I'm kind of embarrassed for them

I don't think my students quite understood what I meant when I said, "I will scan the pages that you make into a pdf and upload it to a sharing site so that you - and others - can access it." Personally, I think that is clear and unambiguous. My students did not quite get it, which, I think, explains why their pages look like something escaped from their pens and died on the paper. Well, perhaps that's a little harsh. Most of them are legible.

Optics Visual Dictionary

This was my first attempt at making an online visual dictionary with my Level 2 Physics class. They chose a word from a list I generated; in a perfect world, they would generate their own list from a pre-reading activity. Allowing the students to choose their own words worked well. Some students tried to pick a word they thought would be easy, but they turned out to be deceptively difficult. You should have seen the student who picked 'upright' as his word; it was a vexing task for him.

The biggest problem with this, I think, was that the students just didn't realise that when I said that I would upload it, that meant that I would be sharing it with other people. I trust that next time will look a lot more organised.

Adjectives, or the most sumptuous and delectable post ever

My daughter, aged six, has an inordinate love for adjectives. I approve. Her favourite adjectives right now are 'adorable' (applied to babies, mostly) and 'sumptuous'. The last one has me a little confused, as I generally use 'delectable' and 'toothsome' for food I like. I think she picked it up at school.

Some of my time at school is spent on adjectives. Just this week, I made the first part of a visual dictionary of optics with my Level 2 Physics class. It contains adjectives such as 'real', 'virtual', 'upright' and 'inverted'. You have no idea how much trouble a simple concept like 'upright' caused. The finished product does not contain the word 'erect', but only because I was particularly vigilant. I now just have to check the rest of the entries and scan them - I wanted to use the computers, but they were all booked. How irritating.

A lot of the explicit vocabulary work I have been doing lately with the Level 1 Science and Y10 Science classes, however, has been concerned with verbs. I have been using a lot of starters that focus on learning outcomes and learning verbs. At Level 1, some of this has been associated with the learning outcomes for the standards on which the students are working (even though we teach according to the curriculum, the students still need to understand the achivement standard specifications from the NZQA). At Y10, a lot of it has been to do with students understanding - and, hopefully, making their own - learning outcomes.

SLO Wordle Activity

Above is the Level 1 document. The number of students who weren't quite sure what verbs were was not quite a huge as I had anticipated. This was encouraging.

Plastics Learning Outcomes Starter Activity

This Y10 starter activity proved a little more difficult. Not many students spotted that the verb was always the first word in the learning outcome. Fortunately, those that did tended to shout it out at the top of their voices, so everyone soon knew.

I don't, in general, print starter activities like this off. I usually put them on the projector and get students to write down what they think they need. We informally assess it by students getting the whiteboard markers and coming to the board to write their answers up. It works for us.

Fashion or refashion?

I am usually all about the upcycling, refashioning, and general diy goodness. My current example is a project I am going to try in the spring - growing plants in a converted pallet, as in this post from Life on the Balcony. Doesn't it look awesome?

Just so that there is some educational link (aside from my daughter growing strawberries and cherry tomatoes), the Horticulture teacher is going to try with one class while the Horticulture block is being upgraded and therefore unavailable for her usual beds. This is a clear example of how my google reader provides useful and practical ideas that I actually use.

But the real topic of this post is to talk about fashion, and was prompted by a conversation with my Y13 class. I was introducing the idea that I had made a presentation (embedded below) and that I expected them to watch the presentation themselves and then bring their questions to class for clarification and extension, tutorial style. So far, so good, right?

But I said that there were fashions in education, in the sense that teachers follow trends in education, just like other trends. Someone has a genius idea and then people trial it and riff off it and it spreads. My students snorted, and when I asked them why, they said that all their experience of teaching was that it was pretty much all the same, and the differences came down to the style of the teacher, not the fashion or trend of the moment. These students have been at this school for over six years now, so I was pretty intrigued by this. Do they really have teachers who are still stuck in the educational equivalent of Paris Hilton as a fashion icon? (apparently, 2003 was also the year of cargo pants, monograms and Chinese embroidery)

I don't claim to be at the leading edge of educational trends and ideas, but I know my teaching tools and techniques change over time. One of the things I am playing with now is the idea of presenting lecture material online, to give students more time for talking and tutorials in class. I'm starting out with some presentations on present.me and then perhaps some video of me doing worked mathematical examples on the board. The Horticulture teacher is planning to do videos of practical skills, and the Chemistry and Biology teachers are investigating what's going to be best for their presentations.

It's interesting stuff. Is it fashionable? Probably, but it's interesting and educational. I'm enjoying the experimentation. Anyway, here is the presentation - NCEA level 3, all about Simple Harmonic Motion:



Or you can go and watch it, on present.me

Playing with literacy - using the fourth r

One of the greatest strengths, I think, of using Web 2.0 technologies in teaching is that there are so many great ways to link words and images together to make meaning. Many students at my school really struggle with writing and reading, and these tools provide a stimulating way of students creating (and internalising) their own learning.

I played round today with two tools from pimpampum - bubblr and phrasr.

The first atomic models

Scientific models

I'm going to get my students to play with these two and make their own, to consolidate their learning.

The quick and dirty screencast of junketing learnings

So. Still can't use Jing and am exhausting both my patience and possible reasons. But I did find screencast-o-matic, which is the quick and dirty screencast maker of my dreams.

This is what I made to illustrate my learning from my visit to Andrew Douch last week. It is exceedingly quick and dirty, in the sense that it took maybe 30 minutes from start to finish (including taking the photos, making the powerpoint and learning to drive screencast-o-matic) and the sense that I kind of threw the information into it.



Things I learned from this? Well, screencasting is pretty easy if your standards are not professional. Big check yes here. Am I going to use this again? Yep. I liked making it, it was easy to make and talk through, and simple to upload and share. Am I going to do it again? Yep, though I am getting annoyed with Jing. But I shall triumph eventually.

Emo vampire bats and sexual reproduction (you are so predictable)

I want my students to make a comic, graphic novel or series of posters for sexual reproduction as part of genetics. I want them to hit four concepts: meiosis (cell division producing sex cells), fertilisation, DNA structure and replication, and genetic expression. So, since I have found that giving an instruction as wide open as that invariably leads to trouble, I made two posters as examples.

Here, the first two posters in my series: Emo Vampire Bats and Sexual Reproduction





I don't know about you, but I am pretty excited to see what my students come up with.

Playing around with Glogster

I think my Y12s with enjoy using this *nods firmly*

Playing round with content creation

I have no voice today, so I am at home messing round with animoto and Stupeflix to see which one is going to work best for introducing students to the idea that they can create their own little learning videos.

I made one in each provider, both on the same topic - Air Pollution. We're studying that, briefly, as part of our unit on fuels in Y10 science.

Here is the animoto one:



I like this because:
They have music available to use as soundtracks
Their mixing is pretty funky and I love the visual aesthetic
They make embedding and sharing really, really easy

I don't like it because:
It's limited to 30 seconds only
Images have to be saved to your computer, you can't input urls
If you put in too much stuff, they cut it instead of giving you the option to cut it
Their flash uploader is incompatible with my school laptop settings and the simple uploader is hard to find

Here is the stupeflix one - youll have to follow the link, because, as I say below, embedding is not it's strong point:

Air pollution video

I like this because:
You can download a copy to your computer
You can make the videos as long as you like
The visual is pretty clean and there is plenty of room for text
You can control how long each image set appears for

I don't like it because:
You have to use music from your hard drive for sound tracks - royalty issues, anyone?
Their flash uploader is incompatible with my school laptop and there is NO simple uploader to be found (I'll be telling them about this one directly)
There is no easy option to embed and only a few sharing options are available (I will also be giving them feedback about this)


So, as you can see, it's not easy to choose. I'll have to provide the students with a step-by-step guide anyway, and I'm not sure which would be most painful to write. I think I shall discuss this with my minions and we'll decide which one is going to give us the fewest headaches while providing the coolest learning experience for the students.

Presentation success

So, presentation all done and sorted and I think it went well. Personally, I like presentations where the presenter gets to the point quickly and doesn't drone on and on reading out their slides, so my whole presentation was done in about 25 minutes. Now I'm hoping that my colleagues will take the opportunity I offered and come and see me during my regular "talk geeky about computers" time and we can come up with some constructive solutions.

Four computers per classroom

In my ideal world, I would have a class set of laptops. Failing that, having a pod of four computers at the back of the classroom is still pretty awesome.

Four computers is enough that students who finish early can use them to do extension work - like the students in my class today who are playing Fantastic Contraption because they finished their work and did not need to go back and revise earlier work. Four computers is enough - just - that groups can use it for a stations activity, with the other stations being paper-based.

But four computers is not enough when you want students to use online resources to create something new - a presentation or a poster or a video or whatever.

I'm really lucky. The class I tried this with first - Y9 science - is always on at the same time as only one other class. That means I can spread my 24 students around 12 computers across three classrooms. It works - but it's not ideal. When students have a question to ask me or hit a snag, they have to come and find me. It relies on students being able to work unsupervised in empty classrooms - or be trusted not to disrupt the learning in occupied classrooms. I am still not sure of the long-term value of having just four computers in my classroom, but I'm not giving up on making it work yet.

Oh, and since I'm here, here's a link to the wordle that one group made: They are so pleased with themselves.

Rube Goldberg machines for energy transformations and forces

I'm teaching physics at four different levels right now. What a mission! I'm getting all tangled up in which ones are doing rotational motion and which ones are doing basic energy transformations.

But this is my favourite thing to teach, hands down. For the Y10s, we've decided to make Rube Goldberg machines a focus of how we explore energy and forces. We're going to start with how real people make them....



I found this amazing game for the students to use, just to embed the idea in their heads. And then, I am going to get them to play Fantastic Contraption. My Y13s got completely addicted to this game last year, it was so awesome.

Then I'm thinking that I might get them to make their own design for a Rube Goldberg machine. We don't have the time or space to really do it justice, so I'm thinking that we might ask the students to make the machine using small teams, using their own bodies and maybe two or three reusable props. Then we can take their designa nd analyse it for energy transformations and then for forces. I think it could be really awesome.

Next year, in the new scheme, I think I might expand on this, and actually have a two week block on making a Rube Goldberg machine. Wouldn't that be cool?

Investigative investigations and the relationship between the physical and living worlds

There are five strands to Science in the New Zealand Curriculum, four content strands and a Nature of Science strand that integrates and permeates the others. It's not always easy to integrate the strands, though I am always looking for opportunities to do so. Today, I had an awesome opportunity to integrate the Physical World and Living World strands.

We're studying forces and motion in Y11 science at the moment. I wanted a paper helicopter investigation activity, because helicopters are pretty damn awesome. But I discovered something better (using the amazing power of google, too) - an activity that uses four different helicopter designs based on seed pods (the twirly ones).

I immediately abandoned the idea of straightforward helicopters and embraced the idea of using four different designs. The learning I wanted my students to get today was partly to do with forces. It was also to do with fair tests and how to design them. But, above all, I wanted them to get the idea that we use models in science to test things. It's hard to get to the forest to study dispersal patterns of seeds? Can we simulate it in the laboratory using other things, with similar behaviour, to get a better idea of what we should be looking for when we do actually get to the forest?

Of my five groups, three were engaged and did a good job. One was fantastic and finished the whole thing, even the extension activity about baby spiders. One wasn't engaged at all, even with my fervent encouragement. I'm not too worried.

I took some photos, and I'm going to make a collage on the wall showing their work. I'm going through a real phase of documenting student work in photo form and displaying it.

I love school *displays unseemly enthusiasm*

This morning has kicked off brilliantly - although I could do with more coffee. My Y10s did an interesting reading exercise about fossils, my Y13s estimated the rotational inertia of each other and used it to explain why we put our arms out when we balance, and my Y12s demonstrated Newton's First Law with an egg. Have some video evidence:

I'll stick this video on the school site too, so the students can access it. They had a lot of fun making it, even though there was a lot of "no, YOU do the voiceover" going on. We didn't have time to add a proper audio track, sadly. Nevermind, it's pretty good for their first ever attempt at using Movie Maker and Audacity on the same day.

Writing new schemes is awesome

Yesterday, my minions colleagues and I worked on the new scheme for junior science. There was nothing particularly wrong with the old scheme, it was just... boring. And very, very content-driven. It was all about the content.

So we wanted to do something different. We spent nearly all day working on an integrated scheme, and we've come up with the first stages of something that I think will not only be more interesting and engaging for students, but will also lend itself more readily to inquiry learning, will be rich in ICT opportunities, and will emphasise big concepts and information gathering and processing skills.

So... our eight (one for each term over the two years) big themes/concepts are:

1. Gross! A Y9 unit on just that, things that are gross or funny or icky. In this unit, we'll cover things like microbes and decomposition, the particle nature of matter (and how smell gets to your nose), goo and other sticky, ooky things, and anything else we can think of.

2. It's all about me. Another Y9 unit, this one using the students' own self as a focus. As well as all the adorable human biology and genetics we'll get to do, this is also going to have a social focus. We might consider things like tattoos and the inks used in them, or how to make lip balm.

3. In the home. This Y9 unit is all about what we find around us. I have left this with minion one to be finished, since it was her baby

4. Pretty. Obviously not the final name, this unit is about all the reasons why science makes us catch our breath, and all the ways that science and art collide. We'll look at natural landscape features, astronomy, adaptations in plants and animals, light and sound. It's going to be awesome. Can you tell that this one was my idea?

5. Amazing Race. This one came from my desire that students learn a little bit about the world outside. We have about 15 locations and students complete science activities in groups about each location in order to move along through their race. There will be a prize for the group that gets through the most locations. This will involve things like investigations into acid rain and the effect is has on old buildings (like Hagia Sophia in Turkey), or graphing smog count in Mexico City. Minions one and two and I are going to make a little series of videos to show each week, chronicling our (fictitious) progress through the race.

6. Time. This one looks at geological processes, archaeology, changing scientific models over time, and future predictions.

7. Engineering. We need a catchier title, but the key to this one is the ways that science shapes the world and the world shapes science. We'll look at lots of physics - forces, in particular - but also some genetics and some chemistry. There is lots of scope here!

8. Forensics. We're looking at shaping this one along the same lines as the Amazing Race, so students must take small steps towards solving a crime. We might take a lesson at the start of the unit to make badges or something, just for fun. Forensics is an awesome topic, full of integrated science already. We're going to have so much fun with it.

So. Life is looking good. I'll be uploading the first installment of our Amazing Race (Three Mismatched Teachers Edition) just as soon as we record the first episode.

Java problem solved, wordle made of awesome

So, this is the wordle I made for a vocabulary exercise for a reading on convergent boundaries:



The idea is that they get the wordle and a list of vocabulary questions - not content, not yet - to answer. The questions are ordered from easy to hard, so that more able students can start with a harder question. After answering the questions, the students then go on to using the actual reading to answer content questions.

I'm pretty stoked with this, and think it will work well as a way of supporting vocabulary learning without being a boring list of definitions. I can circulate throughout the class and give support to students who are struggling without the rest of the class being bored.

In case anyone is interested, here are the questions (with the answers in brackets):

1. What are the four biggest words? (plate, earthquakes, mountains, collisions)
2. Put one word into the gap to complete the sentence using these words: Plate collisions _________ earthquakes and mountains (cause or make)
3. Find the word in the wordle that means:
   the part of the plate that collides with another plate (edge or boundary)
   the place where the land meets the sea (coast)
   a really big number (millions)
4. Make three sentence using words from the wordle (plus a, an, and, the, are and other joining words) (eg. When an oceanic plate meets a continental plate to make a convergent boundary, you get a trench in the ocean and a mountain range)
5. Plates come in two types – continental and oceanic. What do these words mean? (about continents and about oceans)
6. Adjectives are describing words, like tiny. Find four adjectives in the wordle. Write a sentence using each one (eg Plate collisions take place over a really huge time)
   

Next time, I want the students to make their own wordles. I just have to find a way for this to happen *makes a considering face*

Task sheet for example

You must produce one or more resource sheets and a question sheet, similar to the example ones made by your teacher. The resource sheet must contain all the information needed to answer the questions that you ask about your specific ecosystem. You may include questions about topics that we have covered in class so far. Your resource sheet and your questions must cover the following information:

1. Definition of an ecosystem and a description of your ecosystem (your ecosystem is a desert)

2. Food web of common species found in your ecosystem (common species in your ecosystem include fungus, bluebottle flies, brittle bush, chainfruit cholla, crimson hedgehog cactus, ants, grasshoppers, desert wrens, kangaroo rats, desert bighorn sheep, banded gila monsters and coyotes) showing the role of each species (ie producer, consumer etc) and how energy moves around the web, plus a definition of what a food web does. You will need to make the image of this in another program or draw it by hand and get it scanned.

3. Explanation of what a mutualistic (co-operative) relationship is and a description of how two species have a mutualistic relationship (your mutualistic relationship is between chainfruit cholla and desert bighorn sheep)

4. Explanation of what a competitive relationship is and a description of how two species have a competitive relationship (your competitive relationship is between grasshoppers and ants)

Your questions must be a mixture of factual recall and description and explanation. There must be at least six questions.

You must present your resource sheets and question sheet as googledocs. You have two periods to complete this work.