EDUC 6470 Experimental Instructional Plans - Revision history

Shawn at 21:38, 7 May 2010

2010-05-07T21:38:05Z

← Older revision		Revision as of 14:38, 7 May 2010
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	See [[EDUC 6470 Possible Topics]] for the rest of the topics which I discarded after generating this one.		See [[EDUC 6470 Possible Topics]] for the rest of the topics which I discarded after generating this one.

			[[File:WindSpeedHistogram.jpg\|400px\|thumb\|right\|Wind speed histogram for a turbine in virtual world Second Life]]
	===Siting a wind turbine===		===Siting a wind turbine===
	~~[[File:WindSpeedHistogram.jpg\|400px\|thumb\|right\|Wind speed histogram for a turbine in virtual world Second Life]]~~
	;Course:9-12th grade earth science		;Course:9-12th grade earth science
	;Topic:Atmosphere and land.		;Topic:Atmosphere and land.

Shawn: fixed ref

2010-05-07T21:36:55Z

fixed ref

← Older revision		Revision as of 14:36, 7 May 2010
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	*I wonder if the freer inquiry is always going to feel less well-managed than the didactic classroom? On the other hand, I have had experiences, though rarely, where students asked the instructor to get out of the way so they could learn better.		*I wonder if the freer inquiry is always going to feel less well-managed than the didactic classroom? On the other hand, I have had experiences, though rarely, where students asked the instructor to get out of the way so they could learn better.

	;References:Brown et al., (Brown, P., Abell, S., & Demir, A. (2006). College science teachers’ views of		;References:Brown et al., (Brown, P., Abell, S., & Demir, A. (2006). College science teachers’ views of classroom inquiry. Science Education, 90, (5), 784-802.) on what's missing from science courses.
	classroom inquiry. Science Education, 90, (5), 784-802.) on what's missing from science courses.
	:Measuring Wind Project at EnergyTeachers.org http://energyteachers.org/project_detail.php?project_id=4		:Measuring Wind Project at EnergyTeachers.org http://energyteachers.org/project_detail.php?project_id=4
	:WeatherScope, Mesonet, Oklahoma Climatological Survey at http://www.mesonet.org/		:WeatherScope, Mesonet, Oklahoma Climatological Survey at http://www.mesonet.org/

Shawn at 21:14, 6 May 2010

2010-05-06T21:14:54Z

← Older revision		Revision as of 14:14, 6 May 2010
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	*The students were completely unenthusiastic about choosing their own data to analyze. Perhaps a computer program or instruction sheet could help them by providing them with a limited number of choices at first.		*The students were completely unenthusiastic about choosing their own data to analyze. Perhaps a computer program or instruction sheet could help them by providing them with a limited number of choices at first.
	*We didn't meet the data-analysis objective. It is still unclear whether the students felt unprepared to make any analysis, or whether the whole class was hijacked by asking questions unnecessary to the objective. I am reminded of findings that unexperienced teachers find spend too much time explaining things. (reference?)		*We didn't meet the data-analysis objective. It is still unclear whether the students felt unprepared to make any analysis, or whether the whole class was hijacked by asking questions unnecessary to the objective. I am reminded of findings that unexperienced teachers find spend too much time explaining things. (reference?)
			*Because we didn't meet the data-analysis objective, we didn't try the crux of this lesson, and missed out on many of the measures of innovation. Here is a list of those I think we did manage to cover, noting that I think raters were too generous in rating the presence of "essential features of inquiry."
			#Instruction is situated in authentic tasks, authentic to the science as scientists do it, if not authentic to the students.
			#Students and teacher debate ideas and negotiate understanding, hopefully.
			#The planners are aware of both the degree of guidance and the degree of inquiry, acknowledging that these can be separate.
			#Students ask (are asked) how well do the data represent the phenomena for which they stand?
			#Learners pose their own questions. But also
			#Learners engage in question provided by teacher.
			#Learner directed toward areas and sources of scientific knowledge.
			#Learner forms reasonable and logical argument to communicate explanations.
	*I wonder if the freer inquiry is always going to feel less well-managed than the didactic classroom? On the other hand, I have had experiences, though rarely, where students asked the instructor to get out of the way so they could learn better.		*I wonder if the freer inquiry is always going to feel less well-managed than the didactic classroom? On the other hand, I have had experiences, though rarely, where students asked the instructor to get out of the way so they could learn better.

Shawn: /* Siting a wind turbine */ failure

2010-05-06T21:09:22Z

Siting a wind turbine: failure

← Older revision		Revision as of 14:09, 6 May 2010
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	*Ratings are summarized at [[File:PeerTeachingRatings.pdf]]. Looking at the ratings, I notice that it is especially hard to keep to a schedule when allowing students to come up with their own questions. The improper closure was uncomfortable both for the students and the instructor. So, I might try in the future to ease classes unfamiliar with freer inquiry, or use non-class time for closure (this sounds risky).		*Ratings are summarized at [[File:PeerTeachingRatings.pdf]]. Looking at the ratings, I notice that it is especially hard to keep to a schedule when allowing students to come up with their own questions. The improper closure was uncomfortable both for the students and the instructor. So, I might try in the future to ease classes unfamiliar with freer inquiry, or use non-class time for closure (this sounds risky).
	*The students were completely unenthusiastic about choosing their own data to analyze. Perhaps a computer program or instruction sheet could help them by providing them with a limited number of choices at first.		*The students were completely unenthusiastic about choosing their own data to analyze. Perhaps a computer program or instruction sheet could help them by providing them with a limited number of choices at first.
			*We didn't meet the data-analysis objective. It is still unclear whether the students felt unprepared to make any analysis, or whether the whole class was hijacked by asking questions unnecessary to the objective. I am reminded of findings that unexperienced teachers find spend too much time explaining things. (reference?)
	*I wonder if the freer inquiry is always going to feel less well-managed than the didactic classroom? On the other hand, I have had experiences, though rarely, where students asked the instructor to get out of the way so they could learn better.		*I wonder if the freer inquiry is always going to feel less well-managed than the didactic classroom? On the other hand, I have had experiences, though rarely, where students asked the instructor to get out of the way so they could learn better.

Shawn: /* Siting a wind turbine */ more post-comments

2010-05-06T21:04:57Z

Siting a wind turbine: more post-comments

← Older revision		Revision as of 14:04, 6 May 2010
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	*Dealing with running Second Life may have slowed the introduction a bit.		*Dealing with running Second Life may have slowed the introduction a bit.
	*Passing around a real, working anemometer at the beginning worked to quickly introduce each student to the idea of anemometry.		*Passing around a real, working anemometer at the beginning worked to quickly introduce each student to the idea of anemometry.
	*Ratings are summarized at [[File:PeerTeachingRatings.pdf]].		*Ratings are summarized at [[File:PeerTeachingRatings.pdf]]. Looking at the ratings, I notice that it is especially hard to keep to a schedule when allowing students to come up with their own questions. The improper closure was uncomfortable both for the students and the instructor. So, I might try in the future to ease classes unfamiliar with freer inquiry, or use non-class time for closure (this sounds risky).
			*The students were completely unenthusiastic about choosing their own data to analyze. Perhaps a computer program or instruction sheet could help them by providing them with a limited number of choices at first.
			*I wonder if the freer inquiry is always going to feel less well-managed than the didactic classroom? On the other hand, I have had experiences, though rarely, where students asked the instructor to get out of the way so they could learn better.

	;References:Brown et al., 2006, on what's missing from science courses.		;References:Brown et al., (Brown, P., Abell, S., & Demir, A. (2006). College science teachers’ views of
			classroom inquiry. Science Education, 90, (5), 784-802.) on what's missing from science courses.
	:Measuring Wind Project at EnergyTeachers.org http://energyteachers.org/project_detail.php?project_id=4		:Measuring Wind Project at EnergyTeachers.org http://energyteachers.org/project_detail.php?project_id=4
	:WeatherScope, Mesonet, Oklahoma Climatological Survey at http://www.mesonet.org/		:WeatherScope, Mesonet, Oklahoma Climatological Survey at http://www.mesonet.org/

Shawn: link to ratings file

2010-04-25T16:57:32Z

link to ratings file

← Older revision		Revision as of 09:57, 25 April 2010
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	*Dealing with running Second Life may have slowed the introduction a bit.		*Dealing with running Second Life may have slowed the introduction a bit.
	*Passing around a real, working anemometer at the beginning worked to quickly introduce each student to the idea of anemometry.		*Passing around a real, working anemometer at the beginning worked to quickly introduce each student to the idea of anemometry.
			*Ratings are summarized at [[File:PeerTeachingRatings.pdf]].

	;References:Brown et al., 2006, on what's missing from science courses.		;References:Brown et al., 2006, on what's missing from science courses.

Shawn: comments from peer-teachers

2010-04-22T01:35:05Z

comments from peer-teachers

← Older revision		Revision as of 18:35, 21 April 2010
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	*Learner directed toward areas and sources of scientific knowledge.		*Learner directed toward areas and sources of scientific knowledge.
	*Learner forms reasonable and logical argument to communicate explanations.		*Learner forms reasonable and logical argument to communicate explanations.
			;Post-trial comments
			*Dealing with running Second Life may have slowed the introduction a bit.
			*Passing around a real, working anemometer at the beginning worked to quickly introduce each student to the idea of anemometry.

	;References:Brown et al., 2006, on what's missing from science courses.		;References:Brown et al., 2006, on what's missing from science courses.

Shawn at 19:22, 21 April 2010

2010-04-21T19:22:20Z

← Older revision		Revision as of 12:22, 21 April 2010
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	##Students will discuss ideas with each other, but every student is responsible for their own mind map.		##Students will discuss ideas with each other, but every student is responsible for their own mind map.
	##Students will be expected to raise questions about the data and what it means for siting a wind turbine advantageously for producing electricity. Some relevant considerations are planned for another class; if a student raises such a consideration, the instructor may ask the student to record the inquiry for the next class meeting.		##Students will be expected to raise questions about the data and what it means for siting a wind turbine advantageously for producing electricity. Some relevant considerations are planned for another class; if a student raises such a consideration, the instructor may ask the student to record the inquiry for the next class meeting.
			##Students can get help from the instructor in raising questions and figuring how to retrieve the necessary data.
	#Whole class watches anemometer histogram being built for 5 minutes. (Will it be meaningful enough in that short time? Test.)		#Whole class watches anemometer histogram being built for 5 minutes. (Will it be meaningful enough in that short time? Test.)
	#Class is given a data set and asked to generate questions to ask of the data. 10 minutes		#Class is given a data set and asked to generate questions to ask of the data. 10 minutes

Shawn: Accessing data sets

2010-04-21T19:20:41Z

Accessing data sets

← Older revision		Revision as of 12:20, 21 April 2010
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	#Whole class watches anemometer histogram being built for 5 minutes. (Will it be meaningful enough in that short time? Test.)		#Whole class watches anemometer histogram being built for 5 minutes. (Will it be meaningful enough in that short time? Test.)
	#Class is given a data set and asked to generate questions to ask of the data. 10 minutes		#Class is given a data set and asked to generate questions to ask of the data. 10 minutes
			##Aggregate data can be retrieved as a wind rose or a directionless histogram of speeds from http://energyteachers.org/secondlife/winddata.php
			##Histograms of speeds at different sites can be viewed in Second Life.
			##Students can ask a MySQL for data aggregated however they like.
	#Review mind maps, 4 minutes.		#Review mind maps, 4 minutes.
	##Check for tentative concepts created/synthesized by students.		##Check for tentative concepts created/synthesized by students.

Shawn: /* Todo list */

2010-04-21T19:12:17Z

Todo list

← Older revision		Revision as of 12:12, 21 April 2010
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	==Todo list==		==Todo list==
	*Make a clearer histogram, showing units, maybe number of samples		*Make a clearer histogram, showing units, maybe number of samples.
	*~~Make histogram start blank~~.		*Write a stand-alone program for answering queries of wind data, graphing.