Teacher First: Creating a Science GIF

If a picture is worth a thousand words, is a 5 second gif worth five thousand words?

We're studying inertia in our 8th Grade Physical Science class and the teacher showed this demonstration.  I don't need to explain it because it's right here.   

This is pretty simple.  Afterwards, the students were asked to write out their observations and create a diagram showing the forces at work in this scenario.  The teacher performed the demonstration a few times; some of the students needed to see it again.  ...and again.  Tying the concepts of inertia, friction, and force to a real example is tough for any student, let alone an 8th grader in the spring time.  This creates a a problem that a gif can help fix.

The gif format can be embedded into a PowerPoint or a class website and allows the students to observe the demonstration as many times as they want.  This can be valuable for those students who want to review it again or for those students who missed the demonstration.

I used my iPhone and an app called 5SecondsApp that creates gif files from video.  It's free and moderately easy to use.  Plus it has the capability of syncing with DropBox.  Like Instagram, you can add filters and play with the video as much as you want; I don't know how valuable that is, but it's neat.  I didn't use a filter for this video.

And, using the gif-maker you can see what we did in class today.  That, in itself, is worth five thousand words.

Technology: Test Before Going Live

Google Docs is magnificent.  ...when it works the way you anticipated.

I'm student teaching in a class that has a class-set of acer netbooks and all students have Google Accounts set up through the district.

Google Docsis gaining traction with many of the teachers at this junior high.  I was a little surprised that this technology wasn't used that much in my high school placement, but it's very popular here.  Even some of the teachers that aren't inclined to use technology are enthusiastically using it.

Though Docs is very easy to use, it requires a certain method and a bit of planning to make the student experience as pain-free as possible.  Today was my first exposure to seeing the students actually using the netbooks with Google Docs.  Initially, it was smooth.

The students were able to grab their netbook in an organized fashion, log into their Google accounts (mostly), and get to the document.  Then chaos.

The teacher didn't have time to test it her document.  It broke.  Pandemonium ensued.

One thing I've learned about 8th graders, if they have a comment or a problem, they'll tell you about it.  There are 35 of them in this class and each one of them felt it necessary to tell the teacher they were having problems.  Not only was the teacher trying to find out what went wrong, but there are now 35 hyped junior highers all making recommendations, laughing, and demanding attention to tell you that they can't get their document open...again.

My Document

I'm preparing a lab where the students will be measuring the density of an object and my master teacher would like to use the netbooks to record and graph the data in Google Spreadsheet to make a comparison between the objects.

The easy part was creating the Graphing Data Spreadsheet.  I tested it out and it should work.

Here's how I tested it:

1. Create the spreadsheet and share it with anyone with the link. (Chrome)
2. In another browser (I used Firefox) I opened the link.
3. Sign in with a separate Google Account (I have one for teaching and a personal one)
   I also shared it with my master teacher who was able to view and save the document.
4. Make a copy of the document.   Rename it something nice before editing the document as your own.
5. Share!

All's Well

Fortunately, we were able to fix the teacher's document before the next period.  The next group of students were able to type away on their saved documents the way the teacher wanted.

NetLogo - Technology and Models

For the past week we have been learning about Ecology.  I have a number of old resources that I have been asked to use in the classroom.  With the recent talk of NGSS and STEM I was looking for ways to integrate some sort of meaningful technology into the classroom.

As I was poking through several videos on the Bozeman Science website, Paul Anderson briefly mentioned NetLogo as resource he uses in his classroom.  NetLogo is a piece of software that creates computer models of all sorts of scientific or statistical situations.  The software helps model everything from basic traffic patterns to game theory.  I found a model that helps visualize relationships between predator and prey and I was able to use it in class with great success.

The need in the classroom:

1. To quickly visualize the relationship between predator and prey over generations.
2. To quickly visualize the results of messing with the balance of predator/prey relationships.
3. To visualize and analyze the results of the corresponding data.

Gathering this type of data to has been a lengthy process in the past.  It ends up usually being too general or too painstakingly lengthy to make the exercise meaningful.  And, generating data where one of the variables changed is hypothetical and equally time-consuming.  NetLogo provided a way to quickly generate data for the situations we were looking at.

The Old Way.  *sigh*

Downloading and installing NetLogo was pretty simple.  It's a Java based program so it can be installed almost anywhere and I was impressed that it ran so smoothly on my lightweight laptop.

Here's a screenshot of the Wolf Sheep Predation model.

Shiny!

Now, here's what I'm most excited about.  The model produced data that really helped scaffold good questions.  The students were interested in the modeling and were mostly impressed at how fast data could be generated.  The data allowed me to assess the students' understanding of the principles we've been talking about in the last 4 class periods.

In each class we ran a basic simulation and we talked about the ebb and flow of both predator and prey but we were also able to play with the variables.  In one instance we had a situation where the number of sheep dipped too low and the wolves went extinct within our digital biome.  I got a reaction from a lot of the students!  I was surprised and very excited at the empathy!

After the demonstration we moved on to other classwork, but I continued to get questions about the predator/prey relationships, what-if questions, and questions about running the software themselves.  For a small investment of classroom time and an hour of my personal time I got quite a satisfying result.

Evernote Update

After 6-7 weeks of playing with Evernote, I have settled into a routine.  Here's how I'm using it.

Lesson Plans

I have an entire notebook dedicated to High School student teaching.  I have divided up the notebook into easily accessible sub-notebooks that I refer to quite frequently.  All my lesson plans are easily accessible;  It did take me a few weeks to settle on a good notebook setup.  

Each lesson plan is titled with an 8 digit day stamp (yyyymmdd) and I have the notebook listed by Title in Reverse Sort Order, leaving the latest lesson plan on top.

Tags

I have not used tags for a couple of weeks now.  I have found that the search function is quite sufficient to get me back to the notes I can't find.  This may be a bad idea, but it's working for now.

The Web

I follow a number of blogs ranging from science miscellany to education stuff.  When I use the Feedly iPad app and I find something interesting, I simply email it to my Evernote Post email address.  I have set up a "Holding" notebook in Evernote where all these articles are sent.  Then, I can review an article at length, file if if I'll refer to it again, or delete it if it won't be valuable in the future.

I was using Pocket to hold articles of interest, but now with the Evernote Web Clipper (Chrome) and the Evernote Email address, I no longer need Pocket. 

Going Paperless

This makes me so happy.  I am using the Document Capture feature on the iPhone version of Evernote to copy all manner of papers.  Once synced, I recycle the paper.  The document is now available on any device connected to the cloud.  This has come in handy during meetings, during lesson planning, and in class.

I have also used my Evernote email address when I scan documents to pdf and have them emailed to me.  This saves so much time and paper.

I love the freedom from being tied to information on a single piece of paper.

Next Generation Science Standards: Hart District Teacher Symposium

While the students started their 4-day weekend, the teachers of the Hart District were at a buy-back day.  The theme of the Hart District Teacher Symposium was Common Core and, for science teachers, the Next Generation Science Standards (NGSS).

Dean Gilbert, Science Director for the Orange County Department of Education, ran the first session.  He spent a fair amount of time talking about the history of NGSS and its implementation.  I have heard some of what he talked about; we've been introduced to a lot of the NGSS theory in my credential classes.

The New

 Here a few of the things I learned:

1. NGSS is a system of delivering science for all students.  NGSS does not address those students headed for a STEM careers (doctors, scientists, nursing, etc.)  Students pursuing those careers will still take honors and AP classes.
2. Implementing NGSS will cost the state 3 times what it's costing to implement Common Core.
3. There is a debate about how junior high teachers will implement NGSS.  Gilbert is leaning on teachers to adopt an integrated approach where teachers will deliver physical, earth, and life sciences in an integrated class.  Due to some backlash from teachers, the option to continue teaching the differentiated fields is on the table.  The decision will be voted on by current science teachers.
4. What we have been calling "standards" (.pdf) will be replaced by "performance expectations."
5. A body of experts are being gathered as I type to create the framework on which the curriculum will be based.  Should nothing go wrong, it will take at least 12 months to establish the science framework.  Add another 17 months for materials preparation, and we're looking at the earliest possible date for NGSS implementation is fall 2017.  

The Exciting

From Gilbert's talk, here are the things I'm really looking forward to:

1. Anything not deemed important for all students to know about science will be removed from the curriculum.  No memorizing the details of the Kreb's Cycle anymore.  The voting public doesn't need to know this information to make informed decisions about science or environmental policy. The Kreb's Cycle will still be studied in honors and AP biology courses, so it won't totally be eliminated.  But, again, this course of study will be for those students pursuing STEM careers.
2. By eliminating superfluous material in our courses, we can spend more time on inquiry, problem solving, and scientific literacy.  This is exciting.  Normal folks don't care much about the "mighty mitochondria," but most people have stuff they're curious about.  Helping students figure out how to do research, solve real-world problems, and communicate effectively is why I'm in the game. All this involves time, and it appears that by eliminating overly technical stuff, we've got some time back.
3. The NGSS seems pretty student-oriented.  The needs of the 21st Century student came up a lot, and I think that NGSS should meet them nicely.
4. Data and reflection are major drivers of NGSS.  One of the major problems with the current standards is that you've got to cover them all in a limited time frame; covering the standards trumps mastery of the standards.  And, anything you do to meet the standards is just fine.  This has led to a culture of "set it and forget it": teachers prepare lessons once and then they're on cruise-control until retirement. NGSS finally allows teachers the time to act on information gathered by good assessments.  When students display that they misunderstand a concept, the lesson for the next day can address it. Sadly, this type of teaching is rare, and I expect that this will be a point of contention for the old guard.
5. Backwards planning is a major part of NGSS.  This is huge in the credential program, but is not done a lot in classrooms I have observed.  We do stuff because it's always been done that way.  

The Concerns

Here's what makes me hesitant about NGSS:

1. Computer-based Testing - Gilbert was really excited about computer based testing.  Apparently Smarter Balanced didn't get the contract, and NGSS is looking at other options.  He mentioned that the California Department of Education would like to have lab simulations where students could virtually pour liquids into beakers.  I'm all about computer-based testing, but students who have not used computers regularly will be at a major disadvantage.  Students need to practice and be familiar with the technology to get the best results. Current computer labs are slow.  iPads and netbooks are expensive.  One major part of NGSS is equity, and I hope that lack of resources doesn't hinder scores on the computerized exams.
2. Professional Development - There is concern about how to get teachers out of the old way of thinking and into the new.  Gilbert mentioned training programs and certifications, but these cost money and I don't see the public being that eager to foot the bill.
3. Credentialing - There is a major emphasis on integration across fields of science.  Physical, earth, and life science are all interrelated, and the NGSS standards wants them integrated.  How they're integrated is a point of contention.  This will eventually change the credentials required of teachers.  No one has answers to these questions yet.
4. NGSS and College Requirements - The subject of how high school science courses meet the requirements of colleges is squishy.  In my conversations with those who have dealings with curriculum development, the answers are not yet there.

But, when it's all said and done, I learned quite a bit today.  I have a better grasp of the near future and the goals of NGSS, and I'm optimistic about implementation.  There are unknowns and I'm okay with that.

Here, we're making Oobleck, a non-Newtonian fluid, to simulate an inquiry-based, NGSS-compliant task.

On Cell Phones and Making Excuses

After yesterday's quiz, a student was simply sitting at his desk and staring out the window.  I asked him if he had a book to read.  Many of the students are studying The Odyssey in honors English, so I thought he might better use the time.

Mr. Davis: "Do you have a book to read?"
Student: "I forgot my book at home."
Mr. Davis: "Hmm... Got your cell phone?"
Student: "Um, yeah..."
Mr. Davis: "Good. Download one. You're reading The Odyssey in English right?"
Student: "Yeah..."
Mr. Davis: "It's free online. Google it."

A few minutes later he was reading his assigned reading for his English class.

Boy howdy, I love the age we live in.  There's a plethora of knowledge and art that can be quickly found using a device we carry in our pockets!

Happy National Handwriting Day!

After spending no small number of hours grading hand-written work the past few days, I have never been more convinced that handwriting is an essential part of one's education.  

We're in a transitional period between the Palmer Method and the Qwerty Method of writing, at least in education, and it's tough on both teachers and students.  Students struggle to write stuff down, edit their work, and the process of re-writing is tedious.  Teachers have to check this work, and decoding handwriting adds time to grading marathons.  Until students have access to netbooks, or the culture changes so that students can bring their own note-taking devices, we'll be stuck in this cycle of tedious writing, rewriting, and deciphering.

There are great ways to improve handwriting.  I have enjoyed the book Write Now by Barbara Getty, an easy to follow method of learning cursive italic.  Those who really want to spruce up their writing can check out the IAMPETH website.  This is -really- cool.  Beautiful script everywhere!

So, join me, Mr. Spencer, and tens of other stylophiles today as we celebrate National Handwriting Day!

Week 1 Review

Here's a shot-gun post about my thoughts over the past week of Student Teaching.

1. There's a great opportunity to leverage technology.  This one sounds trite and overblown, but the specific win I see is this: Teachers can, and should, post homework, worksheets, notes, lectures, rubrics, and almost anything else to a place where students can access it online.  I see the biggest opportunity with students who need to make up homework.  This type of system also benefits a classroom's transparency. I believe that if the content is posted behind a student login there won't be issues with copyright.
2. Students need to be taught how to take notes.  During the PowerPoint notes, the students wrote every word on every slide.  Not knowing what to write down takes up a lot of class time; quick scribes are left idle while slower scribes take their time.  Teaching note-taking must be added to my literacy planning in the future.
3. Pick Battles. Between activities, I noticed students checking their cell phones.  I don't mind it.  It doesn't distract from anything during class, and cell phones will eventually have a prominent place in education.  For the time being, I'll follow the lead of my master teacher, but in the future I don't think I'll make it an issue.  If handled strategically, the students can begin to use their phones as a tool for in-class learning (spelling, fact checking, quick research, etc.) and should be held to that standard. There are other issues that I have noticed teachers come down hard on that don't seem to be that important.
4. Modeling is Vital - It took about 10 minutes to model how we wanted a particular assignment done.  The students were able to complete the assignment.  Only one student asked "What do you want us to do again?"  10 minutes saved answering questions unrelated to content.
5. Prep Period is Gold - Thou shalt not squander thy prep period.

That's only five things, but there are more I'll write up in more detail later.  I'm having fun, I'm teaching the standards (and then some), and students are making connections.  I am looking forward to getting paid to do this!