How can time feel as if it is moving so slow, yet events pass so quickly. It has been a little over a month since we've received our iPads, and it seems as if they've already become an indispensable part of or daily living. I can't attend a class where the majority of the Fellows are not actively exploring (parts of ) the lesson through some application or use of the iPad. They are seriously a great tool in education.
As students, we are using them in the role of clarifying concepts that are brriefly brought up in a lecture. For example, we were being presented to by Dr. LaBeau with several options that we could use to engage our students visually through on-line 'animation' programs. I found one to be particularly interesting (Animoto) and in the time that she was explaining its possible uses, I downloaded the (free) App, created an account, took pictures of our surroundings, and produced a short video (including music) of our lesson [and sent it to her before she had even finished presenting].
This does not indicate that I was not paying attention to what she was presenting, but to the contrary, I was keeping step by actually DOING what she was presenting. Perhaps not all lessons will be regarding how to use the iPad, but this concept can apply to anything being studied in class. Take a lesson on evolution for example, students can explore timelines of relevant events and the developments tha pre-ceded certain theories. For global learners, this would help to incorporate the 'bigger picture' that Darwin wasn't some guy alone on his island; that there were others that influenced him and were later influenced by him.
Friday, August 5, 2011
Thursday, July 28, 2011
FDoS
First Day of School:
What an exciting time! Do you remember any of your first classes? That's right, I don't really either..they were often boring and involved reading the syllabus and rushing through a quick lesson maybe. What an opportunity wasted!
The first day of class can give so much meaning to an entire year, or even change the outlook of a student towards school. And we waste it taking up the classroom rules, as if they are so important that if they were 'broken'on the first day, everything would fall apart. Instead of engagement, the focus is often on structure.
This day could be used to channel that excitement into curiosity; to change previous beliefs of what a classroom is; to build something from the ground-up with student support. Why not start with an experiment, and lead into discussion. Is the syllabus really that important that it cannot wait another day. Students will just as quickly forget it, but they won't forget if they were engaged...
(ps. engaged is not used in the eloping sense. though exciting, I would not recommend this on the first day of class)
What an exciting time! Do you remember any of your first classes? That's right, I don't really either..they were often boring and involved reading the syllabus and rushing through a quick lesson maybe. What an opportunity wasted!
The first day of class can give so much meaning to an entire year, or even change the outlook of a student towards school. And we waste it taking up the classroom rules, as if they are so important that if they were 'broken'on the first day, everything would fall apart. Instead of engagement, the focus is often on structure.
This day could be used to channel that excitement into curiosity; to change previous beliefs of what a classroom is; to build something from the ground-up with student support. Why not start with an experiment, and lead into discussion. Is the syllabus really that important that it cannot wait another day. Students will just as quickly forget it, but they won't forget if they were engaged...
(ps. engaged is not used in the eloping sense. though exciting, I would not recommend this on the first day of class)
Tuesday, July 19, 2011
10 SOP's in the Lab
Here is a list of my 'top 10' standard opperating procedures in the science classroom:
1. Come prepared to class by having read through the procedure for that lab (will be provided to you ahead of time).
2. There are no inappropriate questions: if you do not understand the procedure ask your lab partner(s)to stop and clarify and/or seek my help (it's my job.
3. Understand the properties and common characteristics of the chemicals you will be working with. Use the Material Safety Data Sheets (MSDS) to read into the properties of the chemicals that you will be handling in your lab.
4. Never assume that you know all the properties of an element or chemicals you are handling: do not taste, touch or smell any chemical just because you think it's safe.
5. Be aware of who and what is around you. Accidents in a lab can be very dangerous.
6. Safety equipment is located in the classroom for your safety! Know where it is and how to use it.
7. Come dressed appropriately on lab days: long hair tied back and no open-toed shoes. No compromises.(if you come in wearing sandals, you will be forced to wear the complimentary pair of Dutch wooden clogs for the rest of the day)
8. Goggles are not just for 'suckas.'If you like the luxury of sight, get used to wearing them.
9. Although science is fun, lab is not open playtime. Follow the appropriate procedure and do not start your own 'side projects' without consulting with a teacher.
10. Enjoy what you learn, that's the purpose after all....
Here are a few for educators to consider:
1. Always try out the experiment that you are asking students to perform, before letting them loose on it. Think of possible mistakes they might make (unintentional or deliberate) with the set of equipment that they have at their disposal.
2. Document safety rules that you and the students will follow. Make sure they are understood and accepted by all students.
3. Model safe behavior. Wear goggles during experiments, don't overlook infractions or safety rules and be cosistent with expectations.
-V
1. Come prepared to class by having read through the procedure for that lab (will be provided to you ahead of time).
2. There are no inappropriate questions: if you do not understand the procedure ask your lab partner(s)to stop and clarify and/or seek my help (it's my job.
3. Understand the properties and common characteristics of the chemicals you will be working with. Use the Material Safety Data Sheets (MSDS) to read into the properties of the chemicals that you will be handling in your lab.
4. Never assume that you know all the properties of an element or chemicals you are handling: do not taste, touch or smell any chemical just because you think it's safe.
5. Be aware of who and what is around you. Accidents in a lab can be very dangerous.
6. Safety equipment is located in the classroom for your safety! Know where it is and how to use it.
7. Come dressed appropriately on lab days: long hair tied back and no open-toed shoes. No compromises.(if you come in wearing sandals, you will be forced to wear the complimentary pair of Dutch wooden clogs for the rest of the day)
8. Goggles are not just for 'suckas.'If you like the luxury of sight, get used to wearing them.
9. Although science is fun, lab is not open playtime. Follow the appropriate procedure and do not start your own 'side projects' without consulting with a teacher.
10. Enjoy what you learn, that's the purpose after all....
Here are a few for educators to consider:
1. Always try out the experiment that you are asking students to perform, before letting them loose on it. Think of possible mistakes they might make (unintentional or deliberate) with the set of equipment that they have at their disposal.
2. Document safety rules that you and the students will follow. Make sure they are understood and accepted by all students.
3. Model safe behavior. Wear goggles during experiments, don't overlook infractions or safety rules and be cosistent with expectations.
-V
Thursday, June 30, 2011
A Week on the Pad
What a week so far. Productivity has increased threefold, fun has gone up a factor of five, and free time has been reduced to the drive between home and the two campuses.
This unit (Los iPad dos) has been a fun addition to our classes. I have personally used it's youngest cousin, the iPhone, for the last several months, so for me this is a chance to explore the (few) differences between the two. Basically the iPad is a giant version of my phone and makes the visual experience that much more intense.
With students: They instantly responded to it. I brought it to my first tutoring session after receiving it, and my tutee was more excited about what we could do with it, then anything else. We immediately downloaded an ACT prep app and she was off to the races exploring it. I wish thee were more options like that, but it will take some time to find quality ones (the ACT prep one was not a quality one).
This unit (Los iPad dos) has been a fun addition to our classes. I have personally used it's youngest cousin, the iPhone, for the last several months, so for me this is a chance to explore the (few) differences between the two. Basically the iPad is a giant version of my phone and makes the visual experience that much more intense.
With students: They instantly responded to it. I brought it to my first tutoring session after receiving it, and my tutee was more excited about what we could do with it, then anything else. We immediately downloaded an ACT prep app and she was off to the races exploring it. I wish thee were more options like that, but it will take some time to find quality ones (the ACT prep one was not a quality one).
Wednesday, June 29, 2011
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