Posted by David Wetzel
Successful Teaching
What does it mean to be a successful science or math teacher? The definition of success is an elusive thing and measured in many ways. Merriam-Webster dictionary defines success as – resulting in or gaining a favorable outcome. This, without a doubt, is your and every other teacher’s goal for their students.
Among the many ways of measuring teacher success is the ability to engage students in teaching practices which excite and encourage their natural curiosity for learning. When these best practices are used in the classroom, then all other measures of success follow suite. Thus, providing an indicator you’re a successful science or math teacher.
So what are the three best practices successful science and math teachers’ use in their classroom?
Project Based Learning
Teaching strategies which involve project based learning offer students the potential of gaining deeper insights into science and mathematical concepts. This strategy engages students to use critical thinking processes as they develop and answer their own questions.
This teaching strategy also helps students tap into higher order skills, which allows them to make those all important connections between one science or math concept and other concepts.
Other reasons why students are excited and encouraged by practice:
- answering open-ended questions
- drawing conclusions based on their findings
- working collaboratively with other students
Real World Problem Solving
Problem solving is the essence of scientific and mathematic investigations. Providing students with real-world problems to solve allows them the opportunity to use investigative processes which stimulate higher order thinking skills.
In science, problem solving relies heavily on the effective use of the science process skills as students complete investigations. Two strategies which support problems solving is the use of discrepant events and experimental design for exciting and engaging students.
In math, making connections within and between concepts is critical to understanding math. Unfortunately students are very good with math concepts when treated separately; however, these same students have difficulties when trying to connect the concepts. One strategy for problem solving is the use of cases studies in mathematics. They encourage connections between concepts, as students rely on and use their prior knowledge and experience in math.
Integrating Technology in Lessons
Using a digital lens stimulates critical thinking skills as students in explore, think, read, write, research, invent, problem solve, and experience the world of science and math. Integrating technology provides them the opportunity to investigate science and math phenomena the same way as scientists and mathematicians.
Digital Media follows the old adage “A picture is worth a thousand words!” when it comes to science and math. The use of digital media is ideal for helping students construct background knowledge for developing a better understanding of science and math concepts.
The following are two examples of best practices for integrating technology in teaching and learning science or math.
- Podcasting – integrating podcasts in science and math classes is a good way to support student learning. This strategy leverages the use of digital devices as a means for mobile learning because students use them everyday – iPods, Smart Phones, computers, etc.
- Online Tools – facilitate input and interaction by students as they use the four skills of the language (reading, writing, listening, and speaking) to investigate, inquire, hypothesize, conjecture, and explain their findings. Online tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools.
These are three best practices for instilling curiosity in your students, while encouraging an atmosphere of student centered learning. Ignoring these and other practices which lead to teaching success and student learning risks diminishing, if not losing, the endowment of natural curiosity which all students have when they are born.
Posted by David Wetzel
iPod Touch
The iPod Touch brings a new dimension to teaching and learning in the science or math classroom – Mobile Learning! No longer are students required to only learn within the confines of their classroom when using this digital tool.
One advantage of these digital devices is portability. This advantage supports the basic tenant of mobile learning. Students explore, investigate, problem solve, and complete assignments from anywhere within or outside the classroom.
A second advantage for using an iPod Touch in science or math classrooms is the motivation students experience when using these devices to learn. This is primarily due to the personalized nature of the device through independent learning, self-expression, and creativity.
Teaching Strategies: How to take Advantage of this Digital Tool
These four teaching strategies take advantage of the power of an iPod Touch to address multiple learning styles in science and math.
- Engage students in active authentic, real-world tasks about content issues which are of interest to them (i.e., project based learning, problem solving, or inquiry based learning).
- Link the processes of student creative media work and critical analysis (i.e., Digital Storytelling, Screencasting, Podcasts, etc.).
- Teach students abstract concepts through the regular connection of observation, experience, and discussion (VoiceThread, Skype, Glogster, SlideShare, iPod Apps, etc.).
- Routinely use of visual, print, and aural for learning and expression (i.e., Vimeo, Animoto, SlideShare, Flash Cards, Teacher Tube, iMovie, Flickr, etc.)
Learning Strategies: Using Web 2.0 Tools with the iPod Touch
Learning strategies which use web 2.0 tools support the basic tenant of mobile learning with an iPod Touch. Students can use this digital device to create, view, or investigate concepts using the following strategies.
- Digital Storytelling – linking project based learning, problem solving, and inquiry based learning with digital storytelling is natural. The integration of digital storytelling technology motivates students, allows them to easily share their work, and encourages collaborative learning. Students can create digital stories with their iPod Touch to explain their problem solving procedures, investigative findings, answers, and conclusions.
- Online Learning – the iPod Touch comes with Safari internet browser for searching for science and math online learning resources. Students can access search engines for finding images, Google, and simulations for learning concepts. One neat tool helps adapt websites to the iPod – Skeezer.com.
- Podcasting – is as an alternative to digital media such as videos, voice, or images. Podcasts created by students provide a digital medium for student expression of concepts, projects, and related themes. Students can use their iPod Touch to record the audio portion of a podcast and then link their audio with videos and images.
- Multisensory Learning – integrating videos, podcasts, and pictures in lessons help students through the use of multisensory learning. These tools allow the use or online resources which are not typically available in any classroom. Students can use their iPod Touch to access these online resources in wireless classrooms, in their home, or anywhere else they have wireless access to the web.
Why use the iPod Touch in science and math is evidenced by its connectedness with teaching and learning. This is confirmation is based on the idea of Bloom’s Taxonomy for the digital age, which focuses primarily on the use of digital tools (such as the iPod Touch) to support higher order thinking skills.
Posted by David Wetzel
Often we search for meaningful ways to integrate digital technology in project based learning activities given to our students. We also would like our students to develop a thorough understanding of the concepts underlying the work – after all this is the purpose of the project.
Giving students the opportunity to complete and present their project through a digital lens has one great advantage – student engagement. This in turn causes students to develop a more in depth understanding of concepts.
Digital Storytelling: Strategies and Techniques
Digital stories typically contain a mixture of digital images, text, recorded audio narration, video clips and/or music. These stories can vary in length; however, optimum length is between four and eight minutes.
For student success with digital storytelling and communicating the findings of their project based learning activity, they often need specific guidelines. This ensures the project’s goals and objectives do not become lost in digital process. For example:
Watershed Project Guidelines (MS/HS)
Research and gather data relating to our local watershed using the following methods:
- Interview local residents.
- Visit local and regional historical societies to review primary historical records.
- Interview local or regional natural resource agency representatives.
- Collect water sample and compare water quality data with historical data.
- Take digital images and/or digital movies of local watershed features.
- Always be safe. Contrary to what you may see on TV, no cool or humorous shot is worth getting injured.
Using the data collected from interviews, historical records, and water quality data:
- Create a script of human’s impact on the watershed over the past 100 years, which will be used to narrate the digital story.
- Use your images and/or videos to support research findings.
- If you use someone else’s photos or images to supplement your project, an attribution slide must be included at the end of your project. Other people’s photos must be copyright free or public domain images.
- Select and obtain copyright free music if needed (ensure music does not distract or overwhelm presentation of findings) and an attribution slide must be included at the end of your project.
- Be sure to answer your research question in your presentation.
- Ensure all statements of findings and conclusions are supported by data and scientific facts.
- Presentation must have at least 10 images or video clips.
- Presentation must be between 5 and 6 minutes long.
- Project presentation must use (see next section).
Tools for Digital Storytelling Presentation
There are numerous Web 2.0 and computer tools available for project based learning activities. These tools create loads of opportunities for students to develop original project presentations through a digital lens.
The following are example digital tools students can use to tell their project’s story.
- Podcasting – a podcast can be uploaded to a class wiki or blog and viewed using an iPod, MP3 player or computer. A podcast can be projected on an interactive white board for presentation.
- Glogster – students can create an interactive poster to tell the story of their project based learning activity.
- PowerPoint or Keynote – which can be converted into a SlideShare and uploaded to class wiki or blog for sharing with other classes and schools.
- Prezi – allows the integration of videos and images for a presentation. It also offers the ability to zoom in or out and move around a presentation to slide to focus on key points.
- Voice Thread – this Web 2.0 tool not only supports a group’s presentation, it also allows others record comments about their project.
Linking project based learning with digital storytelling is natural. The integration of digital technology motivates students, allows them to easily share their work, and encourages collaborative learning. This in turn helps them develop a more in depth understanding of science and math concepts through a digital lens.
