Hey everyone! I am just checking in to see what you all came up with as ideas for your inquiry projects. I work with first grade students and I spent a good amount of time looking up simulations online. There are some good ones out there, but they are often a little too high for my little ones. I finally found one through a UK site that offered some interesting simulations. I have a strict school so I had to make sure that the simulation I used fit in perfectly with our curriculum. Luckily for me it will.
I plan to have my students begin focusing on properties of matter and ways to sort objects. I am going to put my students in centers and then have them try sorting different objects based on two simple characteristics. Hard objects vs. soft objects, heavy objects vs. light objects etc. Then we will go into a simulation online where they will get to sort objects on two properties: waterproof, and bendy. the simulation allows the student to place an object in a beaker and spray it with water, if it disintegrates then it is not waterproof, if no change occurs, it is. Then they have the object in the same beaker and a hand comes down and touches it. If the object bends beneath the hand, it is bendy, if it does not, then it isn't. It is a simple activity but an important one for students who are just beginning to learn about science. Finding common characteristics among objects is an important tool for students to grasp to help them with science in their futures.
Hi Laura, I think you plan for sorting different objects vs. soft objects, heavy objects vs. light objects, etc. is a good idea. That's great that you were able to find a simulation that you can use with your first graders and that fits with your curriculum. Will your students each do the simulation at a computer, will they work in partners, or do it together as a whole group? What are some of the thoughts, feelings, and actions that you hope your students will have? What is your plan for collecting data during the two different activities?
I was pleased to find a simulation on mineral identification that follows along quite closely with the hands on activities we are currently doing in our science unit. Since I have never had any experience with simulations, I am trying to decide whether to have the students work with a partner to do the simulation in our computer lab, or have students take turns manipulating the mineral through the various tests(on the Smartboard) and have everyone record the data on their own data sheet as we get the test results together as a whole class. I am leaning toward doing it together, since the process is somewhat time consuming. I want to make sure I have enough time to complete our hands on mineral testing in class and do the simulation mineral tests. In both instructional approaches the students will measure and observe mineral properties such as luster, hardness, streak, and reaction to acid. In both cases they will use their test data and compare it with a mineral key to identify the specific names of each of the minerals tested. I'm still thinking about the data collection piece of things. In both approaches they will have a data sheet to record their test results. In addition to that, I am trying to think of how I can gather data comparing the two approaches. I actually was thinking of creating a survey to gather feedback about the students attitude toward each of the two approaches. Any thought or ideas?
Laura, Sounds like a fun and enjoyable experiment with 1st graders. While thier are enjoying the fun of the activity they will be learning and won't even know it.
The simulation that you found also sounds interesting. I can understand the purpose of waterproff but what is the purpose of bendy? Could you explain that a bit more please.
Sound like you are well on your way with his project. Todd
smithan6, Sorry your name is not being displayed so i do not know who you are.
Your science experi ment looks interesting. Studying a materiak and then figuring out what it is. Can I joinn your class?
Adding to your thoughts, I believe that i would have them work in pairs or threes. Doing this as one large group and having them take thier own notes i think takes away from some of the hands on and thought approach. Some of the students could sit back and listen to what others say and write down that information, theryby not having to do thier own work.
If you do perform both approaches definatly compare the two sets fo data and see what stands out.
Hi all, I do not have the typical class room. I work at Michigan State University in the Library's Computing, and Technology Training Program. Think of this as professional development. I teach Faculty and Staff how to use technology.
Part of my job in my own department is to show each new employee how to set up the required department setting for thier Microsoft Outlook.
So for my simulation, i will be creating several training simulations on how to perform certain tasks in Microsoft Outlook. These simulations will take the place of me having to sit with each new employee for about an hour and go through all the setting. These simulations will involve a flash video containing step by step instructions along with voice over explainations of each step.
As a comparasion tool i will also just give them a PDF with the writen instructions of what has to be done and then compare the results of these 2 methods. I forsee that the video will have much better clarity and understanding.
Hi all, Sorry about the name situation. My name is Ann and I teach 3rd grade at Murphy Elementary in Haslett. Todd, I appreciate your feedback about doing the simulation in groups of three rather than whole group. I will have to give it some more thought. Why are you thinking three as opposed to partners?
I think your idea sounds really good, and it will be interesting to compare the two. I think your simulation method will be much more effective than reading a PDF file with written instructions. I know it would be for me.
Ann, Thanks for a name. Two's or three's. I have found when working with the boy scouts that two will work well together, even three work well. When it get to be four or more, then it might as well be the whole group. Too many in a group and someone gets left out or they feel that they can be silent and the grst of the group can cary them.
I prefer groups of two or three. Many of the tings that we do in scouts is perfect for groups of three.
Laura, I think your idea sounds great. Students will love the in class experience of sorting objects by the pysical properties of soft and hard. Todd was wondering how bend fits in your matter lesson. I think it would fit in as a pysical property of matter. Some matter can change it's form, like bending. Just a though. I think you could maybe begin the first lesson in class with a discussion on words that can explain the properties of matter like texture, color, shape, size, consistency, & forms of matter. This might be too much for 1st grade but you could modify it to soft, hard, flexible-bend, ect. Just some ideas, but what you have already sounds good.
Ann, I teach this same unit to my 3rd graders later in the year. I think putting them in pairs or groups of 3 like Todd mentioned would be a great idea. If you create a survey that asks them about their views on the two mineral epxeriences, I would ask them the positive and negatives about both. Maybe give this to them before they actually do the classroom testing so they are thinking about what they liked and didn't like while doing the mineral testing in class and then in the simulation. Other than that I think it's a great idea, and I am so jealous you have a smartboard. I just got a projector screen so I am pumped up about that:-)
Todd, I think your simulation using a flash video sounds very interesting. What is a flash video? Just curious:-) I agree that the professors will probably like the video vers. the pdf. How will you collect your data? Will you give them a survey about the pros and cons about both? Can't wait to hear more about flash video!
So here's my plan. My 3rd graders are learning about animals and their adaptations. They also are learning about how to compare and contrast two things by using direct comparisons. The two types of instruction will be whole group/independent and independent. The whole group lesson will consist of comparing and contrasting a frog and a toad using information we have read together on each amphibian. The sheet that provides information about each amphibian will also have a diagram with labels (parts of the amphibians). The information gathered on the frog and toads will be written on a Venn-diagram. Students will bring home their Venn-diagrams to study. The next day, students will take a quiz that asks them questions about the amphibians using a student response system. Later in that same day, students will work independently as they read, listen to, and see diagrams of how dolphins and humans are similar and different from each other. This simulation focuses on dolphin and human body parts and how they are considered adaptations for them. As they are going through the simulation, which I will briefly go over with them first, they will record on a sheet of paper that has a Venn-diagram on it, the direct comparisons between dolphins and humans. After the simulation, the students will take home their Venn-diagram about dolphins and humans and study it. The following day, students will take the same student response quiz that they took for the frogs and toads. The students' scores should show some variance. I predict the quiz simulation scores will be higher. Sorry for the length of my post :-) Let me know if you have any ideas or thoughts about things I should change. Thanks group!
Ann, Hey, your project sounds really interesting especially in 3rd grade. I agree with Todd about putting the kids in groups of 2 or 3 so they are able to experience it on their own and have to participate enough to understand what they are doing. I am a little unfamiliar with what your simulation will consist of but could you perhaps have each group work on a different test within their group and then share their results with the class to record? It could help to cut down on time but allow each student a chance to do part of the simulation on their own.
As for my project, my students will be working on it on their own in the computer lab. I will have done a whole group introduction to how to do the simulation. During the different activities, we will be recording information down. I am still trying to decide how I will have them organize it, perhaps each center we will make a venn diagram on if the object does x, y or both. This would cause for some readjusting into how I organize the centers but I am still thinking about it. Thanks for your input!
Your project sounds like a wonderful way to make the it worthwhile for adults! Having them do training activities that are relevant to what they need to learn will hopefully give you a good outcome. How will you monitor if it was a successful simulation or not?
Thanks for your encouragement :) I am hoping that the students take to the activity as well as you think. I feel strongly that they will because they enjoy centers, and LOVE computer time and experiences. The term bendy is perhaps a better term for flexibility for first graders. They understand that term better. I will still describe it to them as flexibility but the simulation uses the term bendy, so I will use that term as well.
Todd, I read through your Inquiry Plan and it looks good. I had just a couple thoughts. When I read the following part,"Simple evidence that the simulation was a success is that the new employee is able to set up all 12 of the items that need to be setup without need any assistance. If someone had to come to me for assistance, then the simulation has failed, or needs some improvement." I thought it sounded somewhat harsh and rigid. I am not a techie and I am slower to catch on to things, therefore I may need to ask for assistance sometimes. If someone needs to come to you for help, I don't think that necessarily would mean that your simulation has failed. It may have to do with the learner's skill level with technology.
One other thought I had is that which ever method your learners choose, maybe you should have them also read through or listen to the other method and then compare them both.
Hi Laura, I read through your Inquiry Plan last night and I think it sounds great. There were a couple things that I wasn't clear on. Maybe it is just me because I was really tired. In the part where you said, "Once each student has done the simulation online, I will have them choose to group the objects in 3 different groups. I will see if they group them the way that I think they will, by waterproof, bendy, or both." Will you be having them do this online or hands on?
When I read, "I am also going to try to see if they are able to do a venn diagram (we are working on them in math but it is still a tricky concept so it might be more hurtful than helpful in this situation) to group their objects." I thought that maybe it would be too much of a stretch for your first graders to do on their own, but thought that it would be a really good exercise for you to do as a whole group so that they get a different type of exposure to doing a venn diagram to compare and contrast besides math.
Hi Monique, I read through your Inquiry Plan last night and I like how you are combining Science and Writing. I like your idea of doing a teacher directed modeling to show the difference between a frog and a toad first. One thought I had in addition to what you have planned, would be to have your students also read a non-fiction book about crocodiles and alligators in order to compare them. Then they could compare the book method with the simulation method, and when they are done, maybe they could choose which they want to write about - dolphin/human or crocodile/alligator. Just a thought...
Hi all, I have decided to take your collective advice and I am going to have the students work with a partner to do the simulation. Laura, because of the nature of the simulation, each set of partners will need to do all of the tests. In the simulation, they do the various tests consecutively and then compare their data with a mineral key and then type in the name of what they think the mineral is, and then they get immediate feedback on whether they were right or not. I spoke with our technology teacher yesterday, and we have made arrangements for my students to go down to the computer lab twenty minutes earlier than their schedule tech. time this coming Monday. That will give them a chance to get their keyboarding practice time in, and then she is going to let us use their technology time for the simulation and she will be their to help support and monitor their efforts. I am predicting that we will need two sessions in order for them to complete all the tests and identifications, so I signed up for extra tech. lab time next Wed. I am really excited for Monday to come, and the technology teacher is looking forward to participating in the simulation with us! I am going to work on creating a survey like Monique suggested. If you have any ideas on what I should include on my survey, I am open to suggestions.
Ann, Thanks for the comments. Yes perhaps my idea of success and failure is to rigid. Thanks for pointing that out. I was not thinking that someone may just need help wtih the technology. I will have to rephrase my success criteria.
As for the comparison that sounds like a good idea. I am thinking that most will go for the simulation but i could still have them read the PDF and then tell mey why the simulation was beter. thanks for the idea.
Monique, A flash video is a video that can be played in a browser window using a Flash plugin. Flash is an Adobe product and is use for creating flash videos. You are probabily familiar with Window Media Player, Flash is the same type of concept but a different manufacturer. Hope that clear up some. I will post a link to one when i have it finished so that you can see it.
Laura, Well i have to rethink how i will monitor success. As Ann stated, my original thought was too strict and i see that now. So i will do some thinking and then determin how to monitor success. I will get back to you on this. Todd
What if you compare your normal level of success when you actually do all of the teaching to what they are asking you for help on after the simulation? Like Ann said, if you have them considered a failure because they ask one or two questions that is a bit harsh. However, chances are even after you taught them the programs, they probably still had a few questions for you correct? What if you base it on a scale. 1-5 questions is normal and you can consider it a success, 5-10 questions is OK but you may have to work on the simulations a little bit 10 or more questions and perhaps the simulations need to be rethought altogether. You may choose to do this, or you may choose not to but you would probably have to change the numbers based on what the noral amount of questions were. You get the idea :) Good luck!
Sounds liek you ahve your inquiry well on its way! That sunds like a great idea, and having the extra tech help is proably a big relief too. I know hen I work with my first graders, even on programs they are familiar with there are 16 o them, and 1 of me and I can't seem to get around fast enough to answer all of their questions. I will be requiring the assistance of our tech during our computer time next week as well. Other than that I think that using the partners will be a good. IT is probably better for each of them to do the simulations anyway so they get a good idea of the entire process, so that actually works out better I am sure. What kind of a survey are you looking for? Which did you like better the hands on or the simulation? Why? Which offered more information or were they the same?
Sorry, that is all I can think of, and it may be WAY off base to what you were looking for. Good luck with your project as well :)!!!
Thanks for the Venn diagram info, I may have them do it in a T-chart X characteristic on one side, Y on the other, and we may just do a simple bar graph of the info when they are done. They are MUCH more successful with this! Thanks for your input, it did make me rethink it a little bit!
I think your idea of offering them two different types of comparisons will really help them understand how things relate and compare. I like the two choices you picked because of the fact that they would offer a lot of information on a venn diagram. That is a great way for students to not only visualize what they are learning but to have an opportunity to record the information themselves. They say the more senses children use when learning the more likely they are to retain what they have learned. You seem to hit all of the senses and that should provide you with a very successful outcome. I also thought you had a great idea by allowing them to continue the learning at home. Some kids really enjoy telling their families what they have learned and that can also help them retain the info. It sounds like you are doing well with your plan, and I am sorry to say I really don't have any suggestions for you. It sounds great and I am looking forward to seeing how it turns out!
Thanks for your advice about my project. I think I will give them the choice of writing a information piece of writing about the toad and frog or the dolphin and human since we did the frog and toad venn-diagram after we read information on the two amphibians. I love the idea you suggested about giving them the choice of what they will write about. I predict most will want to write about the dlophin and human since that was the simulation. How's your survey going?
I read what Todd and Ann said and I was thinking you could also rate their understanding on the type of questions they are asking you as well as the number of questions. For example, are they asking you questions that they wouldn't have before doing the simulation because the simulation got them excited and peaked their interest? Just some thoughts, but I think your 1st graders will really enjoy both lessons with properties of matter.
Monique, Thanks for the survey idea. I think I will create one asking them a few questions about their learning experience during each method, and I also want to ask them whether they liked doing one test at a time and then using their data to identify their minerals after all the testing is done, or did they prefer to do all the tests consecutively on one mineral and then make an identification on that mineral when done, and then proceeding to the next mineral.
I'm glad you liked the idea of giving your students a choice about which compare/contrast they will write about. What was your thoughts on having the students read a non-fiction book on Alligators and Crocodiles(or two other animals)? My reason for suggesting this additional task was so that your students would be using two different ways of acquiring new information on their own in order to be able to compare and contrast two things and then apply their information in a piece of writing.
Hi Laura, The T-chart idea sounds good, and it sounds like a good way to go if that is a task that your first graders are more comfortable with. You didn't answer my question from my earlier post - Will you be having them do this online or hands on? I'm still wondering... :)
Hi Todd, I am glad that the feedback about how you were going to judge your success seeming to be too harsh, was helpful and has caused you to rethink your criteria. I am glad you liked the idea of having your learners look at both methods and then giving feedback on which they prefer and why. I agree with you that they will probably choose the simulation method first. Keep in mind that if there are some that happen to choose the PDF document as their preferred method(or at least their first method), I think it would have more to do with the fact that for some people, using technology takes them out of their comfort zone and would rather go with the older, more familiar and comfortable method that they are used to, and not because your simulation wasn't user friendly enough. Some people do not like change and stick with what they are most comfortable with. Some may choose the PDF just because they are a visual learner and do better by reading the directions as opposed to receiving the directions through audio/video.
Hi everyone, I just got done making my survey. Take a look below and let me know what you think.
Student Survey Mineral Identification – Hands-On Learning vs. Learning Through Simulation
1.How would you describe your hands-on experience with testing the twelve minerals? Circle all choices that apply. A. Fun B. Boring C. Interesting D. Not Interesting E. Confusing F. Easy to do G. Challenging to do H. Was a good method for learning about earth materials I. Was not a good method for learning about earth materials
2. How would you describe your experience with the mineral identification simulation? Circle all choices that apply. A. Fun B. Boring C. Interesting D. Not Interesting E. Confusing F. Easy to do G. Challenging to do H. Was a good method for learning about earth materials I. Was not a good method for learning about earth materials
3. If you had to choose one way of learning about mineral identification, which method would you choose? A. Hands-on mineral tests B. Simulation mineral tests Why?
4. What helped you to understand the process for identifying minerals the most? A. Hands-on mineral tests B. Simulation mineral tests C. Both
5. What did you like best about doing the hands-on mineral testing and identification?
6. What did you like least about doing the hands-on mineral testing and identification?
7. What did you like best about doing the simulation mineral testing and identification?
8. What did you like least about doing the simulation mineral testing and identification?
9. Circle the choice below that you preferred doing.
Doing a different hands-on mineral test each day and then identifying all the minerals when done with the tests.
Or
Doing all the mineral tests for one mineral using the simulation and then identifying that one mineral when done, and then continuing on to the next mineral.
Hi everyone, How are your Inquiry Projects going? I took my students to the computer lab today, and things went very well. I began my modeling how to use the Gizmo to perform the different tests on Mineral A, and then we looked at the mineral key together and compared it with our test results. The students were able to find which mineral it was, and I typed in Quartz and it gave feedback that we were correct. Then they got started on the simulation with their partner. All the partners were able to complete the tests for Mineral B and make the correct identification. Now that they are comfortable using the simulation with success, they will finish doing the tests and identifications on the rest of the minerals on Wednesday. One thing I really like about this simulation is how the students get to do all the tests consecutively on one mineral and then make an identification. I am curious if the students will also prefer that method. It has caused me to think about how the lessons are designed in our Science kit. I could easily change things so that the students do the hands on testing consecutively as well. I look forward to seeing how things all play out with the student survey and all.
I tryed your idea of having the students read from a non-fiction book and then do a venn-diagram and informational writing piece today. They did the simulation last week, and the frog and toad comparison in class was done last week before the simulation of the dolphin and human. I am going to have the students take a quiz using a clickers, the Student Response System, which I think they will be excited about it since we haven't used it yet. We have one to share in our school so it's hard to get.
Group ?
What do you guys think about having them take the quiz on the frogs and toads (in class activity) first on Thursday, and then have them take the simulation quiz on Fri? I think I will get better results when they just have to focus on one quiz a day. The quiz questions will ask them two ways the animals are similar and two ways they are different with multiple choice answers. I will then ask them which way of learning to compare animals was their favorite, and why. This and the results of how they do on the two quizzes and which topic they choose to write on will help me determine whether the simulation offered a better learning experience. Let me know if you have any thoughts:-)
Ann,
I think your survey questions look AWESOME! I like how they are stated the same between the in class and simulation experiences. Well done! Let me know how it's going:-)
Hi Monique, I like your idea of giving them a quiz on frogs and toads one day, and then a quiz on the simulation another day. Are you going to have a quiz on the information gained from the students reading a non-fiction book as well? Did they all read about the same two animals, or did you let them pick two animals of their choice? Between your quizzes and tracking which set of animals the students choose to write about, I think that will give you good feedback for comparing the use of the simulation with more traditional methods of acquiring information for comparing animals. I think that's great that you are going to use the clickers with your students for taking the quizzes! We have a set of clickers in our building, and I used them 2-3 times last year. I would like to use them more than that this year. Let me know how it goes with the clickers.
Hi everyone, I was thinking about the idea of taking my survey questions and entering them on an online survey. That way I can get a printed copy of the results along with graphs. What do you think?
Great idea of an online survey! I think you will get a lot more excitement to take the survey on the computer rather than on regular paper. Let me know how it goes. I would like to try to at some point if you think it went well:-)
As for your question about a quiz for the non-fiction book I didn't make one yet, but I think it's a good idea and am going to try to do that. They all read about the same two animals in the same book. It's a Spiders non-fiction book that I have a class set of. I hope I answered your ?'s.
I had my students take quizzes on the frog/toad and the dolphin/human using the CPS clickers and it went well. The students did well on both quizzes. When I gave them a choice of which two to write about most students decided the dolphin/human. I think I am going to create a survey to ask them why they chose the dolphin/human to write about over the frog/toad. Some questions might be was it because of the simulation or their interest in these two mammals over the frog/toad. I think I might have them do another simulation that's more hands on than last weeks simulation to compare different simulations and how students learn depending on the type of simulation.
How are all of your projects going?
I'm nervous about the podcast! Is it mainly reading a story that we have wrote, which is about what we learned with simulations in our classroom? Any ideas?
Hi all, Well I have finished. Of course this week when I am ready to go we had only 1 new employee. They did like the flash video training simulations however. I was able to get 2 simulations finished and boss approved. The other 10 i hope (yeah right) to have done by the end of the year.
As for the 1 person who performed the simulations, she liked the video's. I offered the PDF version and she went straight for the video. Afterwards she read the PDF instructions and said that it make sence since she watched the video simulation otherwise it would not have.
There were no question about the setup after watching the simulation so the comparison that Ann had mentioned earlier did not work out.
I will call this a success as the trainee was able to learn what they needed to do and perform with out any trouble.
I would have liked to have more participation, but time was the factor here. We do have two more new employees starting next week so we will see how it goes with them.
Thanks for all your comments and ideas they really helped with this project.
If you want to listen to my audio clip it is here http://www.theringfamily.us/todd. I will get both of the video posted next week to that you can watch them if you like.
Hey everyone! I am just checking in to see what you all came up with as ideas for your inquiry projects. I work with first grade students and I spent a good amount of time looking up simulations online. There are some good ones out there, but they are often a little too high for my little ones. I finally found one through a UK site that offered some interesting simulations. I have a strict school so I had to make sure that the simulation I used fit in perfectly with our curriculum. Luckily for me it will.
ReplyDeleteI plan to have my students begin focusing on properties of matter and ways to sort objects. I am going to put my students in centers and then have them try sorting different objects based on two simple characteristics. Hard objects vs. soft objects, heavy objects vs. light objects etc. Then we will go into a simulation online where they will get to sort objects on two properties: waterproof, and bendy. the simulation allows the student to place an object in a beaker and spray it with water, if it disintegrates then it is not waterproof, if no change occurs, it is. Then they have the object in the same beaker and a hand comes down and touches it. If the object bends beneath the hand, it is bendy, if it does not, then it isn't. It is a simple activity but an important one for students who are just beginning to learn about science. Finding common characteristics among objects is an important tool for students to grasp to help them with science in their futures.
Hi Laura,
ReplyDeleteI think you plan for sorting different objects vs. soft objects, heavy objects vs. light objects, etc. is a good idea. That's great that you were able to find a simulation that you can use with your first graders and that fits with your curriculum. Will your students each do the simulation at a computer, will they work in partners, or do it together as a whole group? What are some of the thoughts, feelings, and actions that you hope your students will have? What is your plan for collecting data during the two different activities?
I was pleased to find a simulation on mineral identification that follows along quite closely with the hands on activities we are currently doing in our science unit. Since I have never had any experience with simulations, I am trying to decide whether to have the students work with a partner to do the simulation in our computer lab, or have students take turns manipulating the mineral through the various tests(on the Smartboard) and have everyone record the data on their own data sheet as we get the test results together as a whole class. I am leaning toward doing it together, since the process is somewhat time consuming. I want to make sure I have enough time to complete our hands on mineral testing in class and do the simulation mineral tests. In both instructional approaches the students will measure and observe mineral properties such as luster, hardness, streak, and reaction to acid. In both cases they will use their test data and compare it with a mineral key to identify the specific names of each of the minerals tested. I'm still thinking about the data collection piece of things. In both approaches they will have a data sheet to record their test results. In addition to that, I am trying to think of how I can gather data comparing the two approaches. I actually was thinking of creating a survey to gather feedback about the students attitude toward each of the two approaches. Any thought or ideas?
ReplyDeleteLaura,
ReplyDeleteSounds like a fun and enjoyable experiment with 1st graders. While thier are enjoying the fun of the activity they will be learning and won't even know it.
The simulation that you found also sounds interesting. I can understand the purpose of waterproff but what is the purpose of bendy? Could you explain that a bit more please.
Sound like you are well on your way with his project.
Todd
smithan6,
ReplyDeleteSorry your name is not being displayed so i do not know who you are.
Your science experi ment looks interesting. Studying a materiak and then figuring out what it is. Can I joinn your class?
Adding to your thoughts, I believe that i would have them work in pairs or threes. Doing this as one large group and having them take thier own notes i think takes away from some of the hands on and thought approach. Some of the students could sit back and listen to what others say and write down that information, theryby not having to do thier own work.
If you do perform both approaches definatly compare the two sets fo data and see what stands out.
Please let me know when class starts. LOL
Todd
Hi all,
ReplyDeleteI do not have the typical class room. I work at Michigan State University in the Library's Computing, and Technology Training Program. Think of this as professional development. I teach Faculty and Staff how to use technology.
Part of my job in my own department is to show each new employee how to set up the required department setting for thier Microsoft Outlook.
So for my simulation, i will be creating several training simulations on how to perform certain tasks in Microsoft Outlook. These simulations will take the place of me having to sit with each new employee for about an hour and go through all the setting. These simulations will involve a flash video containing step by step instructions along with voice over explainations of each step.
As a comparasion tool i will also just give them a PDF with the writen instructions of what has to be done and then compare the results of these 2 methods. I forsee that the video will have much better clarity and understanding.
Todd
Hi all,
ReplyDeleteSorry about the name situation. My name is Ann and I teach 3rd grade at Murphy Elementary in Haslett. Todd, I appreciate your feedback about doing the simulation in groups of three rather than whole group. I will have to give it some more thought. Why are you thinking three as opposed to partners?
I think your idea sounds really good, and it will be interesting to compare the two. I think your simulation method will be much more effective than reading a PDF file with written instructions. I know it would be for me.
Ann,
ReplyDeleteThanks for a name. Two's or three's. I have found when working with the boy scouts that two will work well together, even three work well. When it get to be four or more, then it might as well be the whole group. Too many in a group and someone gets left out or they feel that they can be silent and the grst of the group can cary them.
I prefer groups of two or three. Many of the tings that we do in scouts is perfect for groups of three.
Hope that helps.
Todd
Hi Group,
ReplyDeleteYour ideas all sound well thoughtout.
Laura, I think your idea sounds great. Students will love the in class experience of sorting objects by the pysical properties of soft and hard. Todd was wondering how bend fits in your matter lesson. I think it would fit in as a pysical property of matter. Some matter can change it's form, like bending. Just a though. I think you could maybe begin the first lesson in class with a discussion on words that can explain the properties of matter like texture, color, shape, size, consistency, & forms of matter. This might be too much for 1st grade but you could modify it to soft, hard, flexible-bend, ect. Just some ideas, but what you have already sounds good.
Ann, I teach this same unit to my 3rd graders later in the year. I think putting them in pairs or groups of 3 like Todd mentioned would be a great idea. If you create a survey that asks them about their views on the two mineral epxeriences, I would ask them the positive and negatives about both. Maybe give this to them before they actually do the classroom testing so they are thinking about what they liked and didn't like while doing the mineral testing in class and then in the simulation. Other than that I think it's a great idea, and I am so jealous you have a smartboard. I just got a projector screen so I am pumped up about that:-)
Todd, I think your simulation using a flash video sounds very interesting. What is a flash video? Just curious:-) I agree that the professors will probably like the video vers. the pdf. How will you collect your data? Will you give them a survey about the pros and cons about both? Can't wait to hear more about flash video!
Monique
So here's my plan. My 3rd graders are learning about animals and their adaptations. They also are learning about how to compare and contrast two things by using direct comparisons. The two types of instruction will be whole group/independent and independent. The whole group lesson will consist of comparing and contrasting a frog and a toad using information we have read together on each amphibian. The sheet that provides information about each amphibian will also have a diagram with labels (parts of the amphibians). The information gathered on the frog and toads will be written on a Venn-diagram. Students will bring home their Venn-diagrams to study. The next day, students will take a quiz that asks them questions about the amphibians using a student response system. Later in that same day, students will work independently as they read, listen to, and see diagrams of how dolphins and humans are similar and different from each other. This simulation focuses on dolphin and human body parts and how they are considered adaptations for them. As they are going through the simulation, which I will briefly go over with them first, they will record on a sheet of paper that has a Venn-diagram on it, the direct comparisons between dolphins and humans. After the simulation, the students will take home their Venn-diagram about dolphins and humans and study it. The following day, students will take the same student response quiz that they took for the frogs and toads. The students' scores should show some variance. I predict the quiz simulation scores will be higher. Sorry for the length of my post :-) Let me know if you have any ideas or thoughts about things I should change. Thanks group!
ReplyDeleteMonique
Ann,
ReplyDeleteHey, your project sounds really interesting especially in 3rd grade. I agree with Todd about putting the kids in groups of 2 or 3 so they are able to experience it on their own and have to participate enough to understand what they are doing. I am a little unfamiliar with what your simulation will consist of but could you perhaps have each group work on a different test within their group and then share their results with the class to record? It could help to cut down on time but allow each student a chance to do part of the simulation on their own.
As for my project, my students will be working on it on their own in the computer lab. I will have done a whole group introduction to how to do the simulation. During the different activities, we will be recording information down. I am still trying to decide how I will have them organize it, perhaps each center we will make a venn diagram on if the object does x, y or both. This would cause for some readjusting into how I organize the centers but I am still thinking about it. Thanks for your input!
Laura S.
Todd,
ReplyDeleteYour project sounds like a wonderful way to make the it worthwhile for adults! Having them do training activities that are relevant to what they need to learn will hopefully give you a good outcome. How will you monitor if it was a successful simulation or not?
Thanks for your encouragement :) I am hoping that the students take to the activity as well as you think. I feel strongly that they will because they enjoy centers, and LOVE computer time and experiences. The term bendy is perhaps a better term for flexibility for first graders. They understand that term better. I will still describe it to them as flexibility but the simulation uses the term bendy, so I will use that term as well.
Laura S.
Todd,
ReplyDeleteI read through your Inquiry Plan and it looks good. I had just a couple thoughts. When I read the following part,"Simple evidence that the simulation was a success is that the new employee is able to set up all 12 of the items that need to be setup without need any assistance. If someone had to come to me for assistance, then the simulation has failed, or needs some improvement." I thought it sounded somewhat harsh and rigid. I am not a techie and I am slower to catch on to things, therefore I may need to ask for assistance sometimes. If someone needs to come to you for help, I don't think that necessarily would mean that your simulation has failed. It may have to do with the learner's skill level with technology.
One other thought I had is that which ever method your learners choose, maybe you should have them also read through or listen to the other method and then compare them both.
Hi Laura,
ReplyDeleteI read through your Inquiry Plan last night and I think it sounds great. There were a couple things that I wasn't clear on. Maybe it is just me because I was really tired. In the part where you said, "Once each student has done the simulation online, I will have them choose to group the objects in 3 different groups. I will see if they group them the way that I think they will, by waterproof, bendy, or both." Will you be having them do this online or hands on?
When I read, "I am also going to try to see if they are able to do a venn diagram (we are working on them in math but it is still a tricky concept so it might be more hurtful than helpful in this situation) to group their objects." I thought that maybe it would be too much of a stretch for your first graders to do on their own, but thought that it would be a really good exercise for you to do as a whole group so that they get a different type of exposure to doing a venn diagram to compare and contrast besides math.
Hi Monique,
ReplyDeleteI read through your Inquiry Plan last night and I like how you are combining Science and Writing. I like your idea of doing a teacher directed modeling to show the difference between a frog and a toad first. One thought I had in addition to what you have planned, would be to have your students also read a non-fiction book about crocodiles and alligators in order to compare them. Then they could compare the book method with the simulation method, and when they are done, maybe they could choose which they want to write about - dolphin/human or crocodile/alligator. Just a thought...
Hi all,
ReplyDeleteI have decided to take your collective advice and I am going to have the students work with a partner to do the simulation. Laura, because of the nature of the simulation, each set of partners will need to do all of the tests. In the simulation, they do the various tests consecutively and then compare their data with a mineral key and then type in the name of what they think the mineral is, and then they get immediate feedback on whether they were right or not. I spoke with our technology teacher yesterday, and we have made arrangements for my students to go down to the computer lab twenty minutes earlier than their schedule tech. time this coming Monday. That will give them a chance to get their keyboarding practice time in, and then she is going to let us use their technology time for the simulation and she will be their to help support and monitor their efforts. I am predicting that we will need two sessions in order for them to complete all the tests and identifications, so I signed up for extra tech. lab time next Wed. I am really excited for Monday to come, and the technology teacher is looking forward to participating in the simulation with us! I am going to work on creating a survey like Monique suggested. If you have any ideas on what I should include on my survey, I am open to suggestions.
Ann,
ReplyDeleteThanks for the comments. Yes perhaps my idea of success and failure is to rigid. Thanks for pointing that out. I was not thinking that someone may just need help wtih the technology. I will have to rephrase my success criteria.
As for the comparison that sounds like a good idea. I am thinking that most will go for the simulation but i could still have them read the PDF and then tell mey why the simulation was beter. thanks for the idea.
Monique,
ReplyDeleteA flash video is a video that can be played in a browser window using a Flash plugin. Flash is an Adobe product and is use for creating flash videos. You are probabily familiar with Window Media Player, Flash is the same type of concept but a different manufacturer. Hope that clear up some. I will post a link to one when i have it finished so that you can see it.
Tod
Laura,
ReplyDeleteWell i have to rethink how i will monitor success. As Ann stated, my original thought was too strict and i see that now. So i will do some thinking and then determin how to monitor success. I will get back to you on this.
Todd
Todd,
ReplyDeleteWhat if you compare your normal level of success when you actually do all of the teaching to what they are asking you for help on after the simulation? Like Ann said, if you have them considered a failure because they ask one or two questions that is a bit harsh. However, chances are even after you taught them the programs, they probably still had a few questions for you correct? What if you base it on a scale. 1-5 questions is normal and you can consider it a success, 5-10 questions is OK but you may have to work on the simulations a little bit 10 or more questions and perhaps the simulations need to be rethought altogether. You may choose to do this, or you may choose not to but you would probably have to change the numbers based on what the noral amount of questions were. You get the idea :) Good luck!
Laura S
Ann,
ReplyDeleteSounds liek you ahve your inquiry well on its way! That sunds like a great idea, and having the extra tech help is proably a big relief too. I know hen I work with my first graders, even on programs they are familiar with there are 16 o them, and 1 of me and I can't seem to get around fast enough to answer all of their questions. I will be requiring the assistance of our tech during our computer time next week as well. Other than that I think that using the partners will be a good. IT is probably better for each of them to do the simulations anyway so they get a good idea of the entire process, so that actually works out better I am sure. What kind of a survey are you looking for? Which did you like better the hands on or the simulation? Why? Which offered more information or were they the same?
Sorry, that is all I can think of, and it may be WAY off base to what you were looking for. Good luck with your project as well :)!!!
Oops, forgot to add something my last comment....
ReplyDeleteAnn,
Thanks for the Venn diagram info, I may have them do it in a T-chart X characteristic on one side, Y on the other, and we may just do a simple bar graph of the info when they are done. They are MUCH more successful with this! Thanks for your input, it did make me rethink it a little bit!
Monique,
ReplyDeleteI think your idea of offering them two different types of comparisons will really help them understand how things relate and compare. I like the two choices you picked because of the fact that they would offer a lot of information on a venn diagram. That is a great way for students to not only visualize what they are learning but to have an opportunity to record the information themselves. They say the more senses children use when learning the more likely they are to retain what they have learned. You seem to hit all of the senses and that should provide you with a very successful outcome. I also thought you had a great idea by allowing them to continue the learning at home. Some kids really enjoy telling their families what they have learned and that can also help them retain the info. It sounds like you are doing well with your plan, and I am sorry to say I really don't have any suggestions for you. It sounds great and I am looking forward to seeing how it turns out!
Ann,
ReplyDeleteThanks for your advice about my project. I think I will give them the choice of writing a information piece of writing about the toad and frog or the dolphin and human since we did the frog and toad venn-diagram after we read information on the two amphibians. I love the idea you suggested about giving them the choice of what they will write about. I predict most will want to write about the dlophin and human since that was the simulation. How's your survey going?
Laura,
ReplyDeleteI read what Todd and Ann said and I was thinking you could also rate their understanding on the type of questions they are asking you as well as the number of questions. For example, are they asking you questions that they wouldn't have before doing the simulation because the simulation got them excited and peaked their interest? Just some thoughts, but I think your 1st graders will really enjoy both lessons with properties of matter.
Todd,
ReplyDeleteSounds more familiar now:-) Thanks for explaining and I will definitly check out your video when you send it!
Monique,
ReplyDeleteThanks for the survey idea. I think I will create one asking them a few questions about their learning experience during each method, and I also want to ask them whether they liked doing one test at a time and then using their data to identify their minerals after all the testing is done, or did they prefer to do all the tests consecutively on one mineral and then make an identification on that mineral when done, and then proceeding to the next mineral.
I'm glad you liked the idea of giving your students a choice about which compare/contrast they will write about. What was your thoughts on having the students read a non-fiction book on Alligators and Crocodiles(or two other animals)? My reason for suggesting this additional task was so that your students would be using two different ways of acquiring new information on their own in order to be able to compare and contrast two things and then apply their information in a piece of writing.
Hi Laura,
ReplyDeleteThe T-chart idea sounds good, and it sounds like a good way to go if that is a task that your first graders are more comfortable with. You didn't answer my question from my earlier post - Will you be having them do this online or hands on? I'm still wondering... :)
Hi Todd,
ReplyDeleteI am glad that the feedback about how you were going to judge your success seeming to be too harsh, was helpful and has caused you to rethink your criteria. I am glad you liked the idea of having your learners look at both methods and then giving feedback on which they prefer and why. I agree with you that they will probably choose the simulation method first. Keep in mind that if there are some that happen to choose the PDF document as their preferred method(or at least their first method), I think it would have more to do with the fact that for some people, using technology takes them out of their comfort zone and would rather go with the older, more familiar and comfortable method that they are used to, and not because your simulation wasn't user friendly enough. Some people do not like change and stick with what they are most comfortable with. Some may choose the PDF just because they are a visual learner and do better by reading the directions as opposed to receiving the directions through audio/video.
Hi everyone,
ReplyDeleteI just got done making my survey. Take a look below and let me know what you think.
Student Survey
Mineral Identification – Hands-On Learning vs. Learning Through Simulation
1.How would you describe your hands-on
experience with testing the twelve minerals?
Circle all choices that apply.
A. Fun
B. Boring
C. Interesting
D. Not Interesting
E. Confusing
F. Easy to do
G. Challenging to do
H. Was a good method for learning
about earth materials
I. Was not a good method for learning
about earth materials
2. How would you describe your experience
with the mineral identification simulation?
Circle all choices that apply.
A. Fun
B. Boring
C. Interesting
D. Not Interesting
E. Confusing
F. Easy to do
G. Challenging to do
H. Was a good method for learning
about earth materials
I. Was not a good method for learning
about earth materials
3. If you had to choose one way of learning
about mineral identification, which method
would you choose?
A. Hands-on mineral tests
B. Simulation mineral tests
Why?
4. What helped you to understand the process for
identifying minerals the most?
A. Hands-on mineral tests
B. Simulation mineral tests
C. Both
5. What did you like best about doing the
hands-on mineral testing and identification?
6. What did you like least about doing the
hands-on mineral testing and identification?
7. What did you like best about doing the
simulation mineral testing and
identification?
8. What did you like least about doing the
simulation mineral testing and
identification?
9. Circle the choice below that you preferred
doing.
Doing a different hands-on mineral test each
day and then identifying all the minerals
when done with the tests.
Or
Doing all the mineral tests for one mineral
using the simulation and then identifying
that one mineral when done, and then
continuing on to the next mineral.
Hi everyone,
ReplyDeleteHow are your Inquiry Projects going? I took my students to the computer lab today, and things went very well. I began my modeling how to use the Gizmo to perform the different tests on Mineral A, and then we looked at the mineral key together and compared it with our test results. The students were able to find which mineral it was, and I typed in Quartz and it gave feedback that we were correct. Then they got started on the simulation with their partner. All the partners were able to complete the tests for Mineral B and make the correct identification. Now that they are comfortable using the simulation with success, they will finish doing the tests and identifications on the rest of the minerals on Wednesday. One thing I really like about this simulation is how the students get to do all the tests consecutively on one mineral and then make an identification. I am curious if the students will also prefer that method. It has caused me to think about how the lessons are designed in our Science kit. I could easily change things so that the students do the hands on testing consecutively as well. I look forward to seeing how things all play out with the student survey and all.
Ann,
ReplyDeleteI tryed your idea of having the students read from a non-fiction book and then do a venn-diagram and informational writing piece today. They did the simulation last week, and the frog and toad comparison in class was done last week before the simulation of the dolphin and human. I am going to have the students take a quiz using a clickers, the Student Response System, which I think they will be excited about it since we haven't used it yet. We have one to share in our school so it's hard to get.
Group ?
What do you guys think about having them take the quiz on the frogs and toads (in class activity) first on Thursday, and then have them take the simulation quiz on Fri? I think I will get better results when they just have to focus on one quiz a day. The quiz questions will ask them two ways the animals are similar and two ways they are different with multiple choice answers. I will then ask them which way of learning to compare animals was their favorite, and why. This and the results of how they do on the two quizzes and which topic they choose to write on will help me determine whether the simulation offered a better learning experience. Let me know if you have any thoughts:-)
Ann,
I think your survey questions look AWESOME! I like how they are stated the same between the in class and simulation experiences. Well done! Let me know how it's going:-)
Monique
Hi Monique,
ReplyDeleteI like your idea of giving them a quiz on frogs and toads one day, and then a quiz on the simulation another day. Are you going to have a quiz on the information gained from the students reading a non-fiction book as well? Did they all read about the same two animals, or did you let them pick two animals of their choice? Between your quizzes and tracking which set of animals the students choose to write about, I think that will give you good feedback for comparing the use of the simulation with more traditional methods of acquiring information for comparing animals. I think that's great that you are going to use the clickers with your students for taking the quizzes! We have a set of clickers in our building, and I used them 2-3 times last year. I would like to use them more than that this year. Let me know how it goes with the clickers.
Hi everyone,
ReplyDeleteI was thinking about the idea of taking my survey questions and entering them on an online survey. That way I can get a printed copy of the results along with graphs. What do you think?
Ann,
ReplyDeleteGreat idea of an online survey! I think you will get a lot more excitement to take the survey on the computer rather than on regular paper. Let me know how it goes. I would like to try to at some point if you think it went well:-)
As for your question about a quiz for the non-fiction book I didn't make one yet, but I think it's a good idea and am going to try to do that. They all read about the same two animals in the same book. It's a Spiders non-fiction book that I have a class set of. I hope I answered your ?'s.
Hi Group!
ReplyDeleteI had my students take quizzes on the frog/toad and the dolphin/human using the CPS clickers and it went well. The students did well on both quizzes. When I gave them a choice of which two to write about most students decided the dolphin/human. I think I am going to create a survey to ask them why they chose the dolphin/human to write about over the frog/toad. Some questions might be was it because of the simulation or their interest in these two mammals over the frog/toad. I think I might have them do another simulation that's more hands on than last weeks simulation to compare different simulations and how students learn depending on the type of simulation.
How are all of your projects going?
I'm nervous about the podcast! Is it mainly reading a story that we have wrote, which is about what we learned with simulations in our classroom? Any ideas?
Monique Wilson
Hi all,
ReplyDeleteWell I have finished. Of course this week when I am ready to go we had only 1 new employee. They did like the flash video training simulations however. I was able to get 2 simulations finished and boss approved. The other 10 i hope (yeah right) to have done by the end of the year.
As for the 1 person who performed the simulations, she liked the video's. I offered the PDF version and she went straight for the video. Afterwards she read the PDF instructions and said that it make sence since she watched the video simulation otherwise it would not have.
There were no question about the setup after watching the simulation so the comparison that Ann had mentioned earlier did not work out.
I will call this a success as the trainee was able to learn what they needed to do and perform with out any trouble.
I would have liked to have more participation, but time was the factor here. We do have two more new employees starting next week so we will see how it goes with them.
Thanks for all your comments and ideas they really helped with this project.
If you want to listen to my audio clip it is here http://www.theringfamily.us/todd. I will get both of the video posted next week to that you can watch them if you like.
Thanks Todd