I’ve said it time, and time again; however, my experience during first block today make this saying relevant again, “You can only plan so much, and great teaching occurs in the moment…between students and between students and a teacher (or teachers). “
Down here in Jefferson County, Alabama, we started school early. I mean real early. i mean we started with students last week early. The upside to an 8-week summer break is I get a two week jump on where I was last year and I get a four week jump on my competition up North and out West.
I’m using these extra two weeks to develop my classroom culture in a very deliberate way, and developing my students lab skills. So far, so good. I have emphasized “Style Points” (an idea I stole from my buddy John at the Arkansas School for Mathematics, Science and the Arts). To me “style points” means we will maintain a professional, productive, and purposeful demeanor in my classroom/laboratory. This starts with me, and I expect it (dare I say, demand it) from my students (so much that students must speak with correct grammar, they don’t slouch, they don’t talk with their chin on their hands…but I digress). Anyway, I’m developing a culture of professionalism, and I’m engaging my students in scientific endeavors from the very start. Check it out.
Yesterday I introduced scientific methodology, and today we had an opportunity to process the collected data, and on Thursday we will analyze the data. Doing science in small, thorough steps has captured my students’ interest and kept them engaged. I did not, however, plan — or expect — things to go as smoothly as they have. Yesterday we used PASCO probes to measure temperature at four places along the arm (I slid digiital data collection in already!), we aggregated the class data, and calculated the mean. Today (and this is all true) I taught students how to calculate standard deviation, what standard deviation meant, how to calculate variance, standard error, 95% Confidence Error, and I outlined what I expect from their graphs. On Thursday, they will bring in their graphs. I will help them write captions, and then we will construct scientific arguments using “my” model of Claims, Evidence, and Reasons. I could not have planned for things to work out so well. I can really only execute an idea and work with my students to bring it to fruition.
At the end of first period today, I sat down with my students and outlined what we had done over the past two days, and where we were headed on Thursday. The outline on the board looks like this: ask a question, construct a hypothesis, collect data, process data, build graphs (visualize data), next…analyze data, construct argument (C. E. R). What a beautiful start to the year.
I am telling my students we don’t do these things in a vacuum. These methods, this way of organizing our thinking will permeate everything we do this year. This is why I want to be in the classroom.