Teaching Science 2.0

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This is cross-posted at Edutopia.

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If you have ever been to an education conference, you will probably agree that a lot of the best learning comes from the discussions between sessions, dinner, or at other “unscripted” times when you have the opportunity to share with other passionate professionals. We need these types of interactions to keep moving our craft forward.

#scichat provides a way for scientists and educators to engage in an ongoing discussion with the goal of sharing ideas, growing professionally and improving the teaching of science. This “hashtag” can be used at any time to share your thoughts or resources with other science educators. However, the real power of #scichat is to develop a community through real-time events every other Tuesday night (9:00 Eastern). The topic for each event will usually be selected in advance by the community.

Last week, educators from around the world participated in the first #scichat on Twitter. Participants shared ideas on how to increase the relevancy of school science. The discussion ranged from the role of textbooks, to discipline integration, to the incorporation of authentic projects and real-world events. A few of the participants took steps to collaborate on a project to have their students analyze TED videos this fall. A full transcript is available here.

Join us for the next #scichat! Use the Twtpoll or suggest a future topic in the comment section below.

The Next #scichat

Tuesday, June 22 @ 9:00 Eastern (Every two weeks)

Moderators: Eric Brunsell (@brunsell) & Jeff Goldstein (@doctorjeff)

Performance Based Assessment Neutralizing Jelly Fish Poison

Teacher:

M. Toran

Context:

2^nd grade science class.

Background:

At the time of my visit, the class had just completed the States and Changes of Matter unit and were getting ready to start Sound. They were familiar with what liquids are (but not that they can be classified into acids, bases and neutral) and they had already learned how to use both a pipette and a measuring cup in the previous unit. The PBA I selected is authentic because students are presented with a realistic problem (a jellyfish sting) which some of them had even faced in real life personally, and asked to come up with the best solution for it.

Task:

I tried to set the scene and make the investigation as realistic as possible. I told students they were to help me with a special Science investigation to come up with the best remedy for jellyfish stings. I had a jar of “crushed jellyfish tentacles” (sodium polyacrylate from a baby diaper in an solution of sodium bicarbonate and water) and we extracted the “poison” from it (which was alkalinic to simulate that of most jellyfish). Every liquid they used in the investigation was one that they were familiar with and that is accessible to them in their everyday life (including the indicator, which was made from red cabbage). They used cups to test the pH of the different liquids by adding indicator solution and completed the table with the results.

Closing the Loop:

One way in which I offered informal feedback is when I went around the room observing each group of students. I showed them ways to improve their measuring skills or gave them directions one on one for completing the table. I had also allocated about 10 minutes at the end of the lesson to discuss the results of the activity and comment on my general observations of their lab skills. However, because the activity took much longer than I had anticipated, the “closing the loop” section of the PBA was reduced to a few minutes. I used the document camera to discuss the results table and gave them examples of how they could make it more informative. If this were my classroom, I would use the information to determine which students needed additional practice.

Reflection:

One of the strategies she uses is taking small groups of students at a time to another part of the classroom to work on the lab, Another way I would improve this PBA is by concentrating on one piece of measuring equipment at a time. Overall, the activity went well and the students were engaged from beginning to end.This PBA reminded me of how important it is to make the assessment as authentic as possible.

Source:

“This assessment was created based on guidelines from the following book: Doran, R., Chan, F. & Tami, P.  (2002). Science Educator’s Guide to Laboratory Assessment. Arlington, VA: National Science Teachers Association.

Acknowledgement: The author completed this assessment while a student at Montana State University

Background Information

The Muddiest Point CAT

Teacher:

Jessica Schultz

Context:   In my physical science class we are currently learning about Newton’s 3 Laws of motion.

Background:

The day that I introduced the CAT I was introducing Newton’s first law of motion. I announced to the class that today’s lesson was going to be a little different then normal. I explained to my students that I want to learn how to better understand their needs as learners. I explained the muddiest point to them and proceeded with my lesson for the day.

Task:

When it was time to do the CAT I asked my students to write on the note card provided in a few words or phases about Newton’s First Law of Motion that they have questions about.  I made sure that I had at least 20 minutes of class left for the students  to use for the muddies point.

Results:

I read the responses as the students handed them in. I wrote the questions on the board and had the students raise their hands if they also agreed with the muddiest point.

Closing the Loop:

The following meeting day I was able to give the students more practice problems for the F=ma and I prepared a lab that involved the students using the formula with balanced and unbalanced forces. I told my students that their responses helped me to understand how I can better teach them the other 2 laws of motion.

Reflection:

My students really liked how I went over the questions the same class period. I was able to discuss any confusion and get ideas on what to do the next class period. I am going to continue to use this CAT for all of my classes. This assessment has impacted my teaching because it has showed me an easy and very effective way of finding out what my students understand and what they do not understand

Source: Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.

Acknowledgement:  The author completed this assessment while a student at Montana State University

Teacher:

E. Colfax

Context:

Incoming freshman apply for a medical & health program at a high school.

Background:

Students interview for 30 spots in the medical & Health program at this high school. Students must demonstrate the ability to think differently and show a passion for math and science. This assessment was incorporated to assist in selecting these individuals.

Task:

The instructions and objectives for the performance assessment challenge was orally reviewed and discussed with the students: Once these instructions and objectives were discussed with the students, they were given their supplies, brought to the location where they were going to perform the Performance Assessment Challenge and told they had one hour to complete the challenge. Students were given a brief five minute overview of the area that was going to be used to complete the Performance Assessment Challenge.

File 1

File 2

Results:

• 2/9 groups accurately calculated the answers
• 4/9 groups inaccurately calculated the answers
• 3/9 groups failed to calculate the answer & ran out of time

Another method to check your results / measure twice:

• 1/9 groups used the ceiling tiles to double check their work with the floor tiles
• 9/9 groups double checked their work

Over or under with the calculations:

• 5/9 over so that you don’t run out of material
• 4/9 under so that you are not over budget

Time-schedule that was followed or intended to follow:

• Measure first, calculate while double checking, answer questions, prepare for the interview / question / answer period
• Did not really follow a time schedule - just did it
• ****1/9 groups followed their schedule and finished early****

Closing the Loop:

After the delivery and completion of the Performance Assessment Challenge I closed the loop by going back to over the objectives of the assessment and discussing the components of the Science Academy Program. I then orally shared with the students what we hope to achieve with assessments like this in the Science Academy.

Reflection:

After reviewing this interview/ reflection feedback data, I will be able to make some adjustments to my design and our delivery of the Performance Assessment for the Science Academy Interview for next year: I could change the order of the papers in the directions packet, placing the Performance Assessment Challenge sheet on top. As it current stood, I had the instructions and the objectives sheet as the first sheet, the performance assessment challenge sheet as the second sheet, and the group answer sheet as the third sheet.  I could also adjust the time frame and lengthen the allotted performance assessment time to 1.5 hours.  It positively impacted my view of performance assessments and the way I use them in my classroom and work environment

Source:

Blocher, D. (2007). Linking the Brain Mind, Teaching and Learning. Ramapo College; Designing Meaningful Assessments Lecture.

Doran, R., Chon, F., Tamir, P., Lenhardt, C. (2002). Science Educator’s Guide to Laboratory Assessment. National Science Teachers Association Press.

Acknowledgement: The author completed this assessment while a student at Montana State University