Judy and I have been combining our classes and our creative brain power to "lens up" our science and LA.
I continue to believe that we (with a focus on our students) definitely learn better when we have fun. This was a dominant theme last year when we spoke with our students about their experience in the TADL project.
We have a very different group of students this year and these invigorating lessons that include combining almost 60 kids can make for more challenging management of the students. I keep reminding myself that the enthusiasm the students show is really what we are after and this is a different experience for them, a worthwhile experience.
I hope with continued exposure to the "Lens Method" they will become better at self regulating, the whole repeated practice element. It is worth it due to the positive responses from the students and the level of achievement, retention of learning they demonstrate. So far in science, where we are doing the most lens work the overall class achievement is significantly higher than other subject areas. Also this is the area where we as teachers and our students have been having the most fun together, not a coincidence.
So I remind myself, stay the course, it is worth it, we are on the right track, our students benefit as we learn best when we have fun!
Thursday 8 November 2012
Making Memories??? Digestion Machine Video
We are currently learning about the human body in science. We created a digestion machine to demonstrate the digestive process.
The goal was to make it memorable. When we think back to childhood memories what makes things memorable? Connections to emotions, strong feelings, sights, sounds, smells... Don't want our students to file the information away in the "boring forget it in a week" place.
Response to the demonstration was very positive. Heard from a lot of parents at p-t conferences that this was the first thing their child wanted to share about with great enthusiasm when they got home from school.
Will assess for knowledge retention this week to find out if the method was effective and helped form real memories.
P.S.
I originally wrote this a couple of days ago and have since given a quiz on the content covered. The students did very well with no study time provided (on purpose) hopefully a memory has been created that leads to real long lasting learning.
Had some difficulty posting the video, so have put it on youtube, copy and paste the links below into your browser address bar, be sure to open a new window in your browser:
The goal was to make it memorable. When we think back to childhood memories what makes things memorable? Connections to emotions, strong feelings, sights, sounds, smells... Don't want our students to file the information away in the "boring forget it in a week" place.
Response to the demonstration was very positive. Heard from a lot of parents at p-t conferences that this was the first thing their child wanted to share about with great enthusiasm when they got home from school.
Will assess for knowledge retention this week to find out if the method was effective and helped form real memories.
P.S.
I originally wrote this a couple of days ago and have since given a quiz on the content covered. The students did very well with no study time provided (on purpose) hopefully a memory has been created that leads to real long lasting learning.
Had some difficulty posting the video, so have put it on youtube, copy and paste the links below into your browser address bar, be sure to open a new window in your browser:
Wednesday 15 February 2012
I Choose Confusion?
At a recent Different Lens meeting we were discussing a focus question to be thinking about/pursuing clarity while participating in this fantastic project.
The word that kept coming up with a variety of connections for me was choice. This is probably also due to currently reading Glasser's book on choice theory as part of the work a group is doing around restorative practices.
I believe in the power of choice. It is something I am constantly reinforcing with students. They choose if, when, how they are going to behave even when they are completely aware of the expectations and potential consequences. They still make conscious choices/decisions about what they are going to do in order to satisfy their needs. Yes, there is often an element of impulse or a lack of control with them due to their age, but after the heat of the moment they are again presented with choices on what they should/could/might do to solve/enhance/worsen, etc. the problem/situation. How do we help children clearly see/understand the potential choices available to them and to help them see the potential impact on their lives/the lives of others through their individual choices?
Giving students choice and empowering them to understand the consequences/benefits of their choices is a very powerful learning tool. When it comes to learning, academic success, school engagement what impact does choice have? Providing choice can help students meet their needs for freedom (do what they want to), power (control over what they are doing/how they are doing it), fun (is it enjoyable), belonging (social considerations), but where do we draw the line with choice?
Too much choice or open endedness, does it lead to confusion, misunderstanding, lack of progress, wasted time? What is the right amount of choice? When asked to demonstrate their learning elementary students are still learning all the different ways in which they might show what they know and many of these methods must be taught separately so they then have that method/knowledge to draw upon in the future. Is 2 options enough of a choice to energize, create enthusiasm (is this not our goal in working with students to get them interested/excited/curious/wanting to do the work?) If they are wanting to do the work then the quality of the work and the learning that occurs will undoubtedly improve.
I keep getting sidetracked in my ramblings here...again what is the right amount of choice, and I guess also what should those choices consider in the school environment (learning styles comes to mind)? 2,3,4 different options for how to present your learning, individually/in partners/groups/with members of other classes/other grades/other people in the community....? The answer is not immediately apparent so trial and error will play a role.
To add a scientific element and to give me a starting point I hypothesize that 3 choices is an optimal number to allow enough variety without overwhelming and losing focus. But one thing is clear to me about choice, we as educators should seriously consider how to make choice a regular consistent part of our practice in order to help our students figure out which choices will lead them to success and happiness.
What was my question again?
The word that kept coming up with a variety of connections for me was choice. This is probably also due to currently reading Glasser's book on choice theory as part of the work a group is doing around restorative practices.
I believe in the power of choice. It is something I am constantly reinforcing with students. They choose if, when, how they are going to behave even when they are completely aware of the expectations and potential consequences. They still make conscious choices/decisions about what they are going to do in order to satisfy their needs. Yes, there is often an element of impulse or a lack of control with them due to their age, but after the heat of the moment they are again presented with choices on what they should/could/might do to solve/enhance/worsen, etc. the problem/situation. How do we help children clearly see/understand the potential choices available to them and to help them see the potential impact on their lives/the lives of others through their individual choices?
Giving students choice and empowering them to understand the consequences/benefits of their choices is a very powerful learning tool. When it comes to learning, academic success, school engagement what impact does choice have? Providing choice can help students meet their needs for freedom (do what they want to), power (control over what they are doing/how they are doing it), fun (is it enjoyable), belonging (social considerations), but where do we draw the line with choice?
Too much choice or open endedness, does it lead to confusion, misunderstanding, lack of progress, wasted time? What is the right amount of choice? When asked to demonstrate their learning elementary students are still learning all the different ways in which they might show what they know and many of these methods must be taught separately so they then have that method/knowledge to draw upon in the future. Is 2 options enough of a choice to energize, create enthusiasm (is this not our goal in working with students to get them interested/excited/curious/wanting to do the work?) If they are wanting to do the work then the quality of the work and the learning that occurs will undoubtedly improve.
I keep getting sidetracked in my ramblings here...again what is the right amount of choice, and I guess also what should those choices consider in the school environment (learning styles comes to mind)? 2,3,4 different options for how to present your learning, individually/in partners/groups/with members of other classes/other grades/other people in the community....? The answer is not immediately apparent so trial and error will play a role.
To add a scientific element and to give me a starting point I hypothesize that 3 choices is an optimal number to allow enough variety without overwhelming and losing focus. But one thing is clear to me about choice, we as educators should seriously consider how to make choice a regular consistent part of our practice in order to help our students figure out which choices will lead them to success and happiness.
What was my question again?
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