Pursuing the education needed to enter in to a career in applied sciences can be done by enrolling in an accredited online school or college. Career studies are available to students who wish to gain the knowledge and training needed to seek out a career in this exciting field. Online educational programs give students the opportunity to obtain the skills they need to enter the workforce and have a successful career. Training can be completed at various levels allowing students to choose the one that's right for them. Students should investigate the online applied sciences career training education options prior to enrollment.
1) There are numerous degrees and certificates to choose from when looking to pursue an education in applied sciences. Students will need to decide how long they want to spend on training as well as the career they would like to pursue prior to enrollment. Obtaining an accredited certificate, associate degree, or bachelor degree can be done by completing several months to four years of online education. Possible careers will vary based on the level of degree or certificate obtained. Students can learn more about specific careers in this field by contacting various educational programs.
2) By gaining an accredited education in applied sciences students can pursue a number of exciting careers. Accredited online educational training programs allow students to prepare for various careers from the comfort of their own home. Careers can include working as a business administrator, office supervisor, accountant, office manager, safety manager, department manager, and science teaching and related professions. Students can enter into the career that meets their personal goals with an accredited certificate or degree. Training for a career in this field will prepare students by having them complete coursework related to their specific career of interest.
3) Coursework will depend on the level of education and career each individual student chooses to pursue. Online learning programs give students the opportunity to learn the subjects that relate directly to the career of their choice. Accredited online schools and colleges provide the skill training that students need to be successful. Specific areas of study will vary but may include advanced HTML, computers, business ethics, social sciences, interactive web design, and much more. By gaining knowledge in these areas students will be prepared to enter into the workforce and seek the employment they desire.
Rabu, 11 Oktober 2017
Rabu, 27 September 2017
Creating the Best Math and Science Educational Experiences for Youth
In the almost 15 years since I've graduated from high school I've notice the major changes in how children are educated. I feel like I'm not old enough to be say when I was a kid things were different, but I'm saying that on a regular basis. When I was a child, parents and educators seemed to work together more to provide a quality education for children. There were learning experiences both at home and in school. I have memories of conducting science experiments both at home and in school as early as elementary school. However, I am realizing that kids today don't have the same opportunity that I did during my K-12 education.
All students don't have an equal opportunity to have a great science educational experience. I have been spending time in schools and am realizing that kids aren't engaged in enough hands on science or science that is relevant to them that make them interested in science. I was having a conversation with a 5th grader and he was talking about what he learned in science class that day. What they learned bored me to death, they were talking about a scientist that is dead and technology that is obsolete. I know that science history is an important part of science, but kids should be learning something that is relevant and current and about scientists that are alive today. But thing that I was grateful was that at least this student was learning science. I'm always curious how the state science and mathematics standards are chosen. Is the curriculum team made up of a diversity of math and science educators and professionals? Do they select the material based that provide the students with a strong foundation as well as engage them in the subjects? Do they select a curriculum that all school districts will be able to implement, including those districts and schools with limited resources? Do they consider if the curriculum is academically preparing them for post secondary education and pursuing careers in these subjects? I believe that a strong curriculum should include all these elements to ensure the academic success of our children in math and science.
In addition, most state curriculum the core subjects are language arts, math, social studies and science. However the priority of instructional time in our schools, especially in elementary school isn't always focused on equal preparation in all subject areas. There are studies that show that elementary students don't always get an adequate amount of science as a part of their curriculum. There are various reasons for this; the main reason is that not enough resources are put into science education because science is rarely on the standardized test that has become a critical part of education. Another reason is not all elementary teachers feel comfortable enough to teach their students science. With elementary school being the foundation for learning in all subject areas, if there is no strong foundation for science how will kids excel when they go to middle and high school. This doesn't create an environment for our kids to excel in science, let alone pursue careers in these fields.
All students don't have an equal opportunity to have a great science educational experience. I have been spending time in schools and am realizing that kids aren't engaged in enough hands on science or science that is relevant to them that make them interested in science. I was having a conversation with a 5th grader and he was talking about what he learned in science class that day. What they learned bored me to death, they were talking about a scientist that is dead and technology that is obsolete. I know that science history is an important part of science, but kids should be learning something that is relevant and current and about scientists that are alive today. But thing that I was grateful was that at least this student was learning science. I'm always curious how the state science and mathematics standards are chosen. Is the curriculum team made up of a diversity of math and science educators and professionals? Do they select the material based that provide the students with a strong foundation as well as engage them in the subjects? Do they select a curriculum that all school districts will be able to implement, including those districts and schools with limited resources? Do they consider if the curriculum is academically preparing them for post secondary education and pursuing careers in these subjects? I believe that a strong curriculum should include all these elements to ensure the academic success of our children in math and science.
In addition, most state curriculum the core subjects are language arts, math, social studies and science. However the priority of instructional time in our schools, especially in elementary school isn't always focused on equal preparation in all subject areas. There are studies that show that elementary students don't always get an adequate amount of science as a part of their curriculum. There are various reasons for this; the main reason is that not enough resources are put into science education because science is rarely on the standardized test that has become a critical part of education. Another reason is not all elementary teachers feel comfortable enough to teach their students science. With elementary school being the foundation for learning in all subject areas, if there is no strong foundation for science how will kids excel when they go to middle and high school. This doesn't create an environment for our kids to excel in science, let alone pursue careers in these fields.
Rabu, 13 September 2017
A Quick-Start Incubator Model for Hybrid Math and Science Programs in Kentucky's School Systems
Abstract
An educational program "incubator" is comparable to a business incubator in that it is a start-up program that may be implemented on a larger scale if it is deemed successful. "Success" may be measured by a number of parameters: the participating students' standardized test scores, end of course exam scores, ACT/SAT scores, number of students meeting college acceptance criteria, and/or the general perception of the program within the school district/community. A more subjective measure of success, but no less important, is the sustained interest of students (with a focus on young women) in the sciences throughout their primary/middle/and high school years. It is this subjective measure of success that led to the development of this particular "incubator" model's concepts and strategies.
Introduction
The "incubator" model that I present is not from the perspective of a life-long educator, but from the perspective of a career scientist, an application specialist, an operations manager, and a middle school/high school science teacher for only the past seven (7) years. I readily admit that I am not an expert on pedagogy. However, I believe I have mastered thinking out-of-the-box and applying those revelations to systems that may require a different approach to achieve mandated outcomes. I do not believe the system of education in Kentucky is broken, far from it; there are many great minds and passionate, dedicated people in all levels of Kentucky's educational system. Nevertheless, I do believe that any company/industry/system that does not embrace an investment in research and development is destined to stagnate. As we have seen with the United States' status in math & science education in comparison to say that of Finland's, I believe an evaluation of alternative concepts is in order.
Target Audience
This three (3) year incubator targets a student population from 8th grade through 10th grade - providing accelerated online curriculum, college affiliated dual-credit coursework, water quality and biodiversity fieldwork, science-themed monthly public presentations, and student mentoring at local elementary schools. Students would have the option at the end of year three (3) to start taking college courses full-time in year four (4), having earned enough credits to graduate from high school. The other options available to students in Kentucky would be attending the Gatton Academy at Western Kentucky University, or returning to their home school and take AP level coursework plus electives (ideal for athletes with 2 years of eligibility remaining).
Student Selection Reasoning: The eighth grade student population selection is based on the following reasoning: in Kentucky, an eighth grade student's science exposure is minimal at best. Since science is not tested in Kentucky's middle schools at the eighth grade level, some middle schools do not offer science classes in order to double up on social studies which is tested in eighth grade. By incorporating these students into an incubator, it provides greater continuity for science students and a focus on retaining young women's enthusiasm for the sciences.
Budget
The initial funding required for this incubator model is dependent upon the availability of resources: classroom access, classroom amenities (calculators, chairs, computer workstations, lab workstations, SMART Boards or tablets, tables, white boards), curriculum, laboratory supplies, teacher salaries, and transportation. If existing teachers are used to staff the model and a location for the program already exists then initial start-up cost may be 50-75K dollars. Annual costs, if just for resupply of used equipment and materials, are approximately 25k-40k per year.
Staffing
Full-time teaching positions: This incubator uses a POD concept. The POD concept is a middle school team model using four (4) Highly Qualified designated instructors (these are the strongest in Language Arts/Math/Science/Social Studies pedagogy and content knowledge available, regardless of certification (high school/middle school)). Project SCALE-UP is designed to support ninety (90) students within a classroom, in this model a cohort, therefore each of the four (4) facilitators will mentor fifteen (15) students per session during the school day.
Location
Location(s) for this incubator could be: an Alternative school campus, or one (or more) of the existing high schools. The selected location(s) should have sufficient space for two large classrooms with multiple electrical outlets and internet access (wireless or LAN). The classroom need to have multiple large-volume printer/scan/fax devices to support student work. One of the classrooms will be used for laboratory activities, so extra water/gas access points will be needed as well.
Transportation
Transportation to and from Incubator Site: Transportation of students will be defined by the decision for the location of the incubator site. If the site selected is on the campus of the district's alternative school program(s) or a separate magnet school facility, then consider the transportation plan 1.
Transportation Plan 1: In the morning, students are taken to their home high school, where they are transferred to the incubator site in a second bus - arriving at the incubator site prior to the incubator school day starting time. In the afternoon, students will need to end their school day early, in order to catch the transfer bus back to their home high schools prior to the end of the normal high school day. Students will then take the normal bus route home from each high school. Depending on the number of high schools in the district, additional transportation costs will be the costs for running the transfers to and from each site. School day hours for the incubator site will need to be adjusted to allow transportation of students to and from their home high schools.
Incubator located within the High school locations: If the incubator site(s) are located in the existing high schools, then consider transportation plan 2.
Transportation Plan 2: Students will follow the normal transportation routes to their home high schools in the mornings and in the afternoon. There are no additional transportation costs and no changes to the hours for the incubator's school day required in this model.
i. Program Transportation Needs
Depending upon the size of the school district, and the number of students included in the program, there are a number of options for program transportation.
Option 1 - Dedicated School Buses (Eminence Independent School District Model): The model employed by the Eminence Independent School District is ideal for a Project SCALE-UP design program with cohort sizes of up to 90 students. In this model, two (2) school buses equipped with A/C and WiFi capability are dedicated to transport program students to all activities during the school day; the buses are used in normal district transportation be- fore school and after school. This concept provides flexibility in transporting program students to field work activities, on-campus college courses, and student mentoring activities, with WiFi access for coursework and research during transportation and on-site. I would be remiss if I did not acknowledge the vision of the leaders in this district; the simplicity and versatility of their program is exemplary.
Option 2 - Using School Vans (Bullitt County Model): The model employed by Bullitt County's Advanced Math and Science Program is ideal for cohort sizes of 24 or less students. School vans, in this case 8 passenger vans, where used to transport students to research sites, other schools for mentoring, and to local museums/college campuses for presentations. Use of vans requires that one or all of the instructor's undergoes driver certification every two (2) years, and there is competition for the use of the van with fall/winter/spring sports and other school groups. If all 24 students where to attend an offsite program or event, then a school bus would be required.
ii. Other Considerations
School programs, student testing and extracurricular activities: It is necessary to plan to transport students to their home schools for events such as concerts, pep rallies, and state exams. This may be as simple as transporting the students one-way, either to home school from the program site or from the home school to the program site. School buses will be required for this transportation.
Sports/Band: Students who participate in sports and/or band require special consideration. It is extremely important that these students do not feel like they must decide between participation in the program vs. participation in sports or band. Although, these students may find as they continue in the program that academic success may be inversely proportional to participation in extracurricular activities. Participation in marching band will require some creativity in scheduling, however since most high achieving students participate in band, I would address that reality early.
Curriculum
Online Curriculum: My teaching experience in the disciplines on math and science have left one indelible impression, printed curriculum is the weakest link in our system of education. From that point in time which it is printed and then distributed to the classrooms, it is out of date. Our foundation of knowledge changes too rapidly during the three to five year textbook selection cycle for the curriculum to ever be relevant. Online curriculum, with yearly cycles of content review is the best option we have at this point.
I readily admit I am not an expert in textbook funding, so I apologize for any wrong assumptions in this treatise. However, I am expert at the scientific analysis of issues and implementation of solutions, so it is from this perspective that I present the following for your consideration:
Research into textbook adoption for the students in Kentucky, yielded the following information: The budget, according to the Kentucky Department of Education (KDE), for FY2015 textbooks is $21,700,00.00; the number of high school students in the public schools in KY is approximately 400,000 - this number works well in this incubator model. This yields approximately $54.25 per student for FY2015 available to purchase curriculum. Based on my experience and relationships with the online curriculum vendors (Apex Learning, Edgenuity primarily) at a volume of 400,000 licenses the $54.25 per license is very reasonable. I feel very comfortable that a contract could be negotiated without issue. Please keep in mind that online curriculum would be for ALL disciplines - not just math and science.
Flexibility for course selection is a topic that requires a mention in this discussion. I personally found that an online offering of languages (Spanish, German, French, etc.) offered without dedicated instructors to be difficult for students to master. A district may consider offering the language component to the college/university partner to facilitate; also increasing the number of languages available as well.
An additional positive for the implementation of online curriculum, an A.P. certified teacher may not be required to teach their A.P. level courses. This is very beneficial, especially during the program design stage, when addressing the needs of Gifted and Talented students.
A final point for consideration is this: as school districts invest in technology for student use (iPads, laptops, and such) is the use of online curriculum not the next logical step in the evolution of our classrooms?
Project SCALE-UP: Project SCALE-UP [1, 2], initially introduced by Dr. Robert J. Beichner (North Carolina State University) as "Student-Centered Active Learning Environment for Undergraduate Programs" and now renamed as "Student-Centered Activities for Large Enrollment Undergraduate Programs"[1, 2], is the foundational model for this incubator program. Utilizing a cafeteria-style classroom, round tables seating anywhere from 6-9 students, up to 10 tables per classroom, upwards of 90 students can be accommodated at one time. Project SCALE-UP introduces the use of tangibles, ponderables, and concept inventories in the classroom along with large classrooms (in square footage) that accommodate lab activities and classroom activities in the same physical space. Combined with the aforementioned POD teaching concept, a unique synthesis in hands-on learning plus online curriculum and facilitation by the teachers can occur, and be very successful. And, may be easily adapted to fit the facility, even within an existing space at a high school.
"Flipped Classrooms": Isn't this just a model of a "Flipped Classroom"? The short answer is "no"; an explanation is required however. The "flipped classroom" concept revolves around the implementation and use of online curriculum in a standard classroom, usually with a student population equipped with iPads or laptops. Project SCALE-UP and in-turn this incubator takes the "flipped classroom" to the next level by surrounding the students with purposeful, targeted activities that exponentially increase the rigor and inquiry-based learning opportunities.
Suggested Curriculum Themes: As a vocal critic of too many disciplines (Astronomy, Astrobiology, Biology, Biochemistry, Chemistry, etc., etc., etc.), I continue to seek thematic units that require students to master the Liberal Arts (Language Arts +Mathematics + Sciences + Social Sciences) to successfully complete the unit. There are three (3) that I have used (I'm sure there are others), that I offer for your consideration: Astronomy (recognized as a super-science), Pond/Stream Water Quality & Biodiversity studies, and Sustainability. These three (3) thematic units may be used individually as the subject for one school year's study; incorporated into public speaking opportunities, science fair concepts, student fieldwork, and student mentoring activities.
Concept Inventories, Ponderables, and Tangibles: How to implement each in the classroom, I remember their implementation sequence in alphabetical order.
Concept Inventories [3], alphabetically leads the list and should lead-off the school year as a pre-assessment (an inventory) of a student's prior knowledge of common sense concepts and ideas. For example: why are there four (4) seasons? - draw the relationship between the Earth and Sun to support your answer. It is through the implementation of concept inventories and the data obtained that I chose to redesign my incubator to include 8th grade students. Do not fret, one does not need to reinvent the wheel, there are a multitude of research-based concept inventories that may be accessed on the Internet. Concept inventories are traditionally multiple-choice format.
Ponderables [1, 2], teachers may be familiar with the term bell ringers or openers, however these two "concepts" do not meet the rigor of a "ponderable". A "ponderable" is a pencil and paper thought exercise for students, no guidance for a solution is given and the rigor of the question is such that student-research is required to complete the activity. The timeframe for a "ponderable" may be 10-15 minutes, it measures a student's ability to research, conceptual knowledge, creativity, and organizational skills. I've had success in the past creating "ponderable" questions by taking "missed" questions from a concept inventory and deleting the multiple-choice answers. "Ponderables" are more subjective than objective measurements of student abilities.
Tangibles [1, 2], consider a "ponderable" that is not a pencil and paper tool but a measurement tool for a student's hands-on abilities and understanding of concepts. For example: using a single sheet of notebook paper, fashion the tallest, free-standing object possible. "Tangibles" gauge a student's creativity, and application of concepts to a hands-on activity.
Suggestions - Student Laboratory Activities: Think college-level and career-oriented activities. The implementation of online curriculum in the classroom, specifically the science disciplines, comes complete with a set of "dry lab activities". These activities are useful for the most part, however given the amount of lab time available, these were the first thing I scrapped. I am a firm believer that for students to be successful in college labs and in careers where lab proficiency is a necessity, you can never start too early. When developing start-up and operating budgets for your program, this is not the area to be conservative or short-sighted. Consider the industries in your area, possible collaborations, college/university special- ties, and latest trends in employment. My suggestion - think biotechnology (electrophoresis/PCR/DNA analysis), think instrumental chemistry (gas chromatography/polarimetry/melting point apparatus), think electronics (circuit boards/programming), and think robotics. Select lab benches and tables that give you the most flexibility and bang-for-your-buck. Consider electricity, gas, and water requirements; safety needs; and ventilation requirements. If you have funds left over, purchase a high quality reflecting telescope, a remote data transmitting weather station for the roof of the school, and lots of plasticware and consumables for the labs. Consider purchasing pre-packaged lab activities to avoid storage of large volumes of solvents and acids/bases, and they have readymade student activity outlines. Do not forget to research activities at NASA to incorporate as lab exercises as well, especially in your Astronomy unit. I am an experimentalist at heart so this is my passion.
Student Fieldwork - Collaborations and Topics: Arguably, students take-in and retain more information and master more skillsets outside the classroom than inside. I find that I can teach more, across all disciplines, in the field - especially "observation". And, if those skillsets are applied to a curriculum that captures their attention and imagination then it is a no-brainer. I can provide two examples that were a tremendous success for our program in Bullitt County; I am sure that these can be replicated elsewhere.
During year one of our program, we established a collaborative partnership with Bernheim Arboretum and Research Forest (Dr. Mark Woorms, Claude Stephens, and Andrew Berry ) in Clermont, KY. The students in our program performed biodiversity studies, GPS mapping, and water monitoring studies (pH, temperature, conductivity, BOD, fecal coliforms, flow rate analysis) on a multitude of streams and ponds throughout the forest. Student's developed databases for the information interfaced with GPS mapping software, and presented their data to parent and professional groups in our area. Students monitored the streams and ponds Fall, Winter, and Spring - it was never too cold or too wet to discourage participation.
During year three of our program, we established a collaborative partnership with the Kentucky Science Center (Andrew Spence) to allow our students to present science topic demonstrations to visitors at the Center. Our first experience with the students was "DNA Day" at the Kentucky Science Center where students from our program facilitated electrophoresis analysis of "pseudo-DNA" for 900 elementary, middle, and high school students. The student attendees inoculated their own gels, followed the migration patterns in the electrophoresis baths, and then made an educated interpretation of the results. Our students enjoyed themselves more than the attendees.
Scheduling
Hybrid school week plus hybrid school year: I am truly an advocate for changing how we look at the school week and the school year; having the tools mentioned in this article just allows for implementation of the changes more efficiently.
Hybrid School Week: Is there an advantage to mirroring a college weekly schedule? A resounding "YES". Students leave the comfort of their homes and the familiarity they have with high school classes and curriculum to participate in an alien and at times overwhelming environment called college. If students are not prepared, armed with the study and coping skills necessary to succeed - I believe we are setting them up for failure. I encourage you to design your incubator in such a fashion as to gradually push students outside their comfort zone while they still have the support structure around them.
For example: establish class schedules that are Monday-Thursday, Tuesday- Friday with Wednesdays open for labs, fieldwork, and study halls. Assign work on Mondays that is due the following Thursday; Tuesday's work to be submit- ted the next Friday. And, most importantly keep an updated syllabus for every class online and do NOT accept late work unless due to an excused absence. For labs, prepare a lab exercise manual listing all the labs to be completed that semester requiring completion and preparation of lab reports in the appropriate, documented format. Prepare your lab stations prior to the start of the semester, allow students to organize their time and efforts to complete all labs by the established deadline. Hold the students accountable for the submission of their work on time. You are in the classroom to facilitate their success, not to spoon-feed them knowledge.
Hybrid School Calendar: The advantage to using an online curriculum is the ability to prepare a syllabus that implements year-round school scheduling. An instructor can use the summer months to reinforce student weaknesses: reading and writing techniques, study skills, and the preparation research papers. Instructors may also schedule refresher courses to keep students on top of their games prior to returning in the Fall, especially math skills. I am also an advocate for utilizing discussion boards and cloud technology for students to submit commentaries on books in the reading lists I assign for the summer. This keeps students from writing the dreaded book reports that they procrastinate writing and I wish to avoid grading. The discussion boards' generate conversations that I can monitor and contribute to in real-time.
An educational program "incubator" is comparable to a business incubator in that it is a start-up program that may be implemented on a larger scale if it is deemed successful. "Success" may be measured by a number of parameters: the participating students' standardized test scores, end of course exam scores, ACT/SAT scores, number of students meeting college acceptance criteria, and/or the general perception of the program within the school district/community. A more subjective measure of success, but no less important, is the sustained interest of students (with a focus on young women) in the sciences throughout their primary/middle/and high school years. It is this subjective measure of success that led to the development of this particular "incubator" model's concepts and strategies.
Introduction
The "incubator" model that I present is not from the perspective of a life-long educator, but from the perspective of a career scientist, an application specialist, an operations manager, and a middle school/high school science teacher for only the past seven (7) years. I readily admit that I am not an expert on pedagogy. However, I believe I have mastered thinking out-of-the-box and applying those revelations to systems that may require a different approach to achieve mandated outcomes. I do not believe the system of education in Kentucky is broken, far from it; there are many great minds and passionate, dedicated people in all levels of Kentucky's educational system. Nevertheless, I do believe that any company/industry/system that does not embrace an investment in research and development is destined to stagnate. As we have seen with the United States' status in math & science education in comparison to say that of Finland's, I believe an evaluation of alternative concepts is in order.
Target Audience
This three (3) year incubator targets a student population from 8th grade through 10th grade - providing accelerated online curriculum, college affiliated dual-credit coursework, water quality and biodiversity fieldwork, science-themed monthly public presentations, and student mentoring at local elementary schools. Students would have the option at the end of year three (3) to start taking college courses full-time in year four (4), having earned enough credits to graduate from high school. The other options available to students in Kentucky would be attending the Gatton Academy at Western Kentucky University, or returning to their home school and take AP level coursework plus electives (ideal for athletes with 2 years of eligibility remaining).
Student Selection Reasoning: The eighth grade student population selection is based on the following reasoning: in Kentucky, an eighth grade student's science exposure is minimal at best. Since science is not tested in Kentucky's middle schools at the eighth grade level, some middle schools do not offer science classes in order to double up on social studies which is tested in eighth grade. By incorporating these students into an incubator, it provides greater continuity for science students and a focus on retaining young women's enthusiasm for the sciences.
Budget
The initial funding required for this incubator model is dependent upon the availability of resources: classroom access, classroom amenities (calculators, chairs, computer workstations, lab workstations, SMART Boards or tablets, tables, white boards), curriculum, laboratory supplies, teacher salaries, and transportation. If existing teachers are used to staff the model and a location for the program already exists then initial start-up cost may be 50-75K dollars. Annual costs, if just for resupply of used equipment and materials, are approximately 25k-40k per year.
Staffing
Full-time teaching positions: This incubator uses a POD concept. The POD concept is a middle school team model using four (4) Highly Qualified designated instructors (these are the strongest in Language Arts/Math/Science/Social Studies pedagogy and content knowledge available, regardless of certification (high school/middle school)). Project SCALE-UP is designed to support ninety (90) students within a classroom, in this model a cohort, therefore each of the four (4) facilitators will mentor fifteen (15) students per session during the school day.
Location
Location(s) for this incubator could be: an Alternative school campus, or one (or more) of the existing high schools. The selected location(s) should have sufficient space for two large classrooms with multiple electrical outlets and internet access (wireless or LAN). The classroom need to have multiple large-volume printer/scan/fax devices to support student work. One of the classrooms will be used for laboratory activities, so extra water/gas access points will be needed as well.
Transportation
Transportation to and from Incubator Site: Transportation of students will be defined by the decision for the location of the incubator site. If the site selected is on the campus of the district's alternative school program(s) or a separate magnet school facility, then consider the transportation plan 1.
Transportation Plan 1: In the morning, students are taken to their home high school, where they are transferred to the incubator site in a second bus - arriving at the incubator site prior to the incubator school day starting time. In the afternoon, students will need to end their school day early, in order to catch the transfer bus back to their home high schools prior to the end of the normal high school day. Students will then take the normal bus route home from each high school. Depending on the number of high schools in the district, additional transportation costs will be the costs for running the transfers to and from each site. School day hours for the incubator site will need to be adjusted to allow transportation of students to and from their home high schools.
Incubator located within the High school locations: If the incubator site(s) are located in the existing high schools, then consider transportation plan 2.
Transportation Plan 2: Students will follow the normal transportation routes to their home high schools in the mornings and in the afternoon. There are no additional transportation costs and no changes to the hours for the incubator's school day required in this model.
i. Program Transportation Needs
Depending upon the size of the school district, and the number of students included in the program, there are a number of options for program transportation.
Option 1 - Dedicated School Buses (Eminence Independent School District Model): The model employed by the Eminence Independent School District is ideal for a Project SCALE-UP design program with cohort sizes of up to 90 students. In this model, two (2) school buses equipped with A/C and WiFi capability are dedicated to transport program students to all activities during the school day; the buses are used in normal district transportation be- fore school and after school. This concept provides flexibility in transporting program students to field work activities, on-campus college courses, and student mentoring activities, with WiFi access for coursework and research during transportation and on-site. I would be remiss if I did not acknowledge the vision of the leaders in this district; the simplicity and versatility of their program is exemplary.
Option 2 - Using School Vans (Bullitt County Model): The model employed by Bullitt County's Advanced Math and Science Program is ideal for cohort sizes of 24 or less students. School vans, in this case 8 passenger vans, where used to transport students to research sites, other schools for mentoring, and to local museums/college campuses for presentations. Use of vans requires that one or all of the instructor's undergoes driver certification every two (2) years, and there is competition for the use of the van with fall/winter/spring sports and other school groups. If all 24 students where to attend an offsite program or event, then a school bus would be required.
ii. Other Considerations
School programs, student testing and extracurricular activities: It is necessary to plan to transport students to their home schools for events such as concerts, pep rallies, and state exams. This may be as simple as transporting the students one-way, either to home school from the program site or from the home school to the program site. School buses will be required for this transportation.
Sports/Band: Students who participate in sports and/or band require special consideration. It is extremely important that these students do not feel like they must decide between participation in the program vs. participation in sports or band. Although, these students may find as they continue in the program that academic success may be inversely proportional to participation in extracurricular activities. Participation in marching band will require some creativity in scheduling, however since most high achieving students participate in band, I would address that reality early.
Curriculum
Online Curriculum: My teaching experience in the disciplines on math and science have left one indelible impression, printed curriculum is the weakest link in our system of education. From that point in time which it is printed and then distributed to the classrooms, it is out of date. Our foundation of knowledge changes too rapidly during the three to five year textbook selection cycle for the curriculum to ever be relevant. Online curriculum, with yearly cycles of content review is the best option we have at this point.
I readily admit I am not an expert in textbook funding, so I apologize for any wrong assumptions in this treatise. However, I am expert at the scientific analysis of issues and implementation of solutions, so it is from this perspective that I present the following for your consideration:
Research into textbook adoption for the students in Kentucky, yielded the following information: The budget, according to the Kentucky Department of Education (KDE), for FY2015 textbooks is $21,700,00.00; the number of high school students in the public schools in KY is approximately 400,000 - this number works well in this incubator model. This yields approximately $54.25 per student for FY2015 available to purchase curriculum. Based on my experience and relationships with the online curriculum vendors (Apex Learning, Edgenuity primarily) at a volume of 400,000 licenses the $54.25 per license is very reasonable. I feel very comfortable that a contract could be negotiated without issue. Please keep in mind that online curriculum would be for ALL disciplines - not just math and science.
Flexibility for course selection is a topic that requires a mention in this discussion. I personally found that an online offering of languages (Spanish, German, French, etc.) offered without dedicated instructors to be difficult for students to master. A district may consider offering the language component to the college/university partner to facilitate; also increasing the number of languages available as well.
An additional positive for the implementation of online curriculum, an A.P. certified teacher may not be required to teach their A.P. level courses. This is very beneficial, especially during the program design stage, when addressing the needs of Gifted and Talented students.
A final point for consideration is this: as school districts invest in technology for student use (iPads, laptops, and such) is the use of online curriculum not the next logical step in the evolution of our classrooms?
Project SCALE-UP: Project SCALE-UP [1, 2], initially introduced by Dr. Robert J. Beichner (North Carolina State University) as "Student-Centered Active Learning Environment for Undergraduate Programs" and now renamed as "Student-Centered Activities for Large Enrollment Undergraduate Programs"[1, 2], is the foundational model for this incubator program. Utilizing a cafeteria-style classroom, round tables seating anywhere from 6-9 students, up to 10 tables per classroom, upwards of 90 students can be accommodated at one time. Project SCALE-UP introduces the use of tangibles, ponderables, and concept inventories in the classroom along with large classrooms (in square footage) that accommodate lab activities and classroom activities in the same physical space. Combined with the aforementioned POD teaching concept, a unique synthesis in hands-on learning plus online curriculum and facilitation by the teachers can occur, and be very successful. And, may be easily adapted to fit the facility, even within an existing space at a high school.
"Flipped Classrooms": Isn't this just a model of a "Flipped Classroom"? The short answer is "no"; an explanation is required however. The "flipped classroom" concept revolves around the implementation and use of online curriculum in a standard classroom, usually with a student population equipped with iPads or laptops. Project SCALE-UP and in-turn this incubator takes the "flipped classroom" to the next level by surrounding the students with purposeful, targeted activities that exponentially increase the rigor and inquiry-based learning opportunities.
Suggested Curriculum Themes: As a vocal critic of too many disciplines (Astronomy, Astrobiology, Biology, Biochemistry, Chemistry, etc., etc., etc.), I continue to seek thematic units that require students to master the Liberal Arts (Language Arts +Mathematics + Sciences + Social Sciences) to successfully complete the unit. There are three (3) that I have used (I'm sure there are others), that I offer for your consideration: Astronomy (recognized as a super-science), Pond/Stream Water Quality & Biodiversity studies, and Sustainability. These three (3) thematic units may be used individually as the subject for one school year's study; incorporated into public speaking opportunities, science fair concepts, student fieldwork, and student mentoring activities.
Concept Inventories, Ponderables, and Tangibles: How to implement each in the classroom, I remember their implementation sequence in alphabetical order.
Concept Inventories [3], alphabetically leads the list and should lead-off the school year as a pre-assessment (an inventory) of a student's prior knowledge of common sense concepts and ideas. For example: why are there four (4) seasons? - draw the relationship between the Earth and Sun to support your answer. It is through the implementation of concept inventories and the data obtained that I chose to redesign my incubator to include 8th grade students. Do not fret, one does not need to reinvent the wheel, there are a multitude of research-based concept inventories that may be accessed on the Internet. Concept inventories are traditionally multiple-choice format.
Ponderables [1, 2], teachers may be familiar with the term bell ringers or openers, however these two "concepts" do not meet the rigor of a "ponderable". A "ponderable" is a pencil and paper thought exercise for students, no guidance for a solution is given and the rigor of the question is such that student-research is required to complete the activity. The timeframe for a "ponderable" may be 10-15 minutes, it measures a student's ability to research, conceptual knowledge, creativity, and organizational skills. I've had success in the past creating "ponderable" questions by taking "missed" questions from a concept inventory and deleting the multiple-choice answers. "Ponderables" are more subjective than objective measurements of student abilities.
Tangibles [1, 2], consider a "ponderable" that is not a pencil and paper tool but a measurement tool for a student's hands-on abilities and understanding of concepts. For example: using a single sheet of notebook paper, fashion the tallest, free-standing object possible. "Tangibles" gauge a student's creativity, and application of concepts to a hands-on activity.
Suggestions - Student Laboratory Activities: Think college-level and career-oriented activities. The implementation of online curriculum in the classroom, specifically the science disciplines, comes complete with a set of "dry lab activities". These activities are useful for the most part, however given the amount of lab time available, these were the first thing I scrapped. I am a firm believer that for students to be successful in college labs and in careers where lab proficiency is a necessity, you can never start too early. When developing start-up and operating budgets for your program, this is not the area to be conservative or short-sighted. Consider the industries in your area, possible collaborations, college/university special- ties, and latest trends in employment. My suggestion - think biotechnology (electrophoresis/PCR/DNA analysis), think instrumental chemistry (gas chromatography/polarimetry/melting point apparatus), think electronics (circuit boards/programming), and think robotics. Select lab benches and tables that give you the most flexibility and bang-for-your-buck. Consider electricity, gas, and water requirements; safety needs; and ventilation requirements. If you have funds left over, purchase a high quality reflecting telescope, a remote data transmitting weather station for the roof of the school, and lots of plasticware and consumables for the labs. Consider purchasing pre-packaged lab activities to avoid storage of large volumes of solvents and acids/bases, and they have readymade student activity outlines. Do not forget to research activities at NASA to incorporate as lab exercises as well, especially in your Astronomy unit. I am an experimentalist at heart so this is my passion.
Student Fieldwork - Collaborations and Topics: Arguably, students take-in and retain more information and master more skillsets outside the classroom than inside. I find that I can teach more, across all disciplines, in the field - especially "observation". And, if those skillsets are applied to a curriculum that captures their attention and imagination then it is a no-brainer. I can provide two examples that were a tremendous success for our program in Bullitt County; I am sure that these can be replicated elsewhere.
During year one of our program, we established a collaborative partnership with Bernheim Arboretum and Research Forest (Dr. Mark Woorms, Claude Stephens, and Andrew Berry ) in Clermont, KY. The students in our program performed biodiversity studies, GPS mapping, and water monitoring studies (pH, temperature, conductivity, BOD, fecal coliforms, flow rate analysis) on a multitude of streams and ponds throughout the forest. Student's developed databases for the information interfaced with GPS mapping software, and presented their data to parent and professional groups in our area. Students monitored the streams and ponds Fall, Winter, and Spring - it was never too cold or too wet to discourage participation.
During year three of our program, we established a collaborative partnership with the Kentucky Science Center (Andrew Spence) to allow our students to present science topic demonstrations to visitors at the Center. Our first experience with the students was "DNA Day" at the Kentucky Science Center where students from our program facilitated electrophoresis analysis of "pseudo-DNA" for 900 elementary, middle, and high school students. The student attendees inoculated their own gels, followed the migration patterns in the electrophoresis baths, and then made an educated interpretation of the results. Our students enjoyed themselves more than the attendees.
Scheduling
Hybrid school week plus hybrid school year: I am truly an advocate for changing how we look at the school week and the school year; having the tools mentioned in this article just allows for implementation of the changes more efficiently.
Hybrid School Week: Is there an advantage to mirroring a college weekly schedule? A resounding "YES". Students leave the comfort of their homes and the familiarity they have with high school classes and curriculum to participate in an alien and at times overwhelming environment called college. If students are not prepared, armed with the study and coping skills necessary to succeed - I believe we are setting them up for failure. I encourage you to design your incubator in such a fashion as to gradually push students outside their comfort zone while they still have the support structure around them.
For example: establish class schedules that are Monday-Thursday, Tuesday- Friday with Wednesdays open for labs, fieldwork, and study halls. Assign work on Mondays that is due the following Thursday; Tuesday's work to be submit- ted the next Friday. And, most importantly keep an updated syllabus for every class online and do NOT accept late work unless due to an excused absence. For labs, prepare a lab exercise manual listing all the labs to be completed that semester requiring completion and preparation of lab reports in the appropriate, documented format. Prepare your lab stations prior to the start of the semester, allow students to organize their time and efforts to complete all labs by the established deadline. Hold the students accountable for the submission of their work on time. You are in the classroom to facilitate their success, not to spoon-feed them knowledge.
Hybrid School Calendar: The advantage to using an online curriculum is the ability to prepare a syllabus that implements year-round school scheduling. An instructor can use the summer months to reinforce student weaknesses: reading and writing techniques, study skills, and the preparation research papers. Instructors may also schedule refresher courses to keep students on top of their games prior to returning in the Fall, especially math skills. I am also an advocate for utilizing discussion boards and cloud technology for students to submit commentaries on books in the reading lists I assign for the summer. This keeps students from writing the dreaded book reports that they procrastinate writing and I wish to avoid grading. The discussion boards' generate conversations that I can monitor and contribute to in real-time.
Minggu, 20 Agustus 2017
Online Science Education - Resources For K to 12 Educators and Home School Parents
Are you looking for online science education resources to support teaching K-12 science? There are many resources on the internet and it is difficult for teachers to find the time to surf the web looking for online resources. The best option is to visit a one-stop resource for K-12 science educators' that is an online directory of resources designed for science education. Not only can teachers use a resource like this, it would also be perfect for parents' home schooling their children.
Inquiry Based Teaching and Learning
If you are looking for K-12 science lesson plans, web resources, and references to support inquiry based teaching and learning, you have probably found this search difficult. Like other web resources it takes time to surf the web and find them. What is needed is a directory of science inquiry based resources categorized into topics that support K-12 science teaching and learning. What is needed is for someone to do this for you.
Directory resources that are most valuable to K-12 science educators include lesson plans, assessment guides, curriculum guides, standards guidelines, search engines for science, and more. Also there is a need for online resources that support all science content areas.
Teaching Science using Technology
There are many types of technology strategies for teaching K-12 science. These include the use of web resources, online simulators, WebQuests, real-time data bases, online interactive websites, and many more options. A website that provides a directory of a wide variety of web based resources is very helpful to K-12 educators.
This type of website would be used to support their teaching strategies. Actively engaging students in learning, instead of being passive learners. You can take students on virtual field trips to places all over the world: zoos, volcanos in other countries, and more.
Additional Resources
Other K-12 online science education resources needed by teachers and parents include access to journals, current science news topics, and online science teaching research books. One particular resource that is needed is a guide for recommended reading books to support science at all grade levels. Reading is stressed even more today to meet state and national education requirements and an online resource would help educators save time trying to find books that meet content standards.
Because of the emphasis on standards and testing today, teachers do want to go to a website that waste their time. All resources need to be pre-screened to ensure that they meet national science standards' guidelines for teaching science using inquiry based practices. Also, that the technology based resources on the website meets national technology and science standards.
A directory that has updated links is especially important to provide resources. Teachers and parents are tired of going to science directories that are full of dead links. It wastes their time and frustration sets in, because more valuable time has been wasted.
What is needed is an online science education resource website that is specifically designed for K-12 science educators and home schooling parents.
Inquiry Based Teaching and Learning
If you are looking for K-12 science lesson plans, web resources, and references to support inquiry based teaching and learning, you have probably found this search difficult. Like other web resources it takes time to surf the web and find them. What is needed is a directory of science inquiry based resources categorized into topics that support K-12 science teaching and learning. What is needed is for someone to do this for you.
Directory resources that are most valuable to K-12 science educators include lesson plans, assessment guides, curriculum guides, standards guidelines, search engines for science, and more. Also there is a need for online resources that support all science content areas.
Teaching Science using Technology
There are many types of technology strategies for teaching K-12 science. These include the use of web resources, online simulators, WebQuests, real-time data bases, online interactive websites, and many more options. A website that provides a directory of a wide variety of web based resources is very helpful to K-12 educators.
This type of website would be used to support their teaching strategies. Actively engaging students in learning, instead of being passive learners. You can take students on virtual field trips to places all over the world: zoos, volcanos in other countries, and more.
Additional Resources
Other K-12 online science education resources needed by teachers and parents include access to journals, current science news topics, and online science teaching research books. One particular resource that is needed is a guide for recommended reading books to support science at all grade levels. Reading is stressed even more today to meet state and national education requirements and an online resource would help educators save time trying to find books that meet content standards.
Because of the emphasis on standards and testing today, teachers do want to go to a website that waste their time. All resources need to be pre-screened to ensure that they meet national science standards' guidelines for teaching science using inquiry based practices. Also, that the technology based resources on the website meets national technology and science standards.
A directory that has updated links is especially important to provide resources. Teachers and parents are tired of going to science directories that are full of dead links. It wastes their time and frustration sets in, because more valuable time has been wasted.
What is needed is an online science education resource website that is specifically designed for K-12 science educators and home schooling parents.
Selasa, 01 Agustus 2017
Importance of Physical Education for Adolescents
For all young adults / adolescents / youths, physical education or physical activity is a must and very important in their lives, as physical exercises help in the holistic development of the individual which help them to make the transition and become matured when they reach their adulthood. Today lifestyles and habits practiced by the youths play a significant role when they enter adult lives. In addition to this, the lifestyle choices which they cultivate now, will be adopted and practiced when they become adults. This is why outdoor activities and physical education helps to develop the character and makes the youth responsible and matured. It also makes the youth socially responsible, makes him or her to do something for the society and for other beings. Due to hectic lifestyles, most people don't find time for exercise or spend quality time with their families.
According to many national health publications, the fitness and overall health of the American youths are declining, its high time youths should get involved into numerous activities like sports and social work which will make them a better person and a healthier being. There are numerous programs and institutes which actually gives you all sort of training, courses and projects; where you can learn many important things apart from physical education which will be constructive. You will be given with all essential information; such has eating health balanced food, how to develop your leadership skills, sex education, personality development and even how to score better grades! You can even try extra curricular activities like painting and crafts.
Try joining the local gym to develop your health and personality, indulge your self in indoor games which is fun and healthy. Try swimming which is amusing and a great exercise. You can even try cycling, jogging, running, mountain climbing, canoeing, dance, aerobics, karate, take-won-do and gymnastics. Yoga is also a popular exercise for your body, mind and soul. There are many outdoor activities which you can try. Join a tennis or squash club. If you love spending time at the beach or if you enjoy the sea water and basking in the sun; then try playing beach volleyball, surfing or Frisbee with you dog. It is really enjoyable when you play with you friends or family. It is a great way to keep yourself fit and bond with the people whom you love.
According to many national health publications, the fitness and overall health of the American youths are declining, its high time youths should get involved into numerous activities like sports and social work which will make them a better person and a healthier being. There are numerous programs and institutes which actually gives you all sort of training, courses and projects; where you can learn many important things apart from physical education which will be constructive. You will be given with all essential information; such has eating health balanced food, how to develop your leadership skills, sex education, personality development and even how to score better grades! You can even try extra curricular activities like painting and crafts.
Try joining the local gym to develop your health and personality, indulge your self in indoor games which is fun and healthy. Try swimming which is amusing and a great exercise. You can even try cycling, jogging, running, mountain climbing, canoeing, dance, aerobics, karate, take-won-do and gymnastics. Yoga is also a popular exercise for your body, mind and soul. There are many outdoor activities which you can try. Join a tennis or squash club. If you love spending time at the beach or if you enjoy the sea water and basking in the sun; then try playing beach volleyball, surfing or Frisbee with you dog. It is really enjoyable when you play with you friends or family. It is a great way to keep yourself fit and bond with the people whom you love.
Rabu, 19 Juli 2017
Weird Science: Teach Your Kids the Fun Basics of Science
Some kids love school, and some kids don't, it's simply a fact of life in today's society. But for children, some subjects are more difficult than others, especially science, with all its formulas, maths and other difficult theories. Yet, science is one of the most fulfilling and fun subjects that young children can be taught at school; the trick is how you teach it. So, if you're a parent who's wanting to get their children interested in science, or if you're a teacher who's struggling to get your pupils excited about the wonders of the subject, then read on for a quick guide on making science fun for young children.
Get Out of the Classroom
For teachers, their classrooms are places of learning, but no matter how fun and colourful any teacher can make them, they can be very stifling for children. So, instead of bringing science to the children, why not bring the children to science instead? This could involve taking the children out of class one day and into a local park, where you could team them about ecosystems, trees, the atmosphere, or even the affects of pollution on the environment. Alternatively, you could always arrange a class trip to a local museum, or another place of interest; if you have a local science museum or a science festival that happens once a year take them there and let them see science in action.
Do As I Do
There is a saying that many adults of a certain age will be familiar with, and that is: "Do as I say, Not As I Do." This is a statement that many parents have said to their children, and it means something along the lines of, "listen to what I say, and don't repeat my mistakes." In the case of teaching children about science, let's change this statement to "Watch What I Do, Do As I Do." One of the most fun ways that children can learn about science is by learning whilst doing and trying out fun and new science experiments so that they can see science in action. After all, we all remember being taught science is school; seeing the colours and effervescent reactions that different chemicals made when they reacted with each other, so why not let your children, or your pupils see how fun the subject can be by showing them what to do first, and then letting them replicate it?
Safety First
Whatever way you choose to educate the children in your care about science, remember that safety should always come first, so invest in the right safety equipment, such as safety goggles, lab coats, aprons and gloves to ensure that no one gets hurt. While science can be fun it can also be very dangerous when used incorrectly, so make sure that the kids learn about the subject in safe conditions.
And there you have it, a quick guide to making science fun for young children, always remember that you must lead by example, so have fun, but remember, safety first.
Get Out of the Classroom
For teachers, their classrooms are places of learning, but no matter how fun and colourful any teacher can make them, they can be very stifling for children. So, instead of bringing science to the children, why not bring the children to science instead? This could involve taking the children out of class one day and into a local park, where you could team them about ecosystems, trees, the atmosphere, or even the affects of pollution on the environment. Alternatively, you could always arrange a class trip to a local museum, or another place of interest; if you have a local science museum or a science festival that happens once a year take them there and let them see science in action.
Do As I Do
There is a saying that many adults of a certain age will be familiar with, and that is: "Do as I say, Not As I Do." This is a statement that many parents have said to their children, and it means something along the lines of, "listen to what I say, and don't repeat my mistakes." In the case of teaching children about science, let's change this statement to "Watch What I Do, Do As I Do." One of the most fun ways that children can learn about science is by learning whilst doing and trying out fun and new science experiments so that they can see science in action. After all, we all remember being taught science is school; seeing the colours and effervescent reactions that different chemicals made when they reacted with each other, so why not let your children, or your pupils see how fun the subject can be by showing them what to do first, and then letting them replicate it?
Safety First
Whatever way you choose to educate the children in your care about science, remember that safety should always come first, so invest in the right safety equipment, such as safety goggles, lab coats, aprons and gloves to ensure that no one gets hurt. While science can be fun it can also be very dangerous when used incorrectly, so make sure that the kids learn about the subject in safe conditions.
And there you have it, a quick guide to making science fun for young children, always remember that you must lead by example, so have fun, but remember, safety first.
Minggu, 02 Juli 2017
The Fun of the Discovery of Science: Engaging Kids in Hands on Science
I enjoy developing math and science curriculum for K-12 students. There is something about engaging kids in hands on math and science that brings me joy. I personally believe that math and science are fun, cool and exciting; but most kids don't get a chance to see that because they aren't engaged in enough hands on activities at home, at school and in the community. When I teach the curriculum, I develop or enhance for lessons I find on the web, I rarely practice them before doing the activities with the students. At first, I thought my reason for not practicing the experiments beforehand was lack of time. Developing curriculum is a time consuming task that can take a lot out of you. So once, you are done, you catalog it in your file of lesson plans and wait for the time to implement it with the kids.
Some of my colleagues, who are math and science educators, frown upon that practice of mine. They believe that I should practice for reasons that include, who wants to mess up the experiment in front of the kids, how do you know how it is going to turn out and etc. Those reasons are probably valid for practicing the experiment. However, it wasn't until recently that I discovered that I enjoy finding out the results of the experiment with the kids, much more than checking to see if they did the experiment right or if they got the expected results.
As an engineer, who has had several lab courses, conducted research and worked as a research engineer, I have conducted lots of experiments. I rarely remember starting the experiment knowing exactly how the experiment would turn out. When it was appropriate, I learned the theory and principles of the experiment or research I was conducting. I knew what materials and equipment I would be using for my experiment. I knew the experimental conditions in which I should perform my experiment; pressure, temperature, time of experiment etc. I even knew what special conditions or lab equipment needed to be used to conduct the experiment- did it need to be conducted under a fume hood, did I need to wear goggles or lab coat, did I need to make an appointment to get into the magnetic lab to use the NMR. For certain experiments, I had to conduct journal research to see what other scientists had discovered about the topic or to determine how I would set up my experiment. But I rarely knew with 100% certainty how the experiment would turn out. I just did the experiment, took notes in my lab notebook and reviewed the experiment after I was done. I made conclusions on the experiment about what went well, what went wrong and determined if I was going to redo the experiment. However, as I scientist, I knew that I couldn't make those determinations unless I did the experiment at least three times.
I was subconsciously treating my students as the young scientists and engineers that I believe they are. I don't know the answers to what is going to happen in the experiment. We all are going to figure this thing out together. We are going to gather our materials, conduct our experiment, make our observations and after it is over discuss our experimental results. I've had a blast with my students discovering what will happen in the lessons that I developed for them. It has been great to ask the questions of the what, why and how of doing scientific experiments. It has been great to introduce kids to scientific and mathematic concepts through hands on math and science activities. It has been great to hear their answers of the how and why and what they would do differently if they determined their experiment went completely wrong. I don't mind "messing" up an experiment in front of the kids, because if they end up pursuing a STEM career there is a strong possibility that they will "mess" up. One of my college professors and mentors of mine, that I learned the most from use to mess up in class from time to time.
If you as an educator or parent, want to practice the experiments before you do them with your kids, go ahead and do so. But when you are conducting them with them, please don't ever tell your kids that they are doing it wrong if the experiment doesn't go as you practiced. One of the great things about doing science with kids is making it fun and getting them excited about doing experiments. Just enjoy the process of experimentation and the discussion that you can have with your kids with them afterwards. The kids aren't trying to design a drug, produce a product for the shelf or save the environment. They are being exposed to science and hopefully discovering that it is fun. Nothing is fun if they feel that they are a failure at it and that is what happens when you tell kids that they are doing something wrong.
In science there is no wrong answer, you just experiment and experiment until your satisfaction. Most of the world's greatest STEM professionals pursued that career path because they were allowed to explore and engage in science as a child. That exploration and experimentation gave them the confidence to pursue STEM careers. I truly believe that is the whole purpose of engaging kids in hands on math and science activities, to give them the confidence that they can do well in math and science. Then if they find that they like math and science more than other subjects, then we can encourage them to pursue STEM careers. That is what our job as adults are to do, is to equip children with the tools and give them the confidence to pursue any path they desire.
Some of my colleagues, who are math and science educators, frown upon that practice of mine. They believe that I should practice for reasons that include, who wants to mess up the experiment in front of the kids, how do you know how it is going to turn out and etc. Those reasons are probably valid for practicing the experiment. However, it wasn't until recently that I discovered that I enjoy finding out the results of the experiment with the kids, much more than checking to see if they did the experiment right or if they got the expected results.
As an engineer, who has had several lab courses, conducted research and worked as a research engineer, I have conducted lots of experiments. I rarely remember starting the experiment knowing exactly how the experiment would turn out. When it was appropriate, I learned the theory and principles of the experiment or research I was conducting. I knew what materials and equipment I would be using for my experiment. I knew the experimental conditions in which I should perform my experiment; pressure, temperature, time of experiment etc. I even knew what special conditions or lab equipment needed to be used to conduct the experiment- did it need to be conducted under a fume hood, did I need to wear goggles or lab coat, did I need to make an appointment to get into the magnetic lab to use the NMR. For certain experiments, I had to conduct journal research to see what other scientists had discovered about the topic or to determine how I would set up my experiment. But I rarely knew with 100% certainty how the experiment would turn out. I just did the experiment, took notes in my lab notebook and reviewed the experiment after I was done. I made conclusions on the experiment about what went well, what went wrong and determined if I was going to redo the experiment. However, as I scientist, I knew that I couldn't make those determinations unless I did the experiment at least three times.
I was subconsciously treating my students as the young scientists and engineers that I believe they are. I don't know the answers to what is going to happen in the experiment. We all are going to figure this thing out together. We are going to gather our materials, conduct our experiment, make our observations and after it is over discuss our experimental results. I've had a blast with my students discovering what will happen in the lessons that I developed for them. It has been great to ask the questions of the what, why and how of doing scientific experiments. It has been great to introduce kids to scientific and mathematic concepts through hands on math and science activities. It has been great to hear their answers of the how and why and what they would do differently if they determined their experiment went completely wrong. I don't mind "messing" up an experiment in front of the kids, because if they end up pursuing a STEM career there is a strong possibility that they will "mess" up. One of my college professors and mentors of mine, that I learned the most from use to mess up in class from time to time.
If you as an educator or parent, want to practice the experiments before you do them with your kids, go ahead and do so. But when you are conducting them with them, please don't ever tell your kids that they are doing it wrong if the experiment doesn't go as you practiced. One of the great things about doing science with kids is making it fun and getting them excited about doing experiments. Just enjoy the process of experimentation and the discussion that you can have with your kids with them afterwards. The kids aren't trying to design a drug, produce a product for the shelf or save the environment. They are being exposed to science and hopefully discovering that it is fun. Nothing is fun if they feel that they are a failure at it and that is what happens when you tell kids that they are doing something wrong.
In science there is no wrong answer, you just experiment and experiment until your satisfaction. Most of the world's greatest STEM professionals pursued that career path because they were allowed to explore and engage in science as a child. That exploration and experimentation gave them the confidence to pursue STEM careers. I truly believe that is the whole purpose of engaging kids in hands on math and science activities, to give them the confidence that they can do well in math and science. Then if they find that they like math and science more than other subjects, then we can encourage them to pursue STEM careers. That is what our job as adults are to do, is to equip children with the tools and give them the confidence to pursue any path they desire.
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