand the science that I teach them, I need to make sure that they can apply and demonstrated this knowledge with the framework of a standardized test.
4) Very unseasonably warm weather today. We are bringing Evan to the zoo, which I think he is really going to enjoy. We are going to become members of the zoo and the Museum of Science and Technology. The MoST is an asset for the Syracuse community, and I am happy to support them as a member. Syracuse football beat Rutgers and have secured a bowl game (nice surprise). Also, played basketball yesterday at Onondaga Park with some Corcoran students. My game is not in very good shape, but it feels good to take advantage of this weather while it lasts. Strong winds today, probably some approaching precipitation.
5) I have an Earth Science students (we will call him QP). On Tuesday he showed up wearing thick black-frame eye glasses. He was engaged for the entire class period, and successfully completed the assignment. On Wednesday, he came to class without the glasses, did not complete the assignment, put his head down, and did not participate in class at all. I told him it is the "Tale of two QPs", and asked that he please wear his glasses to class from now on.
2) The ESF students did very well on the MP1 exam. It was a 10 question essay-style test that incorporated all the concepts that we have studied so far this year. The class average on the exam was 78%. Earth Science students are understanding isolines, and did well on the meterology VOCAB quiz. They can also use psychrometer data to fine Dew point and relative humidity.
3) I am finding that students are having great difficulty decoding regents questions. They can usually read the words fine, but have no idea what the question is asking them. For example, I wanted students to answer the following question: "Describe two actions that can be taken to prepare for a forecasted severe snow event". Every student would have answered this correctly if it had said "what can you do to get ready for a coming snow storm". This should have been a gimme question, but it wasn't. Some students did not know what the word "severe " meant". I told my students that on exams they can ask me the meaning of adjectives, and I can tell them what it means. I am just not allowed to define any science vocab for them. As a class structure, I am going to pair students by ability to decode regents questions like this. One student will reword the question in his/her own words, and then the partner will try to answer it. This should increase confidence and ability of all students to correctly answer regents question. I am going to strongly focus on 'decoding' practice. My students understand the science that I teach them, I need to make sure that they can apply and demonstrated this knowledge with the framework of a standardized test.
4) Very unseasonably warm weather today. We are bringing Evan to the zoo, which I think he is really going to enjoy. We are going to become members of the zoo and the Museum of Science and Technology. The MoST is an asset for the Syracuse community, and I am happy to support them as a member. Syracuse football beat Rutgers and have secured a bowl game (nice surprise). Also, played basketball yesterday at Onondaga Park with some Corcoran students. My game is not in very good shape, but it feels good to take advantage of this weather while it lasts. Strong winds today, probably some approaching precipitation.
5) I have an Earth Science students (we will call him QP). On Tuesday he showed up wearing thick black-frame eye glasses. He was engaged for the entire class period, and successfully completed the assignment. On Wednesday, he came to class without the glasses, did not complete the assignment, put his head down, and did not participate in class at all. I told him it is the "Tale of two QPs", and asked that he please wear his glasses to class from now on.
Monday, November 8, 2010
Reflection 3 (11/8/10)
1) The technology group met together this week for training in "collaborative coaching and learning". We decided that we would observe and critique each others' technology lessons here at Corcoran rather than travelling to other schools to observe other science teachers. We think that it will be easier for us to collaborate with each other at Corcoran, and also that it could help to facilitate the creation of interdisciplinary lessons.
2) The ESF students have been working on their continents. They added biomes, and designed a new intelligent species. I think that these activities really helped my students process the information from the biomes and evolution readings. I am going to use the Create a Continent assignment with my Earth Science students to teach the global heat engine in the context of meteorology. Earth Science students have already learned about air masses. I set up 4 corners in the room, and passed out cards with the names of various air masses, and had students go their respective regions of origin. They seemed to enjoy the activity. The also enjoyed the cloud in a bottle demonstration.
3) I put together a couple pages of recent meteorology regents questions, and had students read through and work on them. They did not do as well as I was hoping. It seems that the vast majority of students understand the concepts, and can read the passages just fine. However, they often misunderstand what the questions are asking them. I am going to spend a large portion of the remaining time this year teaching how to decode the questions and follow "regents-style directions" to understand what is being asked. We have talked about how the exam gives TMI, and will push strategies such as process of elimination.
4) Two of my former students have suffered gunshot wounds this week. This concerns me deeply. I know that both of these young men are good-natured, friendly, peaceful people. They DID NOT deserve to get shot. Thankfully, both are recovering. However, there is a current trend right now for very young children to commit senseless gun crimes. As a society, a community, and as a collection of families, we need to develop means of addressing this dire situation. There needs to be a cultural shift away from violence. The schools are part of the solution, but not the entire equation. Schools should build stronger partnerships with parents/guardians and the community at large. If we work together, we can be a powerful and positive influence on our young people. However, I am calling out the families. You need to take action. You need to be proactive. You need to be involved. Then I can do my part, and together we can ensure that our children succeed.
5) "You can be any age and talk about Spongebob, Spongebob a classic"
"You are too good to be a high school teacher, you should be a college professor"
P.S. I am still getting used to the strange form of grammar that many of my students use on facebook. I am debating whether or not I should correct them or ask them to write in complete sentences.
2) The ESF students have been working on their continents. They added biomes, and designed a new intelligent species. I think that these activities really helped my students process the information from the biomes and evolution readings. I am going to use the Create a Continent assignment with my Earth Science students to teach the global heat engine in the context of meteorology. Earth Science students have already learned about air masses. I set up 4 corners in the room, and passed out cards with the names of various air masses, and had students go their respective regions of origin. They seemed to enjoy the activity. The also enjoyed the cloud in a bottle demonstration.
3) I put together a couple pages of recent meteorology regents questions, and had students read through and work on them. They did not do as well as I was hoping. It seems that the vast majority of students understand the concepts, and can read the passages just fine. However, they often misunderstand what the questions are asking them. I am going to spend a large portion of the remaining time this year teaching how to decode the questions and follow "regents-style directions" to understand what is being asked. We have talked about how the exam gives TMI, and will push strategies such as process of elimination.
4) Two of my former students have suffered gunshot wounds this week. This concerns me deeply. I know that both of these young men are good-natured, friendly, peaceful people. They DID NOT deserve to get shot. Thankfully, both are recovering. However, there is a current trend right now for very young children to commit senseless gun crimes. As a society, a community, and as a collection of families, we need to develop means of addressing this dire situation. There needs to be a cultural shift away from violence. The schools are part of the solution, but not the entire equation. Schools should build stronger partnerships with parents/guardians and the community at large. If we work together, we can be a powerful and positive influence on our young people. However, I am calling out the families. You need to take action. You need to be proactive. You need to be involved. Then I can do my part, and together we can ensure that our children succeed.
5) "You can be any age and talk about Spongebob, Spongebob a classic"
"You are too good to be a high school teacher, you should be a college professor"
P.S. I am still getting used to the strange form of grammar that many of my students use on facebook. I am debating whether or not I should correct them or ask them to write in complete sentences.
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