Latinas en Ciencia: Making Science and Technology Real for Girls

So many of my minority girls of African and Hispanic descent have little if any interest in science. Whenever I talk about possible science projects or experiments, you can see their eyes glaze over or they begin to mentally plan how they are going to get out of class or school that day. So I was very excited to see that a real concerted effort is being made to reach out to Latina girls to get them interested in science. There is very little, if any representation of Latina women scientist at any level leaving few role models for Latina girls. It sounds like the Latinas en Ciencia project is beginning to fill a large need. How were the girls for this project selected? And does it continue at the high school level? Are these girls already good students or is their an emphasis on at risk girls?

Kids Master Math When They're Challenged But Supported

As I read the first line of this article: Let underachieving youngsters get frustrated by math, I say to myself, "yeah, right." Then I think of the countless number of students that are probably sitting in classrooms experiencing just that. If frustration breeds success then why do parents, teachers, administrators and even students do everything in their power to minimize frustration? Parents are constantly wanting to meet with teachers, administrators to complain that the math assignments are too hard and some students complain about coming to school because it's not fun or everything is too hard. Then I continue to read and think that maybe this research might be onto something. Roberta Schorr discovered that a healthy amount of frustration is productive. The operative words here are "supportive" and "healthy." Her group found that certain abilities are innate, a lot kids' talents and capabilities go unnoticed unless they are effectively challenged; the key is to do it in a nurturing environment. If students are assigned rich word problems, then give them the opportunity to work on them individually for a few minutes in a way that emphasizes their strengths. Students can select computation, drawing out the problem, using manipulative's, whatever they believe will work best for them. Then other students give constructive criticism about the pros and cons of each approach. In the New Jersey school system where the research was conducted, students math scores rose from 45% to 79%. Math teachers in New Jersey at receiving training in the Rutgers method which is the name of this program. Schorr states: "Motivation is a key aspect of achievement that we often ignore in math; it's the missing link. We need to provide kids with conceptually challenging math problems in an emotionally safe environment." In this age of standardized testing, school labels and commitment to following basal series as written without deviation or supplement materials, how would I implement these strategies?

The 21st-Century Digital Learner

The first three paragraphs of this article really caught my attention. The author, Marc Prensky, shares that when he gives presentations to educators to help adapt the educational system to the 21st century, he never sees a kid in sight. He believes that in an age where we are trying to empower young people to take responsiblity for their learning by becoming an active participant, we still fall short of the mark. In this age of empowerment young people have little input into their own education and its future. It is true that students are herded into classroom and basically told what to do.

The 21st century digital learner is far beyond the basic reading, writing, arithemetic curriculum that I grew up with. Research shows that today's students by age 21 will have spent 10,000 hours playing vifeo games, sent 200,000 emails, watched 20,000 hours of television, spent 10,000 hours on a cell phone, but less than 5,000 hours reading. The 21st Century learner will need to be a multi-tasker that uses sound and images to convey content whenever possible. For today's students computers aren't technology - they are just a part of life. The digital learner works in teams, in a flexible environment.

So how does an analogy teacher instruct a digital learner? How do I change my mindset?

Ten Steps to Better Student Engagement

In an era where teachers must compete with video games, computers, texting, cell phones, social networking, and STANDARDIZED ASSESSMENTS it is increasingly more difficult to maintain the interest of students. The article offers 10 steps that would better enagage our students. Project based classrooms that promote active-learning in a non threatening environment tend to foster active, authentic, student engagement. Safe classrooms are a key component to this success. Students need to feel safe enough to take risks. They need to know that they will not be ridiculed by classmates as well as the teacher. The environment must also offer challenging, complex tasks that allow students to excel as well as help each other. I work hard to set up such an environemnt for my students. I practice many of the steps referenced in the article in my clasroom but admit that there are times I fall short. Mr. Frondeville, the author of the article, discusses the importance of journal or blog writing and that is an area that I freely confess to as one of my shortcoming. Time and transitions are such a factor when servicing many different grade levels and rarely do I find the time to allow my students to reflect on their learning in writing. Many times the oral reflections are fairly rushed. Monitoring the time with a timer is a must for me.

Student engagement is promoted when students are given the opportunity to explore big ideas through essential questioning. Essential questions have no simple "right answer;" they are meant to be argued and discussed. Good questioning strategies that require all students to respond, in all modalities, promotes student engagement. In my classroom, students use a response wheel to signal their response. They also use the thumbs-up/down/sideways to show their response.

How to Teach with Technology: Science and Math

The idea of teaching science and math with technology would create, I believe, instant engagement for my students. They are already deep immersed in the digital culture and feel quite comfortable maneuvering in this world. I on the other hand am deeply mired in the analog era and find technology to be complicated and daunting. Yet, I realize the important of technology for students today. For me, this article expanded the term "technology." When I think of technology, I think of computers (spreadsheets, internet, etc), not cameras, camcorders, video games, DVDs, etc. The article suggested using movies and cartoons to teach science and math. I like the idea of making movies that I know my students love and are very familiar with and using them to teach concepts. It would give my students any opportunity to see the movie, that they have probably viewed a thousand times, in a new light. That is something I could do with some success. Is there a website that suggest what movies and curriculum concepts/content would work well together? I also like the "Counting on Lego" activity to teach algebra. Algebra is such an abstract concept and it would be to any teachers advantage to present concrete and pictorial activities to help students create understanding. I was also not familiar with the animating geography website. As I read the description of this activity, it gave me the feeling that it follows the video game format and would probably be a good independent activity for students. I like the idea of the writing the script for the characters. The article provided many good examples of how to teach with technology.

Stage Craft: Taking Cues from Theater Class to Help Make Math and Science Fun

When I am in front of my students, I feel like I am an actress in a neverending play trying to hold and captivate my audience enticing them to anticipate what will happen next. Students should have that same feeling. I think that his why many are so involved in sports, sometimes to the point where is becomes an obsession. Imagine students become obsessive in regards to reading, writing, math, science, etc. The article makes many good points: (1) players are active participants in sports. They are not allowed to opt out as so many of our students do. When the going gets tough, the tough get going. In sports and the theater team members feel valued and the feel that adults (coaches, directors) are "truly" interested in helping them put their best foot forward. In schools, when the going gets tough, students quit, give up, make excuses. I as a teacher am guilty of the same behaviors demonstrated by students. What theater and sports have that many classrooms lack is an expectation of active participation. This article supports the need to maintain creativity, flexibility and inventiveness in our teaching. In this day and age of standardized performances, no child left behind, school labels, etc. schools are wary of deviating from the prescribed reading, math, science curriculums. Much of the curriculum used today is scripted and we are told to not deviate from the scripted words, activites, engagement prescribed by the curriculum. I think many of us are aware of the need to provide simulations, scenarios, and real world experiences.