I really like the idea of E-portfolios as an assessment tool. It would definitely take some practice with middle school students. They are not used to this type of assessment and are always looking for the "exact" answer. This type of assessment allows for a greater freedom for the student to express that they understand the material being discussed. It will take some time for them to get used to this freedom and outrun the fear of not having the "right" answer that would probably lead to the first few responses being carbon copies of what the "smart" kids thought about the posted questions or discussion topic.
I have discussed with other teachers the problems with the ePortfolio assignments and the fact that some of the students do not have internet access at home. I still believe that with this type of assignment, planning so that students have several days to post before you check (but not too many before you check or they will get so far behind that they will never catch up) their responses, and having teams that are flexible enough to allow student access to computers anytime that they are finished with class work in other subject areas, or are in enrichment classes, or are in homeroom, or during lunch time, that this then is no longer an excuse not to do ePortfolios.
Monday, April 16, 2012
Week 13 apps to aid students
The Total Recall app should help my very disorganized student to make connections between science concepts. This will take some practice but with the ability to chunk the information by noting relationships, the process of studying will not be so overwhelming. I have a student that is in the processor being "diagnosed" with some form of disgraphia (which I don't totally understand) that makes taking notes by writing with a pencil very difficult. The note app would be very effective In allowing the student to get the info down to study without having to worry about the actual physical effort of the writing, and it would take care of the privacy issues that a recording device would raise. Being able to type the notes would allow this student to better blend with his other classmates who are also just trying to get the info down.
Week 12 Effective Presentations
http://prezi.com/ujg0h4ey-ihy/wave-properties/
I used this prezi when introducing wave terminology and wave properties. The graphics that go along with each term are simple and clear. The color choices for this prezi are very crisp and aesthetically pleasing. I used this earlier in the year, and I believe from the response it received that this was one of the first prezis that many of my students had seen. They have since seen more in other classes as well as having been introduced to the process of making prezis themselves. I stumbles upon this one doing some research, but I believe it presented the material well and definitely kept the attention of the students.
I used this prezi when introducing wave terminology and wave properties. The graphics that go along with each term are simple and clear. The color choices for this prezi are very crisp and aesthetically pleasing. I used this earlier in the year, and I believe from the response it received that this was one of the first prezis that many of my students had seen. They have since seen more in other classes as well as having been introduced to the process of making prezis themselves. I stumbles upon this one doing some research, but I believe it presented the material well and definitely kept the attention of the students.
Tuesday, April 3, 2012
Monday, April 2, 2012
Week 9 Web 2.0 tool
Below is a document for a webquest that was used as an introductory activity as the students began to explore chemical reactions. The web addresses were all very cumbersome and so they were changed using the tinyURL.com website. Webquests have always taken much longer with the students having to type in the long addresses. With time in the computer lab being difficult to schedule this was extremely helpful.
Name_____________________
Chemical Reactions WebQuest
Directions: Answer the following questions using complete sentences.
Go to the following website:
1. What is a chemical reaction?
Go to the following website:
2. What are some examples of chemical reactions?
3. In what way are the chemical changes (reactions) different than the listed physical changes?
Go to the following website:
4. What are signs that a chemical reaction has occurred?
Go to the following website:
5. What factors influence the rate of a chemical reaction?
Go to the following websites:
6. Describe the 4 types of chemical reactions.
Synthesis (Combination) Reaction
a. General Formula
b. Describe
c. Examples:
i.
ii.
Decomposition Reaction
a. General Formula
b. Describe
If you have time, learn to Balance Chemical Equations!!
Monday, March 26, 2012
Week 7 Flippin' or Facebook?
I love the idea of the flipped classroom. It would be wonderful for my subject area of science. It would allow for much more hands on lab time and/or development of and carrying out of experiments if the aquisition of base knowledge or preparation for lab was done outside of the classroom. I also think it would give the students a true sense of ownership of their progress to be responsible for the work outside of the classroom. However, I realize that their are drawbacks. Internet access is still not in all regions of the rural area that my students live. This hurdle could be overcome by the student being allowed to schedule extra computer time in a school climate that allowed this type of flexiblility. Only students who were mature enough could handle the this type of classroom. There would need to be alternative placements for those students who were found to be unable to carry deal with this type of freedom.
Social media does have its place in the classroom in the communication between team members on group projects and communication about work between teacher and student.
Social media does have its place in the classroom in the communication between team members on group projects and communication about work between teacher and student.
Week 6 IDK about my DOK
On a recent assessment that I used for an acid/base unit, most of the questions fell in level one or level two. These were in the typical multiple choice and fill or matching format. I did have a selection of short answers questions and some of these move into level 3 as they gave scenarios that the students had to use concepts learned to evaluate the presence or absence of certain molecules in a solution or differentiate between solutions based on acidic or basic properties. This evalutation could easily be changed to move to level four questioning by making the test more of a practical lab exam. I could have the students develop ways to test the acidity or basicity of solutions that are found in the environment and what the outcomes of the testing will have on the environment at large or have them evaluate whether testing situations were done correctly and if not done correctly how they would need to be revised to be considered correct.
Developing the skill of answering higher level thinking questions lets the student practice solving problems in creative ways. Using real world scenarios lets the student make that connection between the skill they have learned in the classroom and how they might use it or some part of it in the synthesis of solutions to problems that, as we have already said in class, "don't even exist yet."
Of course we all know that the greatest problem with going deep in the DOK levels is the "mile wide inch deep" science curriculum we are currently supporting. Perhaps that is soon to come to an end. We shall see.
Developing the skill of answering higher level thinking questions lets the student practice solving problems in creative ways. Using real world scenarios lets the student make that connection between the skill they have learned in the classroom and how they might use it or some part of it in the synthesis of solutions to problems that, as we have already said in class, "don't even exist yet."
Of course we all know that the greatest problem with going deep in the DOK levels is the "mile wide inch deep" science curriculum we are currently supporting. Perhaps that is soon to come to an end. We shall see.
Subscribe to:
Comments (Atom)