Blog 6

5 Ways to Improve Education

            It is difficult to discuss my opinion of reforms in education without stealing from Ravitch’s suggestions in her final chapter and epilog of her book. But I am not proud. I am willing to borrow from what I believe to be sound, well considered directions for reform. So, when I called President Obama last night to express my regret and concern about the resignation of his Secretary of Education, I couldn’t help but give my opinion on the direction of education in the United States. After all, I had just read The Death and Life of the Great American Education. Barack, said he only had a few minutes because he had to put Sasha to bed, so I limited my suggestions to five.

·      Societal Issues – Really, this was the only reform I wanted to discuss with Barack because societal inequities are the largely the reason for the lack of improvement in the achievement gap. I encouraged him to make this a top priority for his new Secretary of Education.  I suggested starting with encouraging the Billionaires Club (as many of them as possible knowing many will not waver from their market driven reform stance) the importance of reform beyond the classroom in order to reform success in the classroom.

·      Respect – As I enter this career path, I am baffled by the lack of respect for teachers, the lack of understanding of how hard teacher’s work and the lack of recognition of the dedication to this career path by most who choose to enter.  I can only attribute this to the fact that teachers are still largely females and society’s feeling of the female position in society. I encouraged Obama to have his Secretary stage an “all out” campaign starting now, and to be continued over many years, to turn this Titanic opinion of teachers around…. an advertisement campaign. Now, this is a way to bring private industry strategies into education. Let those marketers go crazy with innovative means of projecting teachers in a renew light.

·      National Curriculum – It is shocking we do not have a National Curriculum and that our State Curriculum is so weak. While it is seems like a large endeavor, the success of Ravitch’s history curriculum and the solid examples of State curriculum (for example, Massachusetts Science curriculum), the process would be starting from scratch. It simply needs dedication to the cause and consensus building among educators on the content.

·      Collaboration – My common sense tells me, private and charter schools are not going away.  I do believe, like Ravitch, that these different means of educating our youth need to come together in a common cause.  But without an understanding and agreement on the common cause, it would be difficult for the different institutions and styles to come together. Step one would have to be establishing a clear-cut understanding of what a good education means (which Ravitch does a great job of exploring). With that in hand, a means of getting the different sectors of education moving in concert to achieve the goal. We need to remove the competition between the different providers, define how each will serve a portion of the student constituency and assure all are working towards the same cause, our definition of a good education.

·      Teacher Compensation – Teacher pay is an insult. Support teachers with reasonable pay and resources. It is ridiculous that teachers have to purchase school supplies. It is ridiculous they can’t live in the neighborhoods in which they teach. Appropriate compensation will attract and keep teachers. Sources of money need to be explored, whether it’s private or public and the real estate tax model reexamined.

As Barack tried to end our conversation, I did take a few more minutes of his time to ask if he read The Death and Life of the Great American System and offered to send him a copy, if he hadn’t.  Also, I told him I would consider the job opening pending review of the compensation package.

Ravitch

            As I read The Death and Life of the Great American School System by Diane Ravitch, my opinion of the book went for enjoyment to feelings of tedium to absolute love of the book. The book began with very interesting observations about education, where it’s been, suggestions of problems and where it might go.

As I moved into the chapters on reform, the attention to detail and repetition began to wear on me. But as I moved into the chapter discussions in “What Would Mrs. Ratliff Do?” and “Billionaires Boys Club” and beyond, I began to greatly appreciate the information and detailed review of past reformation efforts.  The initial chapters discussing the District 2, San Diego and Bloomberg reforms were absolutely necessary background for understanding the chapters to come and for my own knowledge of educational reforms.

Had I not read this book, I would be ill equipped to understand the industry I have elected to enter. I learned so much about education from it. I feel incredibly informed and able to discuss my opinion on educational reform because the book encouraged my own reflection on the meaning of a good education and where I believe resources should be utilized. I honestly feel I can “talk the talk” with the best of them after reading this extremely thorough book and at some point, “walk the walk”.

Marcy as a Teacher and Citizen

You know when you decide to do something for all the wrong reasons on paper but in reality, it is the right reasons. Well, this is what I just did.  By all financial accounts, I should not be leaving my current career. I have the utmost flexibility in my workday, determining my own workload, time and more. Yet, I am doing it because of what I can do as a teacher and a citizen especially in light of my life experiences to date.

My first goal is to gain experience in the classroom. I feel this is a necessary step before I can truly advocate for a cause or causes.  It seems important to have a good understanding of the public school system from hands-on experience of day-to-day work and immersion with others in the industry. Without this experience and knowledge, I feel ill-equipped to speak out, lead and advocate for educational reform.  Full immersion, I am certain, will change this and likely, in short order.

The one thing we learned from Ravitch is educational reform is not a sweeping act. It can’t change with a keen idea. I liken it to landscaping a yard. It isn’t easy. It’s a lot of hard work. You get dirty. Without the right tools, the work will take much longer or possibly can’t be done. It costs money. You are worn out in the end. And it takes a long time for the plantings to mature and the fruits of your work recognized. So, with that, what I have to offer is the patience and understanding that I must stand on the sidelines of reform until I am equipped to help and initiate. This will require evaluating where my abilities can best be utilized to enact change, knowing it may simply be in my little corner of the world of education.

Just one more note, I am all for jumping on the bandwagon, as evidenced by my discussions with President Obama above.  If someone has a great idea, direction or reform, I am all about being a helper bee. But for the time being, I will be the best teacher I can, dedicate myself to my students and the community in which they live. Peace out!

2 Associations

www.NABT.org   (National Association of Biology Teachers)

            I joined this national organization a year ago, at the suggestion of Gemma Niermann. It is a great resource for news and events, conferences and workshops, and has an abundance of free resources for teachers.  Additionally, the site has a blog that allows teachers to share ideas.

www.cascience.org (California Science Teachers Association)

            I recently joined this state association designed to support K-12 science teachers. It is California centric and is a great means of staying in tune with educational legislative matters.  The organization advocates on behalf of teachers at the State level.  The organization publishes a monthly e-newsletter and a semi-annual journal. The organization has many references and programs to support teachers: grants, awards, jobs, field trip opportunities, and more.

3-year game plan

1.    Bay Area Experiential Resource

a.    Chabot Space Center – While I have been to this museum numerous times with my children, I have never gone to the planetarium to view space through the telescope.

b.    Oakland Museum – Natural Science Collection due to reopen (following remodel) June 2013.

c.     Angel Island – The main reason visit this location is to see the immigration museum. The last time I hiked on the island, it was under construction. This isn’t related necessarily to my content knowledge and capstone project, although I certainly will find related information.

d.    Golden Gate Headlands to learn and visit the geology of this area. The National Park Service has an excellent Field Trip Guide describing faulting, rock types, fossils, wildlife and more.

e.    Robert Sibley Volcanic Preserve located on the Orinda/Berkeley/Oakland border is a great example of a round top volcano.  I would like to revisit this site since it has been years since I hiked in the park.

2.    Books in Subject Area

a.    The Common Thread: A Story of Science, Politics, Ethics and the Human Genome by John Sulston & Georgina Ferry.

b.    A Brief History of Time, by Stephen Hawkins.

c.     Environmental Science: Earth as a Living Planet by Daniel Botkin.

d.    The Scientists: A History of Science Told Through the Lives of Its Greatest Inventors by John Gribbon and Adam Hook.

e.    Charles Darwin On the Origin of Species by David Quammen.

3.    Investigation

a.    Planetary Science lesson plans using models and manipulates (Science Activities: Classroom Projects and Curriculum Ideas)

b.    Discussion of inquiry learning methods. There are so many different opinions and approaches. I need to do more research and develop my own understanding and approach to incorporating inquiry learning in my classroom (International Journal of Science and Mathematics Education).

4.    Conferences or Events

a.    Take an introduction to physiology class for increasing my content knowledge for a human body system unit in the spring, likely through UC Berkeley Extension.

b.    Because of its convenient location this year, I will be attending the 2012 California Science Education Conference October 20^th and 21^st in San Jose.

5.    Wish List to Visit

a.    Return to Africa (Tanzania, Kenya and South Africa) to go on safaris.  I didn’t get my fill of animal viewing while in Uganda and there are species I have yet to see, for example, cheetahs.

b.    Iceland or North Pole – I have an intense desire to see polar bears in nature before they are extinct or only in captivity.

c.     Galapagos Islands – what biology teacher doesn’t want to take this trip?

d.    An active volcano, anywhere in the world.

e.    Raft the Colorado River through the Grand Canyon.

Blog 5 - Dr. Roberts, Online Schooling & Websites

Dr. Donald F. Roberts

I found it fascinating the cutting edge nature of Dr. Roberts’ research at the time conducted yet how obsolete the study is in today’s world.  Today, the outcomes of his study seem so obvious yet, at the time, it brought to light the dramatic change in use and were the springboard for further research in complementary disciplines. This is even more fascinating because the study wasn’t conduct long ago. It makes one realize how quickly our access to media is changing and what we need to do, as teachers, to keep informed and knowledgeable.

Dr. Roberts referred on numerous occasions to the affects of the overuse of media on the brain and cognitive development.  He neglected to discuss any research to this regard, albeit, it isn’t his area of expertise.  As teachers, it seems important to have some understanding of the affects, especially if negative, on our students because of its influence on classroom behavior and abilities.

More Pupils Are Learning Online, Fueling Debate on Quality

I fear for the privatization of education in this move towards on line education. First, like any private industry, money is the driving force behind actions. I am not convinced student’s best interests will be served. Second, it negates what “in-person” education provides beyond the content. And similar to many of our ventures into reform through Ravitch, it brings politics into education per the Tom Luna (Idaho) example. Does it enhance learning? In my mind, it does not. It is a tool of convenience and a tool to save money. Is there a place for it? Yes, I can see its use for the student who cannot physically, socially or academically be in the classroom. I also see it as a good tool for “on line makeup”. The underlying problem with these two uses is how is it financed? Do school districts pay for the make up work or alternative learning medium? If not, it becomes a tool only for those who can afford the service, thereby, having no impact on closing the achievement gap. I can never be a replacement for the culture of a classroom.

Technology Resources for the Teacher

www.slideshare.net

This is such a great site. It is so useful. I researched a number of topics in my subject area and there was a number of slide presentations covering the content.  The great thing is that it can be downloaded and all or a part can be utilized. If nothing else, it provides ideas on how to shape curriculum around an area of interest. It is free, which is awesome although you can elect for a “Pro” status that has a monthly fee.  That “Pro” status seems more beneficial to the business community and unnecessary for teachers.

www.teachertube.com

Like SlideShare, this website has a plethora of videos on science topics. I noticed as I was searching the site that much of the video content is available on You Tube but never the less, this site affords teachers ideas on how to organize ideas.

www.twitter.com

I have been resistant to sign up and use twitter but I am now convinced it is something I should explore (similar to my resistance to blogging until I was made to do it in the MAIT program). My resistance largely comes from not wanting to take the time to figure it our or because I simply don’t have the bandwidth to figure it out. But now, after hearing other students in the programs use of technology, it seems this is an excellent source for pushing out information quickly to students.  The “old school” part of me is saying….why do I need to do this? I have provided students, in writing, an assignment and reminded them in class.  Do I now have to tweet a reminder to them? What am I teaching them about organization and responsibility. I guess Marcy has to move into the 21^st Century.

www.dropbox.com

I have signed up for it and will use it.  I carry my laptop around as if it is a wedding ring for fear that if I loss it or it got stolen, all the work I have accomplished over the last 2 years would be gone.  Drop box is my solution, and additionally, I will be able to access those documents from anywhere without having to have my computer.

Interdisciplinary Teaching and Learning

Teaching the importance, to high school students, of bacteria and virus in our lives can often be lost solely based of the fact that they cannot be detected by our senses, excepting of course, the aftermath of their effect on our bodies or by tasting their impact on food sources. Yet, they are so important and can have such an impact on humans and the world around us.  For example, how do you impress upon students the rate at which bacteria multiple? Or how do you illustrate the beauty yet the devastating nature of virus?  In searching the internet for lesson plans, ideas and more, I went full circle and landed at YouTube knowing the visual, in combination with verbal explanation and musical accompaniment might be a means of demonstrating the beauty and frightening nature of bacteria and virus. The links below illustrate the multiplication factors of bacteria and the “beauty and the beast” of virus.

http://www.youtube.com/watch?v=gEwzDydciWc

http://www.youtube.com/watch?v=A409yO-G1Mk

How would I use them: Being a huge Prezi fan, these links would dovetail nicely into a teaching segment combining content standards with video illustration. By using the links about, the lesson is appealing to the oral learner in the bacteria voice over and music and the visual learner just because the video is amazing, real and engaging,

What are the challenges and value of interdisciplinary teaching and learning: Interdisciplinary teaching and learning is an amazing concept and tool.  The value is student learning.  It is an excellent way to create variety in lessons, engage all types of student learners that might not otherwise be engaged and exploit the creativity of your students. The challenge is having the expertise to incorporate the alternative disciplines and the time necessary to construct the use of interdisciplinary teaching. In an Academy environment, like Mount Diablo High School, collaboration between teachers in different subjects (for example, science, art and English) in the teaching of a particular unit is an excellent way to simplify the teaching concept while minimizing the impact of “doing it all” by one discipline.


Commented on Ashley and Eddy's blog, looked at Christina Mignano.

Mind the Gap

1. Chapter 1

“There is something comforting about the belief that the invisible hand of the markets, as Adam Smith called it, will bring improvements through some unknown force. In education, this belief in market forces lets us ordinary mortals off the hook, especially those who have not figured out how to improve low-performing schools or to break through the lassitude of unmotivated teens. Instead of dealing with rancorous problems like how to teach reading or how to improve testing, one can redesign the management and structure of the school system and concentrate on incentives and sanctions. “ (p. 11)

This statement dovetails with the corporate worlds involvement in education. Corporate world problems, even complex ones, are resolved by appointing a committee of individuals qualified to solve the problem with the result being a step by step guide to enact change.  At the end of the steps, the company is magically moving in a revitalized, new direction (be it right or be it wrong) with employees on board because they must be for progress sake. Applying this model to education simplifies the complex issues and problems in our educational system. There is no magic pill. Different areas in different aspects of education require very different approaches. But human nature leads to the desire of wanting a quick fix, an “ahh, that’s the answer” approach. This corporate model of improvement or righting the ship will not work in education until all learners learn the same way, all citizens are on equal economic footing, the weather is the same in all parts of the country, all parents have the same set of values about education, on and on…. and all teachers teach exactly the same way given the equality of all these factors. Clearly, this won’t happen so the approach won’t work. It is and will continue to be a painstakingly diverse approach to solving problems with, one would hope, the brightest and best in education working on the issues. Don’t get me wrong, certainly there are many things educators can learn from the corporate world, for example,

·      Strong leadership

• ·      Constituency centric policymaking
• ·      Timely decision making avoiding a “fast and furious” or bog down approach
• ·      Avoid decisions in a vacuum
• ·      Can’t be all things to all people
• ·      Ability to prioritize
• ·      Making tough choices
• ·      No fear of reform and changes in the existing structure and comfort in that structure
• ·      Inclusion of your constituency in policymaking

Changing one or two parts of the structure and believing the rest will follow is underestimating the importance of the other parts. It would be like treating a broken arm by simply visiting the emergency room and not taking the next 10 steps to repair the arm.

“I do claim, however, that we must preserve American public education, because it is so intimately connected to our concepts of citizenship and democracy and to the promise of American life.” (p. 14)

This quote wraps into a nice, neat nutshell why I returned to school to get my degree and why my heart lies in working in the public school arena.  Our country was founded on the concept of equality and all citizens having inalienable rights including a free education. Through our short history, citizens have fought for these rights and it is engrained in our very beings.  All Americans should be afforded skills, habits and knowledge to participate productively in the intellectual and civic life in society and provided a foundation for continued education, if so elected (MA Dept. of Ed).  I love Ravitch’s quote above and the State of Massachusetts Department of Educations goal for their educational system.

2. Chapter 2 – Definition of a well-educated person

A well -educated person is someone who draws on their knowledge acquired throughout their life with the ability to apply that knowledge to life’s situations, conversations, problems, relations and communication.  The portion of Ravitch’s definition that resonates with me is “and listen respectfully to others”. This skill seems to allude current day Americans largely driven by the political and social divides between our citizens. Listening is a much harder skill than being listened to.  What should any well-educated person know? Ability to listen, grace, ability to apply knowledge, kindness and caring, willingness to reach back to help others. A well-educated person understands he or she will not be judged by what they do but what they have done for others (T. Morrison).

3.  Class discussion

People change their minds and are entitled to do so. Ravitch has the right to reflect on her own history, evaluate it and update it.  It doesn’t mean she has rewritten it, which often happens with people reflecting on their past.  But you can own up to your reconsiderations and explain why.  This is so simple. Time and information can change understanding and belief. We have gotten into this polarized, politically driven belief that you can’t reflect and change your opinion. This is a really interesting phenomenon that we didn’t discuss in class. After watching the video interview of Ravitch, I must say her demeanor is perfect for getting others to accept her change of heart. She is calm, direct and not offensive yet unrelenting with her opinion and ideas.

4.  Gap in Subject Area

Krebs Cycle /Citric Acid Cycle

Sources:

1. UCB – Biology 1A course

2. Biology, Prentice Hall

3. Kahn Academy, Overview of the Krebs or Citric Acid Cycle

This source was very helpful in providing a visual, simple model for teaching the Krebs cycle.  The step-by-step approach appealed to the mathematical side of my brain by presenting the cycle in an equation-like form.  I always think of respiration as Glycolysis and the Krebs Cycle as if they are two separate processes. While in actuality, as demonstrated by the Kahn Academy, Glycolysis is a step in the Krebs cycle. There is still work to be done on this topic for comfort in bridging the gap in content knowledge on this topic. I am convinced it is the chemical nature of the process and that darn chemistry block in my brain.

5. Two articles

- Moebium-Clune, Bianca N.; Elsevier, Irka H.; Crawford, Barbara A; Trautmann, Nancy M.; Schindelbeck, Robert R.; Van Es, Harold M. (2011) Moving Authentic Soil Research into High School Classrooms: Student Engagement and Learning. Journal of Natural Resources and Life Sciences Education. 40, 102-113. Secondary.

- Feldman, Alan; Cooke, Michele L.; Ellsworth, Mary S. (Feb. 2012). The Classroom Sandbox: A Physical Model for Scientific Inquiry. The Science Teacher.  9, 58-62). Secondary.

I selected these 2 articles because they led me to my draft guiding questions.

 - Lessons using inquiry to correct student misconceptions in Earth Science -

The Feldman/Ellsworth article describes a practical, hand on approach to teaching the earth’s processes, more particularly plate tectonics, faulting and ever changing formation of the earth’s crust.  Using a device called The Sand Box, Students predict, create hypothesis and test through reenactment of the processes. It is something that can be accomplished in the classroom, and if used correctly, teach and encourage students to use inquiry when exploring different dynamics of the earth movements given certain conditions. Instruction on the construction of The Sand Box makes the tool accessible for teachers.   This article encouraged me to continue to research locate like kind manipulates for teaching the other major strands in Earth Science.

The Moebium-Clune article examined the use of manipulates in teaching curriculum in Earth Science. Using a pre-test and post-test approach, they studied the use of manipulates and inquiry as a means of better understanding and correcting misconceptions in Earth Science. Their research overwhelmingly supported the hands-on approach to teaching and understanding subject content. This, along with The Sand Box idea encouraged my continued search of ideas for other strands within Earth Science.

In the resources and references portion of the Feldman/Ellsworth article, there are multiple ideas for discovering additional ideas and information on the above topic that I will pursue in the coming week.  For example,

• ·      Multiple Modes of Inquiry in Earath Science by K.A. Kastens & A. Rivet
• ·      Inquiring into Inquiry learning and Teaching in Science by J Minstrell & E. H. Van Zee
• ·      The Nature and Structure of Scientific Models by J, Cartier, J. Rudolph & J. Stewart.

The Feldman/Ellsworth article also mentions the National Science Education Standards (NRC 1996) which I will look up and read, not only in the area of Earth Science but also in Biology (my likely area of teaching for the coming year).

            The reason these two articles were convincing was the simple concept of doing to understand.  Especially when it comes to Earth Processes, it is difficult to learn through simply reading and discussing the processes due to the time element attached to the change. This simple Sand Box is an opportunity to condense time so that learners can experience, first hand, the processes.  It is so simple and obvious as a teaching tool, and begs for application in many lines of inquiry and learning situations.

6. Meg Question

Given my line of questioning, I am unsure how to find primary sources or what form a primary resource might take.

____________________________________________________________________________

  

I reflect upon my gaps in content knowledge in terms of large, medium and small.  Small because I am a believer that no one person has 100% efficiency in any area of human knowledge. If this were the case, exploration and discovery would no longer be a part of our world, our lives and the excitement of learning. So, with that my small gaps include areas that I understand in-depth, am able to teach and am able to bring deeper knowledge to. With that, I continue to try to expand these areas of knowledge through a plethora of activities, reading and listening.  My medium gaps would be areas that I have “heck-a-good” lesson plans and activities but use those plans and activities to keep the curriculum moving in a direction as not to expose my content shortages.  My big gaps are areas I need to dedicate time to exploring and learning based on the fact that I haven’t had any, or very little, involvement in the content area. An example of this would be my desire to have Earth Sciences as my line of inquiry in the MAT program. Below is my current list of gaps and what I am doing to Mind the Gap:

Gaps Within Biology (what I will likely be teaching in the coming year)

• ·      Krebs Cycle, Glycolysis, Photosynthesis (UCB – Biology 1A)
• ·      Chemistry basics (UCB – Biology 1A)
• ·      Human Body Systems details  (UCB – Integrative Systems)
• ·      Use of Technology in the classroom – my own exploration, colleague’s ideas and instruction, St. Mary’s (I am now a Blogger)
• ·      And my next big push following Earth Science, to acquire a better understanding of physics (processes TBD). This is a large gap.

Discrepancies – State Framework and CSET

The Biology/Life Science CSET, interestingly, circles back to content knowledge expectations in the requirements to teach sciences in junior high school (118 & 119). For example, the CSET tests on the History and Origin of Life when the Framework is silent on the topic for Biology.

The CSET touches on a minimal amount of human organ systems in their Subject Matter Requirements while CSET extensively tests on all human body systems.

The focus on viruses on the CSET was another area that threw me for a loop.  Now, having taught viruses and bacteria, I understand the importance of students knowing this information for building future content knowledge. But at the time of preparing and taking the test, there was no indication of the importance of these subjects for taking the test.

Frankly, the published Subject Matter Requirements were of little assistance in preparing for the exam.  The best preparation, before conducting a review regiment prior to testing, is to take the test once to understand the content the State deems important, then preparing based on the pre-test (if not passed the first time) and re-testing.

On a further note, the current California Framework for Science is ridiculously simplistic.  It touches on subject content but does little to assist or prepare teachers. There are no suggestions on teaching methods or areas of emphasis. The brevity of the Framework is astonishing. Having begun to review the State of Massachusetts Framework, I realize the inadequacy of the California Framework as a tool for guidance.

California has published a draft of the new Framework for review prior to publication. It will be interesting to see if there is an improvement over the current Framework.

Teaching to the Standards/Deviations

            Having spent a full year in my student teaching position at Mount Diablo High School, I was able to experience a year of curriculum in 9^th grade Biology. While the order deviated from the Framework, the content covered reached far beyond that outlined in the Framework document. There were standards that I spent considerable time with while the Framework provided a cursory overview, for example the virus/bacteria learning segment discussed above. While the Framework does focus on photosynthesis, Mount Diablo’s teaching of the topic is in relationship to cellular respiration and the comparison between the two. We spent little time on cycles: carbon, water and nitrogen whereas the Framework focuses on them. We spent a lot of time on the human organ systems in a three week learning segment while the Framework touches briefly on the topic.

            One big deviation was the teaching AIDS/STD two week learning segment conducted at the end of the year. The program, provide by the Contra Costa County Health Services, was excellent, fun to teach and very student centric.

3-Year Examination of the State Framework & CSET

            It will be difficult, if not impossible, to reflect on 3 years of working with the State Framework in the classroom given an entire year was dedicated to 9^th grade biology and 10 weeks was spent in a 7^th grade biology class, but I will do my best.

            The time spent in the 7^th grade Biology classroom was during learning segments on genetics, evolution and human body systems.  This particular Master Teacher stuck very closely to the Framework deviating rarely. The students were afforded an introductory look at biology in preparation for continuing study in high school.  The one great deviation during the human body system segment was the dissection of a sheep heart. It was a fantastic lab with excellent front-loading for the students. The two-day examination of the heart was captivating for all students, even the squish ones.  It was a great experience in hands on learning to further content understanding as the students explored the chambers of the heart, the valves and vessels leading in and out of the heart.

            As far as the CSET, and its adherence to the California State Framework, I can’t help but reflect that taking 118 and 119 was a glimpse into the testing of multi-subject candidates. The breath of information needed for the test was overwhelming, the detail nominal.

            My gaps in content knowledge for CSET 118 and 119 had to be the physics portion of the examination.  Having never taken an ounce of physics, I had to start virtually from scratch, learn the content, learning the formulas and how to apply them.  I did enjoy the process, albeit overwhelming. I suppose my intent, once I bridge my gap in Biology and Earth Science topics, I will move on to Physics. 

Bridge the Gap

            My project (line of questioning) for MAIT is a venture into addressing a gap in my content knowledge.  At least my initial thoughts with my project is to improve my content knowledge of Earth and Planetary Science, prepare curriculum using manipulates as a means of changing misconceptions and to prepare for the CSET in Earth and Planetary Science. The resources I intend to use to accomplish the above are plentiful: traditional library found resources like articles, journals and books, on-line teaching resources like Kahn Academy, classes the University of California, Berkeley., iTunes U, museums, earth science teachers and experts in the field.  

Outside School Experiences

Blog Post #1

June 29, 2012

1.     Since I graduated from elementary school, junior high school, high school and college long ago combined with working in a non-science industry for many years, my life (since returning to education) has been nothing but exploring means of improving my content knowledge.  The vehicles have been numerous, sometimes horribly boring, sometimes absolutely thrilling but always deepening my understanding. This was all a necessity to not only improve my content knowledge and understanding for the classroom but to pass the damn series of CSETs.  I have re-learned and learned an incredible amount over the past 2 years between my own exploration, my St. Mary’s education and work with my 2 Master Teachers, most particularly Sandra Johnson-Shaw at Mount Diablo High School.  I have always been a life long learner. I am passionate about the outdoors, flora and fauna, ecology and preservation. Returning to education has taught and required me to look far beyond the surface of these areas of interest.  I have had to “peel the onion” rather than be simply an observer.

When I decided to pursue my credential and became aware of having to take the CSET, I went into study mode.  I researched and found tons of sources for readying myself for the pursuit. One of the things I began to do was take online courses through iTunes U.  To refresh my content knowledge, I took Biology 1A and 1B, Integrative Biology, and currently, Earth Science and Planetary Science.  So far, I have taken classes only through Cal but found iTunes U offers classes from a plethora of Universities and in a number of subjects. It has been a great resource as I reteach myself the basics.

Just another aside, I am a strong believer in experiential learning. As Ball and McDiarmid point out in their article and eloquently express in their conclusion “people construct understanding of phenomena from their everyday experience --- f rom their activities in their environment, from what they see adults around them doing, from messages they receive from others in the community (Cohen)”.  We must be doers to construct understanding for both our students and ourselves.  And just because I want to include pictures, I am including a recent trip trekking for Mountain Gorillas in Uganda. What an absolute thrill this was. I learned that preservation and conservation doesn’t require wealth but rather a unified population believing in the cause. Uganda, despite being a third world country, in many ways is far beyond our level of commitment to the world’s ecology and preservation of that ecology.

2.    

      The spirited conversation in class only reinforced my feelings about the article. While many of us focused on different aspects of the article, most of the conversation was in line with my feelings about my pedagogy and continued learning.  My opinion has not waivered since I decided to read the description of this MAT program and entered it. I am here to increase my content knowledge in order to become the best teacher I can be. This article and our class conversation supported that desire to erase misconceptions and eliminate as many gaps in my content knowledge and understanding as possible.

3.      My desire to explore the content standards and increase my content knowledge in the area of Earth Science has only increased since the initial 401-class exploration of a line of inquiry.  Initially, I thought I wanted to explore the area of the Krebs Cycle, photosynthesis and glycolysis but after the first class (exploring on line researches and reflecting), I have become fixated on Earth Science. I might be biting off more than I should in my line of inquiry but I am in no rush to complete the Masters program. I want to explore in depth an area I don’t have the content knowledge I desire. I down to move beyond keeping one week ahead in the textbook.  I do not want to teach that way. That style of teaching feels very uncomfortable and rings true of the concerns expressed in the Shulman article Knowledge and Teaching: Foundations of the New Reform.

Possible Guiding Questions

1. Using technology to improve conceptual understanding and long term memory of content.
2. What are students misconceptions in Earth Science and using inquiry and project based learning to correct and improve students understanding.
3. Using assessments as a tool to stimulate further learning rather than simply as a to-date-assessment.  Explore the importance of designing assessments to further student conceptual understanding.
4. What are effective approaches to teaching glycosis, the Krebs Cycle and photosynthesis.
5. What is the history of the earth and how has the teaching of that history changed over the past fifty years.

Marcy P's first blog has been created.