Nov07

Science Notebooks

I've heard about "interactive" science notebooks. I would like to use them with my classes, but I think I need to learn more about them before I start.
—Randall, Columbus, Ohio

For many teachers, the word "notebook" conjures up a traditional folder or binder to hold lab reports, homework, class handouts and notes, tests and quizzes, and/or completed worksheets. The students receive a list of required documents and the specific order in which they should appear. Notebooks are graded periodically on completeness and whether the documents are in the “correct” order. Teachers tell the students to "study" from them. At the end of the school year, some students would take them home; others would casually toss them as they emptied their desks or lockers.

However, many teachers are working with their students to create a more useful and personalized notebook that will be used daily throughout the year. These teachers recognize the importance of helping their students learn organizational strategies, but they also recognize the need for students to improve their data recording and analysis skills and learn how to reflect on and communicate what they are thinking and learning through writing. These “interactive” notebooks are living documents where students have the responsibility to record and use their lab investigations, vocabulary, class notes, sketches, summaries, and other assignments.

Here are some resources you can use to learn more:

  • The NSTA Press publication Using Science Notebooks in Elementary Classrooms by Michael Klentschy has become a classic. Don't be put off by the title if you're a secondary teacher. The concepts are the same, and the strategies would be useful if your students are not used to organizing their thoughts and notes. There are many examples of student work, and I was blown away by what these little ones are doing and thinking! You can even read a sample chapter online.

  • NSTA's Science Store also provides access to journal articles on the topic. NSTA members can access journal articles for free.

  • The website Science Notebooks in K-12 Classrooms produced by the North Cascades and Olympic Science Partnership in Washington state is an excellent resource, with lots of examples of student work, templates, and documents—including many in Spanish.

  • Using Science Notebooks is an online teacher resource from the Tucson Unified School District with suggestions for using notebooks, their benefits and advantages, and examples of student work.

  • The Scientist's Notebook Toolkit from the East Bay Educational Collaborative in Rhode Island is another resource rich in suggestions and examples.

  • The ERIC Digest Science Notebooks: Tools For Increasing Achievement Across the Curriculum provides a rationale for using science notebooks and discusses their effect on learning.

  • There is a forum in the NSTA Communities on Interactive Science Notebooks in which teachers are asking questions and sharing suggestions.

One thing I like about many of these books, articles, and online resources is the examples of student work. Secondary teachers will be amazed at the depth of knowledge expressed by younger students! I suspect these students did not catch on to a new approach to notebooks right away, especially if they have had many years of explicit directions on exactly what papers and information to archive. Their teachers had to provide lots of modeling, feedback, and persistence to get to the point where the notebook is a useful and integral part of their science classes. They also had to try different notebook formats (composition books, binders, folders, digital media) and strategies (logistics for storage, giving feedback) to find what works best with their students. But teachers generally agree the increase in student participation and learning is worth the effort.

It would be interesting to hear from anyone who uses laptops or online notebooks where students record their observations, upload images and videos, and communicate their findings virtually.
Published: Nov-07-09 | 0 Comments | 0 Links to this post

Oct08

Living Things in the Classroom

Many NSTA journal articles refer to working in "Outdoor Classrooms." I teach in a neighborhood school with no grass or trees in the schoolyard, so I'm thinking of bringing the outdoors indoors by adding some plants and live animals to my classroom. I've never had animals before. Do you have any recommendations?
—Jack, St. Paul, Minnesota

Live plants and animals in the classroom can be a wonderful learning opportunity for students. More than just decorations, these live plants and animals can turn a classroom into a center for observing, questioning, data collecting, and developing a respect for living things.

Before you start, check out district or school policies or guidelines on live plants and animals. Look up Ken Roy's article on the Responsible Use of Live Animals in the Classroom in July 2004 issue of Science Scope (you can access it online in NSTA’s Science Store if you don’t have your own journal archive). Take a look at the Principles and Guidelines for the Use of Animals in Precollege Education from the National Academies. Also review NSTA's position statement, Responsible Use of Live Animals and Dissection in the Science Classroom, for some recommendations. I'll elaborate on a few.

Consider your curriculum and standards. What learning goals are supported by having plants and animals in your classroom? Rather than relegating the animals to the back of the classroom and the plants to the windowsill, creating a learning center can focus students' attention with questions (especially student-generated ones) and related resources. For example, in two elementary classrooms I visited, I saw very different approaches using butterfly chrysalises. In one classroom, the container was on a table surrounded by papers, books, and other miscellaneous materials. The other classroom had the same kind of container and chrysalis, but the container was the focal point of a learning center titled "How (and Why) Do Butterflies Change?" The teacher had posted students' questions about the topic. She had insect field guides for students to look at, pictures of other kinds chrysalises and cocoons, and a magnifying glass. There was a chart on which students recorded their observations each day. In their journals, students included their questions, observations, and drawings. The students were tracking butterfly migrations on the Journey North website. All of these activities were part of a larger theme on "Changes" which incorporated topics in scientific processes, insects, and life cycles.

Choose animals carefully. You do not want venomous animals, ones that make distracting amounts of noise, or ones requiring controlled environments (as some reptiles do). Before you make any decisions, find out if any students have allergies to hair, fur, or feathers. Wild animals such as chipmunks or songbirds do not belong in the classroom (and possessing them may be in violation of state or local game laws). Small rodents such as guinea pigs, mice, or hamsters are popular classroom residents. (Of these, I personally preferred gerbils—being desert animals, their containers did not need as much cleaning.) Teachers also recommend hissing cockroaches, snakes (such as ball pythons or corn snakes), and other "herps" (such as bearded dragons, iguanas, turtles, or tree frogs). Get animals from a reputable pet shop or other provider (including rescue organizations) who can advise you and the students on their housing and care.

Aquariums are also popular in classrooms. Students (and teachers) find them relaxing and interesting to observe. If you've never set one up before, try a small "starter kit" and some inexpensive tropical fish. It would be a great experience for you and your students to learn together.

There are some practical and logistical issues, too. Will someone be able to get in to feed the animals or water the plants on weekends or holiday breaks? How much does the temperature fluctuate in your classroom? Do the custodians use potentially harmful cleaning chemicals or pesticides? What happens to the animals over the summer break? I never sent animals home with students, unless I was personally acquainted with the parents and knew they would be properly cared for.

There are many opportunities for inquiry with plants, especially if students start them from seeds or clippings. Choose plants that do not have poisonous leaves or berries. I know an elementary teacher who has a small houseplant for each student in his class. The students decorate the pots and take them home at the end of the year if they wish.

Your neighborhood might be a living laboratory, too. Take a look at the resources provided by the Cornell Laboratory of Ornithology, including Project PigeonWatch and Celebrate Urban Birds.

Be ready for the impromptu "teachable moments" live animals can provide. During a standardized testing session in my homeroom, a student returning from the pencil sharpener remarked, "One of the gerbils is having babies!" I don't remember what our test scores were that year, but it was an exciting live lesson in mammalian reproduction.
Published: Oct-08-09 | 0 Comments | 0 Links to this post

Sep11

Take-Home Projects

I'm thinking of requiring some "take-home" projects for students this year. (I teach at the elementary level). I think these would provide a good opportunity for students and parents to work together on science topics. Do you have any suggestions or guidelines?
—Janine, Boise, Idaho

I suspect the most dreaded words many parents hear from their children are "I have to do a science project," often spoken the night before it’s due!

Optional or supplementary take-home projects may be of interest to many students (and their parents or other caregivers). But I'd consider some questions before requiring all students to complete take-home projects.

What kind of project do you have in mind? How does the project relate to the learning goals or objectives for the unit? I've seen many traditional "projects" such as models of volcanoes or the solar system, pretzel-stick log cabins, and shoebox dioramas, but I wonder how they demonstrate student learning of specific content knowledge or skills. Take-home packets with items such as coloring pages or word searches may be enjoyable for students, but I question their instructional value in terms of learning science.

Does the project rubric relate to the learning goals and focus on content, organization, and depth of information? Some students (and parents) may not know what a presentation looks like or how to design a science fair poster, so having pictures or videos of projects from other years may help. How much will the project count toward final grades? Remember, giving "extra" credit for take-home projects penalizes students who have limited resources at home.

What level of parent involvement is acceptable? "Involvement" may range from providing materials and some guidance to taking over the project and doing it for the student. Some students have parents who work evenings, have other children to care for, or may not have a lot of skills or self-confidence to assist with projects. Do your students have the knowledge and skills to complete them on their own?

How much time will be required? Many students have evening schedules with various community activities as well as homework in other subjects.

Does the project require costly materials or resources? How will you accommodate students who either cannot afford materials or get to a store to purchase them? Do all of your students have access to computers and the Internet at home? Students may be concerned whether the finished project can be transported on the bus.

Your intention to connect parents and their children through science activities is commendable. It sounds like you want the projects to be enjoyable, but you must keep in mind formal take-home projects with ironclad deadlines could be a burden in terms of time and resources. Much has been written about project-based learning in the classroom (see Edutopia's Why Teach with Project Learning? or the September 2009 issue of NSTA Reports). These formal projects require intensity, planning, and resources and should be structured so all students, regardless of their home circumstances, can participate. But don't give up on finding ways to involve students and parents with informal, science-related activities.

In your school or class newsletter, website, or blog, include information about free events at local parks, nature centers, libraries, or museums. Encourage students who attend these events to share their experiences. NSTA's SciLinks can help you create a list of appropriate websites related to your unit topics to share with parents.

Annotate the school or class calendar with prompts for family conversations—What is your first memory of being outdoors? How have inventions and technology changed over the years? Play I Spy at home and find objects made of metal, plastic, glass, wood. Talk about where food comes from. If other subject areas get involved, every day can have a conversation-starter. The "Everyday Science" calendar in NSTA's Science and Children each month could be a starting point.

I worked with an elementary school that had take-home "kits" in plastic bags, created by a high school service group. The materials were donated or bought at a dollar store or flea market. For science, these kits included CDs or DVDs with podcasts or science programs, trade books to read at home with suggested discussion questions, vocabulary flash cards (even better if your students make them), small collections (such as leaves, seashells, rocks, or pictures) with directions for sorting or classifying, a plastic ruler and a magnifying glass with some simple directions for observing and collecting data, maps of the night sky for star gazing, an inexpensive pair of binoculars and a field guide on birds, and a set of building blocks. Students signed out a kit to take home, and they were not "graded" on the use of the kits. Of course, some kits never made it back to the classroom, but that did not discourage teachers from continuing the project.
Published: Sep-11-09 | 0 Comments | 0 Links to this post

Aug29

Cooperative Learning

What's the best way to set up cooperative learning groups for labs and other activities? How often should I change the groups? I'd also like to assign roles for group members, but I need some examples.
— Doug, Henderson, Nevada

Cooperative learning is a strategy supported by a wealth of research. The term often reflects a continuum of approaches, from generic "group work" to more structured activities. (Use the phrase in an Internet search to find resources such as Why Use Cooperative Learning? and Cooperative Learning.

There is no single or "best" way to set up groups. This is a great opportunity for action research as you try different configurations and note which ones seem to work better for your students. Consider these questions:

How many should be in a group? Groups of four seem to be effective in my experience. It's easy in a triad for one student to be ignored, more than four is a crowd at lab tables, and in a pair there is the issue of what happens when one of the students is absent.

How should the groups be structured? This is where you'll need to do some experimentation, because each class is different.
  • You could start with a random assignment. There are websites with random number generators, and programs like Excel have them, too. Some teachers take a low-tech approach and literally draw names using craft sticks or index cards. As the students work in these initial groups, you can observe the students' interpersonal skills, work habits, and how combinations of personalities work.
  • I hesitated to use student-selected groups. Usually, friends wanted to work with friends, and I was concerned about the students who were selected last or not at all (remembering my own experiences as a non-athlete at recess). I was also worried students wouldn't learn how to work with a variety of people. Recognizing the need for students to have a voice in the classroom, I tried a variation in which students could give me a note with the name of one person they would like to work with. I then structured the groups to try to accommodate their choices, with no guarantees.
  • Some teachers suggest grouping by ability. I'm wasn't sure how to determine science "ability"—I suspect teachers use factors such as reading or math ability, grades, work habits, or behavior. I found heterogeneous grouping worked best for my classes most of the time. Once I did put four slackers together. After a while they realized they had not accomplished much, and no one was going to bail them out! Sometimes if I had students with an intense interest in a topic, I had them work together.
  • There are other student variables to consider. Depending on your class, you many find single-gender groups provide more opportunities for student participation. If your class includes special education students, check with the specialist to determine their needs in terms of their IEPs.

How often should the groups change? Changing groups for each activity allows students to get to know others, but students also learn if they don't get along, it doesn't matter—the group will change next time and they don't need to resolve any difficulties. I would usually try to keep the groups intact for a unit. This also saved time, because the students knew who their partners were and which lab table was theirs.

Setting roles is a key component of cooperative learning so students share the responsibility for learning. The roles may vary from task to task: group leader, presenter, data recorder, measurer, equipment manager, liaison (to ask questions of the teacher or other teams), artist, online researcher, questioner, timekeeper, notetaker. The literature on cooperative learning describes other roles. Have job descriptions for each role (as checklists or on the bulletin board), and ask students to describe how they and their teammates did their jobs (this could be a exit activity). Rotate the roles so students have a variety of experiences.

To keep the groups focused and on-task, be sure that students understand the expectations for the project or investigation. Share the rubric ahead of time. Monitor the groups as they work, eavesdropping on their discussions and observing their interactions (this can be a formative assessment). Cooperative learning models emphasize the importance of both groupwork and individual accountability. You could have the group create some parts of a report together (perhaps in their notebooks or with a class Wiki or GoogleDoc page) and then have each student write his or her own conclusion or summary. Some teachers hold each student be responsible for one part of a project, evaluating each component separately and then assigning a holistic evaluation for the entire project.

You may have students who do not have a high level of interpersonal skills. Start with brief and highly structured activities. Model cooperative behavior, and work with them on what types of language is appropriate in their groups. And remember there are times when cooperative learning is effective, times when large group instruction is appropriate, and times when you want students working independently.

For more information on how other science teachers are using this strategy, go to the NSTA Learning Center to search for articles on cooperative learning.
Published: Aug-29-09 | 2 Comments | 0 Links to this post

Jun08

Science and NCLB

I'm concerned about the decrease in scheduled time for science instruction, especially in the primary grades. The teachers say that it's all because of NCLB (No Child Left Behind) and its emphasis on reading and mathematics. Is this the case everywhere?
-- Greg, Westminster, Colorado

The phrase "No Child Left Behind" implies we're going somewhere. As science teachers, we need to make sure where we're going with the students is a worthwhile place and the journey is an interesting one.

"We aren't allowed to teach science until after the state tests in April." I couldn't believe it when I heard this at an elementary school I visited recently. I knew many schools were focusing on reading and mathematics (the two subjects whose test scores are used to calculate a school's Adequate Yearly Progress, or AYP), but this sounded like an extreme case.

According to the 2008 study "Initial Impacts of No Child Left Behind on Elementary Science Education," published in the Journal of Elementary Science Education, 60% of the teachers surveyed said they cut back on time for science instruction as a result of NCLB. So your school and the one I visited are not isolated cases.

Even before NCLB, science was often shortchanged in terms of scheduled time. (Although we're discussing science here, I'm equally concerned that social studies, the arts, and physical education are also on the back burner in some schools.) I know some teachers who were strong in science before NCLB are still making time for science and their students are doing well on the reading and math tests. But I suspect some teachers have not protested too much about the de-emphasis of science.

If teachers decide to pursue this issue in their own schools, the real cause for the decrease in time for science should be determined. I'm not sure NCLB is the sole factor in every school where science time has been cut back. The study does mention other factors: few resources, lack of administrative support, outdated materials, and inadequate professional development. In addition, I know some schools use the time scheduled for science or social studies as "pull out" time for students who need remedial work in reading and math.

I'd also be concerned about the quality of science instruction during the time currently scheduled for science. If a science class consisted of worksheets, lectures, and busywork, then perhaps making the class shorter was not necessarily a bad thing. Another complication is that now states administer science tests based on their science standards as a part of NCLB. One eighth-grade teacher mentioned she felt she had to cut back on lab investigations to try to "cover" everything for the test, which included the standards for grades 6, 7, and 8.

There are those who suggest science content could be integrated with reading instruction. There certainly are many interesting nonfiction books students could use in reading class. But I think we're shortchanging students when we substitute assignments in reading class for planned and purposeful science instruction including both science content and processes such as hands-on investigations, vocabulary development, observations, writing, measuring, and questioning. In a well-planned science class, students apply their skills in reading and math to authentic situations.

The study mentioned earlier describes research conducted by Michael Klentschy, which showed inquiry science led to increased student performance in math, reading, and writing, even in schools with large number of at-risk students. So if test scores are an issue, I wonder if schools should increase time for inquiry science, rather than decreasing it! Perhaps if we give students more opportunities to apply their reading and math skills in other content areas, they will begin to see how their subject areas are connected.

Published: Jun-08-09 | 0 Comments | 0 Links to this post

May20

End-of-Year Reflections

I just finished my first year in the classroom. It was a challenge, but I learned a lot. With the end of the school year approaching, do you have any tips for what should I think about or prepare for next year?
—Rene, South Bend, Indiana

Congratulations for completing your first year! You'll find the end of the year is as hectic as the beginning, with exams, grades, inventories, and lab clean-up. You're also looking forward to vacation time, graduate courses, home improvements, a summer job, or some much-needed rest. But while your memory is fresh, take some time now to review, reflect on, and learn from your experiences. Record your thinking in a journal or in your planning files.

As you go back over your class list(s), ask yourself which students seemed to improve through the year. What did you do to encourage this improvement? Did some students regress during the year? What could you do if this happens again? What strategies did you use to connect with your students? Are there any new strategies you would like to try next year? How effective were your classroom management routines and procedures? Did your students seem to enjoy learning?

Consider your course curriculum. Did some units have different results than you anticipated? Should you change the amount of time or emphasis you put on some units? Did you have an effective combination of science content, skills, and processes? Identify any gaps in your own knowledge base that could be supplemented this summer with online courses, readings, websites, or visits to local informal science institutions (museums, zoos, planetariums, etc.). How well were you able to access and use the technologies available in your school? What kinds of interdisciplinary connections did you make?

As you complete final evaluations/grades for students, ask yourself how well the grades reflect student learning. Or did you factor in things not related to course content? How well did your assessments align with the unit goals and lesson objectives? Did you provide opportunities for students to reflect on their own learning (e.g., through a science notebook, rubrics)?

Although some schools do not require detailed written lesson plans, there are advantages of having plans that can be revisited and adapted the following year. Were your lesson plans detailed enough to be adapted for next year, or will you have to recreate them? Based on your assessment data, what instructional strategies should you change (or keep)? How well were your in-class and homework activities aligned to the unit goals and lesson objectives? Did your lab activities help students to develop their inquiry skills?

On a practical note, check with your principal or department chair for any end-of-year checkout procedures. Your classroom may not be secure during the summer months, so stow your lab equipment in locking cabinets or storage rooms. Take valuable or irreplaceable personal belongings home or lock them in a cabinet. Label any large personal items such as a desk chair or stool with your name. If you have personal documents, tests, grades, or other sensitive information on an unsecured hard drive, transfer them to a network drive or transfer them to a flash drive. Some schools allow teachers to take their assigned computer home for the summer, but don’t take any school equipment home without permission.

Update any equipment inventories and note if anything needs to be repaired. Keep your requisition list for next year handy so you can check in the new materials arriving over the summer. Inventory textbooks, if you keep them in your classroom, so you'll know if you have enough when you get your new class list. If any books need repair, take care of them now. Make sure items such as glassware, cages, aquariums, sinks, or table tops are clean and ready for next year. If you can, turn off the gas and water in your lab.

Based on your reflections, this might also be a good time to formulate your goals for next year. It's tempting to say, "I'll think about this in August." But if you take some time now for thinking, reflecting, and planning, you'll have more time in the fall for getting your second year off to a good start.
Published: May-20-09 | 0 Comments | 0 Links to this post

May06

Co-Teaching

I have the opportunity next year to co-teach two science classes with a special education teacher. Approximately one-third of each class will be special education students. We're both interested but a little apprehensive. How do we make this work?
—Devon, Pompano Beach, Florida

The March 2009 issue of The Science Teacher was devoted to the theme "Science for All." A principal of mine used to say "All means all—not some or most." As noted in NSTA's position paper on Students with Disabilities, it's critical for all students to have quality science experiences.

A co-teaching model of inclusion, such as the one you're considering, teams the content knowledge of a science teacher with the expertise of the special education teacher to differentiate instruction and deal with a variety of learning issues. Both teachers are in the classroom at the same time. I've had many special needs students included in my classes, but I never had the opportunity to co-teach. So I shared your question with several teams to get their suggestions.

They all said that getting the right match of personalities is crucial. The teachers should agree on classroom management routines and procedures. But it's not necessary for the two teachers to be identical in their personalities. For example, a detail-oriented teacher may complement a big-picture one. Even with professional development, one team noted they still had a lot of trial and error the first year. But they had a commitment to make it work for all of their students.

The teams also noted it's important that everyone (including the principal) understand the concept of co-teaching and the appropriate roles for the teachers. They shared a few horror stories, such as the science teacher who considered the special education teacher as his teaching assistant. He assumed that the special education teacher would perform clerical work, grade assignments, and set up and put away lab equipment. In another extreme example, the special education teacher did most of the work (notetaking, writing, etc.) for the students and gave it to them to hand in. These unpleasant experiences could have been avoided if the expectations had been determined ahead of time.

On one team, the special education teacher has the role of a tutor. She monitors the class and assists special education students during independent and cooperative group work. But on the other teams, both teachers present and review content, assist all students, and conduct formative evaluations. One teacher noted there are no "your" students and "my" students—they are all "our" students. The roles of teachers switch during the class period. The special education teacher will often take the lead in reviewing a topic or describing a procedure. The science teacher usually introduces new content.

One special education teacher mentioned her greatest concern was her lack of content knowledge in science. The first year of co-teaching, she was more of a tutor. But now in the second year of their teamwork, she feels comfortable with the content of the curriculum and with basic laboratory procedures.

One science teacher’s greatest concerns were whether the students could handle advanced topics and whether they would be able to do as many topics during the year. He found there were fewer interruptions for discipline problems with two teachers in the room. When he was out of the classroom on sick days or for conferences, the special education teacher was able to continue with the lessons. With another teacher in the room, the students also were able to get more individualized attention.

The co-teaching teams emphasized the need for time to collaborate, plan, revise, and assess student work. They emphasized the importance of having common planning time several times each week, if not daily. Above all, they suggested you give yourselves time to make this work and give yourselves permission to make mistakes (and learn from them).

NSTA has some resources. The portal Students with Disabilities has NSTA's position statement and links to strategies for inclusion. On the NSTA Learning Center, use the search term "inclusion" to find journal articles that suggest strategies for helping all students. If your special education colleague wants to brush up on content, Science Objects are free online courses on a wide variety of topics.

Do you have colleagues who are already involved in co-teaching whom you can observe and who can share their insights and experience? If you don't have any in your school, join the NSTA Community professional networking site to find virtual colleagues and mentors.

You have an excellent opportunity to document your experiences, perhaps as a blog or an action research project. I'm sure others would be interested. Good luck!

Published: May-06-09 | 0 Comments | 0 Links to this post

Apr15

Science Partnerships

Have you had any experience with partnerships between K-12 teachers and higher education faculty? We're thinking of writing a grant proposal for this type of project and we're open to suggestions.
-- David, Springfield, Massachusetts

I've been involved with several K-16 professional development projects with various "partnership" arrangements. In one case, it was very traditional: the teachers attended workshops or courses conducted by the university. The university staff structured the content and the course schedule specifically to meet the needs of the teachers. The courses were on-site and on-line. The advantage was teachers updated their content knowledge while becoming more familiar with technology and lab equipment. In such a project, it is important to describe and measure what the teachers are learning and determine how this new knowledge will affect their classroom instruction.

In another project, university professors worked with teachers over the summer on special topics aligned with the state science standards, and then the professors visited the schools to interact with the K-6 students. Spending one day each month in an elementary school was a new experience for the university faculty. They learned what challenges the teachers face, including the variety of students (and size of the classes), the obligation to address state science standards, the type of equipment available in the schools, and the emphasis on testing in reading and mathematics. But they enjoyed the students’ energy and enthusiasm and were impressed by their questions and interest. The students in the rural communities served by the project had the opportunity to meet real scientists. (The physics professor was very flattered when some 4th graders asked him to autograph their science textbooks.) The disadvantage of this type of project is that a "special event" atmosphere can occur. For lasting impact, this should be an ongoing collaboration between the teacher and the professor, not just a few gee-whiz demonstrations while the teacher watches from the sidelines. In this project, however, it was interesting to see the elementary teachers and the professors exchange roles as the year progressed.

At the 2009 NSTA conference, I attended a session in which two secondary science teachers described a mentoring project. They spent a summer working as research assistants at a nearby university. They had to learn the content, the lab procedures, and the research model being used. The teachers actually assisted with collecting and analyzing data. In the fall, they returned to their classrooms with new content knowledge, a new sense of accomplishment, and insights into scientific research. They have stayed in communication with their mentors, and because of their relationship with the university, they can borrow specialized equipment for their students to use. This required a long commitment over the summer on the part of both the teachers and the professors, and the professors had to provide background information and training for the teacher "newbies."

In both of the projects described, the K-12 teachers and the university faculty were compensated for the time they spent beyond their normal teaching duties. Although the compensation was certainly appreciated, the real value was in the new opportunities for collaborative teaching and learning.

There are partnerships providing teachers access to higher education facilities: nature centers, museums, laboratory tours, library resources, special lectures or presentations, and field trip opportunities for students. Some higher education institutions have traveling science specialists who visit schools for demonstrations or assemblies.

Regardless of what your partnership project looks like, it will be important to ask "What happens at the end of the project? What knowledge, skills, and self-confidence will the teachers have to continue to improve student learning?"
Published: Apr-15-09 | 1 Comment | 0 Links to this post

Apr07

Walk-Throughs

Our principal has started doing 5-minute "walk-throughs" in our school. What can she learn from such a brief classroom visit? How should I prepare?
-- Rose, Burbank, CA

While principals have always been out and about in their schools, "walk-throughs" or "learning walks" are becoming an accepted strategy to learn more about what is happening inside the classrooms. According to the Center for Comprehensive School Reform and Improvement, a walk-through is a "brief, structured, nonevaluative classroom observation by the principal that is followed by a conversation between the principal and the teacher about what was observed." A recent (2009) issue of Principal describes walk-throughs as contributing to a "schoolwide picture made up of many small snapshots." The literature usually describes principals as the observers, but walk-throughs can also be conducted by central office staff, instructional coaches, department chairs, project directors, teachers, or teams.

These brief visits could be seen as checking the vital signs of a school. The principal gets an overview of what is happening in the classrooms across grade levels or subject areas, not just by walking in the hallways but also by stepping into classrooms on a frequent, regular basis. These walk-throughs differ in format and purpose from the formal yearly or biannual observations in which the principal focuses on a single teacher for a longer period of time. Some schools refer to walk-throughs as "visits" to differentiate them from the more summative or contractual "observations."

You can compare walk-throughs and formal evaluations to your own behavior when students are working in small groups on projects or reports. As the teacher you circulate around the classroom, briefly visiting each group, observing how they work together, checking their progress, answering questions, and providing encouragement and feedback. You probably do not "grade" these informal observations and interactions, but you do learn a lot about your students and what they are doing. When the students have finished their projects, you then formally evaluate the project with a rubric and give a score or grade.

Does your principal communicate whether she is looking for anything specific in her visits? For example, if your school emphasizes strategies such as cooperative learning, writing in the content areas, classroom management, higher-order questioning, or technology integration, she may visit classrooms with these strategies in mind. Most of the principals with whom I've worked were not science teachers, so it might be helpful if you and your colleagues helped the principal to understand what to look for in science classes: inquiry, safe lab practices, student engagement in teams, science notebooks, the use of technology, and authentic assessments.

You do not have to do anything special to prepare for these visits; continue your lesson while the principal is in the room. If she does not provide feedback in a timely manner, I would ask her about what she saw and whether she had any questions or feedback.

I know a principal who puts time for walk-throughs in his weekly planner. He views this time as an essential part of his day and visits each teacher several times every month. The key element of walk-throughs is not just doing them, but in the reflective dialogue between the teacher and principal soon after the visit. These conversations can become opportunities to improve teaching and learning.

Published: Apr-07-09 | 0 Comments | 0 Links to this post

Mar30

Professional Development on a Shoestring

Our district professional development budget is being drastically reduced next year. Each department has been asked how to provide professional development on a shoestring. Do you have any suggestions for our science department?
--Lisa, Montgomery, Alabama

There are those who suggest that reduced professional development (PD) budgets in many-if not most-schools districts may not be as terrible as many think. Schools may have to reconsider the single events in which a well-knows speaker blitzes in for a few hours, gives a speech, and leaves without any follow-up activities to support the teachers or to determine if anything changes in the classrooms as a result.

Take a look at the National Staff Development Council’s new report, Professional Learning in the Learning Profession. The report summarizes the research on the relationships between PD and student learning and describes how effective PD should
  • Be intensive, ongoing and sustained over time, and connected to practice.
  • Focus on student learning and address the teaching of specific curriculum content.
  • Align with school improvement priorities and goals.
  • Build strong working relationships among teachers.

This is your chance to tailor PD to the needs of your science teachers, rather than trying to fit your colleagues into one-size-fits-all events. First, ask your administrator for state or local PD requirements and the district views on independent study and teacher-directed activities. Find out what types of pre-approval and documentation are required for these nontraditional activities.

Then survey the science teachers to identify their needs in content knowledge and instruction. Ask them to examine the curriculum and state standards to identify science topics in which they need background knowledge or cutting-edge topics for which they would like more information. And look at areas in which your students are struggling. Most districts offer general workshops in instructional skills, but you now have a chance to identify specific skills your science teachers need such as inquiry, lesson design, notebooks, formative assessments, laboratory procedures, cooperative learning, reading/writing in science, inclusion, technology, or classroom management. The result of your survey should be a set of goals reflecting the needs of your teachers, PD activities to meet those needs, and a description of how you will chart your progress toward meeting the goals.

You can find or create a variety of free or low cost PD activities: teacher-directed study groups, blogging, action research projects, independent study, presentations by your own teachers (ideally, they should receive a modest stipend), online courses, collaborations with other school districts (including videoconferencing) whose teachers have similar needs, events at nearby museums or science centers, and online collaborations with other science teachers via discussion groups or networking sites. Rather than putting together an extensive list of unrelated events, be sure your activities are connected to your identified needs and goals.

If your district does not have guidelines for personalized PD plans, the NSTA Learning Center has a "PD Plan and Portfolio" tool to guide you through this process, enabling you to record events and evidence and produce a report that can be shared with colleagues and administrators. The Learning Center has other resources for individual teachers or study groups available online:
  • Web Seminars: live online discussions (1.5 hours) with content experts and educators from around the world (free and archived for later use).
  • Science Objects: online "content refreshers" (2 hours) with graphics and animations on a variety of topics (free).
  • SciPacks: online courses (10 hours) that include an assessment, support from a facilitator, ideas for classroom use, and a certificate of completion ($31.99 for NSTA members, $39.99 for nonmembers).
  • SciGuides: online teaching resources that include web-based resources, lesson plans, and examples of student work (some are free, others are $4.95 for NSTA members, $5.95 for nonmembers).

The Learning Center also has a searchable list of books, book chapters, and archived journal articles that could be used in discussion groups or for independent study (journal articles and many book chapters are available for free or at minimal cost to NSTA members and nonmembers).

NSTA Communities is a new member resource. You can communicate with science teachers all over the world, share resources, join groups of like-minded teachers, and find educators in your geographical area with skills and knowledge they are willing to share. And you can offer your skills and advice to others.

Don’t forget to work with your administrators to design a format for reporting not just the topic and the hours but also a discussion of how these activities have improved teachers’ content knowledge and instructional skills. Invite administrators to your events and into the classrooms to see the results.

Good luck with your new opportunity! Please let me know (either via e-mail or a comment) if you have questions or other suggestions.
Published: Mar-30-09 | 0 Comments | 0 Links to this post

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