Phillips’ David Wilson explicitly teaches his students the traits of effective feedback.
Grading can feel like one of the most cumbersome parts of teaching. It’s time consuming to provide thoughtful comments and there’s no guarantee that the information will be applied to students’ work. The more students are able to refine their work before it gets to the teacher, the less tedious grading will be.
In theory, peer feedback should save teachers a lot of time and effort. However, the quality of student feedback is not usually up to par with that of the teacher.
Students need to be taught how to provide quality feedback and they need to buy in to the process in order to put forward their best effort.
If students are able to see how their feedback can lead to improvements in their peers’ work and if they can see how feedback from their peers can enhance their own work, then they are more likely to commit to the process of peer feedback.
Here are 5 ways to explicitly teach students how to provide quality peer feedback: Read more
The 7th annual AUSL STEAM Fair is coming up in April!
Here are the basics you need to know:
- What: STEAM stands for Science, Technology, Engineering, Art (as design), and Mathematics
- When: April 20, 2018 (9:30am-1:30pm)
- Where: Collins Academy High School
- Who: Each school will send their 4th-12th grade winners from their respective fairs to the finals. Elementary schools send one winning project per grade. High Schools send two winning projects per grade. Students may work individually or in pairs.
- Why: The STEAM (science, technology, engineering, art as design, and mathematics) Fair is a natural setting to promote learning of important academic content (i.e., CCSS and NGSS) and to support student development of 21st century skills, such as critical thinking and problem solving—skills that are in high demand in today’s workforce!
- How: Check out our STEAM Fair resources here (including example timelines, graphic organizers, and project ideas):
It’s that time of year again…the time where we reflect on the past and set goals for the year ahead. As I reflect on the Next Generation Science Standards (NGSS) and what’s had the most positive impact on science teacher practice and student learning over the last few years, three readings immediately come to mind.
Check them out, along with corresponding New Year’s resolutions, below.
New Year’s Resolution 1: Engage students in modeling how and why phenomena occur.
“The person doing the talking is the person doing the learning.”
There is little point in covering material if students don’t have the time to process and internalize it. We need to stop trying to fill students’ brains with so much information and focus on depth over breadth.
Now that we have Google, there is a plethora of information right at our fingers. We don’t need to store random facts in our heads. Carving out time for students to make sense of and apply those facts to new situations will have a much stronger return on investment in the long run.
Not only should teachers NOT be the ones articulating the science content to students (as this only serves to deepen the teachers’ understanding), but they should NOT be the only ones evaluating students’ ideas.
Put the onus on the kids! Read more
STEM stands for science, technology, engineering, and mathematics.
In the United States there are significantly more job openings in STEM-related than non-STEM occupations. At the same time, there is a shortage of qualified people to fill these careers opportunities. For the U.S. to continue to compete in a global economy and succeed in addressing our environmental challenges, we must do a better job of educating and engaging our students in STEM. It is more important than ever that all students have the foundational knowledge and skills needed to be an informed citizen and to pursue a career in STEM if they so choose.
Here are 5 things to know about the STEM field:
1. STEM is the fastest growing job market: Over the past 10 years, growth in STEM jobs was 3X greater than that of non-STEM jobs (source).
Looking to the future, the Economics and Statistics Administration and the Center on Education and the Workforce expect the field to increase by another 17 percent.
To the average student, science class feels like a series of disjointed learning activities. They don’t really know why they are learning what they are learning, nor how what they’re learning connects to the real world.
There are two things teachers can do to address this lack of coherence:
- Plan each instructional unit around a specific science phenomenon (read more about how to plan science units around intriguing phenomena here).
- Use a summary chart to help students keep track of what they learn from their lesson activities and then use their learning to help them explain how and why that phenomenon occurs.
In this blog, I focus on summary charts as a high-leverage tool in science classrooms.
What is a summary chart?
We are pleased to announce our 5th annual STEAM Fair!
Today’s job market is tough. Applicants significantly outnumber the available jobs. However, companies in the fields of science, technology, and engineering are actually struggling to find skilled workers and are looking abroad to recruit the expertise they need.
It is crucial that students develop the foundational knowledge and skills necessary to pursue whatever career path they desire. The school schedule must reflect the importance of science, engineering, and technology or we will limit our students’ options for their future. Moreover, we need to do a better job of developing an informed citizenry that can make responsible decisions about the products they purchase, the food they consume, and the politicians for whom they vote. It follows that building our students’ scientific literacy can help to ensure their personal well being, as well as the welfare of their families, communities, and the interconnected world in which we live.
The projects students complete for the STEAM fair should not feel like “an extra thing to do.” The STEAM (science, technology, engineering, art as design, and mathematics) fair is a natural setting to promote learning of important academic content (i.e., CCSS and NGSS) and to support student development of 21st century skills, such as critical thinking a
nd problem solving—skills that are in high demand in today’s workforce!
To assist you with preparing your students for this year’s STEAM fair competition, I present you with…
If we keep doing the same thing we will continue to get the same results.
The time is NOW to transition to the Next Generation Science Standards (NGSS). Our students can’t wait! The Chicago Public Schools transition plan below has us at FULL implementation of NGSS next year:
Two of the key shifts with NGSS are the following:
- Phenomena: K-12 students should be using science ideas to explain HOW and WHY science phenomena occur.
- Science and Engineering Practices: K-12 students should be engaging in the 8 science and engineering practices (e.g., developing and using models, engaging in argument from evidence) in order to learn the content and explore the crosscutting concepts. The days of teaching an isolated unit about the scientific method are over (note: the scientific method does NOT provide an accurate vision of the work of scientists–read more here).
Model-Based Inquiry (MBI) is one way to address these two NGSS shifts:
The following MBI “How To” Guides were developed by AUSL teachers for AUSL teachers. Over the last two years, the teachers that make up the AUSL Science Teacher Network Team have been studying NGSS and best practices for science teaching. They’ve tried out and refined these strategies in their own classrooms and through Lesson Study, and synthesized their learning in these guides and Tch AUSL videos.
- MBI Guide #1: How to Come Up With an Engaging Phenomenon to Anchor a Unit (TchAUSL VIDEO)
- MBI Guide #2: How to Engage Students in Developing and Using Explanatory Models (TchAUSL VIDEO)
- MBI Guide #3: How to Use Summary Charts in the Classroom (TchAUSL VIDEO)
- MBI Guide #4: How to Enhance Discourse in the Science Classroom (TchAUSL VIDEO)
Special thanks to the following staff for creating these resources:
- Darrin Collins (Phillips Academy High School)
- Deanna Digitale-Grider (Solorio Academy High School)
- Kristel Hsiao (formerly at Solorio Academy High School)
- Kat Lucido (Phillips Academy High School)
- Nicole Lum (Orr Academy High School)
- Sarah Rogers (formerly at Howe School of Excellence)
- Alexa Young (Marquette School of Excellence)
- Chris Bruggeman (AUSL Technology Coordinator)
Post your questions and the examples of MBI from your classroom below.
When you hear the word “model” you might immediately think of the small-scale 3-dimensional replicas of buildings used by architects or the typical animal cell model your teacher had you make when you were a student. In science, the term “model” refers to a simplified representation of a system that is used to make predictions or explanations for a phenomenon. Scientific models are “judged on both how simple they are and how well they can be used to explain and predict natural phenomena” (Jadrich & Bruxvoort, 2011, p. 12). Using this definition, the 3D cell model or a drawing of the rock cycle found in so many textbooks are NOT scientific models in and of themselves. They are simply representations (unless they are used to explain or predict). Memorizing the steps in a cycle or the parts of a cell are not the end goal in an NGSS classroom.
According to the Next Generation Science Standards (NGSS), scientific models may include: diagrams, physical replicas, mathematical representations, analogies, and computer simulations (see NGSS Appendix F). But, again, keep in mind that they must be used to predict or explain phenomena.
In this blog, we focus on one specific type of modeling that is particularly helpful for supporting and deepening student learning: “explanatory models.”
Transitioning to the Next Generation Science Standards’ way of constructivist teaching may seem a daunting task initially, but it is highly worthwhile! In this blog, we’ll share with you some easy ways to get started.
NGSS shifts the focus from science classrooms as environments where students learn about science ideas to places where students explore, examine, and use science ideas to explain how and why phenomena occur (Reiser, 2013). If you pique student curiosity they will be driven to want to learn more (Krajcik & Mamlok-Naaman, 2006). It follows that one of the most important components in making this transition to NGSS is planning your units around a big question tied to a puzzling phenomenon.
Though the transition to NGSS and phenomenon-driven instruction may be challenging, there are small initial changes you can make that will provide large positive outcomes with regard to student motivation and depth of thinking. As you go through this blog, keep in mind how everything is geared toward introducing a real life context before throwing in the underlying scientific content.