Supervisor - Science Department
Science Department:
As your fellow teacher and supervisor it has come to my attention through readings and discussions with other administrators, teachers and supervisors that there are some changes we can make as a department to continue to strengthen our already strong department.
The first thing that I would like us to consider is more communication among teachers teaching the same subject. For instance, once a cycle (every 6 days) all the biology teachers (C&A to Advanced Biology) would get together and discuss where they are in the curriculum, what activities and labs they are planning on doing, what videos they are planning on showing, etc... I think that this would strengthen our department and provide more continuity horizontally through our department. It will also enable us to share our ideas and hopefully gain creative teaching ideas from each other. I recently read: “If we leave virtually every instructional choice up to individual teachers who work alone, then inferior practices will dominate in most schools. (Haycook, 2005) I think that working together will enable us all to continue to make our department competitive with other science departments in comparable schools. I know that not every activity or lab will work for every teacher but, hearing ideas and sharing ideas is what makes a department successful.
Secondly, I recently read a quote that stood out to me and made me think about some of the measures we can take in order to continue to prepare our students for college. The quote was from the book Results Now by Mike Schmoker, the quote read: "Lack of academic preparation, not financial need, is the chief reason for college failure. It should therefore disturb us that only 32 percent of our college-bound students are academically prepared for college (Cavanaugh, 2004a, p.1). Of those wishing to attend college, 78 percent will struggle in writing, biology and algebra (Cavanaugh, 2004b, p5). According to Naomi Housman, coordinator of the National High School Alliance, "Everyone is really beginning to realize the major leaks throughout the system" (Gervais, 2004, p.3) (20-1). They specifically sight biology as a subject that students are unprepared for and that worries me as a science supervisor. I believe that we need to help change that, not only in our biology classes but, in all of our science classes. I am open to any suggestions that you may have but, I have put together a list of things that we may consider trying as a department in order to help our students prepare for college science, writing and math. Some of my suggestions include: daily "Do Nows" and daily "Wrap Ups" where the students are required to answer some questions based on either the previous day's lesson, the current lesson or any work done in the class throughout the year. The students should be required to answer the questions in full sentences, this will enable us to reach their scientific understanding but also help to improve their writing skills. In chemistry and physics these practices can be either writing or mathematical and then we will also be hitting the algebraic skills as well. This is one change on my list that I would ask you to consider as a change in our department.
Lastly, "Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives." (Schmoker, 51) Although, we feel as if we do not have time to institute reading and writing in class one of the things I am going to ask you to try is to have your students read aloud the introductions to lab activities and then when you are done have one student sum it all up in his or her own words. Also, having the students read and take notes for homework is not a bad idea, this will help them to read critically and pick out the information that is important in a section of work. I suggest starting with small amounts and then increasing as they get better. If you are worried about them actually completing the work as your "Do Now" the next day tell the students that they can only use their notes from their homework to answer the following questions and walk around the room to make sure that they are using those notes while they complete the questions. We are then, as a department, working in reading, writing, taking notes and recalling scientific information, a lot of skills are being hit upon.
I know that many of you are employing some of these strategies already but, I ask that if you aren't to at least give it a try. If it works for you great! If not try and make it your own or change it in a way you can use it, then tell us about it! Maybe we will want to try it your way too! Thank you for your time and consideration for the suggestions that I have made to improve our already strong department.
Sincerely,
Sally Casper
Science Supervisor
Sunday, November 9, 2008
Sunday, October 26, 2008
Reflection on USBD Lesson
Creating the lesson was fine, I did not have a problem using the format that was given for this type of lesson. I knew when I started that I wanted the lesson to be something that the students would do on their own without a lot of teacher center learning. I chose to do an activity that I am going to be doing with my advanced biology class this week. Creating the lesson was not very hard because I already knew what activity I was going to do, all I needed to do was expand it to work with the USBD lesson format.
The only difficulties that I encountered was that I felt like I was repeating myself a lot. Maybe I was not doing something correctly, hopefully when I get some remarks from other people they will tell me whether I was doing something wrong or if there is something I can do better.
I liked the format but, like I said the only thing is that I felt like I was repeating myself a lot. I am not sure if I was doing something wrong or if that is just the nature of the lesson. I also think that if I was using the template for an entire unit that I would not have felt like I was repeating myself as much because there would be a lot of different little topics that I would be covering.
If I was going to change something, I might change to either have a few less categories for a single lesson or I might change the template to be for an entire unit of work. Overall though, I thought that it was an interesting way of looking at a lesson. I also realized that I find it easier to determine the more detailed points I want my students to take away from a lesson rather than the overarching topics.
The only difficulties that I encountered was that I felt like I was repeating myself a lot. Maybe I was not doing something correctly, hopefully when I get some remarks from other people they will tell me whether I was doing something wrong or if there is something I can do better.
I liked the format but, like I said the only thing is that I felt like I was repeating myself a lot. I am not sure if I was doing something wrong or if that is just the nature of the lesson. I also think that if I was using the template for an entire unit that I would not have felt like I was repeating myself as much because there would be a lot of different little topics that I would be covering.
If I was going to change something, I might change to either have a few less categories for a single lesson or I might change the template to be for an entire unit of work. Overall though, I thought that it was an interesting way of looking at a lesson. I also realized that I find it easier to determine the more detailed points I want my students to take away from a lesson rather than the overarching topics.
USBD Lesson
Understanding By Design Lesson
Title of Lesson: What are prokaryotic and eukaryotic cells?
Grade Level: 9-10
Curriculum Area: Advanced Biology
Time Frame: 45 minutes
Developed By: Sally Casper
Identify Desired Results (Stage 1)
Content Standards
5. A.1. Relate the structure of molecules to their function in cellular structure and metabolism.
5. C.1 Describe how information in encoded and transmitted in genetic material.
Understandings
Essential Question(s)
Overarching Understanding:
That there are two different overarching categories of cells.
Which cells came first?
Overarching
What is life?
What are cells?
What are the different types of cells?
Which cells came first?
Topical
What are the basic units of life?
What organelles make up a cell?
What are the functions of these organelles?
Related Misconceptions
The differences between prokaryotic and eukaryotic cells.
That not all cells have a nucleus or membrane bound structures.
That all cells rely on oxygen.
Knowledge
Students will know…
What the defining characteristics are of a prokaryotic cell.
What types of organisms are prokaryotic?
How prokaryotes and eukaryotes differ from each other.
The three major shapes of a prokaryotic cell.
What the major rolls of prokaryotes are.
What the distinguishing factors of a eukaryotic cell are.
What some of the functions are of some of the organelles?
The name of ten organelles and whether they are found in animal cells, plant cells or both.
Which cell came first, the prokaryotic cell or the eukaryotic cell?
Skills
Students will be able to…
Determine the difference between a prokaryotic cell and a eukaryotic cell.
Assessment Evidence (Stage 2)
Performance Task Description
Goal: For the students to work impairs and use the internet to answer questions and determine the differences between prokaryotic and eukaryotic cells.
Role: Students work in pairs as independent learners to try and help each other figure out the differences between prokaryotic and eukaryotic cells.
Audience: Other biology students in the class when the students review the information together to make sure that they all received the same and correct information.
Situation: The students have been asked to work in pairs to be self learners in order to determine the differences between prokaryotic and eukaryotic cells.
Product/Performance: Each set of pairs will answer a set of questions in order learn the differences between prokaryotic and eukaryotic cells.
Standards: See content standards box above.
Other Evidence:
Students will hand in their findings on prokaryotic and eukaryotic cells.
Students will later be tested on the differences between prokaryotic and eukaryotic cells.
Students will have to apply this knowledge throughout the rest of the unit when they continue to learn about eukaryotic cells and their specific organelles and what their functions are.
How will you hook students at the beginning of the unit?
Title of Lesson: What are prokaryotic and eukaryotic cells?
Grade Level: 9-10
Curriculum Area: Advanced Biology
Time Frame: 45 minutes
Developed By: Sally Casper
Identify Desired Results (Stage 1)
Content Standards
5. A.1. Relate the structure of molecules to their function in cellular structure and metabolism.
5. C.1 Describe how information in encoded and transmitted in genetic material.
Understandings
Essential Question(s)
Overarching Understanding:
That there are two different overarching categories of cells.
Which cells came first?
Overarching
What is life?
What are cells?
What are the different types of cells?
Which cells came first?
Topical
What are the basic units of life?
What organelles make up a cell?
What are the functions of these organelles?
Related Misconceptions
The differences between prokaryotic and eukaryotic cells.
That not all cells have a nucleus or membrane bound structures.
That all cells rely on oxygen.
Knowledge
Students will know…
What the defining characteristics are of a prokaryotic cell.
What types of organisms are prokaryotic?
How prokaryotes and eukaryotes differ from each other.
The three major shapes of a prokaryotic cell.
What the major rolls of prokaryotes are.
What the distinguishing factors of a eukaryotic cell are.
What some of the functions are of some of the organelles?
The name of ten organelles and whether they are found in animal cells, plant cells or both.
Which cell came first, the prokaryotic cell or the eukaryotic cell?
Skills
Students will be able to…
Determine the difference between a prokaryotic cell and a eukaryotic cell.
Assessment Evidence (Stage 2)
Performance Task Description
Goal: For the students to work impairs and use the internet to answer questions and determine the differences between prokaryotic and eukaryotic cells.
Role: Students work in pairs as independent learners to try and help each other figure out the differences between prokaryotic and eukaryotic cells.
Audience: Other biology students in the class when the students review the information together to make sure that they all received the same and correct information.
Situation: The students have been asked to work in pairs to be self learners in order to determine the differences between prokaryotic and eukaryotic cells.
Product/Performance: Each set of pairs will answer a set of questions in order learn the differences between prokaryotic and eukaryotic cells.
Standards: See content standards box above.
Other Evidence:
Students will hand in their findings on prokaryotic and eukaryotic cells.
Students will later be tested on the differences between prokaryotic and eukaryotic cells.
Students will have to apply this knowledge throughout the rest of the unit when they continue to learn about eukaryotic cells and their specific organelles and what their functions are.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
- The students are going to learn about the two different types of cells: prokaryotic and eukaryotic cells. They have already learned what the components of the cell membrane are and how molecules are transported into and out of the cell. After this lesson the students will be ready to learn more specifics about eukaryotic cells and what the organelle functions are of the eukaryotic cell.
How will you hook students at the beginning of the unit?
- At the beginning of the class the students will be asked to do a “Do Now” where they have to try and define their life, then they will be asked what the smallest units of life are and then which they think came first: prokaryotic or eukaryotic cells? (by asking the students to define their life – that should get them interested)
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
- Each pair of students will log onto the internet and work to answer some questions that they have to do in order to learn what the differences are between prokaryotic and eukaryotic cells. They already have a basic knowledge of cells through their knowledge of the cell theory, cell membrane and transport into and out of the cell.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
- Students will have to reflect and rethink when we review the questions they have answered as a pair. They will have to determine if they have answered the question correctly and researched the correct information. They may need to refine their information if they missed some part of web research activity.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
- Students will have to answer the questions that were put forth on their web activity.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
- Provide written notes for students who may not be able to study the question guide from the web activity. Modify the web activity for some students who may not be able to answer all the questions.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
- Start with a “Do Now,” then the web activity, a review of the web activity and a wrap up with a homework assignment and checking for understanding questions.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Tuesday, October 14, 2008
Thursday, October 9, 2008
Did you know?
My initial reactions to the video were: WOW! Some of the stuff that was were in the video are things I don't really think about too much. One of the most interesting things in the video was that they said that China has more honor students than we have students - it is just incredible! One of the things that I worry about is math and science - I worry that our students will be inferior to students from China in math and science. I don't know if it is their work ethic in China or if it is just that they are that much smarter than we are.
They also talked about something interesting: that today's learner will have 10-14 jobs by the time they are 38 years old. I am assuming that they mean that the learner will have changed jobs 10-14 times within the same field, not that they will change their career. Is it just that these people will be unhappy with their employer or is it something else?
With all of the changes that are occurring through exponential growth and shift my teaching career is defiantly being effected. Even something as simple as always posting the homework online. Parents and students are constantly asking for the homework to be online along with all other project guidelines and announcements. People want things that their finger tips constantly. When I was student teaching students would ask that I update their grades online every week so that they could go online and see where they stand. However, I always show my students how to calculate their grade in the beginging of the school year, if they keep track of their grades they should be able to calculate their grade at anytime but that a computer can generate their grade, which requires less work and a faster response they would rather use that instead.
I think preparing students for the future is harder than ever for teachers, the video states that we are trying to prepare students for jobs that don't even exist yet and to work with technology that doesn't even exist yet. How can someone possibly foresee what the future holds in any of those areas? We don't know what obstacles or advantages there might be in the future. I think that one of the important skills that students will need are problem solving skills. They need to have the ability to look at a situation and know how to achieve a desired outcome.
This video is very scary because it shows just how much or how little is being done for our educational system in the United States. We need to expand on our life skills in our classes and in our educational system. The fact that Nintendo spent more on their research and development than the US government did on research in education in 2002 is very scary, either we are spending too much money on video games or not enough on education, but through this information it is easy to see why kids would prefer video games over learning.
A teacher can be a good teacher even if they don't use technology. For instance, one of the teachers in my department is a veteran teacher of 40 years and I consider him to be one of the best teachers I know. However, his use of technology is minimal but that does not make him any less knowledgeable. He will have his students periodically use the laptops for virtual labs or activities but he does not work technology into his teaching every day. His class is more discussion than anything else, but he teaches his students how to integrate what they are hearing in class to the labs and technology that he does use once in a while. So, just because someone does not use as much technology does not mean that their students aren't learning. If students learn, a teacher is successful!
They also talked about something interesting: that today's learner will have 10-14 jobs by the time they are 38 years old. I am assuming that they mean that the learner will have changed jobs 10-14 times within the same field, not that they will change their career. Is it just that these people will be unhappy with their employer or is it something else?
With all of the changes that are occurring through exponential growth and shift my teaching career is defiantly being effected. Even something as simple as always posting the homework online. Parents and students are constantly asking for the homework to be online along with all other project guidelines and announcements. People want things that their finger tips constantly. When I was student teaching students would ask that I update their grades online every week so that they could go online and see where they stand. However, I always show my students how to calculate their grade in the beginging of the school year, if they keep track of their grades they should be able to calculate their grade at anytime but that a computer can generate their grade, which requires less work and a faster response they would rather use that instead.
I think preparing students for the future is harder than ever for teachers, the video states that we are trying to prepare students for jobs that don't even exist yet and to work with technology that doesn't even exist yet. How can someone possibly foresee what the future holds in any of those areas? We don't know what obstacles or advantages there might be in the future. I think that one of the important skills that students will need are problem solving skills. They need to have the ability to look at a situation and know how to achieve a desired outcome.
This video is very scary because it shows just how much or how little is being done for our educational system in the United States. We need to expand on our life skills in our classes and in our educational system. The fact that Nintendo spent more on their research and development than the US government did on research in education in 2002 is very scary, either we are spending too much money on video games or not enough on education, but through this information it is easy to see why kids would prefer video games over learning.
A teacher can be a good teacher even if they don't use technology. For instance, one of the teachers in my department is a veteran teacher of 40 years and I consider him to be one of the best teachers I know. However, his use of technology is minimal but that does not make him any less knowledgeable. He will have his students periodically use the laptops for virtual labs or activities but he does not work technology into his teaching every day. His class is more discussion than anything else, but he teaches his students how to integrate what they are hearing in class to the labs and technology that he does use once in a while. So, just because someone does not use as much technology does not mean that their students aren't learning. If students learn, a teacher is successful!
Sunday, September 28, 2008
Symphony
After reading this chapter in Pink's book I think I really need to take an art class like he did! I have no ability to draw or produce art in any way.
I definitely have a hard time with symphony. I am a science teacher and I tend to be very organized and concrete, sequential. As much as I am able to "think out of the box" when it comes to a science question I tend to struggle when it comes to other subjects or areas of my life. I can distinctly remember a time in high school where I was asked to interpret a poem. I came back to class the next day with some things written down however, I was completely off when it came time to share our interpretations. I recall thinking why couldn't they just say that? I think that having the ability to interpret poems is definitely symphony. You have to be able to see the relationships between the symbols and understand the metaphors in the poem and that is what symphony is. You also need to be able to see the over all big picture when interpreting a poem and that is defiantly something I lack. I hope that after reading some more of Pink's book and completing this class that my symphony improves.
I definitely have a hard time with symphony. I am a science teacher and I tend to be very organized and concrete, sequential. As much as I am able to "think out of the box" when it comes to a science question I tend to struggle when it comes to other subjects or areas of my life. I can distinctly remember a time in high school where I was asked to interpret a poem. I came back to class the next day with some things written down however, I was completely off when it came time to share our interpretations. I recall thinking why couldn't they just say that? I think that having the ability to interpret poems is definitely symphony. You have to be able to see the relationships between the symbols and understand the metaphors in the poem and that is what symphony is. You also need to be able to see the over all big picture when interpreting a poem and that is defiantly something I lack. I hope that after reading some more of Pink's book and completing this class that my symphony improves.
Sunday, September 21, 2008
Letter to E.D. Hirsch
Dear E.D. Hirsch,
I am a 2nd year High School Biology teacher in Glen Rock, NJ. Recently I have read about some of your philosophies on education and since my aspirations are to someday become Science Department Chair and then eventually go into some form of higher administration, it has been very thought provoking and interesting to read about your philosophies.
Recently I have become part of a committee to revamp the science curriculum in my district. Part of looking at the science curriculum is seeing when our students need to learn particular topics and what those topics need to be. And of course one of the things we visit is whether a topic should be covered more than once. Upon reading about your thoughts I have noticed that you believe once a topic has been taught there should be no repetition of that topic. However, it is my belief that students often need a review or expansion of a topic when they arrive at the next level of their education. For example: the Scientific Method is often taught in elementary school all the way to high school however, more details are added each year as well as practice. It is usually not until the students are in high school that they actually put the method in lab practice. Mostly because they do not have enough lab experience and practice until than. But, if we were to teach it in 5th grade and then never visit it again, it is likely that the students will forget it and never have practical practice with it.
I do agree with your concept of standards, whether it be national, state, school or a combination of all of the standards it is important that our students leave their subjects with a general understanding that is constant across the board. Standards are important within a subject area but they are also important within a school. Standard requirements to graduate high school or be promoted to the next grade insures that all students are being promoted with the same general knowledge. And I completely agree that there are basic, general knowledge and skills that all students need to know.
When you say that students who fail objective tests should repeat the class or be put into remediation, are you talking about individual tests or the culmination of all the tests throughout the course? Because a student failing one test or even a few tests does not mean that the student has completely failed to master the general topics in a course, it may just mean that they failed to master a few of the topics in the course. However, if you are referring to the culmination of tests or end of the year assessments like the end of course Biology Assessment the state of NJ has implemented than you may be on to something.
Lastly, you stated that memory and repeated practice are the ways that we should be teaching and that it has been neglected because of things like inquiry learning or group work. However, I believe that it is a combination of all of these practices that leads to good learning. Students should be exposed to a variety of teaching and learning styles. Students should be kept guessing, when they come into the classroom they should be asking, "What are we doing today?" because they are not sure what type of teaching you will be doing. They should be wondering what type of homework they will be given, will it be practice, reading and questions or studying for a quiz or test.There isn't one right way to teach or learn. Therefore, I believe that many types of teaching can be used when educating a student.
Sincerely,
Sally Casper
I am a 2nd year High School Biology teacher in Glen Rock, NJ. Recently I have read about some of your philosophies on education and since my aspirations are to someday become Science Department Chair and then eventually go into some form of higher administration, it has been very thought provoking and interesting to read about your philosophies.
Recently I have become part of a committee to revamp the science curriculum in my district. Part of looking at the science curriculum is seeing when our students need to learn particular topics and what those topics need to be. And of course one of the things we visit is whether a topic should be covered more than once. Upon reading about your thoughts I have noticed that you believe once a topic has been taught there should be no repetition of that topic. However, it is my belief that students often need a review or expansion of a topic when they arrive at the next level of their education. For example: the Scientific Method is often taught in elementary school all the way to high school however, more details are added each year as well as practice. It is usually not until the students are in high school that they actually put the method in lab practice. Mostly because they do not have enough lab experience and practice until than. But, if we were to teach it in 5th grade and then never visit it again, it is likely that the students will forget it and never have practical practice with it.
I do agree with your concept of standards, whether it be national, state, school or a combination of all of the standards it is important that our students leave their subjects with a general understanding that is constant across the board. Standards are important within a subject area but they are also important within a school. Standard requirements to graduate high school or be promoted to the next grade insures that all students are being promoted with the same general knowledge. And I completely agree that there are basic, general knowledge and skills that all students need to know.
When you say that students who fail objective tests should repeat the class or be put into remediation, are you talking about individual tests or the culmination of all the tests throughout the course? Because a student failing one test or even a few tests does not mean that the student has completely failed to master the general topics in a course, it may just mean that they failed to master a few of the topics in the course. However, if you are referring to the culmination of tests or end of the year assessments like the end of course Biology Assessment the state of NJ has implemented than you may be on to something.
Lastly, you stated that memory and repeated practice are the ways that we should be teaching and that it has been neglected because of things like inquiry learning or group work. However, I believe that it is a combination of all of these practices that leads to good learning. Students should be exposed to a variety of teaching and learning styles. Students should be kept guessing, when they come into the classroom they should be asking, "What are we doing today?" because they are not sure what type of teaching you will be doing. They should be wondering what type of homework they will be given, will it be practice, reading and questions or studying for a quiz or test.There isn't one right way to teach or learn. Therefore, I believe that many types of teaching can be used when educating a student.
Sincerely,
Sally Casper
Subscribe to:
Posts (Atom)