Puzzling Jigsaw Method on Climate

We experienced the jigsaw learning method today in class. This is where there are groups of students, and then each student is assigned to a topic. The students then break into sub groups based on topics. These groups become expert groups on their topics. It is a fun and different approach to group work. 

This video is very helpful, and informative. The video shows history, the structure, and tips for teachers. The video goes on to say "increases student engagement, encourages collaboration, and results in better learning. " I enjoyed this learning environment, and feel it would work well in my classroom. I believe students would enjoy being an expert and teaching their peers. 

We used this method to teach about climate. My expert group was climate change. It was helpful to have Dr. Smirnova's husband there to guide us, since he is so well-versed in this topic. Here is the link to my presentation, and the picture can be found below.

Post-Science Fair Debrief at BDMS

We went in to the science teacher, Mrs. Foster-Faith's, classroom at Bishop Dunn Memorial School. She was the teacher who ran the science fair. I loved her enthusiasm towards science and especially loved her shirts! She was a fun and caring teacher, and that goes miles in the classroom. 

In our brief meeting, she accomplished the 5E's. She stressed the importance of using that in that classroom. I enjoyed how she stated she never writes lesson plans. That has been a part of education that I stress about. Having to make a lesson plan for every single lesson seems like a lot, and she said that definitely doesn't happen. 

Mrs. Foster-Faith asked us what we thought of the science fair. I said I enjoyed it, but, I wish it didn't have to fall at such a busy time for me. I had a lot to do, and then to add a science fair project on to it was a lot. On the other hand, I think the BDMS students really enjoyed it. When I went to the science fair, all of the kids were excited, and eager to present their projects. I agree with Mrs. Foster-Faith that there should be guidelines. 

Overall, I enjoyed our meeting with Mrs. Foster-Faith. I enjoyed her insight, and her inviting spirit. She ended our meeting with saying, "If you ever need anything, come on over." I thought that was really nice, and I know she really meant it. 

Science Fair

For my science fair project, I did Candy Chromatography. I was very excited for the science fair, and remember how much I loved the science fair when I was in elementary school. For my project, I was researching the dyes found in a green M&M and a green Skittle. Using water and coffee filters, I was able to see the dye colors in both of these candies. I found out the M&M had green, yellow, and blue. The Skittle had more green and yellow. Below is the picture to my science fair board, and a few close ups of the results. 

My favorite part of the science fair was the 5th graders. They used their model ponds we had created for their lesson as their science fair project. When I went up to them, they were so eager to tell me all about their projects. They also knew so much content on their ponds! It was another great moment that showed all of the hard and extra work we were putting into this lesson, was paying off. 

I read the article The Value of a Science Fair Project. Some of the important benefits were that is so much more than just science, it is cross curriculum, it also promotes students practice their social skills since they are presenting their topics to visitors. I think the science fair is very important, and more schools should make it a prioity. However, after meeting the Mrs. Foster-Faith, I feel it is important to set guidelines for all students. 

Our Turn!

My fieldwork group was group 4. We decide to complete a big undertaking, and build model pond ecosystems with the 5th graders. At first the teachers weren't very into, which, at first it was a lot to handle. Hearing that there will be mosquito fish, and dragonfly nymphs in your classroom is a bit overwhelming. Dr. Smirnova and the education department bought a model pond kit, that came with many resources. This kit and it's contents were extremely useful! For our direct, inquiry, and cooperative lessons, we incorporated this theme into our lessons. It was extremely challenging to combine both 5th grade students and live aquariums, but I think we accomplished our goal. Our lessons were a bit different than the other groups due to the fact that we were incorporating living things which was a time sensitive matter.
We taught our direct lesson two days out of our regular Tuesday/Thursday class period. When we went in to teach the first day, there was much excitement in the room. Being that the students knew we were going to be making "Classroom pets" they were ecstatic. I couldn't believe how well behaved the students were, they followed the directions and were helping each other. I enjoyed seeing this. It was definitely organized chaos! 

The picture above shows myself working with one of the groups. They worked well together, and we made a role sheet, so each team member got to do a specific part of the set up. This was helpful and alleviated fighting. The students all really enjoyed the lessons. We made the lessons hands on and minds on. Everything could be related back to the ponds. This helped the students build on the independence. If they had a question, they knew they could find the answer in their "Table Top Pond Guide." This lesson was extremely interactive, the students were able to watch their ponds grow. I think everyone involved enjoyed it! It was a lot of work, but when the end result is as good as this, it was worth it! 

A Snow Day Turned Virtual Day

Spring semester always seems to be a tough one. Last Spring semester it seemed as though we could not catch a break from snow, this year hasn't been too bad! Today, we were supposed to go to a fieldwork session at Bishop Dunn Memorial School. Unfortunately,  the snow had cancelled their school day. Dr. Smirnova informed us we would be having a "virtual classroom." I was not too sure about what that meant, but after experiencing this type of setting, I loved it! It was run by Dr. Smirnova via a video chat and the rest of the class was incorporated via their own video chats. I really enjoyed it. Dr. Smirnova would ask a question, and then the class would respond via chat response or voice response. The site looked like this picture below. 

This was a great experience for us to go through. In this day and age, technology is key to a classroom. Although I don't think we could use this setting with elementary school students, peers colleagues, or parents could use this service. It is another type of technology tool I have learned from Dr. Smirnova's class. Below are some screen shots from the virtual classroom day!  

Types of Assessment

All assessments are important to students learning. Assessment is a way for students to show what they have learned in their class. We learned about types of assessment this semester. There are three types of assessment. The three types are summative, formative, and diagnostic. It is our goal as teachers to not just give our students test after a unit is complete (summative), but to be checking our students understanding constantly (diagnostic). It is also important for teachers to different ways to assess their students. Not all students learn the same, likewise, not all students have the same test taking strengths. Using different forms of testing provides an equal opportunity for all students. 

diagnostic assessment is daily assessment like checks for understanding, and making sure the class is in agreement.

Formative assessment is a weekly assessment, and can be school or district wide. This is a more serious form of assessment than diagnostic. 

Summative assessment is end of the year tests or state tests. These are the most serious, and are usually bigger and more detailed than the other two.

Drawing in College? Who knew

"On the first day of my Junior year of college, I was given markers and a piece of paper and asked to draw a scientist." I never thought I would say those words, but, yes, that is just what I did. I cringed a little because I am a terrible drawer. I work at Bishop Dunn, in the after school program, and I get made fun of by 2nd and 3rd graders on a daily basis of how terrible a drawer I am. Given the said materials, we were asked to draw our version of a scientist. After we completed our master pieces, we were able to walk around and view our peers' work. It was a very fun activity, and many of our scientists shared similar characteristics. Many had goggles/glasses on, lab coats, and crazy hair.

I feel like many, not all, of my past science teachers fit the description of the scientists that I drew. Especially, Professor Schraldi, my drawing's namesake. He had this crazy hair, and these big glasses he would wear. He had a lab coat on all the time, even if we were just taken a test, and he genuinely enjoyed science and all of it's aspects. He was definitely a positive figure when looking back on my science career.

This was a great activity, and I believe you could use this with not only science and scientists, but many other subject areas. Its a great way to see into a young student's mind, and to get a better look at their interpretations as a whole.