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  • What Went Well: Planning and Curriculum Design

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    Anna Puleo McGowan reflects on the implementation of her DreamIt program. What went well was planning engaging curriculum with a focus on making science visible through hands-on activities exploring scientific concepts. Younger students investigated questions like "Why do zebras have stripes?" through sensory exploration, while older students tackled challenges applying engineering principles. Students of all ages were excited and engaged in the class. What went wrong was sometimes science was not made clearly visible through assessments. Competing priorities like a student teacher and new robotics equipment also provided complexity in fully implementing the curriculum. Her goal is to improve assessments and rollout planned activities to better illustrate scientific understanding.

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    mcgowandreamitimplementationandreflections

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    Anna Puleo McGowan reflects on the implementation of her DreamIt program. What went well was planning engaging curriculum with a focus on making science visible through hands-on activities exploring scientific concepts. Younger students investigated questions like "Why do zebras have stripes?" through sensory exploration, while older students tackled challenges applying engineering principles. Students of all ages were excited and engaged in the class. What went wrong was sometimes science was not made clearly visible through assessments. Competing priorities like a student teacher and new robotics equipment also provided complexity in fully implementing the curriculum. Her goal is to improve assessments and rollout planned activities to better illustrate scientific understanding.

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    © All Rights Reserved
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    49 Ansichten3 Seiten

    What Went Well: Planning and Curriculum Design

    Hochgeladen von

    api-260106173
    Anna Puleo McGowan reflects on the implementation of her DreamIt program. What went well was planning engaging curriculum with a focus on making science visible through hands-on activities exploring scientific concepts. Younger students investigated questions like "Why do zebras have stripes?" through sensory exploration, while older students tackled challenges applying engineering principles. Students of all ages were excited and engaged in the class. What went wrong was sometimes science was not made clearly visible through assessments. Competing priorities like a student teacher and new robotics equipment also provided complexity in fully implementing the curriculum. Her goal is to improve assessments and rollout planned activities to better illustrate scientific understanding.

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    AnnaPuleoMcGowan

    ReportonDreamItImplementation/FinalReflection
    December12,2014

    AsIstareddownthetaskofsummarizingthestatusofmyDreamItimplementationand
    offeringmyrecentreflections,IrecalledthatIaskmystudentstoreflectdailyontheir
    engineeringsuccessesbythethreeWsWhatWentWellandWhatWentWrong.SoI
    thoughtIwouldusethesameconventiontolayoutthesuccessesoftheDreamIt
    Implementationandidentifyareasofimprovementfortheupcomingsemester.Ihave
    interspersedmyrecentreflectionsabouttheprogramaswellasthelearningsthathave
    stayedwithmethroughoutthesemester.

    WhatWentWell
    PlanningandCurriculumDesign

    Firstandforemost,havinganoverallthemeorstructurefordesigningandimplementingmy
    curriculumwasinvaluable.AsIwasflyingblindwithnosetcurriculumorresources(until
    midsemester),havingthatstructurewasextremelybeneficial.ThegistDrofmyeamITisthat
    IwantedtoMakeScienceVisiblestudents.Fortheyoungergrades,thisinvolvedkinesthetic
    andsensoryexplorationbylearningthehabitsofmindofscientists.Iincorporatedtheideaof
    WorldofWonderandusedittochallengemyK3studentswithinterestingandthought
    provokingideasasthebasisoftheactivitiesSomeoftheideas/questionswereWhyDo
    ZebrasHaveStripes?andCanYouBlowaSquare

    Bubble?

    Fortheoldergrades,thisinvolvedafocusonengineeringandproblemsolvingto
    executechallengesthatillustratescientificconcepts.Todatestudentshavebeengivenovera
    dozenchallengesthatincludetowerbuilding,catapultdesign,nestbuildingandmodelingthe
    workofindustrialengineersthroughtimemotionstudies.Someoftheseactivitieswere
    inspiredbyassignmentswedidinclassorfromtheRootsofSTEMbook,andotherswere
    sharedwithmethroughmynetworkingwiththecohort.BeinginvolvedintheSTEMprogram
    hasbeeninvaluableformypositionthisyear,and

    ClassroomEngagement
    Foraspecialthatonlyseesstudentsonceaweek,Iamextremelyproudofhowrigorous

    AnnaPuleoMcGowan
    ReportonDreamItImplementation/FinalReflection
    December12,2014
    andengagingmySTEMclassis.Anecdotally,studentsofallageslovecomingtomyclass,
    anditisafavoriteclassformany.Whathasbeensomuchfunandalsoeducationalformeis
    toseethewonderintheyoungkids,andtoseehoweagertheyaretolearn.Iamusedto
    teachinggrades68,andtheyareoftenshroudedinaveilofcynicismandapathy.Isawall
    agesexcitedabouttheactivities.Forinstance,therewasanactivitythatIdidwiththe
    youngergrades(SpaghettiTower)thatIthoughtwouldbebabyishfortheuppergrades.The
    kidsfoundoutaboutitfromtheiryoungersiblingsandbeggedmetoteachtheactivity.Ihad
    zerobehaviororengagementissueswitheventheeighthgraders,whomIhaveknownfor
    threeyearsandareadifficultbunch.
    WhatWentWrong
    ScienceWasSometimesInvisible:
    AsIreflectontheactivitiesIconductedwithgradesK8,Idothinkthatsciencewasmade
    visibleonmostbutnotalloftheassignments.Whilestudentengagementwasclearlyvisible,
    Iamstrugglingwiththeformativeandsummativeassessmentsthatprovethatthestudents
    trulyunderstandthekeyconcepts.ItwassowonderfultotesttheSquishyCircuitstothe
    uppergradestudents,andtoreceivetheirvaluablefeedbackonhowtomakethematerial
    moreaccessibletotheyoungergrades.Ihavenotyetbeenabletorolloutthesquishy
    circuitsandmakeymakeykits,andIamexcitedtosointhethirdquarter.

    CompetingPriorities:
    OneofthechallengesofimplementingmyDreamItwasbalancingthetightropeofmyown
    personalgoalswithprofessionalexpectations.Forexample,Iwasassignedastudent
    teacherthisquarter,andwhileshewasanassetinmanyways,shealsoprovidedabitofa
    distractiontomyultimategoalofrollingoutmyconcept.Itriedtosteerherinthedirectionof
    teachingSTEMtypeprojectsthatfocusedonEngineering,butshealsowasgivendiscretion
    inselectingandplanningherownassignments.Ialsowasexpectedtorolloutalanguage
    artsprograminmySTEMclassandIalsoreceivedmyRoboticsequipmentinthemiddleof
    thesecondquarter,whichhastakenupagreatdealofmytime.Thesearegreatproblemsto
    have,yettheydoprovideadditionallayersofcomplexityontheotherhand.Mytaskforthe
    remainderofquarter2istostayfocusedonthegoalofrollingouttheMakingScienceVisible

    AnnaPuleoMcGowan
    ReportonDreamItImplementation/FinalReflection
    December12,2014
    planandtoimprovemyperformancesofunderstandingtojustifywhethertheactivitiesindeed
    MakeScienceVisible

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