Many times, if not all times, teachers relate 'testing hypotheses'to science classes only. Honestly, I never thought to have this approach to other classes as well. I like this idea. I feel it would start as a great conversation piece. If I ask students what they think about the subject or idea being discussed, before I even teach, I am opening their brains to have them use their prior knowledge to make an educated guess.
The two tasks I wish to focus on are:
"5. Experimental inquiry often happens naturally when students observe a phenomenon, make an informed hypothesis about why or how that event hapeened, and set up an experiment to test their prediction.
6. Finally, when students are involved in decision making, they define criteria and apply weight to the various criteria to decide which choice makes the most sense" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Also, I feel these relate most to our other findings this week:
-Construcionist: I can relate the tasks by giving hands-on learning assignments and activities. By having the students give predictions, once the assignment is complete, they can view their results and then figure out what happened. By giving them the freedom to experiment for themselves, I feel they would learn more compared to me giving them clear-cut directions. By assigning group projects, they also have the opportunity to learn from each other and share ideas for the best possible solution.
-Project-Based learning: Next year I plan to incorporate more technology assignments. By doing this, I will give my students the opportunity to take their information and design it in a way that it makes sense to them. Especially in my class, we do a lot of dissection labs, but sometimes I feel that is not enough. I want my students to be able to take their notes and put them in action! Any other ideas for how my students can put their notes in action (so I know they understand the content)? I feel they would learn more throught project-based learning. Edutopia had a great video on this! I wish I could have learned that way, or had a teacher that taught that way... does anyone agree?
http://pblchecklist.4teachers.org/ Here is a checklist for project-based learning... it was pretty neat!
Reference:
Pitler, P., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Virginia: ASCD.
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I definitely agree that the project-based learning is a great way to teach. I really like your idea to let them try to figure out what is going to happen, instead of just telling them. I think that will encourage more active involvement in the lab.
ReplyDeleteMaybe, you can have them take their notes from the dissections and research some aspect of that particular lab and then have them do some sort of extension project on the information. That way, their notes become a basis for some new information that will help them connect it all. Also, it will give them an opportunity to explore something that may have sparked their interest in class.
That is a great idea! Many times I feel the students really do not get a lot out of the labs, because I feel it is rushed and we basically dissect it, answer some questions, and that is it. Maybe next year we can do more with the research either before or after the dissection... even if it is just to find some facts or hypothesize a 'what if' question after finding some facts!
ReplyDeleteThanks for the help!
Mrs. Woodworth had a great idea. I think taking the dissections a little bit further would be good by doing an extention project. I do know, though, how stressful it can be trying to cover all of the content. I am not sure if this would work or not, but maybe for one of the dissections, each group of students or each student becomes responsible for a different part of it and then they come back together and share what they found with the whole group by creating a technology based project. I think it is always helpful when students learn from each other. I use jigsawing in my classroom with certain chapters of a text and it works really well to have the students share what they found, so they do not have to do the whole thing. That would definately show if they understand the concepts, by being able to teach and show the class what they found using a completed project. Hope this helps!
ReplyDeleteElizabeth
Hello Leah.
ReplyDeleteAs a science teacher myself, I feel that choosing to get my masters in Ed. Technology was the best choice I could have made. I never realized how many resources were available to us and most are fairly easy to use! There is no doubt in my mind that the hands-on learning approach gives the students memories that they are less likely to forget. I've been trying to use as much technology as I can this year but next year I plan to implement a tech. portfolio that the students can use to reflect and gauge their own learning. On your thought on group projects, I always find it really ties in the lesson when all the various groups present their findings and collectively discuss their conclusions. Many times the students are surprised by how much they learn from their fellow classmates.
-Mike