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| Student Teacher Items Part Three |
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posted by Rod
on Friday October 27, @04:20PM
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Jeff Turley writes "Here are five more items used to evaluate student teachers. Please post comments regarding: 1. What you think each item means, 2. How an example of each item might look in your classroom.
Thanks for your input.
Item 11. Students used a variety of means (models, drawings, graphs, concrete materials, manipulatives, etc.) to represent phenomena.
Item 12. Students made predictions, estimations and/or hypotheses and devised means for testing them.
Item 13. Students were actively engaged in thought-provoking activity that often involved the critical assessment of procedures.
Item 14. Students were reflective about their learning.
Item 15. Intellectual rigor, constructive criticism, and the challenging of ideas were valued"
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The Fine Print:
The following comments are owned by whoever posted them.
We are not responsible for them in any way.
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by
Coleen
on Saturday November 04, @06:50PM
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Item 11: Students used a variety of means.... I believe that this is including many different media to approach a subject. An example of this would be having students build 3-D models of cell organelles and presenting their models to the class in addition to lecture/note taking on cell organelles.
Itme 12: Students made predictions.... I believe that this means that students thought of possible outcomes for certain circumstances (usually lab exercises). An example would be students make predictions about the movement of molecules of iodine, starch, and glucose BEFORE they actually do an osmosis/diffusion experiment with dialysis tubing.
Item 13: Students were actively engaged in thought-provoking activity that often involved the critical assessment of procedures.
I beleive that this means that students should rely on inference and past learning to solve a question broached in a new way. I will often use graphs/histograms with data and then ask students to interpret them based on what they know. I will also introduce new vocabulary words and ask students to figure them out based on the meaning of the prefix or suffix.
Item 14: Students were reflective...: I believe that this means that students recognized that they had learned a concept and then applied it. I have had students exclaim that they recognize this part of the test from a certain activity or exercise that we did in class.
Item 15: Intellectual rigor, constructive criticism and challenging ideas were valued. I believe that this means that teachers question students to get them to think more deeply, but that students are also encouraged to ask the teacher and other students challenging questions. I encourage students to use outside resources and especially other resources besides the teacher for their learning. It is sometimes very difficult to get students to read and comprehend text and find answers for themselves, but ultimately they learn more when they do not rely on the teacher as the ultimate source.
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by
MChicci
on Sunday November 05, @10:35PM
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Item 11: This means a couple of different things to me. The first meaning is that the students in their attempt to understand what instruction I have given have made drawings in their notes that aide them in understanding the concept at hand. The second meaning is in a lab setting. In labs, I think the purpose is to use concrete and visual aides to help add meaning and purpose to the concepts that we teach the students. The students using a variety of models helps them lock the information and concepts that we have taught them deeper into their memory. Using models, concrete materials etc. are great ways of attaching meaning to what is taught. From personal experience, meaning is what the students want. If what you are teaching them does not have meaning to them then they could care less.
Item 12: This item reminds me of my Biology Teaching Methods course I took at ASU. This item means to me that the students are doing a lot of the learning on their own with very little guidance from the teacher. This means inquiry or discovery learning to me. I can see this method working in the classroom setting and a good example would be a candle lab (why does the water rise when the candle goes out?) and maybe a natural selection lab also. The problem I see is getting the students to be motivated enough to make their own hypothesis’, to make their own estimations and to devise means to test them. From what I have seen in the school setting, most kids do not know what a hypothesis is (most answer it as an educated guess) and the rest have no idea how to do any form of experimentation. They would much rather have the teacher tell them what to do than do anything on their own. Very frustrating.
Item 13: This would be great if the students were actively engaged in thought provoking activity instead of talking about how their weekends went and what they were going to do next weekend (on a Monday). What this item means to me is that after the lab or lesson the students actively engage themselves or with a partner in a discussion about what was learned and the significance it plays in their lives or the world around them. I apologize for being a bit pessimistic but with the group of students I have, thinking critically is something they do not know how or maybe it is that they do not want to do. Thinking critically would help the students understand the ideas and be able to apply them to different situations and the tests.
Item 14: This item means that the students took time out after the lesson to think about what they had learned and what the lesson was all about and give the material time to sink into their brain cells for a more permanent storage. This can be accomplished by having them write in a journal. Examples of such writings could be to have the students write stories using their imagination and incorporate the concepts they learned into such stories. This would help make the information stick a little better in the students’ head.
Item 15: This item means that the students were in a mind set that sets them apart from most people in the world. They are thinking critically. They are using their brains to solve problems, applying skills to situations, they are their own leaders instead of someone leading them. I think that this would be one of the greatest things that could ever happen to a class of students and they would benefit more from learning how to think critically and reflect than any amount of biology or chemistry they know. A good example of this item could be a class session where their is a debate or class wide discussion over current events in the scientific community such as cloning or gene therapy and how these advances in science will help them in their lives or hinder them. A discussion time would be invaluable to the teacher and hopefully to the students.
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by
Anonymous
on Friday November 10, @11:47AM
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#11-Different students learn by different learning styles. Therefore, it is important for there to be multiple ways for a student to receive information. By having the students use different means to represent their data, they are more likely to understand exactly what they learned from the lab. It also helps the student learn how to use different forms of media which may be needed later in life. Students are required to show data using tables, graphs, and drawings. It is also required that they use the computer to create the lab report, and at the school I am at, it is a challenge.
#12-It is important for students to make hypothesis and predictions before they perform an experiment, even if it is an unoffical. By having to THINK about what is going to happen, they become involved in the process and are more likely to learn. Hypothesis and predictions are always made before beginning a lab or demenstration, even if it is infromal such as them just telling me outloud.
#13-If students are allowed to sit back and do nothing but write down notes during class, that is all you are going to get from them. Even when I am going through notes, I ask the students questions. I also try to answer their questions by asking them questions that will help lead them to the answer on their own. Some students hate that I do this, but I love to see the students face when they have thought through the questions and have come up with the answer on their own.
#14-Students should always be given time to reflect about their learning. It is hard to give them this time in class because we need to rush through the information. However, some times I will not have closure on a lab until the next day and give them questions about the lab that will make them think about what they discovered.
#15-If you always spoon feed the answers to a students they will never learn to think for themselves. You want them to think for themselves. It is also important for the teacher to encourage the student even when the wrong answer has been reached. When a student has reached the wrong answer, it is important for the teacher to find out the process in which the student came up with this answer. If the thinking was logical for the level the student is at, the teacher must encourage the thinking and help guide the student to the correct answer. Never just tell the student they are WRONG, and leave it at wrong.
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by
Stephanie
on Wednesday November 01, @05:15PM
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Item 11. Students used a variety of means (models, drawings,graphs, concrete materials, manipulatives, etc.) to represent phenomena.
I feel everyone sees certain things differently. Certain students also find it easier to figure out things using a model while others my find it easier to use graphs. I believe it is a phenomena when all different means are used to come to a conclusion or some kind of result. In me class I have noticed that some students find it easier when I use written sentences to express some and some find it easier when I might use chemical equation to express a result.
Item 12. Students made predictions, estimations and/or hypotheses and devised means for testing them.
Especialy with labs it is good to have the students hypothesize what kind of result they might have for the answer to the lab. Today I did a lab using Iron heating and producing some kind of Iron oxide. I had the student decide if their final weigh would increase or decrease after heating. Many were shocked to find out it would increase after heating the iron because of the introduction of oxygen.
Item 13. Students were actively engaged in thought-provoking activity that often involved the critical assessment of procedures.
I have noticed that when I have done inquiry labs my students hate them. They dislike the fact that I am making them think. I have noticed that many of them will know the answer, but do not want to think of how to actually get the result.
Item 14. Students were reflective about their learning.
I have noticed when I ask student how they think they are doing some say they are doing ok. Some also know when they are not trying when they should be. They one's who get A's usually always say they did fine and are shocked if they do anything less then an A.
Item 15. Intellectual rigor, constructive criticism, and the challenging of ideas were valued"
Some students like to be challenged while others hate it. Some like showing off that they know the information being presented to them. They enjoying showing that to other students and to the teacher. I have noticed that the students that are not confindent with the information haste to be challeneged.
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