Effective Teachers (post by Smithsonian Astrophysical Observatory)

CfA effective teachers blog post

A new study shows that teachers who are familiar with misconceptions about science as well as the science itself have students who are much more successful in learning.
Credit: SAO SED

Originally posted Friday, May 03, 2013 by Smithsonian Astrophysical Observatory*

Everybody wants teachers to be knowledgeable, but there is little agreement on what kinds of knowledge are the most important. Should a teacher have a deep knowledge of the subject matter, or is it better if the teacher has an understanding of what students think? Is there some optimal combination of different types of knowledge? Discussions of such issues rarely make use of data but instead are based on indirect methods of gauging teacher knowledge. The answer is important: Beliefs about teacher knowledge shape both the policies regulating how teachers are prepared, certified, hired, and evaluated as well as programs that provide ongoing professional development for practicing teachers.

CfA scientists and science educators Phil Sadler, Gerhard Sonnert, Harold Coyle, Nancy Cook-Smith, and Jaime Miller have published a study that quantifies several aspects of teacher knowledge and their relevance to teacher effectiveness. The team finds that one key factor in improving student performance in science understanding is teacher familiarity with the popular science misconceptions. The students of those teachers who both knew the material and understood the reasons for misconceptions improved in their test scores significantly, more than twice as much as students of teachers who only knew the material. The study, which included a sample of 9556 students and 181 teachers, is an important step in evaluating how to train better teachers.

For additional information on this topic, check out the following links:

Science Daily, “Understanding Student Weaknesses”

Education Week, “Knowing Student Misconceptions Key to Science Teaching, Study Finds”

American Education Research Journal, “The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms”

Learner Express, “A Student Tries to Explain Why There Are Seashells on Top of Mount Everest and the Formation of the Himalayan Mountains”

A Private Universe

Learner Log, “Are you smarter than a Harvard graduate?”

 

*reposted with permission from Smithsonian Astrophysical Observatory site with additional links added

Monday Motivation: Teaching Kindergartners to be Story-Tellers

Arts_Bringing Artists_warmups In The Arts in Every Classroom, “Bringing Artists to Your Community,” theatre artist Birgitta De Pree involves a kindergarten class in a storytelling activity that engages the imagination while reinforcing story structure skills. She warms the students up with activities that relax them and build trust. Watch the video until 14:00. While Ms. De Pree served as an artist-in-residence in the school, these engaging activities can be adapted by any language arts teacher willing to take on the role.

7 Ways to Celebrate National Family Month

FAMILYblocksNational Family Month runs from Mother’s Day to Father’s Day, May 12 to June 16 this year. Here are some fun and educational activities from Learner.org that you can do together to build those family bonds:

1. For middle and high school children, choose any of the content courses with Web sites and create a scavenger hunt.  Write questions and have the family search for the answers. Time each person and reward the first person to finish with all the correct answers. Good resources for this activity include:

American Passages: A Literary Survey

Mathematics Illuminated

Earth Revealed

Physics for the 21st Century

America’s History in the Making

The Power of Place: Geography for the 21st Century

Voices and Visions

2. Gaze at the Moon and keep a journal. Use the Moon Journal activity from Looking at Learning… Again to track changes in the moon’s appearance. The pages include questions, materials, and instructions for the activities.

3. Follow the migration of monarch butterflies and report your local sightings on the Journey North site.  Kids have their own page where they can watch videos of monarchs hatching and other natural phenomena.

4. Learn and practice French or Spanish with the family by watching French in Action or Destinos.

5. Document your family’s history and then create a family history quilt as an art project.  The library Arts in Every Classroom, program 12, “Borrowing from the Arts to Enhance Learning,” shows a classroom where students create these quilts. Go to about 22 minutes into the video.

6. Play a board game to help kids learn fractions. You can recreate the Fraction Tracks game shown in program 5 of Teaching Math: A Video Library 5-8.

7. Solve the Eric the Sheep puzzle in this interactive from Learning Math: Patterns, Functions, and Algebra.

 

Share your own inspired ideas by posting them in the comments below.

Teacher Appreciation Story: Why doesn’t my teacher like me?

(contributed by Larisa Kirgan)

Eating Caterpillar“a, a, a, a, a, a, a, b, b, b, b,…”

This is not fair! All of my 3rd grade classmates are spending free time talking, playing games, and in general, having fun. I am stuck at the bulletin board writing the alphabet over and over and over. Why is my handwriting such a big deal? Why doesn’t my teacher like me?

Weeks later, the same teacher informs me that I will be co-hosting the 3rd grade talent show. I am not happy about this. It means more work and speaking in front of a gymnasium full of students and families. She pulls me aside and says, “You can do this. You will have to work hard and put your mind to it. But I know you can do it.” Easy for her to say, she isn’t the one who has to stand on stage. I don’t understand why she keeps picking on me!monarch illustration

It took me several grade levels to mature enough and realize that this teacher was not picking on me at all. On the contrary, she saw something in me that I had not yet. She saw my potential to not just get by, but rather to excel.  She taught me that I had to push myself to be better. Things may not come easy in life, but if I worked hard, practiced and put my mind to it, I could surpass my expectations.

My 3rd grade teacher did not care to be my favorite teacher, instead she wanted me to be the best student I could be.  That made her a GREAT teacher.

Monday Motivation: Happy Teacher Appreciation Week!

thank youDear Teachers,

Thank you for all of your hard work. This week, to show our gratitude, we will be posting about teachers who have affected our lives and the lives of our children.

Each day this week, we will ask a question as part of a scavenger hunt (look for the Thank You image on the post). All answers can be found on our Web site: Learner.org. The first teacher to send the correct response via email to blog@learner.org will win a small gift for that day. On Friday, everyone who responded during the week will be put into a drawing for a free DVD copy of Neuroscience & the Classroom. Good luck!

Enjoy the scavenger hunt, and share your own stories of great teachers who have touched your lives in the comments section of posts this week.

Warm regards,

Annenberg Learner

Scavenger Hunt Question #1: What professor of animal studies and animal advocate attributes his/her success as a scientist to his/her autism?

Submit this person’s name and the Learner.org url where he/she is mentioned to blog@learner.org.

 

 

National Environmental Education Week (April 14-20)

HabPlanet_earthDiscuss current and future environmental problems, including possible solutions, with your students. The following resources provide ideas for science, social studies, and literature classrooms:

 

 

 

  1. Hear thought-provoking views and research findings from experts in the field, including entomologist E.O. Wilson in The Habitable Planet, unit 13 video, “Looking Forward: Our Global Experiment.”
  2. Two interactives in The Habitable Planet allow you and your students to manage an energy crisis. The Carbon Lab explores how human influence on carbon output affects the future health of the Earth’s atmosphere.  In the Energy Lab interactive, try developing a portfolio of energy resources that cuts back on CO2 and considers the pros and cons of multiple sources of energy.
  3. Gage Reeves asks his 5th graders to relate their reading about global warming and climate change to events and products in their community in Teaching Reading 3-5 Workshop, classroom program 13, “Reading Across the Curriculum.”
  4. Consider the possible conflicts that arise when living in a future society affected by significant global warming and other challenges by reading “Parable of the Sower” by Octavia E. Butler.  The Expanding Canon: Teaching Multicultural Literature, session 7, “Critical Pedagogy,” includes an audio clip of the author and a synopsis of the story.
  5. Learn about where oil comes from, how it is extracted and used for energy, and the effects of using oil as an energy source on the environment in Earth Revealed, program 26, “Living With Earth, Part II.”
  6. Explore environmental mysteries like the causes of ice ages and consider how life shapes the earth in Planet Earth, program 3, “The Climate Puzzle,” and program 7, “Fate of the Earth.”
  7. Economic stories show how pollution is a “negative externality” that can have serious consequences for economic efficiency in Economics U$A, unit 8, “Pollution and the Environment.”
  8. The World of Chemistry, program 17, “The Precious Envelope,” explains ozone depletion and the greenhouse effect on the earth’s atmosphere.


Monday Motivation: Maxine Kumin and Setting in Poetry

Literary Visions_12_KuminLandscapeAre you and your students writing poems for National Poetry Month? Watch Maxine Kumin read her poetry and hear how setting echoes the themes in her work in Literary Visions, program 12, “A Sense of Place: Setting and Character in Poetry.” Start at 21:54 in the video. Kumin says, “I’m a poet of the seasons. I’m a poet of the natural world.”

Monday Motivation: Read and Write Poetry to Explore Identity

NaomiShihabNye

Carol O’Donnell’s students discuss dual identities, being caught between two worlds, in Teaching Multicultural Literature, workshop 1, “Engagement and Dialogue.” Poetry written by Naomi Shihab Nye is used to introduce the concept of exploring one’s own identity.

Naomi Shihab Nye was born in Missouri to an American mother and Palestinian father. She has lived in old Jerusalem and San Antonio, Texas and traveled to the Middle East and Asia.  Her work incorporates the voices and perspectives of Mexican Americans and Arab Americans. Nye is inspired by small things and everyday events, and she journals “because I wanted to remember everything. The quilt, the cherry tree, the creek. The neat whop of a baseball rammed perfectly with a bat. My father’s funny Palestinian stories.”  See more about Nye here and read her poem Half-and-Half here. Use her story and poetry to inspire your students to think about their own identities and what it means to be part of a multicultural community- whether your definition of community is as small as a classroom or as big as the world.

Nye says in an ALAN review: “Anyone who feels poetry is an alien or ominous force should consider the style in which human beings think. “How do you think,” I ask my students. “Do you think in complete, elaborate sentences? In fully developed paragraphs with careful footnotes? Or in flashes and burst of images, snatches of lines leaping one to the next, descriptive fragments, sensory details?” We think in poetry. But some people pretend poetry is far away.

 

Monday Motivation: Music in Math

mathoftimeMarch is almost over and so is Music in our Schools Month. We finish this set of Monday Motivations on music by looking at how to incorporate music into the math classroom.

High school and college students can study how the Greeks applied mathematical thought to the study of music in the video and online text for Mathematics Illuminated, unit 10, “Harmonious Math,” section 2, The Math of Time.  Section 3, Sound and Waves, looks at how sound waves move through the air and section 6, Can You Hear the Shape of a Drum?, asks if it’s possible to deduce what object makes a sound based on the frequency content of the sound.

In Memory of Chinua Achebe

achebeThe world lost an important voice with Chinua Achebe’s death. Critics consider the writer, born in Ogidi, Nigeria in 1930, one of the finest Nigerian novelists. Chinua Achebe eschewed trends in English literature and wrote by embracing the African oral tradition. (See the Chinua Achebe biography page from In Search of the Novel, Ten Novelists, for background on the author and his writing style.  The Ten Novels page provides a synopsis and reviews of Things Fall Apart.)

Achebe’s novel Things Fall Apart asks readers to consider, that while people often resist change, what if  their whole way of living was suddenly threatened by a group of outsiders? Okonkwo, the protagonist of this work, faces the imminent influence of British values on his Nigerian community.

Anthony Appiah, Achebe’s friend, explains his view of the novel Things Fall Apart in the program Invitation to World Literature: “One of the things that Achebe has always said, is that part of what he thought the task of the novel was, was to create a usable past. Trying to give people a richly textured picture of what happened, not a sort of monotone bad Europeans, noble Africans, but a complicated picture in which mistakes are made on both sides.”

In Teaching Multicultural Literature, workshop 8, “Social Justice and Action,” author Joseph Bruchac talks about his friendship with Achebe and how Achebe influenced his writing. He says:

“I asked Chinua why he wrote that novel (Things Fall Apart). He said that when he was in college, he was forced to read a book called Mr. Johnson by an English writer named Joyce Cary. In that book, which takes place among the Ibo people, Mr. Johnson is a pathetic figure, an Ibo man who wants to be like an Englishman but can never achieve that level. He dresses like an Englishman, tries to walk and talk and act like an Englishman. And he fails utterly.

And Ibo culture is just a background of this, is seen as savage and dirty and primitive and of little worth. Chinua said, ‘I had to write Things Fall Apart. To represent my people as they really are. As full human beings.’ Not perfect, because his main character has a tragic flaw. But ‘as full human beings in their own right.’”