Hey guys,
I don’t know how valuable my two cents will be since I am not currently in the classroom, but I’m coming up against some of these issues as I finalize a long-term inquiry module that I am working on. I keep thinking about that video that Todd gave us to watch from Dr. Bain. One part keeps playing over and over in my mind when a student walked up to Dr. Bain after what Dr. Bain thought was a great lecture and asked, “Who cares?” How do I get my students to care? I am really struggling in my History 3220 class right now because I don’t see any relevance to my life in what I am studying about the Middle Ages. I keep trying to make connections to me now but that is not what is valued during the lecture. There are so many things I want to say, but I get the feeling that is not what I am there for; I am there to shut up, take notes and feel very foolish about my ignorance. Although I am sure that is not the goal of the professor, that’s how I feel. I wonder how many times during my clinical teaching experiences my students got the same impression from me; shut up, sit down and learn, and oh yeah, you have to learn it my way. I think the most important thing I can do is give my students a safe environment in which to question and then show how valuable their questions are. I saw this really cool activity at NSTA last year where the teacher had students on a worksheet answer some basic questions about a topic that was considered a common misconception, then we exchanged papers without knowing who had answered the questions. We got to see how others were thinking about the topic without putting our egos on the line and it generated a lot of discussion without putting anyone on the spot.
Another thing I would like to try in the classroom is the test procedure I learned about also at NSTA. Give the students an exam, record their scores, then let them take it again in a group setting where they get to discuss answers within a peer group (similar to how scientists actually problem solve), justifying any changes made and any change in thought. Again, I think it would provide a buffer to the ego that then allows students to pursue wonder without fear; fear of not feeling like s/he can be successful because of low test scores. If you think about it, school and the DMV are about the only places that require tests for progression (and with all the questionable drivers on the roads these days, I’m not sure how effective the DMV is at testing). Yet we are being tested everyday; how effective am I as a mother, can I communicate my concerns about city council issues, could I have handled that spat with my husband better, how can I reduce our family’s cost so we can take that vacation to Hawaii next year, etc.
etc. etc. It’s just that those kinds of test don’t come with a letter grade and thus not as much pressure to perform at a certain level determined by someone else. With the above testing method, I wonder if the students would be able to work together to solve the problems, thus learning from each other and simulating a real world experience. Just some thoughts.
Thursday, October 18, 2007
Response to James and Additional Ideas and Questions
James,
I think your ability and willingness to look at this data and to think about how to improve indicates qualities of a concerned and effective teacher. I think we are sometimes surprised with what we find when we dig a little deeper into what we are curious about, I know I am with my own teaching. I think my experiences at the charter schools have in some ways mirrored what you describe in your post. In my first week last year with the Native American students I assigned take home assignments whereby they would interview community and family members to investigate their community’s views on science. I had visions of us synthesizing the results of the community survey and comparing it to tenets of the nature of science to see whether or not the views aligned. I saw it as a way to initiate discussion about the Nature of Science early in the school year and to set the stage for continually focusing on NOS throughout the remainder of the year. I was disappointed when none of the students returned any of the surveys. I extended the deadlines and made sure to explain what ideas I had for using the surveys, but still received none. Finally after a month of extending deadlines, I had the students interview two people each in the school during class time. This experience and many others since have led me to minimize the work that is assigned outside of class for these students. I hope this isn’t lower the bar too low. I want these students to succeed and want to hold them accountable; in my own experience I have been better able to do this if I plan to have them complete their assignments/activities in the classroom. For me, this doesn’t completely violate my philosophy of teaching in that the assignments I want them to do at home are not ones that would have them completing drill and practice problems, but would be ones that support where we are going in the classroom. In methods classes, I have found that I can expect much much more outside of class, but with these students this is not the case or at least has not been in the way that I have approached it. I don’t see this as giving in, but as putting them into the position so that they can succeed. I continually give them feedback on the work they do in class (if I don’t, they won’t do it either) and from time to time they test me by trying to just do something even if it is unrelated to the assignment to see if I am paying attention. I continue to pull the cart up the hill with these students but every so often I am elated with their response. I see success with these students as the ultimate victory, not because I think any less of their abilities, but probably more because I see the disconnect between my ideas of schooling and a culture that is not aligned with my vision (which may/is jaded by my whiteness and mainstream experiences). I don’t know if the idea of limiting assignments to the classroom is the right answer and I would certainly say it isn’t for all groups, but for this one I am pleased that it at least keeps me from having to fail them and slam the door before they every come in to learn. I would love to hear others thoughts about this and what you might do/try differently.
I think your ability and willingness to look at this data and to think about how to improve indicates qualities of a concerned and effective teacher. I think we are sometimes surprised with what we find when we dig a little deeper into what we are curious about, I know I am with my own teaching. I think my experiences at the charter schools have in some ways mirrored what you describe in your post. In my first week last year with the Native American students I assigned take home assignments whereby they would interview community and family members to investigate their community’s views on science. I had visions of us synthesizing the results of the community survey and comparing it to tenets of the nature of science to see whether or not the views aligned. I saw it as a way to initiate discussion about the Nature of Science early in the school year and to set the stage for continually focusing on NOS throughout the remainder of the year. I was disappointed when none of the students returned any of the surveys. I extended the deadlines and made sure to explain what ideas I had for using the surveys, but still received none. Finally after a month of extending deadlines, I had the students interview two people each in the school during class time. This experience and many others since have led me to minimize the work that is assigned outside of class for these students. I hope this isn’t lower the bar too low. I want these students to succeed and want to hold them accountable; in my own experience I have been better able to do this if I plan to have them complete their assignments/activities in the classroom. For me, this doesn’t completely violate my philosophy of teaching in that the assignments I want them to do at home are not ones that would have them completing drill and practice problems, but would be ones that support where we are going in the classroom. In methods classes, I have found that I can expect much much more outside of class, but with these students this is not the case or at least has not been in the way that I have approached it. I don’t see this as giving in, but as putting them into the position so that they can succeed. I continually give them feedback on the work they do in class (if I don’t, they won’t do it either) and from time to time they test me by trying to just do something even if it is unrelated to the assignment to see if I am paying attention. I continue to pull the cart up the hill with these students but every so often I am elated with their response. I see success with these students as the ultimate victory, not because I think any less of their abilities, but probably more because I see the disconnect between my ideas of schooling and a culture that is not aligned with my vision (which may/is jaded by my whiteness and mainstream experiences). I don’t know if the idea of limiting assignments to the classroom is the right answer and I would certainly say it isn’t for all groups, but for this one I am pleased that it at least keeps me from having to fail them and slam the door before they every come in to learn. I would love to hear others thoughts about this and what you might do/try differently.
Post from James on 10-16-2007
I gave a multiple choice test today and the results were somewhat pathetic. The test wasn’t much different in format than the CRT that they will take at the end of the year, on which my teaching will be evaluated. I’m not sure what else I can do when so many students do not value their education and take it seriously.
I ran through my records to analyze a little bit what is going on. About 37% of my students are not passing – that is up from last year, but still pathetic I think. Many of them miss a lot of days and make no effort at all to make the work up. I am here every day after school but could count on two hands the number of students that have taken advantage of my willingness to help them. No matter how hard I try I cannot get the Native American students interested enough to put forth even a minimal effort. Of those not passing, 43% are Native American. Out of all of my students with origin other than Caucasian, only about 21% are passing – and only one of these is a full blood Native American. The ones that are passing for the most part include other nationalities such as Tongan or Mexican. Any ideas from anyone would be appreciated. Thanks - James
Post from Tom on 10-18-2007
- I am feeling a lot of what James is. My science classes seem to be well engaged but when I test the algebra classes the average is down in the forties and fifties. I honestly don't know what to tell you, with my algebra class we simply reworked the problems and retook the tests. This process went on for over two weeks but we did finally get the class average around 75 percent. Same as James, some students just seem to be extremely different to motivate. On the other end of the spectrum, I wanted to share a great experience from physics. We were going over a practice test the students had done on UTIPs and the entire class got it wrong. I could tell by the way they were acting that they were not going to accept the correct answer just because I said it was right. The question was asking a problem about elevators so I promptly invited them all across town to the district office to take a ride in the elevator. The kids loved it, I had one of them get a set of bathroom scales from their home on the way down and we went up and down over and over (with the superintendent's office just out side mind
Friday, October 5, 2007
Tom's Thoughts about Floating Physics
As Todd has said last night we had a physics night and got together to float boats that the students had made. We are going over forces and while we were talking about the different kinds of forces I brought up boyancy force.
I actually don't think this is in the core but saw it as a chance to apply our book studies to the real world and to have some fun. The students had to calculate the amount of water they would need to displace to float while they designed it. I was quite pleased with the way it turned out. While talking to students and people in the comunity you could tell it was being talked about, and quite a few spectators showed up simply to watch. I also believe it can help get people exited about physics class, I have had all kinds of students asking if I am doing the same sort of things next year.
I actually don't think this is in the core but saw it as a chance to apply our book studies to the real world and to have some fun. The students had to calculate the amount of water they would need to displace to float while they designed it. I was quite pleased with the way it turned out. While talking to students and people in the comunity you could tell it was being talked about, and quite a few spectators showed up simply to watch. I also believe it can help get people exited about physics class, I have had all kinds of students asking if I am doing the same sort of things next year.
Dr. Bain video
Wow, I just finished watching the Dr. Bain video that Todd sent the link for. It has really changed my own paradigm about what and why I am teaching. It has made me think that maybe there is a way to teach balancing equations in Chemistry in a meaningful way. Thanks for the link Todd.
Physics in the Pool
I was able to stop by the pool last night after class to observe Tom's students as they tried to float the boats they created. My understanding was that they were studying buoyancy and where asked to use what they learned to create a boat that would float. What I can say from my observation was that students where into what they were doing. I witnessed Tom in an environment with his students where they were doing something creative and novel and really enjoying themselves. My own experiences like these with students taught me that bonds, trust, and relationships were often born or strengthened when I went out of my way like this to make learning meaningful and to engage students beyond the boundaries of the classroom walls.
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