CP2 Website

NOVA science Now is another website that features science based teaching guides and related video segments. It also provides interactives where students can manipulate diagrams. They also provide podcasts where students can listen to lectures on various topics. Because students now have access to technology this is great for them to download on their ipods etc.

Another valuable tool that I would use continually is the link to the latest science news articles. I want to be up-to- date on current events in the science community and hope to bring awareness of issues into the classroom. In addition, once you open a subject area the site also provides additional short engaging videos, quizes, and ‘ask the expert area.’ There is also a blog for teachers to collaborate and discuss learning experiences, which I would use during my clinical practice and as a beginning science teacher.

Here is the link to NOVA

Reading Reflection 5 - I'm thinking..

After reading these chapters I still have some concerns about initially forming these cooperative groups. The group dynamic is complex, especially for social high school students. With adolescents there are many social and emotional factors that could help to influence cooperative groups. If I am able to delegate authority, then the group should take responsibility for solving interpersonal problems. Conflict resolution is an important concept to maintaing an effective learning environment. I will have a hard time though stepping back and letting the groups have control. Letting go of that authority will be a challenge for me. I have the tendency to allow myself to be too involved with answering questions, clarifying tasks, etc. With practice I will find that it is the responsibility of the other group members to answers questions first before I become involved.

I also find it hard to coordinate working with another teacher or research specialist. This seems like an ideal situation benefitting the students, but it seems like this would be hard to coordinate. Being a beginning teacher, I find teaming up with an experienced teacher who has worked with cooperative groups a valuable resource.

Another issue that was brought up in the reading was the status and hierarchy of students perceived in the class. I must not assume that some students are better at specific tasks. To elevate this problem of higher status students taking the leadership role, the roles must be alternated. I can allow for lower status students to have a challenging and valued task within the group (expert-summarizer-facilitator). Hopefully I will get to experience this type of groupwork more this semester.

Reading Reflection 4 - Groupwork ch. 4-5

A section that really stood out to me was the section on individual and group accountability. A single task to a whole group poses the problem everyone is aware of-'the free loader.' With each student given their own assignment within the group it turns into individuals working alone to complete this 'group task'. To solve this each student needs to produce an individual part based on their participation in the group and the group collective activity. Groups rewards are also introduced into cooperative learning assessments, while individual incentives need to be applied as well. The individual group members need to feel accountable and important for the entire team's outcome. In science, groupwork enhances students' problem-solving ability while improving concept development. Working with peers helps stimulate scientific inquiry sometimes better than individual work. Peers can help to explain scientific concepts better and can rephrase ambiguous, confusing content. Many formulas, cycles, and Earth processes are difficult to comprehend, but working in groups can help to facilitate learning with peer interaction and interpretation of material.

A concern I have in this is that this instruction depends on many factors such as student ability, maturity, and discipline. I will have to learn about the students before even thinking about placing them to work in a defined group. If a group isn't working out how will I know what to do to correct it without disrupting other groups already benefiting from cooperative groupwork? Will I be strong enough to make instant decisions to where to place unproductive or behavioral issue group members? I feel like I need control and order, so will I feel less in power and out of control in a cooperative group environment??

Reading Reflection 3 - Groupwork ch. 1-3

Chapter 1- Groupwork as a Strategy for Classrooms. Learning in the classroom can be enhanced by using small groups with students being assigned a specific task to complete. For groupwork to be successful in the classroom, the teacher must employ a delegated authority by giving the students the power to accomplish specific parts. Students need a cooperative group approach with ample communication to complete assigned tasks. Along with student preparation, group interaction is key to having these groups work effectively.

From my experience in a cooperative group emphasized classroom from clinical I, I was concerned that group members tended to ‘conveniently forget’ their daily task and had to be reminded of their responsibility.

Chapter 2- Why Groupwork? With the cooperative grouping model conceptual learning, problem solving, language strengthening, and peer interaction take place. Peers are able to explain ambiguous concepts more clearly and can help with task confusion while discussing new ideas. Students are able to hear other members perceptions and then formulate their own interpretation of the concept. Working with their peers can help students gain valuable interpersonal and communication skills, while providing situations for increased summarizing, synthesizing, and interpreting of materials.

I have seen bilingual classrooms where groupwork really worked for all language proficiencies. A survey I gave also indicated students prefer to work in groups rather than individually.

Chapter 3- The Dilemma of Groupwork. When assigning groups careful planning, organizing, and structuring must be made because groups can develop unequal participation due to many factors, including being more knowledgeable in a subject than other group members ‘academic status’. Groups can be influenced by social status and domination from particular members causing the group mentality to be compromised. Different statuses influence the group dynamic with perceived high or low status.

I have been in groups where it was hard to participate in groups due to other students taking the authoritative roles. I have witnessed where students just let others do the work and they benefit from the ‘group grade.’

I work like to know more about how to initially group students for cooperative work. How do I go about assigning group roles to individuals when I do not know their personalities and strengths?

School Reform at lunch

Glen Cove School District in New York won the 2009 Sylvia Charp award with reforming a once struggling district with the addition of technology. In three years technology turned this district around with new administration, interactive whiteboards, computer response pads (clickers), document cameras, probes, digital security cameras, student-management system, and parent portal. First year teachers also receive training in these technologies along with a 'new-teacher program' that is mandatory for the first three years of employment. There is also a community emergency system and they live stream district events over their website. This is the article from Learning and Leading With Technology February 2010 from ISTE website. Link

Reading Reflection 2-BPHS

I think the internships, the integrated units, and the strong support with student choice and leadership have a great impact at this school. Creating curricular paths to success are essential to the student’s experience in a high school like BPHS. Individual and small group conferencing, while hearing and respecting students ideas are greatly needed. Although these are not new to the education community, they are not used nearly enough in our large secondary schools. Students are not being recognized and are therefore struggling to succeed in a large institution.

One of the practices that I saw at El Camino High that connected to Second to None was that there was a ‘quality curriculum and support provided for Language-minority students.’ This was evident from the numerous programs offered such as; Structured English Immersion Program, Bridge Program, and Spanish Language Instructional Program. There was also a large support team with a head English Language Development coordinator. These students are counseled and I believe they tried to involve the parents in decisions in regards to which program their child was ready for. Another practice I saw was the community involvement and student support through “Empowering Parents Workshops.” These are a themed parent workshop series focusing on topics such as, “How to successfully navigate the educational system and closing the Achievement Gap in your household.” There also was additional tutoring, learning center classes, and counselors to aid in their educational experience. This would be connected to providing comprehensive support for all students. Students enjoyed the number and different times of tutoring at this school.

Population continues to grow, so I believe that ‘small schools’ will not be possible in the future without more funding, space, and teachers. The personalized teaching and special assistance will slowly diminish because of the growing needs of each community. The sense of belonging and connectedness that is essential to their academic success could be changed. The schools will continue to have the need for restructuring with the increase in the student population.