What, so what, now what:
I recently visited an eleventh grade biology class where the teacher put together a biology music video to a popular song. It was a fun way to transition from the genetics unit to the evolution unit, and it captured the attention of the students. I think music videos are a great idea for transitioning units and would be a great assignment for the students to put together.
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Sunday, March 25, 2012
Tuesday, March 20, 2012
Blog assignment #9
Bob Sprankle's article "Caught on Video" has revolutionary assessment ideas for the classroom. He argues that letter grades are arbitrary and should be phased out. He argues instead of asking "how well are you doing?" We should ask "what are you doing?" and the response should be filmed.
I can understand that it is more meaningful to have students describe what they are doing as their assessment as opposed to giving them a letter grade, but this sort of assessment is cumbersome, time consuming, and does not work as a convenient currency, like letter grades.
I think his idea of filming the students on the first day of class, having them talk about what they anticipate to learn, and what their goals for the year are, and then viewing them at the end of the year is a great idea. He also suggests having the student demonstrate solving a problem on film which can then be viewed later. This demonstrates fluency and comprehension which can be a great confidence booster for the student.
I can understand that it is more meaningful to have students describe what they are doing as their assessment as opposed to giving them a letter grade, but this sort of assessment is cumbersome, time consuming, and does not work as a convenient currency, like letter grades.
I think his idea of filming the students on the first day of class, having them talk about what they anticipate to learn, and what their goals for the year are, and then viewing them at the end of the year is a great idea. He also suggests having the student demonstrate solving a problem on film which can then be viewed later. This demonstrates fluency and comprehension which can be a great confidence booster for the student.
Saturday, March 10, 2012
Reflection #6
What, so what, now what?
In bio statistics, Dr. T. uses the document camera to demonstrate concepts and formulas. These are then recorded by Panopto which I have referred to several times as I have been working on problems at home. Having this technology is a lifesaver, and Lord willing I will have access to it in my future classroom for my students to access.
In bio statistics, Dr. T. uses the document camera to demonstrate concepts and formulas. These are then recorded by Panopto which I have referred to several times as I have been working on problems at home. Having this technology is a lifesaver, and Lord willing I will have access to it in my future classroom for my students to access.
Blog assignment #7
I visited Mr. Avery's Classroom Blog and watched several videos he and his students had recorded. The videos I watched were quite simply done with the students as the actors and actresses. The script and acting were poor, and they were even a little hesitant on the arithmetic, But I'm sure the students clamour to get a place on the cast, they will never forget what they participated in by making the video, and I'll bet the students watching will learn the concepts better themselves by having peers demonstrate it! I love this idea for making math and learning fun! This makes instruction interesting, and allows the students to participate in authentic, meaningful coursework.
Friday, March 9, 2012
Reflection #5
What, so what, now what?
In my general biology class we had a twenty-minute resting period for the extraction of DNA from a strawberry. During this time Dr. Delado played "Just for Laughs." It was just that, it had nothing to do with biology, but it was a short reprieve from the monotany, and lightened the mood of the students. I think it might come in handy as an incentive to my students. I could tell them, "work hard on this assignment, and when we're done we can watch a really funny show."
In my general biology class we had a twenty-minute resting period for the extraction of DNA from a strawberry. During this time Dr. Delado played "Just for Laughs." It was just that, it had nothing to do with biology, but it was a short reprieve from the monotany, and lightened the mood of the students. I think it might come in handy as an incentive to my students. I could tell them, "work hard on this assignment, and when we're done we can watch a really funny show."
Reflection #4
What, So what, Now what?
In my microbiology class, professor Steinkamp hooked up a camera to his microscope in order to show the class what we were supposed to be looking at in our microscopes. Once we knew what we were supposed to be looking at it was easier to find it for ourselves. In my future seventh grade general science class I hope I am equipped with a microscope camera so I can do what Steinkamp did for my academic success.
In my microbiology class, professor Steinkamp hooked up a camera to his microscope in order to show the class what we were supposed to be looking at in our microscopes. Once we knew what we were supposed to be looking at it was easier to find it for ourselves. In my future seventh grade general science class I hope I am equipped with a microscope camera so I can do what Steinkamp did for my academic success.
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