Video Assessment Probes

Over the weekend, I came across the YouTube Channel for MAXclassroom, and saw a wonderful way to integrate technology for students in a math class. Immediately I thought that this was something that I could replicate in my science classroom. I am always looking for ways to assess how much my students are learning, and when you are able to combine technology and assessment great things happen! After trial and error, I finally have the final product (see below).

Now how was I able to do this? 1. I chose a video from SchoolTube, but Vimeo, TeacherTube, YouTube, or wherever you can get an embed code will work. 2. I created the assessment through the Forms feature of Google Docs. 3. After saving the form, I opened the spreadsheet, click the form and embed form in webpage options. 4. To have the video and text side by side, use the following code
<table><tr><td>PASTE TEXT HERE</td><td>PASTE VIDEO CODE HERE</td></tr></table>


BUT to have the video and text in a vertical position, just place the codes in the posting window in the order that you want each to appear. Please keep in mind that minor adjustments may need to be made to the width and height depending of your class website or blog. I would love to hear how YOU could use a tool like this in your classroom! Continuing my journey...

A Quality Work Wall

I have been back in the classroom for the last six weeks and it is great to know that I am still fired up about my students' daily experiences. This year I have tried a few new twists to each lesson. If you walked into my room, you would find all the characteristics of a standards-based classroom. However, just making sure that my class has all these characteristics isn't enough. It is one thing for me to understand what a standards-based classroom is, but what about my students. Shouldn't we expect our kids to know what it is too? Too often we throw out new buzz words and never really consider keeping our kids in the loop. I mean, do your students really know what the NCLB Act means for them? After spending the last couple of days grading assignments from Choice Boards and Learning Contracts, one thing was definitely consistent. I made a mistake! I assumed that my clearly written directions would provide students with what they needed to know in terms of presenting a final piece that was filled with effort and high quality. I was wrong. My expectations were not clear for them. Of course, I can sit here and say that they should know what quality work is because they had to turn in writing assignments, artwork, and other products in other classes before. However, something that might have been acceptable for 7th grade may not be considered acceptable in 8th grade in terms of quality. My students could have just thought that since work was turned in one way in another class, it would be acceptable in mine. While this could lead into a new blog on teachers' perspectives on quality work, I will leave that for another day. In my reflection over my students' work this week, I have decided that I want to go beyond just showing one student exemplar for a specific task. Instead, I would like to create a QUALITY WORK WALL that show student samples of various types of activities that are done throughout the year in my science class. Students really need to see what it takes to submit different kinds of assignments, but assignments with the same level of effort and quality. Now, just posting work on the board will not do, nor will posting work with direct feedback be as effective. I want to take things a bit further. I envision a Quality Work Wall that is comprised of quality work that meets/exceed standards, has specific feedback, AND incorporates annotations filled with specific characteristics that must be obvious in student work. I think this will help set the tone for what I expect to see in student work. How will this go over? My hopes is to implement this as soon as we return to school next week and document the changes that I notice in quality and effort down the road. What about you? Are your students clear on your expectations for your class assignments? Do they understand what quality and effort mean for you and what it should mean to them? I encourage you to reassess your student exemplar wall or create one if your room is lacking in one today. ...the journey of a science teacher

Linking Things with ThingLink

Well it has been awhile since my last post, but I am back with a new tool that has great potential in any classroom.  If you haven't heard of ThingLink before that be prepared to read about what is has to offer your class!  Initially, when I started sharing photos with my parents I would upload pictures and then write a huge blurb to go along with each one.  With ThingLink all I need to do is upload a picture file and click anywhere on the picture to add text, links, audio, or video.  In a science classroom, it is always helpful for parents to see what their kids are not just learning, but experiencing in class. @AuntyTech brought ThingLink to my attention and has even created a blog post on how ThingLink can be used in schools. For additional ideas, try this link.

Here an example of how I am using ThingLink


Application in Science
1. Lab Photos - If students miss a lab they can use photos to follow steps .
2. Voicethread? - Well, it might require a few extra steps to be like the real thing, but students could create mini-podcasts and attach these podcasts to a matching picture on a concept.

Is Student Motivation in a Science Classroom Possible?

With each year, I have to really think about how to grabbed student attention and increase motivation levels.  In elementary schools, you have bear or color systems that seem to keep the little ones in line and task completion possible.  Once you enter the world of middle school somehow motivation really changes.  You really can't get your students to enjoy science without finding reasons that make science relevant to them.  I find that as one way to help increase motivation in class, but once we increase motivation how do we sustain it all year long.  Maybe it's time for teachers to share ideas of what works in the science classroom.  So I am going to put down the books and the research articles for now and starting asking my fellow science teachers about what works.

Information in a Cinch

This year, I have a great variety of students and with that comes a variety of learning styles.  When incorporating technology I want to make sure I am not just tailoring technology for my visual and verbal students alone.  I must provide something for my audio learners as well.

Over the summer, I came across Cinch, which is a website where you can record audio and post to share later.  I really like how it allows for individuals (in this case, my students) to follow and reply to podcasts.  I decided that I wanted to upload the widget to my classroom site so that my students could HEAR information.

I already can see that countless ways that Cinch can be used in the classroom:
1. share directions on assignments
2. record lectures
3. share student discussions on a group activity
4. share homework/project information

How can you use Cinch in your classroom?  Well, here's my sample of Cinch.  I hope to let you know how it turns out in my classroom.  Stay tuned...

Breadth vs. Depth

As I look over the last several years of teaching in the classroom, I always wonder if I was able to make a difference in the lives of my students.  Did they take anything from my class?  Had they met or exceeded my expectations?  Were they thoroughly prepared for science in high school?  I consider self-reflection a key characteristic of professional growth.  One thing I find that doesn't help self-reflection for the purposes of perfecting your skill is placing blame on other teachers and grade levels.  This won't be one of those conversations.  Instead, I want to revisit this idea of breadth versus depth in science education and address its impact on our students.

Each year students go over the scientific method.  The idea is that if they memorize the steps that they are sure to remember it for next year, right? WRONG! In fact, taking this approach is quite a disservice to our students.  I understand that there may be times that we are trying to keep up with pacing guides and curriculum maps, but why sacrifice depth for breadth?  The only thing breadth of content is good for is ensuring that students will ask you, "Ms., How does that go again?"  Breadth doesn't support critical thinking and application skills.  

If we want our students to understand the scientific process, we must make the time to go IN DEPTH from the very beginning.  We need to help students analyze each step and apply each step to different situations.  We need to provide our students with more opportunities for discovery and exploration and stop feeding them all the information.  THIS IS A DISSERVICE TO THEM.  I don't have time to point fingers at anyone else to felt breadth was more important the depth, but instead this is a great learning moment for me to capitalize on.  I want my students to delve into the inquiry process and not limit them by a pacing guide that tells me how long I need to address a topic.  A pacing guide doesn't serve learners' needs.  

What do you want your students to leave with when they move on to the next grade level.  For me, I want them to love and understand the scientific process.  For this to happen, I must want them to do more than just memorize steps. 

Back 2 School

While many of you are still enjoying your breaks, some of us have returned to school.  Over this past summer, I have done my research on technology in the science classroom and found so many tools I wanted to use to enhance learning.  You can imagine the frustration that occurred when over 90% of the sites were blocked.  Although disappointed, I realize that this is only a minor obstacle.  It doesn't stop me from using technology, but forces me to be a bit more creative.  Technology doesn't define my classroom and shouldn't yours.  Instead we must look at technology as a vehicle to support learning.  Learning should occur through technology.  I am not sure what obstacles you might find as you integrate technology.  Don't become frustrated or disappointed by what you can't use.  Instead just get more creative!  I want to wish everyone a wonderful year teaching science.  My journey begins here.  As I stated before, the purpose of this blog is to share my experiences teaching middle school science with other educators.  I hope that my experiences this year are an inspiration for you and your classrooms.