MSP August 17

LEARN and PRACTICE
I remembered what I learned last year: be more patient with my students; think:

• What did they see that is confusing them?
• What did they hear that is confusing them?
• What is it I can do to guide them?

With all the math and science vocabulary, processes, and thinking flowing past us these two days, we feel like the little Douglas buckwheat, off to the side and overlooked in its attempt to bring life to the desert.
Buckwheat are one of my favorite desert plants, and just as it slowly spreads in the sizzle of the sunny soil, so do I take what I can do and what I know to slowly stretch my knowledge. I know I can, I know I can. Like my students, I need the time to sort through the vocabulary and processes of math to strengthen my understanding. I'm not afraid of it; I just need the time to think through the puzzle, but just as I start to share and explain to my colleague, we're on to something else. I need to watch for this with my students.

So, what I remembered from last year is this: replay or review the directions and explanations as if I were the student -- what is it that stumps him/her? Sometimes, its just a simple word. "Draw" conclusions means a sketch, doesn't it? Other times, they miss a point or a step.
Here's a story from my Facebook PLN today to illustrate misunderstanding:
"Kelly Wade Hines Intro'd friendly letters with my 3rd graders today. I asked the class "So, what is a friendly letter?" I was excited that several hands went up. One student responded "D. D is very nice." Another kid said "F, Mrs. Hines." I wonder which of the 26 are unfriendly!? :p"

So last year, I observed more, reviewed the directions and processes with the student more, and stepped into the shoes of my students more just so I could understand their thinking. And so I will this year, too.

Also, I loved the modeling of reviewing the processes needed to be successful with labs -- the how to invite yourself into the explanation to students instead of invading them with lecture on "Do this and not this." And the release of trust-- believing we could handle the process and equipment. Very nice. I think its important to build relationships this way, and even if I need to release that trust slowly in steps as we build to more complex activities, kids respond to the fact that you trust them. We get what we expect. Great modeling for starting the school year. Thanks.

Question

I think it is important to focus on the high school science/math, moving through as you are so those teachers aren't bored. But maybe, the elementary/ middle school and special education teachers could continue to solve their problems or their science as you move into the very deep and analytical, statistical aspects of high school?

So, now I can do this:

y=57.5*0.853 -20.6y=28.4475 °C
y=83.2055 °F

Conversion Table

Remember to label!

Thanks for the information, modeling, and process practice.

---

Sheri Edwards
Reflect curiosity and wonder...
Go boldly and scatter seeds of kindness..
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MSP August 16

Welcome Back!

Learn

Early birds get the worm. We

won't make it for breakfast. Omak is only fifty miles away, but it takes more than an hour to get there if one drives safely on the beautiful winding road through the Okanogan National Forest. There might be some data to analyze here on the Douglas Fir Tussock Moth Suppression Project. That would be a real project about which to learn. You can follow the Okanogan and Wenatchee National Forest twitter feed here: http://twitter.com/OkaWenNF

I think I learned about the "models" button in Fathom; that's a pretty slick trick to use, and I'm sure there's more. We were stuck on finding slope (we're short a math person right now), and the model let us figure it out. I'll need to play around with it more.

I also think I learned about r^2 in that model button -- that number tells you how valid the data is. Yay! I knew that 1.0 meant the points were probably right on the mark. (That fearful stats class from 25 years ago still haunts me, and still pops out ideas when I need them).

Since it's only the first day, I think I'm just thinking I'm learning, and tomorrow I will.

What I really liked about today: the technology was part of the process, used as needed, and not the focus. We're learning to apply the technology with our standards, not just use tech for tech sake. :)

Questions

I don't remember learning last time about the science 5E's+R we followed today:

Engage

Explore

Explain

Elaborate

Evaluate

Reflect, which could be the sixth e: envision

I'm trying to follow the STAR process, as recommended by our administrator, which could mean:

See -- Engage and Explore

Talk -- Explain

Apply- Elaborate

Reflect -- Evaluate and Envision

Question 1: What do you think?

Oh, I am so glad we have the science and math people together. Science is the forest, and math are all the needles. (Just kidding.) One math person said, "I'm just not a scientist." A mathematician is a scientist naturally! But:

Question 2: When will the math/science people work their schedules and standards to collaborate? Such a dilemma in education... separate, but equal...

Practice

Another local project is the Washington Pass Restoration Project, picture at left. I rather feel like I'm on the edge of knowing what to do, but taking that step...

We have so much pressure on us to meet AYP, to pass that test -- are some teachers wondering how to manage the time?

One of my favorite sites is Edutopia. It focuses on what works in schools, and project/problem based learning is one area that engages students to learn, grow, and apply. It includes those science 5Es. Projects like Voices On The Gulf developed from the PBL Summer Camp. They have an entire list of resources and lessons. Here's one on liquid density and oil spills from National Geographic Xpeditions (another one of my favorite sites when I taught science).

I think Jama and I will look at this site for some relevant ideas related to something that has touched all of us. Surely there is data just waiting for us to discover, and perhaps offer some sense and maybe help to the issue.

Perhaps, for a visual, look at:

http://www.ifitweremyhome.com/disasters/bp

as food for thought...

Photo Credits:

Okanogan Forest and Washington Pass: http://www.fs.fed.us/r6/oka/

Duck by Flickr CC Adam Mela ncon

---

Sheri Edwards

Reflect curiosity and wonder...

Go boldly and scatter seeds of kindness..

42