Protected: Be Fully Present During the Journey

Posted on February 27, 2022 by Alecia

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Protected: Prepare for the Journey

Posted on February 27, 2022 by Alecia

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Checklist_Electronic Portfolio for Doctoral Students

Posted on August 28, 2020 by Alecia

This checklist is designed for the Hudson cohort to develop their electronic portfolio to fulfill a part of the requirement for the Doctor of Education at Long Island University. Elements of the electronic portfolio:

  1. About page
    1. Current picture
    2. Dissertation interest
    3. Professional interests
    4. Courses taught
    5. Professional honors or awards
    6. Education
  2. Coursework
    1. Include at least 1 writing sample from each class
    2. Password protect the link in Word or DropBox
    3. Organize coursework by year or semester
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Protected: Tips for Teaching Computational Thinking Skills

Posted on August 8, 2020 by Alecia

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Protected: Tips_Building Classroom Community

Posted on August 7, 2020 by Alecia

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Phenomena for All Science Discipline

Posted on July 21, 2020 by Alecia

Here is a running list of science phenomena and applicable topics that can be taught:

Life Science

  1. Diabetes: sugar regulation; water regulation; gene regulation
  2. Sickle cell: gene mutation; gene expression; gene therapy; recessive disease
  3. Cancer: mutation; anaerobic respiration; asexual reproduction
  4. Freckles: gene expression
  5. Myostatin mutation in dog and humans: gene mutation; phenotypic expression
  6. GMOs: genetic engineering; variation
  7. Dog breeds: artificial selection; recessive diseases
  8. Pesticide resistance insect: natural selection; food web; organic farming; biocontrol; human impact
  9. Leaves changing color: photosynthesis; gene regulation
  10. Burning marshmallow: cellular respiration

Physical Science

  1. Drinking bird: temperature differential; pressure differential; intermolecular force
  2. Floating candle: temperature differential; pressure differential
  3. Straw race: pressure differential
  4. Atomizer: pressure differential
  5. Sky lanterns: pressure differential; temperature differential
  6. Amusement park rides: potential and kinetic energy; forces
  7. Gauss cannon: action and reaction forces; magnetism; kinetic and potential energies; momentum
  8. Newton’s cradle: kinetic and potential energies; momentum
  9. Dry eraser and water: intermolecular force
  10. Hot and cold packs: exothermic and endothermic reactions
  11. Archimedes and the gold crown: properties of metals
  12. Burning steel wool: conservation of mass; chemical change

Earth Science:

  1. Grand Canyon: weathering; erosion; deposition; law of superposition; plate tectonics; climate change; fossils; rocks and minerals; potential and kinetic energies; force; biodiversity; food web
  2. Worst flood in India: weathering; erosion; deposition; orographic effect
  3. Landslide in Norway: erosion
  4. Mudslide in Yonkers: weather; erosion; deposition
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Checklist_Modeling in Jamboard

Posted on July 21, 2020 by Alecia

I have been participating in modeling workshops using Jamboard this summer and these are strategies that I discovered that should decrease cognitive load for students:

  1. Share an introduction video with students of how to use Jamboard
  2. Provide a gif file or image of the phenomenon for students to view while working
  3. Embed a link to outside data collecting tool or source when applicable
  4. Suggest the number of stages that models should have for students that are new to modeling
  5. Share a list of modeling techniques that should be observable
  6. Provide icons for components in the system
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Distance Learning Resources for Teaching Middle School Science

Posted on July 21, 2020 by Alecia

Here is a running list of resources for teaching middle school science:

For Instruction:

  1. OpenSciEd has ready to use lesson plans
  2. Explore Learning Gizmos has no prep required simulated lab activities
  3. PhET Interactive Simulations has simulations with sample worksheets that may need modification for your students
  4. The Physics Classroom has simulations and sample worksheets that may need modifications for your students
  5. WISE has interactive simulations and models for inquiry investigations
  6. Amplify Science has complete lesson plans with interactive simulations, videos, worksheets.

For Assessment:

  1. InnerOrbit has 3D assessments for most standards
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3D Protocol for Blended Learning Instruction

Posted on July 21, 2020 by Alecia

I have synthesized the following 3D protocol based journals and books I have read and workshops that I have attended:

Start with a phenomenon and have students do the following:

  1. Observe and record the components of the system [5mins]
  2. Select 3 pairs of components and describe how the components of the pairs interact with each other [10mins]
  3. Generate 5 questions for investigation about the phenomenon [5mins]
  4. Classify questions as open or closed questions [2mins]
  5. Create an initial model individual model of the phenomenon in science notebook [10mins]
  6. Create an initial small group consensus model of the phenomenon [30mins]
  7. Select 1 question for investigation with the group [2mins]
  8. Option#1: Collect evidence for investigation in Jamboard [30mins]
  9. Option#2: Interpret and sort evidence provided by the teacher [30mins]
  10. Option#1: Record experimental design [15mins]
  11. Option#2: Describe how relevant evidence explains the mechanism of the phenomenon in a reflection prompt such as summary table[15mins]
  12. Observe the model and experimental design of other groups [30mins]
  13. Apply MARK protocol to the initial small group consensus model [15mins]
  14. Create a revised model individual model that explains the mechanism of the phenomenon [30mins]

References:

Anderson, P. (July 29, 2020). Teaching Science Remotely 1. Virtual.

Passmore, C., Schwarz, C., & Mankowski, J. (2017). Developing and using models. In C. Schwarz, C. Passmore, & B. J. Reiser (Eds.), Helping students make sense of the world using next generation science and engineering practices (pp. 109-134). NSTA Press.

Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Harvard Education Press.

Tversky, B. (2011). Visualizing thought. Topics in Cognitive Science, 3(3), 499-535. https://doi.org/10.1111/j.1756-8765.2010.01113.x

Wilkerson-Jerde, M. H., Gravel, B. E., & Macrander, C. A. (2015). Exploring shifts in middle school learners’ modeling activity while generating drawings, animations, and computational simulations of molecular diffusion. Journal of Science Education and Technology, 24(2), 396-415. https://doi.org/10.1007/s10956-014-9497-5

Windschitl, M., Thompson, J. J., & Braaten, M. L. (2018). Ambitious science teaching. Harvard Education Press.  

 

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Checklist_Criteria for Assessing Blended Learning

Posted on July 18, 2020 by Alecia

Here is a running list of research-based strategies to consider when designing assessment for blended learning

  1. Design for responses that ask students to transform knowledge: create, design, argue, justify, evaluate, etc
  2. Use proficiency descriptors instead of percentage when grading: emerging, developing, proficient, extending
  3. Assign questions that require a personalized response: make a video showing how you solve or design….
  4. Design for responses that visualize students’ thinking

 

References:
Dueck, M. (July 16, 2020). COVID-19 or No COVID-19, It’s Time to Re-examine a Few Grading and Assessment Practices ASCD Respond, Reimagine, Restart!, Virtual Conference.

Ritchhart, R., & Church, M. (2020). The power of making thinking visible: Practices to engage and empower all learners (1st ed.). Jossey-Bass.

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