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.