Prom night at a small international school

I work at a small international school and by small I mean that the entire secondary school (grades 6-12) contains about 60 students. So, what is prom night like at such a small school outside of the U.S.A.?

Tonight I met up with a couple of colleagues in the vicinity of where the Prom is being held, at the 5-Star Hilton Hotel in downtown Rotterdam.  At one point we decide it might be fun to check in on the Prom attendees, look at the dresses and gauge the basic atmosphere.  We enter the marble lobby of the Hilton and notice the sign illuminated by the crystal chandeliers from above, “American International School of Rotterdam.  Prom Night.  Coolsingel.  1st Floor”.  One of my colleagues exclaims, “Ooh, that’s nice.”  We ascend the expansive alabaster staircase and walk down the unoccupied hallway towards the Coolsingel place.  Music, chatter, and the sounds of dinner filter from the room. 

My son saunters into the area to retrieve a couple of cokes and water from the server.  He pretends to not see us. We are undecided whether we should enter and “interrupt” as one of my colleagues is convinced we will embarrass the students.  After all, the dance has not commenced and the students remain seated at dinner.  A couple of other students walk through and greet us. We decide to go ahead and peek our heads in.  As soon as we are spotted a large group of girls, including my daughter, eagerly jumps up and happily welcomes us.  They show off their dresses with bright smiles.  Behind them we see a corner especially decorated for pictures and the  DJ.  Purple and gold balloons are scattered across the floor waiting for dispersal by students transcending the dance floor. 

Pupils grades 9-12 from the Netherlands, Germany, the USA, Korea, Great Britain, India, Poland, and Malaysia enjoy a sit-down dinner celebrating this traditional American rite of passage. There are four chaperones.  There are no, or very few, couples other than those formed by relationships with “the outside” because it’s strange to date people you virtually consider family.  In these few cases, the guest has been invited, boosting numbers.  No one arrived in a limousine.  There are no corsages.  No one had reservations at a fancy restaurant before the dance; instead, the entire body of students sits orderly in a single room for an elegant dinner.  The students are handsomely dressed but not completely decked out.  Later they will dance and linger in this same room together.  When the prom is over around 11:00, parents will pick some students up but most will depart by bike, tram, bus or metro.

It’s quite different than a traditional U.S. prom but it’s still a prom.

Meeting IB Deadlines: Will example alone help teach students?

It was 3:30 a.m. before my head finally hit the pillow last night.  After I maneuvered my way through that PSOW form (I posted about that yesterday) I wanted to read through all of the IAs one more time just to make sure I was as accurate as possible with my marking. 

The seniors walked in to my classroom at 10:55.  We only needed to compile the paper work.  It’s simple.  The two internal assessments (IAs) each with their respective document outlining the awarded marks, the teacher guidelines for all practical work and the PSOW form signed by the respective student and me.  Yet, it took an hour.  I think I had to reprint a couple of the documents five times before they were correct.  Some of the students needed an IA printed in color.  One PSOW required dates to be changed.  It seems that no matter how well one prepares these documents the need for changes always arise.  However, finally all of the forms were neatly ordered in cover slips and stacked sleekly awaiting shipment.  The IB Coordinator and I made sure the marks were uploaded online and then we were done.

There is such relief in having a deadline met.  I think I'll be glad that I stayed up late last night so that I could meet the deadline ahead of time with a quality product.  Some of my posts have generated a discussion on the fact that we need to teach students to meet their deadlines.  So do you think they’ll take notice of the fact that all of their IA deadlines in all of their subjects were met in advance of the actual shipment deadline? Can they see that even though we ran into several glitches it was relatively stress free because we had allotted ourselves the time?  Is that enough to motivate them? What do you think?  How do we actually teach students to meet deadlines?

What makes a great colleague?

“I do not have the button that you have to add another page!” 

Panic is settling in as I look at the Adobe reader pdf document before me.  It is the PSOW (What does that even stand for?---OK, I just googled it: Practical Scheme of Work) form.  I am required to record every lab I have done in the two-year IB Biology course including the date conducted, the hours required, the topic associated, and the criteria assessed.  An old PSOW form has been diligently attended to over the years, labs being recorded as we completed them.  However, there is a new form and I can’t just simply cut and paste.  Oh no.  I have to download the form from the IB site, using Safari (I’m a Chrome user), open it with Adobe Reader and then cut and paste each cell (date, titled of lab, topic, hours, etc.) separately – no, it’s not possible to cut and paste the entire line.  Cell by cell I must work.  Now I’m trying to figure out how to add an additional page to record all the labs we’ve done.  An all-nighter is surely before me. 

Lilting laughter soothes me, “Everything will be fine”.  My colleague patiently describes where the magic "add-a-page" box is and waits for me to attempt locating it.  I position my mobile phone between my shoulder and ear and with tilted head, scroll down to the location she is referring to in the document.  Sure enough, there it is, plain as day.  How did I miss that?  My heart rate slows again.  Maybe I won’t need all night after all.  My colleague assures me it’ll be OK and shares a couple more pointers that she struggled with but figured out, hoping to save me some time.

I end up calling her two more times.  Each time she alleviates my frustration and aids me in quickly interpreting the form.

Right now I’m genuinely grateful for my valuable comrade who is actually an ideal individual with which to work.  Then, in my imagination, I walk down the hallway at the school (my room is at the end) and I realize that exceptional colleagues surround me.  I am considering what identifies someone as a superb co-worker.

Here is my list of 10 Great Qualities in a Colleague:

1)   Collaborative in getting things done and sharing ideas

2)   Hard-working, carries own weight

3)   Trustworthy

4)   Intelligent

5)   Helpful

6)   Embracing of differences

7)   Open to new ideas

8)   Caring

9)   Enjoyable to have a chat with

Will you help me complete the list?   What should be #10?  Please share in the comment box below!

My relationship with the laminating machine: student engagement

I used to think the laminating machine was just for elementary teachers.  They have all those fun and colorful things for their cute and cuddly youngsters and we, in the secondary school just don’t.

Last year I participated, as part of Professional Development at our school, in an EAL certification program.  During the course we were presented with all sorts of creative ideas to help the language learners in our classes.  Furthermore we were expected to trial the ideas with our students and follow up with a reporting of the results.  I took the challenge seriously and quickly came to the understanding that these activities were truly “best practices” benefitting all learners in the class.  However, I wasn’t convinced that my IB students would “buy into” such activities, I mean, really, handling laminated cards and arranging the process of antibody production on the tabletops?  I was dead wrong.  Even my Year 2 IB students delighted in the exercises and claimed that such hands-on activities helped them learn.  Thus, I’ve incorporated these type of practices into all of my units.  Wanting to preserve the material for future use, I decided to laminate.  I experienced a feeling of “initiation” and empowerment as I joined my elementary colleagues at the laminating machine.  In the meantime I have collected several binders full of laminated activities. 

Today I used one of my laminated projects on my high school biology students.  In an effort to introduce them to the topic of the chemistry of life that has a load of vocabulary I pulled out the laminated vocabulary squares.   Each pair of students received a stack of cards, half containing bolded vocabulary words and the other half with the corresponding definition or match (i.e. the structure of glucose or a lipid or an amino acid).  The students immediately spread the cards out seeking words they could identify. Discussions of roots and possible meanings ensued.  Communications of reasoning and logic followed.  During this time, I easily assessed any prior knowledge the students had.

Once the students were stumped, I allowed them to consult their book.  Captivated and animated the students immersed themselves in the text reading paragraphs to each other, deciphering meaning and identifying further matches.  Once they “were done” they quizzed each other and additionally mixed up the cards to try again.  I was able to circulate and informally assess how each student's progress through questioning and low-pressure quizzing.  They smiled and laughed as they stretched their brains for understanding and committing content to memory.

With plenty of time left, the class was prepared to begin the lab on chemical testing of certain molecules found in foods.  Thanks to our introductory activity, they were already approaching this task with scientific language and a basic knowledge that will aid them in understanding the lab.

As the students donned their aprons and goggles, I happily placed my laminated treasures back in their designated pocket in the HS binder.  My association with the laminating machine has paid off once again.  Do you have any good ideas that have worked for you or heard your children describe or remember from your own schooling experience?  Please share below!

Differentiated Learning via the neighborhood ecosystem (and the IMYC)

Activity 1: Data collection in our neighborhood canal region (I posted about the distraction we had that day).  Students recorded observations on sightings and evidence of living organisms in the forested area banking a canal across the street from our school.

Activity 2: Students constructed energy pyramids of our neighborhood ecosystem and generated an informational brochure on Google Docs that they then linked to the blog post they wrote on the topic.

Activity 3: A brain pop video and a game on making food chains.

Today, using their data from activity #1 and their learning from activity #3, students have been instructed to be thorough in drawing out food chains of our neighborhood ecosystem.  Once again there is instant energy in the classroom.   As I circulate I enjoy the enthusiasm, the focus, and the intensity that surrounds me. 

“Can we turn this into a food web?” a student queries as he holds up a marker that he has lifted from the already burgeoning web on his paper.

One student is holding his food chain poster in front of the camera adjusting the frame to capture the image “just so”. 

Several are further analyzing the data to find additional connections.

“How do I incorporate the decomposers?” a boy questions as he holds up his poster gesticulating how he imagines adding this important piece of information.

Two girls compare food chains to see if they can glean some ideas from each other. 

I survey the nearly completed food chains.  They are all so wonderfully distinct!  Language learners have drawn pictures instead of writing all the names. Left to right.  Top to bottom. Some with bubbles, some with squares, some with just the animal names and arrows. A few students have elected to actually create a food web of the multiple chains.  One student has succeeded in incorporating the decomposers.  The activity in itself has lent itself to differentiation. 

Then they eagerly capture an image of their poster to upload the picture onto their blog.  The posts are written and published.  “Class is over already?” one notes as she looks at the time.  It has flown by for me as well.

The International Middle Year Curriculum (IMYC) claims to be a “challenging, engaging, internationally-minded, concept-focused curriculum designed specifically for the unique learning needs for 11-14 year olds” through “making meaning, connecting learning, and developing minds” (1) My experience with this curriculum is that I have a lot of work to do with regard to creating rubrics, building in the scientific method, and scaffolding.  However, the overall outcome is, indeed, a differentiated, vigorous, and exciting learning experience. Any other IMYC experiences out there?

(1) "What is the IMYC?." The International Middle Years Curriculum. N.p., n.d. Web. 1 Apr. 2014. <http://www.greatlearning.com/imyc/the-imyc/what-is-imyc>.

No grades, Comments only, please.

All of them bent their heads intently over their papers.  They were furiously writing and responding to the colored marks on the pages – and I hadn’t even asked them to!  I almost didn’t know how to proceed, as I hadn’t expected this reception.  So I just waited and observed their productivity.  One student asks, “What do you mean by this comment?”  I explain and then he replies, “Oh! I get it!” and proceeds to write.  Another girl seeks clarification in understanding.  Another ponders a deeper response to one of the questions she had already written on.

What is going on?  Students are responding to comments-only feedback I had written on their lab write-ups.

In the Dylan Wiliam conference I attended a month ago, we were advised that feedback should “move learning on” and should “put learning in the hands of the learner”.  We were told that this type of feedback is best in the form of comment-only marking.  Dylan further shared with us a somewhat controlled study in which the same teachers working in several different classrooms in several different schools administered assessments with three different kinds of feedback: 1) Comments only, 2) Grades only, 3) Comments + grades.  Only the students receiving comments-only feedback demonstrated improvement in achievement.

So, I decided to try it.

Last week my students had completed a series of reflective questions on a global warming lab activity we had carried out in class.  I wrote only comments on the reports with no grade indicated anywhere.  I must admit, it took some restraint to not tally the incorrect answers and put some kind of total on their papers.  Today I handed the students their lab papers and asked them to look through the comments to make sure they understood what I had written.  I was so surprised by the immediate reaction that ensued as they began pouring over their papers and my comments.  I was even more amazed when they picked up their pencils and began replying to the comments, without even being told to do so!  I think I stood there rather stunned for a few seconds as I processed what was happening. Then I thought, “Dylan Wiliam was right” and here is the evidence, the comments-only feedback put the learning in the hands of the learner and it moved learning on.  Oh, and not one student asked what the grade was.  

So, does this mean I’m on a track of developing a “no grades” policy?  Umm, No.  However, I do see myself using comments-only feedback in the beginning of a unit when students are developing understanding and then giving grades on assessments that are given later in the unit when mastery of the content and skills is expected.

What about those zeros in the grade book?

As we know, it is quite common for a teacher to issue a zero for missing, neglected, or late work.  However, does the zero actually reflect what the student has learned or can do? 

Furthermore, when we consider the practice of averaging scores, is it mathematically accurate to include the zero?  The weight of a zero is so much more powerful than anything above 60 resulting in the near impossibility for a student to compensate for that zero by receiving high marks on subsequent assignments.  A zero unfairly skews the average.  Imagine a weatherman is recording daily high temperatures in order to calculate the average high temperature for the week but he misses the reading for Wednesday.  Would he just put in a zero for that day?  So why do teachers think it is OK to include zeros for missing assignments when averaging scores?

It seems zeros are then assigned in order to punish students for missing, neglected or late work.  If grades are used as a punishment then how can they be an accurate communication of achievement?  Is the punishment supposed to motivate students to reform?  I don’t think anyone anywhere can find evidence that demonstrates that zeros and low grades encourage students to complete work.  Grading gurus such as Ken O’Conner and Thomas Guskey would argue that assigning zeros actually lowers motivation and inhibits student learning (O'Conner) (Guskey).  So why do we do it?

I am a firm believer that if a student has not completed the work, then an “Incomplete” should be awarded until the work is complete.  If I don’t have enough evidence to properly assess a student’s achievement levels, then I will record an “I”.

For late work we need to find other consequences.  I’m still trying to find the perfect solution for this.  We have been trying to find a satisfying, fair, manageable, and consistent manner to distribute consequences for late work.  We tried a lunch homework detention but that was ineffective due to time constraints.  In one of my classes the fear of being assigned to scrub the lab floors and lab benches has kept late work at a near zero.   This segues into a discussion on motivation, doesn’t it?

For now, however, I’d like us to reconsider the practice of incorporating zeros into averages.  Do we really think it is a fair and accurate practice for reporting on student learning and achievement?  I, personally, do not.

Connor, Ken. How to grade for learning, K-12. 3rd ed. Thousand Oaks, Calif.: Corwin, 2009. Print.

Guskey, Thomas R.. Practical solutions for serious problems in standards-based grading. Thousand Oaks, CA: Corwin Press, 2009. Print.

What do grades mean? Separate achievement from behaviors.

Do you want a cardiac surgeon who just tried really hard in medical school and residency or one who actually mastered the skill of heart surgery? Or as I asked in a previous post, do you want to sit in an airplane with a pilot who tried really hard in flight school or one who actually mastered the skill of flying?

Does a company hire an individual because he/she put forth great effort in college,  or because the individual attained a certain skill and knowledge set that will benefit the company?

At what point did we stop expecting the mastery of skills and focus instead on behavior in the classroom?  When did “getting the grade” become  “doing everything the teacher says” instead of “learning the skills and content”?  As soon as we link a student’s grade to behavior we are unfairly skewing grades in the favor of compliant and ‘normal’ students.  Why penalize a student with Asperger’s Syndrome by lowering the overall grade because of angry (and yes, disruptive and annoying) outbursts during class despite the fact that achievement of skills and knowledge is exceptional? Is that accurate reporting?  Is that fair?

If grades include behavior, what do the grades mean?  For example, is a “B” a reflection of below average learning behaviors coupled to excellent achievement or is the “B” illustrating superior compliance paired with mediocre achievement?  When independent factors are consolidated into one grade, the meaning of the grade becomes hazed.

In addition to meeting standards with regard to content and skills, students do need to learn the value of submitting quality work by a deadline, collaborating with others, having good attitude and work ethic, and being respectful.  Personally, I would like to see a separation of grades as a report for academic progress  and grades reflecting learning behaviors.  I think a grade should be recorded to reflect skills and understanding achieved while a separate recording system is included to report on the learning the behaviors of each student in every class.  I would like to literally see an “employability skills”  section on the report card where a grade is given for punctuality, attitude, effort, attendance, work habits, and submitting work on time.  As Ken O’Conner outlined in a seminar I attended in the fall, grades should be a communication of academic achievement and not compensation for behaviors so let's separate out the grades for behaviors.

I challenge you to look at your report cards whether your children’s, nieces’/nephews’, grandchildren’s, or the school you work at.  Ask yourself, “What is the purpose of this report card?” “What do these grades mean?”  “Do these grades reflect what this child knows and can do?” You might be surprised by what you discover.

A "B" or a "C" for a student with missing work?

What do you think?  Give a “B” or a “C” to a student with missing work?

A student has scored “B” average on all assessments; however, the student has several missing homework assignments.  The student was given all sorts of warnings and opportunities to make up the missing work.   If the teacher places a “0” for each missing assignment the student’s average becomes a “C” even though the student has demonstrated a “B” achievement level.  Should the student receive a “B” or a “C”?

My colleague came to me with her conundrum.  We looked at PowerSchool together.  There was clearly enough evidence, even with the missing assignments to determine that the student had, indeed, achieved the “B”.   However, what to do with those missing assignments?  The teacher really wanted to communicate to the student the importance of the work and the need to put forth effort but she didn’t want it to be in the form of a punishment of lowering the overall grade.  She also had the official effort assessment to record.  This information accompanies the grade in all subject areas where a “1” reflects high effort and a “5” achieves little or no effort (see descriptors below).  Personally, I think the effort category should be the reflector of the effort in the classroom while the grade ought to be an indicator of achievement and I supported this teacher’s desire to ensure her grades were an accurate communication of performance.

In the end she decided to remove the “0”s from the averaging and award a “4” for an effort grade.  This morning she entered my classroom gleaming and absolutely elated about some outcome.  She proceeded to describe how the student had approached her about the “4” in her effort grade.  They read the descriptors together and then had a real conversation about the missing work and learning behaviors.  My colleague said it was the first time that she really connected with this student and the student completely agreed with the “4” level awarded for effort.  Furthermore, at the end of the conversation the student expressed that her goal for this quarter was to work at a “2” all the time.   “I feel so good” my colleague shared.  Truly, she was glowing. 

I asked her if I could blog about this experience and she replied, “Yes, you can blog about it! I love being a teacher!”

In my opinion, my colleague is completely fair and accurate in her grading.  The grades are not a punishment nor are they a reward – they simply reflect accomplishment.   Thus, they are not a point of discussion or contention.  The needed conversation ended up being about how the student can improve her learning behaviors and thereby become a better learner.  Really, given the situation, can it get any better than that?  No wonder my colleague felt “so good” and her love for teaching was affirmed.

In my opinion, standards based grading is the way to go.  Period.

Current Effort Grade Descriptors (though I think these need a work over themselves----I’ll save that for another blog post)

1 -- Sets challenging goals and sustains a strong commitment to them.  Consistently attempts the highest possible personal standard of work. Consistently meets or exceeds classroom expectations. (On time, prepared, and focused).

2 -- Often demonstrates attempts to do his/her best work.  Often meets classroom expectations (On time, prepared, and focused).

3 -- Works to ability, but is satisfied with meeting minimal work requirements.  Usually meets classroom expectations (On time, prepared, and focused).

4 -- Consistently does not work to ability.  Often fails to meet classroom expectations (Student fails to be on time, prepared, and/focused).

5 -- Fails to work to ability level.  Makes excuses for lack of effort.  Little or no effort to meet classroom expectations (Student fails to be on time, prepared, and/or focused).

Understanding success criteria

I handed out the Internal Assessment (IA) criteria for Design, along with the guidelines from the IB, and had the students analyze and discuss it.  They were to identify what constitutes a “complete” score for Aspects 1, 2, and 3.  Then, they assessed sample work that had been submitted by students during this past May exam period.  They combed through the IAs seeking to understand the research question, the variables, and whether it was a properly controlled experiment.  

I gave them explicit instructions as to how I expect the research question formulated and the variables (with units) outlined in table format.  Additionally, in the table they are to discuss clearly how they will control their controlled variables.  The students compared the expectations with the sample work before them and correctly identified weaknesses as well as strengths. 

Next they were to design, set up and carry out an experiment of their own (Investigate a factor affecting osmosis in gummy bears).  I chose something really simple this time so that they could focus on the design and their manipulative skills in the lab.  It has taken all week for them to create a design with correctly identified variables and a plan to properly control the experiment.  Today they busily did the initial preparations for the lab they will set up tomorrow.  I was able to focus on ensuring proper lab techniques, teaching serial dilutions, how to make molar concentrations, and identifying and discussing solutions to common pitfalls in the lab.  Each student had a turn to identify problems they were having in this initial phase and seek ideas and helps. 

I liked the format of establishing a clear understanding of the success criteria and then having the students actually work on unique (but simple) experiments rather than employing the identical lab for all.  The students are definitely invested.  The designs are GOOD. The understanding is keen.  Spending an entire week on making sure the students know the success criteria has unquestionably been worth our time.

Student Ambitions for Going Green

I’ve mentioned before that I’m part of a Going Green initiative at our school.  We have a student group that meets Tuesdays during lunch.  A parent who’s an expert in the field is graciously consulting us.  The school itself is interested in becoming environmentally sustainable.  The community is open to our efforts.   So, even though our forces are small, the experience is productive and positive.

We completed the garbage audit (four posts in January were dedicated to this) and are putting together a proposal to reduce waste.  The students have launched several “reduce energy” campaigns that included a day of turning the heat down to the lowest setting all day and “lights off Fridays”.  Using our live portal with the electric/gas company the students collect the data from these different events and create charts and graphs illustrating the effect of our reducing energy efforts.  A goal is to reduce energy consumption by 5% this year.  The students are also preparing themselves to present to the greater school and neighborhood community in order to launch a fundraising drive.  This drive will initially fund the installation of solar panels for which the school has already received a subsidy commitment from the city.  The long-term vision is to have the school able to put energy back on the grid and to ultimately be a fueling station for electric cars.  It’s ambitious. 

The students are not overwhelmed with their task and dutifully show up each Tuesday at lunch working slowly and steadily towards their goals.  Yesterday the student group met during lunch knowing that they would be meeting during today’s lunch with our consultant as well.  However, today the consultant had work obligations and requested that we postpone until Friday.  I was mentally already filling the time with other things (lab preparations, printing, meeting with the EAL advisor, etc.).  The students arrived in my classroom and I told them we’d be postponing until Friday.  Their response?  “Let’s watch a TedTalk on global warming”.  OK!  Fortunately I have a few tagged and saved in my bookmarks bar. 

It is an honor to work with students who are truly interested in an issue and who sincerely desire change, even if it costs me three lunch periods out of the week!

The Power of Student Blogging

Hope is in the air as the middle students query, “Do we get to work on our blogs?” They are anticipatorily at attention sitting on the edge of their seats with their computers ready to open if I give the “OK”.  I had planned some blogging time towards the end of the lesson but they are just so ready NOW that I alter my plans.

One student is literally bouncing up and down in his chair with excitement.  “THREE people have viewed my blog!”   Other students immediately check their statuses as well.  “Can anyone in the world see our blogs?”  “How many followers will we get?”  The eagerness is palpable. 

They are incredibly focused as they ponder the aspects of global warming that interest them.  They are thoughtful and careful as they attempt to put their reflections into the written word.  Web sites are consulted, images are uploaded, and miraculously, everything is properly annotated with resources.  The quality of work these 11-12 years olds is producing is quite impressive.  They are invested.  It is their voice.

One student wrote, “ I have been asked to consider three effects of global warming that I’d like to do more research on.  This meant for me to think out of the box and do a lot of research on the topic.  I feel like all of my posts should be providing new information at all times.” Over and over I have been surprised by the ambitious approach students have taken with regard to their blogging. 

Using blogs as a method for students to communicate learning and reflection has so far proven to be a far more powerful tool than we originally expected.  My colleague and I initially thought the blogs would center on the progress of each student’s science fair project.  However, the blogs rapidly expanded to become regular forums documenting the progress of learning in all aspects of our classrooms. 

I encourage giving students voice in their own learning.  It empowers them.  It makes them accountable.  It engages them. Plus, it simply energizes the classroom and the learning experience.

Intensive language course for language learners?

“Go cafeteria?” he points to himself.

I look at him and the clock.  The class just came from lunch, two minutes ago.  “What do you need in the cafeteria?”

His response is unintelligible.  “Do you need food?”  He nods affirmatively.  So I figure because of the language barrier he somehow missed lunch.  I let him go.

A few minutes later he returns with the school nurse who then asks the class, “Has anyone seen Josue’s coat?  He says he left it in the cafeteria” 

With this level of language skills it feels like a waste of time for Josue to even be in science class.  He has no idea what is going on.  He doesn’t understand instructions.  He doesn’t understand the tasks.  He is just following the crowd.  He Google translates every printed word I give him.  I've had EAL training.  I have a skill set to help language learners, however, even this need is beyond my current abilities.  He has a good attitude.  He’s trying.  By the end of science class, which is towards the end of the day, his eyes gloss over.  He’s exhausted. 

It seems it would be best for these brand new language learners to just take intensive language instruction for a few weeks before entering the classroom.  Then, they would be so much better equipped to cope and more able to begin learning in their new language.

The carbon cycle: An activity that really works!

I use sticky-tack to hang my oversized laminated equations of photosynthesis and respiration on the white board (they extend the entire length of the board).  Some interest is generated.  I pull out the large, colored, laminated atoms of carbon, hydrogen, and oxygen and intrigue officially settles in.  I have the students stand up and I quickly arrange a few tables into a circle and another set of tables into a second circle.  The students can hardly wait to see what comes next and they crowd excitedly around me eager to receive some atoms.  I divide the atoms, allowing students to form carbon dioxide or water molecules with the atoms given them.  I ask them to look at the equations on the board and determine what needs to happen with the atoms.  We all are “pulled into the roots of the plant” and enter the first enclosed circle of tables.  The big “LIGHT ENERGY” sign is held up and we all link arms and rearrange (albeit a bit awkwardly) our atoms to create a sugar molecule.  We release some diatomic oxygen molecules from the plant.  Then, as a big unit, still linking arms and holding our unified sugar molecule, we are “eaten” by some kind of herbivore, the students pick cow.  We enter the second circle, together as one unit of sugar, and are inside the cow.  The oxygen molecules are also brought in.  We are broken up and the atoms are rearranged with the oxygen to form carbon dioxide and water molecules again.  The big heat energy sign is employed.  We repeat the cycle several times giving different students “charge” of directing the group through either respiration or photosynthesis.  We follow the carbons and discuss how the same carbon atoms are reused over and over again.  They ponder the implications.  They get it. 

I like this activity for several reasons:

1)   It emphasizes the rearrangement of atoms during chemical reactions

2)   It demonstrates the actual cycle of the carbon cycle

3)   It illustrates the chemical processes of respiration and photosynthesis

4)   It engages the students directly with the content

5)   It encourages collaboration as students need to juggle the atoms and form the molecules

6)   It can be used as a formative assessment by having students take turns directing the group through the either photosynthesis or respiration.  As soon as a student has to verbalize the process it is clear whether they understand or not.

I have taken the activity from the US Global Change Research Program (http://www.globalchange.gov/resources/educators/toolkit/materials) site that outlines three carbon cycle activities (at the bottom of the page) to conduct with students in order to guide them towards understanding the concept of the carbon cycle in terms of photosynthesis and respiration.   I highly recommend laminating the molecules and signs and equations as students WILL handle them with vigor. 

Furthermore, I originally made the activity for my 6th graders in the context of a Global Warming unit.  However,  I find myself pulling either the molecules or the equations out for other classes, even my IB Biology classes!  They come in surprisingly handy.  Just this past week I pulled out the laminated pieces and used the entire activity on my 8th graders after realizing they still weren’t understanding the carbon cycle as I presented it to them in the context of a chemistry IMYC unit (I posted about that on Friday).  

Ownership in learning and in the school itself

“Hey Dr. Markham, we got something for you!”

“Really?”  I’m awkwardly dragging my bags and supplies out the school gate as I respond to two approaching  9th grade girls.

“Yeah.  Some fish!” they exclaim in unison.  I spot the bulging bag and am instantly touched.  Their smiling faces warm my heart that dark and dreary afternoon.  They excitedly open the bag up so I can see their selection.  I peer down into the brown paper bag and identify two guppies swimming in the plastic bag within.  I am relieved that they’ve chosen relatively hardy fish.   My heart yearns accompany the girls back into the school and help them add the fish to one of the tanks but I am in a rush to pick up my son’s cat from surgery so I explain to them what they need to do and I let them into the gate as I depart for my car.

Of course, I really hope those fish will survive the night and that the school of goldfish in the tank won’t attack them.  The next morning as I enter my classroom I immediately check for my students’ fish.  Sure enough there they are, swimming happily around the tank.   My relief sends me down the hallway to  find my students and inform them of the fish’s well being.  With full enthusiasm the girls race into to my classroom to inspect the situation themselves.  Their enthusiasm is pure joy to behold.  They analyze the guppies’ movements and are convinced they are a “pair”.  They inform me of the names of the fish and I am truly grateful for these students and their donation to the fish tank.   There is something special about the fact that students have made the effort to pick out the fish and carry them to the school and up the stairs and into my classroom.  It gives the students some ownership to the classroom itself.

I’ll also forever be partial to “Harold” and “Rizz”, the guppy beauties among the gold fish, because they were hand-picked by students.

I’ve always sensed the wisdom and power in hanging student work around the classroom and in the hallways.  Now, I see equal benefit to allowing students to be the creators of the décor themselves.  Ownership.  There is power in not only ownership of one’s learning but ownership in one’s school itself.

Another round of the Carbon Cycle or can we move on?

My 8th grade students have supposedly learned the water cycle, the carbon cycle, and the nitrogen cycle.  They’ve completed a lab “How does combustion affect carbon dioxide levels in air” and today they submitted a lab “How do plants affect the nitrate and ammonia levels in a bin of water containing two fish”.   I’m ready to have them undertake a global warming lab that will hopefully help them make the link between increasing CO2 levels, greenhouse gases, and global warming.  However, I wasn’t sure if they have really grasped the concept of the cycles.  In a PowerPoint I put together some formative assessment questions, all multiple-choice and all designed to expose misconceptions.  They answered on their whiteboards.  WOW was that ever interesting and incredibly informative!  3/5 of the students clearly had NO deep understanding. 1/5 was 100% ready to move on and the other 1/5 was 99% ready to move on.   So, it very easily told me that I needed to do an additional, very hands-on activity that I had tucked away “in my back pocket”.  I saw several “light bulbs go on” and at the end of class everyone (including those that had been ready to move on) commented, “That was very helpful”.  One more round of formative assessment on Monday and I'm quite sure we’ll be able to start the lab that day as well.

Getting Distracted

I always wondered if teachers know when they are getting distracted or off topic.  My children joke at the dinner table about how easy it is to get some teachers to completely derail from their lesson plan.  I have often puzzled as to how this is possible and just figured that things are somehow inherently different in the science classroom compared to other classrooms.  Does Science just not lend itself to distraction?

Today, however, I discovered how diversion happens.  I took my 6th graders outside to collect data for their ecology unit.  They were making observations to determine the organisms in our local neighborhood in order to ultimately build an energy pyramid of the surrounding area.  It was a beautiful, warm, sunny day, which is highly unusual for the Netherlands.  What a joy it was to walk out in the sun.  All of us were relishing the opportunity to be outside on such a perfect spring day.  The students were so engaged in discovery and recording their findings.  They were looking high and low, far and wide, and with the use of their magnifying glasses, they were also looking close-up.  Their tables were filling with useful information for their forthcoming energy pyramids.

I was scanning the group when I noticed a pair intently bent over their magnifying glasses.  I approached them eager to see what small creature they were studying.  Well, I must admit I was slightly amused when I realized these boys were trying to start a fire on a dried up leaf with their magnifying glasses.  While I appreciated the science they were immersing themselves in, I decided our ecology data collection time was drawing to a close.  So, I gathered the students and we headed slowly back to the school, savoring the sunny day as we strolled. 

A couple of boys who were a bit ahead of the group engaged in the fire making process again.  We came upon them as the threads of smoke curled up underneath the magnifying glass.  Other students asked for a magnifying glass and then I just couldn’t resist them anymore.  Maybe I didn’t want to go inside either.  So I made it official.  I gave them all an additional 5 minutes with the magnifying glasses and the sun.  Each and every student, girls and boys, reached for a magnifying glass and eagerly attempted the fire making process. The moment was glorious.  The students were so excited.  The sun was warming our skin.  It just felt so good.  I knew we were distracted.  I knew this didn’t have anything to do with energy pyramids but I just had to let them continue.  I was additionally surprised at how effective those little plastic student magnifying glasses were.

Finally, I told them it was, indeed, time to go inside and they obliged me.  I managed to get them through the gate when someone noticed the bark from the playground and the fire making inquiry started all over again.  Again, I knew we were distracted.  I knew we were off task.  I knew we were totally off track.  I looked at the time.  I weighed the pros and cons.  I decided to give them the additional moments in the sun. 

After another ten minutes we finally returned to the classroom, several children clutching pieces of bark engraved with their initials by the sun.  I was amazed at how quickly the students returned to our lesson topic and immediately entered their data into the class Google shared document.  They actually had more data than the previous year’s class. It was satisfying to see the data fill in. By the end of class we had reached my minimum goal for the day. 

So, I did it.  I succumbed to distraction.  And why, you might ask?  Because it was fun.

Awards Banquets

Why are there awards banquets? Why we choose to highlight a select few players at the end of each sports season? Where did the tradition come from?  Why do we do it?

Before tonight’s sports awards ceremony started a Dutch parent leaned over to me and said, “I don’t really like these awards things.  Someone always gets left out and feels bad.  Why do we do this thing?”  It made me wonder.  She had a point.

Then we sat through the two hours of praises.  Every player’s name was mentioned and each individual highlighted in someway.  It seemed to last forever.  Then, the few were honored with the special coach’s awards.  These few walked away with big smiles while others stepped of the stage a bit deflated.  My Dutch friend was right.  Especially in a team sport such as basketball, it seems the entire team should be celebrated.  Let’s face it, no one member of such a team can do it all alone.  In a team sport each player IS needed at some point.  So why do we need an MVP, especially when each coach claims “Everyone deserves the MVP” or “This is the most difficult award to choose”.  If those statements are true, then why do we do it?  I’ll admit, occasionally it seems like the chosen player was simply the coach’s favorite, not necessarily the best or most promising athlete.  So, what is the point of that?

How could these banquets be more meaningful?  Well, they should be SHORTER for one thing.  The coach’s should be sincere about individual mentions.  They shouldn’t honor just for the sake of honoring.  They should use specific examples or demonstrate evidence of what they are saying.  The entire team (as individuals or as a team) should be celebrated. Otherwise just have the banquet and celebrate the sports season.

Global Warming Science Fair to Come

Today my colleague and I met about our upcoming Science Fair on May 13, 2014.  We have been running behind on this project so it felt good to find an hour to sit down together and hammer some things out.

We have held two science events together so far.  The first year we did a Science Fun night in which students in groups of 2-3 held science based demonstrations/activities for the entire school to participate in.  The hands-on entertainment was interesting and fun and had a science explanation to accompany it.  The evening was a huge success.

The following year we conducted a full-on science fair for grades 6-12.  Students worked on science experiments that were founded in the scientific method.  We worked so hard to guide the students through the process of design, experimentation, and presentation.  The result exceeded our expectations.  We brought in outside judges from the local universities and they were very impressed with what they saw. The science was great and the students were so professional that night.  It was perfect.

This year we are aiming for something different: a tour of global warming and climate change to coincide with the school’s going green initiative.   We will have a special guest speaker to commence the evening.  Then parents and community member will take a tour prepared by the students.  Each student will be individually responsible for presenting a particular issue.  We envision the starting section to be about global warming and climate change, including the political issues surrounding it. Presentations on the causes of global warming will follow.  Next the Effects of global warming will be encountered.  Then participants will learn of solutions to global warming and they will finally be inspired to make manageable changes at home beginning that evening.  We are excited about it and, as with all things, it becomes more thrilling as the pieces begin to come together.

ESS vs. IB Biology

I agreed somewhat spontaneously to teach an IB Environmental Systems and Societies course at our school.  Needless to say, I had reservations in taking it on but I am really enjoying the course.  I moved some high school students into it who were being dragged along in IB Biology but don’t even have the intention of attempting to obtain certificates in the subject. 

Their reaction to the new curriculum is so positive each and every day.  “This is so nice”  “Finally I feel like I’m learning something at the right pace”  “This is so much better”  “This makes so much more sense”.

Today I prepared laminate activities for them on pollution management and we watched some videos on e-waste and the cost of pollution cleanup.  It feels almost simplistic even middle school level to me but they are really enjoying it.  We have great conversation.  They are eager to do the labs and projects.  It is just such an enjoyable course.

It is definitely a “softer” alternative to the sciences of Biology, Chemistry, and Physics.  I highly recommend this course to anyone who wants the IB diploma but is uncertain about the science component.  Additionally, the course can count as a Group 3 course allowing students to mix and match courses to maximize their areas of interest.  This is a GREAT course with practical application to the ‘real world’.  I highly recommend it.