Assignment 3: resources and presentation

This is still a work in progress, as students have not finalized their final products/presentations. As students finish them I will up revise the presentation with the three levels of the students products. 

http://screencast-o-matic.com/watch/cIhfVmVTGo

Project Resources: including lesson plan, rubrics, timeline, and more.

http://www.matsuk12.us/Page/20487

 

Essential Question 12

Essential Question 12: How will I demonstrate impact on student learning as a result of my differentiated lesson?

 

I have planned several ways to demonstrate an impact on students learning. I have created a pre and post assessment to measure the impact on learning for my major learning objectives.  The pre and post assessments will be completed as a paper pencil assessment in a traditional test format. These assessments are designed fro students to demonstrate understanding of the standards at a proficient level. I hate that these pre and post assessments look so much like

 

I will be using other assessments through out this project as the pre and post assessment will not provide me with all the information that I want so I am also having students take periodic short Activote survey/ quizzes in which students will answer additional questions about the student’s progress and understanding of.  I would of done with this with the Edmodo poll or quiz options if I had better access to our computer lab, but that is not in the cards for this project. Additionally I am having students complete a checklist as they work through the project in which they will check off each step of the project as they complete them. Some of the steps on the checklist they will need me to check off as evidence that I approve their plans or progress. I will be meeting with groups daily to discuss progress and any questions or concerns the groups may have.

 

Finally students will have their final product and experiment results that they will compare with other students products and experiments that are similar. This will be the third experiment student’s have done this year, so I will be comparing their experiment process and results with their other experiments to look for improvements in the scientific method, and scientific thinking and in writing general. The students final presentation will be the most telling of student learning in my opinion, as it will showcase all the different skills the student should of learned as well as learning a new presentation tool.

 

I have participated in my PLN this week by participating in the Twitter chat, reading blogs, and doing a lot of sharing within my PLN at my school. I have not contributed much to my PLN in this class in the way of blog responses or sharing resources. I am planning a GPS unit( (if the snow ever melts), and I am sure I will need all the help I can get from my PLN.

Revised Rubric

I revised my rubric. Sorry it isn’t in a very easy to read format. 

Newton’s Law Project Rubric

Criteria

Experiment/ Scientific Method

Measurement /graph (scatter plot)

Demonstration of Newton’s Laws of motion concepts

Communication of results

Collaboration

20

Experiment is conducted following the scientific method with a very measurable hypothesis, independent and dependent variable, control, and constants. Obvious efforts are made to keep the experiment as controlled as possible.

All steps in scientific method are present.

Measurements are accurately taken with appropriate units used and labeled. Graph (scatter plot) clearly shows the relationship between to proportions such as mass and volume.

Through the experiment one or more Newton’s Law concept(s) have been demonstrated in such a way that shows the relationship between two or more of the concepts in a proportion such as mass/volume.

 

 

Experiment details are communicated clearly including a conclusion using content specific vocabulary; uses an approved digital communication tool.

 

 

Students collaborated well by communicating and being very decisive to reach project goals.

15

Experiment is conducted following the scientific method with a clear hypothesis, independent and dependent variable, control, and constants. Experiment is as controlled as possible.

All steps in scientific method are present.

Measurements are accurate with appropriate units used and labeled. Graph (scatter plot) shows the relationship between to proportions such as mass and volume.

Through the experiment one or more Newton’s Law concept(s) have been partly demonstrated in such a way that shows the relationship between two or more of the concepts.

 

Experiment details including the conclusion are communicated adequately using appropriate vocabulary using approved communication tool.

 

 

Students collaborated by effectively communicating to make decisions with some conflicts that are resolved quickly without teacher involvement.

 

10

Experiment is conducted in a way that somewhat follows the scientific method with a vague hypothesis, independent and dependent variables, control, and constant.

Experiment is overall confusing with no clear conclusion.

Scientific method is not followed.

Measurements are not accurate with inappropriate units used. Graph (not scatter plot) vaguely illustrates the relationship between two proportions such as mass and volume.

Through the experiment one of Newton’s Law concept(s) have been vaguely demonstrated in such a way that somewhat shows the relationship between two or more of the concepts.

 

 

Experiment details are communicated poorly using some related vocabulary using an unapproved communication tool. Results are unclear with a conclusion that falls to state whether or not the hypothesis was correct or incorrect;

Students were not effective at collaborating. Conflicts occurred often with teacher having to intervene to resolve conflict.

 

Final Score:            /100

 

             

 

 

Week 11

Essential Question: What technology will I use to allow students to demonstrate they have met the standards targeted by my rubric? What are the classroom management considerations that I must address?

 My students will communicate their findings from an experiment that they have created and conducted. Students will also produce a data table with a corresponding scatter plot graph to show result of the experiment. I’m trying to give my students as many choices as possible, but I think I need to narrow down their choices for communication tools. So far these are the tools I have been thinking about using. My biggest challenge is that I have not used all these tools myself in-depth.

 Power Point, Digital pamphlet, and Digital posters – Glog

 Voice Recording/ Audocity, Garage band,

 Video/ Xtranormal, Voice Thread,

 Screen Cast

 

?Pearltrees, Prezi

 

I am also using simulations, tutorials, games, and other online resources for students to choose from as learning activities. Students will also use Excel to make a data table using collected data and also make a graph.

 

Since my project has students working at their own pace on a rather big project I will most likely have a lot of classroom management issues to overcome. These are some of the challenges and solutions I have foreseen occurring so far.

 

Classroom Management Challenges/ Solutions:

–       Keeping all students on task and meeting project deadlines: Daily effort grades, as well as students report daily progress.

–       Groups not working well together: Daily discussions with students on progress

–       Groups falling behind: Intervene with group to make daily goals, teacher approves and reviews daily, if group continues to fall behind may have to break group up, and work as individuals.

–       Students not listening while in computer lab: have them turn off monitors to listen, or put eyes on speaker and hands in the air.

This week I have participated within my PLN by reading blogs and participating in the Twitter discussion. I spent most of my time and energy in regards to this class looking up and exploring resources for my project and working on the project and rubric.

Differentiating through Student Products

Week 10

How can I differentiate through student product in my classroom?

There are many ways I currently have student’s differentiate their products for larger assignments. This year I have coincidently focused more on this than in the past. For example I gave students a choice in their product for a solar system project earlier in the year. Students had the choice to produce a wide range of options from a Power Point to a song. Most students chose to do a Power Point presentation, but giving the students choices helps students to construct a product that best meets the students learning styles and in my opinion fosters creativity.

I need to work on differentiating the product for smaller and daily assignments. I know this isn’t always possible, but often times there are multiple ways for students demonstrate understanding even with smaller assignments that don’t a large product. For example students could have the option to share responses to questions through blogs, online journals that could be done with Evernote, Wiki pages, etc… This would take some work to set up, but I think it could be done an would give students more creative freedom to express their ideas.

I have not worked with PLN much this week. I read a few blogs and Tweets, but worked pretty much in isolation due to a variety of factors beyond my control. I did spend quite a bit of time looking for resources and standards for the week 10 assignment. I hope to commit more time this week to communicating within my PLN and sharing resources.

Using Pearltrees to Differentiate Instruction

How can I use Pearltrees to differentiate content in the classroom?

Pearltrees offers a great way to organize, share, and acquire resources in a very user-friendly format. In my classroom I would use Pearltrees to differentiate instruction by making a pearl tree into an assignment with the assignment being connected to a variety of resources and web 2.0 tools for students to use to complete the assignment. Giving students choices when doing assignments allows students to learn and create giving students creative freedom.  So if the assignment was to learn about a certain concept and make a model or visual representation of that concept, students could be given resources and tools as pearls that the students could pick from to complete the assignment. I need to develop this further as I am not exactly sure how to manage this with students. I know that students would pick up Pearltress quickly in my opinion.

Students could also share resources and assignments through Pearltrees and post comments and questions to students and the teacher. I’m excited to introduce this to my students, I think Middle School students will enjoy this tool. On a side note I did find a lot of Pearltrees that teachers have created to organize their resources related to differentiating instruction by doing a Google search for using Pearltrees to differentiate instruction.

I have participated this week in my PLN by working on the assignment 2 project with my Edmodo group, and participating in the Tweeter feed. I read a lot of blog postings this week, but only responded to a couple.  I also read a lot of tweets, but didn’t tweet much. This week I hope to participate more in communicating with PLN by writing more blog responses. 

Video Games and Learning

How might video games enhance my students’ learning?

In my experience video games are very engaging and when used appropriately extremely educational. I think the most beneficial part of video games is that they are goal orientated, challenge students in a variety of ways and give students choices. Students are in charge of their learning while playing the video games, which is very powerful.

I reviewed dozens of games this week and found some really fun and engaging games, and some really not so engaging games. The first game I investigated that I found worthy with is called Monster Physics! This game really engaged the students and has a lot to offer for the dollar price tag. The students really mastered the game much faster than I did, which was a bit humbling. The game connects does to many of my physical science standards dealing with Newton’s Laws nicely as well. Students demonstrated did demonstrate many new skills having to do with force, momentum, circular motion, and more. Obviously some students picked this game up very fast, while others found it a bit challenging to figure out all the ins and outs of the game. I did not share this game with my PLN as it was shared through the MOOC; I am interested in what other science teachers think of the game, and will share the game later.

The next game I investigated is a roller coaster creator called: Build a Coaster. This game has students add different sections of the coaster to try and get the best ride possible for the riders. Students do like this game, but it is limited in its learning potential. This game does help students meet the same standards as the game mentioned above. The game is good for a short introduction to roller coaster physics, but does not offer extensive educational opportunities. Overall this is a decent game, but limited in applying motion and math concepts. Students demonstrated some skills in problem solving an increased understanding of what the roller coaster riders could handle without getting hurt. I would say that students couldn’t demonstrate through this game that they have mastered the targeted skills. I have shared this site with other science teachers at my school and with my PLN through this blog.

Anther roller coaster game/ creator at: http://www.bestphysics.com/physics-games/roller-coaster-creator/ This game is actually very engaging and has levels, so students are more motived to continue playing to reach the next level. This game has more elements to it than the previously mentioned game, and students stayed interested longer in the game. The game does have the student’s problem solve and think about motion concepts well. This game is overall more appealing and engaging than most roller coaster games/creators I have worked with.

This past week I haven’t spent a large amount of time communicate within my PLN. I have been reading many blog postings and responding to a few, but nothing close the goals I have set for myself. I have checked Twitter for resources and ideas but have not posted. I did discuss the group project through my group’s Edmodo group. We are focusing on differentiating through Edmodo. This week I hope to be much more active in communicating within my PLN.