September 20-21
Wed. Sept. 20, 2006; 1:45 - 3 pm
Students that had finished their mobiles came up to Mrs. Seamons desk to receive instructions for the constellation boxes. The instructions were brief with time spent showing the students an example of a functioning constellation box. It was interesting to watch as very different variations on the theme emerged from their work. Some students had no trouble and produced a box within the hour allotted. Others struggled with even knowing where to begin. Instead of micromanaging the projects, Mrs. Seamons allowed the students to come to her with questions and concerns, letting everyone struggle to figure out what they understood and didn’t understand about completing the project. I am taking chemistry Lab right now and it is a very frustrating experience because we are not allowed to make mistakes. When we have questions, the instructor feels like he must give an answer immediately, sometimes without waiting to hear all of the question. So answers may or may not apply to the circumstance. For example, I was trying to use a balance. The position of the balance did not allow the doors to be opened. I began to ask how I could use the balance more effectively and the instructor immediately jumped to the conclusion that I was incapable of operating the instrument. After a short lecture on the proper use of the scale, it became obvious to him that the scale needed to be moved in order to be operated properly. Students are very capable and come to the classroom with many experiences and previous knowledge. I think as a teacher I need to develop skills to help students help themselves. Asking good questions, allowing students to struggle with problems and understanding when the struggle is no longer fruitful, helping students answer their own questions, understanding my limitations; these are all skills/insights that will help me as an instructor.
Thurs. Sept. 21, 2006: 1:45 -2:45
Students that were finished with their boxes were allowed to test them in the bathrooms, the only rooms in the school that have no windows. They work great! Students were very excited to see the constellations projected onto the wall. Students were instructed that if they shared 3 constellations with their family, they would receive a “C” for the project. If they shared more, up to 12 constellations, they could receive a higher grade, an interesting way to grade the assignment. If a student does the minimum required, they will get a passing grade, if they do more they can receive a higher grade. This is an example of letting students take responsibility for their own education, their own grades. I just don’t know how effective it is. Are there any studies that address this issue?
Students that had finished their mobiles came up to Mrs. Seamons desk to receive instructions for the constellation boxes. The instructions were brief with time spent showing the students an example of a functioning constellation box. It was interesting to watch as very different variations on the theme emerged from their work. Some students had no trouble and produced a box within the hour allotted. Others struggled with even knowing where to begin. Instead of micromanaging the projects, Mrs. Seamons allowed the students to come to her with questions and concerns, letting everyone struggle to figure out what they understood and didn’t understand about completing the project. I am taking chemistry Lab right now and it is a very frustrating experience because we are not allowed to make mistakes. When we have questions, the instructor feels like he must give an answer immediately, sometimes without waiting to hear all of the question. So answers may or may not apply to the circumstance. For example, I was trying to use a balance. The position of the balance did not allow the doors to be opened. I began to ask how I could use the balance more effectively and the instructor immediately jumped to the conclusion that I was incapable of operating the instrument. After a short lecture on the proper use of the scale, it became obvious to him that the scale needed to be moved in order to be operated properly. Students are very capable and come to the classroom with many experiences and previous knowledge. I think as a teacher I need to develop skills to help students help themselves. Asking good questions, allowing students to struggle with problems and understanding when the struggle is no longer fruitful, helping students answer their own questions, understanding my limitations; these are all skills/insights that will help me as an instructor.
Thurs. Sept. 21, 2006: 1:45 -2:45
Students that were finished with their boxes were allowed to test them in the bathrooms, the only rooms in the school that have no windows. They work great! Students were very excited to see the constellations projected onto the wall. Students were instructed that if they shared 3 constellations with their family, they would receive a “C” for the project. If they shared more, up to 12 constellations, they could receive a higher grade, an interesting way to grade the assignment. If a student does the minimum required, they will get a passing grade, if they do more they can receive a higher grade. This is an example of letting students take responsibility for their own education, their own grades. I just don’t know how effective it is. Are there any studies that address this issue?
posted by Anonymous | 10:03 AM
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