My Driving question is: What is the impact of learning maps on student Clarity for learning objectives and achievement? With the roll out of the new Next Generation Science Standards (NGSS) and the links that science literacy have to economic growth and to solving complex social and environmental problems. We need to ensure all of our students, not just future scientist and engineers, have the knowledge to solve science related problems.
We need to continue improve student achievement and close the gaps at the site level, district, states, and with other developing countries. The the 2015 Program for International Assessment (PISA) put the United States 24th out of 71 developing Nations, with a mean score of 496 Just above the (Organization for Economic Co-operation and Development) (OECD) Average of 493. According to the The National Assessment of Educational Progress (NAEP) California only has 24% of 8th Grade students at or above proficiency in Science. This is 9% below the national Average of 33% From 2009-2015 Scores have gone up 6 points from 137 to 143 just above the basic score level of 140 NVUSD 53% of the students scoring proficient or higher on the 2016 CST. Latino-Hispanic 38%, White 66%, Special Education 20%, Economically Disadvantaged District 40% At Silverado Middle School there are 62% of the students are scoring proficient. When looking at the subgroups we see some gaps. Latino-Hispanic had 43% proficient compared to White 62% Special Education and the Economically Disadvantaged had 41% Proficient or above. These are base on the 2016 CST Paper version. Lit Review. Potential sources of gender and minority difference among U.S. eighth graders' science achievement by Qian, Xiaoyu gets into the minority achievement gap in Science. It is an analysis of trends showing minorities performing worse in Science and math The test that were constructed response and not multiple choice, minorities did worse indicating it may be a lack of literacy skills It is essential for both middle school science teachers to find instructional methods that work more effectively to improve science achievement of both female and minority students. Curriculum and instruction need to enhance female students' learning interests and give them opportunities to improve their visual perception skills. Science instruction should address improving minority students' literacy skills while teaching science. Did they read that by Smith, Ben & Mader, Jared Having students use reading and video sources for curriculum. Better Comprehension, since it's at their own pace and can be set for their own reading level. Different languages also so content can be obtained Can make questions and quizzes as a teacher. Instructional Objectives Versus Learning Objectives: A Difference Does Make a Difference! by Hammon, James Talks about the difference between learning objectives and instructional objectives. it is important to have both when planning but instuctional objectives are how you are going to teach and the learning objectives are what the students are expected to learn. In order to get student clarity you need clear learning objectives that they can understand
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To me This week's content was really about looking at how society has changed and the exponential growth of the role technology has played and is part of our everyday life. Our role as educators has changed from teacher's to facilitators. Education is about kids learning. It's obvious with the stats from the 1st set of Video's that things are changing at a exponential pace. We need to teach kids to think critically. With all this new technology multi media comes some unforeseen issues, so we need to teach them how to use this technology as a tool for learning. This is how this generation of kids and society as a whole is communicating and accessing information. We need to harness this in the classroom. We are no longer constrained in the physical classroom.
This is all just part of the bigger picture. We have to get to know our kids, believe in them and let them drive their education. yes they are kids so they will definitely need some guidance and that's where we come in as educators. We can't take a one size fits all approach. Very interesting to listen to Finland's education system, seems so simple and obvious why can't we do it. The challenge will be to find a balance between all the positives technology brings to learning but also all of the issues, like classroom management to kids using it as a crutch. Technology is not a substitution for good teaching and sometimes I think it is veiwed that way Blog - Having reviewed the IRB, what do you need to know to address your DQ? Why? What are your Need to Knows and how would you measure them?
My driving question is starting to form around the Idea of getting students to break out of a fixed Mindset and transforming, or rediscovering the growth mindset that younger kids seem to naturally have. It's seems the older kids get the less questions they ask and inquisitive they seem to be. My Need to knows are: I plan on explaining to the parents at Back to School night the shift in how I have the kids reflect on their learning through a growth mindset not a fixed one. Would this be sufficient for informed consent? Am I comparing two approaches to teaching and learning, is this an example of "equipoise"? How do I measure and give feedback on growth mindset. How do I get the students to reflect and give themselves feedback and have them measure their progress. I think this research will have minimal risk, the only concern would maybe be some anxiety as they try and look at successes and failures with the same value. For example a student would look at assessment as an opportunity for them to understand what they know and what they still need to learn. Both being as equally important. Will I need to get formal consent from my students and their parents? Would the consent and waiver forms in the beginning of year packet for the school apply to my research or do I need to get a separate one? or example the use of the kids photos. Should I select certain assignments or entire class to give feedback and no grades, and the other grades with no feedback? |
AuthorJeff Albertazzi Archives
November 2018
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