Reflections
Reflection 1
The impact of technology on students will be mostly positive. In the future, new technology will benefit students’ behaviors and patterns because students need technology to engage them in learning and find learning fun and not far from their technological environment. When students get to use new technology in learning, they learn better. As mentioned in the book in page 4, over 80% of students use technology in a very young age; therefore, when students use technology in learning students will performed better in their academic lives. Teachers need to use devices with high technology like the apple iPads and the Samsung tablets to make learning more successfully. Also teaches can use kindles to read stories or books instead of using a paper books, because now students are willing to read more if they can read from any device. Technology is invented to help all kind of people and not specific groups; therefore, it will help teacher to promote learning success for all students. For example, reading online or from any devices like iPads, iPods, or iPhones offer features that will help the e-readers more than reading from paper books.
Reflection 2
Yes, I do regard my smart phone as a computer because I do most of the things that I do in on my laptop, I do it in my smart phone. For example, searching and saving digital information is faster and easier using my iPhone. Therefore, now smart phones are being used like a computer. The high technology in smart phones is what made these devices more popular. What I found easy and efficient to do professionally using my mobile phone is searching information, saving information, using social networks, watching videos, and reading eBooks. Yes, I do see desktop computer, laptop computer, and mobile phone essentials for teachers. These technologies help both teachers and students, also by using these technologies teachers would easily entertain and engage students. Yes, I do prefer the use of these technologies including iPads, kindles, and tablets in classrooms. The use of these technologies will make learning fun and interesting for students.
Reflection 3
During the second visit to Neinas elementary school, our group was divided into two small groups. Carolyn and I were with three students which are Wyatt, Noah, and John and we were trying to build a strong sample bench. As a group each one of us was trying to come up with a good and strong design for the bench. For example, in the beginning Wyatt, John, and Noah planed on paper on how they want the bench to be. Each one of the three students had a different idea on how they want the bench to look like; Wyatt wanted a bench that is half a circle to fit more people. At the end, the three students agreed that they want a simple bench with a back. Each one in the group had something to do to get our ideas together. Carolyn and Wyatt were gluing and cutting the sticks together; John, Noah, and I were doing the measuring. We first measured one of the chairs that we were sitting on; we measured the seat, the back, and the height of the chair. After we measured in centimeters we divided the measurements we got by fifteen to get the right measurements for the sample of bench. Some of the main questions we were asking were how to cut the sticks precisely according to our measurements? The second question was how to cut the legs of the bench to be all equaled balanced?
My experience affected my thinking about what it means to teach and specifically to teach science is that students are always given steps to follow, and students are not given the chance to experiment and to engage in effective discussion. As Ms. Lazarowicz mentioned, the science curriculum now focuses more on engineering, and she said that it is really important to give students the chance to just experiment and plane instead of just giving the steps to build a bench. As a future teacher, this experience affected my thinking about what it means to teach science. In the beginning, I thought that giving students steps to build a bench is a good idea to keep everything managed; however, now I do understand that giving students steps to follow is preventing them from being engaged in effective thinking and discussions. As the teacher mentioned, giving the students the chance to build something and experiment different techniques in elementary school will make them understand math and physics better, when they take these subjects in high school.
This experience affected my thinking about teaching science in a high poverty school because if students in these schools aren't given the chance to experiment and do hands on activities that allow them to think and not just follow a previously tested procedure they might not get the chance to do that outside school. After this experience, I understand that teachers can learn a lot from students, and I understand everyone's voice and ideas should be present in the classroom. Especially in a high poverty school, students are coming with certain knowledge that they gained from helping their families, and they might know more about certain subjects than the teacher. Therefore, this experience taught me that when teaching and teaching science specifically I need to give the chance to every student to express what they know and give them the chance to try to experiment.
This experience is connected to the article The Nature of Science. The article talked about how we can understand our world by asking questions and try to look for answers to make sense of our world. This idea of asking questions is connected to my experience at Neinas because when Wyatt, John, and Noah were planning how they want their bench to look like, they first asked how to make the bench strong? The second question was how to make the bench fit more people without taking a lot of space? So they all agreed that they want two legs on each side, and to make the bench stronger, they decided to add one leg in the middle of the bench to give more it support. After the students tried to answer the first question, they were trying to come up with a plan for the bench to make it fit more people without taking a lot of space. Wyatt came up with the idea of making the bench half a circle that way it will take less space and more people can sit on it. However, John and Noah said that it would be hard to cut the sticks in a circular motion. Their response is connected to the article The Nature of Science because the article defined evidence as the collection of observations and measurements. Based on John's and Noah's observations they said that it is hard to cut the sticks in circular motion. Therefore, they all decided to make a strong and simple bench with a back. Furthermore, this experience is connected to the readings of the metric system, because we were using the metric system to measure one of the chairs we were sitting on in centimeters. So after we measured the chair we divided our measurements by fifteen to make sure that our bench sample isn't too big or too small
Reflection 3
On the fourth visit to Neinas elementary school, Mrs. Lazarus discussed with all the students some of the constraints when building benches. Some of the constraints were safety, time, money, theft, and comfort. Almost all the students in all the groups picked safety as their biggest concern. Mrs. Lazarus asked each group, why safety was their main constraints? One group answered that they don't want little kids to sit on the benches and get hurt, if the benches aren’t strong enough. The second constraint that the students picked was theft. Students were worried if someone would steal the benches. Therefore, Dr. Burke explained for students that as a group we will make sure that the benches will be strong and secured to the ground by a chain going from the bench to the ground using cement.
Dr. Burks told students that if the benches will be strong and secured, what will be their first constraint? Students picked money as a constraint, and Mrs. Lazarus asked what are their evidences? The students answered that they need to build a bench with less cost in order have more benches; therefore, students decided with the teacher that the only way to build benches with less cost is to build benches that are strong but with the least amount of wood. After all the groups talked about all the constraints and giving evidences, Dr. Burke asked students, if they would want a bench with a table or without. All the groups of students agreed that they would like a bench with a table. Dr. Burke showed students two examples of benches. Then he asked them if they prefer a bench that is separated from the table, or a bench that is attached to the table. Most students voted on the bench that is connected to the table because it is best fitting their constraints. The main reason at students chose the connected bench and table was because it will take less wood to build a bench that is connected to the table, than to build a bench that is separated from the table.
This experience affected my thinking about what it means to teach, and specifically to teach science is to teach students how to express their ideas and how to support them with evidences. In the last visit to Neinas elementary school, the students were asked about what is the main constraint when building benches. Every time each student used to participate, the teacher would ask them to bring evidences that would support their ideas. This experience affected my thinking about teaching science in a high poverty area is that students might not know some skills like how to state their ideas or theories and can support them with evidences.
This experience is connected to the Nature of Science article because the article is talking about how understanding the world starts from asking questions. In this experience the teacher asked students questions about what are their main constraints to engage students in thoughtful thinking about the main constraints in building any structure. Also, this article is focusing on the importance of observations and measurements in science. This is connected to the experience at Neinas because the teacher first asked questions, then encouraged the students to support their answers by bringing evidences that are based on their observations. After the students, had discussed their ideas based on their evidences. Than all students worked in groups and to discuss their observations before building the structure. Also, this article is connected to our discussion in class about how to form a hypothesis because students were forming hypothesis, when they were asked what model of benches were better to use. Each student would have picked one of the samples, then they explain why is the sample that they picked was better. Lastly, this experience is connected to the article about the metric system because when students built the new sample of benches, they used the metric system to measure in centimeters.
The impact of technology on students will be mostly positive. In the future, new technology will benefit students’ behaviors and patterns because students need technology to engage them in learning and find learning fun and not far from their technological environment. When students get to use new technology in learning, they learn better. As mentioned in the book in page 4, over 80% of students use technology in a very young age; therefore, when students use technology in learning students will performed better in their academic lives. Teachers need to use devices with high technology like the apple iPads and the Samsung tablets to make learning more successfully. Also teaches can use kindles to read stories or books instead of using a paper books, because now students are willing to read more if they can read from any device. Technology is invented to help all kind of people and not specific groups; therefore, it will help teacher to promote learning success for all students. For example, reading online or from any devices like iPads, iPods, or iPhones offer features that will help the e-readers more than reading from paper books.
Reflection 2
Yes, I do regard my smart phone as a computer because I do most of the things that I do in on my laptop, I do it in my smart phone. For example, searching and saving digital information is faster and easier using my iPhone. Therefore, now smart phones are being used like a computer. The high technology in smart phones is what made these devices more popular. What I found easy and efficient to do professionally using my mobile phone is searching information, saving information, using social networks, watching videos, and reading eBooks. Yes, I do see desktop computer, laptop computer, and mobile phone essentials for teachers. These technologies help both teachers and students, also by using these technologies teachers would easily entertain and engage students. Yes, I do prefer the use of these technologies including iPads, kindles, and tablets in classrooms. The use of these technologies will make learning fun and interesting for students.
Reflection 3
During the second visit to Neinas elementary school, our group was divided into two small groups. Carolyn and I were with three students which are Wyatt, Noah, and John and we were trying to build a strong sample bench. As a group each one of us was trying to come up with a good and strong design for the bench. For example, in the beginning Wyatt, John, and Noah planed on paper on how they want the bench to be. Each one of the three students had a different idea on how they want the bench to look like; Wyatt wanted a bench that is half a circle to fit more people. At the end, the three students agreed that they want a simple bench with a back. Each one in the group had something to do to get our ideas together. Carolyn and Wyatt were gluing and cutting the sticks together; John, Noah, and I were doing the measuring. We first measured one of the chairs that we were sitting on; we measured the seat, the back, and the height of the chair. After we measured in centimeters we divided the measurements we got by fifteen to get the right measurements for the sample of bench. Some of the main questions we were asking were how to cut the sticks precisely according to our measurements? The second question was how to cut the legs of the bench to be all equaled balanced?
My experience affected my thinking about what it means to teach and specifically to teach science is that students are always given steps to follow, and students are not given the chance to experiment and to engage in effective discussion. As Ms. Lazarowicz mentioned, the science curriculum now focuses more on engineering, and she said that it is really important to give students the chance to just experiment and plane instead of just giving the steps to build a bench. As a future teacher, this experience affected my thinking about what it means to teach science. In the beginning, I thought that giving students steps to build a bench is a good idea to keep everything managed; however, now I do understand that giving students steps to follow is preventing them from being engaged in effective thinking and discussions. As the teacher mentioned, giving the students the chance to build something and experiment different techniques in elementary school will make them understand math and physics better, when they take these subjects in high school.
This experience affected my thinking about teaching science in a high poverty school because if students in these schools aren't given the chance to experiment and do hands on activities that allow them to think and not just follow a previously tested procedure they might not get the chance to do that outside school. After this experience, I understand that teachers can learn a lot from students, and I understand everyone's voice and ideas should be present in the classroom. Especially in a high poverty school, students are coming with certain knowledge that they gained from helping their families, and they might know more about certain subjects than the teacher. Therefore, this experience taught me that when teaching and teaching science specifically I need to give the chance to every student to express what they know and give them the chance to try to experiment.
This experience is connected to the article The Nature of Science. The article talked about how we can understand our world by asking questions and try to look for answers to make sense of our world. This idea of asking questions is connected to my experience at Neinas because when Wyatt, John, and Noah were planning how they want their bench to look like, they first asked how to make the bench strong? The second question was how to make the bench fit more people without taking a lot of space? So they all agreed that they want two legs on each side, and to make the bench stronger, they decided to add one leg in the middle of the bench to give more it support. After the students tried to answer the first question, they were trying to come up with a plan for the bench to make it fit more people without taking a lot of space. Wyatt came up with the idea of making the bench half a circle that way it will take less space and more people can sit on it. However, John and Noah said that it would be hard to cut the sticks in a circular motion. Their response is connected to the article The Nature of Science because the article defined evidence as the collection of observations and measurements. Based on John's and Noah's observations they said that it is hard to cut the sticks in circular motion. Therefore, they all decided to make a strong and simple bench with a back. Furthermore, this experience is connected to the readings of the metric system, because we were using the metric system to measure one of the chairs we were sitting on in centimeters. So after we measured the chair we divided our measurements by fifteen to make sure that our bench sample isn't too big or too small
Reflection 3
On the fourth visit to Neinas elementary school, Mrs. Lazarus discussed with all the students some of the constraints when building benches. Some of the constraints were safety, time, money, theft, and comfort. Almost all the students in all the groups picked safety as their biggest concern. Mrs. Lazarus asked each group, why safety was their main constraints? One group answered that they don't want little kids to sit on the benches and get hurt, if the benches aren’t strong enough. The second constraint that the students picked was theft. Students were worried if someone would steal the benches. Therefore, Dr. Burke explained for students that as a group we will make sure that the benches will be strong and secured to the ground by a chain going from the bench to the ground using cement.
Dr. Burks told students that if the benches will be strong and secured, what will be their first constraint? Students picked money as a constraint, and Mrs. Lazarus asked what are their evidences? The students answered that they need to build a bench with less cost in order have more benches; therefore, students decided with the teacher that the only way to build benches with less cost is to build benches that are strong but with the least amount of wood. After all the groups talked about all the constraints and giving evidences, Dr. Burke asked students, if they would want a bench with a table or without. All the groups of students agreed that they would like a bench with a table. Dr. Burke showed students two examples of benches. Then he asked them if they prefer a bench that is separated from the table, or a bench that is attached to the table. Most students voted on the bench that is connected to the table because it is best fitting their constraints. The main reason at students chose the connected bench and table was because it will take less wood to build a bench that is connected to the table, than to build a bench that is separated from the table.
This experience affected my thinking about what it means to teach, and specifically to teach science is to teach students how to express their ideas and how to support them with evidences. In the last visit to Neinas elementary school, the students were asked about what is the main constraint when building benches. Every time each student used to participate, the teacher would ask them to bring evidences that would support their ideas. This experience affected my thinking about teaching science in a high poverty area is that students might not know some skills like how to state their ideas or theories and can support them with evidences.
This experience is connected to the Nature of Science article because the article is talking about how understanding the world starts from asking questions. In this experience the teacher asked students questions about what are their main constraints to engage students in thoughtful thinking about the main constraints in building any structure. Also, this article is focusing on the importance of observations and measurements in science. This is connected to the experience at Neinas because the teacher first asked questions, then encouraged the students to support their answers by bringing evidences that are based on their observations. After the students, had discussed their ideas based on their evidences. Than all students worked in groups and to discuss their observations before building the structure. Also, this article is connected to our discussion in class about how to form a hypothesis because students were forming hypothesis, when they were asked what model of benches were better to use. Each student would have picked one of the samples, then they explain why is the sample that they picked was better. Lastly, this experience is connected to the article about the metric system because when students built the new sample of benches, they used the metric system to measure in centimeters.