ECE 7706 Module 7: Backward Design

Do you think any of your science teachers used Backward Design to plan instruction?  Why or why not?

      Personally, I did not have any memories of my Science education in elementary or middle school, so I cannot say for sure whether those teachers used the backward design approach. However, I do not believe that most of my high school teachers incorporated the backward design approach in their teaching instruction or lesson planning. I never had a true understanding of the content in my physics and chemistry classes because the way the content was conveyed to me was not in a manner that met my cognitive needs.  In these classes, we were never aware of the end result of our learning; we always dove right into the content through the use of worksheets and textbook passages. We were never given opportunities to show what we knew through a way that makes sense to us. We were expected to regurgitate facts and formulas in a whole class format. On the other hand, from what I remember about my Biology class, I believe my teacher used the backward design approach. Before moving on to the next unit, she would give us a short of checklist that would describe the things we should know and understand by the end of the unit. We participated in hands-on experiments and various projects where we were able to express our learning in a way that made sense to us. The majority of our class assignments were in small groups where we were able to discuss the information and work together to complete the assignments. From what I can recall, the assessments went right along with all of our experiments, projects and demonstrations.  

ECE 7706 Module Six: Article Five

A Field Guide to Constructivism in the College Science Classroom: Four Essential Criteria and a Guide to their Usage 

R. Todd Hartle, Sandhya Baviskar, and Rosemary Smith

Synopsis: 

      Constructivism has been a hot learning theory/topic more recently in modern Science education due to its basis of inquiry based teaching methods. However, most educators do not truly understand how to teach using a constructivism approach. This article gives an overview of how constructivism should look within the classroom environment. 

      There are many misconceptions about the constructivism approach, so the first thing we need to realize is that social constructionism and cognitive constructivism may sound similar, but they are not the same and will not effect students' learning in the same manner. Cognitive constructivism uses students' past experiences and past knowledge to form new ideas or experiences, while the social constructionism theory takes place when "that describes how the facts that a society believes to be true are ‘constructed’ through social interactions". Cognitive constructivism is what students need in order to succeed with their education, not necessarily group work. It is the manner in which the content is presented. One false characteristic that usually pushes people away from constructivism is that it seems to be an unstructured environment, when it fact it is not that way at all. Student-centered lessons does not mean that the students can do whatever they want whenever they want. 

      "The four criteria essential to identifying and assessing constructivism are as follows: 1) eliciting prior knowledge, 2) creating cognitive dissonance, 3) applying new knowledge with feedback, and 4) reflecting on learning (metacognition)." Eliciting prior knowledge most simply means to activate student prior knowledge on the content such as through an activity, or a real-world problem. The initial activity, problem or experience must be something that is engaging. This introduction is basically a time for the students to let the teacher know what they think they already know on the topic. The information gathered through the experience will let the teacher know where to begin with the lesson and how quickly the students can move through the content. This process will also allow the students to understand where to "file" the content within their previous knowledge. Creating cognitive dissonance means that the students and teacher become aware of misconceptions in the students' knowledge. The teacher needs to help the student realize their misconceptions, so that the student can construct new links. With the Application of new knowledge with feedback the teacher should give the students various real-life problems that could be looked at from different angles in order to challenge the students thinking. Once the problems are completed, feedback needs to be given through solving a problem as a class to give the students something to compare their findings too, teacher comments on assignments/assessments, and/or peer feedback. Reflecting on learning  takes the lesson back to the beginning where the students are able to re-evaluate their initial thinking at the very beginning of the lesson or unit. The more they understand about their process of thinking/learning the more likely they will be to absorb the information. reflecting on their learning 

Hartle, R., Baviskar, S., & Smith, R. (2012). A field guide to constructivism in the college science    classroom: Four essential criteria and a guide to their usage. Retrieved from http://www.eric.ed.gov/PDFS/EJ1002158.pdf

Reflection: 

      This article was very informative regarding the various characteristics needed in order for a classroom to have a true constructivist environment. I understand what a constructivist classroom is, but to see it broken down into steps makes it much easier to understand. These steps will help me to create lesson plans that really make my students think more critically about what they already know and about the current content. I really like that the last step brings the students back to their initial thinking, and allows them to correct themselves. I think that this is something that would really stick with a student and help assure their understanding. These steps still allow for the students to complete their own research and experiments in order to create their own understanding, but give the teacher a "template" to structure the lesson. 

      However, the step that confuses me the most is "creating cognitive dissonance", because it was a very short, vague description. I understand that it is important to correct misconceptions, but is this something that needs to be done on a more individual basis in order not to "call out" the children who do not understand? The paragraphs specifically stated not to have the students undergo too much cognitive dissonance because it will be detrimental to the students' confidence and overall interest in the topic. Therefore, I do not understand the best way to go about fixing the misconceptions without unmotivating the students. 

ECE 7706 Module Six: Student Profiles

Student Profiles

Tier 1 Girl:

• Visual learner- show presentations/watch videos
• Logical/Mathematical- collect and analyze data

EIP Math/Reading Student Girl:

• Tactile learner- use manipulatives to solve problems; complete experiments
• Interpersonal- participate in group collaboration, help others with specific content 

Gifted Student 1:

• Abstract conceptualization- create concept maps
• Visual leaner- show presentations; create presentations

Tier 1 Boy:

• Commonsense learner- participate in experiments; discovery through the use of technology
• Bodily-Kinesthetic learner- play interactive games

ADD Student:

• Concrete experiences- relate information/content to personal life
• Concrete Sequential learner- provide student with step-by-step learning examples/experiences

ESOL Student:

• Bodily-Kinesthetic leaner- participate in creative play experiences/process dramas
• Abstract Random learner- participate in group discussions/graffiti walls

EIP Reading Student:

• Dynamic learner- experimental science centers
• Naturalistic- make models/experience environmental surroundings

Speech Student:

• Interpersonal- particiapte in cooperative learning centers
• Imaginative learner- reflect on science experiences

Gifted Student/World Traveler:

• Spatial- use technology to create content simulations; create visual to express learned content
• Analytic learner- complete a research project

Gifted Student 2:

• Musical- create songs/raps to teach content; learn songs/raps to help remember content
• Linguistic- write newspaper articles to express learned content

Reflection

      I have been learning about the importance of diversity throughout my educational career. Within education, diversity refers to the differences found in our students' learning, as well as incorporating cultural differences of our students and within the content itself into our daily teachings. We have to remember that our students come to us with different cultures, background knowledge, personal backgrounds and learning styles. It is vital that we get to know our students on a personal level, as well as academically. At the beginning of the year, I always send home activities that will allow me to get to know my students and where they come from, and I give the students a multiple intelligence assignment that will allow me to see how my students believe they learn best. We must keep these things in mind when we are planning our lessons to ensure that we reach each and every one of our students. 

      There are so many different ways in which a student learns various types of content. For example, I am a very visual and kinesthetic learner, but my brother, even though we come from the same DNA, is very auditory. I always did very poorly in lecture-based classrooms, because it was very hard for my to focus on the content while also trying to figure out what exactly they meant. However, my brother could sit in a lecture-based classroom, barely take notes, and completely understand the content within the lecture. When I am creating a lesson or unit, I made sure that at some point or another I have reached each one of the visual, auditory, tactile and kinesthetic learning styles. I also try to make it a point to allow the students to collaborate with one another, but also have time to work and think on their own. Differentiated Instruction Strategies for Science, Grades K-8 had a great idea that I wish to try to incorporate more in my classroom this upcoming year: the use of Choice Boards. Choice Boards are a great way to allow your students to take responsibility for their education by choosing an activity that appeals most to their learning style. I started to experiment with Choice Boards as a way to express ones learning more towards the end of the year. My students loved being able to choose or come up with their own way of showing their peers what they learned. This not only appealed to the students learning style, but also began to appeal to their personal interests because they were able to bring their personalities into their projects. Students need to be excited about their learning, and this was a great, easy way to accomplish this through simply giving students a choice.  

            

ECE 7706 Bonus Blog: Math/Technology/Science

      It is evident in articles posted for this class, and articles I have found on my own that in traditional education all the subjects were taught completely separate of one another. However, since the initiation of integrated STEM education, it is especially evident that these subjects are so closely related that it is vital they be taught together to ensure a deeper understanding. 

      At the base of technology you will find scientific and mathematical influences. All technology works off of patterns and algorithms (math), but science determines how the machine will work. New Science and Math concepts both come first from hypothesis and then work through trial and error until the desired results are discovered. When conducting Science experiments, there is always some sort of math involved such as measurement, or problem solving capabilities. Also during Science experiments, scientists and students a like will use technology to further their understanding of the results of the tests by helping to analyze and process them. Technology also gives us various tools to complete mathematical computations. 

ECE 7706 Module 5: Article Four

Elementary and Middle School Engineering Outreach: Building a STEM Pipeline 

Gary J. Rivoli, Patricia A. S. Ralston

Synopsis: 

      The J. B. Speed School of Engineering is partnering with schools to create a STEM education pipeline that encourages students' interests in fields such as engineering, Science and technology. The "Speed School specifically implements four of the six published ASEE guidelines: 1) working with hands-on projects at the elementary level, 2) engaging young science teachers by providing them with good curriculum, materials, training and mentoring, 3) targeting minorities and females, and 4) strengthening the existing partnership between higher education (Speed) , K-12 (JCPS), and to an important community partner, the Louisville Science Center (LSC) who would provide important guidance on teacher training". The "Engineering in Elementary" (EIE) is a program supported by the Speed School that focuses on getting K-5 students headed towards STEM related studies in college. Throughout the "Engineering in Elementary" program, students would learn through modules that  allow students to take part in finding the solution to hands-on, real-world problems. At the beginning of each unit before specific content is address, the students are posed a problem and expected to use their recourse and experiments to determine an appropriate solution. EIE does not expect the students to get every problem 100% correct. Actually, the purpose of the program is to encourage group collaborations, understanding failure and be willing to try again. The curriculum within the program is not any different than anything we are learning in our schools today, EIE simply extends the curriculum with an emphasis on the STEM subjects. Soon after completing a few of the modules, students soon figure out that and begin to learn more about the important connections between Science, Math and engineering. "Their research has shown it not only improves elementary students’ understanding of science concepts, but their understanding of technology and of engineers and why their job is important.". 

Rivoli, G., & Ralston, P. (2009). Elementary and middle school engineering outreach: Building a stem pipeline. Retrieved from http://icee.usm.edu/icee/conferences/ASEE-SE-2010/Conference Files/ASEE2009/papers/P2009035RAL.PDF

Reflection:

      This was an extremely interesting article that went more in-depth and gave more specifics regarding the STEM education. It really seems like such a wonderful program that excites students for a potential career in Science, Math or engineering. After reading this article and thinking back to my third graders, it is vital that we spend time teaching the STEM education or Engineering in Elemetary programs because our students do not understand the importance of careers in these specific subjects. I love the fact that the students are given some sort of real-world problem at the beginning of every unit to spark their curiosity. Understanding that the students are learning the same things that are expected in the curriculum, but they are just being pushed further leads me to believe that this is definitely something that is do-able within the classroom. I do believe that this is a great concept, but since beginning to understand STEM education, I always find myself going back to the same questions I have had all along with inquiry-based instruction and constructivism techniques- do we have time for this find of teaching in the classroom? It all comes back to time management. Is it possible for true in-depth inquiry-based STEM learning  to take place in such a short amount of time? For instance, we are "allotted" 30 minutes for Science and Social Studies, so my thinking is if we do not get down to business with learning specific aspects of the curriculum we will not be able to get everything in before it is time to move on to something else.

      

      

ECE 7706 Module 5: Article Three

STEM, STEM Education, STEMmania

Mark Sanders

Synopsis: 

      In the 1990's, the program started out as Science, Mathematics, Engineering and Technology, or SMET; however, there were some complaints that this acronym sounded too much like "smut", it changed to STEM. This concept was first introduced in college graduate programs, but the acronym led people to believe the program was about Stem Cell Research, but in actuality it was an Integrated STEM Education graduate program. STEM is not something that needs to be said on its own; it needs to be said with something attached to it such as STEM education or STEM teachers/teaching.  It was also stated that STEM education is different than integrated STEM education because the subjects need to be combined and integrated in order to create a deeper understanding of the content areas. Even in a STEM education environment, students can become uninterested in subjects such as Math and Science, so it is important to keep the students interests with the integration of the technology aspect of the STEM pedagogy. However, teachers need to keep up with the change in content and times, so teachers need to be taught and prepared with the proper pedagogical teaching skills to effectively teach in a STEM integrative classroom. Also, within the original graduate programs the teacher-students are required to reflect upon integrative practices throughout their semesters and are able to collaborate across disciplines with other teachers. It is vital that if STEM education is started in younger grades that it is continued throughout the students education in order to ensure their overall interests in these specific fields.

Sanders, M. (2009). Stem, stem education, stemmania. The Technology Teacher, Retrieved from http://esdstem.pbworks.com/f/TTT+STEM+Article_1.pdf

Reflection: 

      Initially coming into this course, I did not know what a STEM program was, so I truly enjoyed reading the background information on this type of educational program. I have not heard anything about this program in terms of implementation in my school, but I do think that it would be a great way to get our students ready for their future. This article mentioned that students, even in elementary school, loose interest in subjects like Math and Science, but from what I experienced this year in my third grade classroom, my students loved both of these subjects. Therefore, if we were able to further their interests by incorporating technology in to the curriculum, then students will be more motivated to continue their education in these content areas. However, I don't think that an integrated STEM program is the only thing that is going to motivate our students. If we build of any our lessons off of the students interests, then the students are bound to become interested in the content they are learning. This also goes back to a constructivist or inquiry based classroom- as long as students are fully engaged in their learning then they will become more and more interested in the content. Just as in the STEM education program, we need to be giving students real-world problems so that they can experience real-world content application. 

ECE 7706 Module 5: Assignments

Project Based Learning

S3L2. Students will recognize the effects of pollution and humans on the environment.
       a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
       b. Identify ways to protect the environment.
           • Conservation of resources
           • Recycling of materials

Problem: 
      I have been informed by a few different types of animals that their watery-environment is getting extremely hard to live in due to the overwhelming amount of water pollution. These animals live in rivers/streams, oceans and lakes. This is where you come in! I need your help to determine the source of the pollution in one of the aquatic environments. You are going to choose an animal that would live in one of these environments and research from that animal's point of view how the water is being polluted and what can be done to stop it.

Authentic Assessment
     
      Students will use the internet and any other forms of research they find viable in order to gather information regarding the source of water pollution and determine real-world solutions to the pollution. Once the students have chosen a specific animal with a specific aquatic environment being polluted, they will create a visually appealing, well organized project using whatever means they find appropriate such as (but not limited to) a PowerPoint, Prezi, Glogster,  or even create a video presentation.

	4	3	2	1
Resource Use	Research resources were used responsibly with ease.	Research resources were used responsibly, but with some assistance.	Research resources were used semi-responsibly with frequent assistance.	Research resources were not used responsibly, and needed continuous supervision.
Project Creativity/ Visual Appeal	Unique, organized, and  contains enticing colors/graphics	Organized and contains a few enticing colors/graphics	Somewhat organized, and contains colors/graphics	Lack of an organizational structure and colors/graphics
Quality of Information	Information has a clear focus with plenty of supporting details.	Information has a clear focus with few supporting details.	Information has a clear focus with little or no supporting details.	Information has no clear focus and little or no supporting details.
Mechanics	No misspellings, punctuation or grammatical errors.	Three or fewer misspellings, punctuation and/or mechanical errors.	Four misspellings, punctuation and/or grammatical errors.	More than 4 errors in spelling, punctuation or grammar.