What is Teaching and Learning?
As we talked about teaching and learning in class, we compiled various definitions for each concept. To answer the question, "What is teaching?", our class said it could be instilling knowledge to others, planning lessons that will engage students to learn about a specific topic, conveying knowledge so that students can understand, and encouraging thought provoking thoughts. Each of these definitions is definitely part of the overall concept of teaching. Although, I believe compiling an accurate definition of teaching would require more than a few sentences.
As an Elementary Education student, I believe that all of my classes help to build my teaching skills. Each new class will likely bring something new to my individual definition of teaching. This definition will continue to grow even after I graduate from school because my strategies will evolve through experience. I hope to convey knowledge to my students, but this is not the only factor of teaching. I would include the topic of teaching to a diverse group of children into my definition for "What is teaching?". As I have learned in my Human Relations class, planning for diversity in each classroom is incredibly important because children will likely have differing gender, race, ethnicity, socioeconomic status, or disability status. Teaching to a diverse group, and keeping each students interests in mind can be incredibly difficult. Our class definition should thus also include appealing to a wide variety of children.
Our class definition for "What is learning", included definitions such as acquiring knowledge, gaining a new perspective, and coming to understand something you did not understand before. Of course these are all parts of learning, but I would also choose to address how students will be learning. Children learn in various different ways, which is why it is essential for teachers to vary their teaching styles on a day-to-day basis. The class definition for learning may have included absorbing knowledge by using all five senses.
Monday, April 2, 2012
Faces of Constructivism Reflection
I found the article "Faces of Constructivism" by Laura Henriques incredibly interesting. I had previously learned the general concept of constructivism but was not aware that there are four different types of constructivism. As I was reading about the Information Processing, Interactive-Constructivist, Social Constructivist, and Radical Constructivist approaches to constructivism, I was reminded of two distinctive styles of teaching. There are two styles of teaching, direct and indirect. Direct teaching, also called teacher-centered, is a structured process where the teacher presents information to the students to direct their learning. Indirect teaching or student-centered relies heavily on the student to work on their thinking skills. The teacher plays less of a role in this style of teaching as they guide their students to develop their skills.
Teachers who have extensive knowledge of their subject matter will more easily be able to use both direct and indirect thinking. Young teachers typically concentrate more on how they are teaching rather than how their students are learning. This leads them to teach-to-the-test and often skills such as learning morals and values are lost. Experienced teachers develop a better understanding of pedagogical knowledge, or what happens when the teacher starts teaching.
As I began to read about the four approaches to constructivism learning, I became aware that they can be separated into groups based on direct or indirect teaching. Information Processing could be placed in the direct teaching group because a child's learning in this approach is centered on the teacher. The main goal of information processing is for children to learn facts pertaining to certain subject matters and be able to apply them to similar situations in the real world. Interactive-Constructivism on the other hand, could be placed in the indirect teaching group because it relies heavily on the role of students in their learning. The teacher remains an integral part of the classroom but they take on the role of facilitator and allow their students ideas and thoughts to be the main concern. Our Applications to Biological Sciences class would fit into the Interactive-Constructivism group because we have a teacher who facilitates class discussion while also allowing the students to develop their own understanding of the material. Social Constructivism and Radical Constructivism would also fit into the indirect teaching group because they are student-centered through interaction with society and creating personal knowledge through experience.
Teachers who have extensive knowledge of their subject matter will more easily be able to use both direct and indirect thinking. Young teachers typically concentrate more on how they are teaching rather than how their students are learning. This leads them to teach-to-the-test and often skills such as learning morals and values are lost. Experienced teachers develop a better understanding of pedagogical knowledge, or what happens when the teacher starts teaching.
As I began to read about the four approaches to constructivism learning, I became aware that they can be separated into groups based on direct or indirect teaching. Information Processing could be placed in the direct teaching group because a child's learning in this approach is centered on the teacher. The main goal of information processing is for children to learn facts pertaining to certain subject matters and be able to apply them to similar situations in the real world. Interactive-Constructivism on the other hand, could be placed in the indirect teaching group because it relies heavily on the role of students in their learning. The teacher remains an integral part of the classroom but they take on the role of facilitator and allow their students ideas and thoughts to be the main concern. Our Applications to Biological Sciences class would fit into the Interactive-Constructivism group because we have a teacher who facilitates class discussion while also allowing the students to develop their own understanding of the material. Social Constructivism and Radical Constructivism would also fit into the indirect teaching group because they are student-centered through interaction with society and creating personal knowledge through experience.
Monday, March 19, 2012
Benefits of Using Models
What are some of the benefits of using science models to support student learning?
Using models is an essential part of using Model-Based Inquiry in the classroom. The Model-Based Inquiry model has three parts including inquiry, models, and what roles these models play in inquiry. Using science models is beneficial in a classroom because they can serve as a representation for the material you are teaching. Models may also be imperative in helping the teacher to explain a difficult concept.
For example, if a teacher were teaching a lesson on weather, they could lecture all they wanted and the students may still not understand exactly what certain weather patterns look like or be able to mentally visualize the difference in weather between different areas. The teacher may then choose to introduce a weather map, or model, to the class to help them differentiate rainfall levels between different areas of the world. The teacher could also choose to use scale models, pedagogical analogical models, iconic and symbolic models, mathematical models, map, diagrams, tables, or simulations.
Using models to support students learning allows children not only to learn orally but visually also. Since children learn in various different ways, teaching in different forms is essential to reach each and every child. Models also allow students interactive engagement into a specific subject. If the students are given the chance to explore a topic on their own through analysis of a model, they will likely understand the material better.
Using models is an essential part of using Model-Based Inquiry in the classroom. The Model-Based Inquiry model has three parts including inquiry, models, and what roles these models play in inquiry. Using science models is beneficial in a classroom because they can serve as a representation for the material you are teaching. Models may also be imperative in helping the teacher to explain a difficult concept.
For example, if a teacher were teaching a lesson on weather, they could lecture all they wanted and the students may still not understand exactly what certain weather patterns look like or be able to mentally visualize the difference in weather between different areas. The teacher may then choose to introduce a weather map, or model, to the class to help them differentiate rainfall levels between different areas of the world. The teacher could also choose to use scale models, pedagogical analogical models, iconic and symbolic models, mathematical models, map, diagrams, tables, or simulations.
Using models to support students learning allows children not only to learn orally but visually also. Since children learn in various different ways, teaching in different forms is essential to reach each and every child. Models also allow students interactive engagement into a specific subject. If the students are given the chance to explore a topic on their own through analysis of a model, they will likely understand the material better.
Monday, March 5, 2012
Reflection Questions
1) Describe what is meant by "Energy Flows, Nutrients Cycle". Be specific in terms of ecosystems and explicitly explaining why they are different.
Energy flow is essential for the survival of an ecosystem. Energy flow through an ecosystem begins with the sun. The sun is responsible for photosynthesis, a chemical process that uses carbon dioxide and water from plants to produce glucose and oxygen. Glucose is an imperative source of Energy for both flora and fauna in a specific ecosystem. The producers in an ecosystem are those who can create their own energy through glucose production. These producers will use up some of the energy they have created through photosynthesis but also share with consumers, who are not able to make their own glucose. Some of this energy may also be released into the atmosphere to create heat.
There are several orders of consumers in a typical ecosystem. First order consumers, also known as primary consumers, are plant-eaters. These herbivores, such as giraffes or horses, survive off the producers. A secondary order consumer feeds off of other consumers for energy! These animals may be carnivores or herbivores and include animals such as a lion or tiger. Finally, tertiary consumers eat consumers that have already eaten a consumer! For example, a hawk may choose to eat an owl that had previously eaten a bird! Omnivores are special types of animals that choose to eat both plants and animals. These orders of consumers show how energy flows from the sun, to the plants, and on to various animals in an ecosystem.
An energy pyramid is another way of showing
how energy flows throughout an ecosystem. This diagram shows how the amount of
energy a consumer has decreases when traveling down the food chain. As shown
from the shape of the pyramid, it takes a large amount of producers to make
enough energy to supply the primary, secondary, and tertiary consumers with
energy!
The Nutrient Cycle is also extremely important for the
upkeep of an ecosystem. Just as humans require nutrients such as vitamins,
minerals, air, and water, plants and animals require them as well. Decomposition
of dead matter and waste materials occurring in the soil combine with water and
can be taken up through the roots of plants (or producers). Animals can then
eat the plants, or eat other animals that have eaten plants, and receive the
nutrients they need! Nutrients are returned back to the soil when these animals
die and once again produce matter for the decomposers to cycle back through!
These cycles are different because
one, the energy flow, shows how energy makes its way throughout an ecosystem.
While the nutrient cycle shows how nutrients make their way through the cycle.
An ecosystem requires both of these cycles for its plants and animals to
function properly!
2) What are the similarities and differences between the presented ecosystems? Please don't simply look at the surface level similarities and differences. This question isn't about "there are monkeys here and bears here" unless you can explain why that matters.
3) How do the presentations speak to the Big Idea? How do they help us further understand the Big Idea?
4) What were the strengths of this approach to Ecosystems from a teacher's perspective? From a student's perspective?
5) What were the weaknesses of this approach to Ecosystems from a teacher's perspective? From a student's perspective?
6) What changes do you think would improve this unit?
Energy flow is essential for the survival of an ecosystem. Energy flow through an ecosystem begins with the sun. The sun is responsible for photosynthesis, a chemical process that uses carbon dioxide and water from plants to produce glucose and oxygen. Glucose is an imperative source of Energy for both flora and fauna in a specific ecosystem. The producers in an ecosystem are those who can create their own energy through glucose production. These producers will use up some of the energy they have created through photosynthesis but also share with consumers, who are not able to make their own glucose. Some of this energy may also be released into the atmosphere to create heat.
There are several orders of consumers in a typical ecosystem. First order consumers, also known as primary consumers, are plant-eaters. These herbivores, such as giraffes or horses, survive off the producers. A secondary order consumer feeds off of other consumers for energy! These animals may be carnivores or herbivores and include animals such as a lion or tiger. Finally, tertiary consumers eat consumers that have already eaten a consumer! For example, a hawk may choose to eat an owl that had previously eaten a bird! Omnivores are special types of animals that choose to eat both plants and animals. These orders of consumers show how energy flows from the sun, to the plants, and on to various animals in an ecosystem.
 |
| Energy Pyramid |
2) What are the similarities and differences between the presented ecosystems? Please don't simply look at the surface level similarities and differences. This question isn't about "there are monkeys here and bears here" unless you can explain why that matters.
There
are various similarities and differences between the ecosystems that were
presented in class. As stated in the previous question, energy and nutrient
cycles are present in every ecosystem. Though, available nutrients are likely
different from ecosystem to ecosystem. For example, available nutrients are
likely different when it comes to Arctic and Mountain areas because of location
and temperature.
To
be specific, the locations of ecosystems such as mountains, rainforests, arctic
areas, and mangroves are all different. Since these locations all correspond to
an average temperature, only specific flora and fauna can live in these areas.
This is significant because the plants in one ecosystem are designed to produce
specific nutrients that animals in that ecosystem require. If the animals of an
Arctic region were switched with that of a Mangrove, the animals would likely
not have specific necessities they require for life.
3) How do the presentations speak to the Big Idea? How do they help us further understand the Big Idea?
Our class ecosystem presentations each spoke
of our big idea that organisms interact with each other and their environment. Many
groups presented this material by showing the class various flora and fauna in
their specific area and mapping out relationships between them. Groups spoke of
whether interactions were mutual, harmful, or beneficial and why this was. The
ecosystem presentations helped me to further understand the big idea as I now
understand that this concept can be related to all types of ecosystems.
4) What were the strengths of this approach to Ecosystems from a teacher's perspective? From a student's perspective?
The main strength of this approach to
ecosystems from a teacher’s perspective is that it gives the teacher the chance
to lay out all of the important information for each ecosystem. By using a
lecture form, this teacher-centered method of delivering material allows the
teacher to share their content knowledge on the material.
From a student’s perspective, this approach
to Ecosystem’s allows the students to learn both visually and orally. A student
would be able to view the slides on a PowerPoint presentation as well as listen
to the teacher describe out loud each ecosystem.
From
a teacher’s perspective, this approach to presenting ecosystems only allows the
teacher to offer up the material in one way. By using different teaching
methods, this would give the teacher the opportunity to become learned in other
ways of teaching.
Students
would be better served if there was a specialized activity to go along with
each ecosystems lecture. While a few groups did their best to involve the class
in their presentation, some did not. The presentations without class
involvement became monotonous and difficult to listen to after a while.
6) What changes do you think would improve this unit?
Changes could be made to the weaknesses
indicated above. Each group could possibly present their lecture and then add a
class activity along with it. This would give the class more interaction into
each lesson and probably improve their memory of the material. Also, allowing
more class time to work on this project would be incredibly helpful!
Monday, February 27, 2012
How have your views on writing questions changed?
After our class discussion, my views on writing adequate questions has changed. I have realized that questions need to be incredibly clear so that students know what is expected of them. If a question is too broad such as "What is an ecosystem?" the student may not know where to start when writing their answer. Had this been a question for an essay project and the parameters allowed the students to turn in a three or four page paper on this topic, this would have allowed the students enough writing space. Though, for a short response question, students would not know what topics within an ecosystem to touch on. To make this question adequate for a short answer question I would narrow down the question. Asking, "What kind of animals are in this ecosystem?" or even "What are some of the different factors that make up an ecosystem?", would be more applicable to a short answer question.
We also discovered within our group that sometimes diction can make all the difference between a good and bad question. Some of the questions we analyzed as a group had good intentions but were not quite up to par. Adding a few words for clarification or changing a couple words, morphed a so-so question in a a great question.
After our class discussion, my views on writing adequate questions has changed. I have realized that questions need to be incredibly clear so that students know what is expected of them. If a question is too broad such as "What is an ecosystem?" the student may not know where to start when writing their answer. Had this been a question for an essay project and the parameters allowed the students to turn in a three or four page paper on this topic, this would have allowed the students enough writing space. Though, for a short response question, students would not know what topics within an ecosystem to touch on. To make this question adequate for a short answer question I would narrow down the question. Asking, "What kind of animals are in this ecosystem?" or even "What are some of the different factors that make up an ecosystem?", would be more applicable to a short answer question.
We also discovered within our group that sometimes diction can make all the difference between a good and bad question. Some of the questions we analyzed as a group had good intentions but were not quite up to par. Adding a few words for clarification or changing a couple words, morphed a so-so question in a a great question.
Monday, February 20, 2012
The Lion King and the Big Idea
How does Lion King ecology inform our Big Idea?
Our big idea for the purpose of Applications of Biological Science is that organisms interact with each other and their environment. This big idea relates to the Lion King Disney movie because it exemplifies how organisms interact with one another. The lions in the movie interact with their environment for survival. They have to find and kill their food in order to live, whether that be other animals or bugs. Also, they rely on rivers and streams as their water source. Pride Rock is their environmentally made home and source of shelter. The younger lions knew that there were parts of the environment they were not allowed to visit because of the harmful interactions they would have to endure in this area with the hyenas.
The lions live together in a community and participate in beneficial interactions between one another. Since lions are at the top of the food chain, they had no problem finding food to eat. This represents a harmful interaction for the lions prey. Once Scar and the hyenas took over as the leader at Pride Rock, the social interactions between the animals changed. The hyenas, who were used to being inferior to the lions, were now on top and could boss around the lions as they pleased. Although, this does not truly put them on top of the food chain because a lion could still easily kill a hyena.
How have your ideas changed (if they have) as a result?
Watching the Lion King informed me of various different interactions between organisms and their environments. I still believe that this main idea is extremely important to teaching, but it has also showed me that how I choose to teach will greatly affect my students. If I teach by Mufasa's values of leadership I will be fair to all of my students and not be a dictator in the classroom. Though, if I chose to teach like Scar I would frighten the children into following my rules or else they will be punished. My personality and goals will help to shape the rest of my class.
Our big idea for the purpose of Applications of Biological Science is that organisms interact with each other and their environment. This big idea relates to the Lion King Disney movie because it exemplifies how organisms interact with one another. The lions in the movie interact with their environment for survival. They have to find and kill their food in order to live, whether that be other animals or bugs. Also, they rely on rivers and streams as their water source. Pride Rock is their environmentally made home and source of shelter. The younger lions knew that there were parts of the environment they were not allowed to visit because of the harmful interactions they would have to endure in this area with the hyenas.
The lions live together in a community and participate in beneficial interactions between one another. Since lions are at the top of the food chain, they had no problem finding food to eat. This represents a harmful interaction for the lions prey. Once Scar and the hyenas took over as the leader at Pride Rock, the social interactions between the animals changed. The hyenas, who were used to being inferior to the lions, were now on top and could boss around the lions as they pleased. Although, this does not truly put them on top of the food chain because a lion could still easily kill a hyena.
How have your ideas changed (if they have) as a result?
Watching the Lion King informed me of various different interactions between organisms and their environments. I still believe that this main idea is extremely important to teaching, but it has also showed me that how I choose to teach will greatly affect my students. If I teach by Mufasa's values of leadership I will be fair to all of my students and not be a dictator in the classroom. Though, if I chose to teach like Scar I would frighten the children into following my rules or else they will be punished. My personality and goals will help to shape the rest of my class.
Monday, February 13, 2012
Teaching and Learning
How do you view teaching and learning?
The ultimate goal of teachers nationally is to pass as much knowledge on to their students as possible. Thereby, leaving them enlightened and inspired toward their own educational journeys. A dedicated personal philosophy of teaching is essential to guide young minds to a state of higher learning. When I become a teacher, I plan to incorporate numerous techniques into my repertoire which will allow my students to gain expertise in the subjects I have the passion to teach. To be specific, my teaching strategies will include applying constructivist teaching procedures to inspire active learners.
Constructivism is a common psychological term explaining that in order to attain educational growth, students themselves must delve into topics and build their own knowledge base by being active learners. I will provide the raw materials for students to actively engage in their education by using interactive teaching strategies. Specifically for teachers, Social Constructivism is the key to learning because it presents social interaction as a necessity for educational growth. In my future classes I hope to interact physically and intellectually with my students.
How do you view big ideas as related to teaching and learning?
Using big ideas is essential to teaching. This gives teachers a broad starting out point from which they can work off of. A teacher may start a lesson off by stating "All life has a common ancestor", and then create the days lesson off of this idea. Without a main idea, students will have a much harder time trying to understand why they are learning specific material.
The big idea that we considered in class was that organisms interact with each other and the environment. This particular big idea is related to teaching because each teacher must have individual relationships with each student in order to be effective. Also, students should be interacting with one another to develop social skills and learn from each other.
The ultimate goal of teachers nationally is to pass as much knowledge on to their students as possible. Thereby, leaving them enlightened and inspired toward their own educational journeys. A dedicated personal philosophy of teaching is essential to guide young minds to a state of higher learning. When I become a teacher, I plan to incorporate numerous techniques into my repertoire which will allow my students to gain expertise in the subjects I have the passion to teach. To be specific, my teaching strategies will include applying constructivist teaching procedures to inspire active learners.
Constructivism is a common psychological term explaining that in order to attain educational growth, students themselves must delve into topics and build their own knowledge base by being active learners. I will provide the raw materials for students to actively engage in their education by using interactive teaching strategies. Specifically for teachers, Social Constructivism is the key to learning because it presents social interaction as a necessity for educational growth. In my future classes I hope to interact physically and intellectually with my students.
How do you view big ideas as related to teaching and learning?
Using big ideas is essential to teaching. This gives teachers a broad starting out point from which they can work off of. A teacher may start a lesson off by stating "All life has a common ancestor", and then create the days lesson off of this idea. Without a main idea, students will have a much harder time trying to understand why they are learning specific material.
The big idea that we considered in class was that organisms interact with each other and the environment. This particular big idea is related to teaching because each teacher must have individual relationships with each student in order to be effective. Also, students should be interacting with one another to develop social skills and learn from each other.
Sunday, February 5, 2012
Data vs. Evidence
Teaching a Lesson Without Language-No Way
After participating in last classes conversation on language, I view language as all forms of communication. There would be no way to teach a lesson without language. In my mind, language encompasses sign language, oral language, and thinking. Even thinking about what you are about to say uses language because without it, what would we think? In class we discussed whether a simple expo marker was language and most of the class decided that it was. Since we all thought "pen" in our minds when we looked at it, we used language to identify it as such.
Data vs. Evidence
Our class came across the discussion of whether information was data or evidence when completing the Mr. Xavier activity. The story of Mr. Xavier's unfortunate death (possibly a lion?) had many examples of both data and evidence. From class discussion, we deduced that data is factual information that can be qualitative or quantitative and supports evidence. Evidence is relevant, observable data that is constructed to fit a theory and used to make inferences.
It was difficult at first to try to pick which statements were data or evidence, but after using our constructed definitions it became easier.
After participating in last classes conversation on language, I view language as all forms of communication. There would be no way to teach a lesson without language. In my mind, language encompasses sign language, oral language, and thinking. Even thinking about what you are about to say uses language because without it, what would we think? In class we discussed whether a simple expo marker was language and most of the class decided that it was. Since we all thought "pen" in our minds when we looked at it, we used language to identify it as such.
Data vs. Evidence
Our class came across the discussion of whether information was data or evidence when completing the Mr. Xavier activity. The story of Mr. Xavier's unfortunate death (possibly a lion?) had many examples of both data and evidence. From class discussion, we deduced that data is factual information that can be qualitative or quantitative and supports evidence. Evidence is relevant, observable data that is constructed to fit a theory and used to make inferences.
It was difficult at first to try to pick which statements were data or evidence, but after using our constructed definitions it became easier.
Sunday, January 29, 2012
What is Science?
What is Science?
Science is making a hypothesis and testing your ideas to design a scientific theory. Any hypothesis you create needs to have steps and procedures that others can repeat. If an experiment is only completed one time, it is not clear whether the same results will occur when the experiment is done again. When a hypothesis has been tested over and over with the same results, it may become a theory. Whether a hypothesis becomes a theory is under the discretion of a group of scientific people believing it is truth. Though a scientific hypothesis can never become fact because there are too many variables.
When related to the Mystery Tubes activity we did in class, our group also had to come up with a hypothesis. We did this by first playing with the mystery tube and determining what should move with each string pull. We then designed the string pattern for the inside of the mystery tube. Once the entire class decided on one model, it essentially became our class theory. Though again, this can never become fact because we had no absolute way to know how the strings were designed within the tube.
What is the role of language in science?
Language is incredibly important in the world of science for many different reasons. Since a theory is created from the compilation of varying scientists experiments, there needs to be a way for scientists to view the results from prior experiments. Language is essential in this case, because without it there would be no way to divulge exactly what steps and results another scientist had. Language is needed for communication between scientists.
Language in science is a lot different than casual language. When writing a scientific paper, it is more likely to be factual and direct than with an average english paper. Scientific language has to be extremely precise for people to repeat experiments and understand journals. Specific words can be essential to language definitions in science. In class we discussed how if the word "Semipermeable" is left out of the definition for Osmosis, it changes the meaning of the definition.
Science is making a hypothesis and testing your ideas to design a scientific theory. Any hypothesis you create needs to have steps and procedures that others can repeat. If an experiment is only completed one time, it is not clear whether the same results will occur when the experiment is done again. When a hypothesis has been tested over and over with the same results, it may become a theory. Whether a hypothesis becomes a theory is under the discretion of a group of scientific people believing it is truth. Though a scientific hypothesis can never become fact because there are too many variables.
When related to the Mystery Tubes activity we did in class, our group also had to come up with a hypothesis. We did this by first playing with the mystery tube and determining what should move with each string pull. We then designed the string pattern for the inside of the mystery tube. Once the entire class decided on one model, it essentially became our class theory. Though again, this can never become fact because we had no absolute way to know how the strings were designed within the tube.
What is the role of language in science?
Language is incredibly important in the world of science for many different reasons. Since a theory is created from the compilation of varying scientists experiments, there needs to be a way for scientists to view the results from prior experiments. Language is essential in this case, because without it there would be no way to divulge exactly what steps and results another scientist had. Language is needed for communication between scientists.
Language in science is a lot different than casual language. When writing a scientific paper, it is more likely to be factual and direct than with an average english paper. Scientific language has to be extremely precise for people to repeat experiments and understand journals. Specific words can be essential to language definitions in science. In class we discussed how if the word "Semipermeable" is left out of the definition for Osmosis, it changes the meaning of the definition.
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