We talk with legendary awesome stats guy Mark Olofson — now Dr. Legendary Awesome Stats Guy Mark Olofson — about his research into adverse childhood events and school performance.
It’s some pretty important stuff, about how the intersecting traumas that affect students have some long-reaching consequences.
Continue reading How do adverse childhood events affect student performance?
With July comes the “Dog Days” of summer – named due to their association with Sirius, the Dog Star. Sirius is the (second) brightest star in the sky, and Voyager 2 will get within 5 light years of it as long as nothing bad happens for the next 296,000 years. Anyway, centuries ago, Sirius would rise with the sun during July and August, thus associating these hot days with canines. Fun facts to share!
That’s about all the science in this post…
Continue reading Pushing my thinking with summer reading
A couple of weeks ago, Lucie deLaBruere of Learning with Lucie shared a post considering how we can embrace the emerging interest in Makerspace learning to move “Beyond Bling.” This post ignited my thinking about this type of learning in a number of different ways. I thought I’d take today to explore some of those thoughts in a commentary about the ideas in the post. If you haven’t read it yet, I encourage you to go back and check it out. Once you have done that, I think you might be interested in further considerations of complex problems, project-based learning, and constructionism as a learning philosophy. Continue reading Making even more of “Beyond Bling”
Last week we looked at the sugaring operation at Essex Middle School. The students at the Edge Academy built a sugar house a few years ago, and now they produce maple syrup for their school every year. Math teacher Phil Young has intertwined the project with his mathematics curriculum, and students use iPads to support their work. By sugaring, students are engaging in the culture of their community in an authentic way. Today, I would like to share with you how these students have taken the project a step further. Not only have they learned how a sugaring operation works, they have shared that knowledge with local elementary students. This spring, The Edge invited two different classes of third graders out to the sugar house. The younger students engaged with sugaring and the math involved; the Edge students instructed them along the way, building their learning and community in the process. Continue reading Sugaring and the community part 2: Students become teachers
Early spring is sugaring season in Vermont. We produce the lion’s share of the domestic output of maple syrup, and we’re pretty proud of it. The process of tapping trees, collecting sap, and boiling it down has many connections to STEM education. The students and teachers of the Edge team at Essex Middle School built their own sugar house a few years ago, and now part of their curriculum is to make syrup while the sap flows. Math teacher Phil Young has integrated the process into his curriculum, and students use technology to support their work. Today, with Phil’s permission, I’d like to share some of those activities, and also consider how this is a different dimension to what it means to have connections to the community. Continue reading Sugaring, STEM, and community connections
There is a lot of conversation about the importance of STEM education – in the media, in politics, and among educators. With so many voices emphasizing STEM education, it is not surprising to see people raising the counterpoint. Recently, Fareed Zakaria (a journalist for whom I have a lot of respect) published an op-ed titled “Why America’s obsession with STEM education is dangerous.” With a splashy title like that, you can be certain that I clicked through. The article makes many good points; however, his arguments are based on a shallow understanding of STEM, 21st century skills, and innovations in education. Today, I’d like to break down these understandings, and show how STEM education actually can help solve the problems he presents. Continue reading The backlash to STEM education
Kia ora! You may (or may not) have noticed that the semi-regularly occurring Science Saturdays column has been off the radar for a little bit. This was due to my inability to keep up with my writing duties while travelling in New Zealand. I was there with a group of UVM graduate students, travelling and visiting schools. I visited five different public schools and two of their brand new charter schools. One thing that really struck me was the model of how they incorporate science into their middle schools, which is what I would like to share with you today. I think seeing how other systems do things can help us look at our own practices and assumptions with fresh eyes. Continue reading Separate Science in New Zealand
In Vermont, in the winter, we talk about the weather. A lot. Perhaps this is due to our agrarian roots and realities. Maybe it is an extension of how we look for each other. Or maybe it’s because it is really, really cold. Mars cold. Whatever the reason, it is a very common topic for discussion. Which makes it a great entry point for a STEM-centered lesson, unit, or project. And conveniently, there are a number of weather apps that serve as a great way to collect real-world data. Today we are going to consider bringing the weather into your classroom, or, perhaps, taking your classroom out to it.
At TechJam this past autumn I was fortunate to run into a number of student groups who were there to show off projects. That forum, and others like it, gives learners a space to share, interact, and learn from each other. One group I met was from Big Picture South Burlington (@BigPictureSB), a community of learners working in the Big Picture model within South Burlington High School. Big Picture is all about authentic real-world learning, and this group of students had chosen to enter the ChampBot Challenge at the Champlain Mini Maker Faire. Talking with the students and their advisor Jim Shields during and after got me thinking about a number of issues related to collaboration, constructivism, and student choice in STEM education. Continue reading Robotics, PBL, and collaboration
Here at the beginning of the year, many people make resolutions. A new year can mean new opportunities, and offer chances to implement large changes. One change that we see teachers take on is the idea of implementing the flipped classroom. Shifting direct instruction to video in order to clear up more class time for individual and small group supported worktime sounds like both a great idea and a lot of prep work. Today I would like to dig into what it would mean to flip a science class, from both a practical and philosophical viewpoint. If it is a change that you are considering in the new year, I hope that you will find this useful. Continue reading Thinking about flipped science classrooms
The traditional winter recess gives us time to rest and reflect. If you’re like me, it also grants time to read some pieces or click through some sites I had previously bookmarked. Here’s a few to help keep you occupied:
Here at the Tarrant Institute, we have spent years focusing on the unique characteristics of young adolescent learners. Many of our values and practices are aligned with or adopted from the essential attributes and characteristics of effective middle grades education as outlined by the Association for Middle Level Education. Here in Vermont, we see many of these values being in line with the creation and implementation of Personalized Learning Plans (be on the lookout for some posts breaking down this alignment in the coming months). Now, in the science classroom we’re also working with the NGSS, and of course we’re aware of CCSS. And we hope that our work with technology is supporting student progress along the ISTE standards. With so many different considerations, it may be difficult to imagine how all these pieces might come together. Today, we’re going to think about how bringing these pieces together, using the example of a lesson around Newton’s Laws of Motion. Continue reading Newton’s Laws, standards, and practices
As a research fellow here at the Tarrant Institute, peer-reviewed research articles mediate my perception of reality. But as a science educator, I have been unsure as to how research really could affect my practice.
“Research” may seem rather esoteric, but recently an article came across my desk that demonstrated just how practical research can be. Quality research happens in the field of education — research that is peer-reviewed and upon which we can make decisions.
Continue reading Research and computer-based science inquiry
This has been a very interesting week for me, trying to write a post for today. The task actually seemed pretty straight-forward. Audrey had passed along an app for me to take a look at: Monster Physics. A number of folks seem to be thinking about it from an education standpoint. At first blush I was put off by it, and wrote half of a pretty critical post. But every day that has gone by, I have found my position changing. It was a very interesting process, and a good reminder that when we try to think more laterally (a skill the game encourages) our understandings change. So today’s post is about Monster Physics, but its also about the importance of reflection in education, especially in a technology-rich environment where new apps, opinions, devices, and ideas come so fast it can be difficult to give them the time they deserve. Let’s take a look at the app. Continue reading Monster Physics and the importance of careful consideration
One of the challenges in science is to help students make connections from concepts to their real world. This can be a particular challenge in the field of chemistry. We talk about atoms, molecules, chemical reactions… but how does that connect with the things we see every day?
Augmented reality is one way to make connections from the abstract to the real world. We’ve seen Aurasma in use in the science classroom before. This free app allows students to create content that becomes an overlay on the actual item. The “aura” is triggered through image recognition. Students can overlay videos, web content, or images on their trigger images. Allowing video and web content means that Aurasma is a great candidate for “app smashing.”
It is Tech Jam time here in Burlington! This annual two day event is a chance for employers in the tech sector to come out and talk about who they are, what they do, and who they need to hire. It is also an amazing tech expo that has interesting and fun activities and presentations on a number of topics. Friday morning was specifically for students, and I saw many folks I recognized from Code Camp and our partner schools. Continue reading Tech Jam, Jobs and STEM Education
When I was still teaching high school, I was presented one quarter with the option of creating and teaching a science elective. Looking at what my department offered, I noticed a lack of courses that explored the earth sciences. At the time I was getting really interested in weather, and so I created a course called “Weather and Climate.” As you might imagine, students did not exactly flock to the course. Those that did come had a rich learning experience; we structured the course around three large projects, and for our climate change unit we built a setup with an exhaust catcher, specific heat monitor, and CO2 sensor and burned a bunch of different fossil fuels. I felt it was a strong class, but was disappointed that not many students chose to take it. The next year, I expanded the scope of the class, and retitled it: “Natural Disasters.” The student response was… much better. Today I’d like to talk about some of the student-centered learning that can happen when students engage with natural disasters. Continue reading Natural Disasters in the Classroom
Here in Vermont we’re lucky to have a strong sense of community spirit. Co-ops, partnerships, collectives; these concepts run through many different parts of our lives. We also happen to live in a state with a rich and developing science and technology start-up scene. These two parts of our culture can combine to grow partnerships between schools, teachers, students, and businesses. These partnerships can result in rich and authentic learning experiences, where all the parties involved benefit. Continue reading In support of Community Partnerships in STEM
One of the big challenges in the math and science classroom is to make abstract concepts real for your students. Whether we’re talking about how changes in the intercept of a line will affect its placement on a graph or how batteries push electricity through a circuit, a lot of imagination is required to make the concept real for the learner. In today’s post, I’d like to share with you one of my favorite online resources that not only provides visualizations of science and math concepts, but also allows students to manipulate variables to see how they relate to outcomes. Continue reading Science and Math simulations for your class
I can’t deny it – I’m a big fan of robotics in education.
When I was still teaching, I helped start a robotics team at my high school, which participated in regional and national competitions. The student learning and engagement that took place in this extra curricular activity was absolutely amazing – plus it was a lot of fun.
This past summer at the Tarrant Institute’s Code Camp we had a strand that focused on robotics and making/tinkering concepts. These campers had a blast, and reminded me of how valuable robotics as a teaching tool can be.
And since there are a number of upcoming robotics programs and competitions here in Vermont, I thought I would take some time today to talk about it. Continue reading Learning with robots
For a lot of kids, science can be something you learn about, instead of something that you do. This is understandable – a lot of experiments that students do in the classroom aren’t exactly leading towards new discoveries. Even if it’s an amazing reaction or a wonderful simulation, it can be hard for students to feel as though they’re really “doing” science. This is where things like citizen science projects can come in.
Continue reading Citizen Science: routes to collaboration on scientific research
Let’s talk about the Next Generation Science Standards for a little bit. There continues to be a lot of talk about standards and adoption, and it can be difficult when there may be different messages coming from different sources. 2013-2014 hopefully gave science teachers a chance to get exposed to NGSS and try some things out.
Continue reading Breaking Down the Next Generation Science Standards
It has been a while since I have posted anything under the tag of “Science Saturday” but a new resource launched this week and I felt I had to mention. The resource is World Science U, and it is the brainchild of Brian Greene. It contains a number of short and long courses on different science topics. It also has easy-to-understand answers to many difficult science questions that can help students make sense of upper level concepts that they might hear about through popular culture (check out the questions about time). All the content is free, you just have to register; think of it as you might Kahn Academy, but focused exclusively on science topics. Dr. Greene has been working on this for a number of years, and the interface is beautiful and easy to maneuver. The university courses are certainly just that, but the short courses and science unplugged sections could really engage middle and high school students.
Check out the introduction video here.
I really like to use timelines when teaching the history of scientific discovery. I think that it allows students to see the progression of scientific ideas, and how discoveries build on top of each other. I also would require students to include other historical events that were going on at the time, so that they understand that science is conducted in the world at large, and that historical events shape the lives and discoveries of scientists.
Continue reading History of a Scientific Discovery – Timeline Construction
Hi there! My name is Mark Olofson, and I am a new research fellow here at TIIE. I worked for a number of years as a science educator, and I’m going to use this space to share some of the things I learned in the field related to using technological tools to teach science. I’m going to try and post ideas for science activities.
It’s back to school time, which means that many folks are getting to teach the scientific method. I remember as a student being frustrated by having to memorize what seemed to be arbitrary steps so that I could complete a matching quiz to prove that I knew how to be a scientist. As a teacher, I tossed out the idea of teaching discrete steps, and instead focused on practice, instead of vocabulary. I did this through setting up an inquiry lab space: materials and little else. I prompted with questions such as “What types of things can we find out?” “How can we go about finding that out?” Follow-up questions were useful to help students dig deeper. The process was aided by student background knowledge, and the context of a science room. Eventually we’d work our way to a way of asking questions and methodically looking for answers that we could agree to as a class.
One practical limitation of this is, of course, materials. Students wanted to interact with glassware and reagents, and they wanted to play! Since the goal is for them to construct their own questions and analyze those constructions and methods for investigation, I didn’t want to cap any part of their play, but practical and safety concerns arose. Enter the use of simulations.
Using a well designed lab simulation – such as the PhET simulations (I’ll write much more about these later) – removes these issues. Small groups of students can choose a simulation with which to work, or you can choose to run one on the classroom projector, while the students work through crafting their questions and methods of inquiry in small groups.
Open prompts for writing or small group discussion start the activity: What do you see? What are some things we could change? What are some measurements we can make? You can then move towards more direct prompts: What is a question that you can ask that we can answer by using this sim? What is a question that we can’t answer using this sim?
Your own style of inquiry, your students, and your classroom culture will of course shape the lesson, the artifacts, and the evaluation. But as you approach this (possibly dry) topic, consider using an inquiry model with a simulation at the center.
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Mark Olofson is a first year doctoral student at UVM and began working with the Tarrant Institute in the Fall 2013. Mark has taught middle and high school science and mathematics in Colorado as well as Los Cabos, Mexico. He is looking forward to incorporating his experience with content-driven technology integration and blending brick-and-mortar with virtual learning environments into his work with TIIE. Mark believes in the importance of student-community interaction and the need for the creation of authentic learning artifacts by students. Mark is new to Vermont, and enjoys many outdoor activities such as cycling, hiking, and whitewater paddling. He can be reached at molofson@uvm.edu.
