Update: Google Docs!

I created a concept map using Google Drawings this week.

While the program takes some getting useful, I like being able to create concept maps in Google Docs and having the ability to insert them into Google Documents or Google Presentations as needed.

This concept map involved mole calculations in chemistry.  I plan to share the concept map with my students after the Thanksgiving break.  I will provide an update later regarding their feedback.

Foldables in Science

While I have used foldables for some time now as a science teacher, I am more familiar with using foldables to help students understand concepts. However, this year I have used foldables to help students decide which formula to use in chemistry.

For example, this week my students learned about the mole and calculations involving the mole.  My students made 4-tab matchbooks which they could paste into their interactive notebooks.  The titles of the tabs were "Calculating Molar Mass," "Calculating Mass from Moles," "Calculating Moles from Mass" and "Calculating Particles from Moles."  Behind each tab, students wrote the corresponding formula.  I allowed the students to use the foldable on their exam.

The class average on this exam exceeded class averages on previous exams.  While I can't go so far as to state statistical significance for this instructional tool, there seems to be some evidence that foldables help students learn difficult concepts in chemistry.

Google Docs!

This year I've tried to use Google products as much as possible since the sites are not blocked on our campus.

Here are some ways I use Google products at my school:

Google Documents
- Class handouts
- Class assignments

Google Presentations
- All presentations this year are made on Google presentations
- Students complete six weeks projects on Google Presentations and share them with me

Google Forms
- Science Book Checkout Form
- Tutoring Sign Up Form
- Lab Data Collection and Analysis Form: Students submit their data and all data goes to Google Spreadsheet
- Online Student Quizzes

Google Spreadsheets
- Analysis of lab data/Class discussions
- Grading of student quizzes using Flubaroo
- Documenting parent contacts and discipline issues

Google Groups
- Groups for each class
- Sharing files with group email gives students access to my presentations, assignments, and handouts

Goal:
- Use Google Drawings to make graphic organizers

Connecting Labs to Process Skills

In Chemistry, I am currently teaching the mole concept.  Students were trying to understand what moles are and how to do calculations involving moles.  The students were completing a lab where they had to determine the mass of three samples.  This lab gave them the opportunity to use different types of balances.  Next, the students had to determine the number of moles and number of representative particles associated with the masses of their samples.  After determining the masses of the samples and cleaning up the lab, the students watched the following YouTube videos from ChemistNATE (http://www.youtube.com/user/chemistNATE):

Calculating Molar Mass: ChemistNATE

Calculating Grams from Moles: ChemistNATE

Calculating Moles from Grams: ChemistNATE

After watching each video, the students completed the calculations necessary needed to fill out the appropriate section of the data table.

This lab involved hands-on learning skills, lab process skills, and calculation skills.  Integrating each of these skills in one activity improved student understanding of a difficult concept.

Science Process Skills

     As a science teacher, I don't just teach science content. I also need to teach process skills.  When my students need to use a piece of lab equipment, I know I need to teach them how to use it beforehand.  On science assessments, students also have to be able to solve problems.  While I often show examples of how to solve such problems, I am trying to make an effort to explicitly teach students the steps they need to follow to solve any of that type of problem.

     For example, this week we are studying genetics in biology.  While doing Punnet square problems with students in class, I noticed that when I did the problems on the board, the students could answer my questions, but when I asked them to set up the problems themselves, they looked at me with blank stares.  I realized that this was not their fault. They need a clear set of steps to follow to set up the problem.  I assumed that watching me set up the problems would teach them how to set up the problems.  They needed me to teach them how to set up the problems themselves.  As I grow as a teacher, I hope to be able to anticipate where students might have trouble so I can help them more effectively.

Edmodo

I began using Edmodo this year to provide online assignments. Here are some of the reasons I love using http://www.edmodo.com:
 - No cost to K-12 educators and schools
- Layout is similar to Facebook so students can easily navigate the website
- Notifications box tells me how many assignments have been turned in since my last login
- Notifications box for students tells them how many assignments are due and how many assignments are late
- Embedding or linking to videos is relatively simple
- Privacy controls keep student information secure
- You can assign quizzes online and allow Edmodo to grade them for you
- Easily provide feedback on student work
- Integration with Google Docs allows the teacher to link from Edmodo to Google Docs for presentations, handouts, or assignments
- Parents can set up accounts to view student assignments and student grades as well as communicate with teachers
- Administrators can have accounts
- Teachers and administrators can view analytics on student, class, and teacher utilization of Edmodo (site visits, turn ins, etc).
- District or school subdomains
- Teachers can reset student passwords
- Teachers can award students badges for positive behaviors

Flipped Classroom

This year I learned about flipped classrooms and I made an effort to try to flip my classroom as well. I began recording videos of myself explaining content for students to watch on my YouTube channel: http://www.youtube.com/edwardslearninglab .

 However, while I enjoy making videos, I know that there are many great videos already on YouTube. I began creating playlists with these videos for students. However, some students did not have Internet access and others were not able to watch the videos. To encourage more students to watch the videos, I created online assignments with embedded videos. The students have to answer questions about the content in the video. To accommodate students with limited Internet access, I give students a week to complete the assignment. While this is not a true flipped classroom, I have found this works well for my students. I try to make watching the videos an active process by assigning a few questions with the videos, but use class time for practice and hands-on activities. I realize that "the flip" is a long-term process and I am giving myself permission to learn and grow.

Block Scheduling

This year is my first year to teach in a block schedule. Overall, I find that block scheduling works very well in science. With the longer class period (1 hour and 20 minutes), my students can complete multiple activities in one class period. Also, students are more likely to complete an experiment within one class period and have time remaining to process what they have learned from the experiment. However, instead of teaching a group of students each day, I teach a group of students every two days. Ultimately, I am very excited about the opportunity to teach in a block schedule this year.

Mobl21 Features - Mobile Learning Platform

Technology Tuesday - Tuesday, May 24, 2011

Mobl21 Features - Mobile Learning Platform

Technology Tuesdays features technology that can be used by students or teachers to improve learning. One technology that can be used on a variety of devices by students or teachers is @mobl21. The company also says the devices can be used online or offline. Their ability to sync between devices and incorporate mobile learning devices are definite advantages.

Twitter: @scienceeducate

YouTube - Do The Quad Solve (WSHS Math Rap Song)

Math Monday

YouTube - Do The Quad Solve (WSHS Math Rap Song)

Math Mondays celebrate great aspects of math education. Today I highlight a group of math teachers who use hip hop music to engage their students. This video features lyrics from teachers and a student. This video and others use popular songs as inspirations for teaching math content (i.e. - Teach Me How to "Factor"). While not every teacher can rap, all educators should look for ways to reach this generation of students. Congrats to WSHSmath teachers for using music and technology to get students engaged and excited about math!

Twitter: @scienceeducate

Kagan's FREE Articles - Articles by Dr. Spencer Kagan - Kagan Structures: Research and Rationale

Kagan's FREE Articles - Articles by Dr. Spencer Kagan - Kagan Structures: Research and Rationale

Recently, I attended Kagan Cooperative Structures Training. This article provides some research and rationale behind the structures. Some advantages to using Kagan Structures include helping students develop social skills and intrinsic motivation, increasing student engagement, incorporating brain science into instruction, and helping students learn how to use academic language and provide effective feedback.