Effecting Change at School and District Levels

It can be a challenge to effect change at school and district levels when other colleagues are stuck in a holding pattern in their teaching practices.  Some teachers are not willing to try new innovative techniques in their instructional planning.  Others are not aware of the resources available.  While other teachers just refuse to conform.  Although, change is inevitable some people do not accept change easily.  Often new teachers with new ideas and enthusiastic attitudes are met with disdain.  Some school and district cultures do not leave room for teachers to make the significant changes that are necessary to improve the science program as a whole.  In these situations, teachers must make changes in their classroom that will meet the needs of all learners.    

The change I wish to see take place to improve the science program at my school and district starts with me.  I can do my part to blend new strategies into my teaching practices.  I can also integrate technology into my lessons to engage students and give them practice at using technology in a manner that will benefit them in school and later in their careers.  Students reap the benefits of performing tasks similar to those of scientist when they participate in hands-on, minds-on labs. 

Experiencing authentic science can spark an interest in science that will lead students to pursue an education and career in the STEM field.  Creating lessons with relevance to students by including real world scenarios can play a major part in increasing participation.  Providing opportunities for my students to enhance their critical thinking and problem solving skills through inquiry-based learning is a way for my students to experience high quality science instruction.  To ensure that other students in my school and district experience high quality science instruction, I collaborate with colleagues.   

When I encounter new resources, ideas, websites, lessons, or professional articles through Walden, I am generous in passing this information along to colleagues.  I have not had the privilege of effecting change on a district level.  As I continue to network, I hope to make a connection with individuals on that level who are willing to listen to ideas and suggestions about improving the science program.  One way to get my feet wet is to get involved in the politics of education.  When I use the word politics, it makes me apprehensive about venturing into such treacherous waters.  They are tricky waters to navigate.  However, it is probably a good idea to start attending more meetings held by the school board and other professional organizations in order to share my vision for the science program in my school and district.    

Keeping Up With Global Competition

  In his article, “What’s Our Sputnik?”  Friedman urges the United States (US) to remove our presence from the Middle East, reduce our dependence on oil, and reduce foreign aid to the Middle East (Friedman, 2010).  He suggests the US should place their focus on a national project that will improve America.  I agree that the war on terror has not “revived our education, infrastructure, and science” like the launching of Sputnik in 1957 (Friedman, 2010).  It is possible that we need to shift money away from the Middle East to science education.  The money we have invested in the Middle East to combat the war on ignorance, science education must evolve.  The US must invest in science, technology, engineering, and mathematics (STEM) education.  Other countries are on the heels of the US in a race to be an economic super power.  For the US to sustain its competitive edge in the future, once again the US must put education in the forefront of the plan to move forward.

Presently, on a local, state, and national level the US is making an effort to promote STEM.  The funding is not where it should be to spearhead a campaign of this magnitude.  There is a ever present voice chanting promote STEM education, but in the background is the contradictory whisper of lay-offs, cutbacks, furloughs, downsizing, school closings, larger class sizes, fewer teacher, and budget cuts.  Furthermore, not all teachers are on board or aware of the new approach to teaching science.  Inquiry-based learning hones problem-solving, critical thinking, communication, and social skills.  These skills will develop students into the productive 21^st century citizens the US needs to advance our country.

Demski (2009) discusses the importance of professionals at NASA capturing the interest of middle school students throughout the US through videoconference to inform them of the many professions that are available at NASA.  Through creative approaches like this one that students realize the many opportunities that are accessible to them.  On a daily basis, students are bombarded with technology.  It is suffice to say that it is through technology that teachers will keep them attentive and alert. 

    I hope it does not take another Sputnik event to ignite a reaction that centers the nation’s attention and commitment on science education.  Honestly, we do not have the time.  We could certainly shift funds from, as well as, our focus from the Middle East.  Sustaining its global competitive advantage means doing what other countries are doing to remain competitive, invest in its talented people, and retain its talented people.        

References

Demski, J. (2009). STEM picks up speed. T.H.E. Journal, 36(1), 22–26.
Retrieved from the Walden University Library using the Education Research Complete database.

Friedman, T. L. (2010, January 17). What’s our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.
Retrieved from the Walden University Library using the ProQuest Central database.

Modeling: Rock Cycle

This week, I implemented an instructional plan that involved using models.  My students modeled the Rock Cycle.  They created cartoon storyboards that detailed the journey of a rock through the rock cycle.  The cartoon storyboard included illustrations.  Students found the lesson engaging.  This model helped the students learn the Rock Cycle process.  The model helped me to determine whether they understood the concept.  Modeling can provide valuable feedback about modifications that need to be made to the lesson.  Some students did not want to add color to their cartoon storyboard.  Why?  I can not explain it.  Some students did not add captions or humor.  However, they identified the three types of rock and captured the cycle correctly.  Next time, I will reiterate the importance of neatness, correct spelling and punctuation in my instructions.  Students should take more pride in their work.  Otherwise, I will use models for future instructional plans.              
            

Fostering Humanitarian Efforts after a Natural Disasters

Throughout the world, people are experiencing natural disasters at various times and locations.  Although these scientific phenomena  may be on the other side of the world, it is affecting other human beings.  As teachers, we focus on developing students who are scientifically-literate.  However, there is a need to cultivate students who are compassionate about fellow inhabitant of the world.  During lessons that investigate scientific concepts related to weather, temperature, and/or climate is an appropriate time to infuse examples of how working together as a community helps to expedite the recovery process.  Incorporating lessons that encourage students to examine recent and past natural disasters can drive home the need for them to get involved in charitable work in their community or abroad.  Exploring natural disasters that have affected their community and global communities provide a broad perspective of how the natural laws of science touch lives near and far.  Perhaps, students have personal stories about natural disaster experiences they would like to share with their classmates. 

Educators can do several things to enhance their students’ cultural awareness, encourage compassion and understanding of the needs of others, and inspire involvement.  For example, use an activity that connects students to community organizations that provide support to victims of natural disasters.  Students can research legitimate organizations like the American Red Cross that provide relief to victims of natural disasters.  Then, students can brainstorm how they can contribute as a school or community to assist victims after a natural disaster such as sponsoring a fundraiser, collecting donated items, or donating time to clean-up/recovery efforts.  In addition, students should research things that can add to the chaos or hinder the progress of the clean-up/recovery efforts.  

  

"Inquiring Minds Want to Know"

Brain Cells 

Fat Cell

Recently, I visited the Ask a Scientist website in search of an answer to one a question.  The question that I posed to the scientists was  “Why do brain cells die and cannot be regenerated and fat cells do not die?”  I was concerned to find out that I could lose brain cells, however; my fat cells are destined to stay with me unless I had them surgically removed.  This is quite disturbing to say the least.  I would prefer retaining my brain cells and losing some fat cells.  As soon as I receive a response from the Ask a Scientist website, I will post it.   

Meanwhile, I am including a website that students may find engaging.  The link is http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html

          

Evaluating Web 2.0 Presentation Tools

Test Drive New Tools That Are Engaging    

Teachers need to stay abreast of the latest presentation tools, so it can be helpful to try them out.  After auditioning a few of them, I found that I was drawn to presentation tools that have tutorials or demos.  Generally, the tutorial will provide vital information about their functionality, ease of use, potential for collaboration and file sharing, and cost of use.  My course project requires me to choose a presentation tool.  If you have grown tired of PowerPoint presentations, there is another tool that will add a fresh touch to your presentations while capturing the attention of your viewers.  This tool is called Prezi. 

Prezi is appealing to me because it provides ease of use.  Therefore, this will lower my anxiety about using it.  I will be able to create a presentation that stands out from the standard PowerPoint presentation.  The content of the Prezi can be arranged to tell a story in the order that I select. Collaboration is possible through publishing the Prezi where others can view, edit, or add it to a blog.  As long as the internet is available, Prezi is accessible.  To cut cost,  presentation can be published publicly.  However, there is a charge involved if a private setting is chosen.  Some users may want to protect the content of their presentation, access support, or acquire additional storage.  I will be using Prezi for my course project presentation. 


The other tool that I toyed around with was Ustream.TV.  It is important for teachers and students to collaborate with their colleagues.  Therefore, this platform fulfills this desire because it provides a video conference venue.  A video can be created that can be shared with others around the globe.  This site offers each user a channel for others to view the video or chat through a URL.  This tool allows students and teachers the option to share resources and experiences about learning.  This is a tool that I see my students using to interact with their peers who are learning the same material in another district, state, or country.  I look forward to introducing it to my students.  For me, this will be a great collaboration tool.                          


References
Prezi.(2012). Step by step tutorial. Retrieved from http://prezi.com/learn/getting-started/
UStream.TV. (2012). Tutorial. Embedding video. Retrieved from http://blip.tv/the-clever-sheep/embedding-video-with-ustream-tv-833613

21st Century Topics and Tools

During my internet search, I discovered a website http://www.strangematterexhibit.com/whatis.html which features materials science and materials scientist.  This website has information about this interesting field for students, parents, and teachers.  Material scientists give insight into their world of science.  This interactive website offers visitors a wide array of games, activities, experiments, and videos.  This website will allow students to view 21st century skills being used in the workforce.  The terminology in this website will afford them the chance to enhance their scientific literacy.  This website can be used in a lesson to connect students to authentic science experiences.  The only challenge that comes to mind is access to laptops.  However, if the computer lab is in use, I can schedule the mobile laptops for my class.  

Braincake is another website http://www.braincake.org/default.aspx that I think will make an impression on middle school students.  Especially, girls will find this website appealing.  This website is tailored towards the need to draw more females into the fields of math and science.  This website provides a resource for girls to locate programs that educate and groom them for careers in math and science.   

Another website http://www.learner.org/interactives/parkphysics/ that will capture the attention of middle school  students is Amusement Park Physics.  This interactive website is a great tool to use when teaching physics law.  Students design their own roller coaster which enables them to grasp the physics laws involved in amusement park rides.  This website can be used to engage students in collaborative learning.