Maria (Dede)
Forum Replies Created
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I agree that modeling the behavior for students is important. I like using images also to spark wonder in students.
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That sounds like you created a great opportunity for learning.
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@Sue Your kitten looks just like my cat Trillian did when she was a kitten. Does your kitty like to chew on wires too? :-)
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@Pam Thank you.
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Wow! If you have a garden at your school, that is a great place to work on citizen science projects.
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Good point about student engagement. I like your idea of engaging students and then using the "I Wonder" board as a way to open the investigation.
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Yes, peer review is soo important to include. It does take some work and time and clarification of expectations beforehand.
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I agree with you that rubrics are the best approach so everyone is clear on goals and outcomes. Yes, the video shows "unavailable" to me, also. I would have liked to see it.
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I agree with you that it is important to teach inquiry skills first. At some point, though, one often has to jump into the actual science and let them practice some of those skills even though they may not be completely ready.
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@Stephanie I really like your idea about tiered goals. My only concern would be the different tier members may argue about wanting to accomplish the easier goals. I have had this happen.
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GLOBE sounds really cool! I created a cloud research project when I was working on my Master's degree in science; so interesting!
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That sounds really interesting. I just heard about a robot "jellyfish" type thing with a net on the back of it being used in the harbor somewhere to clean up plastics and debris.
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I agree that the third rubric seemed nice. I like using rubrics, but I also like formative assessment along the way.
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I have not heard of Flipgrid. This sounds like a really interesting learning tool.
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I had a good deal of trouble grading the 6th grade report. I wasn't really happy with it as far as data and graphs and clarity. I wanted to grade it a bit lower, but I understand that we were using the rubric, and I agree with you that the issue is developing a good rubric that addresses everything important.
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I have to approve experiments before students begin, so that helps with assessment. I can get a good idea of where they are by asking questions during each step and not officially assessing, but helping students based on a conversational assessment so they can meet rubric goals. I think assessment happens all of the time during learning whether it is teachers doing the assessing or the individual or other learners. I like to talk with students about other experiments before we start our own, and keep talking with them throughout the entire process to see where they are and help them meet rubric goals for high grades. It is always great to have students share with the class at different stages or share in small groups and get feedback on how to improve.
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Great idea to give students your data to use if they did not collect their own data. Often, I have seen students try to get out of a project by not collecting their data, or the dog ate the project, or some other issue that came up in the process.
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I agree with you that drawing is helpful for students. I also like your idea to use sticky notes.
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I agree with Mr. Kahler's comments that students need a good deal of support in writing and producing scientific reports. It is also difficult to help students critique the work of others. I have had to redo my rubrics several times to make sure that all important issues were covered. Also, I agree that it is best to go step by step through the rubric allowing enough time for each section. Getting students to rewrite their work after an edit or teacher comments has been a challenge, as well. Many of my students have not been motivated by grades, so asking them to redo or rewrite work after an edit for a higher grade has had little effect. I believe in teaching to mastery whenever possible, but it has been a challenge to help students slow down and really learn. I have tried presenting the same lesson objective disguised as a different lesson, but shorter and covering only the part that needs work. This often does work, because students do not recognize that we are relearning a section that was missed before. However, I prefer to actually work on the original paper and edit it and help students see it shape up into a great paper.
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@Laura I have not tried that yet. I have older technology; as you know I cannot video or microphone in to our meetings right now; so I am trying to baby my system along. We had two ice storms back to back at the end of February and a violent hail storm at the end of March in Oklahoma that damaged our home and vehicles, so I have been trying to move and have stuff repaired and deal with the glass shortage and all of the other issues. It takes so long with no help, so no, I have not tried this, but I would like to know if it works for someone.