ZCHS Professional Development Day 2.17.2015 - Authentic and Rigorous Assessment

WELCOME: 

Today, I would like to lead a discussion on assessment in the realm of PBL (Project Based Learning). I encourage you to post any thoughts on Twitter via #PBLChat217

Welcome Work (Read these short articles by clicking on the following links):

Most of you may be in the same "boat" as this teacher : How do I grade PBL?

Matching Traditional Grades to PBL

Matching Standards to PBL

After reading, tweet out a thought on the article/s with hashtag #PBLChat217

Let us frame our discussion: 

I don't think that there is any "silver bullet" in the pedagogical utility belt. In fact, I think a variety of techniques that allows for engagement of students in their education, where engagement means a chance to look critically and creatively at the material they are being presented. No way of teaching should be done, "just to say you did it" or without thought about the end goals. Students should have a variety of ways to summarize and take notes, analyze, compare and contrast, re-state ideas in their own words, and apply that information in new ways. Essentially taking the ideas of Marzano,  9 High Yield Instructional Strategies, as linked to a nice summary by Palm Beach Public Schools, and embedding them in the teaching strategy that works well with your personality and that of your audience. However, it is important to stretch yourself from time-to-time and grow as an educator - this will allow for more growth for your students as well!

Why PBL? I believe that PBL is a great method to help teach 21st Century Skills (also known as the 4 C's, NEA) 

1. Creativity

2. Collaboration

3. Critical Thinking

4. Communication

Personally, I think that creativity is the least taught in our schools. Which could be because of 2 reasons (as I see it). 

1. A lack of understanding about what creativity is and how to teach it

2. A lack of tools to reinforce creativity in a culture that expects "right and wrong" answers - or a lack of clear grading systems to promote creativity. 

1st: What is Creativity? Some would argue that there is no such thing as a creative idea. This may be true, but one way to frame creativity is to take the whole sum of your knowledge and experiences and apply it in a different way. With this definition, it may be more apparent to see ways of encouraging and grading creative thinking. In fact, there is a whole field of robotics and artificial intelligence that focuses on creativity and how to write algorithms for creative thinking:

See: 

Clever Bot Writes a Movie

Clever Bot's Home Page

2nd: We have to be able to allow for creativity in our grading practices, ways to encourage students who take positive risks in how they relate to and apply their learning. I think students are generally timid about taking risks (being creative) because they fear being wrong (i.e. get a bad grade) and failing. Failure of a task, shouldn't be an automatic failure of a grade. However, this is something that I am still working on and adjusting in my current practice. 

An Introduction to PBL: Show and Tell 

How do I implement Project Based Learning, grading practices, checkpoints? How do I mix in more traditional units and drill and skill practice? 

Build a Speaker Project (ICP) 

Hand Warmer Project (Advanced Chemistry)

Biofuel Project (Advanced Chemistry)

States of Matter (Chemistry) 

Final Thoughts and discussion #PBLchat217

Further Reading:

What is PBL?

PBL Resource Page

Mr. Gentry's Youtube Page

AP Chem Balanced Equations and Chemical Reactions

AP Chemistry

Equations and Balancing Equations

Homework and Discussions for the week of 3. 

1. Further Reading Into Chemical Equations   

2. Explanation by Kahn Academy, Balancing Equation 

3. Practice Game 

4.   Another Practice Game

Concepts to review and answer as you go through this material:

Reviewing Concepts

1. Identify the reactants and products in each chemical reaction.
   1. In photosynthesis, carbon dioxide and water react to form glucose and oxygen.
   2. Magnesium oxide forms when magnesium is exposed to oxygen gas.
2. What is the relationship between an equal sign and a yield sign?
3. Write sentences that completely describe the chemical reactions shown in the skeleton equations below.
   1. 
   2. 
   3. 
4. How many atoms of each element are represented by the following combinations of coefficients and chemical formulas?
   1. 5Br₂
   2. 2NH₃
   3. 4(NH₄)₂SO₄
   4. 2CH₃COOH
   5. 3Fe(NO₃)₃
   6. 2K₃PO₄
5. The skeleton equation for the reaction of nitrogen gas with oxygen gas to form dinitrogen monoxide is shown below. Explain why the equation below is not a correctly balanced equation for this reaction.

Problems

6. Balance each of the following equations.
   1. KClO₃ → KCl + O₂
   2. Ca(OH)₂ + HBr → CaBr₂ + H₂O
   3. C₄H₁₀ + O₂ → CO₂ + H₂O
   4. NH₃ + CuO → Cu + N₂ + H₂O
7. Write and balance chemical equations for each of the following word equations.
   1. sodium carbonate → sodium oxide + carbon dioxide
   2. tetraphosphorus decoxide + water → phosphoric acid
   3. lead + nitrogen → lead(II) nitride
   4. ammonium carbonate → ammonia + water + carbon dioxide
8. Write and balance chemical equations from the following descriptions. Include symbols for the physical states of each reaction component.
   1. Solid barium oxide is reacted with water and forms aqueous barium hydroxide.
   2. Aqueous lithium phosphate reacts with aqueous iron(III) nitrate to form aqueous lithium nitrate and solid iron(III) phosphate.
   3. Aluminum metal is reacted with an aqueous solution of zinc chloride to form aqueous aluminum chloride and solid zinc.
   4. Iron(III) oxide solid reacts with carbon monoxide gas to produce iron and carbon dioxide gas.
9. The following equations are incorrect in some way. Identify and correct each error, and then balance the corrected equation.
   1. K + O₂ → KO₂
   2. Ag₂O → Ag₂ + O
   3. NaCl + F₂ → NaF₂ + Cl 
   
   
   

   Reviewing Concepts

10. Write a general reaction for each reaction type below.
    1. double-replacement
    2. decomposition
    3. single-replacement
    4. combination
11. Which type of reaction generally takes place only between substances in aqueous solution?
12. What do all combustion reactions have in common?
13. Where on an activity series are the most reactive elements located?
14. Classify the following reactions according to the five basic reaction types.
    1. Cd(s) + H₂SO₄(aq) → CdSO₄(aq) + H₂(g)
    2. 2Fe(s) + 3Cl₂(g) → 2FeCl₃(s)
    3. C₇H₈(l) + 9O₂(g) → 7CO₂(g) + 4H₂O(g)
    4. 2NH₄NO₃(s) → 2N₂(g) + O₂(g) + 4H₂O(g)
    5. 2CoCl₃(aq) + 3Pb(NO₃)₂(aq) → 2Co(NO₃)₃(aq) + 3PbCl₂(s)

Problems

15. Write balanced chemical equations for the following combination reactions.

6. 1. Sr(s) + S(s) →
   2. Zn(s) + O₂(g) →
   3. Li₂O(s) + H₂O(l) →
7. Write balanced chemical equations for the following decomposition reactions.
   1. 
   2. 
   3. 
   4. 
8. Use the activity series to write a balanced chemical equation for the following single-replacement reactions. Write NR if no reaction occurs.
   1. Cl₂(g) + NaF(aq) →
   2. Ca(s) + H₂O(l) →
   3. Pt(s) + H₂SO₄(aq) →
   4. Al(s) + NiBr₂(aq) →
9. Write balanced chemical equations for the following double-replacement reactions.
   1. Ca(NO₃)₂(aq) + K₃PO₄(aq) → (calcium phosphate precipitates)
   2. HI(aq) + Mg(OH)₂(aq) →
   3. FeS(s) + HCl(aq) → (aqueous iron(II) chloride is one product)
   4. CuBr₂(aq) + KOH(aq) → (copper(II) hydroxide precipitates)
   5. 20.Write balanced equations for the combustion of the following compounds.
   1. ethyne (C₂H₂)
   2. acetic acid (CH₃COOH)
   3. hexane (C₆H₁₄)

What would an Ideal School Look Like?: 

Inspired by Rethinking High School – by Daniels, Bizar, & Zemelman 2000

 

“From a kid’s-eye view, looked at as a place where a young person might grow and develop, they are usually boring, frequently a waste of time – and sometimes a danger. We are brought to the sad but inevitable conclusion: America’s high schools are failing all of our kids some of the time and some of our kids all of the time.”

The ideas in this book remind me of what Lorraine Monroe described in her book, Nothing’s Impossible, where she wrote about how her and a few other “crazy and creative” teachers would ponder what they would do if they got to start their own school or if they got to run one themselves. This is something that still drives me to this day, "what if?" I am still working on developing my own “Best Practice High School” that I want to take to the neighborhood where I started my teaching career and one that captured my heart – the Fountain Square Neighborhood.

Even in our better urban public schools, they are afflicted by the ails of violence, high mobility, low engagement, and a lack of success on standardized testing due to the lack of essential, basic skills of the students. What if we could be one of those insane educators-turned-entrepreneurs? What if we could take the chance to make a positive change in American education, especially for those who have been under served and under motivated? That is something I have been working toward doing and something that the authors of this book has done. In the process, they took a chance and come up with a school with a very (horrible) suitable name.

Formulating a Great Curriculum:

Part of what the school curriculum and purpose was based on was the call for a kind of learning depicted in the national curriculum standards: Student Centered; Experiential; Holistic; Authentic; Expressive; Reflective; Social; Collaborative; Democratic; Cognitive; Developmental; Constructivist; & Challenging. The application of these ideals is in the research and models that make up any great school. The founders of Best Practice looked for ways to implement these ideals and found some help in the guiding principles as laid out by the Coalition of Essential Schools and their view of the purpose of schools: Intellectual development; studying a few subjects deeply; high expectations; personalized learning environments; students involved in constructing meaning; Teachers acting as coaches and guides; students ability not test scores; families are essential to school life; teach kids not subjects; schools as model democracies; schools may need to omit some other functions to obtain these goals. 

We could all learn from these dreamers and think, "What if?"

 

Evolution of Technology in the Classroom Part II

This post is to continue the conversation about uses of technology in the classroom that I started a little over a month ago and, now, have had the chance to offer to my colleagues and students:


The questions related to technology, especially as it relates to education and teaching, should be "WHAT do we want to accomplish?" , not "how do we want to do it?" The former will be the guide for the latter. However, schools often get caught in the mire of buying "cool" new toys that look fun or engaging, without the the guidance of the purpose in mind.


SO, what do we want to accomplish with technology? That is my question for my fellow educators. Of course, I have my own thoughts. It may be easier to start with what we shouldn't be doing:

1. We shouldn't be using technology as a replacement for more reliable technology - for example, using computers to write notes would be a replacement use. The pencil and paper has a much lower fail rate than computers.

2. Technology shouldn't be used to just pacify or to isolate. The grand part of technology is the ability to share ideas and communicate at a quicker and more efficient rate AND with a broader audience.


SO, What would YOU like to accomplish? What would you like your students to be doing?

Here are some links to a school that has been touted as a national model for technology integration. Mooresville (not Indiana), North Carolina has developed a K-12 model for 1:1 and technology curriculum education:

READ: PBS NEWSHOUR - Mooresville, NC
READ: NY Times - Mooresville, NC

Homework Week of 9.17.2012

This week we will be going (QUICKLY) through Carbon and Nitrogen Cycle! We will be doing some activities that focus on what happens to a Carbon Molecule as it travels through the cycle, starting with Carbon Dioxide gas.

Quiz #4 - We will take on Wednesday 9/19  and Thursday 9/20

Complete Homework by Tuesday Night!!!!






HOMEWORK: (CLICK ON THE LINKS)

READ: CARBON CYCLE  AND  NITROGEN CYCLE  Make sure to go through the practice exercises after reading.

WATCH: NITROGEN CYCLE VIDEO  AND CARBON CYCLE VIDEO





ANSWER THE FOLLOWING QUESTIONS: 

Describe the role of each of the following in the carbon cycle:

1. photosynthesis
2. respiration
3. diffusion
4. decomposition
5. combustion
6. sedimentation
7. volcanism
8. weathering 

Describe the role of each of the following in the nitrogen cycle:

1. nitrogen fixation
2. nitrification
3. uptake
4. decomposition and excretion
5. ammonification
6. denitrification
7. weathering 

HONORS BIOLOGY (Below is for Honors Biology ONLY)

Be Prepared for your Socratic Seminar on Friday!!  Read Your Article and Answer the Questions!

Homework Week of 9.12.2012

ALL BIOLOGY CLASSES

This week we are going to be focusing on how to graphically organize organisms in an ecosystem based on their ecological role (niche) and their feeding level (trophic) level. Our goal will be to understand why their are more producers in an ecosystem, but fewer top-level carnivores. So read about and watch the video on ecological pyramids!

 The plan is (weather permitting) to go on a nature walk this Wednesday and Thursday and exploring the role of microscopic producers and decomposers in the food web.

READ: Trophic Levels

WATCH: Ecological Pyramids

Answer Questions:

1. What is a trophic level?

2. Draw a terrestrial food chain that includes four trophic levels. Identify the trophic level of each organism in the food chain.

3. Explain how energy limits the number of trophic levels in a food chain or web. 

4. How much energy is transferred and lost from one trophic level to the next?

5. What happens to most of the energy at each trophic level?

HONORS ONLY HOMEWORK: 

PREPARE FOR OUR NEXT SOCRATIC SEMINAR - Friday September 28th

READ: "Why Big Fierce Animals Are Rare: An Ecologist's Perspective" by Paul Colinvaux

Answer Content Questions - 1-10 (Post Answers on Blog Comments - Question and answer) by Thursday, September 19th for 10 points.

Prepare answers to share and discuss from the Application Questions (1&2) and the Discussion Questions (1-4) This will replace your quiz grade for that week!

Homework Week of 9.4.2012

Homework for the week of 9.4.2012:

We will be focusing on Energy flow this week, studying how energy flows through ecosystems via food chains and food webs. This week, we will want to learn the ecological roles (niches) and how to draw those relationships in a food web. Also, we will be having our 3rd Quiz which will cover everything Ecology, so far.

READ: FLOW OF ENERGY IN AN ECOSYSTEM

Watch: Energy Flow

Answer These 5 Questions:

1. Describe the role of autotrophs.
2. Is energy recycled?
3. What is the role of photosynthesis?
4. What is biomass?
5. How much energy is lost at each trophic level? 

Remember: Links to Quiz page, online textbook, GPS Facebook, and Blog is found on my homepage!Mr. Gentry's Mad Science Home