Homework due on/before
12:00 PM Monday, August 26
Note:
We collect and review your responses to these
questions as part of your HWK grade; so write what you plan to share
with the expectation that we will collect these items.
Remember, we want to know what you know and think!
- Read the syllabus posted in the Dropbox file under
Course Info. What three (3) questions/comments do you have? Bring to share.
- Look at the outcomes and topics for the course.
What questions/comments do you have? What science question do you have
about any one topic? What are you interested in knowing more about?
Bring to share.
- Read the remainder of the Teaching Science to ELLs chapter; respond to the blog questions - see http://phsc4010fall2013.blogspot.com
- Read
Chapter 2: The Ordered Universe – Trefil and Hazen.
What questions do you have?Bring to share
- Look at the GACE Middle Grades Science Exam online at
http://www.gace.nesinc.com. What surprises you about the type of exam questions? What questions do you have? Bring to share
2 On Tuesday, Aug. 27, come prepared to engage in Engineering Design, so make sure that you complete assignment #3 above.
RAR and VKD
Homework (Brandon Crockett - 8/24/13)
ReplyDelete1. How much of the course material is comprised of concepts from physics? Is there any one component of the course that's more prevalent than all others? What's the one most valuable takeaway from this course?
2. I want to learn more about delivering a learning environment through conversation so that I might encourage otherwise disinterested students to verbally express their thoughts and concerns over the material. Is our main goal to find a common thread among the different branches of science we'll be discussing?
3. Our (Group 3's) question relates to how one goes about breaking the barriers put up by shy students during science talks. Ms. Rizzuto responded to this in her account of how she re-evaluated her science talk participation requirement. What she found was that, while some of her students did not speak up, they were nonetheless fascinated by the ideas and rationalizations of their peers. Apart from shyness, these students were quiet because they were trying to make sense of the science talks in their own minds – their silence was an opportunity to solve problems and connect dots. To force her requirement on them would be to take said opportunity away from them and stifle their enthusiasm. Ms. Rizzuto realized that there was no real pressure to break the barriers of silence, because said silence represented deep thought and a genuine, quiet interest in what her more vocal students had to say.
4. Can't answer - my copy of the book has not arrived yet.
5. I'm unfamiliar with the term "aquifer," which was used in a sample question I saw. I was surprised to see another sample question pertaining to nuclear reactions.
1. A. Will safety goggles be provided or do we need to buy some?
ReplyDeleteB. When will we have "close reading"? Will you let us know ahead of time that we need to do a "close reading" for a certain assignment? Can you show an example?
C. What will the exams consist of? Multiple choice, matching, short answer?
2. How much are we going to expand on chemistry?
I am interest in knowing more about environmental science and geology.
3. Group 1: Our group’s question was: “How do you think “science talk” could benefit a middle school class and why?” Rizzuto discussed how she implemented science talk into her third, fourth, and fifth grade classrooms and what she found was remarkable. Science talk has made her children’s thinking richer and more exciting. The children not only participated in the conversation, they began to direct the flow of the “science talk”, conveying their thoughts and ideas so that the entire class could understand where they were coming from. A middle school class could benefit through these discussions through the words of their peers, resulting in a better scientific understanding. A lot of middle school students have confidence issues and have a hard time speaking up in the classroom. Rizzuto stated that implementing science talk in the classroom could result in an important “equalizer” among the students. Talking about each other’s ideas also provides “equal academic access” to all students. They learn the skills needed to excel in the subject. The students not only learn academically through science talk, but they also learn to listen carefully to one another’s ideas and opinions.
4. The copy of my book has also not arrived yet. Expected to arrive in the next couple days.
5. I was surprised that there were more content questions rather than questions about teaching style. When are we required to take this section of the GACE?
1. Why don't we cover Biology? In the course description, it states that we cover material for grades 6 and 8--what about 7?
ReplyDelete-Explanation of "on-going" major projects?
2. I like the idea of Science talks being utilized in my own classroom.
-How does an educator breakthrough the barriers of physics and chemistry with students who are deficient in math?
-I am interested in learning more about how to teach science effectively.
3. I am in agreement with Brandon (we also happened to be in the same group). I was interested to read that Rizzuto addressed the issue of shy students. I think it is certainly important to note that this teacher opens the door for freedom in learning. She does not facilitate or dictate a certain method for the learning process as the students engage in science talk, but rather allows them to experience for themselves the material in their own way. Even beyond that, she encourages them to learn from one another and to create a scientific mindset for themselves which happens naturally when they are allowed to "think out loud" and process their experiments and observations. For me, this really cleared up the issue of shy children being unengaged or even insecure in their shyness in these moments. Because Rizzuto de-enforced the participation policy, students were able to relax; unhindered by the anxiety of speaking up if they don’t like to, and therefore were able to fully engage in the subject at hand. I really like what Rizzuto said about the science talk circles being a place where students can verbalize, explore, and extend their learning.
4. What is the answer to the question about a rocket's ability to propel itself in space?
5.I was surprised by how many physical science questions there were, which makes it easier to understand why Biology isn't covered in our course, but I am still confused as to why there is so little emphasis on Biology on the GACE.
1. Explain more about "closed reading" and when will it be expected of us? Will we participate in labs experiments with chemicals and such? What is the most important thing we can take from this class and implement in the classroom?
ReplyDelete2. I love the idea of using Science Talk and "thinking through" problems. I think it's important for students to think for themselves instead of always relying on the teacher for answers. I'm excited about chemistry and also learning how to keep students engaged and active with science.
3.My group's question was about the drawbacks that Science Talk may have in the classroom. Specific drawbacks were not directly mentioned but I thought it was important to note how Rizzuto changed certain aspects of Science Talk as she saw fit in her classroom. If she discovered something wasn't working as planned, she changed the rules. An example was her reevaluation of student participation in Science Talk. With constant reevaluation, teachers can overcome drawbacks of Science Talk they may experience. Every classroom is different and without regular evaluation Science Talk could lead to unfocused, off-topic conversations.
4.I have not received my book order yet.
5.The amount of Physical Science and Earth Science questions really surprises me. I thought there would be more chemistry or math related Science questions, but that may be addressed more in high school.
1. A) What is the "Scientist Project Night" listed for December 8th? (We are presenting projects?)
ReplyDeleteB) How often and were will we be having labs?
C) Will our composition books be used for personal study guides or will be (also) collected for a grade?
2. A) Will we as a class be conducting experiments to further our knowledge and responses to the "theme" questions?
B) What exactly will we be covering for the Astronomy section of our syllabus?
C) How will we be tested over these topics? (tests, experiments, presentations...all?)
3.Group 1: "Why and how do you think 'science talk' could help a middle school class?" Rizzuto's discussion and evaluation of her use of science talks in her third, fourth and fifth grade classes precisely answers my discussion group's question. Although her students were a little younger than middle schoolers, I believe that a science talk in a sixth-eighth grade class would get the same reaction. Science talks allow students to explore science at their own pace by listening to what their classmates have observed and concluded and also by sharing what they have learned. By incorporating science talks in a middle school class, students are able to interact freely with topics at hand which in turn make them self-motivated to continue to research and discuss such topics. At any age, this process allows learners to react, discuss, argue (etc.) within their comfort zone. Rizzuto made the best decision by relieving her students of being forced into discussion by allowing them to come into conversation when comfortable. As she mentioned, this made the discussions better and the learning extend farther than she anticipated. Students become more familiar with scientific language which helps them engage in further conversation with one another and leads to more individual discovery inside and outside the classroom. Science talks also allow the teacher to expand horizons as a learner and observer of their class rather than just the explainer and discussion leader. These elements of science talks will greaten the learning experience inside a middle school classroom.
4. Still waiting on book to arrive
5. I did not realize that sections of the test, such as science, could be divided into two tests on the overall exam. However, I think this could work to our advantage by separating the larger topics (earth and life, then physical science).
1. WIll we be involved at all with the Baldwin School's science fair? When are Dr. Deneroff's office hours? What is a closed reading?
ReplyDelete2. I know a lot of this course is discussion based, but I was curious about opportunities we would have to take part in hands on activities. No biology?
3. My groups question dealt with some of the drawbacks a science talk may have in the classroom. After reading the chapter one of the major topics that stands out as a concern to me is class participation. Rizutto began her journey through science talks with a participation rule, where everyone had to share at least one thing with the group, yet she changed this rule when she realized varying degrees of sharing. She felt the abandonment of the participation rule would better help the discussions flow. Though I think that a required participation quota might be a little extreme, it is very important to try to include everyone as equals in the discussion. Though some students are more eager to talk to the group, and share the thing they know, it is just as important to try to actively involve those who are less likely to leave their comfort zone and talk out during class. When the entire class is active during the talks then I feel like more ideas and insights are able to make their way to the table to be explored.
4. Still waiting on the book.
5. I am surprised by the amount of Earth and physical science on the test. Why is there no more of a "balance"?
1. Will we be informed what reading assignments will have “Close Reading, or will it be expected to do “Close Reading” on every reading assignment? Are normal prescription glasses ok to use for safety goggles for labs? Why do students receive a “C” in the class if they earn an 85%?
ReplyDelete2. I am interested in this course because this has class has students look at science in a different perspective (like typical classes that I have taken in the past were lectures then you take an exam). This class seems to look more in depth into the science material. I am interested in learning Environmental Science and Geology because I never took the course. My only question is the following: Will all students be prepared to pass the broad-field science GACE test, even if the student is not concentrated in science?
3. After reading over the rest of the chapter, I started to realize, which Azaria found out also, that the main objective of science talks were to have the students a better developing mind of science. Through the science talks, the students leave the classroom with a different perspective in science. Students are willing to take more risks in asking questions and saying answers in order to understand the material. Students investigate into the material more in depth to depict if it is opinion or fact. Among the science talk among their classmates, the students are willing to listen to the peers and take what they say during the science talks. Even though that science talks develop the students mind for the scientific aspect, I still believe that there are flaws in the accuracy in the teaching method. For example, Emily notices that there is a mathematical relationship between the distance of the light source and the resulting area of a shadow; after she investigates the numbers involved and predicts how the process works, she recognizes the pattern and gets a “handle” on what it meant. However, Emily’s formulas were not correct, and this is where I believe that science talks has flaws because students, like Emily, has some areas in these talks were the formulas or concepts are incorrect. In general, I do believe science talks help develop a student’s mind by investigating the material more in depth and build the confidence in speaking among their peers.
4. My book isn’t arrived in the mail yet!
5. When can we take the GACE for Middle Grades Science? I feel like I would have a difficult time memorizing a lot of the material that was on the GACE preparation documents on the webpage. Lastly, how often does the test material on the GACE change on the test?
Syllabus:
ReplyDelete1. In what format will the test be in?
2. How do you suggest we study for the test?
3. How often will we have labs? Will the labs be like labs in a traditional college science course?
4. My book hasn't come in the mail yet. Am I going to be okay?
5. Can you give a bit more information of the closed readings? I'm not sure I understand what is expected of us.
6. I'm not the most technical person. I have installed the DropBox on my phone and I am able to successfully located the material you have posted, but I have no idea what I am doing outside that. Are we expected to post all of our assignments in the DropBox?
Topics and Outcomes:
1.This is my concentration area, so expect to have more than just an understanding of the material. Although I like science and think that it will be an exciting subject to teach, I have to work very hard to understand the material. I hope to find new and creative ways to teach the material to students who have to extra hard for the good grade.
2. I expect to feel confident in the material by the end of the course to successfully pass the GACE and to teach the material to students.
3.I was awful at Chemistry in high school. How far will we go into the material? Are there any websites that you can recommend for studying?
4. I am very excited to dive into the material and have a great semester!
1. I have a scholarship that pays for my textbooks that come from the bookstore only. Is it possible to have the bookstore order the books(s) we need from this class? Will we do many experiments in this class although a lab is not required for this particular course? Will you give the chapters and/or other information to prepare us for the exams? Will goggles be provided for us if needed? Will we go over using the drop box and blogger in class? I have had a hard time with both of these.
ReplyDelete2. In response to the outcomes and topics, I am excited about the science talks because it makes the class more interesting to see what y peers have to say about certain topics. Will we do science experiments often? Will we have sessions were we discuss information that may be seen on the GACE?
3. In my group with all read the passage individually to see what we would find about Rizzuto’s experience with science talks. We then conversed amongst each other I order to answer the questions provided. From reading the short 4 paragraphs we were all concerned about the drawbacks that may be encountered within science talks. We came up with questions such as: 1. How would students that didn’t interact in science be affected. 2. Do you force those that are timid or shy and/or have no knowledge of the topic to participate? 3. What do you do when false information is being provided? These questions made learning more about Rizzuto’s science talks quite interesting. In less than a minute the questions aroused by my peers, in regards to the concerns on how students who were shy or refused to participate be affected, were answered in the second paragraph under the section, Science Talks as a Teacher. Rizzuto also had concerns about the4 drawbacks of science talks until she concluded that she didn’t have to force student to participate because the topics discussed in class fascinated the students were not speaking in class. The “silent” students were usually captivated as they tried figuring out what there classmates were saying. Either their frustration of being silent or eager to respond to something they disagreed on would cause them to speak up and give their opinions or factual information they may have retained from ther teachers, parents, or whomever. I was at ease when I found out that the concerns I had for “silent” students not interacting would soon become an insight on learning about the great ideas or knowledge they have lingering in their minds waiting to make a breakthrough in class. Rizzuto has really encouraged me to use science talks when I have the opportunity to teach such a spontaneous subjects amongst middle grade students. I feel that science talks will truly make a bug impact on students learning not only in science, but all subjects at both the secondary and high school grade levels.
4. I am not able to read Chapter 2 because I don’t have the book and is having an issue with retrieving it through the book store and would like to discuss my reasoning tomorrow in your office.
Question 5. The percentages provided on the website: Earth Science - 25%, Life Science - 25%, Physical Science - 30%, Characteristics of Science - 20% make me feel confident about the GACE test. However, I would like to learn more about questions that may be on the test that pertain to the Characteristics of Science.
ReplyDelete1. a)Will we be covering any biology? b)How much notice will we be given in advance for labs? c)Do we have to have an access code for the e-tools?
ReplyDelete2. How in depth will we be discussing chemistry?
3. Our group asked how and why do science talks help middle schoolers. Science Talks help the students to be free independent thinkers. It also builds their confidence.
4. I'm waiting on my book
5. Do I have to take the science portion of the GACE if its not my concentration?
1. Are lab goggles provided or do we need to purchase them? What format will our tests be like? Is the online part of the textbook provided? How will we use it?
ReplyDelete2. Im interested in learning more about astronomy. I never got the chance to learn about it in either science or biology. I feel that environmental science seems like it will be an interesting topic. I think I will come to eventually find science talks helpful as well as informative.
3. THe question my group came up with was "How do you break down the barrier for children who are uncomfortable speaking up? There are many different ways to break down the barriers for shy kids. One of the most important is to not force them to speak up. I feel this will only make them more uncomfortable. Also, the talks will not be as helpful, informative, or significant in its goal of furthering their knowledge on a subject if everyone is forced to participate. A child may be paying attention even if they are not speaking. Children will feel more comfortable, in my opinion, if they know they aren't being judged for participating. They also will not care to make the effort to make sure their answer is correct rather than being embarrassed if its totally wrong. This way they can freely speak their minds. You should also encourage them to speak their minds only when they are ready. THrough open discussions they have the opportunity to feed off of one another's statements as well as learn from others. I found it really helpful that Rizzuto discussed this in her writings because it is a very big concern in any classroom. It is especially important for middle schoolers as they are going through lots of changes with their lives and their bodies. As a teacher, one wouldn't want any of their students to be afraid to participate at the risk of being judged or picked on by their peers as being considered 'nerdy' or 'weird' for participating or answering a teachers question. But the fact that it is an open discussion I feel that no one will be stereotyped for their actions.
4. My book has not yet arrived!
5. When do we take the GACE? Do we take each part at seperate times or it all together?