Dream IT III Fall 2014
Small Teacher Group Presentation
I had invited 10 teachers to come participate in the Dream It presentation. I want to present my big idea to teachers that are involved with the middle school students since this is my focus. I was very clear on why I was doing this presentation. I want to get feedback from their perspective. I was open to constructive criticism and certainly any suggestions that would improve the overall goal. The main purpose for my Dream It plan is to scaffold parts of the scientific method for students to get a deeper understanding. A better understanding would naturally produce confidence for independent investigation.
The presentation was held in the engineering lab which will eventually be the smart lab. The space was roomy, clean, and at a comfortable temperature. I began with an introduction explaining the purpose of the presentation and how I will use the feedback to improve on the implementation of the overall project. I had five teachers attend.
I presented using a slide show that addressed the Dream It goal. I explained how I hear that our elementary students graduate, but are not exposed to investigations. High school science teachers state that students have no idea what a hypothesis is and cannot identify variables. This is disheartening and we can change this with a plan.
I want students to use Google Drive to create each part and share it with me. Each part is taught, discussed, and a sample is shared through Google Drive that includes directions and a rubric. I can then comment on each one privately through technology. At the end student will put all their assigned pieces together and have a complete digital science project that can be easily printed out and put on a typical three sided board. The school librarian expressed a great appreciation for the use of Google Drive and all its components, “What a great life skill for students”. They will be prepared to use technology in high school. All agreed that this was a good project that they will be able to take with because it is digital.
I also explained how not all students jump into the science experimentation. This is not just a typical science experiment. Students are encouraged to express themselves through creativity. So for example if a child enjoys drawing the student can create a drawing around their question and take a picture to insert into their document. I used music, art, and improvisation as some examples. Teachers really were hooked on this because of their own experience. I feel this component will help students feel comfortable to explore.
The P.E. teacher stated that young students are naturally curious. The P.E. teacher stated “I know primary teachers do simple investigations with students, so what happens in middle school?” I thought about this and did not have an answer. Actually what came out were excuses, “You know the emphasis is on math and reading, in primary grades teachers find it easier to integrate the science.”
I find that the motivational level for academics plummets at the middle school level for a majority of the students. It is more important to fit in socially with sports or clubs. This is why I assigned this project so students were in charge of their own learning. So they choose what they want to learn about and investigate. It has been a struggle to get kids to focus and ask good questions. We studied how to ask good testable question but students are so use to looking up science fair projects on the internet and getting a readymade project, they are not thinking for themselves.
The P.E. teacher suggested that maybe I kept it to open ended by allowing them to study something that interested them. This particular population needs parameters to stay on task. I wonder if the creative aspect is distracting their final goal. I will pay close attention to those struggling and suggest some ideas as they share their interests. I will also share my examples to the teachers that work with the diversified learners so they can make modifications where they feel necessary.
Our tech specialist asked “Do you have some type of checklist for students to reference at the beginning of each period? This should be in paper pencil form to help guide the students in a kinesthetic and visual way especially since you do not get to work on this project daily and some of the time student work on it in other class periods. This idea is wonderful! I will create the check list with reference to the parts of the scientific method using examples on the other side.
The school counselor liked the project and offered to assist students in the process as she sees students throughout the day. She stated, “These students need to take ownership and be accountable for their learning as they prepare for high school. What a great way for them to produce something that they will showcase to the community during a school science fair.” She was pleased and excited to help with the project just as the rest of the teachers.
The language arts teacher was on board with supporting the reading and writing parts of the project. “This can be integrated with skills that are taught using the common core standards.”
Overall the presentation went well. The focus group expressed that the project addressed many skills our students need to be successful in further education and life. I am still a bit concerned with the creative part distracting the main focus. On the other hand I have seen students work that shows no creativity. I think over time I will determine problems and possible solutions.
I am now more aware of specific support for students that require a little more guidance and will utilize the special education teachers to assist particular students. I will not change the project by giving parameters. I will guide and suggest and if possible demonstrate more investigations that hit a variety of science topics.
I will develop a checklist that students can carry with them to help them stay organized besides them having the digital assignments that I share. I will create a chart with the pieces of the scientific method including examples for personal reference. I will start each class with the checklist so students begin with a review of where they left off and how to focus.
Small Student Focus Group
The environment for the presentation was the same as the teachers. Eight students were present. I explained to them that they were going to critique my project that I have developed for them. I presented and the students first were reluctant. “This is way too much work.” one student stated. “Why can’t we just do the three sided-board project?” a student asked. “I don’t like science because I am not good at it.”
I took the time to explain that school is hard work just like a sport. If you want to be good you have to work at it. Sometimes people don’t like change but our world is constantly changing and advancing. We need to be flexible and willing. And the student that said that don’t like science, I’ll let you infer my response.
I asked students what they liked about the Dream It project. Some said they like the fact that they can communicate with me outside of class. “I like the comments that you give it helps me complete my assignment”. One student said “I feel like it is private.” A couple of students expressed they like the control they have by studying something they are interested in. They benefit by having a choice as to what they are studying. Another student explained how the creative part is what she likes.
Next, I asked them what they did not like about the project. A majority did not like the time restraint. I addressed the fact that they play too much in the beginning of class when we are distributing the lap tops. Instead you can use your time wisely and get started right away. We also talked about how we were having trouble with the technology being ready and charged. We have been working out those details so they are ready. I also explained how I am creating a checklist and scientific method reference sheet that we will use at the beginning of each class.
If they could make a change to the project what would it be? Students stated that they would like to use iPads because the laptops are old and keys are missing on the keyboards. I explained that my original plan was to use the iPads but I had no way to store their work where I was able to see and grade it after school hours. Google Drive has many advantages. You can work on it wherever you can access your CPS email. I will try to search other ways to store the work so we can use the iPads in the future. Students said that they wanted to make a model rather than do an investigation. I explained that it has to be an investigation that can be testable and/or observable. Many times scientists make models to investigate a phenomenon so it is possible to make a model for the project.
In conclusion, I believe the students have warmed up to the new way of producing a science project using the scientific method. We had some hiccups along the way with setting up emails and introducing Google Drive. Lessons were learned about preparing the technology ahead of time. I feel the students have a point about the time factor so I am going to negotiate and extend the due date for the first two assignments. I think I will see some more creativity in the assignment allowing more time. I will continue to comment positive and constructive feedback on each individual assignment so student can benefit. I will pursue more peer share time and collaboration among students before they share their final assignment to me.
Small Teacher Group Presentation
I had invited 10 teachers to come participate in the Dream It presentation. I want to present my big idea to teachers that are involved with the middle school students since this is my focus. I was very clear on why I was doing this presentation. I want to get feedback from their perspective. I was open to constructive criticism and certainly any suggestions that would improve the overall goal. The main purpose for my Dream It plan is to scaffold parts of the scientific method for students to get a deeper understanding. A better understanding would naturally produce confidence for independent investigation.
The presentation was held in the engineering lab which will eventually be the smart lab. The space was roomy, clean, and at a comfortable temperature. I began with an introduction explaining the purpose of the presentation and how I will use the feedback to improve on the implementation of the overall project. I had five teachers attend.
I presented using a slide show that addressed the Dream It goal. I explained how I hear that our elementary students graduate, but are not exposed to investigations. High school science teachers state that students have no idea what a hypothesis is and cannot identify variables. This is disheartening and we can change this with a plan.
I want students to use Google Drive to create each part and share it with me. Each part is taught, discussed, and a sample is shared through Google Drive that includes directions and a rubric. I can then comment on each one privately through technology. At the end student will put all their assigned pieces together and have a complete digital science project that can be easily printed out and put on a typical three sided board. The school librarian expressed a great appreciation for the use of Google Drive and all its components, “What a great life skill for students”. They will be prepared to use technology in high school. All agreed that this was a good project that they will be able to take with because it is digital.
I also explained how not all students jump into the science experimentation. This is not just a typical science experiment. Students are encouraged to express themselves through creativity. So for example if a child enjoys drawing the student can create a drawing around their question and take a picture to insert into their document. I used music, art, and improvisation as some examples. Teachers really were hooked on this because of their own experience. I feel this component will help students feel comfortable to explore.
The P.E. teacher stated that young students are naturally curious. The P.E. teacher stated “I know primary teachers do simple investigations with students, so what happens in middle school?” I thought about this and did not have an answer. Actually what came out were excuses, “You know the emphasis is on math and reading, in primary grades teachers find it easier to integrate the science.”
I find that the motivational level for academics plummets at the middle school level for a majority of the students. It is more important to fit in socially with sports or clubs. This is why I assigned this project so students were in charge of their own learning. So they choose what they want to learn about and investigate. It has been a struggle to get kids to focus and ask good questions. We studied how to ask good testable question but students are so use to looking up science fair projects on the internet and getting a readymade project, they are not thinking for themselves.
The P.E. teacher suggested that maybe I kept it to open ended by allowing them to study something that interested them. This particular population needs parameters to stay on task. I wonder if the creative aspect is distracting their final goal. I will pay close attention to those struggling and suggest some ideas as they share their interests. I will also share my examples to the teachers that work with the diversified learners so they can make modifications where they feel necessary.
Our tech specialist asked “Do you have some type of checklist for students to reference at the beginning of each period? This should be in paper pencil form to help guide the students in a kinesthetic and visual way especially since you do not get to work on this project daily and some of the time student work on it in other class periods. This idea is wonderful! I will create the check list with reference to the parts of the scientific method using examples on the other side.
The school counselor liked the project and offered to assist students in the process as she sees students throughout the day. She stated, “These students need to take ownership and be accountable for their learning as they prepare for high school. What a great way for them to produce something that they will showcase to the community during a school science fair.” She was pleased and excited to help with the project just as the rest of the teachers.
The language arts teacher was on board with supporting the reading and writing parts of the project. “This can be integrated with skills that are taught using the common core standards.”
Overall the presentation went well. The focus group expressed that the project addressed many skills our students need to be successful in further education and life. I am still a bit concerned with the creative part distracting the main focus. On the other hand I have seen students work that shows no creativity. I think over time I will determine problems and possible solutions.
I am now more aware of specific support for students that require a little more guidance and will utilize the special education teachers to assist particular students. I will not change the project by giving parameters. I will guide and suggest and if possible demonstrate more investigations that hit a variety of science topics.
I will develop a checklist that students can carry with them to help them stay organized besides them having the digital assignments that I share. I will create a chart with the pieces of the scientific method including examples for personal reference. I will start each class with the checklist so students begin with a review of where they left off and how to focus.
Small Student Focus Group
The environment for the presentation was the same as the teachers. Eight students were present. I explained to them that they were going to critique my project that I have developed for them. I presented and the students first were reluctant. “This is way too much work.” one student stated. “Why can’t we just do the three sided-board project?” a student asked. “I don’t like science because I am not good at it.”
I took the time to explain that school is hard work just like a sport. If you want to be good you have to work at it. Sometimes people don’t like change but our world is constantly changing and advancing. We need to be flexible and willing. And the student that said that don’t like science, I’ll let you infer my response.
I asked students what they liked about the Dream It project. Some said they like the fact that they can communicate with me outside of class. “I like the comments that you give it helps me complete my assignment”. One student said “I feel like it is private.” A couple of students expressed they like the control they have by studying something they are interested in. They benefit by having a choice as to what they are studying. Another student explained how the creative part is what she likes.
Next, I asked them what they did not like about the project. A majority did not like the time restraint. I addressed the fact that they play too much in the beginning of class when we are distributing the lap tops. Instead you can use your time wisely and get started right away. We also talked about how we were having trouble with the technology being ready and charged. We have been working out those details so they are ready. I also explained how I am creating a checklist and scientific method reference sheet that we will use at the beginning of each class.
If they could make a change to the project what would it be? Students stated that they would like to use iPads because the laptops are old and keys are missing on the keyboards. I explained that my original plan was to use the iPads but I had no way to store their work where I was able to see and grade it after school hours. Google Drive has many advantages. You can work on it wherever you can access your CPS email. I will try to search other ways to store the work so we can use the iPads in the future. Students said that they wanted to make a model rather than do an investigation. I explained that it has to be an investigation that can be testable and/or observable. Many times scientists make models to investigate a phenomenon so it is possible to make a model for the project.
In conclusion, I believe the students have warmed up to the new way of producing a science project using the scientific method. We had some hiccups along the way with setting up emails and introducing Google Drive. Lessons were learned about preparing the technology ahead of time. I feel the students have a point about the time factor so I am going to negotiate and extend the due date for the first two assignments. I think I will see some more creativity in the assignment allowing more time. I will continue to comment positive and constructive feedback on each individual assignment so student can benefit. I will pursue more peer share time and collaboration among students before they share their final assignment to me.