Imagine if you could have access to any technology tools in existence to give your students meaningful learning experiences!  That fantasy was what I got to imagine in this enhanced technology lesson plan assignment.  What tool do you think I chose to explore the concepts of motion such as speed and velocity? Well, what tool do people use in the 21st century to find out where they are, how far away and in what direction they need to go, and how soon they will get somewhere?  A GPS device, of course!

   The technology-based lesson I planned uses a GPS sportwatch, such as the one made by Garmin, to track students' paths and speeds when traveling to a destination on campus.  When the students connect it to their computers, the sportwatch downloads information and displays data in graphic form.  It generates a map that shows the path the students took and how fast they were going at any time.  The students can find direction, distance, speed, displacement and velocity from the data.

  The students work together in small groups on this project.  This cooperative learning strategy has the benefits of giving peer support to those students who need scaffolding to accomplish the tasks, encouraging discussion of the concepts and the development of academic language.   With each group made up of students of mixed-ability, and with roles assigned, students learn to work with others and be accountable to their teammates. When students discuss their ideas with classmates, they learn to think more deeply about the ideas to find support for their own opinions.  They also learn to consider the opinions of others before coming to a conclusion.  Additionally, working in teams is common in scientific explorations and investigations.  Working in teams helps the students grasp how scientific knowledge is developed and expanded.

   The viewing of a video tutorial in place of a lecture from the teacher is an example of direct instruction.  The video gives the students the vocabulary and procedures they will need to conduct the investigation.  Direct instruction is an evidence-based instructional strategy. 

   Further on in the lesson, the students use Excel spreadsheets to make calculations.  The use of a spreadsheet tool, rather than calculating by hand, frees the students to think about the processes, procedures and concepts, rather than spending time doing arithmetic. 

    This lesson incorporates several types of student-centered learning strategies - inquiry learning, investigative group work and concept development.  The students are introduced to a concept via an internet-based interactive tutorial.  They are able to work with a group of peers gathering data to investigate those concepts.  These activities also include the main elements of inquiry learning: students make observations, develop questions, identify patterns and work collaboratively as they conduct investigations.  These strategies are evidence-based strategies, shown to be effective for science teaching.

    Integrating technology into the curriculum allows for greater differentiation of instruction. When each student is using his own computer, he can go at his own pace. For example, with a video tutorial, the student can stop the video and review a portion he did not understand.  He can also increase the playback speed if the tutorial is running too slowly to keep his attention.  In this way, the direct instruction is paced to the student. 

   With these student-centered learning activities and use of technology, is the human teacher obsolete?  Absolutely not!  The teacher is the one who designs the learning activities, assesses the students for understanding, finds the appropriate technology and makes it available to the students.  A teacher who keeps current with professional development, evidence-based learning strategies, and knowledge of content standards is essential for the implementation of these student-based instructional strategies.
 
    "Dream on!" my colleagues may say as I talk about GPS devices for my students.  I may not have all this technology at my disposal right now, but without my dreaming, progress toward these ideals will never take place. Dreamers and science go hand in hand.  How much progress has been made by curious individuals looking at the stars and wondering...why? how? why not? Don't tell me to be realistic and accept the status quo - I want to find ways to reach and inspire every student!  That's my dream...











   

 
  

What can you add to your knowledge of you and of your knowledge of teaching in your content area? 

Hi, y'all!  This is the last week of my science teaching methods class.  It has been a wild ride, and I have learned a lot.  I must admit that I was a bit disappointed that I had to take this class, as I thought that I would be able to add a science authorization since I passed the science CSET.  However, a new law was passed recently to require a methods class with each subject added to a single subject credential.  So here I am, back at school, 35 years after getting my first credential back in 1979.

Fortunately, it is possible to teach an old dog new tricks!  I have a lot of experience teaching - but I can always grow and learn.  I have noticed that the good teachers add to their repertoire of teaching strategies as each year passes.  New research provides evidence that certain strategies are more effective than others, and good teachers adapt the new strategies to their teaching styles and content areas.  Students' proclivities change, and teachers must adjust to connect with changed student populations.  This class has made me scrutinize my teaching strategies and teaching styles to evaluate their effectiveness, not only to changed times but to a new content area - science.

I have known that teaching science requires introducing students to scientific inquiry and conducting investigations.  However, now there are many opportunities to use technology to advance understanding.  Computer models for such things as the behavior of waves or atomic bonding allow students to manipulate variables and see the effects.  Many opportunities exist also, for using technology in the assessment process - for example students making videos to demonstrate understanding, or posting comments about a given topic on a social media site or discussion board.  This class has made me more aware, and made me practice using these resources.

I really am enjoying putting together a lesson plan that uses technology - no limits are placed on the type of technology we may use in our plans.  This assignment is forcing me to look far and wide at all that is available.  When teaching now, I limit myself to learning about the technology that is available for me at my school.  However, this class has encouraged me to look beyond these options to all possibilities. 

I hope to be able to use what I have learned in the classroom. Wish me good luck at landing a job teaching science!  I hope to cross paths with you all in the future...

Barbara's Blog

Introduce yourself and share why you chose the education profession and if you are currently teaching

Hi!  I’m Barbara.  I chose the education profession because I love to have an impact, facilitate growth and learning in others, find new ways to solve problems and use my experience to help others.   After I finished college, I worked as a teacher’s aide (now called paraprofessional) for a mainstreamed (now called fully-included) student with severe cerebral palsy.  She could only control her eye movements – she was in a wheelchair and had no speech. These were no personal computers in those days, so assistive technology was not an option. I developed a communication system for her, which consisted of four tic-tac-toe shaped tables – giving spots for 26 letters and ten digits.   If she wanted to signal the letter A, the student would look up and to the left to signal the upper left hand table, then she would look up and to the left again to signal the upper left spot on the table, which held the letter A.  In this way, she would spell out words.  Now, 35 years later, even with current assistive technology, her dad tells me that this is her fastest way to communicate. 

I really enjoyed that experience, and went into a multiple subject credential program the following year.  I taught elementary school for two years, and then stayed home with my own children until the youngest was 6 years old, when I started substitute teaching.  I also did some tutoring and picked up my math and English single subject credentials by exam.  I began teaching full-time again when my youngest went away to college, but was laid off in the 2008-2009 recession.  I enrolled in National University’s Education Specialist program in 2011, and just finished and received my Special Ed Credential in January 2014.  I have been substitute teaching and am now looking for a full-time special education teaching job.  I have passed the Foundational Science exam and am adding that authorization as well.

How did your personality affect your choice of content area?

My personality type, using the Myers-Briggs assessment, is ENFP.  The ENFP personality type is enthusiastic about new ideas and activities and enjoys making social and emotional connections, as well as focusing on the big-picture and creative possibilities.  ENFPs usually have a broad range of talents. 

This interest in a broad range of ideas has affected my choice of content area.  My college degree is in Dramatic Art, but my first single subject credential was in math – a subject many consider to be diametrically opposed to drama.  I then picked up my English credential and now am working on science.   I really enjoy the investigative side of science – using intuition to analyze results and find patterns and relationships in data, people skills to work with others solving problems

How does or will your personality affect your relationships with your students?  

I enjoy making social and emotional connections.  This characteristic will be beneficial to creating strong beneficial relationships with my students.  I can see situations from various perspectives, giving me the ability to empathize with my students. 

How will your teaching and learning style affect your teaching and your students' abilities to be successful?

The results of my teaching style survey show high scores as facilitator and delegator, as well as formal/authoritative.  I am also strong in the collaborative area.  Using these predispositions, I will be able to draw my students into active learning situations where they will engage with content and with each other. 
I am a very visual, intuitive learner, but I have the ability to communicate verbally and I understand others who rely more on their senses than intuition.  Knowing my own learning styles will help me be more aware of my students’ different learning styles and take care to present material and develop activities that will make content accessible to all my students.