7718/720 Reflection on critical friends review of unit

I received feedback regarding my proposed unit on Cells as outlined in the previous post (Oct. 20, 2013) at our face to face meeting. Overall, the review of my planned unit by my colleagues was positive. As I plan to utilize the flipped classroom concept, the question of what to do if students do not do the required homework was discussed.  The videos I chose are 3-6 minutes in length, if need be, we can “re”watch the assigned videos, although I am hopeful all will participate. As I have planned for student discussions and lab activities to take place in school, students having access to the internet outside of the classroom to do assigned “homework” is essential. I did a survey of my seventh grade students and found 91% have access to the internet at home or at a relative’s house for the unit time frame of November 6-15. Any student who cannot access the internet at home will be given time in the technology center during lunch, before or after school.

It was suggested that I include a check of understanding after day 3 in the form of an exit slip that will have various pictures of cells for students to classify as either plant or animal. Based on the results I will know if I need to do more instruction prior to moving on. In the beginning of the unit students will pair up and then form groups of four. It was suggested that as we progress through the unit students within the group split assignments so that when we rejoin in class we can split off and students can then teach each other the section they completed.

I feel my biggest challenge is to have the unit, as well as all the required documents in place and online. My group was very helpful in figuring out the how and where my unit will be posted. I found the process of having colleagues review and critique my plan  and give suggestions for improvement to be very helpful.

Unit Summary: Cells

Roisin Macdonald

ED 718/720

Unit Summary: CELLS

Cells are the basic building blocks of all living things, so says The Cell Theory. In this unit students will utilize a combination of technology based resources as well as in-class hands on activities to discover the components of the cell theory and the scientists involved in its creation, identify the parts of the cell, view and differentiate between plant and animal cells and finally build an edible model of the cell.

Grade 7 CT State Science Standards:

• 7.2a        All organisms are composed of one or more cells; each cell carries on 
  life sustaining functions

• C15         Describe the basic structures of an animal, including the nucleus, 
  cytoplasm, mitochondria and cell membrane and how they function to
  support life

• CINQ 6     Use appropriate tools and techniques to make observations and gather
  data
• CINQ 10   Communicate about science in different formats, using relevant science
  vocabulary, supporting evidence and clear logic
  
  

This unit as outlined below will utilize five 48 minute classes as well as four homework assignments designed to be used as a flipped classroom:

Day 1   Objective: Students will become familiar with the use of the microscope
(Letter “e” lab activity)

Homework: view the TED talk   http://ed.ted.com/lessons/the-wacky-history-of-cell-theory

                     complete questions on cell theory and scientists who created it

               View how to make a wet mount to prepare for Day 2 lab activity

Day 2   Initiating activities: Review/discuss TED talk, cell theory worksheet

           Objective :

• Students will review preparation of wet mount slides
• Students will be able to prepare wet mounts slides of a plant cell (Elodia) and
  an animal cell (cheek cells)
• Students will view prepared cells, compare, contrast and illustrate the two types
  of cells

Homework: Color diagram of a plant and animal cell, label organelles in each (reference

                               www.cellsalive.com)

Day 3   Initiating activities: Label organelles of a plant and animal cell (Eno board)

Objective:

• Students will complete VENN diagram of plant vs. animal cell

Homework: Complete organelle function chart (reference: www.cellsalive.com )

Day 4  Objective:

• Students will be able to compare functions within a cell to the functions of a city
• Students will work in small groups to identify which food (candy) item represents
  which  organelle

Homework: Review in preparation for cell model construction  cell organelles and functions

Day 5  Objective: Students will work in small groups to build an edible plant or animal cell

Assessment: Each group must identify organelles and functions prior to consuming model

MY hub in progress

I have been fooling around with google sites today and came up with my initial site

https://sites.google.com/site/roisinmac13/

Not a lot of info but it has a link to my school website and blog thus far.

EDUC 7718 Week #6

Roisin Macdonald

ED 7718 Week #6

This weeks prompts:

1. Conversation, discussion, presentation. What are they and how do they appear in your professional life? If you were to diagram the power relationships in each of them, what would the diagrams look like? Which are technology-enhances and which technology impeded? Is there anything about the current status and role of these in your present professional situation that you would like to change?

By definition (Merriam-Webster online dictionary):

• Conversation is an informal talk involving two people or a small group of people : the act of talking in an informal way. : something that is similar to a spoken conversation …
• Discussion is the act of talking about something with another person or a group of people : a conversation about something
• Presentation is  an activity in which someone shows, describes, or explains something to a group of people.

In my classroom life, presentation is what I do in front of the  class when I “present” new  concepts, discussion is the dialog I promote with my students regarding that content, having a conversation is talking with my students about something we have in common be it related to the content or how that content relates to their lives. To have a conversation with someone is to have a back and forth discussion, it can be between two or more “people”. The way I speak to a person or persons is dependant on the situation.  I guess if I had to make a diagram of it, it would be presentation first then discussion and finally conversation. Presentation being the most formal, prepared in advance communication.  If I were to present to the class, to a parent in a parent teacher meeting, a colleague or administrator I would be prepared in advanced. A discussion on the other hand would be a talk regarding a situation or idea. It can be formal or informal depending upon the nature of the “conversation”.  As described in its definition, conversation is an informal talk.  I have those all the time, with my colleagues, students, parents, administrators, support staff, security, office and lunch personnel as well as the custodian daily when I arrive at school be it short, it is still dialog.

As far as technology impeding or enhancing any of the three, that would depend also on what you are doing. Technology can enhance teaching greatly, whether it be the overhead projector or a smartboard. The use of Powerschool keeps tracking grades and assignments easier, it also opens the lines of communication with parents, they can actually track how their child is doing.  Of course there is also the distractibility of technology as people try to stay connected regardless of where they are or whom they are talking to.

I used to feel that all students should be open to communication with other students. That is be able to converse and work together in groups, even if only a pair.  That is, until I watched   Susan  Cain’s TED Talk. After watching and listening to Susan explaining introverts I, all of a sudden, saw those students I am always encouraging to get working in groups and not alone in a different light. I have a student who argues with me every week that he can’t work in a group and wants to work alone. Every week I put him in another group, he stays for a minute or two and then wanders off to work alone. This past week, I said OK to working alone, not only did he finish the lab ahead of all the groups but he had built a model that I used in subsequent classes as a reference. Although I will let this student work  by himself I still feel that he needs to work with others to some degree. Maybe I’ll have him help another student after he finishes his lab work on his own.

2. Feedback: Thoughts and suggestions

I like using google docs and getting your comments and questions. The discussion rubric works well looking at it from both aspects, as a student receiving a grade and as a facilitator giving the grade (Open Mic). I would not change that.

Reflection

Again, I am using google docs, as this week seemed like I had no additional time to figure out how to do a different medium. I am comfortable here...I’ll work on a new medium for next week.

ED 720 Reflection on being Discussion Director for week #6

It was my pleasure to be discussion director for ED720 week #6 in my IT&DML program at UNH. This week's focus was on technology in science and math. We read a chapter on assessing science and math by and with technology. We also viewed a State of TEC video in which three math teachers, elementary, middle and high school, shared how they are incorporating technology into their classrooms.  

This week we, as a class utilized hangouts on air on  Tuesday and Thursday  as well as written response from those who could not attend either hangout. The links to view both hangouts are listed above, highlighted is the following:

• The first and second prompts addressed assessment by technology vs with technology. By technology is assessment that utilizes technology to replicate paper based tests and assess the use of common tools associated with online testing. When asked if our students were ready for online testing the opinion of my classmates was split, some said yes, others, no; which surprised me. I would have expected more to be on the side of not ready. The biggest concern of those who did not feel the students were ready cited the fact that students are not proficient in  manipulating the tools of technology (keyboarding, manipulation within the text, etc.). On the other hand, those who favored the students' readiness cited observation of the students actually taking the test both regular and special education. We all agreed that online testing is here for the duration. Tim noted the ease of analyzing data collected from online testing as an advantage of the by technology based assessment model. As Joan stated, there is a learning curve that will accompany the online testing format.
• Overall use of technology in the classroom, especially science and math was considered a positive aspect. Technology allows us to move beyond the basic facts and skills and move from a static view to a more dynamic one for example, 3D models used to view molecular models or difficult to understand concept in either math or science.
• Our third prompt was regarding the use of project based assessments where students are given real life problem scenarios and then, with the use technology, they must research, collect, analyze and communicate their results.  Elizabeth spoke of CT embedded tasks within the Algebra 2 curriculum that mirror this model. Use of inquiry skills, posing questions to learn new knowledge, is a concept utilized not only in math and science but also in reading and writing as well. As noted in both written and oral responses, technology, including the new literacy skills, will only serve to enhance these features.
• Lastly, we viewed the State of TEC Video in which three math teachers were interviewed about their utilization of technology in their classrooms. The common consensus of the materials presented in this video was absolutely positive. The teachers interviewed were inspiring. The group's sentiment regarding the move away from teacher centered models towards student centered teaching models was positive. It was agreed that student engagement in the lessons presented is crucial and technology lends itself to increased student participation.

It was a great experience to run the discussion this week. I was a “bit” nervous about facilitating the hangout conversations. Thanks to the preparedness of all my colleagues, the process went well. It is great when we can all talk, whether in text or in a hangout to share our common craft. We learn not only from what we read but also from each other. Thank you to all fellow classmates for a great experience.