Planning a Discussion

Boy, did that lesson flop. It was bound to happen; I hear even the most experienced teachers have lessons that flop. But you have to just pick up the pieces, figure out what went wrong and how you can make it better, and keep going.

We were discussing teaching strategies in one of my college courses. To see some of the basic strategies new teachers should have in their repertoire, the professor put us into groups of 5-6 and assigned us a teaching strategy. The strategies assigned were: direct instruction, cooperative learning, problem based learning, and discussion. As I sat crossing my fingers for cooperative learning, my name was called for discussion.

In retrospect, it was good to be assigned something I didn't want to do. Why? Well I didn't want to do it because I didn't feel confident doing it and I don't have experience doing it. I've organized and successfully taught cooperative lessons, so naturally that would be easy for me to present. Of all the strategies I probably had the most to learn from planning and leading a discussion.

We could construct our lesson on any topic we wanted. I chose to discuss teacher planning because I thought, since we were just assigned readings on this in class, my 'students' would have a decent amount of background knowledge and would have seen planning in their practicum so therefore would have things to discuss.

Rule# 1: Don't assume anything about your students.

Turns out most of my students didn't do the reading so when I wanted them to "think about the 4 main benefits and consequences of teacher planning discussed in our assigned reading," I got blank faces.

Back to the beginning though.
I got up in front of the group and thought I had a decent anticipatory set. We talked about summer coming up, and if anyone knew someone getting married.... what kind of wedding was it, how long did they plan it... what would they have to sacrifice if they didn't take the time to plan it. Then tied it to teacher planning and the effects of not planning.
I then explained we were going to discuss benefits and consequences of planning. There were 4 categories discussed in the text  and as the students came up with ideas and examples I was going to write them on the board in the 4 categories then have them identify those categories. I threw a question at them, well actually it was my first 3 questions mashed into one. I got some confused looks as I was asking the question so I just kept talking and it ended up being 3 questions mashed into one. The confused looks though, now that I think back about it, were not because the question was confusing, it was because I hadn't given them any rules or format of the discussion. I had planned that, but forgot to say it! It was a struggle but we slowly got the discussion going but the questions I was asking wasn't yielding the responses I was looking for. There wasn't much discussion back and forth between students, it was more just my asking a question and one of them answering. I got through it the best I could, wrapped it up by summarizing the 4 points, then realized I didn't do the other part of the lesson I had planned. They were supposed to have had pencil and paper during the discussion and write down one thing they learned and will use in their teacher planning then share with the group. And.... I didn't do that either.

Epic Fail

Here is where I went wrong in the lesson:
1. I assumed students had done the reading assignments and were prepared. The reading were assigned by the professor but they didn't know they would be discussing it, so naturally they were not prepared to do such an activity.
2. I didn't follow my own plan! At the time I began my lesson presentation the professor had come to our room and I got nervous with her watching me and I forgot some important aspects of the plan, which then confused the students and it went down hill from there.
3. I had bad questions, I didn't have enough questions.

Here is what I would do different next time:
1. Follow my plan. Sounds obvious but a teacher can't afford to get nervous and forget the plan if a principal comes in to observe. I should have had a copy of my plan out, or some notes to make sure I followed each step of my plan.
2. I would have given the students time to brainstorm ideas or talk with a partner before holding a class discussion. That way, if they were not prepared, they would have time to form or borrow ideas from classmates.
3. I would have made more questions, and better questions. More open ended, more "why?" or "what do you think?" Most of my original questions I had answers in my mind I wanted them or expected them to say. I would form questions where I wouldn't necessarily be able to anticipate their response because if I have questions where I expect them to say something, and they don't, then I'm stuck. My plan cannot be so rigid.

I would be interested to hear about your experiences planning and holding discussions in your classrooms! Please share!

Looking Into the Future

Consider the following quote from this article.

"The critical gear we carry on the research trail into the future is our mindset, one of exploration, of investigation, of accepting new ways of doing new things. Those who become entrenched in the past, those who say, "This is the way we've always done it," will find that their gear is too heavy.
The literature on change describes levels of initiation and acceptance of innovations. As I see it, educators are divided into at least four groups, quite similar to what one experiences on the trail: the forerunners, the trailblazers, who innovate; those who come along and build on what others do; the middle ground who try what the first two groups find out; and those who lag behind, saying, "This will never work; it's just a passing fad." As we negotiate the wilderness trails ahead, accepting and adjusting to paradigm shifts in teaching and learning will become the survival tools for education's future"

Which of the 4 groups are you in? Are you comfortable in that group or what group do you want to be in? What will you do to get there?

I feel right now placed in the middle ground. I feel open to trying new things but I'm not quite to the point of being a trailblazer or forerunner quite yet. As technology advances it will be used more often and in a variety of settings. I think that my being open to trying new things will benefit my practice in the technology area. I don't think everyone needs to be a forerunner, but I think no educator should lag behind. I hope during my degree journey and continued practice with reflection I can begin to build on not only what others do but what I do. I hope to continue seeking out new ideas in teaching by reading blogs, articles and having discussions with other educators. I plan to get feed back on ideas when possible from other teachers and from students. Yes, students. One of the best discussions I've been part of was in my Orientation to Education class where the professor brought in a high school student. It was an open forum where we college students asked the high school student questions. I learned a lot that day including the valuable opinion of a student.

Put the Spotlight on the Teacher Behind the Technology

A thought question was prompted to my technology class this week. "Where are you on the technology integration spectrum between "no use at all" and "all the time"? Are you comfortable there? What would it take to change that for you?"

It reminded me of a blog I read not that long ago and luckily I was able to find it again! It's Smart Blog on Education - Are Students Really Motivated by Technology?

Engaging kids
Motivating kids

Discovering how to do these things is like finding gold. I think before I started my journey in grad school to become a teacher, I would have placed myself in the "use technology all the time" end of the spectrum. It seemed rational to think if a student had a technological device in their hands they would instantly be engaged in learning whatever material I put in front of them. After all, I would be! At least that's what I thought, when the reality is more like I would be fascinated, engaged with the device; engagement with the content would be secondary. So what happens when the device isn't new and using it is commonplace? It won't be as exciting, or engaging, is my guess.

So while I started out thinking technology was the magic wand of teaching, though my classes, research, observations and field experiences, I'm learning that the spotlight needs to be on the teacher behind the technology. Technology can be engaging; how the teacher uses the technology and presents the material is still going to play a bigger part in student learning than the device its self. I no longer place myself at the "use all the time" end of the spectrum but a little bit more towards the middle. I will be careful about choosing the technologies appropriate to the lessons and careful in my planning of presenting. In the end, teaching is my job, not the technology's!

Is This Going to be on the Test?

I've heard it before.... heck, I've probably said it before, "Is this going to be on the test?" Because if it isn't, kids think they don't need to learn it. That's how we're taught from early on in school, study "this" you will be tested on it; test scores are important. They tell everything don't they?

Hardly.

Where are the questions, the natural curiosities? Where is the freedom to be talking about something and go off on a tangent because of a question and explore other knowledge. We can't do that, we don't have time for that, we have standards to meet. And that other stuff... it's not on the test. We are training kids minds to be straight, narrow, mainstream.

Recently, I came across this older (2009) article, Experiential Science Education . The author states, "The real core of teaching is providing environments, formal or informal, in which students can experience their education - whereby students can inquire into, discuss, become involved in moral and socially relevant issues, and perhaps make real change in themselves, and their community. This is the kind of education that allows students to ask questions such as: 'Why should I learn this?' 'How is this experience relevant to me and my fellow citizens?' and 'How will this experience contribute to my and others growth?'"

I've heard these questions asked in classes and teachers struggle to answer them. How is a student supposed to care about their education when no one can tell them why they are learning something and how it's important for their future?

One of my goals will be to develop answers to these questions and incorporate activities that demonstrate why science/chemistry is important to learn. Perhaps the students can research this themselves. They can consider a job they want to have when they are adults and research how science applies to that job.

How did the article speak to you?
If you are a teacher, what do you do in your classroom that is experiential learning?
If you are a parent, how do you feel about experiential learning or deviating from the standards we are obligated to teach your student?
If you are a student, do you think this type of learning would work for you and why/why not?  

The real core of teaching is providing environments, formal or informal, in which students can experience their education—whereby students can inquire into, discuss, become involved in moral and socially relevant issues, and perhaps make real change in themselves, and their community. This is the kind of education that allows students to ask questions such as: “Why should I learn this?” “How is this experience relevant to me and my fellow citizens?” and “How will this experience contribute to my and others growth?”

The real core of teaching is providing environments, formal or informal, in which students can experience their education—whereby students can inquire into, discuss, become involved in moral and socially relevant issues, and perhaps make real change in themselves, and their community. This is the kind of education that allows students to ask questions such as: “Why should I learn this?” “How is this experience relevant to me and my fellow citizens?” and “How will this experience contribute to my and others growth?”

The real core of teaching is providing environments, formal or informal, in which students can experience their education—whereby students can inquire into, discuss, become involved in moral and socially relevant issues, and perhaps make real change in themselves, and their community. This is the kind of education that allows students to ask questions such as: “Why should I learn this?” “How is this experience relevant to me and my fellow citizens?” and “How will this experience contribute to my and others growth?”

Motivating Students

What do you do when a student won't participate?

One of the classes I've volunteered in had a teacher that spent the whole week before a final exam doing review activities. The teacher gave the students class time to make their "cheat sheets,"  then gave a practice final where they could not only evaluate their knowledge but whether their cheat sheets were sufficient for what they would need to reference on the real final. Another day they reviewed the final and had the opportunity to ask questions.  I was surprised that there were students that didn't take advantage of class time to participate in the review and to make a cheat sheet. A handful of students didn't bring their cheat sheet to the practice final.

So what could have been done differently? How can I reach these students?
What are some good ways to keep students motivated and care about their performance and grades?

Video Lab Reports?

I came across a website the other day that discussed the use of video in a science classroom. (Chemistry is Messy) One idea in the article I liked was using video to explain the procedures of a lab. Sometimes I think kids minds wander or it's hard to hear or read directions in words and visualize what task needs to be completed. Showing instructions by video may be easier for some students to understand and translate making more efficient use of time. I think many times it's hard to fit in good labs because of time constraints.
This then got me thinking, how fun it might be to let the kids make lab videos, and do a lab "write up" by video. Access to the right technology to make these videos and time in class or opportunity out of class to do them will have to be considered.
Additionally some experiments are too dangerous for a high school chemistry lab. I've heard from some students during my practicum that they wished they could do more exciting lab experiments. So, while they  may not be able to do them, and I may not be able to demo them, we could watch some videos of them!

Using Technology in the Classroom

Technology can be a powerful tool in a science classroom, but what's equally, if not more important, is knowing how to use technology in an effective manner.

• Choosing an effective, engaging, accurate app. There are a lot of science apps I've seen with inaccurate information. It's important to have accuracy so kids aren't practicing and learning wrong information. It needs to be engaging, interesting, fun or it will be difficult to keep them from doing something else on the device or not using the device at all. Time will be required to research high quality apps. If you know any, post a comment!
• Monitoring the class. There is no sense handing out iPads, assigning an app to play around with, then sitting at my desk. I will likely have a room of kids playing on Facebook or Angry Birds. Walking around will be important not only for making sure they are on task but to be available for questions also. If I can be next to a student and see they are struggling it will open up opportunity for a question; the same student may be less likely to get up out of their desk to come ask a question.

In my technology class last week the professor used Instant Audience Feedback. An open ended question was proposed and students could text, tweet, or type in feedback on a website to answer the question. Immediately I thought this might be good to use while lecturing. Sometimes kids might be hesitant to interrupt to ask a question; they simply don't want to interrupt or they are generally shy about asking questions. The scrolling feedback on a screen would allow questions to be asked anonymously and with out much interruption. I could glance at the screen and incorporate the answer, or go back a few steps to re-explain something. Possible implications of abuse - submitting inappropriate feedback - solutions to this I'll need to give more thought to. Any suggestions?

Another use of technology I've been thinking about recently is video use. I can remember getting instructions for a lab, reading it or verbally from a teacher, and thinking, "huh?" Some of my classmates would know exactly what to do, but for me, I had to see it. I'll be looking more into this.

Introduction

When someone is happy and relaxed doing something they love and are good at, we say they are "in their element." (nice pun for a chemist like me) I feel like I am in my element when I am in a teaching role; I'm certainly happy in that role, for the most part relaxed, and I love doing it.  What about being good at it? I've been told I'm good at it; I've taught classes in nutrition and religion and gotten compliments from students and parents. I feel confident I CAN be good at it. But with anything, practice makes perfect. I believe there's always room to improve in the teaching profession. It's a fluid environment in that strategies, philosophies, and goals are constantly changing. In My Elements is my place to discuss and archive ideas related to my teaching journey.