Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Search
MENU

Earth & Space Science: About the Course

Teacher-Talk EarthSpace

Re: [Channel-talkearthspace] Session 1

From: strickland-stacy <strickland-stacy@harris.k12.ga.us>
Date: Wed Mar 14 2007 - 15:03:12 EDT

More thoughts on the reading . . .
Something that the reading addressed that I have learned a lot about since starting graduate school is student misconceptions. It doesn't really matter how well we teach a concept unless we understand how our students think of that concept. What I mean is this - our students have all types of experiences and often these experiences fall short of explanation. Without a scientific explanation of phenomena that they encounter, students use deductive reasoning to apply their own explanations and sometimes those explanations are incomplete or incorrect. Therefore, the students need to have time to engage in activities that will help to alter misconceptions and can add to their conceptual understandings. In my opinion, concept maps are not a useful tool when trying to gauge student misconceptions, and when used as an assessment tool they may not always point them out. (This is what I was getting at earlier when I had to go to my meeting.) So, while I really like the idea of using concept maps, I think there are times when they are inappropriate. On the other hand, when appropriate, they are an extremely useful tool. I am a very visual person and I really think that organizing things on paper helps me to organize it in my head. I know that in college, when I had exams to study for, I could often see the placement of the words on the page when trying to recall information for the answers.....It is my hope that it works the same way for my students.
 
Stacy Strickland
HCCMS, Special Education

________________________________

From: channel-talkearthspace-bounces@learner.org on behalf of Neal Utesch
Sent: Wed 3/14/2007 12:37 PM
To: Discussion list for ESSENTIAL SCIENCE FOR TEACHERS: EARTH ANDSPACESCIENCE
Subject: Re: [Channel-talkearthspace] Session 1

Just some thoughts on the article from session 1 and some thoughts on the video from session 1, let me know what you think.

Article Thoughts...

I enjoyed the reading on concept mapping, even though I have a great deal of experience with using concept maps in my classroom. A lot of the work that we do on my plant unit for my science class that I teach deals with plant processes and anatomical parts of a plant. With that, I like to use a lot of concept maps or graphic organizers to help the students better understand the different processes that we are learning about. I think that it helps kids to understand better the link between parts and how one process may help lead to another process. I think that concept mapping can be a great way for kids to organize their thoughts on a topic and to help them organize them so that they make sense to them when they read them back. They are a great note taking tool when it comes to things that can be many parts to make a whole. I particularly like it when it comes to explaining the different parts of the plant cell and how they all contribute to help make the plant cell work. It helps kids to distinguish the different roles of the parts in the plant cell.
        Concept maps can also be used as a great way to study and memorize information with a lot of parts. The students can learn how to scaffold information so that each bit of the map before it builds onto the next bit of the map. I like the ideas in the article that suggest that sometime students can use linking words to help them in their concept maps. This may also help clarify the purpose of the information that is in the map for the students later when they are reading it to themselves or studying it. The key words or linking words can be simple, but meaningful to the link between the concepts on the map. These are links between concepts that can link different segments of knowledge on the maps. I also like the idea that concept maps can be polished by re-positioning information to make the map more user friendly for the reader. The flexibility of the concept map gives the student ownership and the freedom to make a mistake, because they can fix it.
        The idea that concept maps can be a pre-test type of information for a student is a good one. It helps the students visualize where the unit is going and what they are expected to get from it as they study. It helps them to organize how and when they want to study certain concepts or material and when they should expect to know the information. It is also used as a good review guide at the end of the unit to remind students of the ideas that they learned about.

Thoughts on the video and session 1 in general...

The first section dealing with soil formation was really good. I learned a few things that I did not already know and I was able to apply those things that I learned to my concept map that I created on the question: "What is Soil?" This is a question that would seem fairly easy to answer, but with the information from the video, I realized that a lot more goes into the making of soil than the average person would care to take notice to. I think that the idea of using concept maps is a good idea. They could prove to be a valuable tool for students who have a hard time making connections with difficult topics. Something that I have always had a difficulty with was the difference between chemical and physical weathering, but by putting the concepts of both into a concept map, it helps me to visually make the connections between the two and distinguish the differences and similarities. I enjoyed learning about how volcanoes directly impact the replenishment of soil on our Earth and how when you take a soil sample, you can investigate what makes the soil simply with the use of your senses. You can touch and see the soil and make some conclusions on how it originated and what exist in the soil sample that you take.
        Some ideas that I am going to take to my classroom to use with my students will be the concept mapping idea. Letting the students explore a concept and then map it out and make the connections, rather than the same old multiple choice test questions. If done correctly with modeling and expectations, I think that it can be used as a valuable assessment tool for students understanding. I will also take the idea of how to investigate soil samples and how to help students determine what is in their soil sample by giving them the knowledge of using their senses.

Let me know what you think and I would love to continue discussions on each of the units with you.

 Neal Utesch

>>> "strickland-stacy" <strickland-stacy@harris.k12.ga.us> 3/14/2007 7:48 am >>>
Thanks Neal, I too am further along in the sessions, but haven't had anyone to start any discussions with. What kind of luck have you had getting your hands on the homework reading that goes along with the sessions? I have not been able to find them anywhere.

Stacy Strickland
HCCMS, Special Education

________________________________

From: channel-talkearthspace-bounces@learner.org on behalf of Neal Utesch
Sent: Wed 3/14/2007 10:37 AM
To: channel-talkearthspace@learner.org
Subject: Re: [Channel-talkearthspace] Session 1

I am on session 6 right now, but I haven't posted any discussions on any
of the sessions yet. I will certainly discuss session 1 with you if you
want.

Neal Utesch
SB-L, 6th Grade

>>> "strickland-stacy" <strickland-stacy@harris.k12.ga.us> 3/13/2007
8:01 pm >>>
Is there anyone out there to discuss Session 1?

Stacy Strickland
HCCMS, Special Education

_______________________________________________
Channel-talkearthspace mailing list
Channel-talkearthspace@learner.org
http://learner2.learner.org/mailman/listinfo/channel-talkearthspace

You may un-subscribe from this email list at any time by using the
online form at the above URL. If you have difficulty using this form,
please send email to Channel-Channel-talkearthspace@learner.org and our
mailing list administrator will assist you. Our privacy policy is posted
online at: http://www.learner.org/about/privacy_policy.html

_______________________________________________
Channel-talkearthspace mailing list
Channel-talkearthspace@learner.org
http://learner2.learner.org/mailman/listinfo/channel-talkearthspace

You may un-subscribe from this email list at any time by using the online form at the above URL. If you have difficulty using this form, please send email to Channel-Channel-talkearthspace@learner.org and our mailing list administrator will assist you. Our privacy policy is posted online at: http://www.learner.org/about/privacy_policy.html

_______________________________________________
Channel-talkearthspace mailing list
Channel-talkearthspace@learner.org
http://learner2.learner.org/mailman/listinfo/channel-talkearthspace

You may un-subscribe from this email list at any time by using the online form at the above URL. If you have difficulty using this form, please send email to Channel-Channel-talkearthspace@learner.org and our mailing list administrator will assist you. Our privacy policy is posted online at: http://www.learner.org/about/privacy_policy.html

_______________________________________________
Channel-talkearthspace mailing list
Channel-talkearthspace@learner.org
http://learner2.learner.org/mailman/listinfo/channel-talkearthspace

You may un-subscribe from this email list at any time by using the online form at the above URL. If you have difficulty using this form, please send email to Channel-Channel-talkearthspace@learner.org and our mailing list administrator will assist you. Our privacy policy is posted online at: http://www.learner.org/about/privacy_policy.html

Received on Wed Mar 14 15:35:31 2007
 

© Annenberg Foundation 2014. All rights reserved. Legal Policy