Social Interaction Models

No, this post will not be about models about to strut the runway adorned in designer clothes that cost hundreds of dollars, this post will be about the models of social interactions within the classroom.

So what are the names of these models?

1.) Behavioral (To change behavior)
- Through practice and a controlled environment you can change behavior
-In this model you can develop skills and knowledge

2.) Information Processing (The teacher develops student information skills)
-Process, analyze, and reflect on information. Students are exploring and engaged in the Information Processing model

3.) Social Interactive (Develop student social skills)
-Group work

4.) Personal Interactive (Individual learning)
-Helps students develop self esteem and identity in the classroom
-Through individual projects, students are developing their skills

5 step inquiry lesson (This is a very important type of lesson to implement these models)

Direct Instruction is mostly teacher controlled, however Social Interactive model is more students gathering information, processing the information, and applying the information to various topics.

Case studies is a great way to implement this model! Students can explore and develop skills in a focused way.

"Inquiry, where students are lead by questions and questions never end." -Dr. Smirnova

In the following video notice one way that the social interactive model can be implemented in the classroom:

Trade Book Assignment

Earth Science: Rocks and the Rock Cycle

Title: The Rock Factory

Author: Jacqui Bailey

Published: Picture Window Books, 2006

ISBN Number: 1404815961

The trade book that I selected for my trade book assignment is the Rock Factory, which is a non-fiction book told through colorful and informational charts describing the rock cycle, differences between rocks and minerals, and other related topics. This book can be used to assist the reader in understanding the different types of rocks and how they are formed.

Science Connections

Everyone has come across rocks at some point in their life or even every day. These rocks could’ve been a certain color, or a certain shape, or rocks that sparkled. Regardless, rocks are everywhere—in streams, on paths, in fields—they are literally beneath our feet every day. By studyng rocks, part of the National Science Education Standards can be met by having students make observations about and describe the properties of rocks. At an elementary level, the use of the science-process skills of observation and classification into groups and the use of language skills for providing detail about rocks is sufficient. The NSES point out that “understanding rocks and minerals should not be extended to the study of the source of the rocks, such as sedimentary, igneous, and metamorphic, because the origin of rocks and minerals has little meaning to young children” (NRC 1996, p. 130). By allowing students to be introduced to the three types of rocks and the differences between rocks and minerals,students will begin to understand that each rock has its own set of unique features.

Teaching Connections

The Rock Factory serves as a good resource to review the concepts described above as they complete an assessment activity that demonstrates their understanding of the different ways rocks form.

Below is a sample lesson of an activity that can be associated with the book The Rock Factory.

Purpose:

To assess students’ understanding of the rock cycle through a creative, hands-on assessment that allows students to assemble a model of the rock cycle.

Materials:

• Craft materials, such as poster board, construction paper, glue, scissors, tape, markers, and crayons

• Reference books (see Resources)

• Rock samples (e.g., granite, basalt, obsidian, sandstone, shale, conglomerate, marble, gneiss, limestone, pumice or scoria, quartzite)

Procedure:

Following a unit on rocks in which students learned about the rock cycle, students conduct this activity to help synthesize their learning. After reading the book The Rock Factory, review with students that the three main types of rocks form under different circumstances—igneous rocks form when molten magma or lava cools; sedimentary rocks form from the layering and compaction of sediments; and metamorphic rocks form from intense heat or pressure. It should be noted that it is not a circular cycle, as different rocks can get caught in a smaller part of the cycle. In other words, not all igneous rocks become sedimentary, nor do sedimentary in turn become metamorphic.

Using either samples of actual rocks or pictures of the rocks, ask the students to attempt to “match” an igneous or sedimentary rock with the rock it can be changed into and after the rock has gone through metamorphism.

Examples of sequencings could be: granite to gneiss; sandstone to quartzite; limestone to marble; shale to slate. Although this may be difficult, hopefully students will be able to see that some metamorphic rocks have similar characteristics of the rocks from which they came. For example, some limestone rocks are creamy white or pale grey in color and appear to be layered and flat, whereas marble is a similar color. It is important for teachers to match up the “before” and “after” rocks carefully to aid the student in seeing similarities.

Have students make statements about why they think the “changed” rock was at one point the rock they chose. It could be something like “Gneiss has the same color minerals in it and the spots look like they are changed somehow.” Sandstone looks like it has tiny crystals or pieces of sand cemented together, and quartzite has tiny crystals as well.

When the students are describing their observations, have them try and describe how the rocks may have formed as well. For example, metamorphic rocks undergo intense heat and pressure to change the original rock into a new rock, but the new rock is still comprised of the same minerals as the original rock. To help with this task, create a list of key vocabulary on the board (e.g., igneous, sedimentary, metamorphic, weathering, compaction, magma, cooling, cementation, and deposition).

Using The Rock Factory and other references, ask students to construct a model of the rock cycle. They may want to simply draw it, or they may want to find and cut out pictures of the different types of rocks for each part. While they are doing this, they should be using the key vocabulary terms identified during the reading.

When students have completed their models of the rock cycle, they can share them with their group or the class.

Regardless of whether children are making observations about rocks and developing an initial idea about what a rock is or assembling a model of the rock cycle to serve as an assessment of their understanding, it is important to allow them to engage in activities that definitely ROCK!

Resources

DK Publishing. 2003. Rocks and minerals. New York: Author.

National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.

Staedter, T. 1999. Reader’s digest pathfinders: Rocks and minerals. Pleasantville, NY: Reader’s Digest Books for Children.

Check out my book trailer for this trade book here!
Check out this informational article about using trade books in Science here!

Fact or Myth? What to know about Inquiry Learning

Myth: Doing hands-on activities in science is the same as doing an inquiry lesson.
Fact: By conducting a hands-on activity, that does not necessarily mean it is an inquiry lesson. Since so many science activities are very structured, students will be provided with worksheets, tables, charts, or questions to answer and do not always promote inquiry. Most inquiry activities are hands-on, but not all hands-on activities are hands on.

Myth: Inquiry is when you use the scientific method.
Fact: " Inquiry used the logic of problem solving that does not use the delineated, specific steps of the scientific method." This means that there is more to inquiry based learning then solely following a structured set of procedures, such as the scientific method.

Myth: Inquiry is unstructured and chaotic.
Fact: It is crucial that adequate classroom management is present for inquiry learning. Since most inquiry activities raise student engagement and therefore may raise the noise level in the classroom, classroom management is key. During an inquiry lesson, a teacher may feel a little less in control of the classroom, but this does not necessarily mean that inquiry learning is unstructured and chaotic.

Myth: Inquiry is when the teacher asks the students a lot of questions.
Fact: "Inquiry based instruction does not just mean finding the right answers, it means seeking the right questions." Teachers must understand content fully in order to teach inquiry and by understanding this content, the teacher can become a guide and mentor for the process of inquiry.

Myth: Inquiry is good for elementary and middle school students, but high school students have no extra time to incorporate inquiry.
Fact: Inquiry can be applied at any grade level. Since most science classes are lecture based in high school, most will believe this myth. Over time, teachers can slowly implement small aspects of inquiry, such as asking questions, plan solutions, or gather information. Teachers must use their time effectively, but can foster critical thinking skills and higher-level thinking with the right amount of effort to fit inquiry into their schedules.

Myth: You can not assess inquiry learning.
Fact: Just like any other concept or topic in a specific subject, inquiry concept can be assessed. In order to assess student progress in inquiry, teachers must use other methods of evaluation. Multiple choice questions, for example, do not adequately assess student progress. On the other hand, teachers must use tools such as writing journals, self evaluations, and rubrics along with other materials in order to adequately assess student progress.

Myth: Inquiry is the latest "fad" for science instruction.
Fact: Inquiry, or the art of questioning learning and discovery, has been around forever. John Dewey is known as the first American educator to stress how important inquiry is. Dewey stated that learning does not start until a problem is presented. Many research studies have proved that most subjects are inquiry based.

Myth: Inquiry is not content related and is referred to as "soft science".
Fact: If students gain an appreciate for science and engage in a science focused program, they will be provided with active learning  that focuses on problem solving, raising questions, and seeking ways to solve their questions. Inquiry based science is an effective means to enhance scientific literacy. It has been shown that inquiry promotes critical thinking skills and positive attitudes toward science.

Myth: Inquiry is not for students for learning disabilities; it is solely for high achieving students.
Fact: The standards set forth by the National research Council apply to all students regardless of age, cultural or ethic heritage, gender, physical or academic ability, interest, or aspirations. According to the NSES, “Given this diversity of student needs, experiences and backgrounds, and the goal that all students will achieve a common set of standards, schools must support high quality, diverse, and varied opportunities to learn science.” (NRC, 1996, p.221). Inquiry is about thinking creatively and critically and that is not solely for the high achieving student.





References

 Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press. Retrieved February 1, 2016, from http://www.asdk12.org/depts/science/ESCARGOtweb/documents/MythsAboutInquiryBasedLearning.pdf 

Teaching Science to Younger Children

    As I was researching information for my lesson plans as well as for my classroom, I came across this great article called "Teaching Science During the Early Childhood Years" by Dr. Kathy Cabe Trundle. This article talks about the importance of science, how young children think about science, how to incorporate texts into teaching science, and how to effectively teach science in an elementary classroom.

You can read the full article here!

What is Inquiry Based Learning?

"Hands on, Minds on" 

       This is a quote that should automatically identify with inquiry based learning. By definition inquiry based learning poses questions, problems or scenarios—rather than simply presenting establishing facts or portraying a smooth path to knowledge. In simple terms, this process begins with a question or an exploration that will engage students in a hands-on process of making connections and new discoveries that enhances learning. More often then not, teachers will lecture to their classes and then will present students with worksheets to review the material learned. In our developing, 21st century world, this is just not cutting it anymore. It is so important to engage all students to complete activities that, not only, let them move and involve themselves, but also allow them to make connections across topics and link new discoveries to the information they learned or are learning. 
      Not all students learn the same. Howard Gardner's Multiple Intelligence Theory, suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited.Gardner's Multiple Intelligence theory can be explained by the chart below. 


(Taken from My Math Folder)
    
       Since so many students learn differently, it is extremely important for a teacher to modify their teaching methods and their classroom in general to meet each students' needs. These needs must be meet to ensure that each student succeeds in their academics. "Hands on,Minds on" is something that each teacher should strive for the have a successful classroom. Hands on activities can include centers, projects, research assignments, or even a simple "brain break" in which students engage in a fun activity that takes a break from pure academic learning. 

Pin what???

Have you ever heard of Pinterest? If you haven't go check it out!

This website is great for not only find new outfits, some DIYS, or even a new recipe, but it is such a great resource for any teacher!

On Pinterest, there is a wide range of organization techniques, classroom set-ups, lesson plans, activities, and tips. In high school I started using this site and I now have a teacher board containing over 300 pins.

If you've never used Pinterest, fear not, it is easy to use.

Follow these 12 steps to become a Pinterest master:

Step 1- Sign up
Its free! You can sign up using your Facebook account or simply type in your email address and your desired password and click "Sign Up".

Step 2- Follow topics

Select any and all topics that interest you. You can even type in the search bar to find a specific topic.After selecting at least 5 interest, click "Done". 

Step 3- Newsfeed

You will now see your Newsfeed based on your selected interests. As you pin more, follow friends, and follow boards, more and more suggested pins will appear. 

Step 4- Create a board 

This is your page. As you create more boards, they will appear here. Time to create your first board. Select the option "Create a Board". A pop up window will appear. Type in a name for your board and select "Create". 

Step 5- Add a Pin 

Find something on your Newsfeed that you would like to save. Once you find something, click it. A pop up window will appear. Select "Pin it" in the top left corner. Next, select the board you would like to save it to. Click "Pin it" next to your selected board. 

Step 6- Continue Pinning!

Your pin is now saved for you to look at and reference later. Click the Pinterest logo in the top left corner to bring you back to your Newsfeed. Happy pinning! 

Here are some search terms to get you started:

* Lesson Plans

* Elementary Activities

* Classroom organization

* Managing Behavior

* Teacher tips 

Scientific Me!

         From elementary school to now, I have never really liked science. I do remember some specific experiments and activities I had in my science classes, but besides that all I remember is boring, long lectures with a ton of worksheets. Science is one of those subjects in school that you either hate or love. Those who love science tend to become doctors, scientists, and researchers. Those who don’t like science, may become lawyers, historians, chefs, and architects.

            My science teachers were never really those enthusiastic teachers you hear about. I had teachers that loved their job, but when they taught they didn’t seem to teach with that same passion. The first memory I have of science that I remember is in 5^th grade, my class had 2 different types of “special students”. In my classroom, we had caterpillars and eggs. Yes, eggs! Before the eggs came, we would observe the caterpillars and log their actions and their journey through metamorphosis. I was so excited to come into class each day and watch my caterpillar change and transform. Besides the logs we would incorporate our caterpillars in our math and English lessons. For example, I remember measuring our caterpillars and estimating the amount of food that they need. I also remember reading a story about caterpillars and learning what the word metamorphosis means and how to spell it. When metamorphosis became our bonus word on our spelling test and I got it right, I was ecstatic! Once the caterpillars formed their cocoons, that’s when our class received a special delivery. When I came into class and saw the big box on the front table, I was intrigued and so was many of my fellow classmates. We tried to ask our teacher what was in the box, but all she would say was “You’ll see!” Everyone was whispering about what could be in the box and I remember one of my classmates sitting next to me who was convinced there were poisonous snakes in the box. Soon enough, my teacher told us that she was going to tell us what was in the box and everyone was so excited. But first, she wanted us to tell her our predictions on what could be in the box and why we think that. After hearing everyone’s predictions, she opened the box and revealed the eggs. Most students had a confused look on their faces and some even asked if we were going to cook them. My teacher continued to explain that these egg will soon hatch and become chickens. We again spent months watching the eggs and recording when they started to crack and hatch. We learned about incubation, their life cycle, and where they are on the food chain. Incubation was another vocabulary word we learned and it was also used as another spelling test bonus. While we had our caterpillars and eggs at the same time, we compared and contrasted a lot. Whether it was how long one person’s egg took to hatch or how long one person’s caterpillar was compared to another, we took note of all changes, similarities, and differences. When our caterpillars became butterflies we went into the garden outside of our classroom and we let them go. I remember watching the butterflies fly away and it was like magic. I was amazed at how beautiful they were. When our eggs hatched, we took a field trip to a local farm and learned about chickens and how they are important. I also learned about other animals and how they give us meat to eat, milk to drink, and wool to keep us warm. The trip to the farm was really fun, especially when we got the opportunity to try and milk a cow, but the smell at the farm was not fun! This was probably one of the most fun and engaging scientific experiences that I remember vividly from in or out of school. I still didn’t like science, but these activities didn’t make it seem like science.

            Looking back, I learned a lot from our classroom eggs and our classroom caterpillars. Each activity presented was engaging, fun, and was very educational. Because my teacher linked each new activity to other topics and activities, I was actively engaged and interested. Each day lead me to a new discovery and I looked forward to sharing my experiences with my fellow students and my family.  I have never been really successful with science because, like I said, most of my teachers were mainly focused on worksheets, tests, and lectures. Those type of classes lacked my attention because they were plain boring. I never left my seat or actively participated in the lesson. Since the eggs and the caterpillars were both such hands-on activities that lead to other topics and other content areas, time flew by and I had fun. It’s not very common that a student will say they had fun in science or in math or in any subject. More classroom activities and lesson should be fun. Students learn better and retain more information when they are actively participating in the lesson. When trying to obtain stored information, it is easier for students to remember information when they are actively engaged in the lesson that provides the information. For example, if I was asked in 5^th grade, “what is the life cycle of a caterpillar?”, I can easily remember that I first saw the caterpillar then it formed a cocoon and then it became a butterfly. From seeing this cycle first hand, I can understand information better as well. It is so important that students engage in activities to not only have fun and take a break from sitting in their seats, but also to better retain information and recover that information more effectively.

            To me, science is a way to examine life and discover new things around you. Science isn’t solely something that happens in the classroom, it happens every day at any time. For example, you mix together chocolate syrup and milk to make chocolate milk, that’s science! Not many people realize how much science is demonstrated in our daily lives. I think in some ways, maybe just simply viewing that caterpillar turn into a butterfly or watching the chick hatch from its egg taught me that science happens all the time and we cannot stop it. If you think about it, why would you want to? Science gives us life and science shapes the way we live our lives.