Monday, September 26, 2016

Fourth Blog : September

The pedagogical shifts are supported by argument driven inquiry in a variety of ways. Shift one focuses on putting the students thoughts into actions by making the students collaborate, ask, questions, analyze, and design or construct. This shift is supported by the steps one through three in argument driven inquiry. In this three steps students collaborate, ask questions, analyze the questions they ask, develop a tentative argument, and design a way of collecting data. Shift two focuses on staying away from traditional learning. Argument driven inquiry is a good way to enhance a lecture, and stay away from teaching traditionally. Although argument driven inquiry should not be used for every lesson or it will become traditional learning. Shift three focuses on helping students make connections to old mastered material while being exposed to new material. Argument driven inquiry allows for this type of learning to occur specially when developing a tentative argument, and looking for the evidence that supports the claim. Shift four focuses on deeper understating of the content and application of the content. Argument driven inquiry can help this shift take place in class if the teacher helps the students develop a question that can create connections between current events and the classroom topic. Shift five focuses on integrating technology and engineering into science standards, once again the guiding question from argument driven inquiry is extremely important. Shift six focuses on helping students understand the importance of science and science inquiry. Through argument driven inquiry this shift is easily applied because it can help students think and analyze science in a different way than they have before. The last shift, shift seven, focuses on reinforcing other subjects while learning science. Argument driven inquiry supports this shift specifically in the sixth step because it asks the student to write a report and a lot of the times the data they analyze to write their report uses math.

I can incorporate argument driven inquiry into Biology in lessons that require critical thinking to fully grasp. Genetics is a good lesson to incorporate argument driven inquiry into. I feel like genetics is a topic with a lot of vocabulary and unless it is fully analyzed it can't be learned. Developing a question about their physical traits for example can grasp their interest, practice vocabulary, and critically think. 
For Example:
Guided question for a student with brown eyes: Why do I have brown eyes if mymom has hazel eyes and my dad has brown eyes?
This question gets the student thinking about physical traits, punnett squares, dominant alleles and other vocabulary.

Monday, September 12, 2016

Third Blog : September

Class today was quite interesting, my classmates shared a couple of stories where they elaborated on their experiences with student teaching. One story in particular caught my attention, my classmate is having trouble with a big group of students in his class. A few of my classmates had a few suggestions for him. As I sat in my chair I reflected on what was happening. It made me realize that passion and dedication are definitely the most important in our degree process and when we begin our journey as teachers. I sat there truly scared but I also realize that as future teachers and teachers we will have a good community to rely on and ask questions. My fear remains and it is definitely not going away for a while but that's okay, it's part of the learning experience.

Later in class we dove into Our pendulum investigation. This process was simple as we worked together and each worked on a task. We begun by discussing questions and what needed to be completed to get results. We decided to focus on the string, Does the lenght of the string affect its repeating pattern? Our design included knowing the materials we needed, setting up the materials, the procedure we needed to follow to get results, made a table to record our data, we analyzed our results and then finally came to our conclusion. We also experienced an experimental error in our procedure. Our data was affected but the rest of the data still allowed us to conclude that the lenght of the string does affect its repeating  pattern. I am glad we had an experimental error, when the error occurred we discussed the possibility of starting over and decided that an experimental error is okay.

Tying it all together, our lab and class discussion, errors are going to occur and we are going to make mistakes but it is all a learning experience. In this case the rest of our data still supported our hypothesis and I know that it isn't always going to be the case.This influenced the way I will teach my future students because in science I feel like a lot of the time we say that one error can change everything and for the most part that is true but we learn from mistakes. At times mistakes are the thing we learn from the most. I think it's important to teach students that mistakes are okay in science and in life. My lesson for this class is that the learning experience is an important component of teaching and for teaching science.

Monday, September 5, 2016

Second Blog: September

My classmates had a lot of insightful thoughts to share with the class this past Wednesday. After this class session, most if not all, the class can understand the importance of staying away from traditional teaching. As teachers we are pursuing our career because of our passion to teach. By creating activities and a good learning environment we may be putting more work on our plate but we will do it, because we know it's worth our students understanding and learning. This class session impacted my thinking about good science teaching because I never just sat and thought about why teachers rather teach in a traditional way. Throughout my high school years I can remember that the goal was to perform good in state tests. What if the goal was not to outperform other schools through a multiple choice test? What if our goal was to teach them knowledge and skills that they can use in their daily lives and future? I no longer believe that it is about knowing the answer, it is about the process to get to the answer. The process is good science learning. This reminded of me of an ancient proverb,"Give a man a fish and you feed him for a day, teach a man to fish and you feed him for a life time". We are not doing our future leaders any favors if we just feed them answers, because that gives them the wrong idea about how the world works.