Lesley Online students

Nearing the finish line...

2011-12-03T14:27:00.000-08:00

(well for this class anyway...)

Week 6 of Fall 2 classes wrapped up today. Week 8 is in sight, which means I really need to be working on my time management. Statistics has a big project due at the end of the class, and while there are intermediate deadlines along the way, it is easy to put it off until the end of each week. I don't want to let myself get behind.

Now that I am back to taking one class at a time, I've find myself getting a little lazy. Time management is really important for online classes, and when I was so busy, I was better at watching that everything got done ahead of time- now it's more like "right on time".

In addition to the large research project, we also have problem sets that carry across multiple weeks- yet another thing to procrastinate on! As Christmas gets closer and my schedule gets busier, I don't have the time to put things off (like this blog, usually I post earlier in the week!)

Does anyone have time management tips? I tend to use lists, and they work for me, but what isn't working right now is motivation. I have 2 sessions left, so I guess this is kind of what it feels like when you hit senior year in high school or undergrad. Just ready to be finished! It is really amazing how fast the program has gone- I did double up on some terms, but my Master's will be finished in well under 2 years!

I don't think I'm nearly as close to the real finish line as I'd like to think!

Ready for Spring!

2011-11-18T08:10:00.001-08:00

Registration for the spring term took place earlier this month, and I am all set with the classes I am taking for the two spring sessions. I went to a very large university for my undergrad, and registering for classes was a huge pain. I have memories of sitting with six different telephones, hitting redial until one finally connected (and then when we went to web registration, the system was always busy!) It is amazing that I can just log into a system (on the first try), select the classes I want, know they'll have openings, and be done. It's so easy! I get a weird sense of accomplishment just having the classes registered for. They are ticked off my graduation plan, so now I can see the finish line in site! Problem is, I still have to take them (and then the summer term.)

We are at the half-way mark for the Statistics class, and it is going well. This is definitely the most difficult class for me so far, in that the curriculum isn't really familiar. Luckily, the instructors is the most involved one I've had so far. She emails the class regularly, and posts on the discussion board quite a bit. Some of the instructors are very hands off, so for a difficult class, I'm glad I got one who is hands on!

Wishing everyone a very happy Thanksgiving! I'll probably be working on statistics- we got a note to warn us it was a content heavy week...and to plan our time accordingly if we were planning on taking some days off. I'll admit I'm a little surprise a break isn't figured into the schedule.

Session 2...

2011-11-03T15:35:00.001-07:00

Last week Fall Session 2 began. This session I am taking Statistics, more on that in a minute.

I am really happy to be back to taking just one class at a time. For one, taking two classes at a time, while also working full time and keeping a full schedule of after-work activities was kind of taking a toll on me. I felt really worn down. But also, session 2 is a good time for an easier course load. Between all the terms (winter-summer-fall) there is a bit of a break. Between the sessions, you don't get a break. The first session ends on Friday, and the new session starts on Monday. But, most of the time instructors take work through Sunday, so I don't finish up until Saturday afternoon, and if you wait until Monday to start your new course (which I usually don't, but did this time) you will find most of your classmates have already started working and feel behind.

The good news is it looks like Statistics is going to be a great class. It is set up to be very collaborative. Right now, we have two defined work groups. For one, the class is divided into 3 groups of about 5, and we do all our main discussions in these groups. This makes it more manageable then other classes where the discussions were going on among everyone. We are encouraged to "peak" into the other discussion boards, but I think conversation is easier knowing the five people we are mainly working with.

The second group is a private group- we can't see anyone else in the class. My group has two other people in it. This is set up as a sounding board for our final project. The final project is a statistical study, and is causing me a lot of stress. It seems like many people are planning to do a study with their students. I am not a teacher, so I don't have an easy group of 30+ people (we learned that it isn't recommended to do a study of less than 30 observational units). I am trying to come up with a study about inanimate objects, but I am having a hard time making it meaningful. For example, right now we are working with counting the number of raisins in a small box. It is an easy thing to collect data on, and models the process of collecting and interpreting data well, but it isn't very meaningful. I'm hoping inspiration will strike me soon!

Bittersweet

2011-10-22T13:59:00.001-07:00

There is so much emotion and exhaustion in this final blog of mine for Website Design 6009. I have pushed myself really hard in this class to learn as much as I could in a very short eight weeks. I say very short, because this easily could have been a six month class, in my opinion. There was so much to learn and do. I am definitely the type of student that needs lots of practice to really assimilate the information I am learning. This class provided plenty of that! I was enlightened to a whole new world with even more acronyms that I still am confused with. I learned a lot and I am so greatly impressed by the work of my classmates. I look at their work and wonder how I compare. Just when I thought I was getting the hang of things, I see what others have done and I am impressed and at the same time depressed. I know I will never do web design full time, but I at least know a few basics. I don't know if I could get a site up and going all by myself, but maybe Bill would love another email from me! I was the student that was constantly sending emails; asking questions, and asking for help. Bill is probably greatly relieved that this class is over and my emails will finally end.
There is another ending here for me. I have just completed my Master's program at Lesley. I will greatly miss the constant communication with teachers and classmates. I will have some free time on my hands and probably not know what to do with it. I have greatly enjoyed every moment of being a graduate student. I am so glad I did this program. Today, I am physically exhausted from the long hours put into this class, emotional about the end, proud of my accomplishment, and excited to use my new skills and education. It is so bittersweet.

Expected Value

2011-10-16T16:47:00.000-07:00

The topic this week in Probability was Expected Value. Unlike many of the topics, which I have been exposed to before, this one was completely new to me.

It is such a useful idea! If McDonald's has 5 different Happy Meal toys (do they still do that? Or do unhealthy foods advertising to kids not allow it anymore?), and there is an equally likely chance you will get any one toy, how many should you expect to buy to get them all? The answer is about 12. Now, you may be lucky and get them in just 5 purchases, or you may get unlucky, and have it take many many more than that, but on average (say you and 1,000 of your closest friends are all collecting the toys) it should only take 12 purchases.

One of my favorite things to do at a store is buy a grab bag. If you know 20% of the grab bags are worth $100, and 30% are worth $50, and 50% are worth $10, is it a good idea to pay $25 to choose one at random? Expected value can help you inform your decision. On average, the return of a grab bag is $40, so paying $25 is a reasonable gamble.

Probability classes are generally a lot of coin flipping and dice rolling, so the real life application of expected value was what really made me interested in my topic. On a phone call with my Dad, who works in finance, I mentioned the topic we were covering, and he immediately started talking about how he uses expected value all the time at work. That made me smile, because students always ask about math "when am I going to use this?" It is nice to hear that someone really does!

A unique experience

2011-10-14T04:13:00.000-07:00

This class in writing HTML and designing webpages has been a total love/hate relationship. I love what I am learning and get so excited when I see a finished product that does what I want it to. On the other hand, I hate when I think I have it all under control and I look at a preview to see things are not what I wanted. Just adding a "td" or "tr" can totally screw up the works. The hours I have spent with the trial and error approach has my family wondering if this laptop computer is now an appendage! I have a new appreciation for those that can do this for a living. I am sure with a few more thousand hours, I could really get the hang of it. Fortunately, for all those out there I will not be switching careers to designing web pages. I have a friend who just designed her own web page for her business on her Mac with iWeb. I am a little jealous that it looks great and she did not have to be attached to her computer writing code for hours on end. I know that I could have cheated on occasion and used the editor, but I really wanted to understand and have control. I am admittedly a "control freak". I am also determined. I will finish strong and achieve my look. If you get a chance, check it out:
http://ada.lesley.edu/faculty/warrigon/Ecomp6009/wa110107/module5/unique.html . I was told in order to make myself stand out in this job market I needed to show how I am unique. This website is my attempt.

Photoshop

2011-10-01T12:10:00.000-07:00

In this class, I am learning how to write html and how to use Photoshop. I must say that this class has me working very hard. I spend so much time in a trial and error mode that I feel like I am taking three classes at once with the amount of time I am putting in! I am still a little confused. You see, once I finally do get the desired look I want, I have spent so much time and various ways trying to do it that I sometimes don't know what I did do right. Do you ever get that way? Maybe I am just over tired and trying to do too much. Any how, I did managed to clone myself into a picture. A small success which I thought I would share. I am definitely a hard worker and I do have endurance, but this class is testing that.

What is the chance a probability instructor will email you back?

2011-09-30T12:21:00.000-07:00

In my Probability class we have been working on a difficult conditional probability assignment for two (three?) weeks. The due date for it was extended because so many of us voiced that we were having a tough time with it. The assignment was meant to be a solitary assignment done over just one week, but the instructor felt that since this is an assignment used in the "brick and mortar" classes, we should also have the benefit of discussion. I was really glad for that, because I really struggled with one particular part of the problem.

Because there is just so much to get done trying to work full time and take two classes, I try to stay ahead of the due dates as much as possible. In this case, when the discussion board opened up, I found out that I was ahead of the class as far as my progress on the problem. My excitement over being able to discuss the problem was dampened because the discussion didn't really add much for me; I had worked all the beginning steps out last week, while others waited until this week to get started. (Let me add that I recognize that they are likely very busy too, and they have just chosen a different way to manage their time as far as when they do classwork. I know not everyone can front load their week like I do.)

So where was I to go for help? Email to the rescue! I am so pleased that our instructor decided to take the time to help me through the difficult steps, and I was able to turn the assignment in last night. We probably had at least 5 rounds of back and forth email over the past week. I am now well versed in writing out conditional probability notation. Solving the problem: no problem, just me and a trusty tree diagram, but the notation just killed me!

This isn't the first time an instructor has taken the time to respond to my email queries. In Algebra II I had a lengthy email chain with the instructor over an extension of a topic in the module, something beyond what the class covered.

So the chance you'll get an email back from my probability instructor? Experimental results say it is 100%

My first post!

2011-09-15T07:36:00.000-07:00

Hi! I'm Jessica and I'm new to blogging with Lesley, but not new to blogging. I've been keeping online blogs and journals for over 10 years.

I am currently taking 2 online classes, Geometry and Probability. I've already completed 4 others towards my M.Ed. in Mathematics Education. I am thrilled that when the Fall 1 term is over, I will be over the half-way mark towards earning my degree. Since I am in Iowa, I will be doing the entire program online. I've found that the majority of my classmates are from New England (a few even take classes at Lesley's physical location) but I've also had classmates from all around the country, and one who was international.

Doing two classes at a time, working a full-time job, and maintaining my regular life can be a challenge at times, but it is definitely doable. With two classes there is a lot more to keep track of! It becomes a difficult balancing act during Week 4 and Week 8, when the self-assessments are due (I find that these papers take me a lot of time to do well), but all the other weeks it is just an exercise in time management. I still get to do the fun things I enjoy, but I have pretty much sworn off television- there just isn't enough time. Right now we are in Week 3, so as long as I do a little work each night, I know I will have enough time to get it all done.

Last night, I focused on my Geometry class. This class has been working on constructions, and we have been using three different methods for each construction: compass and straightedge, paper folding, and Geometer's Sketchpad. I'm a traditionalist, so I really like my compass and straightedge, but I've been really impressed with the capabilities in Geometer's Sketchpad. It is an inexpensive piece of software that can do so much. I've found that it is really intuitive to use and since computer use is so ingrained in students' lives, I think it is very important that we learn about technologies that can be incorporated into classrooms to help support their learning.

Web Design, Fun?

2011-09-15T03:30:00.000-07:00

Here I am again, almost a full circle. I was the class blogger for one of my first classes at Lesley in pursuing my online graduate program and now I am on my final class to complete my Master's degree. I had never blogged before when I started. I now know so much more like, how to add video and pictures to a blog page (I'll try to find sometime to squeeze that in).

My final class is about web page design. I thought at first that this class was going to be a really tech type class with a lot of material that was above my head. Instead, I am brought back to my childhood when I would love writing secret messages in code.This class is about learning the HTML language used to write web pages. I am having a lot of fun with it. I write or place pictures into this code sequence, and then I can see it happen right before my very eyes. The instant feedback to see if I wrote the code correctly is a great way to learn. Of course, there are those moments when you try everything and it still does not appear the way you intended. That is when our instructor, Bill, comes to the rescue and usually untangles us from the web mess we created (no pun intended).

Picture source:secretbunker.co.uk

Welcome to Lesley University's Online Student Blogs

2011-07-14T12:39:00.000-07:00

Greetings! On behalf of the Online Division at Lesley University, we are excited to have current student bloggers to represent our programs. This blog has been created in an effort to provide our prospective students with an inside look at what it is like to be a student in an online program at Lesley University. The postings you are about to read feature the authentic voices of students who are in one of our three Master’s degree programs in Education, focusing in Math, Science and Technology. We have put together a diverse team of bloggers brought to you from all over the United States. To view our other program offerings, please visit Lesley University’s Online degree pages at: www.lesley.edu/online

Ecology Ends

2011-06-22T15:06:00.000-07:00

The chemistry between the students and professor was tremendous in my Ecology course. In our discussion forum there was a constant flurry of comments from us all on what we were learning, what we were seeing in our observations and any conclusions we were making. The atmosphere was such that you felt comfortable asking questions. There absolutely were no "stupid questions". Several classmates as well as our instructor shared global connections that helped to extend our learning and help us to apply what we had learned to the world outside our Lesley class. One of our final assignments was to complete the exact same thought experiment we had completed in the first week. We were asked not to refer back to what we had written originally but to infuse all the knowledge we had gained in 8 weeks into the new version of the assignment. We were all floored at the major gains we had made since the beginning. I am moving into my first week of my next class, Biology. I already get the sense that this class is going to be as eye-opening as the last one. As my former classmate Linda would say........
"Science ROCKS!"

Ecomp 6202 Week 5

2011-06-06T19:37:00.000-07:00

This week we worked with online assessments. Many in my class chose one site, I and a few others tried Quizstar. I really liked this one (mostly because many of its aspects are again free). I was able to add PDF documents to the questions which would allow someone to read and refer back to text or diagrams in order to answer a question. A definite plus! The site has many other great features.

I also completed my paper on computer-based testing and submitted it. My schedule has been rather hectic, but I pulled off getting everything completed. With the flexibility of working online getting things done around my schedule is so much easier than trying to drive somewhere to attend a class.

Week 4- Ecomp 6202

2011-05-24T09:42:00.000-07:00

We worked collaboratively on a project last week. Each person in a partner group had to create an assessment, use it to score the same collection of responses, and then compare their results to their partners scores. As an educator, I found the experience to be reassuring. It helped to justify how I examine students' responses and score them. My partner and I scored similarly 80% of the time. Our differences were mainly due to the construction of our different assessment pieces.

Personally, this term is moving smoothly. I am only taking one course and find that with the end of the school year, I made a good choice to slow down a bit with the course work. When I take a course or courses each semester, I always wonder whether or not I will be able to utilize it in my current position. So far, I have not been disappointed, much of the course work is flexible and pertinent to the different age groups. I teach in an elementary school setting and I have been able to adapt the content I have learned towards our school curriculum and share it with co-workers.

Week 2 of Ecomp 6202

2011-05-13T15:03:00.000-07:00

I have been in the online masters program since September 2010. I should have all classes completed by December 2011. I am really enjoying the classes and have begun to integrate much of what I am learning (Despite what Bill Gates says of teachers' graduate work!). I am excited to learn more.
The class I am presently taking Ecomp 6202(Online Teaching: Assessment and Evaluation), is one of four classes that focus specifically on teaching a course online. I felt that it would be foolish to not take the opportunity to take all four. I have already taken Ecomp 6201(Online Teaching: An Introduction for K-12 Educators) with Lisa McBride and would highly recommend others to enroll in her course.

More Tools in my Bag of Tricks

2011-02-21T20:59:00.000-08:00

Well, I have to say, Math 6003 added even more tools to my bag of technology "tricks". I learned how to use InspireData, Graph Club, and Geometer's SketchPad. I discovered so many wonderful websites, lesson plans,, and activities to support math curriculum, and new ways to apply software that his commonplace in schools: Microsoft Excel. As a result of this class, I am looking forward to sharing my new knowledge with colleagues both formally and informally. Although this class has been one of the most challenging with regard to the number and depth of the assignments, I can honestly say that I am glad that I chose it. I know that I am much more aware of the Math Process and Content standards, and potential supports for students and teachers in relation to those standards. I am looking forward to sharing the tips, tricks, and tools.!

Bread Mold Continued

2011-02-16T14:07:00.000-08:00

I have been so wrapped up in my ecology class that I forgot to blog last week. We are in the final 2 weeks and I continue to be grateful for this valuable ecological experience. Last week we threw away our bread experiment after weeks of gathering data on mold growth. If you caught my blog a few weeks back you know that I was watching to see if changing the pH on top of the slice would keep the mold at bay.I am still watching for mold growth on my slices with vinegar, ammonia, honey and my plain control piece. No mold at all on those pieces. I had to get rid of my pieces dipped in milk and baking soda. The milk bread was so riddled with mold you couldn't tell that it was once bread. Some of the colors and patterns were intriguing. The baking soda piece was covered in a completely different form of mold evidenced by the difference in color and pattern. Sounds disgusting but remember this is where we got penicillin. The results of my bread trials provided evidence that substances with a higher alkalinity or higher acidity are indeed deterrents to mold.

The Final Project

2011-02-11T22:08:00.000-08:00

It is coming down to the final stretch for me. I have a ton of work still to do, but only 2 more weeks to do it! I have a final project that I am working on right now. I am creating a workshop that will incorporate technology into the Math Content Standards in a K-2 class setting. I am thinking about how to integrate the technology tools and skills that I have learned into activities that will promote the academic goals. Since I am not a teacher and I don't have experience developing curriculum, I have to work a little harder to understand how it all fits together. However, with the many resources and structured learning activities that I can rely on, I know that I will be successful. It might just take me a little longer than someone with curriculum experience. It is a challenge, but it will be worth the hard work. I plan to present it to my colleagues during a staff development day this spring.

Key Assignments

2011-02-07T18:38:00.000-08:00

This past week I completed my Key Assignment for class. Although it is a lot of effort and research I love how each Key Assignment for each class has the same effort level but the assignment is approached with thought and creativity. The Key Assignment I just completed for my class was excellent. We had to research a new Web 2.0 tool and then make a lesson plan according to this tool. I love to learn about new educational resources and to find new ways to incorporate it into the classroom. I decided to pick Gliffy.com and focused my lesson on graphic organizers and literary reviews and class discussion. I love that we get to see our classmates lessons and ideas as well as share what we have created and researched. I am continuing to love this program, the dedication of the professors and the creativity of the assignments.

Immigrant Activity

2011-02-01T19:34:00.000-08:00

You wouldn't guess that by the title of my post, that this assignment was for "Using Technology to Integrate Math Across the Curriculum"! We have been using a software program called InspireData to investigate real information from rosters of ships that brought immigrants to the US. This particular activity involved creating a story about a family that we adopted from the boat, journaling about their experiences, and creating a budget for income and expenses. It was absorbing! The math aspect of the task was more than just the budget, we used the software to compare the occupants of the boat by age, occupation, family, etc. By the end of the assignment I had a much deeper appreciation for what it might have been like to immigrate, as well as how to navigate within the software. Carolyn

Ecology Continues

2011-01-30T15:07:00.000-08:00

January 28, 2011
We’re up to our eyeballs in mold and decomposition in Ecology class. Currently we are monitoring 3 different experiments. In the second week of class we started a compost column with various produce, some potting soil and compost enhancers. The column is constructed out of 2 plastic soda bottles. 2 weeks later, the materials inside the column are covered with green and white mold and no longer recognizable. Thankfully the set up of the column allows for any liquid produced by the decomposition to be drained into a bottom portion of the column. We’ve been checking this brown liquid for nitrate and nitrite levels. This is by far the most aromatic of our experiments. Another experiment we are watching is the growth of mold on petri dishes with jello acting as a culture. There is nothing growing on my control but white spidery mold covers the petri dishes with soil samples on top of the jello culture. Our third experiment involves the growth of mold on pieces of bread. Each of us was asked to conduct this experiment changing 1 variable. I chose to look at whether or not a change in pH would have any effect on the growth of mold. I exposed my preservative-free slices of bread to the air in my kitchen overnight. Afterwards I dipped 1 side of each slice in one of the following: milk, vinegar, lemon juice ammonia, honey, baking soda. The lemon juice and vinegar have higher levels of acidity while the ammonia has a higher alkalinity level. Both the milk and baking soda are more neutral in pH. One piece, my control was dipped in nothing. I decided to include honey in the experiment because it is known as a natural preservative.17 days later the only bread with mold (36 cm) on top is the milk piece. No surprise there but is it the milk that is molding or the bread? Hard to tell. There is 39cm of growth on the bottom of the baking soda piece and 33cm on the bottom of the milk piece. It appears that these 2 two are promoters of mold. Surprisingly to me there is no mold on any part of any of the other pieces. It appears that substances with a neutral pH are better promoters of mold growth. I’m eager to see which slice will begin to sprout mold next. I don’t think they can resist it forever… or can they?

Up till now....

2011-01-25T18:28:00.000-08:00

I have been learning more about how to incorporate technology into the classroom in more ways than one. I have learned how to make a Webquest and then through my own knowledge adapt it for a student with special needs. I have learned how to set up a blog and not only post words on it but a self drawn (electronically) picture to send to the blog. I have learned the simple keys on how to take a screen shot where I am in control of what information I want to capture. And some of those things are just the tip of what I have learned thus far. I am only on my third class through the TIE program but I have gained for that credits can show. I continue to wonder what will come next and what will be do with this type of assignment this week. The more exposure the more I will continue to grow and learn as an educator.

Adventures in assignments

2011-01-20T19:44:00.000-08:00

There are several things that I have liked about the assignments in the TIE program. I have found them to be relevant, interesting, and engaging. I have been able to share them with other teachers as I am doing them, or adapt them to meet the needs of their learners. They have required participation, analysis and reflection. I have developed many new skills like podcasting, vidcasting, blogging, and using tools like Audacity and Delicious. Join the adventure! Carolyn

Non-traditional student

2011-01-12T20:14:00.000-08:00

Hello, It is hard to believe, but I am have finished my first week of my last Lesley TIE class. I have learned so much since I started in this program. I am not a teacher, I am an occupational therapist with a background in Assistive Technology. One of my goals in achieving my Masters in the TIE program was to understand more about the integration of technology into the regular education curriculum. Through the very practical and carefully designed assignments/learning experiences, I have developed much greater insights and understandings.

If you do not have a teaching background, you too may be a bit nervous as to whether this program is a good match for you. I would encourage you to blog with us and ask the questions that you may have. I also found it really helpful to talk to the staff in the TIE program. They know the courses and can help with advising you.
Carolyn

January 12th, Post one

2011-01-12T14:56:00.000-08:00

I was thinking about what I wanted to share on this blog. I think the biggest thing that I have learned and want to share is the amount of resources and information I have gained in the past six months. From learning how to incorporate a variety of new programs from the internet to using the Web 2.0 tools to teach I have an abundance of sources. My classroom is unique and although a lot of the topics and resources we cover do not apply to my classroom setting I have already found ways to modify and adjust these sites for my students. Through my last class in the TIE program I am implementing a Diigo site for the 16 teachers in my school to share websites and information on one page. Sure enough once I presented that I am technology inclined I have been the point to person in any computer, copier and internet question. While I love the way technology has made its way into the educational world I would like to see the improvement of technology in the lives of students with special needs. So far I am happy with the program and excited for more to come!

Ecology Rocks!

2011-01-08T08:54:00.000-08:00

I have to admit that I danced around the room when I received my kit for Ecology: Organisms, Nutrients and Environment. It is this course in Lesley's Science in Education program that I have had the greatest anticipation for. The best item in the kit: a handheld microscope. WOW! This beats a hand lens any day when looking at ROT on the move as we have done this past week. Our first assignment was to get outside and look for signs of decomposition and to post our thoughts on factors involved in the process. I already feel like I've gained a lot of knowledge about the subject.
Our leader, Suzanne Flynn has made great efforts to personalize the experience by touching base with each of us and posting right along beside us. My classmates are from all over the US as well Guatemala and Germany. They bring a wide variety of experience and knowledge to the course. This nine weeks is going to be a fantastic learning experience. Next week's session looks to be even more intriguing. We will be setting up a composting investigation and observing the decomposition of bread. I am currently exposing a loaf of bread to the air to encourage the growth of mold. We'll be putting that good old microscope to use again. (Contented sigh)....the wonders of ROT.

Science is Magnetic!

2010-10-11T21:21:00.000-07:00

Who knew that electromagnets could be so much fun?

This week in physics we were challenged to create a simple motor using wire, soap, paper clips, and batteries. The soap was important for placing the paper clips in the correct positions. The electric current made a motor by causing the wire loops to spin. There were many simple and quick Youtube videos that we explored in order to gain a deeper understanding. The physics text really helped us understnad electromagnets and how they are created and what they are used for. Magnets are all around us!

This week really sparked my curiosity for electric motors. My group members and I are all wondering what really makes an electric motor work efficiently and how many types of motors are there?

An Electrifying Week!

2010-09-22T17:49:00.000-07:00

We have been challenged this week in the Physics 2 course to understand the answers to these fascinating questions through hands-on inquiry:

How does a battery work?
What does voltage have to do with a circuit?
How do you make a circuit?
What common household objects act as conductors and insulators?

Our first task was to visit a local electronics retail store to pick up low cost items to create simple circuits. I was eager to begin and found that it was fascinating to build different circuit pathways. I found success each time that the figurative light bulb literally lit up! It was fascinating reading other students' posts about the circuits that they were able to create. That is one of the many perks to an online learning community, you can share ideas and help each other reform your scientific thinking.

Our next task was to explore a circuit simulator to learn how voltage affects electron flow in a circuit. The simulator was very student friendly and easy to manipulate. It was a great demonstration of what happens in a circuit when the power source is high voltage.

Did you know that the metal top of a yellow number two pencil can act as a conductor? The last task for the week was to explore insulators and conductors at home. We were able to use a simple circuit to find household conductors and insulators. As a group we explored everything from lemons to cheese graters and we were truly intrigued by our results.

“Are we going to do something fun in math today?”

2010-08-21T21:34:00.000-07:00

I just completed the online course in Probability and am looking forward to my next course which is Statistics. I gain a depth of understanding that I did not previously have with every course that I take in this program. In each class I learn strategies for teaching and how students learn best which helps me to become a more effective teacher. In the Probability course I learned the importance of addressing both theoretical and experimental probability. A simple but powerful way to do this is by allowing students to play games of probability. How many times have students greeted you with the question “Are we going to do something fun in math today?” I have been asked this question countless times and now, when we are beginning a unit on probability, I can finally answer “Yes!” As students play a game, you can assess their understanding of probability by asking them the simple question “Is this game fair?” When they attempt to answer this question, one can ask them to explain how they know whether or not the game is fair. One can easily extend this activity by asking students to design a fair game. This hands-on experience helps students to learn about and understand experimental and theoretical probability.
In this course we had the opportunity to design a game that we could use in our classrooms to help students understand experimental and theoretical probability. We were asked to play this game with some children over the summer and report on our findings. I played the game I designed with children from the ages of 5 to 16 and saw the benefits and learning that occurred for children of all ages. One of my favorite memories this summer is playing the probability game on the beach with a daughter of one of my friends. The game was very engaging and the young lady did not realize she was part of a mathematical experiment. When I asked this child to tell me about her favorite part of the game, she simply stated “I liked that we could play this game on the beach and it was FUN!” I learned a great deal from this activity and plan to incorporate the “Fair Game” activity into my lesson plans next year as it is a powerful learning tool.

“Is it a Square?”

2010-08-11T22:29:00.000-07:00

In each on-line class that I have taken at Lesley, I have been given investigations and problems that I can use immediately in my classroom. Every week, I anxiously wait to see what problems I will be given to investigate. I am able to select one or more of these problems and give them to my students to explore and solve. I often give one of the problems as a challenge problem. Some of my students have become hooked on these problems and are disappointed if I do not have one for the week. I have been amazed to find some of my students who are not motivated to finish other assignments tackle the challenge problems with enthusiasm. Their passion is contagious. They often want to discuss their progress with me and other students become interested. Soon more students ask for challenge problems to try.
While taking Geometry 1, I was working on a problem for my class. I typically do not give my students a problem until after I have solved it. A copy of the problem was on my desk and another teacher saw it and asked about it. Students overheard our discussion and asked for a copy of the problem so they could try to solve it. I warned them that I had not yet completed the problem, but their curiosity was peaked. It is not often that eighth grade students plead with me to give them a math problem, so how could I say no? I agreed to make copies of the problem during my preparation time. While making copies, two other teachers saw the problem and asked for a copy as well. The problem was simple. There was a diagram of a shape that looked like a square and the question simply was “Is it a square?” It was made up of smaller squares and some additional information was given. Students were also asked to explain their answer. I could see that this was going to be the problem of the day at our school so I solved it during my preparation time. I watched amazed at how engaged students were in trying to figure out this problem. They worked collaboratively and were very creative in their many different approaches. They celebrated when they came up with a solution and were able to prove their answer. They wanted to share their solutions with me and give the problem to their classmates who had not yet seen it. At the end of the day, one of the teachers who had asked for the problem earlier came to my classroom door and simply said, “Is it a square?” I replied, “What do you think?” Our answers matched. I then told him about a student who had solved it in about three minutes which was the record for the day! He shook his head in amazement as he walked away. I am grateful to have a new source of rich problems for my students. These problems bring math alive and help my students practice true problem solving skills. After one of my students solved a challenge problem I was rewarded with her final comment which was, “I think that is the coolest thing I have ever seen in math!”

“I Don’t Get What They Don’t Get!”

2010-07-19T12:10:00.000-07:00

I was working with my co-teacher and we were planning math lessons for the next week. We were to begin a unit on linear equations which we had taught many times before. Many of our students struggle to understand the concept of slope even though we have come up with many creative ways to introduce and explore linear functions. Despite our best efforts, we were not reaching all of our students. My co-teacher turned to me and said “I don’t get what they don’t get!” That was a pretty profound statement coming from her considering that she was an expert in understanding how to help students “get it”. This made me pause and consider what I had learned in my on-line classes at Lesley. I remember learning that students need a strong foundation in ratios and an understanding of proportional reasoning in order to be successful in learning about slope. Was this part of the problem? We decided to give our students a pre-assessment and learned that our students were weak in proportional reasoning. As a result we spent several days exploring proportions and using proportional reasoning to solve problems. Students were finding success with this work because they had been exposed to ratios and proportions before and just needed more practice to solidify their understanding. The day came when we moved onto slope. A day or so into our explorations, one of our students practically stopped the class. He stood up and announced, “Wait, just a minute here. Could you say that slope is just a ratio and that’s all there is to it?” I gave this student a high-five and felt great relief. At times during the past week, I wondered if the work with proportional reasoning would make an impact. This was the first hint that it had indeed helped. My students were having less difficulty with the explorations and needed less support. Follow-up assessments showed that they were indeed learning and were “getting it”. We still had students who required interventions and support, but overall, we had found a better way to introduce a difficult topic.

I am now halfway through my on-line masters program in math at Lesley. This is just one example of how the math classes I have taken thus far have impacted my teaching practice. I am finding that with every class I gain new insights about student thinking and understanding. This allows me to develop tools that I can use to help guide my students toward mathematical success and true understanding of concepts. When I can figure out what they don’t get, then I have the opportunity to make changes that will help me become a more effective teacher in the classroom.

Why Online?

2010-07-06T14:12:00.000-07:00

I have just completed my fifth on-line class in the M.Ed. in Mathematics Education at Lesley and am beginning my sixth course. I will complete this program in two years, taking one class at a time. I have been asked by my colleagues at work how I feel about being in an on-line program. Since I am half-way through my coursework, I am in a position to speak about some of the benefits that I have found from being in the program at Lesley. Every class that I have taken has aligned to what I teach as a middle school math teacher. Each professor has been excellent, not only because they are knowledgeable about the content, but because they also have experience in the classroom. They are passionate about their areas of expertise and go above and beyond to help everyone in the class grow as a teacher of mathematics. It is hard to explain how one makes a connection with on-line classmates so quickly. It happens because we are afforded so many opportunities to interact. We share mathematical solutions, teaching strategies, and work on group projects. We give one another links for teaching resources, trade lessons and discuss our successes and challenges. Most importantly, my classmates provide support and help whenever I need it and I am grateful when I am able to do the same for them. With the start of each class, I am excited to “see” familiar faces and find that I quickly make connections with classmates I am meeting for the first time. The online classroom allows me to experience diversity; my classmates come from all over the country, or I should say all over the globe. The on-line classroom experience is enriched because of our varied backgrounds. Collectively we teach in different places, use different curriculums, and teach at different grade levels. I picked this program initially because I live in a somewhat remote location and it would be a challenge to commute and attend class in person. I also liked the idea of being able to schedule the time when I would “attend class” and complete my coursework. I did not foresee all of the other advantages. I have grown in my understanding of mathematics and as a teacher of mathematics. I have been humbled as I continue to learn how much I have yet to learn!

New Perspective

2010-06-25T04:02:00.000-07:00

My definition of equity has changed greatly from the beginning of this course until now. My initial thought was that equity in a classroom meant treating students fairly and providing everyone with an equal opportunity to learn. Making sure I call on the boys as much as I call on the girls, for example, is a big part of that. I thought that by pulling popsicle sticks with the student’s names on them I was fulfilling my duty of creating an equitable classroom. Equity also meant differentiating instruction so that all students are able to access the curriculum at a level manageable to them. While all of that still applies, my current definition of equity has expanded to include much more. My original thoughts were focused around the students; I was not factoring myself and other staff into the equation. Equity encompasses students, parents/guardians, teachers, as well as other support staff. Aside from the classroom core teachers, other teachers and staff may include special educators, ELL instructors, guidance counselors, speech and language pathologists, school psychologist, social worker, reading specialist, etc. It is each student’s job to set challenging, yet obtainable, goals that they’ll strive to either reach or beat on a daily basis. It is the parents/guardians job to keep up-to-date with what’s going on in the classroom and provide a supportive environment for student learning at home. Teachers need to continue to better themselves as educators by seeking out professional development, as well as any other opportunities that may come their way. Teachers and other support staff need to meet frequently so that everyone is “in tune” with what’s going on (or what’s not going on) with their students. All parties involved serve as a piece to the equity puzzle. When one or more pieces are missing, equity cannot be achieved. Everyone needs to be an active participant and fulfill their duties in order to create equity.

Science Talks

2010-06-17T17:24:00.000-07:00

At the beginning of the equity course we were each asked to come up with our own equity question to investigate. Examples of some of our questions are:
- Do students participate more if the science lesson caters to their learning style?
- Which gender, boys or girls, are earning the higher report card grades in my seventh grade science classes?
- Who takes the leadership role during small group work, boys or girls?
- How do lower level students compare to the other students when it comes to participating in class and doing labs?
- Do girls or boys have the scientific knowledge and attitude needed when they enter a departmentalized 4th grade science classroom?

In addition to collecting classroom data, we’ve also been on the search for related articles to help support our findings. Information we find pertaining to our question often leads to pondering more questions. Cindy Ballenger mentions something similar in her article titled One View of “Does a Plant Grow Every Day?” The focus of the article is on “science talks,” which are whole class discussions based around questions that arise from the children. They are not questions that have a definite answer; rather they are speculative and lead children to “trying to imagine phenomena, to connect a variety of events or experiences, to theorize about why and how.” Throughout a science talk, students use their prior knowledge as they draw upon their ideas and engage in a meaningful conversation with their peers. As mentioned above, “any questions they answer usually lead to more questions.”

One of the features of a science talk that makes it such a success is that the teacher’s main role is to facilitate student turns. Some teachers are more involved than others, but generally the teacher is not the main participant. Other teachers may feel that by being more involved they can guide the students in the direction they want and can interject with questions as they please. Another important feature of a science talk is that “students talk to each other and in a manner that is more associated with social situations outside of school.” In their discussion about whether or not plants grow everyday, a student in Ballenger’s article (3rd or 4th grader) commented that “I think I can kinda’ see myself grow because one day I putted on my socks and they was too small for me so I can fit in my mom’s socks now.” She made a connection between a plant’s growth and her own growth. Personally, I would like to incorporate more science talks into my lessons next year. Students who are less likely to raise their hand may contribute something to the conversation they would otherwise be more hesitant to say. Ballenger mentioned that these children “often add significant depth to the learning taking place.”

What Happens Inside The Classroom Is Just As Important As What Happens Outside The Classroom

2010-06-02T12:26:00.000-07:00

This past week in Sharon J. Lynch’s book, Equity and Science Education reform, we read about how a student’s family, peers and surrounding community all influence student learning. We arrived at the understanding that science equity goes beyond the day-to-day happenings within a classroom. Who students interact with outside of school is just as important as who students interact with inside of school. As educators, it is important for us to be as aware as possible of the life our students live outside of school. We are sometimes quick to judge a situation, but we need to remember to take a step back to understand where the child is coming from. Children are products of their environment. A child with a tougher home life may not be as “put together” as other children. Understanding each child is a big part of the foundation of creating a classroom environment that supports equity. The most important thing for us to do is show the students we care. My principal's motto is "kids don't care how much you know until they know how much you care." If our students know that we care about them, then they should look forward to coming to our class each day. Some students spend more time with their teacher(s), peers and other staff more than they do with their own families. The classroom may be where they receive the most guidance, support and structure. Whether or not a child in need decides to seek out his/her teacher for help in a time of need is unpredictable, which is why showing the students we care is so important.

On another note, here are some common questions (and my answers) asked by those interested in the Science in Education online experience…

Do you feel as though you could have done the work you have had in your classes without being a classroom teacher or would it have been difficult?

Certainly, it does help to have your own classroom while completing the online courses, but it is definitely doable without one. Do you know of any elementary or middle school aged children to work with if you don’t have your own classroom? A relative? Family friend? The work done in the classroom setting can easily be done with students around the same age in a different setting. Working with students does not take place each week. It ususally happens toward the end of the course. You use what you've learned and then apply it to working with children.

Have you found that you have fostered relationships with people in your classes, without having met them, easily?

YES! During the first course I took (Try Science) I exchanged numbers with a few of the girls in my group to talk about an assignment. As it turns out, we all don't live that far away from each other so over the Christmas break we all met for lunch. It was so nice to put a face with a name! It's been great... we call each other often when we have questions, comments, concerns... I love it! We all began at the same time and have signed up for the same courses since.

What is Equity?

2010-05-20T17:31:00.000-07:00

During the first week of the equitable classrooms course, we were each asked to come up with our own idea of what equity is. The responses were varied, but what seemed to stay consistent is that equity is a much broader topic than we all anticipated. When I first thought about what equity is the first thing that came to my mind was fairness. Within a classroom fairness relates to following through with consequences, providing each student with the same opportunities, grading student work using a consistent scale and devoting time to check in with each individual student. Certainly, those are all components of what equity is, but it goes beyond that. Chapter eight of Sharon J. Lynch’s book, Equity and Science Education Reform, highlights what is expected of the teacher in order for an equitable classroom to be established. Lynch emphasizes the importance of a teacher having “a sound understanding of the nature of science, science concepts, science themes, habits of mind, and process skills, especially as the grade levels of the students increase.” With these understandings, teachers are better able to engage students in “doing and talking” science. Lynch then goes on to mention how important it is for teachers to continue to better themselves as educators through professional development. The best way is for teachers to collaborate as they “take time to think about standards, to contextualize them in terms of their practice in their schools, and to have examples of effective curricula aligned with the standards.” Of course Lynch recognizes that ongoing professional development takes a substantial amount of time and costs money, which may not be that easy for some school districts to implement on a frequent basis. As teachers take advantage of opportunities where they can learn from others, they are learning strategies to better their own teaching styles/methods. This, in turn, is one step closer to creating an "equitable classroom" environment; something that all teachers should strive to achieve.

All Good things Come to an End

2010-04-10T10:57:00.000-07:00

It is finally here, the end of my first graduate class online. It is bitter sweet like most endings of great adventures. I will miss the fun and creative projects that Steve had us working on, I will miss seeing the creativity of my fellow classmates, and I will miss the weekly chats with my classmates. Yes, there is a new adventure on the horizon, but like finishing a good book I just want to sit back and reflect on how much I enjoyed it. As I packed up my portfolio to send, my husband commented on the large pile of work. Funny, it did not seem like work. I look through the pile and smile at how much I learned and truly understand how to do. As was reiterated many times throughout our class, project-based learning is the way to own the information and to be able to use it later. When will our state and federal governments stop the insanity of testing so that we can get back to being great teachers and the students can actually learn something useful?
I learned so much through trial and error in this class. Yes, it was frustrating at times, but like anything you work hard at; the reward was great in the end. Students need to have that feeling of success. They need to see the product of their hard work in a physical form. Self-esteem and self worth is elevated when a visible result can be seen. Project-based teaching encompasses all types of learning styles and intelligence levels so that an individual's gifts and talents can be used and further developed. I have believed in this technique in teaching from the start of my career. I owned and operated a successful preschool for nineteen years that used a unit study approach(old term for project based) with great results over the years. Children learned and loved learning because it was fun. I home-schooled my two children through the elementary years so that education could be fun. Testing was not the focus in either of those teaching experiences. As a teacher, you know when your students understand the information. When students can show you what they learned and use what they learned, there is the proof that the teaching was successful.
A new adventure will be starting soon for me with another graduate class. I am looking forward to learning something new. I can only hope and pray that a new adventure begins in the public school system soon. So many great teachers are losing heart and drying up. So many students are not learning how to love learning. Students are losing that sense of adventure that can come with new information. There is nothing bitter sweet about that, just bitter.

Pulling It All Together

2010-04-09T16:27:00.000-07:00

Our Earth Science knowledge was put to the test this week as each group focused on a different river than the Nile, either the Colorado or Amazon, and had to answer certain questions. The questions covered a variety of topics, such as where the river flows, watershed boundaries, discharge, precipitation and changes in seasonal patterns surrounding the river. Each group member was responsible for responding to a different question. My question pertained to discharge in the Colorado River and its tributaries. Prior to taking this course, I would not have known where to begin to answer this question. My studies of the Nile River have provided me with a solid foundation of how river systems work as a whole. In the upcoming week our assignment is to create a story about how the interacting components of the river we are investigating work together. I am looking forward to seeing how everything comes together.

On the curriculum front, we have been putting the final touches on our TfU (teach for understanding) plans and have started implementing them within our classrooms. More specifically, we have been focusing on performances of understanding, which are designed to help students develop and demonstrate their understanding. Within our generative topic, we were challenged to devise a variety of performances that show student understanding in an observable way. It is stressed in Tina Blythe’s Teach for Understanding book that they are learning activities and not final events. Each assessment is placed into one of the following categories; introductory, guided or culminating. Introductory performances are at the beginning of a unit and invite students to begin “messing about” with the issue/topic. Guided inquiry assessments are in the middle of a unit and focus students on particular problems related to the generative topic and understanding goals. Culminating performances are at the end of a unit and require students to pull together their understandings developed in previous performances.

We, as teachers, then ask ourselves; how do we know what our students are learning? On-going assessment is the answer! They are crucial and can be done in a variety of ways. The key word is on-going. They may be formal, informal, teacher lead or student lead. Students may even critique/reflect on their own work. Teachers informally assess their students frequently, but are not always consciously aware they are even doing it. For example, floating around the room and checking in with the students as they participate in a lab is an informal way to assess how the students are progressing. We sometimes get caught up in grades and forget that there are other means of assessing how our students are doing.

Rain on the East Coast

2010-03-17T17:09:00.000-07:00

A recent storm in Eastern Massachusetts dropped more that ten inches of rain in certain areas. Winchester, Quincy, Waltham and Newton are just a few of the towns that were severely affected by the excess rain. Many schools and businesses were closed due to flooded streets, as well as any damage the water may have done to the buildings themselves. The Aberjona River in Winchester, the town where I currently teach, flooded the surrounding land and streets. Our middle school was closed Monday and Tuesday of this week and the high school remains closed until the water, which is half way up the walls of the basement floor, recedes. Today, one of my students told me that he saw someone canoeing in what is normally a soccer field. Another student could only see the roof of a car almost fully submerged in water. Although the rain has since stopped and the sun is now shining, the cleanup is not anywhere near finished.

By now, you may be wondering why I am sharing this experience with you. This unfortunate occurrence is a good example of how the Earth Science course has made me more aware of my surroundings. Prior to taking this course, I probably would not have given this event a second thought. What connections can I make to what we have learned so far? Winchester, as well as the towns mentioned above, are lower in elevation than other surrounding towns. The rainfall in the towns higher in elevation eventually makes its way down to the towns lower in elevation. It can be said the towns higher in elevation are part of the Aberjona River’s watershed. We learned that a watershed is the area of land where all of the water that is under it or drains off of it goes into the same place. In Winchester, this “same place” is the Aberjona River.

We have been working our way down the Nile River and as of recent have been focused on the Aswan Dam in Egypt. Using our knowledge of the river system so far, we were asked to anticipate what we think will happen to that part of the river in the next 1,000 years. Our group’s responses were quite varied; however, we all seemed to agree that the water in Lake Nasser, just before the dam, is going to be greatly affected. Some of us thought that as sediment continues to settle in the lake, it will become shallower and force the lake to become wider. Others thought that as the water continues to flow into the lake, it will make its way around the dam and form tributaries and streams and eventually the lake will be gone. It is a tough job to project 1,000 years into the future, but we do our best given the information we are given. As we continue to move downstream, our next focus is on the Nile’s delta!

The Other Side to Being a Teacher

2010-03-17T14:27:00.000-07:00

As I have said before, this online technology class is showing a whole creative and fun side to computers. I feel like I am allowed to play like a child. I have watched grown men in my class get excited with these projects when they build truss bridges and place cars on the bridges and make them crash. It is like seeing a four year old boy with with his trucks. I am able to teach them the different uses that the programs can perform. What joy!
Unfortunately, teachers in the public schools are having to cut back on fun due to some of the NCLB regulations. Our online class got to vent our frustrations about the craft of teaching becoming a testing factory. The goal always being keeping jobs and schools open according to the test results they produce. The government is becoming so entrenched in producing little robot children that can score well. How unfair is all of this? Are we all meant to be the same? Isn't variety and differing gifts what makes this world work? Do we really want a "Stepford Wives" world? In order to prepare for testing the fun and creativity is being forced out of the classroom.
Last week I read an article which reported the changes that Obama wants to make in regards to NCLB. Initially it sounds good. As with everything we will have to read the fine print to know for sure. He seems to propose that not every child should have to perform on the same level. Some children have creative abilities which will lead them into productive lives that do not involve higher education. Our goal should be to prepare children for the world no matter their goal. There is also talk of federal funding which sounds like it will increase competition among states to receive the funds. So, it sounds good in some respects and so not good in others.
I guess we will have to wait and see. In the meantime, I sure do hope that those great, fun and creative teachers don't shrivel up from all the test preparation and boring lessons.

The Weather Outside Was Frightful...

2010-03-06T17:43:00.000-08:00

I'm sure that by now you have probably all been made aware of the crazy weather patterns that have been hammering away at the U.S. Well, last week, my family and I experienced mother nature's wrath firsthand in NH. On Thursday night during the most horrifying wind storm I have ever witnessed, the power went out along with the heat, water, and flushing toilets! I panicked. I was freezing, it was dark, and I had...oh no, what was I going to do about my two five page papers that were due that evening? I can't even flush my toilet let alone submit my Week Four Self Assessments. Thankfully, all it took was one quick email to each of my professors (from my in-laws house in MA, of course) and my mind was put at ease. Both of my professors were so understanding about my situation that they actually were more concerned about my anxiety to complete my work than me actually submitting the assignments. They asked if everything at the house was ok because they had heard about all the tree damage. They completely reassured me that I could do the work whenever and not to worry. Where else in the world can you go and get that kind of support and patience? I am so thankful that I have had the opportunity to learn under such wonderful professors at Lesley who recognize that above the idea that we are students, we have lives too.

Student's Perspectives

2010-03-04T18:58:00.000-08:00

As teachers, we put a lot of time and energy into planning lessons and units for our students. We collaborate with other teachers to expand on our ideas in the hopes of providing positive and effective experiences for our students. How often do we ask our students what they think the most important pieces are to their science education and why? Personally, this is not something that I do frequently with my students. With that being said, I recently devoted a full class period to “interview” my students about their thoughts and insights regarding our science curriculum. I was very pleased with their responses and felt a sense of satisfaction in all that we have accomplished so far this school year. After reflecting on the year thus far and using that information as our foundation, together we devised over-arching understanding goals for our class. As Tina Blythe mentions in her Teaching for Understanding Guide, I explained to the students that over-arching goals relate to what they think is most important for them to learn by the end of the year. After revising our list multiple times, we posted them in the classroom and will revisit and refer to them throughout the remainder of the school year. Each unit we cover relates to at least one of the over-arching understanding goals.

Within each unit covered, Blythe mentions choosing Generative Topics – those that are central to the discipline, interesting to the students and teacher, allow access to resources, and offer opportunities for students to make connections between themselves and their experiences in and out of school. The students were quite enthused as we listed the main topics and labs we have covered so far this year. This gave me clues as to what the students were most interested in, which will now assist me in developing generative topics.

In session five, we shifted our thinking back to the Nile River. Our focus was on the precipitation, drainage (how much water flow there is) and cloud coverage of a specific region along the Nile – Dongola. This particular location is surrounded by desert where there is zero precipitation all year and so the question remains; where does the water come from and when does it come? Each group member analyzed the data presented and put together a convincing case to answer the question. Similarities and differences existed within our thinking; however, we were all able to come to an agreement that there is a direct correlation between precipitation at Lake Victoria and Lake Tana and the drainage at Dongola.

This can be Addictive

2010-03-03T14:10:00.000-08:00

This week our online class did not have to post our projects and I felt lost. I so much missed the contact with my new online comrades. I have enjoyed viewing their creativity and receiving feedback and helpful hints. This class has opened so many avenues in my mind. Feeling like an addict, I just could not stop myself from adding a thread on the Discussion Board. I just needed to see if anyone else was missing our weekly contact. Sure enough many others replied. My addiction was not the only one.
The thirst for knowledge and creativity really motivates and drives us and can be addictive. The juices start flowing in the mind and we need to feed that creativity with more. It makes one feel alive. Even though his online class is a technology class, there is so much creating involved through our instructor's lead. This is what teaching is all about. Teachers need to make it fun for their students and get their creative juices flowing. What students need is inspiration. As teachers we need to inspire and make learning creative and fun. Then learning will become addictive.

Who Ever Thought This Would be Fun!

2010-02-22T16:32:00.000-08:00

Wow! I am learning so much for almost fifty. Not only have I undertaken the task of beginning my graduate degree, but here I am blogging for the first time! I have embarked on my graduate journey at Lesley University to learn more about technology. Frankly, I thought I was going to be overwhelmed and way over my head. Surprise! I am having a blast! I am learning so much. Our instructor, Steve Saladino, is so creative with his assignments. I have already used much of what I have learned with my adult students. They are enjoying learning as much as I am. My students are adults who are sent to my facility for parole or probation. Most of them have barely finished high school. Many are trying to achieve their GED. What a sense of self they develop knowing that they able to work on a project that I have done for a graduate class. This class; Computers, Education and Technology, thus far has already been a great blessing. I am so glad I embarked on this journey.

Insanity is doing the same thing over and over and expecting different results!

2010-02-19T09:19:00.000-08:00

"Don't worry about it, you'll be fine!" This was the advice I was given when I asked for help after accepting a middle school teaching job half way through the school year with no experience whatsoever. The other teachers were just relieved that the students were not eating me alive and ready to kill each other. (I later found out that that was why the teacher before me had left in the middle of the school year.) So, basically I was a babysitter. The following school year I was determined to make a difference in the way math was taught at this school. I was going to be an effective, engaging educator; not a babysitter. What I did not account for was that I would have absolutely no resources to work with and no support from other staff members. The same materials had been used to teach algebra for years resulting in the same old standardized test scores and the same poor attitudes toward math. I started doubting myself and my abilities when I saw that my students were not getting out of my classes what I hoped they would. Eventually, I was laid off which was actually a blessing in disguise because it allowed me to go back to school full time and pursue my Master's Degree in Mathematics here at Lesley. I am almost half way through with my course load at Lesley, and I have never been more inspired. I feel empowered. The materials I use in my courses are the same materials I could use to teach algebra to my middle school students. The weekly modules (assignments) give us step by step instructions that not only teach us the "how to's," but also they teach us the "why's" and how to connect each concept to the big picture. We are given meaningful and useful investigations and activities that force us to really stop and think about what we are trying to convey to our students. We want to change the way things "used to be" and create a new way of thinking about math. We want our students to be inspired by math the way we are by the online mathematics program here at Lesley University.

2010-02-16T07:21:00.000-08:00

We often hear people say, “I understand that you are upset” or “I understand how to get to the store,” but what does it truly mean to understand? How do we know when our students understand a topic? Are various assessments, such as quizzes and tests, the best way to measure how much the students actually know and understand? Some may say yes, but Tina Blythe points out a different perspective in her book titled, “The Teaching for Understanding Guide.” According to Blythe, “performances of understanding are at the heart of developing understanding.” The key word in that sentence is performance. It is not enough for students to read information from a textbook, watch related video clips and/or participate in labs and experiments in the classroom. What is missing is the application of what is learned in the classroom to the outside world. Remembering the definition of a physical change, for example, may not be difficult for students. It is not until the students are able to recognize that the sugar dissolved in a cup of tea or the wood being chopped to make a fire are real life experiences of physical changes, that Blythe concludes the students do have an understanding of the topic.

During the first two weeks of the Earth Science course, we investigated the Nile River. Using Google Earth, the Michelin map, and other data we investigated the various elevation levels surrounding the Nile. This information gave us clues as to where the river originates and the path the water travels. In addition, we mapped out the watershed area surrounding the Nile. The watershed includes the areas of land where all of the water that is under it or drains off of it goes into the same place – in this case the Nile River. My understanding of the fact that a river is more than just the visible stream of water came into perspective during the stream table investigations. This was evident in both stream table scenarios as the soil on either side of the river felt moist. The stream table helped me to see how a river flowing through a flat terrain resembles the White Nile and a river flowing through a series of hills and valleys resembles the Blue Nile.

I anticipate that I will have a better appreciation for rivers at the completion of this course. I am now consciously thinking about the Aberjona River, for example, which I drive over everyday on my way to work and can see from my classroom window. I am beginning to ask myself, where does it originate? Where does it end? In what direction does it travel and why? As I continue to investigate the Nile River, I am hopeful that I will be able to apply my knowledge to then answer these questions!

Together, we are stronger

2010-01-25T18:19:00.000-08:00

Previously (anyone a fellow LOST fan?)… my posts were regarding my online coursework. This post, my final, is about the people. A benefit I see in a quality online program such as this one is the caliber of people it attracts.

An online program allows for a professorial base that can be pooled from the global arena. I have had teachers from The Netherlands to Wyoming as well as in my own New England backyard. These professionals are dedicated, passionate, and bring amazing levels of insight and experience to their courses. Although the online forum is a different experience from a direct classroom experience, we are communicators at heart and utilize all resources available to do so including video conferencing for face to face conversation.

My fellow classmates are also a diverse group and I enjoy learning from them as well as with them. From South Korea to Texas as well as the next town over, I have expanded and enriched my PLN (Personal Learning Network). This spring I will leave Lesley University with more than just a degree in hand. I have found colleagues and mentors that bring the entire learning experience full circle. Together, we are stronger.

~~~~~~~
Using Wordle, the graphic above was created by using this blog's URL. All the words from the posts were made into this word cloud. The bigger the word, the more times it is used. I love to see that words such as "fantastic", "future", and "understanding" are rather large.

End of Semester Post

2010-01-05T05:42:00.000-08:00

My time line for submitting this final post for the fall semester has long since come and gone! I've not prioritized my time well over a much needed-winter break. Since managing my very little spare time has become more difficult, I thought I would address the flexibility of the Lesley program in case anyone reading this is not aware of the upcoming change.

It's been quite a challenge to teach full-time while taking the math master's courses as I had doubled up on classes for several semesters. But as the courses have become more time-consuming and difficult, (difficult because I'm very rusty beyond algebra) it's become harder to manage everything and do a good job.

I recently changed my course path so that I would only take one class per semester while teaching and then stack my summer with classes to get through the program. I wasn't entirely happy with this decision since the time we do have off as teachers over the summer is a time to rest and recharge.

That brings me to the recent change in the Lesley semesters that is going to allow so much more flexibility for anyone taking the programs. I hope I am correcting relaying the information, but as I understand it, instead of offering just one 12 week semester, they will begin offering two 8 weeks sessions within about the same time frame, so that instead of trying to complete two courses at the same time, you can still take two courses in one semester, but they run back to back, for 8 weeks each. I am so happy to have this option, because it allows me to take more courses without the workloads overlapping.

And one last note; as a teacher in Washington State, we are now required to complete a Professional Certification program within our first 5 years of teaching to keep our teaching license. It's very similar to the National Boards, but requires enrolling in a University and doing several courses. Along with those courses you have to take classes (either clock hours or credits) to help with your professional growth plan. I have just begun this program, and so the Lesley math classes I take during my pro-cert program will count towards my completion and fit beautifully into my professional growth plan since I teach math.

Possible New Year resolution: Post my blogs on time!
Best of luck in 2010, Jen Nelson

Eye to the Future

2009-11-21T07:30:00.000-08:00

I am standing here on the edge of my Lesley education, looking out at my Master’s degree which is only one course and a few months away. Entering into this program was one of my plans for the future. Looking over the list of courses in order to pick my final one, it was wonderful to see new courses being added by Lesley. The University is actively planning for the future as well.

What course did I choose? Building Online Communities/Facilitating Student Discussions - This course focuses on building the skills and understanding of what is needed to create a supportive and constructive online learning environment through appropriate facilitation techniques and strategies in the K-12 environment.

For an edtech geek like me, this is exciting stuff! To be real, I do not envision myself teaching my middle school students completely online. However, there are components of this that can be brought to my classroom. It would be fantastic to introduce these students to online learning through some activities and projects. Imagine if I could have all the middle school students in my school participating in one online community learning together even as they learn separately in their own classrooms. Quite a powerful lesson that brings to mind the idea of the Flat Classroom.

Additionally, with the rise of prolonged absences (illness, etc.) in schools, the ability to keep teaching and learning in an online community setting could be invaluable. This could be expanded upon and I could create learning opportunities that are fun and engaging over summer break. Students needing extra help could be part of an online learning community with mentors or tutors. Are there activities that students wish to participate in that the school just can’t fit in to the regular day that may transfer well to an online community setting? Would an online debate with another school be possible? As you can see, my ideas for this concept and the future are varied.

Yes, my degree is in sight. This goal for my future is almost complete. Honestly, I will miss the classes at Lesley, the camaraderie of classmates/instructors, and the trading of ideas. My future is brighter and clearer due to having participated here. If your “eye to the future” includes education and you are thinking of taking the plunge, from my own experience I can strongly suggest that you give yourself the green light and jump in!

Note: If you would like to connect – I’m on Twitter as MrsDi

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Conceptual Understanding in Mathmatics

2009-11-12T17:26:00.000-08:00

Throughout the math courses I've taken in the K-8 math program here at Lesley University, there is a very common recurring theme that is modeled for us week after week, and concept after concept, and that is the importance of building conceptual understanding with each math concept. This is easier said than done for someone who has been taught all the traditional algorithms, and I can apply them like no one's business, but until I explored some of them at a conceptual level, I was only applying procedural knowledge, rather than doing any higher level thinking. A good example is that I can divide fractions very well, and I always remember how because of the good old saying" Yours is not to wonder why, just invert and multiply." But in a number theory class when we had to use geometry and area models to show we knew WHY rather than how, I was immediately out of my comfort level. Conceptual understanding should be a base that helps bridge the gap between the concrete and the abstract. If we jump right to the abstract, then we are doing a very large disservice to students.
As a math teacher, I was already aware of this, and thought I was doing a fair job teaching conceptual understanding first,and in some cases I was, but there are so many fantastic ways to explore math that appeal to all types of learning styles and provide a very rich, multi-modal way of building on prior knowledge to form new understandings. Just when I think I have great teaching activities, I discover yet another way in one of my classes to explore math. In my Geometry class we were recently exploring copying angles, and I could certainly do this with a compass, but we had to use paper-folding to accomplish this and then explain why it worked. What a challenge! But I learned so many new things by doing the paper folding and it increased my understanding immensely.
As a math teacher, I spend a fair amount of my time searching for,and differentiating activities to reach all learners in my class. I have found that each Lesley class I have taken has handed me a multitude of fantastic activities built upon the premise that conceptual understanding is key, and I get to experience these activities first myself as the student before sharing them in my classroom. What a fantastic learning opportunity this has been. When I look back at my own growth as a teacher in the year I've been in this program, I'm amazed and extremely thankful that I chose the K-8 math class series. Jen Nelson

Technology & Active Participants in Learning

2009-11-07T06:27:00.001-08:00

Did you ever see that commercial where the kids are told what to do, where to sit, what to study, and they have no choices except for what goes on their sub sandwich? Beyond just being able to improve their life by picking out pickles over tomatoes for a sandwich - I strongly believe that our children need to have some measure of control over their own learning. This can be difficult, however, when we have a set amount of content that must be given to them in a short period of time. How can we provide opportunities within our instruction to allow students to be true active participants in their learning?

In ECOMP 6016 (Teaching & Learning with Digital Media) we explored a variety of technology based projects that included the use of audio and video. Ranging from simple to complex, these types of projects can bring a new and exciting way for students to express and present ideas. It gives them a measure of control over the process with very personalized exploration and presentation of learning.

During this class I participated in a technology enhanced activity that utilized a flatbed scanner. Taking this activity further and directly into a classroom, I scanned in Kindergarten artwork (Fall Fiesta autumn trees) and uploaded it to Voicethread. Each student then sat with me and recorded an audio reflection about their artwork. Feel free to visit at http://voicethread.com/share/230542/ (classroom songs were added at the end as an experiment). The end result is something each student can take true ownership of and easily share beyond the classroom.

Taking inspiration from another 6016 activity, I gave my middle-school students creative control over a media project and this brought forth some fantastic work as they created multi-media stories about some group building exercises (they were away at a camp for a few days). They combined pictures, music, text, voiceover, and personal creativity to produce vignettes that will be available for families and classmates to view and share. This type of activity is creative, motivating, and empowering for students.

Technology is not the magic bullet to solve our education problems, but integrated well into curriculum it can provide an enhancement to instruction that engages students. Through my TIE courses here at Lesley I am learning how to best bring technology into the curriculum effectively, how to use it for assessment, and how to motivate students with its use. Almost every homework assignment that I complete for a Lesley course brings inspiration and new ideas to me to transfer directly into my own class environment. My students are enjoying the creative control they are given and are stepping up to the challenges. I am not the only one to benefit from my Lesley TIE classes as my students are reaping the rewards as well!

Differentiation of Math

2009-10-28T05:09:00.000-07:00

As a classroom teacher one of the challenges I face is finding the time and resources to differentiate instruction in a way that is truly effective so that all students are able to learn at their level. My typical math classes of about 26 students consist of a diverse range of learning styles and needs. There are usually about 6 students on IEP's, 8-12 Title One students, several Hi-Cap students and students who are in the range of being at gradelevel. The challenge this presents for math is finding activities that are both engaging and appropriate so that students are able to work the zone of proximal development.
In the Math Masters Program, every concept we have explored has been approached from a very multi-modal aspect. The activities are geared specifically toward building conceptual understanding. Many of the activities we do provide a variety of ways to make connections and build upon prior understanding. A great example is; currently in my Geometry class we are studying about angles and constructing perpendicular and parallel lines to create a transversals. Instead of simply using a compass, we approached the concept from several aspects. We used paper-folding, which was a very tactile,concrete way to see the "why". We also did a compass construction and had to tie those two methods together by explaining why the compass construction worked, and then we used a computer program to create and construct the same figures and properties.
By exploring this concept in multiple ways, it showed how you can approach differentiation in the classroom by using non-traditional methods of exploration that build on conceptual understanding, and appeal to different learning preferences and needs. My own understanding of the concept has deepened immensely by having experienced a familiar concept in new ways. This particular lesson has given me a whole new set of activities for which to approach differentiaion when I teach Geometry.
I would like to add that the experience I've had in Geometry class has been typical of my experience in all the math classes I've taken. There are so many approaches to learning math that are rich, engaging and multi-modal and they are an absolute necessity for differentiating instruction compared to some of the more traditional methods that have been taught in classrooms in the past. These experiences have directly effected how I design my lessons, which has had an immediate effect on student learning. It's been a very exciting and rewarding journey over the past year. As always I look forward to the classes ahead.
Jennifer Nelson

We all can't wait until Monday!

2009-10-25T09:28:00.000-07:00

After completing a self-evaluation three weeks ago, I have found that my science instruction has not followed the model of inquiry very closely. I have been engaging my students in traditional, old school, recipe-like labs that require the students to follow a list of instructions in order to reach the predetermined goal. These types of lessons are filled with mostly right and wrong answers. The activities do not give the students a chance to develop, explore, or test their own ideas. My students are missing out on inquiry, missing out on real science.
Fortunately, I am now learning how to adapt my large inventory of science activities, which I’ve been using up until this point, so that they can start to shift towards learning through inquiry. This semester’s class is focusing on improving classroom “facilitation” (not instruction-move away from “teaching”). There are two strategies that I’ve already incorporated.
The first strategy is one that I call “What & Why?” It’s a form of questioning used to probe for student ideas. I have started to use this when my students are in the predicting stage of their investigations. More specifically, I ask them “What do you think? & Why do you think that?” when making their predictions. I’m trying to stress that their reasons for their prediction are just as important as their hypothesis. I’ve seen this become a great asset to discussions before and after the experiment/test portion of the investigations. Just last week, I had a discussion with my classes about the results from their “Metric Mass” investigation. They were faced with surprising evidence that contradicted their predictions. They could actually share why they were wrong by looking back at their written reasons. They could see how different their ideas were before testing their hypothesis.
The second strategy I’ve applied to my “facilitation” of inquiry is one that encourages formation of student ideas. I introduced a new “Journey North” project by passing out an unknown object (Emperor Tulip Bulb) to pairs of students. (Thanks Sally Crissman!) I did not tell them what it was, but I asked them to record any questions they had in their new science journal. We discussed the questions they had without answering them. I took one of the questions, (What is it?), and turned it into a “What & Why” prediction. This was followed by a “Where & Why?” prediction about where I got the objects. The students recorded and shared a wide variety of ideas about what the object could be. They thought it could be an onion, garlic, potato, seed, nut, plant, man-made object, radish, or a turnip. Only three students were convinced it was some kind of a bulb. As the students passed in their journals and exited the classroom, they begged me to tell them what it was. I said, “We’ll find out on Monday.” I spent about $17 on the above produce that I plan to share on Monday. They will be able to see if their predictions were correct… without me telling them. We all can’t wait until Monday!
-Mark H.

Examples for direct classroom use

2009-10-23T08:43:00.001-07:00

A quick background – I am a mother of 3 school age children, went back to work recently after being a stay-at-home Mom, found my dream job as a Technology Integration Specialist (K-8) and don’t have the ability to physically attend classes for my desired Master’s degree (not enough hours in the day!). The solution – Lesley University’s TIE Master’s program where I found superior professors & classmates from around the world and courses on topics that I can implement right away in my classrooms.

We are teaching our students about the idea of “global community” and “flat classrooms” in which the physical walls of the classroom can be broken down through use of technology so that students can see and interact with others across the world. Imagine how empowering this is to a student when they realize their voice and their work can be seen and heard by an audience greater than what we find in the confines of the physical classroom!

Let me share a couple of examples with you. In ECOMP5004 (Technology in Language Arts) we did a version of the Monster Exchange. Paired up with a partner, each of us created a monster. I used the drawing tools in PowerPoint. Next we wrote and revised descriptions of our monsters and exchanged them (our pictures were not posted yet). From the written description, I had to draw my partner’s monster. I posted my picture, she posted the original, we compared them, and reflected on the process. She did the same for mine.

This is something I can implement in a classroom immediately. Having the first hand experience of being a student in the process gives me insights that will be invaluable in bringing the activity into a classroom. This was a fantastic assignment that brought strong literacy skills together with technology.

A second example comes from ECOMP7010 (Emerging Technologies). I am fascinated with Google Earth and all the potential this resource has for use in the classroom (such as Google Lit Trips). However, it was a bit daunting to try tackling the learning of such a vast resource on my own. An assignment in this course provided me a structured activity to explore and create. Along with the guidance of my professor and input from my peers, I tackled Google Earth. I can now teach my students and help staff members create Google Earth trips and all are enthusiastic about getting started!

Challenge yourself to learn about the educational technology that fascinates you and learn in a constructive, positive environment. Learn to use technology to enhance curriculum rather than just decorate it. Check out the TIE program at Lesley. It was one of my best decisions.

Factor Lattice models

2009-10-18T19:16:00.000-07:00

Last spring in my number theory class, one of my favorite activities we did was creating 3 dimensional factor lattice models. I'm just about a week away from implementing it with my current students. You use toothpicks (primes) and clay (vertices)to create a 3 dimensional model for a number. I wanted to share this activity because many of us from grades 4-12 are beginning our school year by either teaching or reviewing factors,prime factors and greatest common factor, least common multiple. The activity I will share with you is such a fantastic tool for exploring and making connections across concepts within math and allows students the opportunity to experience these concepts in a very tactile way. There are also endless patterns within the models for students to discover, and a nifty way to tie in technology.
You begin by choosing a number,and finding it's prime factors. Next you start with a vertex from which each prime factor(color-coded toothpick)will extend in a different direction. (Two prime factors will result in a 2 dimensional model, and 3 will result in a 3 dimensional model.) From there, each toothpick represents a multiple of the prime, with a vertex connecting them. Once your model is complete, you can use the primes and vertices to multiply and label all remaining vertices. When finished, the number of vertices is the number of factors, and each factor is labeled on the model. From there you can determine the GCF and LCM of the number by navigating through it.
Students can then create a digital model using Microsoft word, and write about the process. My class did these last year, and we displayed them in the office hallway showcase and had many visitors that wanted to hear about them. The really great thing was that the students could talk about them in detail and relate the math concepts they learned. It was truly a learning experience that allowed all students to explore and experience math in a new way.
I realize that the directions for making these models is not complete in my post, but I just wanted to give enough of a description so that the general idea was clear. If anyone would like step by step directions for this along with a photo of an example, I'd be happy to send that via e-mail.
And finally, I would like to say that this project is just one example of the kinds of exploratory learning we have done during classes in the math program and how beneficial they were to my own understanding, and how easy they were to incorporate into my own classroom. My e-mail for anyone interested in the activity is: jnelson7@lesley.edu Happy Teaching! Jen Nelson

I can talk the talk, but can I walk the walk?

2009-10-11T18:14:00.000-07:00

It’s now been a month since I’ve been back at school, and I’ve got to be honest here. I have to admit that I haven’t been working too hard at trying to incorporate what I’ve learned from Lesley this past summer. I haven’t been writing little notes to remind myself to "give reason", or to create lists of probing questions to ask my students. I haven’t been sitting down trying to come up with new ways to get my students to share their ideas about science. Many of those things that I thought I’d be doing to make my lessons better, aren't even getting a second thought. I guess I should feel somewhat guilty, but I don’t.

I don’t feel guilty because I don’t have to think twice about what I learned this summer! Everything is coming out naturally. I’m asking my students to make their predictions and support them with their own reasons. I’m listening to their ideas and asking, “Why do you think…?” The words “tell me more” roll off my tongue. On some occasions, I consciously caught myself giving reason to “abstract” student responses, which in the past wouldn’t have caused hiccough in the day’s lesson. It has been so easy to follow the path that I tread this summer. Students in my classroom are already benefiting from Lesley almost as much as their teacher.

I’ve found the easiest way to get my students to share their ideas through predicting! I don’t know why I rarely did this before, but I’ve only now started asking my students to give reasons for their predictions. Now, I want to know why they predicted something to happen just as much as I want to hear their prediction. For example, we investigated leaves using qualitative and quantitative observations as few weeks ago. The students needed to predict what kind of leave they might find on a tree, in the woods, behind our school. Then they were asked to supply reasons for their hypotheses. On the first day, they drew pictures and wrote down predictions for shape, color, length width, texture, disease, insect damage, and etc. They also had to share that all important reason for each prediction they made. I liked these: “The leaf will be green in color because it contains a green pigment called chlorophyll” Or, “The leaf will be multicolored since leaves change color in the fall.” (These questions would set up so many probing questions to explore.) I didn’t accept any one-word answers. They had to tell me more! The second day, involved the data collection in the field. On the third day, I passed back their papers to compare their predictions and actual observations. I got quite a surprise as each student was handed his or her papers. The kids were visibly shocked by what they saw on their sheets. Some gasped when they realized how far off they were, while others couldn’t believe how close there predictions were to the actual leaf collected out back. I heard comments like these: “What was I thinking?” “I knew there were oak trees out there, and that’s what I found!” “I thought the leaves would have changed color by now!” “I think a caterpillar was eating my leaf.” We had a great time, sharing their ideas as well as the reasons why! I want more!

-Mark

Time to Use What I've Learned

2009-08-30T16:42:00.001-07:00

Summer is done, teaching starts tomorrow... Lately, I have been working with my fellow Lesley classmates on bringing together what we've learned over the summer.
From comparing interviews to sharing strategies, we've been working quite hard. I found it interesting to see how a professional physicist performed during a similar interview to our own with children. We could see that he questioned himself deeper and deeper whenever something happened in during his investigations of motion. Our investigations seemed very basic, but the physicist broke it down into very small detailed parts by asking more and more questions. Even when he was surprised by an outcome, he laughed it off, and proceeded to ask himself, "Why did that happen?" He then began sharing what he thought was the answer. After more testing he'd finally be satisfied with the result. This probing, we've learned can be very useful in the classroom. Of course my students are not yet physicists, but they can benefit from some great probing questions-from us. In order to understand what ideas children have about motion, or science in general, I have found that I need to spend A LOT more time probing my students for their own ideas. Asking a student to explain why they think the way they do is new to me. I've been moving on after a right, or wrong, answer during class rarely pausing to ask, "Why do think?"
This probing approach will help my instruction and give value to childrens' own ideas. I have noticed over the years that my students are always trying to feel important-to family, to teachers, and mostly to each other. Taking time to listen to my students will help them feel important in my classroom. I value what they say about their personal lives when we chat about their activities outside school, but I need tostart listening more closely to their interesting ideas about science.
I look forward to my 12th year of teaching more so this year than others. I have gained some new skills and a new respect for what my students might say. I plan to continue sharing my experiences here at Lesley, and most certainly how I incoproate them into the classroom .
-Mark

Some Final Reflections on Math

2009-08-21T13:30:00.000-07:00

As we begin our last week of the summer semester, we have been assigned in both of my classes to review what we've learned and summarize how that learning has impacted us, and how it may effect our own classroom instruction. As I read back over my course journal from the classes, I was absolutely amazed at the growth I experienced in just one semester.
I finished my Bachelor's program 3 years ago with an emphasis on elementary education, so I really had no specialized math training. I ended up in the role of a fifth grade math specialist, and thought that because the concepts were at a fifth grade level, I knew most of what I needed about the math to successfully teach it. I could not have been more wrong. With each concept we have explored in the math classes, I have developed a new awareness and appreciation for the ways in which these concepts are connected. As my conceptual understanding grows, so does my understanding of how I need to modify and re-evaluate my current teaching practices so that students are not just learning at a surface level, but truly experiencing math in a way that is meaningful to them.
Since I have begun the math program at Lesley, the thought has struck me several times that I didn't even know that my own understanding was lacking until I began taking these courses. It leaves me marveling at how much more I have to learn and excited that I have the opportunity to apply what I am learning to become a better teacher. I've truly enjoyed the learning process, and it's been very helpful to be in the "student" seat again and to be reminded how it feels to struggle with a problem, or to triumph over a problem, and to learn all over again how engaging guided exploration can be, especially when paired with peer support.
I'm looking foward to my next class in September! Jen Nelson

The Teacher & Technology Bridge

2009-08-19T08:03:00.000-07:00

Today I am thinking specifically about teachers. If you are interested in the Technology in Education program at Lesley, you might be one. At the very least, you believe in the power of education, and the doors that a good one will open.
We live in a fast paced-society, full of media influence and quick-fix options. Our children are bombarded minute after minute with advertising, music, cell phones, iPods, video games, and television. Their lives are consumed with social networking opportunities like Facebook and My Space—the words, nonsense only a few years ago—are now actual nouns and verbs in our English language. Can you imagine telling your great grandmother that you are going to use Moodle, or Google or chat with a friend on Facebook? It might as well be a foreign language to someone who has not braved the 21st century.
And this is why we need teachers. Sure, kids today could, indeed, complete independent study work and teach themselves all they need to know about fractions, or the Mayan people, or World War II. Yes, they could read The Great Gatsby or The Scarlet Letter, hop on line and complete comprehension activities, read analysis papers and feel confident enough to discuss the literary elements at a party, but they would be missing something. Their teacher.
Teachers are a bridge. They connect yesterday to today and reach for tomorrow. Teachers look at Shakespeare—read now for hundreds of years—and share it with students who are barely into their second decade. Teachers hold that curriculum in one hand, grab technology with the other and with super-hero like power, and perform a classroom fusion that creates a beautiful explosion. When the smoke clears, our students are transformed. Sure, they come to us each year smarter, more discerning, less innocent, and yet, they are still needy. Teachers offer compassion, understanding, hope. A computer may not offer suggestions about how to rewrite code in ways that connect to the user’s life, but a teacher will…every time. A computer will not take into consideration that a child missed breakfast, said goodbye to his grandmother, or wonders how her parents will pay for her new sneakers—but a teacher will. All while imparting the information students need to have productive futures. Teachers think of a child’s future; computers wait for the next instruction.
But don’t get me wrong; I love computers. I love computers in the classroom. And, yes, you should definitely begin the Technology in Education program at Lesley. You should do it because it is exciting, interesting and challenging. You should do it because you will work hard, reap amazing rewards and meet creative, enthusiastic people. You should do it because you love technology, and because you love working with students. You should do it because you believe that teachers are bridges, and education is a treasure chest. You should, to quote Nike, who, by the way, is the Greek Goddess of strength, speed, and victory—something I learned many years ago from a teacher and confirmed just this moment on-line— Just do it.

Learning at Your Own Pace

2009-08-11T10:50:00.000-07:00

Over the course of the last four weeks, the concepts in my Algebra and Probability classes have become increasingly difficult for me because it's been such a long time since I've worked with things like the vertex and factored forms of quadratic equations. In fact, I had to brush up on working with negative and positive numbers with exponents, because my understanding of Algebra even up through college was very basic.

You can imagine my panic when I saw we were headed for quadratic equations in Algebra and binomial distribution in Probability. What I found though over these last four weeks, is that it does not matter what level of math you come in to this program with;you can still be successful because of the way the courses are set up and taught.

The activities always begin with exploration in a concrete way and at a very basic level. The activities build upon one another, and are sequenced in such a way that it scaffolds your learning as you go. Because of this, you can truly learn at your own pace and at a level that suits your individual needs. When we finish a module each week, someone else may be,as an example, applying formulas for binomial distribution while someone such as myself is still using a very concrete way of approaching the problems because that is where I my conceptual understanding is.

We have the opportunity to asses where our understanding is, and how much progress we have made, and identify areas in which we still have questions or misunderstandings and then get feedback, prompts and support from both peers and instructors. This has been such a valuable aspect of this program for me because my bachelor's degree was in education with no specialization in math. Knowing that I can be successful throughout this program is what keeps me enthusiastic and interested, and it's been quite an enjoyable process so far. Jen

Listening to Children's Ideas

2009-08-08T16:18:00.000-07:00

These past couple of weeks has been a challenge for me. I celebrated my 10-year wedding anniversary with a trip to Ireland with my wife and some family. I knew that I probably wouldn’t have a chance at getting any school work accomplished while on my trip. I decided to get all of my assignments done before I left. The flexibility of the Lesley program allowed me to access the session for the following week. Although it took a bit of extra effort to get things done on time, I was able to complete the assignments and enjoy my time abroad.
The coursework, recently, has focused on listening to children, as I said in my last post. We have spent a great deal of time and effort analyzing our one-on-one clinical interviews. This has really got me in tune with finding out what children know about motion, and truly wanting to know what they think about motion. I felt a click that has rewired what I want to get out of my students. Instead of focusing on what I want them to know, I am fascinated by what they know already. I want to learn what they think about movement in their world.
I have learned that children have many great ideas about how or why things move, but struggle to change misconceptions. It is my job to help them explore those ideas, and see, for themselves, what can be supported by evidence. These skills will be something I continue to work on this summer, and I am looking forward to using them in the fall.

More Than Just the Classroom

2009-08-06T17:23:00.000-07:00

The support you receive with the online program is more than just in the classroom. I was very concerned about enrolling in the program and being located in another country. In the Science Education program each student receives a kit of materials to use for the various investigations (and later in your classroom!) However, I was worried about the time it would take to send the kit overseas.

So, I voiced my concerns to staff members and they were extremely responsive -- sending a kit out immediately (outside of the normal process) and in time for the class to begin. And, these kits are amazing - all the materials you need and can reuse in the future. In my current class (Biology), they even shipped a full-sized grow light for our plant experiments!

The same service applies to financial aid as everything is handled through email. All of my questions were answered in a timely manner and I was given complete, accurate instructions for completing the process. A refreshing change from other schools I have attended.

The administrative team with online learning knows that you need to spend your time in the classroom not worried about paperwork.

Brian Chalmers, Guatemala City

Great Professors!

2009-08-05T12:32:00.001-07:00

While I have commented on how great it is to be a part of the online program because it is so flexible, I wanted to also comment on the flexibility of my professors. Now, it’s summer, and like most people, I have a vacation planned next week. Having mentioned that to my professor a couple weeks ago, we discussed a possible extension. At the time I couldn’t imagine needing it—I have been able to manage the work with the help of a great day care. Unfortunately, this week arrived and so did a virus that has just knocked out my daughter. An appeal to my professor not only received well wishes for my sick child, but the aforementioned extension granted! She also complimented my work ethic and reminded me that although I might feel a little overwhelmed right now, I would end up just fine. Talk about generous!
Another example of the flexibility of professors came this week as well. My other professor posts assignments early so you may get a head start. Because of vacation, I worked ahead on writing a grant. When I emailed him about how he wanted me to submit it, he recommended that I email it all so he could review it before I left for vacation. The project is not due for weeks, but he was willing to accommodate my schedule so I might head off to the beach worry-free!
Really, where do you find such kindness? The professors I have worked with in the Lesley T.I.E. program really do understand that our lives outside of Lesley are demanding. Every professor I have had will work with students to “find a way” to help you to be successful.
Amazing faculty—another reason to choose Lesley!

Process-Based Learning and Math

2009-07-29T09:52:00.000-07:00

As a math teacher, I am always looking for effective ways to deepen student understanding. I believe that my job as a teacher is to facilitate and guide learning through exploration and process-based learning rather than only through direct instruction.

One of the most valuable things that has happened for me in the math masters program is that each and every class is set up so that our learning is guided exploration and process-based. I have experienced the value of this first-hand in every class.When the goal is for students to learn by doing, and to synthesize what they learn in a way that is supported by their individual prior experiences, perceptions and learning preferences, the results are amazing. I am feeling this way as a student in this program, and it's been very reaffirming for me as a teacher, that the learning model I'm providing in my classroom is truly what's best for kids.

Having the chance to experience math concepts I had already learned in a completely different way has been incredibly useful. It has deepened my understanding of math concepts that I thought I had already mastered, which has in turn made me a much more effective teacher. These classes are providing me with a learning model that I can use in my own classroom and many of the explorations we do are directly relevant to my grade level. It's been quite a fantastic experience so far.

Reaching out to colleagues-T.I.E. Program

2009-07-21T18:07:00.001-07:00

One of the great things about Lesley’s Technology in Education program is the work. It may seem funny to hear that, but I sincerely mean it. From the first assignments in the first class to the assignment I have this week, I have not only found work I can share immediately with my students, but work I can share with my colleagues as well.
In my school, and maybe in your school too, there are many people who are interested in using more technology, but not sure where to begin. Because of my Lesley classes, I have created “Technology with Jen” classes at my school. In these classes, teachers learn immediate ways to integrate technology into their own lessons. The feedback has been awesome.
The lessons I have shared integrate technology with language arts, math, social studies and science and can be modified to meet many other areas. Students enjoy working with software like iTunes, Audacity, Power Point, Excel and even Word. There is lots of room for them to be creative while still adhering to assignment expectations. It’s a win-win for everyone!
Being a teacher myself is helpful in these workshops because I can address classroom questions from experience. I have been through troubleshooting the laptops, uploading photos, and finding “lost” documents all while monitoring twenty other students. In addition to giving my fellow-teachers the tools they need, I can commiserate and offer tips when the tools don’t work!
The Technology in Education program at Lesley really does provide hands-on work that can be used immediately in the classroom-by a Lesley student or her colleagues!

Mark's Thoughts about Lesley Online Learning

2009-07-09T04:09:00.000-07:00

Hello,
I'm Mark, and I have been teaching 6th grade science, in a middle school, for over a decade. I had reached a point in my career when I wanted to become a better teacher. Pursuing a Master's Degree was a giant step for me, personally. Two of my friends, at work, have gone through the same Lesley program, and recommended that I check it out. I have two young children at home, and the convenience of the online program was the deciding factor when I chose Lesley for my graduate degree. Back then, I didn't know how convenient it would be for me and my family.
I have been able to work during every part of my day. I go online before the kids wake up and after they go to bed. Sometimes, I just jump on when the time is right. It's GREAT!
After participating in the Lesley program for only a short time now, I have already felt a shift in my approach to my teaching. The use of inquiry in my own learning , here at Lesley, has reset my thinking about how I teach science to my students. I'm learning how important it is for me to facilitate the process of learning science for my students. The days of recipe type labs and classroom lecture are fading.
Just this week, in my Physics class, the focus has shifted to "listening" to children and their ideas. What are their ideas about motion? This is so important in trying to move their understanding of motion, forward. Many children have a basic understanding about motion, but when they're asked to explain why or how, their ideas take very different paths. How can we begin to help children learn the complexities of motion without spending time to take a look at what they already know? Whether those ideas are right, or wrong, we need to listen first.
In coming weeks, we'll be continuing our focus on children's ideas about motion. I can't wait!
-Mark

Jen's Lesley U Experience

2009-07-06T10:52:00.000-07:00

Hi,
My name in Jen, and I’m currently in my third semester in the online program at Lesley. I am a fifth grade math specialist and just finished my third year of teaching. The online format of this program has made it manageable for me to get my Master’s Degree while teaching fulltime. The classes are set up so that assignments for the week are posted on Fridays, which gives you the weekend to do investigations and complete assignments. You share many of these in an online discussion board where you work together to see different approaches to solving, and help each other understand the concepts.
Everything that I have learned so far, I have been able to apply to my own classrooms. The activities are very process-based, which has really deepened my own understanding of the concepts. Being able to use these same activities in my classroom has been wonderful. I have been exposed to so many new ways to approach problem solving that will also help my own students. I’ve also learned how to improve how I assess and specific ways to intervene with students to close the learning gap.
The other students in the classes are also teachers, and you get to know one another quite well, even with the online format. It’s so valuable to have other people to share ideas with, ask questions of and get support from. We respond to each other’s posts and the feedback is so positive. Many of us get stuck along the way and posting our misunderstandings and getting multiple answers and explanations back has been great. The instructors are also helpful. They guide the discussions, provide feedback and are very personable. You do come to know them, and they are extremely accessible and supportive.
I hope the information I’ve shared has been helpful, and please feel free to ask questions, as I’d be happy to answer them. Jen

MEd Science Education

2009-07-02T11:25:00.000-07:00

Hola! I'm Brian Chalmers located at the American School of Guatemala in Guatemala City. I've been teaching upper elementary (3rd - 5th grades) for the last four years but have recently taken a new role as the elementary science lab instructor -- total dream job for me! You can check out our school at, www.cag.edu.gt.

First, I'm a mid-career switcher previously in business & health care. But, I always had a dream to teach. So, I moved to Washington, D.C. and earned my M.A.T. at American University. I knew I wanted to focus on science instruction and inquiry-based methods. When I found the MEd Science Education program at Lesley, I knew it was a perfect match. However, I was worried if it would be feasible knowing that I was moving overseas. Surprisingly, it's been one of the easiset things I've done -- the program leaders and instructors have worked hard to ensure I have everything I need to focus on my studies.

Currently, I'm in my second course, Biology, with the program and the classes have really met my expectations and beyond. What I like most about the program is that the instructors facilitate the class much the same way we should be facilitating our own science classes. It's a process of discovery, questioning, and gaining experiences rather than reading from a book and regurgitating the information.

In the two classes so far, I have been able to already incorporate the lessons directly into my practice. And, I'm starting to become more self-aware of my teaching practice in regards to the teaching of science to young students --- all from 2,000 miles away!

In future posts I will share more about things I've learned from the classes and how I'm planning to use them in my practice.

Greetings from the Technology in Education program!

2009-06-30T18:56:00.000-07:00

Hi and thanks for reading my Lesley University student blog. My name is Jen and I am an 8^th grade language arts teacher who has returned to school to obtain my Master’s degree in Technology in Education. Being a full-time teacher and mom to two kids (ages 3 and 5) takes up a lot of time, so the option of completing my degree online was one of the options that sold me on Lesley. Being a distance learner is fantastic—it fits into my schedule and allows me the flexibility I need to be successful in all areas of my life. One of the concerns I had when I first began the T.I.E. program was how I would manage my time. As it turns out (I’m about half way through), managing the work is easy! All my professors post assignments and allow about a week for completion. They are available by email, phone, or other technology (Skype, IM) and are always willing to help. When I tell people that I am completing the work online, they sometimes say, “Oh, I would miss the personal connections with my classmates.” This is another myth my classes at Lesley have dispelled! All of my professors have a discussion board (and a variety of “required” posts), and my classmates have always been warm, exciting, educated people who are eager to share ideas and discuss teaching in the 21^st century. I have made many friends in the T.I.E. program and keep in touch with some former classmates several semesters later. On more than one occasion, I have been stuck on an assignment and reached out to classmates. The response is almost overwhelming! My classmates are generous and enthusiastic. They are willing to share ideas, lessons, links, units and more. Being an online student is much more manageable and rewarding than I ever imagined.

I had a recent conversation with a distant cousin who also completed her Masters (in Literacy) from Lesley. As we chatted about our experiences with Lesley, she said, “The great thing about Lesley is that it has a great reputation. The tough thing about Lesley is that it has a great reputation.” The T.I.E. program has been challenging and very rewarding. Hard work pays off, and the level of learning I have received at Lesley has been worthwhile and satisfying. I can honestly say that I have learned more immediately useful information in just a few semesters than I ever imagined. From all my classes, I have implemented many ideas and activities immediately.

Increasing the use of technology is something that has really changed my teaching style. Instead of just promising to use technology and asking my students to type their work in Microsoft Word, I am encouraging them to create iMovies, Podcasts, PowerPoints and other methods of presentation. Implementing the fun, interesting and technology-laden lessons I learned from Lesley makes work in my classroom come to life. On many occasions my students have said, “This is the class I look forward to!” I have also shared my knowledge with my colleagues by creating, hosting and teaching “Technology with Jen” classes, where I teach others how to implement technology in their own classrooms!

If you are considering joining the T.I.E. program at Lesley, I say, “Go for it!” The program is rewarding, exciting, stimulating and totally worthwhile.