Who doesn’t love creating/giving/evaluating a good pre-assessment? Not this teacher. But we all know we need to know a baseline for our students. We can assume what our students know about a unit. We can have an idea what they should … Continue reading
Second semester is here again! I really love to use that first day back to get the kids up, moving, and being creative. But I know they need to ease back into school… no heavy content just yet. My go … Continue reading
I have been stating for a while that I am not a techie. But I recently switched from a 1-1 school to a non 1-1 school. And I am quickly realizing just how much I did use tech in my … Continue reading
For those of us that are teaching science using the NGSS, we know the importance of students creating and using models. I’ve recently been using them in place of (or at least in addition to) taking notes. We all have … Continue reading
Do your students just love Wikipedia? Do they love competitions? Do you want to see how much they know about a topic before you start and are sick of pre-tests? Are you looking for opportunities to further challenge your students that finish their work early or who are ready to move on while others in the class need another round of review?
If your answer to any of those questions was yes, then this is the blog post for you! Once again, this is not my original brain child. I don’t remember exactly where I heard about this, so if it was you then thanks. There are so many ways that you can use this technique and your students will find it strangely addicting.
I call these Wiki Relays. The idea is to get from one Wikipedia page to another in as few links as possible. Seems simple enough, right? The trick is you have to go in ahead of time and make sure there are no direct links between the two pages. This forces students to think about which links they should click that might take them in the right direction.
For example, if the task was to get from the Wikipedia page on dogs to the one on elephants:
You would think that the more students know about a topic, the shorter the number of clicks because they should know which ones will lead them in the right direction. But sometimes the link they think will get them there doesn’t… and around and around they go. They get frustrated, but can’t stop. It can actually be quite entertaining to watch. And what the kids don’t see is that you are watching their every click in the name of formative assessment! Have them write down every page they click on so that you can see who did it in the shortest number of links and give that student a prize, but also so that you can see their process. Are they just randomly clicking links? Do they have any idea what the connection between the blood and iron is? Do they know a lot about that connection and can’t decide which link will be the best?
Added bonus- you can introduce students to the Ctrl+F function (also known as how I got through graduate school). Instead of reading (change that- skimming) the entire page, if they think they know a word that might connect the two pages they can just use Ctrl+F to search for it! It’s such a valuable tool that hopefully they will take into other digital research assignments too!
Have you used Wiki Relays in your classes? I’d love to hear about it in the comments. Thanks for stopping by! =)
Last summer, as part of my Master’s in Teaching Biology (which was awesome, learn more here.) I took a class on bioinspiration. I had never really heard of bioinspiration and didn’t know what I was getting into. IT WAS SO … Continue reading
Last summer, my (then) 3 year old went to nature camp at our local forest preserve. As a warm up activity, they had the kids match pieces of butterfly pictures that were velcroed to a manila folder. Brilliant!
Though I thought my high schoolers might appreciate the simplicity of butterfly pictures (and maybe they’d actually appreciate the brain break), clearly I would have to make them more challenging. And what’s more challenging than scientific word parts?? So here’s what I created:
I printed out a bunch of scientific words split into two parts with the meaning next to each word.
Then I cut them all out and glued the first part of each word to an old manila folder (I had a ton laying in a drawer from activities I no longer use and I just couldn’t bear to throw them out…. ). Then I laminated the folder and all the loose pieces.
I bought a roll of Velcro that’s sticky on both sides and cut it into small pieces. Then I attached all of the loose pieces and their matching Velcro to the folder.
I tore off all the velcroed pieces and stored them in the folder (make sure you paper clips the sides shut so they don’t fall out and get lost).
I made 20 of these. You can hand kids a folder as they walk in the door to get their brains going. I have the pile sitting in a spot students can get to if they finish their work early. It’s so simple. The kids are not intimidated by it. If they get one wrong, just peel it off and fix it. Teaching kids scientific word parts is tough because they are so detached from the words. But the more they use them, the stronger their vocab skills become.
My next step- make another set for my A&P students with medical terms! You could use these Velcro folder puzzles in just about any class: English with characters or details from a book, math with numbers and have the kids create their own problems, chemistry to balance equations…
*UPDATE: I used the words from my B1 Word Parts power point. I just copied/pasted. We go over these words in class and students write them all in the notebook, so they’ve seen the words before (or at least will before the end of the year….). Feel free to use the power point!
How would you use them? Comment below with your thoughts! Thanks for stopping by! =)
This post has nothing to do with actual guns. Sorry (or you’re welcome). I’m talking about the “big guns” of information. Yes; real, live human beings that are experts in their field.
I’m a huge advocate for field trips. Any time that you can get your kids out into the real world and let them experience something for themselves outside of the classroom, do it. But I’m also a huge advocate for reality. You can’t take them on field trips for every unit of every class (man, wouldn’t that be awesome though??). Field trips take LOTS of planning, and can be expensive, and when you teach in the middle of no where (like I do) you tend to spend more time on the bus than at the intended destination. Not to mention that when you take the kids out for one class, they’re missing out on the rest of their classes. But I still love field trips.
I also love guest speakers. When you choose the right speaker (trust me, not everyone is cut out to entertain a large group of teenagers…), they can really enrich your curriculum. The kids trust that this person must know what they are talking about and therefore trust what they’re saying (dare I say as much as they trust Google?). Having a live guest speaker gives students the chance to interact and ask questions as they come up with them. It also lets students see that whatever it is they are learning about in class is also a real thing outside of your classroom! But again, there are downsides. I teach 3 or 4 sections of freshmen bio (depending on the year), and they are never back to back in the day. So it is usually not realistic to ask a speaker to stay for all 4 sections. Instead, I combine all my kids into one hour to hear the speaker. But this means they’re missing other classes again. Plus, teaching in the middle of nowhere makes it tough to find speakers that are willing to make the hike all the way out to us.
So while I still use field trips and guest speakers once or twice a year, I’ve found a way to bring in experts much more often: YouTube Live. Depending on the unit we are studying, I find 2 or 3 experts in the field. Honestly, one of the best ways to find these people is just to ask around on social media (“anyone know an oncologist?”) and you’ll be shocked how many of your friends have useful connections! Added bonus: you get to talk to speakers from all over the country/world, not just the ones that are in your school’s area (I teach in IL and have recorded with people from CO, NY, FL, and IN).
While my kids are working on their unit project, I have them do some initial research and then give me all their questions. I tell them to ask anything that they don’t know or read, but don’t understand. Then I compile those questions into 3 to 5 categories or over-arching questions and record a Google Hangout through YouTube Live with my experts. They answer their questions in terms that my students can understand and I can ask follow up questions for clarification. I have to admit, I really love these opportunities for my own learning, too! I can record the video whenever is convenient for the experts (usually at night, though sometimes you get lucky and a zoologist wants to record while they’re working like the one seen below!) and then my students can watch it whenever is convenient for them. Think of it like a personalized, way more reliable Google search.
You should definitely give this a try! I set my videos to “unlisted” so you can’t search for them on YouTube, but I can send my students the link. And setting it all up does take some time to learn, so I suggest trying out some dry runs with your friends or family. Make sure you’re in a space with reliable, strong internet (otherwise the sound will get…. wonky) and set your camera up at eye-level (or at least check for bats in the cave.).
Like anything else, some kids really love these expert videos and get a lot out of them. Others can’t be bothered to care. But the more in your arsenal (metaphorically, of course), the better!
I’d love to hear how you use this technique in your classroom… don’t forget to comment! =)
Smart boards and white boards and whiteboard paint, oh my! I don’t have any of those things. I (and I’m assuming a lot of other teachers reading this) still have a chalkboard in my room. It’s green and it’s dusty … Continue reading
When I look back at my own education, I had no intention of studying science (let alone teaching it). But what I always have loved is reading and writing. I can remember writing stories on my parents type writer, and I have no idea where they found the patience to read draft after draft after draft of these stories. I used to read next to my nightlight when I was supposed to be sleeping (huge rebel, I know). And as I got older and went through high school and college, I still loved to read and writing continued to be a strength of mine. But somewhere along the road, I ended up in science land. I wanted to know why and how the world worked. But as any science teacher can tell you, reading about science (whether a fictional story or informational texts) is tough. And it is even tougher the first few times you do it. But it does get easier as you learn to do it. And so here I am, teaching science classes but emphasizing the importance of literacy.
Science literacy has kind of become a soapbox of mine. I’ve written a few grad papers on its importance and ways to improve it. Most of the research focuses on reading, and understandably so. That’s how scientists have shared their information for centuries. I have written several posts here on different techniques I use (“But this isn’t english class.”, Updates to Biology Reading Days, Making Biology Real) to improve students’ reading skills in science, so I won’t repeat that information here. I want to focus this post on how science literacy is different (and in some ways easier) than it was in the past and how we, teachers, can help our students.
More and more people are getting their scientific information from videos and podcasts. It’s just so easy to access. But that doesn’t mean it’s any easier to understand. Giving kids a link to a video and expecting them to be able to make sense of and analyze it is pretty unrealistic in most cases. It’d be the same as giving them a science text as saying “see you at the end”. So I created these note sheets that my students use when watching videos. It gives them a structure to follow and tells them what to look and listen for. Depending on the video, sometimes I change “Dates, People, & Places” to “Important Information”.
After they finish the video, they write a one paragraph response. They have to include details from the video, not just address it as a whole (“this is confusing/great/dumb/interesting”). Having details right in front of them on their sheet makes this task much easier. I’ve also found that they like watching the videos individually (I’m lucky enough to teach in a 1-to-1 school) as opposed to as a class because they can pause whenever they need to.
Sometimes I assign these as homework, sometimes I give them time in class. But either way, there’s one more important step if you truly want to improve science literacy and not just have them recite dates/events/facts. They need to discuss the video with their peers. What I have experienced is that students are much more comfortable discussing if they have their thoughts and questions written in front of them. Sometimes we do this as a class, sometimes I group them based on the questions they wrote. You could also use this discussion as a way to start or enhance a research project.
And then there’s podcasts. I use the note sheets for those as well, but they’re a whole other beast. I will write a follow up post about that!
So what I have found is that just like we have to teach them to read science, we also have to teach kids to listen to science. We have to give them structures and guide them on what to listen for, but they are more than capable. And most kids prefer getting their information from the videos instead of a reading (which has increased effort and work completion). Give it a shot.
Here are some of the videos that I love to use. If you have suggestions of video or podcasts, I’d love to hear them!
Bad Blood (PBS)