Mining Gems Blog

Redefining Science Education

2012-02-13T12:34:00.000-08:00

Watch and especially consider the classroom example provided at the 7th minute. Does your classroom look like this most of the time, some of the time, or never?

Dr. Bruce Alberts speaks of some great resources, such as "Inquiry and the National Science Education Standards" and "Ready, Set, Science."

He provides you some clarity about how the National Science Education Standards (a document that, if used appropriately, could have provided a clear national framework for science education) were not adopted by the 50 states. All created their own and so we have more than 50 (some districts have their own as well) sets of science standards - leading to the quality of science education to be variable.

He addresses how we struggle between teaching skills necessary for the 21st century, while most of the time we 'drill and kill' (my words, not his). We drill students for facts and kill the inspired pursuit of knowledge and understanding in science.

Lastly, he provides a good overview of the constraints keeping good practices from being done and opportunities for improvement. The talk is a bit long; however, it's a good place to start if you want to learn more about science education in the U.S. in less than an hour.

It all comes back to the BSCS 5E Model

2011-12-02T13:27:00.001-08:00

As I watch 'new' strategies being demonstrated or explained, I am glad to see that the elements that are essential for a proper BSCS 5E instructional model are found within almost all of them. Well, at least those that improve learning have those essential elements. It is strange though that it seems like a new strategy with some slightly nuanced branding is required for it to get some traction in the classroom practices. Have you heard of the BSCS 5E instructional model? What about the 5E model? See if this sounds familiar...

In brief, the BSCS 5E instructional model includes 5 phases, if you will, that are labelled with a word that starts with the letter 'e'. In general, a unit of study that may take a few classroom days would include:

ENGAGE - An activity that would capture the students' attention, make them think of a question, and provide the teacher insight to the students' prior knowledge and experience with the topic at hand.

EXPLORE - An inquiry activity that can be hands-on, minds-on, or both. Basically, it has the students exploring the topic through many different ways, but always with some guided framework so that it isn't the equivalent of playing without purpose. This provides students with a common experience and the teacher with yet another opportunity to find out what the students know.

EXPLAIN - A time that allows the students to explain: 1) what they have learned from the 'engage' and 'explore' process; 2) what they think they now know and understand; and 3) what they still have questions about. The teacher uses this time to add topic specific terminology in relation to the experiences the students had in the 'engage' and 'explore'.

ELABORATE (sometimes called EXTEND) - The phase in which students get to apply the knowledge and understanding they have related to the earlier phases. The context can be very similar to the 'explore' phase or different from it. This is when teachers can provide various levels of challenges and differentiate the lesson.

EVALUATE - The students get to self-evaluate their learning of the topic and assess what they still are curious about. It can also be a time when the teacher evaluates the gains made and the gaps of learning yet to be closed.

Now can you tell me if you've heard of it? You may not have known, but it was developed by science educators from BSCS (Biological Sciences Curriculum Study) and is used worldwide in all kinds of classrooms. There are several other important things I can tell you about it, but that will have to wait until next time. I simply want you watch the following video and consider these phases. Specifically, I found that the 'activating strategy' is somewhat equivalent to an ENGAGE. Also, the idea that there should be 'limited lecture' is supported by the EXPLORE and ELABORATE phases. Lastly, the 'graphic organizer' could fall into the EXPLAIN phase, when students organize and explain their thinking. In my research on concept maps, I found that a well-done concept map improves student learning. It especially helps those students who have struggled academically. In the case presented in the video, it appears to have helped a struggling school to improve dramatically.

In my humble opinion, if schools utilized the BSCS 5E instructional model and the Mining Gems learning environment model, then there would be a whole lot more learning going on.

Facebook + Blog = Engaged Students

2011-11-30T20:36:00.001-08:00

My dear colleague, Ricky Tsui, from Hong Kong is not merely innovative but diligent, excellent, and possibly the best integrated science teacher I know. If you ever wondered how to integrate social media and the latest in video, images, etc. in a blog to engage your students for learning nearly all the time, then you must check out his blog ---> http://hksciblog.edublogs.org/

Search through it for resources he has made and related resources he has found from others. Also, be sure to check out the How? videos and contact him for directly for more insights (his email is found at the bottom of the blog. Even students outside from his own classroom are finding the blog useful for learning!

Let this posting be my vote for Ricky's Edublog for the Edublog 2011 Awards in the following categories: Best ed tech/resource sharing blog; Best teacher blog; and Best educational use of a social network.

Arthur Eisenkraft - Physics for All (Inquiry!)

2011-11-10T11:37:00.001-08:00

I attended the NSTA 2008 annual conference in Boston and went to a talk by Arthur Eisenkraft. It was about 'Physics for All' and one of the best talks at the whole conference. Here is the same (or similar) talk. He provides great examples of how the same concept is taught via inquiry with different contexts.
Watch these videos, especially if you teach physics but also if you teach other sciences. There are plenty of ideas applicable to all science classrooms, and - if you attend to the ideas about pedagogy, then the ideas are applicable to all classrooms.

In the first video, he makes the case for physics to be taught first. It is an elegant argument. Then he shares "The Pendulum Lab" as an example of "differentiated instruction, physics for all".

Breaking down an AP problem based on what should different students (based on grade level) be able to complete (prior to 9th grade, in 9th grade, at the high school, in AP class). He questions the construction of physics problems - are we teaching math or physics?

The Michael Faraday example. Who is the equivalent of Michael Faraday today?
A differentiated instruction example for inquiry-based learning about lenses. Problem-based learning is brought up in regards to the Active Physics curriculum he is involved with.

Why don't we have physics first? Dr. Eisenkraft provides the excuses/reasons why physics is not for all. Then tells us why we should teach physics for all students. He shares the famous Pygmalion in the Classroom 1968 research study. Also, what was the main problem that the Church had with Galileo? Watch and find out.

Arthur Eisenkraft - Culture in the Science Classroom

2011-11-10T11:12:00.001-08:00

How does an educator's bias alter the outcomes of student learning? What can an educator do to reduce the affect of their own bias? In these videos, Arthur Eisenkraft does a wonderful job to help educators consider how the various parts of the culture of the classroom can be improved for learning. With practical examples and metaphors, Arthur discusses bias, motivation, and cultural differences. Interestingly, he brings up the concept of respect - a key part of virtues found in the Mining Gems model
(http://marksalata.blogspot.com/2011/05/john-hunter-exemplifying-mining-gems.html).

Inquiry Based Learning in Science - Videos

2011-11-10T10:32:00.001-08:00

I have worked with teachers in the U.S., Hong Kong, Singapore, and Abu Dhabi. It is interesting to consider what inquiry-based learning (IBL) means to them. Here are a few selected videos from the internet to showcase the variety of what IBL means to teachers and students. Be sure to take a look at the 'Indicators of Inquiry' series of observation tools found in this blog --->

For General application...
http://marksalata.blogspot.com/2010/12/indicators-of-inquiry.html

For Science application...
http://marksalata.blogspot.com/2011/01/indicators-of-inquiry-tm-science.html

For Science application (Chinese language)...
http://marksalata.blogspot.com/2011/01/indicators-of-inquiry-tm-science_14.html

PBL + PLC = Learning

2011-11-03T09:50:00.000-07:00

What do you get when you add project-based learning with a professional learning community? Authentic experiences that motivate students and teachers to mine the gems within. In the video below High Tech High (an innovative school in San Diego, CA, USA whose core is project-based learning), teams up with teachers in Whitfield County, Georgia (USA) to mentor their development and application of project-based learning.

More and more, educator professional development will come from such collaborations worldwide. The internet will serve as a conduit for great ideas. Those ideas will come alive through video exemplars and live webinars that are not limited by time and space. The cost of such professional development is minimal compared to traditional forms. I suggest that schools consider such partnerships and have teachers build their professional learning community from the pool of human resources worldwide.

Education Revolution Within

2011-10-07T23:43:00.000-07:00

Educators worldwide see reform in a multitude of ways. For some it is exciting and inspiring, but for others who have been involved with K-12 for many years, reform is a necessary evil. It can be perceived as an revolving door that keeps them from doing what they know works. Also, reform may be understood as a pendulum that moves from a back-to-basics curriculum to a more liberal (in an academic way, not political) curriculum.

However, many of these reform movements are focused on the content of learning within a traditional pedagogical context. Even when elements of reform focus on pedagogical changes, educators are overwhelmed by the massive amount of so-called important content that students must learn.

Many academic areas have expanded in content to the point that not all of the content can be presented to students in a meaningful way. The content must be chosen wisely, but we tend to be trapped by the noise of content and the signal is lost.

I propose however that this battle of which content to use is actually a distraction from the real revolution in education that is possible today. The context is the most important pivot round which all learning depends.

Some may call it pedagogy, I call it human relations. How your content, your materials, your learning environment (be it a classroom, playground, or home) is designed to take into consideration human relationships is the most critical aspect of education.

By human relations, I don't mean that we create curriculum merely based on what students desire or want. It is about taking into consideration the human dynamic between all of the people within that learning environment. If we muddle around picking and choosing the content to be learned without first considering how dramatically human relationships support or alter learning, then we are designing factories that produce widgets of knowledge standardized for the needs of the past.

Also, we don't use the latest technology just because it's the most familiar thing for students or that we assume they are incapable of using anything else. We harness every available resource to produce a learning environment that empowers students to excel and to apply their knowledge for the betterment of society. If that resource is a piece of paper and pencil, then so be it. They too are technologies.

The education revolution that is here today, that is rising to the consciousness of educators worldwide, is coming from within. It is one that produces learning environments to be collaborative, meaningful, and virtuous. It is our time to create what is already there, if we dare to explore, develop, and apply those hidden gems.

Take a look at an earlier post to see what one educator did for his students...
http://marksalata.blogspot.com/2011/05/john-hunter-exemplifying-mining-gems.html

Reteach and Enrich

2011-10-07T11:50:00.000-07:00

Here is a wonderful insight to the type of strategies used today to improve student learning. Students are not labeled and tracked into groups of low and high ability as a general rule, rather individual needs are accommodated. Weekly feedback about individual student learning is taken into account to help students who need extra time/activities to review concepts, while other students receive an enrichment.

Within this brief video, you see professionals at work. May all teachers do such wonderful work and receive the accolades for the effort. Does your school use this strategy? What do you think about it?

Doodling for Intellectual Growth

2011-10-07T11:25:00.000-07:00

Sunni Brown provides a compelling and concise talk about the benefits of doodling for learning. How often do you as a teacher or parent encourage the practice? Have you ever told your student or child to stop doodling? Do you know what is meant by doodling? If not, Sunni provides past, current, and her own revised definition.

If you've stopped doodling, then after listening to this talk you may just have to grab a pen or pencil and paper (or your favorite digital tablet) and embrace this universal activity. You'll never think of a doodle the same way again. What are your thoughts about its use for learning?

Studio School - One Option Among Many

2011-09-29T12:24:00.000-07:00

Another school design that apparently applies an inquiry-based learning (IBL) model. This is a brief video, but it should challenge you to rethink what is important in education. Geoff Mulgan proposes a 'studio school' and he describes what defines such a school. In general, his description fits with the Mining Gems IBL model for learning environments (see earlier post). It would be great to go and observe several of his schools to see how they fit into the MG IBL model.

I ask you, how does this compare to your local school? If not, how would your school change to be more like it?

Scientific Thought and How We Argue

2011-09-29T11:10:00.000-07:00

Science is currently being misused and abused by those who wish to 1) simplify the results of research studies into catchy conclusions and 2) sell an outcome. It isn't that we should have a suspicion or mistrust of science, which all of the conspiracy theorists love to do. It IS that we should be educated enough to know what constitutes good science and familiar with how science is practiced. (Are we facilitating this at home, in schools, and in our culture?)

Too often, I find that arguments about scientific conclusions that are made in the media or by companies are oversimplified, illogical, or just plain dumb. It seems, at times, that the people involved in the argument decided one day that they wanted to talk about a certain hot topic (e.g. climate change, cause of AIDS, or even whether a common food causes cancer or not) without ever investigating a single thing about the topic. Then worse than not knowing anything, the people don't have the knowledge that it isn't the claim that one should argue about. It is the experimental design and the evidence and reasoning that leads to the claim that has the most value.

Joe Krajcik and his colleagues devised an elegant three part framework that should be clear in one's mind to even begin to have an intelligent conversation about science and the conclusions from the practice of science. The framework includes: claim, evidence, and reasoning. If one makes a claim, then that's great, but without evidence and reasoning it is only opinion. Scientists do not earn a living by making claims alone. The body of the argument is the evidence and reasoning used to connect the evidence to the claim.

Let's focus on evidence first. The following questions should come to your mind when looking over the evidence:
1. Is the evidence sufficient? In other words, is this evidence enough to make the claim valid.
2. What evidence was excluded and why? We aren't looking for nefarious reasons why evidence was excluded, but we should consider if there was anything missed that might be important (Note: conspiracy theorists, I am talking to you - let your crazy thoughts go).
3. What other evidence may be related to this and is it reasonable to expect it to be included in the study?

(you are free to add other questions here, I am just getting started)

Now, reasoning...this is the fatal flaw in most arguments concerning a scientific claim, especially if they have been watered down for general consumption in the media (e.g. x causes cancer while y cures it). Here are a few questions to consider for reasoning:
1. How closely connected is the reasoning to the evidence and claim? For an extreme example, the reasoning "Because I said so" is completely disconnected from any claim and any evidence. The more closely connected the reasoning to the claim and evidence, the more valid the claim.
2. Is the reasoning not superfluous? Does the reasoning include only those thoughts that are necessary to connect the claim and evidence or does it seem like the argument is a tangled vine lost in a deep forest? (Occam's razor, though not perfect, is a darn good thing to consider.)
3. Is the reasoning sufficient? Sometimes the reasoning is too simple and doesn't provide enough glue to stick the evidence to the claim. Also, the reasoning used should be coherent with the evidence and claim.

(anything else you wish to add to that list?)

So, I leave you with the challenge to apply this formula to nearly any argument/discussion about science and, possibly, in many other discussions you have.

CLAIM + EVIDENCE + REASONING

Remember, don't just focus on the claim - it's merely an opinion without the other two.

Watch the videos below and reflect on how discussions about science are becoming convoluted not just because the amount of data available now, but because of how poorly we understand the nature of science, its limitations and strengths, and how it is practiced.

Again, what are we doing at home, in schools, and in our culture to improve the next generation's ability to think scientifically and make practical decisions on a daily basis using such thinking?

Michael Specter challenges how we respond to scientific data and, the best part is at the end, he challenges us to realize that many of our arguments are not about science by stating,
"Yes, you're right. Let's fix it. It's true...but this isn't science...It's law, it's morality, it's patents stuff. You know, science isn't a company. It's not a country. It's not even an idea. It's a process and sometimes it works and sometimes it doesn't." Watch the rest to see what he says next.

Solar Savings for Schools

2011-09-17T16:50:00.000-07:00

Are there any other ways schools are investing in long-term savings and economic growth for 'green' technology? Is your school just thinking of infrastructure in old ways or planning for long-term outcomes?

Evolution of Social Learning

2011-08-30T03:53:00.000-07:00

Mark Pagel provides a thoughtful presentation about the evolution of social learning in his TED talk, "How Language Transformed Humanity". An interesting expcerpt is his statement that, "Language evolved to solve the crisis of visual theft (and to exploit cooperation and exchange)." Thus, Mark Pagel shares the idea that language development is a main driver of the virtue of cooperation (my words, not his).

My question to you is, as educators, do we take advantage of cooperation and the skillful use of language to teach? If so, what are some examples of doing so?

Keeping Your Mouth Shut - A Teacher's Lesson

2011-08-20T00:05:00.000-07:00

A great story about a father, his son, and a friend who were trying to solve a puzzle.
These kind of teaching moments are priceless. Thanks EduTopia and Ben Johnson for sharing.

http://www.edutopia.org/learning-hard-way-inquiry-method

Do you have similar stories as a teacher, parent, or student?

Peace One Day and Your Classroom

2011-08-18T16:46:00.000-07:00

Are you ready for Peace One Day on September 21, 2012?
Watch the following talk by Jeremy Gilley and consider how you and your students or children can contribute to 'Peace One Day'. Here is the direct link to their classroom page - HERE. Perhaps your students can create something on a local scale for a different day this academic year. Examining what virtues need to be applied may be a great classroom discussion (resources found HERE). What are your thoughts?

Sir Ken R.: Back to basics in education?

2011-08-08T13:13:00.000-07:00

Sir Ken Robinson provides, among other things, the case that a 'back to basics' call is an overly simplistic view of what's best in education. Are you an advocate of 'back to basics' educational reform? If so, what does it mean? What are the implications of it for teaching, learning, and the future of humanity? Does it limit our view of the potential within students? Does it mine the gems within or repeat a view of pouring knowledge into an empty vessel?

Listening: The Ultimate Skill?

2011-07-29T23:43:00.000-07:00

Reading, writing, and...listening? Consider the following presentation by Julian Treasure titled, "Five Ways to Listen Better" and consider how many ways you can facilitate students to develop their skill of listening. Instead of simply thinking of teaching it by telling students to "Be quiet and listen to me (the teacher)", perhaps modeling good listening and encouraging many opportunities for students to listen to each other would be better. If done well, you can help them develop their ability to empathize and think more clearly. Perhaps 'listening' should be listed as a skill to develop in a curriculum? What are your thoughts? I am listening.

Lessons from the Heart and Virtues

2011-07-22T10:55:00.000-07:00

Edutopia posted a video of Michael Pritchard's work with students of all ages. He engages them to share their emotions, their pain, and through this break through the invisible walls that separate us. I have embedded the video below and ask you to consider the following questions...

1. What social structures do we have in our classrooms that limit such interactions?
2. How can we promote processes that allow students to have empathy for one another?
3. As community members, how can we support one another, as opposed to divide one another with these invisible walls?

Let me suggest one part of the solution - having educators, parents, and students being immersed in interactions framed in virtues. What do I mean by that? The Virtues Project is an internationally recognized program that educators, parents, and children have been utilizing to transform their words and actions (see videos below about the Virtues Project being applied in school). By using the 52 virtues (educator's list) in everyday conversation, recognizing actions that align with them, and providing positive reinforcement the virtues we have inside as seeds grow daily. This is not an add-on program, it is a way to intertwine virtues with your daily conversation and behavior. Students and teachers begin to rediscover what makes them noble. I have seen the power of such interactions over the past several years working with parents and children in my own neighborhood. If you'd like to know more information about this, then contact me at the Mining Gems website - www.mininggems.org on the 'Contact Us' page. Every day we ignore the potential within, is another day lost from the chance to mine those gems.

Digital Books Now? - Of course

2011-07-21T20:18:00.000-07:00

The whole world is a twitter (pun intended) with talk about how digital books are going to take over printed books. Well, let's just say that we couldn't agree more, with a few caveats.

1. Digital books need to harness the multimedia abilities of the devices that carry them.

Too often publishers use a PDF mentality when shifting to digital media. This isn't going to suffice. Users will drop those devices for their smartphone and tablets and check their social media account more often than that kind of dreary digital book.

2. Digital books need to harness what we know about how people learn. More specifically, they need to have an inquiry framework that pushes students to think critically and ask questions.

Putting digital assets together arbitrarily or stitching them together in a poor format does a disservice to the learners and the educators who know a good learning product must consider research-based learning models.

Mining Gems has some knowledge about what makes a great digital book - see amBook at www.mininggems.org for an example.

Courtesy of: Schools.com

Learning Science Through Inquiry

2011-07-21T15:23:00.000-07:00

This is for educators who wish to conduct an online professional development session on inquiry in the

science classroom. Traditional and homeschool educators can find value in it. "Learning Science Through Inquiry" from Annenberg Foundation provides videos, support materials, and a framework for you to have a better sense of how to implement inquiry-based teaching in your classroom.

If you haven't explored inquiry-based teaching, then consider this your primer for considering what it means for your students and your teaching practice.

In addition to this, take a look at Mining Gems' earlier blog posts "Indicators of Inquiry in Science"(English) and (Chinese), "Indicators of Inquiry - General" and "Five Essential Features of Inquiry" for useful observation and reflective tools.

If you know of other highly useful tools or websites concerning inquiry-based teaching and learning, then send them our way and we'll be sure to post them for everyone.

Youth Empowered

2011-07-18T13:06:00.000-07:00

The Mining Gems model is about students being empowered to recognize their own talents and skills, develop them, and apply them for the greater good. Here are a few examples of youth being empowered. Here's hoping that we set the conditions for all to achieve what is possible and to never forget each one of us is noble.

In this story, a student starts with a question, "What would make it possible to grow Kudzu on Mars?" and the freedom and support to pursue that question. Click here for the report ---> HERE

Another student, Marquis Snowden, was taught about fundamental virtues as they relate to finances and raised funds for a climbing wall for his school and now is working to raise even more funds...

Details of the program can be found here ---> www.mindtreasures.com

Do you have other examples of youth being empowered to change the world for the better? Send the link in the comments section and perhaps, we'll add the video to this post.

Data Tables and Case Studies, Oh my!

2011-07-16T23:18:00.000-07:00

Did you ever need an interesting data table to teach graphing or want to have a data table for a specific subject you are teaching?

Well, look no further, a website that seems to have been last updated in 1996 from Cornell University has a set of data tables from a variety of subjects. Though it appears to be a searchable list of data tables for teaching statistics, it can easily be a searchable list of data tables to use in a science classroom.

You can use real data to teach science content and the process of displaying data and creating an explanation using evidence and reasoning. You can explore it here --> http://lib.stat.cmu.edu/DASL/

If it's case studies you want for your science class, then you are about to find the motherload at the National Center for Case Study Teaching in Science. At this site you will find hundreds of peer-reviewed case studies that have support materials, teaching resources, and trainings. Their new website is also easy to navigate. Check it out here --> http://sciencecases.lib.buffalo.edu/cs/

Do you use Concept Maps?

2011-07-15T10:47:00.000-07:00

Since I studied the use of concept maps for my PhD thesis, I am always interested when I here someone state they use concept mapping in the classroom. There are plenty of studies that show the effectiveness of concept mapping, but, alas, it seems that too many people confuse concept mapping with other forms of diagrams that display knowledge.

Joseph Novak, the father of concept maps, is a wonderful fellow and to this day continues to encourage concept mapping in all corners of the globe. I haven't asked him, but I wonder what he thinks of the confusion that exists about what truly defines a concept map. Take a look at the images below and answer this, are both concept maps?

Well, the answer is - no. The first one is a Mind Map. The one below is a concept map and it describes some of the distinct characteristics a concept map contains. The first thing that catches my eye as distinct in a concept map is that the overall concept is at the top, center. Secondly, concepts are layers in a hierarchical fashion from most abstract to most concrete - top to bottom. Usually you'll find the concrete examples of something at the bottom of the concept map. Lastly, there are propositions that, when read together with the connected concepts, help explain the relationship between those concepts.

Am I stating that Mind Maps are not useful - again, no. They can be. But just do an internet search for 'concept map' and you'll find that the aforementioned distinct characteristics are not always followed and unfortunately sometimes never followed. Why do I lament about this? Well, concept maps have a strong foundation in psychology and how humans think. Concept maps reflect how our minds are organized - or can be - in order to learn things for long-term and make sense of the world. By not having an understanding of what makes concept-mapping distinct, I think we lose something that was designed purposefully and with great effect for learning.

One note, I don't think that the concept map above is a perfect example either. The cross-links (arrows that connect concepts in more of a horizontal fashion) would be better drawn as dashes in order to make a distinction between them and those concepts that are directly connected in a hierarchical fashion.

How can you or your students make great concept maps with a FREE program that is available for WindowsOS and MacOS (by the way, it's the best program I have used since it contains the concept-mapping 'rules' within it's user-interface --- i.e. less training is needed to make great concept maps)?

Go here ---> http://cmap.ihmc.us/
Learn more and download the program (it can be found in the 'Downloaded' concept of the map)

For Wiki's take on Concept Maps go here ---> http://en.wikipedia.org/wiki/Concept_map

*Lastly, I recommend if you like the Mind Map above, then go to
http://learningfundamentals.com.au/resources/ ). They are by far the most appealing Mind Maps I have seen and it looks like the authors put in a lot of effort and heart into their creations.

Cold Spring Harbor Laboratory's DNA Learning Center

2011-07-14T11:05:00.000-07:00

If you want to learn more about the molecular side of life, especially DNA and all things connected to it, then this is a prime resource for you.

http://www.dnalc.org/websites/

We recommend that you start with some of their original website offerings, such as "DNA from the Beginning" and "DNA Interactive". Teachers can register for the DNA Interactive member site for free here --> "myDNAi"

Also, check out a more recent website that pulls together assets from the previously mentioned websites with student videos and more comprehensive laboratory packages. http://labcenter.dnalc.org/dnalc.html

Explore their many websites and tell us which one you find to most useful for student learning in the comments below.

John Kryk's Ultimate Cell Biology Animations

2011-07-13T13:34:00.000-07:00

John Kyrk has been making highly accurate and useful animations for cell biology processes for several years now. I used these for my college level courses and recommend them for students who want to know more details about cellular processes or simply want to learn from the best cell biology animations available online. Thanks to John Kyrk for his great work and making it readily available to all online.

Click HERE ---> www.johnkyrk.com

Does this challenge the notion of pay for grades?

2011-07-12T14:35:00.000-07:00

Dan Pink's talk that complements his book 'Drive' challenges our view of rewards and outcomes. How do you think this applies to the notions of how we reward students for excellence? Does pay for higher letter grades make sense anymore? Or better yet, do letter grades make sense anymore?

Sir Ken Robinson's Top Three Talks

2011-07-12T14:21:00.000-07:00

Here are two of the most emailed TED talks by Sir Ken Robinson. Also included is the RSA Animate version for your viewing pleasure.

The original that started it all...

His follow up talk a few years later...

The RSA Animate talk...

Twitter Provides a Voice for Students

2011-06-09T00:44:00.000-07:00

For all those schools that block services such as Twitter on their campus...take a look at this and reconsider what you are doing. You may just be missing an opportunity to transform your classrooms to 'mine those gems'. I especially liked hearing from the student that stated he is now respected by his classmates. That all so powerful virtue - respect - that forms the Virtues aspect of the Mining Gems model. Don't we all want to empower our students like that?

Over 4000 FREE PDFs from National Academies Press!!!!!

2011-06-03T23:34:00.000-07:00

The National Academies Press just announced that over 4000 of its reports - independent and thorough compilations written by teams of experts in the fields of science, education, medicine, technology, and more - are now available for FREE as downloadable PDFs. The official press release is HERE.

Direct link - http://www.nap.edu/

Why is this so important? Because it provides everyone access to comprehensive reports that go beyond being informational. These are some of the best books available because they are written collaboratively by those who study the topics/issues professionally. Here are the major topics covered by the National Academies Press -

Agriculture
Behavioral and Social Sciences
Biography and Autobiography
Biology and Life Sciences
Computers and Information Technology
Conflict and Security Issues
Earth Sciences
Education
Energy and Energy Conservation
Engineering and Technology
Environment and Environmental Studies
Food and Nutrition
Health and Medicine
Industry and Labor
Math, Chemistry, and Physics
Policy for Science and Technology
Space and Aeronautics
Transportation and Infrastructure

I recommend the following for science educators, but also all others (including parents) - especially the parts referring to learning in general. Consider what your concept is about learning and teaching and compare it to what is presented in these books.

How Students Learn: Science in the Classroom - HERE

How Students Learn: History, Mathematics, and Science in the Classroom - HERE

How People Learn: Brain, Mind, Experience, and School (Expanded Edition) - HERE

Inquiry and the National Science Education Standards: A Guide for Teaching and Learning - HERE

Science for All Children: A Guide to Improving Elementary Science Education in Your School District - HERE

John Hunter exemplifying the Mining Gems Model

2011-05-13T16:30:00.000-07:00

Just watched the TED video below. The description of his classroom environment, playing the World Peace game, fits so well with the Mining Gems model that I am using this occasion to describe it in brief. I encourage all educators and parents to view the video below for Mr. Hunter's TED talk and reflect on the Mining Gems model in terms of their own experiences.

The Mining Gems model was created to describe the essential elements for a learning environment - whether it be in school, at home, or in the workplace - to foster the transformation of human relationships to be positive, creative, and collaborative by mining the gems within. It consists of three interconnected elements and within each element three parts. The three elements are: collaborative, meaningful, and virtues.

(the following is described in terms of an educational setting, it can be also described in terms of work and home life)

The environment must be collaborative in that it is:
INCLUSIVE - all students are included in the collaboration and the teacher(s) are, at times, co-collaborators either modeling the behavior and activities they want the students to do or facilitating the process in other ways
IMMERSIVE - the content must be rich with multiple layers such that all students can find the content to be substantial for learning (not too much that it overwhelms, but just the right amount to challenge them appropriately)
STRENGTHS - the focus for collaboration is on one's strengths and it is the diversity of strengths that is harnessed for progressing the collaboration

The environment must be meaningful in that it:
ENGAGES - students are engaged in the learning, it catches their attention, piques their interest, challenges their understanding and makes them ask questions
INSPIRES - students to want to learn more simply because the content is personally relevant and they are internally motivated to seek answers
TRANSFORMS - students view of the reality and changes their understanding of the world for the better

The environment must include the following virtues:
RESPECT - students and teacher(s) respect that all ideas can be shared in reference to the learning content, each student has gems within to be mined, no one belittles another or discourages discourse through word or deed
TRUST - students and teacher(s) trust each other's ability to develop within this environment, build and maintain trust that mistakes are opportunities for learning
JOY - students and teacher(s) have joyfulness, not fun (which is a short-term feeling), to be able to carry through with the easy and most challenging tasks

Joyfulness - a key component of the Mining Gems model

2011-05-11T12:36:00.000-07:00

The Mining Gems model includes three parts (each with their own three parts): collaboration, meaning, and joy. Here is a wonderful presentation by Ron Gutman on "The Hidden Power of Smiling" that emphasizes the wonderful physiological and social benefits of smiling. For the Mining Gems model to promote its vision, I use the world joy and not fun. I define fun as a short-term emotion, whereas joy has a long-term effect. Joy also empowers a person to persevere through challenges, whereas fun does not. So, consider how you can create a classroom environment, a home environment, and/or a work environment to be more joyful and thus lead to all those benefits of smiling.

Getting Rid of Grade Levels

2011-05-03T12:01:00.000-07:00

The placing of students into groups based on their age has been standard practice for a few generations. It hasn't always been this way however. In fact, a mere two generations ago in the U.S. there were still schools that had children of several ages working together in a mixed-aged classroom. The artificial nature of grade levels based merely by age becomes clear when you work closely with students every day and recognize the diversity of strengths and weaknesses each has. Grade levels encourage self-identity based on age and not performance or mastery over time. Age is not something one can control; however, performance and mastery of subjects is. Therefore, how is a student to react when he or she doesn't learn as easily as others who are of the same age? One more thought - the title of the video below is "School Lumps by Ability, Not Age". We have to be careful to define what we mean by ability. Are we considering that a student's ability is an ever fixed characteristic or fluid over time? Too often we label students to have an ability in one area and deficient in another or, worse yet, one student being able and another being disabled intellectually or socially. I'd propose that it would be better to title the video "School Lumps by Mastery, Not Age" and that we consider our use of the word 'ability' wisely.

Also, grade levels are based on an educational philosophy that doesn't take into consideration that all students have gems within. It's merely a filter that identifies which ones can complete the tasks/tests within a certain time period and at a certain age. It ignores the diversity of intellectual and social human development. It treats students as the products of an assembly line that has a fixed time for production and sale to the next grade level.

Thankfully, some schools are challenging that out-dated educational philosophy and they are finding out that altering grouping to performance/mastery is paying dividends in terms of far fewer discipline problems and improved student motivation to learn. This is not surprising since humans typically react kindly to systems that respect them for who they are and who they can become in a positive and collaborative environment. No longer are students failures against an artificial standard (artificial in the timing of when mastery is 'supposed' to be learned), but they are challenged to push forward in Vygotsky's zone of proximal development. I'd be interested in learning how the teachers are implementing this in more detail and what dynamic between teacher and student and between students is being supported. It is within these human relations that success or failure of the reform will take place.

Risk Averse, Reward Challenged

2011-04-22T18:09:00.000-07:00

While watching the following TED talk, something that Morgan Spurlock stated at 17:30 struck me. He said, "When you train your employees to be risk averse, then you're preparing your whole company to be reward challenged." This leaves me with a question for you - do we teach students to be risk averse and thus reward challenged?

Students lead lives where there IS a right answer and to be creative (or risky) is either not tolerated or not nurtured in many schools. The rewards they gain may be grades or points or trophies (if they are in some form of direct competition with others), but what kind rewards are most fulfilling?

Do we offer students opportunities to apply their knowledge to improve their community and have a meaningful impact in society? Or do we settle for rewards that are limited between the walls of the school or only apply to college entrance?

Spurlock also calls for us to 'embrace transparency'. He may have been thinking differently about the phrase, but I see it as a call for schools to be more connected with the community. I propose that educational systems embrace transparency by opening up partnerships with community organizations and businesses such that the curriculum becomes engaging and meaningful for students. Yes, that's right - the curriculum. It would make what students learn come alive and not be stuck between the edges of a worksheet, while sitting at a desk.

I know some schools have done this. If you have, then share your story here.

amBook - 2011 BESSIE Award Winner!

2011-04-22T11:34:00.000-07:00

amBook has received the 2011 BESSIE Award from ComputED Gazette!

From the ComputED Gazette website...

The ComputED Gazette is pleased to announce winners of its 17th Annual Best Educational Software Awards. The Awards target innovative and content-rich programs and websites that provide parents and teachers with the technology to foster educational excellence. Winners are selected from titles submitted by publishers around the world.

Science doesn't always have to be dry, and amBook 1.0 proves it. Nearly every 'page' of this software is packed with videos, animations (many of which are interactive) and fun 'stuff' for students to do on their own, or for teachers to use in classroom instruction.amBook can also be used to replace or supplement textbooks, and/or used as interactive whiteboard software.
Two main sections of amBook's Library are Science and Geography, each of which is divided into units of instruction. Science's units are: Introduction to Science, Measurement, Diversity, Interactions, Energy, and Models and Systems. Geography is divided into Introduction to Geography, Overview of Earth Science, and The Physical Environment.amBook comprehensively covers each topic with highly engaging content, illustrations, and demonstrations.
Winner of this year's Middle School Science award, amBook is an interactive textbook that deserves to be in every science classroom.

amBooks are available as direct downloads for WindowsOS, MacOS, and LinuxOS-based computers. They are also available as a library on a flashdrive for WindowsOS-based computers (plug and play from computer to computer - a portable, interactive digital book)! Keep an eye out for many more developments!

Mining the Gems Within by the Honey Bee Network

2011-04-19T11:29:00.000-07:00

Anil Gupta presents a wonderful presentation about the Honey Bee Network, an organization that "supports grassroots innovators and empowers those who are rich in knowledge, but not in resources." It is efforts like these that are most worthy of humanity's noble station. How can we encourage schools to be centers of innovation like this?

What can educators learn from General Stanley McChrystal?

2011-04-19T11:11:00.000-07:00

Watch this video and consider what he shares that may apply to education (especially the second half of the talk). I have my own favorite parts transcribed below with some questions for reflection. Enjoy.

Some key points from the talk...
~07:00
"We did an operation...my company did a dawn attack...and after the battle they bring this mobile theater to teach you what you did wrong. I walked out feeling as low as a snake's belly in a wagon rut. And I saw my battalion commander 'cause I had let him down and I went up to apologize to him and he said, 'Stanley, I thought you did great.' And in one sentence he lifted me, put me back on my feet, and taught me that leaders can let you fail and, yet, not let you be a failure."

As an educator, do you put your students in the position to fail, learn from it, and not be a failure?

~08:10
"I am now leading a force that's dispersed and I've got to use other techniques. I've got to use video teleconferencing. I've got to use chat. I've got to use email. I've got to use phone calls. I've got to use everything I can, not just for communication, but for leadership. A 22-year old individual operating alone, thousands of miles from me, has got to communicate to me with confidence. I have to have trust in them and vice versa and I also have to build their faith and that's a new kind of leadership for me."

Not unlike the educator that is called upon to utilize all technology to empower students, the general is working in a complex context that fundamentally demands ways to utilize the core virtue of trust within the new mediums. In the end, it is about human relations.

~09:10
"We failed. The mission didn't work. And so, now, what...I had to do (was) to reach out rebuild the trust of that force, rebuild their confidence - me in them and them in me - and our seniors and us as a force all without the ability to put a hand on a shoulder."

Failure comes with learning. No student is perfect in all subjects at all times and no student is imperfect in all subjects at all times. What strategies do you use to 'rebuild trust' and 'rebuild their confidence' - especially those students who choose to agree with labels that are unworthy of their potential as human beings?

~10:43
"I ask, 'Where were you on 9/11?' And one young ranger in the back...said, 'Sir, I was in the sixth grade.' And it reminded me that we are operating a force that must have shared purpose, shared consciousness, and yet he has different experiences - in many cases a different vocabulary, a completely different skill set in terms of digital media than I do and many of the other senior leaders and yet we need to have that shared sense. It also produced something which I call an inversion of expertise because we had so many changes at the lower levels in technology and tactics...that suddenly the things that we grew up doing wasn't what the force was doing anymore. So, how does a leader stay credible and legitimate when they haven't done what the people your leading are doing...It's a brand new leadership challenge...It forced me to become a lot more transparent, a lot more willing to listen, a lot more willing to be reverse mentored from lower...."

How many of you feel that this is what's happening in your classroom (at least the first part)? Are you sticking with the stereotype of a teacher or are you 'more transparent', 'more willing to listen', and 'more willing to be' mentored by your students? All three of these are similar to, if not the same, as traits teachers have in an inquiry-based classroom. An educator is open to tell students what they do not know in addition to what they do. An educator knows that questioning and listening to students understandings is a useful craft at the beginning and throughout the lesson. It is how you can wisely decide how best to alter the lesson, prepare future lessons, and tie lessons to personally engaging context for students. Lastly, students may come to the classroom environment with a knowledge and skill set that can contribute to your learning (especially digitally) and you can leverage that for building trust and designing more meaningful lessons.

~14:37
"I came to believe that a leader isn't good because their right. They're good because they're willing to learn and trust."

To model learning and to build trust in the process of learning (as opposed to trust in only the end) are keys to transforming education and many other aspects of our collective growth.

Dan Meyer - Math Becomes Engaging

2011-03-31T01:59:00.000-07:00

Dan Meyer has been popping up everywhere, a TED talk (see earlier MG Post --> HERE). Now, here is an MG post dedicated to his current work. Stripping math of the shackles of mere calculation, Dan provides a context that is engaging and honor's the student's capacity to inquire. Watch the videos below and go to his blog to learn more about his practice and get some useful videos/lessons to change your teaching for the benefit of student learning.

His blog page with his "What can you do with this?" section --> HERE.

Here are a few selected videos from his Vimeo videos...

How I Earn Their Attention from Dan Meyer on Vimeo.

dy/av : 009 : don't be prez from Dan Meyer on Vimeo.

Two Minutes On Teacher Education from Dan Meyer on Vimeo.

A great talk with useful advice about altering the teacher/student dynamic (i.e. how teachers interact with students - the psychology of teaching) and great digital tools for using media to engage students.

UUSD Technology Showcase Keynote from Dan Meyer on Vimeo.

Kathy Schrock's "Google Tools and Bloom's Revised Taxonomy"

2011-03-30T22:32:00.000-07:00

Ever wonder what readily available tools Google provides that can be used for higher-order thinking? Well, wonder no longer. Kathy Schrock is at it again and has provided an interactive resource to point you in the right direction based on Bloom's Revised Taxonomy.

Read here brief blog HERE and then jump to the clickable web page ---> HERE.

Now, don't expect to simply click on the tool link in her graphic and be told how to use it. She's providing you the connection, but not a step-by-step instructional manual for the use of that tool at that level of Bloom's taxonomy. I recommend that you review Bloom's Revised Taxonomy by using the variety of links in previous Mining Gems' posts about it (simply use the search engine here using the term 'Bloom's') and read this comprehensive, yet brief, article ---> HERE.

I especially like the 'Wonder Wheel' and 'Timeline' view of a Google search and the ability to have documents, spreadsheets, etc. authored simultaneously by multiple persons at the same time from different locations. Give yourself some time to search through these tools and reflect on how you may apply them.

Lighting and Its Influence

2011-03-30T22:02:00.000-07:00

When considering the classroom, work, or home environment, we tend to ignore or not have the luxury to consider how the design of the space influences our behavior and experience. We further tend not to consider how design of the space may impact our productivity and well-being.

In a talk about the interplay of light and darkness, Rogier van der Heide reminds us to analyze and evaluate the ways in which light and dark can influence us. He provides many examples through images and watching this talk can spark a conversation questioning how we design the environments around us.

After watching this video, consider the following:
1. What does the design of the classroom, school, work, or home tell you about the human relationships within that space?
2. How does that design limit or alter human interactions?
3. How may the design of that space be altered to align more with our intended use of the space and noble pursuits?

Try this link for mapping the layout of a classroom ---> HERE
Then consider how other elements, such as light and dark may come into play.

Here is a link for analyzing and considering the many elements for a variety of workplace designs ---> HERE

And some more links for workplace design... HERE and HERE

I look forward to your thoughts and comments.

Failing, to Learn

2011-03-30T08:22:00.000-07:00

Diana Laufenberg, an educator in Philadelphia, PA, USA, provides a compelling ten minute TED talk about how she provides students the opportunity to fail within an inclusive and immersive classroom environment that respects the gems within. Consider her words, her images, and what it means for your students and their future.

R.L. Moore and IBL for Math

2011-03-29T07:25:00.000-07:00

Including the elements of making learning meaningful, personal, and founded in the virtues of respect and trust (respecting the learner and trusting the process). Here are three videos to help inspire you to investigate more about this particular strategy for mathematics teaching. They mainly introduce you to students and teachers who have been transformed by IBL and are evidence of its positive impact. Some aspects of the Moore Method are also mentioned. Also, Roger W. Bybee (Director Emeritus of the BSCS - leader of a team of science educators who developed the BSCS 5E Instructional Model) also makes a commentary in the third video).

Take note that many of the adults in the videos, who are now successful mathematicians, had low personal expectations for success in mathematics until their voice and intellect were respected, allowed the opportunity to think deeply, and share ideas. This is a powerful testimony for inquiry-based learning.

For ideas and practical application of the IBL method mentioned click the link below...
Website for More Information

If you are here because you teach math, then look at our other posts about math education (search 'math').

Higher Order Thinking Skills Learned Within Rich Context

2011-03-29T06:18:00.000-07:00

Anne Helsdingen shares her thoughts about how learning higher order thinking skills is learned within subject matter (in other words, within a rich context), not as a separate course or unit of study.

Star Wars and Bloom's Taxonomy Revised and more

2011-03-27T20:58:00.000-07:00

Below is a familiar film that has been used to provide examples of Bloom's Revised Taxonomy...

Watch and then ask yourself, was there a particular order for the presentation and does it follow Bloom's Revised Taxonomy?

Also, how can this be applied for reading assignments in all subjects?

And "Empire Strikes Back" for Bloom's Revised Taxonomy...

And "Pirates of the Caribbean" (the sound is hard to hear at times, but I appreciate using this movie as well for Bloom's Taxonomy - first version)

Questioning in the Classroom

2011-03-27T20:47:00.000-07:00

Here is a collection of videos from YouTube about questioning in the classroom. Share your thoughts as to which one is most meaningful to you and why in the comments section.

Video 1 (A demonstration of a variety of techniques)

Video 2 (Using Bloom's Revised Taxonomy to Create Questions plus Socratic Questioning)
Click HERE

Video 3 (Using Bloom's Revised Taxonomy in Pairs for Reading Activities)
Click HERE

Video 4 (Explanation of Bloom's Revised Taxonomy for Student Reading Assignments)

Video 5 (Literature circle sample discussion)

Video 6 (Example of two strategies to use during a teacher-centered Read Aloud)

Inquiry-Based Math, what does it look like?

2011-03-20T12:12:00.000-07:00

Here are a few links to help math educators to reconsider what math teaching should look like.
It seems that it is difficult to alter one's perception of how math should be taught and how it may look like in an inquiry-based learning context. These two talks combined are much more in line with what inquiry-based learning is and what the future of math education should be. What do you think?

More Skill, Less Drill

2011-02-04T23:11:00.000-08:00

A recent report by Education Week (article) summarized a study that showed that teaching social-skills improved academic performance. In a time when high-stakes exams and 'drill and kill' methods are used to 'improve' scores, this study questions such backward tactics. Empowering students to be emotionally intelligent and make better choices, it seems that those skills we sometimes take for granted or assume shouldn't be taught in school are exactly what we need. One point to take note of is that the way in which the social-skills program is administered has an effect in its impact. One wonders how much academic performance would improve if The Virtues Project is implemented in schools as well.

Practical Wisdom Deficit Disorder (PWDD)

2011-01-19T17:16:00.000-08:00

As an invited guest panelist for The Back of the Class podcast, I chose the topic of 'practical wisdom' as inspired by Barry Schwartz's most recent TED talk, "Using Our Practical Wisdom" (see below). In the talk he uses the word 'virtue' several times emphasizing practical wisdom as the primary virtue. In his words, "Practical wisdom is the moral will to do the right thing and the moral skill to figure out what the right thing is." In my work with virtues training and emphasizing the integration of virtues-based learning with inquiry-based learning, I have found that teachers, parents, and students alike greatly appreciate this approach. It adds meaning to the educational process and is more than practical. It provides us with a more nobel intention for education and more nobel outcomes. I encourage you to watch both videos and write comments in response to how you see 'practical wisdom' fitting into educational reform.

Using Our Practical Wisdom

On Our Loss of Wisdom

Indicators of Inquiry (TM) - Science (Chinese)

2011-01-14T22:30:00.000-08:00

The "Indicators of Inquiry(TM) - Science" was created by Mining Gems to allow for a common definition of what is inquiry in a science classroom. Attached are the four pages that includes an explanation of its design and suggested use. Click on the images below and print them for your own use. We were encouraged to have it translated into Chinese, and so, here it is.

Mining Gems retains copyright; however, you are free to use it for non-profit, educational purposes if it is kept intact (all four pages, unaltered) and full authorship is given to Mining Gems (sincere thanks to Leo Minyin for her translation). We would love to hear how you use it, any outcomes from its use and feedback. Professional development services related to this document are available. Go to www.mininggems.org and contact us for more information.

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Indicators of Inquiry (TM) - Science

2011-01-14T22:04:00.000-08:00

The "Indicators of Inquiry(TM) - Science" were created by Mining Gems to allow for a common definition of what inquiry in a science classroom would include. Attached are the four pages that includes an explanation of its design and suggested use. Click on the images below and print them for your own use. Mining Gems retains copyright; however, you are free to use it for non-profit, educational purposes if it is kept intact (all four pages, unaltered) and full authorship is given to Mining Gems. We would love to hear how you use it, any outcomes from its use and feedback. Professional development services related to this document are available. Go to www.mininggems.org and contact us for more information.

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Should all schools be charter schools?

2010-12-30T20:41:00.000-08:00

If you listen to the educational chatter in the US these days, then you'll hear one word often "charter". Charter schools have been mentioned by many as the panacea for shaking up the K-12 doldrums. The U.S. Department of Education has invested in developing charter school models and disseminating the most effective practices.

“Charter schools have an important role to play in the overall strategy of successful school reform," said Secretary of Education Arne Duncan. "These grantees will address national issues important to charter schools and disseminate information about policies and practices, which provide the best charter school options for students.” - Sept. 27, 2010 press release

Here are "Ten things to know about charter schools", from a website titled US Charter Schools...

Charter schools are:

publicly funded, and are not vouchers for private schools.

open to all students.

pioneers and innovators in public education.

meeting parents' needs.

appealing places to work for teachers.

committed to improving public education.

operated by an exciting array of non-profit groups.

playing an important part in school reform.

demonstrating a record of student achievement.

Place those ten statements against this research article (<-- Click here for it) that shows charter schools are no better than public schools and one is left wondering if charter schools really will be able to help transform educational practices and student achievement in the U.S. Another study, by the same group (CREDO - Center for Research on Education Outcomes) provided some positive results for New York City Charter schools. (<--- Click here for it)

So, what are we supposed to make of the 'charter school' chatter?
It could be considered another call to action, much like prior ones (remember "A Nation at Risk" from 1983?) It could also be a reasonable challenge to tradition or merely the latest round of complaints and unfulfilled good wishes.

Whatever it may be, I leave you with a few questions related to the ten statements above, ...
1. If charter schools are "pioneers and innovators in public education", then does that mean innovation is atypical in public schools?
2. How does a charter school "meet parents' needs"?
3. How is a charter school an "appealing place to work for teachers"?
4. How do charter schools "demonstrate a record of student achievement"?
5. Are all public schools the same? Are all charter schools the same?
and
6. What does it mean for a student to be educated today?

Indicators of Inquiry (TM) - General Observation/Reflection Tool

2010-12-20T13:38:00.000-08:00

The Indicators of Inquiry(TM) - General is a free resource for educational, non-profit use made available by Mining Gems. It is highly recommended that all four pages be used. Click on the images below and print them for your own use. It was designed with the intention to encourage discussion about inquiry-based teaching/learning and to be the basis for a common dialogue on the topic. Your input is welcome. Professional development services related to this document are available. Go to www.mininggems.org and contact us for more information.

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Five Essential Features of Inquiry for General Application

2010-12-20T13:25:00.000-08:00

This adaption of the Five Essential Features of Inquiry has been used to review unit lessons and evaluate the diversity of inquiry-based teaching as it is practiced in the classroom. For more information on professional development services related to this document go to www.mininggems.org and contact us for seminars and workshops.

Multi-Tasking Myth: Where is the Balance?

2010-12-14T18:20:00.000-08:00

My friends at TBOTC (The Back of the Class) and many others have used the phrase 'multitasking'. Every time I here the word, I cringe. Then I ask myself, "What the heck does that mean?" Colleagues and students swear they can multitask and excel. Have you tried doing many things at one time - at the same time? Do you truly achieve excellence in all things by 'multitasking' or just mediocrity?

Multitasking mythos falls into the same category of being overly confident that staying up all night studying for an exam (and not preparing every day during a semester), also known as cramming, is a good strategy for learning. Okay, so you'll tell me it's a good strategy for scoring well on the exam. Well, in the short-term it may help you get a few extra points, but the best students I ever worked with didn't use cramming as a regular strategy. Also, I think that you'd prefer your surgeon not to be cramming the night before your operation.

So, here are some resources about the facts of multitasking. Christine Rosen, in The New Atlantis, wrote one of the best articles concerning multitasking and its ill effects titled, "The Myth of Multitasking". One quote that stands out for educators is, “multitasking adversely affects how you learn. Even if you learn while multitasking, that learning is less flexible and more specialized, so you cannot retrieve the information as easily.” Jon Hamilton of 'Morning Edition' on NPR provides another great piece titled, "Think Your Multitasking? Think again." Earl Miller, a neuroscientist, is quoted, "People can't multitask very well, and when people say they can, they're deluding themselves...The brain is very good at deluding itself."

And if that's not good enough to start you rethinking about multitasking, then try watching this Frontline program...Digital Nation...(but I recommend that you don't watch it while checking your Facebook page, etc. - give it your full attention.)

(You can see the full episode here --> CLICK HERE)

Lastly, if we make a statement that 'Multitasking is a skill to learn' are we doing a disservice to students? to ourselves? By assuming that multitasking is a default reality, are we setting up ourselves to fail?

I use technology and tend to be distracted easily, but I don't state that I am actually excelling when I am distracted. I try to refocus and try to use technology wisely. Leaving the phone or the email alone for a few hours while reading and doing other tasks is a good start. Finding a balance is our challenge. We shouldn't enable students to be too distracted, but we shouldn't shy away from these new tools.

Textbooks, eBooks and amBook

2010-11-24T12:39:00.000-08:00

We have used textbooks as a keystone for learning and educational practices for years. Now, electronic products and the internet have opened up new ways to communicate and share knowledge. How should this alter our conception of the classroom, the teacher, and the student? I propose that we have an opportunity, truly unparalleled in the past, to unshackle ourselves from traditional textbooks that are fixed, passive and out of date as soon as they are published. Also, the new formats being developed can alter how we conceive of the classroom, teacher and student and the possibilities for 'mining those gems within'.

Traditional textbooks provide us, when properly designed and developed, lessons that are in line with a curriculum and learning objectives. They help teachers formulate a complete learning experience that all students can refer back to with added questions and review materials. If you will, they are enhanced encyclopedias that are formatted into lessons. Unfortunately, they are static and can even be out of date when published. The pages are fixed in a certain order and don't meet the needs of all students. Teachers must supplement them with interactive strategies and guide different students using the same materials, no matter what the individual student challenges. The locus of control using traditional textbooks is still the teacher.

A more useful 'textbook' for both learning subject content and higher order thinking skills would be more student-centered. The teacher's role would be that of facilitator, rather than a sage on the stage. The textbook would no longer be the end point of learning (e.g. all the answers are in the book). Students would utilize the dynamic materials and good questioning to cultivate learning a subject. The replacement of the 'textbook' would engage, inspire and empower a student to continue to learn more and apply the newly acquired knowledge.

eBooks, the first form of digital textbooks, has ranged from text files (e.g. PDFs) that reproduce the traditional textbook on an electronic screen to hyperlinked digital text files with images. These formats do not take advantage of the computing power that most computers have today. Also, they engage students about as much as traditional textbooks (which is little in today's highly interactive world) and they strain a student's eyes while reading them. Today's eReaders such as the Kindle and Nook have done a lot to reduce the strain, but still do not take advantage of what can be done with electronic devices.

So, what can be done today (as opposed to waiting for tomorrow's innovations)? amBook (active media Book) marries the computing power of today found in most, if not all, computers that use either WindowsOS, MacOS or LinuxOS and raises the bar for digital books. It combines audio, video, animation, experiments, games and self-assessment in an inquiry-based framework. What does that mean? It means that students are engaged when using the amBook and they are guided to think critically and develop their understanding at their own pace. In a recent pilot study, 100% of students chose to read more amBook chapters over chatting online or surfing on the internet. The amBook firmly supports learning such that the teacher is now the facilitator and classmates are learning colleagues in the pursuit of understanding.

Unlike most digital offerings from other companies, amBook is priced reasonably (only a few dollars per chapter) and does not require an internet connection to function. Currently, the internet is a vast resource, but if a student does not have an internet connection at home or a constant one at school, then all of those resources are not accessible. With amBook, the student has it in their hands at all times after it is placed on the computing device.

With amBook, classroom time can be spent thinking about ideas addressed in the amBook and doing elaborations of experiments shown within amBook. Also, teachers can choose to utilize only the chapters they need, since they are sold individually. You no longer need to spend a lot of funds to get the resources you need among a bunch of extraneous materials. Lastly, updates are free. That's right...if scientists discover or alter their accepted view of physical reality, then amBook can be updated without delay.

Is this a call for the demise of the traditional textbook? Well, I cannot predict the future; however, I can tell you that students have greater opportunity to collaborate outside of the classroom. It is time for our classrooms to leverage their interests and use funding wisely, as opposed to ignoring what is evidently part of today's reality. Try a chapter today and use it in your classroom, then tell me if you think traditional textbooks have a future.

More Life Science and Earth Science Chapters

2010-11-19T00:07:00.000-08:00

Two more Life Science chapters have been made available - "Introducing Cells" and "Nutrition in Humans". Earth Science has "Earth and the Solar System" added. Keep an eye out for more to come over the next week.

'Weather and Climate' now available!

2010-11-16T12:04:00.000-08:00

The first in a long list of Earth Science amBook chapters is now available at www.mininggems.org.
It is a chapter entitled 'Weather and Climate'. The details provided for the chapter are:

"In this amBook™ chapter you will learn to:

Differentiate between weather and climate
Measure and calculate temperature
Measure and calculate rainfall
Identify and show wind directions
Compare weather and climate data to identify weather and climatic variations
Describe the distribution and characteristics of three major climatic types: Tropical, Temperate and Polar
Discuss how weather and climate affect people positively and negatively

All content has been correlated with the latest US national and state science standards, as well as Common Core State Standards K-12, request a detailed correlation by contacting us."

Check it out today for $3.99. It works on WindowsOS, MacOS, and LinuxOS!

amBook Update

2010-11-15T21:36:00.000-08:00

In case you haven't heard about amBook, watch this video. It is the active media Book that replaces or supplements your science textbook. Chapters are available for download for General Science, Chemistry, Life Science, and Physical Science. Earth Science and other categories are being adding regularly.

Teachers are finding that students from ages 10 to 15 are engaged and learning using amBook chapters. Go to our main website to find out more and download a chapter today!

amBook Purchase Process

2010-11-15T21:32:00.000-08:00

amBook chapters are now available in WindowsOS, MacOS, and LinuxOS!

Watch this video to learn the process and get your amBook chapter today!!

Houston CAST conference for Science Teachers Association of Texas

2010-11-10T20:34:00.000-08:00

Yes, there are science teachers in Texas and quite a few people registered. In fact, registration was capped at 7000, within a week or two of the event starting. All vendors will be exhibiting their products starting tomorrow. Mining Gems will be presenting a seminar titled "Digital Books and Multi-Player Games Optimized for Interactivity and Learning", in addition to having a exhibit booth. Have you ever thought traditional textbooks don't engage today's students and were considering a digital alternative that takes advantage of today's computers? Well, check out amBook at our home site - www.mininggems.org

The website will be changing shortly to include many individual chapters. We'll send a follow-up post when it is official.

For those of you attending the CAST conference, visit us at booth 732 and/or attend the seminar at 3pm in 372BE.

Welcome

2010-11-05T15:11:00.000-07:00

Welcome to the Official Mining Gems Blog. Here you will find posts of all things related to Mining Gems vision of transforming human relations to be positive, creative, and collaborative by mining the gems within. Most topics will be concerned with education in both traditional and non-traditional settings. Thank you for checking us out.