Chapter 10- Assessment

With the funding of schools tied to adhering to federal guidelines, assessment has become the tool in which districts are using to provide data to meet the requirements. Unfortunately, assessments have become based upon paper and pencil, multiple choice, fill in the blank, and short answer format. Technology has only been used in assessing when, the computer is used to quickly record and give "instant" feedback to the tester. In many instances, the use of technology is only available when testing students at the higher levels of education. At the lower levels, assessment in this content is restricted to computer based programs (i.e Destination Math/Reading, Istation), and assessing the progress of ELLs.

Chapter 10 makes a strong point in the beginning that, if technology is to promote meaningful learning, then students should have the opportunity to to use technology to create projects that assess their understanding of concepts, in real world application. This performance assessment is critical so that students, can express themselves in a manner outside of the standard way of assessing. Using performance assessment is a tool that I would like to further explore. For example, students would be able to create a working light circuit to show they understand that a closed circuit is necessary for electricity to reach the light bulb and generate light and heat. Students will have the option of using a PowerPoint (with diagrams), podcast, or even use other programs available on the web.

Along with performance assessment, the chapter also ties in the need to create rubrics for assessing students. Rubrics outline the tasks students need to accomplish, and the depth in which they need to accomplish these tasks to receive a certain score. Rubrics are necessary so that students remain focused on what they need to do, and not get off task when completing their assignment. The chapter cautions that educators understand what they are wanting the students to accomplish, and use the correct rubric for the task given. I see that I have a need to use rubrics more frequently in the classroom. Many times I have given students assignments, only to find that many still have questions about what needs to be accomplished. By incorporating the rubric, I believe that I can ease the uncertainty many students have about the assignment, and can create a more effective and meaningful project.

Blogs and Alerts- Week 5

The first blog that I found was very entertaining. It was a class blog that that taught about Light and Energy. The teacher of this class used an interactive game to help the students understand light and energy, and find out who tried to blow up the Earth. The game itself was very informational and fun to play. Please enjoy the game at http://www.engineeringinteract.org/resources/alienattack.htm. To view the original website please visit http://hillscience.blogspot.com/2012/02/5th-grade-science-class-on-thursday.html.

If you are into ebooks, and using interactive this is the site for you. This site provides links to science ebooks that can be downloaded, and interactive science games. The site offers various links to a variety of different sites dedicated to the science teacher. See more at http://torrentz.eu/th/5th+grade+science-q.

Blogs and Alerts- Week 4

The most interesting blog that I have found to date is this blog posted by fifth grade students. In the blog the students created a YouTube video that explained the Circulatory system. I find that the use of technology, especially YouTube, is a great way for students to use their creativity to show their understanding of science concepts. The site also has links that show other fifth grade students using YouTube as a vehicle to show their science skills. See more at http://www.youtube.com/watch?v=8V9hwaHyGvs.

The second site has flash cards that you can download for the Energy and Ecosystem topics. I find that these flashcards can be very helpful for fifth grade students learning these topics. The flashcards can be pasted into the students' interactive notebooks, and are a great study tool. Read more at http://flashcarddb.com/cardset/230251-5th-grade-science-ch-5-energy-and-eco-systems-flashcards.

Meaningful Learning

Cooperative (Collaborative/Conversational)- This characteristic is the one that I use the most within the classroom. I feel that students enhance their learning by collaborating with each other, in addition to the regular instruction given in the classroom. Students are more apt to ask questions and converse with their peers, than ask questions to the teacher. One important way that I use technology to facilitate this characteristic, is by assigning projects that include participation and collaboration of all the group members. For example, during the lesson of Weather and Climate I assigned each group to research a particular topic (Lightning/Thunder, Tsunamis, Hurricanes, North/South Pole, and Tornadoes). Each team member was to research their topic, and then all team members discussed what information they found. After the teams discussed all of their information, they were tasked to create a presentation that included certain criteria. Technology allowed the students to research their topics, but was the necessary vehicle in which to create conversation among the team members.

Constructive (Articulative/Reflective)- This characteristic is the one students like to use the most because, it gives them the freedom to express their learning in their own way. After we have completed a lesson, the students are required to reflect on their learning by creating (in writing, a foldable, or a short presentation) a short project to be shared with the class. In many instances students are uneasy about simply talking about their learning experiences. I notice that when students have the opportunity to create their own reflection (normally with technology) they are more expressive and articulate about their learning. In this instance, technology helps the students build their reflection, but is a security blanket, that helps them to be more articulate in the classroom. Technology has helped me to get many "shy" students articulating more about their learning, than any other vehicle.

Blogs and Alerts Part II

I found this interesting site that provides links and easy to do science experiments for kids up to eighth grade. Many of these experiments use easy to find materials that are normally found around the house. I know that many times we don't have materials on hand to conduct an experiment, but now here is a resource to help alleviate that pain. Read more at http://www.easy-kids-science-experiments.com/.

The next website provides downloads for fifth grade teachers teaching inherited traits and learned behavior. These materials were provided by a fifth grade teacher who presented at a science conference. I really liked this site because, it provides additional links to other fifth grade topics with resources. One of the many things that I have found is that, I found activities and materials that I would have not thought about doing or using in my own classroom. Read more at http://cicobb.typepad.com/es/2012/01/3c-conference-breaking-it-down-life-science-style-5th-grade-.html.

Blogs and Alerts

One of the most interesting blogs/alerts that I have read this week, is one concerning a change of curriculum in Berkley Heights located in New Jersey. In this article, the students in K-5 grade are now using more hands-on based experiments to increase their knowledge in science. This was very interesting because, in our district we have a hands-on based lab called ScanTek. In this lab, the students use a computer based program, and then conduct a hands-on assignment. Unfortunately, the experiments these students conduct are limited to the time we have, and are not in-depth investigations of that particular concept. Furthermore, the ScanTeK is only being utilized by the fifth grade students. The implementation of this new curriculum allows students at the earliest level to be exposed to observation and inquiry. This new curriculum sounds exciting adn would be very helpful to students who now have to tackle the STAAR. Read more at http://berkeleyheights.patch.com/articles/inquiry-based-science-approach-is-the-focus-in-berkeley-heights.

The second interesting blog/alert that I have read is, a blog that provides links to simple, yet  effective, science projects and lessons for students. This site has wonderful information that can be applied not only for fifth grade students, but students of all levels in elementary school. Not only that, but it also has fun and exciting team building exercises that bring the students together. Read more at http://www.etechplanner.org/?p=6275.