1. What is your essential question?
What is the best way for chemistry teacher to best assess the scientific understanding of their class?
2. What is your third answer to your essential question (write your third answer in a complete
sentence)?
Assessing lab reports and laboratory proficiency allows chemistry teachers to identify the progress and success of each student.
3. What are three details to support or justify your third answer (details are examples or facts)?
• Chemistry is learned by experiencing. Experiments have been conducted to prove that it would be harder, if nearly impossible for students to learn chemistry, properly, being able to retain and use the information, if students were not given the chance to learn on their own.
• Laboratories need to be conducted in groups because in the real world scientists need to communicate their findings with their groups. Even in a general chemistry class, where students may not be science majors, the class, like iPoly, helps develop student's skills and makes them work together. The class helps teach important life skills.
• Labs show real world applications of chemistry, and the reports make the students explain the phenomena that occurred.
4. What source helped you prove this answer is justified for your essential question?
a. My third interview with Dr. Alex, the chair of the chemistry department at Cal Poly Pomona.
b. The Chemistry Classroom Formulas for Successful Teaching by J. Dudley Herron.
c. Lawrence Edomwonyi-otu and Abraham Avaa (Edomwonyi-otu, Lawrence, and Abraham Avaa. "The Challenge of Effective Teaching of Chemistry: A Case Study - Leonardo El J Pract Technol." The Challenge of Effective Teaching of Chemistry: A Case Study - Leonardo El J Pract Technol. N.p., 25 June 2011. Web. 14 Sept. 2012.)
d. My fourth interview with Theodore Crutchfield, a scientists who actually created important patents (like for the first pregnancy test) and my grandfather.
5. What do you plan to study next and why?
Luckily, for my independent component, I get to see and experience for myself a college level laboratory. I will be in the class so I can also observe how the teacher assesses us for each experiment we perform.
Thursday, February 28, 2013
Wednesday, February 20, 2013
Blog 17: Fourth Interview Questions
My chemistry professor at Cal Poly:
1. How can a chemistry teacher best assess the scientific understanding of their class?
2. Regarding labs and lab reports, when creating your grading scale, what factors do you consider most important? Why?
3. What is the significance of students performing labs?
4. Do you believe in requiring students to report their findings in manners of verbal communication? If so, how/why?
5. How can learning the scientific language be beneficial to a student?
6. What is the importance of testing in a chemistry classroom?
7. In chemistry is it easier for students to learn in groups or independently?
8. How can you make sure that a chemistry experiment is an enjoyable learning tool?
9. At the beginning of the term, how do you assess each student to see what level they are currently at scientifically so that you are teaching them at their level?
10. How do you go about creating a lesson plan for the beginning of the year?
11. How do you go about assessing each student throughout the year?
12. How do you feel science has changed in the past 10 years and how has if effected your teaching?
13. Do you find yourself editing your lesson plan to personalize it to fit the needs of individual classes throughout the years? Have you ever been able to do this with individual students?
14. Do you do any review during the first few classes to help refresh students memories of their high school courses and to help identify students who may be struggling?
15. Do you use any of your personal experiences to make your lessons more relatable to your students? If so, what?
16. How can you turn your student's failure into a learning experience?
17. How do you think your textbooks aid the understanding of the students? Do you use any other materials to aid the learning your class?
18. Do you feel repetition in the homework assignments assists the student in learning the material?
19. In all of your years of teaching, was there any experiences that stood out to you that made your career worth while?
20. Do you have any advice for a student who wants to purse chemistry or even chemistry teaching as a career?
Pang:
1. How can a chemistry teacher best assess the scientific understanding of their class?
2. What is your goal as a chemistry teacher? When developing your lesson plan, what aspects of your class do you wish your students would retain for the rest of their lives?
3. What is the importance of tests in a chemistry classroom?
4. What is your approach to teaching students with different characteristics and different learning strategies?
5. During lectures how can you check for understanding?
6. When determining the weighting you put on different assignments, what did you encounter or what factors did you consider when you produced your final assessment standards?
7. What is your goal as a chemistry teacher?
8. What methods do you find most effective in your classroom?
9. Why do you believe tests are implemented and valued so highly in a chemistry classroom?
10. How can you make sure that a chemistry experiment in an enjoyable learning tool?
11. How has the integration of technology in the classroom effected your approach to teaching?
My Grandfather:
1. How can a chemistry teacher best assess the scientific understanding of their class?
2. What do you think students should focus on to truly understand chemistry? When/How did you realize you had a knack for the subject?
3. As a student, what was your biggest accomplishment? As a scientists?
4. In your opinion, when does a student become a scientists?
5. What areas in chemistry did you find the most interesting?
6. Were there any interesting discoveries that you found through your research and development?
7. How do you incorporate your knowledge in chemistry and in teaching together?
8. As a chemistry student what characteristics of teachers did you find most influential?
9. Do you think that your profession had an influence on your the direction your children chose to follow? (one being a teacher and the other in medicine)
10. What would be the one piece of advice you would pass onto me, being your granddaughter, and knowing that I want to pursue a career in science, that you feel would be most beneficial for my professional growth?
1. How can a chemistry teacher best assess the scientific understanding of their class?
2. Regarding labs and lab reports, when creating your grading scale, what factors do you consider most important? Why?
3. What is the significance of students performing labs?
4. Do you believe in requiring students to report their findings in manners of verbal communication? If so, how/why?
5. How can learning the scientific language be beneficial to a student?
6. What is the importance of testing in a chemistry classroom?
7. In chemistry is it easier for students to learn in groups or independently?
8. How can you make sure that a chemistry experiment is an enjoyable learning tool?
9. At the beginning of the term, how do you assess each student to see what level they are currently at scientifically so that you are teaching them at their level?
10. How do you go about creating a lesson plan for the beginning of the year?
11. How do you go about assessing each student throughout the year?
12. How do you feel science has changed in the past 10 years and how has if effected your teaching?
13. Do you find yourself editing your lesson plan to personalize it to fit the needs of individual classes throughout the years? Have you ever been able to do this with individual students?
14. Do you do any review during the first few classes to help refresh students memories of their high school courses and to help identify students who may be struggling?
15. Do you use any of your personal experiences to make your lessons more relatable to your students? If so, what?
16. How can you turn your student's failure into a learning experience?
17. How do you think your textbooks aid the understanding of the students? Do you use any other materials to aid the learning your class?
18. Do you feel repetition in the homework assignments assists the student in learning the material?
19. In all of your years of teaching, was there any experiences that stood out to you that made your career worth while?
20. Do you have any advice for a student who wants to purse chemistry or even chemistry teaching as a career?
Pang:
1. How can a chemistry teacher best assess the scientific understanding of their class?
2. What is your goal as a chemistry teacher? When developing your lesson plan, what aspects of your class do you wish your students would retain for the rest of their lives?
3. What is the importance of tests in a chemistry classroom?
4. What is your approach to teaching students with different characteristics and different learning strategies?
5. During lectures how can you check for understanding?
6. When determining the weighting you put on different assignments, what did you encounter or what factors did you consider when you produced your final assessment standards?
7. What is your goal as a chemistry teacher?
8. What methods do you find most effective in your classroom?
9. Why do you believe tests are implemented and valued so highly in a chemistry classroom?
10. How can you make sure that a chemistry experiment in an enjoyable learning tool?
11. How has the integration of technology in the classroom effected your approach to teaching?
My Grandfather:
1. How can a chemistry teacher best assess the scientific understanding of their class?
2. What do you think students should focus on to truly understand chemistry? When/How did you realize you had a knack for the subject?
3. As a student, what was your biggest accomplishment? As a scientists?
4. In your opinion, when does a student become a scientists?
5. What areas in chemistry did you find the most interesting?
6. Were there any interesting discoveries that you found through your research and development?
7. How do you incorporate your knowledge in chemistry and in teaching together?
8. As a chemistry student what characteristics of teachers did you find most influential?
9. Do you think that your profession had an influence on your the direction your children chose to follow? (one being a teacher and the other in medicine)
10. What would be the one piece of advice you would pass onto me, being your granddaughter, and knowing that I want to pursue a career in science, that you feel would be most beneficial for my professional growth?
Thursday, February 7, 2013
2 Hour Meeting Answer 2
1. What is your essential question?
How can a chemistry teacher best assess the scientific understanding of their class?2. What is your second answer to your essential question?
Although overused, traditional tests and quizzes will report the general level of understanding the chemistry class produces. 3. What are three details to support or justify your second answer (details are examples or facts)?
a. Tests are counted on so
b. The scores on the tests reflect as to how much students learn in class.
c. There are several different ways to analyze the test results. After analyzing the tests can be used to picture what kind of teaching methods worked on certain students.
4. What source helped you prove this answer is justified for your essential question?
a. My third interview with Dr. Alex, the chair of the chemistry department at Cal Poly Pomona.
b. The Chemistry Classroom Formulas for Successful Teaching by J. Dudley Herron.
5. What do you plan to study next with your second answer and why?
I plan to continue my study of answer 2 by doing hopefully talking to Pang (and other teachers) about how they device their tests. Hopefully, I can talk to Pang about being his TA during fourth blocks.
How can a chemistry teacher best assess the scientific understanding of their class?2. What is your second answer to your essential question?
Although overused, traditional tests and quizzes will report the general level of understanding the chemistry class produces. 3. What are three details to support or justify your second answer (details are examples or facts)?
a. Tests are counted on so
b. The scores on the tests reflect as to how much students learn in class.
c. There are several different ways to analyze the test results. After analyzing the tests can be used to picture what kind of teaching methods worked on certain students.
4. What source helped you prove this answer is justified for your essential question?
a. My third interview with Dr. Alex, the chair of the chemistry department at Cal Poly Pomona.
b. The Chemistry Classroom Formulas for Successful Teaching by J. Dudley Herron.
5. What do you plan to study next with your second answer and why?
I plan to continue my study of answer 2 by doing hopefully talking to Pang (and other teachers) about how they device their tests. Hopefully, I can talk to Pang about being his TA during fourth blocks.
Saturday, February 2, 2013
Independent Component 2 Plan Approval
(1) I want to take a chemistry class up at Cal Poly. (CHM 121)
The lecture I am requesting will be on Monday/Wednesday/Friday from 4-4:50 and the lab will be on Tuesdays from 1:00-3:50.
(2) The class is from 4/2/13-6/7/13. Even though the component is due on the 26th; Ill have 19 hours and 40 minutes completed without any studying done (which if I plan to get at least a B in I will need), more than thirty hours will be done by the end of the class.
(3) I will be getting the experience of being in the class again, and because my eq is "How can a chemistry teacher best assess the scientific understanding of their class?" I will be able to observe my teachers lessons and understand how she herself grades the class and if she asses the scientific understanding or the performance of a student. I will be taking two classes so I can observe both with the same mindset.
The lecture I am requesting will be on Monday/Wednesday/Friday from 4-4:50 and the lab will be on Tuesdays from 1:00-3:50.
(2) The class is from 4/2/13-6/7/13. Even though the component is due on the 26th; Ill have 19 hours and 40 minutes completed without any studying done (which if I plan to get at least a B in I will need), more than thirty hours will be done by the end of the class.
(3) I will be getting the experience of being in the class again, and because my eq is "How can a chemistry teacher best assess the scientific understanding of their class?" I will be able to observe my teachers lessons and understand how she herself grades the class and if she asses the scientific understanding or the performance of a student. I will be taking two classes so I can observe both with the same mindset.
Friday, February 1, 2013
Independent Component 1:
- LITERAL
(a) Statement saying: “I, Rachel Wampler, affirm that I completed my independent component which represents 30 hours of work.”
(b) http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf - The main source of the completion of this work was the actual list of the California's State Standards.
(c) Click Here - (d) I called over 35 schools in the Inland Empire County to try to get willing subjects, but no one seemed to take me seriously. They said to call back (which I did but no reply), some hung up on me, while others simply laughed. This was just a traumatizing experience. I got 12 teachers to reply from six different cities and five different schools. Each interview took around an hour in itself and each non answer took around half an hour. I did propose one question that tried to detect how many really took me seriously which seemed to be fairly high (77%). Afterwards I tried to explain some of the data in which I collected into graphs.
- INTERPRETIVE
I kept calling people. Even before with my original answers. I called people from different counties and it seemed like no one really wanted to help. I found two really helpful people. They explained their work and how they teach their class. This is a justified experiment (so to speak) because I got advice on how to run a chemistry classroom and what it will be like, time wise with the lessons, to actually plan this work. I realize that my first answer has flaws because it isn't time sensitive either. Chemistry teachers have one year to make students understand the scientific process, which isn't really enough. I think my next answer can focus around the fact that time isn't at hand and teachers have to get through so much in the little time given to them. - Evidence : all survey answers and graphs with information
- APPLIED
- Chemistry teachers aren't really given the full power to get through everything that they can deem as acceptable in the classroom. They have to meet the requirements set by the state of California. This component gave me the foundational information of what a teacher's week is like.
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