Dollard And Mahoney Summary

They were interviewed at the beginning and end of the school year. The interviews were coded for quanitative analysis. The participants were practicing science teachers from a large urban school district in the western United States. The district’s student population was ethnically diverse Participants were recruited by an email to all high school Earth science teachers. Benchmark exams that measure student progress on important Earth science concepts at the beginning and end of each school year to provide a standard of focus.

I assessed the students’ intellectual involvement during the Science Tool Learning Center and the Help Harry STEM activity. The assessment included worksheets, designing a perch, and a survey of the students’ teamwork efforts. During the learning center, the students had to complete a worksheet the corresponded with the station they were currently at. For example, at the balance station, the students had to follow the prompts by using the balance and answering the questions on the worksheet. Not only did they have to have their “minds-on” to complete the worksheet, they were also involved in “hands-on” activities by using the science tools. Furthermore, during the Help Harry STEM activity, the students were instructed to design and build a

Cooperative learning has been researched frequently in education. Cooperative learning is a learning situation in which two or more students are working together to complete a common task (Siegel, 2005). A more complex definition of cooperative learning is detailed by the Office of Education Research Consumer Guide (1992): Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement (p. 1).

Integrating other learning areas in our unit of work and exercising more resources that teachers can use in the classroom base upon our science unit is also a crucial element that our group was missing that needed to be included in our presentation. The classroom environment should include lots of books, visual materials, ICT devices and activities to facilitate learning and keep the student’s interests by promoting questioning and discussion to stimulate their science thinking processes and skills in a creative and encouraging environment. (Pitcher, 2014)

Throughout this fall semester, as a Preservice Middle Level Educator, I have been observing and engaging in Ms. Mahdi’s 7th grade Science class. It is at this placement that I have collected artifacts for a portfolio to illustrate a competency and achievement related to the Association for Middle Level Education standards. In this portfolio summary you will find various artifacts that help demonstrate these AMLE standards. The AMLE standards as a whole, cover academic growth and set an expectation for middle school teachers to be mindful that their middle school students are continuously experiencing social and cognitive changes that should be addressed thoughtfully, just as much as their academic needs.

Surveys, according to Lovelace & Brickman (2013), are able to divulge information critical to the educator’s pedagogical practices, since practitioners can measure how students’ attitudes toward math and science influence their learning. Attitudes toward science are either positive or negative, and these innate feelings and predispositions affect students’ ability to learn science and math and acquire mastery of the subjects. Thus, educational practitioners use these psychometric measurements, in conjunction with learning outcomes to draw conclusions about levels of efficacy in their own instructional

The stereotypes surrounding this group are only having one method of teaching, constantly skipping class days, not promoting STEM fields to students, not extending due dates, and not explaining dimensional analysis problems thoroughly. Science teachers debunk these stereotypes by finding out new methods of teaching online and skipping days of class for finishing powerpoint, quizzes, tests or grading. Science teachers also promote the STEM fields by taking students on field trips with clubs that showcase the jobs in the STEM fields. Dimensional analysis problems are explained thoroughly but with parts missing because students learn better by figuring out what to do themselves. Due dates on complex science lessons are extended if the teachers is presented a good reason to do so. To stop these stereotypes from becoming misconception science teachers everywhere would have to expand their ways of teaching, promote STEM fields, extend due date within a valid reason, not as miss a lot of school days and explain dimensional analysis

The evidence-based teaching strategy that was implemented in the video was cooperative learning. Cooperative learning provided the students with the opportunity to practice their problem through discussion and building upon one another to create a solid foundation of understanding and maximize learning.

Based on the NSTA Position statement, the curriculum of science from kindergarten through 12 grades has kept changing during the century of rapid development of science. Those changes increase the complexity of teaching and learning science. Teachers are required to design the science class that provides sufficient and effective activities of science to students. In addition, students are expected to complete the task by following the instruction and to adopt the factual knowledge replacing the superficial information or isolated facts. The importance of science programs is to assist students to adapt the community of the well-developed science, and develop student’s self-assessment skills.

Learning is by far the most valuable tool today. Knowledge is the stepping stone that allows people to excel beyond their previous circumstances and aim for greatness. As President of my school’s Science National Honor Society, I helped start a local outreach to an elementary school called Innovation Charter two years ago; this year, we received a grant from the American Chemical Society to fund our project, allowing us to impact the school even more than last year. Innovation Charter is full of students with low socioeconomic statuses, so our goal is to bring quality education to children who aren’t afforded those benefits. While at the school, we perform a myriad of fun and interactive science experiments and explain the scientific principle

adopt classroom cooperative learning strategies (Jenkins, Antil, Wayne & Vadasy, 2003, p. 280; Foreman & Arthur Kelly,)

I agree there are several elements that Kagan recommends educators should use ahead of achieving cooperative learning during instructions. Moreover, these strategies will encourage students to interact in classroom activities. Additionally, important each students participates in group activities and is held accountable prior to receiving an appropriate grade after completing diverse tasks.

tah rural high schools are lagging behind in science based on current SAGE and ACT scores. Sevier County high schools have a proficiency rate of 38.8 % in SAGE testing while the State is at 46% for the school year 2014-2015, according to the USEO DataGate(Utah State Office of Education) website(2015). Meanwhile, three of the schools in the San Juan district have scores that are even more abysmal (specifically: Navajo Mountain, Whitehorse and Monument Valley). These three high schools at/or below 10% proficiency in science, according to USEO Data Gateway (2015) for the school year 2014-2015. What is causing this poor performance in science? What circumstances within districts are holding back these students from meeting or excelling in this area, as demonstrated by the SAGE and or ACT tests. Using a questionnaire this study will seek to find a starting point for further research in this area enabling these rural students a chance in the future where:

Aronson main purpose was to reduce prejudice among young children and to create a positive environment. Ever since this technique was developed educators have adopted this method across the country. This technique splits classes into small groups; each group is assigned a different piece of information. After reviewing the information with your group, you later join other group and discuss what you just learn. Finally students return to their originally groups and discuss the new information just learn. The jigsaw strategy requires students to listen and to work together as a team to accomplish a common goal. Personally working with other classmates made me more involve in my learning. I was able to meet new students from different backgrounds, also it helped to improve my listing, communication and problem solving

The participants in this study were individuals who were students or factuality from a public school system located in a middle class mid-western rural community. There were 225 female participants and 225 male participants. The participants were divided in their appropriate age groups of 6-9 years, 10-13 years, 14-17years, 18-25 years, 26-30 years, 31-39 years, 40-49 years, and 50-59 years. Each age group consisted of 25 males and 25 females. Participants were recruited on a volunteer basis. Parents provided consent for their minor children to participate.