Final Reflections

It is hard to believe that this course is finished already and there are only 5 weeks left until classes start up again for the fall.  At first I was getting a little bit lost in keeping up with blogs, Twitter, Edmodo, etc. but once July hit I got into the rhythm of the class and learned a lot.  I really liked that this course was hands-on.  There was much to explore and you really did need to jump in and try new things.

While I didn't plan it this way I ended up designing a project for each grade level I will be teaching in the fall.  Right now this seems less overwhelming than trying a bunch of new things with just one class.  Having said that I do hope to expand my technology horizons with all classes but it may be a slower process over the course of the year.

Another aspect of the course that I really appreciated was hearing a variety of perspectives from teachers in different regions.  There were many common issues but we all have different constraints based on school size, district policy, access to technology, subject, and grade levels.  I certainly hope to continue with the PLN I have started to build this summer.

Perhaps my biggest surprise of the course was discovering the usefullness of Twitter for educators.  However right now I am using it less for professional learning and more for following the Olymipcs (thanks @CTVOlympics).  I guess it is a good time wrap up this course after all!

Module Three - Tools to Connect

I decided to make my third project about collaboration using Twitter.  I would like to try this with my grade 12 IB chemistry class starting in September.  I chose this class for a few reasons: small class size; more mature age group; and future opportunities for second semester.  In February our IB science classes will be completing their group 4 project which has a collaborative component to it.  Students are expected to work together across the science disciplines and collaboration between schools in different regions is also encouraged.  If using Twitter in the classroom proves to be practical and successful in the first semester then we could very likely incorporate it into the group 4 project.  I am certain that our IB biology teacher would be on board with this idea as well.

Before investing too much into this idea I did read up on our district and school policies with respect to technology and social media and I don't believe this project to be in violation of any of those guidelines.  I usually identify the curricular outcomes for any project I undertake with my classes but I felt it was particularly important in this case.  I actually only listed general outcomes on the project information sheet because there were too many specific outcomes in each category to list!  A good sign I'd say.

The details of this project are somewhat nebulous as I don't know exactly what direction(s) will be most useful.  Ways that I would like to try using Twitter with my students are as follows: a backchannel for class discussions while working on labs/projects/assignments; searching for current events related to the topic of study; connecting with scientists in the field; vocabulary definitions; formative assessment prompts (i.e., identifying the most important part of a lesson); answering a "problem-of-the-day"; due date reminders; etc.

At this point I don't see the project being used for formal grading purposes and have left that part of my project blank.  However, this may change down the road as the project evolves.  Ideally I would like to work with another teacher to put together a rubric and/or checklist for participation.

Twitter Talk

Chemistry 30 IB

Objective:

To search and share course-related information using Twitter. 

Outcomes:

Ø  critically assess information accessed through the use of a variety of technologies [ICT C3]

Ø  use technology to aid collaboration during inquiry [ICT C5]

Ø  use electronic research techniques to construct personal knowledge and meaning [ICT C7]

Ø  understand the role of technology as it applies to self, work and society [ICT F2]

Ø  use communication technology to interact with others [ICT P6]

Ø  engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities  [IB Aim 5]

Ø  develop and apply information and communication technology skills in the study of science  [IB Aim 7]

Details:

You will need a Twitter account to participate.  You may use a pre-existing account or create one solely for class purposes if you prefer.  All posts made with the respect to the course should include the following hashtag: #TBA.

While using technology in and/or for school purposes you are expected to do so in a responsible manner.  You may wish to review our school district technology guidelines here, here, and here.  Your agenda also contains information on acceptable use of technology.

Due Date:  ongoing

Assessment: TBA

Webinar Reflection

I participated in an ASCD webinar on web tools this past Tuesday.  It was my first experience with a webinar and while it was good it was also a little crazy.  As a mother and teacher I am used to paying attention to several things at once but there was a lot to keep track of for that hour--listening, watching, following Twitter, looking at websites, etc.  Two days later I am still trying to digest the information!  I am just starting to think of questions I'd like to ask, not sure how I would have had time to come up with one during the live webinar.  The main goal of this webinar was to introduce us to a few web tools that we could then go explore on our own time.  Since this was my first and, so far, only webinar experience I don't know if this is a common occurrence with webinars.  I definitely like the fact that this webinar is archived so I can go back and look at links and/or contact information.  I could also look back at the Twitter feed if I have questions.  Since it is short, convenient, informative, and free PD I will certainly seek out webinars on topics of interest to me in the future.

Brain Freeze

I was having trouble getting my thoughts focused on Module 3 last week so I put the course off to the side for a couple of days.  I did read some postings on Edmodo and followed a couple of things on Twitter but that was about it.  The whole idea of the project was bothering me because I couldn't seem to decide on teacher-teacher/teacher-student/student-student collaboration.  They are all valuable but what did I want to focus on?  Where was my priority?  I suppose Module 1 could have been like this too but I immediately focused on my students as the collectors of information.  I have since considered using LiveBinders as a way for me to collect and organize my digital "ideas".

I noticed several others in the class brought up webinars so I decided to sign up for an ASCD webinar on web tools that I found on Twitter.  I have never participated in a webinar or listened to a podcast so this will be new territory for me.  I am starting to get excited about possibilities for the final project and hoping to finish this week, and the course, well.

Module Two - Tools to Create

I came up with a project idea that I am very excited to try with my Chemistry 20 class this fall.  I am going to have them create an instructional video about making aqueous solutions.  I have thought about having students create safety and/or lab technique videos in the past but didn't have any idea how to go about it.  I already let students take pictures of their equipment set-up at their lab station so this will really just be an extension of that. 

I looked at Animoto and Photo Story 3 and decided to use Photo Story for this project for a couple of reasons.  Animoto, at least the free version, does not allow narration or adding text to pictures and I think both of these will be essential to the video.  I have an idea for a Science 9 biodiversity project that Animoto would work really well for but I am not scheduled to teach that class in the fall. 

Solution Preparation Video

Chemistry 20 – Unit C

Objective:

To prepare a short video using Microsoft’s Photo Story 3 that explains the details of making solutions to Chemistry 20 students. 

Outcomes:

Ø  describe the procedures and calculations required for preparing and diluting solutions [C1.11k]

Ø  describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information [C1.1s]

Ø  use a balance and volumetric glassware to prepare solutions of specified concentrations [C1.2s]

Ø  select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results [C1.4s]

Ø  communicate through multimedia—support communication with appropriate images, sounds and music [ICT P3-4.2]

Ø  integrate various applications—integrate a variety of visual and audio information into a document to create a message targeted for a specific audience [ICT P4-4.1]

Details:

Your instructional video must cover the preparation of solutions both from solids and by the dilution of stock solutions.  Your lab group will prepare 100 mL of a 0.200 mol/L copper(II) sulfate solution using CuSO₄·5H₂O_(s), taking digital pictures to document the process.  You will then use this prepared solution to make 100 mL of a 0.050 mol/L copper(II) sulfate solution, again documenting the process with digital photos. 

Once the lab work is complete you will be given time in the computer lab to compile your digital images with the text, narration, etc. required to complete the instructional video.  The final version of your video should be emailed to Jaime for assessment (jaime.roberts@lethsd.ab.ca) and a copy saved on the server (J://Shared/Chem20) for access by your classmates.

Due Date:  TBA

Rubric:

Level Criteria	4 Excellent	3 Proficient	2 Adequate	1 Limited *	Insufficient / Blank *
describe procedures & calculations (C1.11k, C1.1s)	Provides an accurate description that uses scientific terminology, symbols and conventions with few, if any, errors.	Provides a logical description that uses scientific terminology, symbols and conventions with considerable accuracy.	Provides a partially correct description that uses scientific terminology, symbols and conventions with some accuracy.	Provides a flawed description that uses scientific terminology, symbols and conventions with limited accuracy.	No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
use tools and techniques (C1.2s)	Demonstrates skillful use of laboratory equipment and techniques.	Demonstrates systematic use of laboratory equipment and techniques.	Demonstrates simplistic use of laboratory equipment and techniques.	Demonstrates haphazard use of laboratory equipment and techniques.
communicate information (C1.4s, ICT P3-4.2)	Information is presented in a comprehensive manner that provides for an engaging presentation.	Information is presented in a thorough manner that provides for an interesting presentation.	Information is presented in a cursory manner that provides for a predictable presentation.	Information is presented in a superficial manner that provides for an ineffective presentation.
integrate applications (ICT P4-4.1)	Demonstrates innovative use of software features that enhances meaning and/or interest in the topic.	Demonstrates effective use of software features that supports content.	Demonstrates workable use of software features that partially supports content.	Demonstrates ineffective use of software features that interferes with meaning and/or interest in the topic.

*    When work is judged to be limited or insufficient, the teacher makes decisions about appropriate

intervention to help the student improve.

Digital Images In Science

About 10 days ago one of my friends, a university-educated professional, shared this picture on Facebook.  She cares very much about the health and well-being of her family and I have no doubt her intentions were good.  As a science teacher this picture bothers me on so many levels.  I did some digging around on the internet about this "experiment" and its claims that microwaves negatively change the structure, energy, and/or DNA of substances.  There are plenty of other sites pointing out the flaws in this experiment and showing data from other similar experiments. 

I got busy and forgot about this picture until I started reading Chapter 2 from our textbook.  This picture immediately came to mind as well as a way to use it constructively in my classroom.  I'm going to put this picture up on my SmartBoard for one of the first classes of the semester as a way to introduce the scientific method.  There are so many questions that could be asked as a way to get students thinking critically:

• What is this picture trying to communicate to us?
• How do we know the results are accurate?
• How would you go about trying to repeat this experiment?
• What exactly do microwaves do do water? 
• What other questions could be investigated?
• and the list goes on . . .

I would like to try and make this a regular practice in my classroom.  Maybe once a week have a picture or news article that we could discuss as a way to improve critical thinking about science.  If I get ambitious I may try the same process using a VoiceThread conversation.

Virtual Chemistry Labs

I should have thought to post these examples when we did the Chapter 3 reading since I mentioned them in my Edmodo comments at that time.  Better late than never! 

The ChemCollective virtual lab, which was mentioned in the reading, is one my colleagues and I have used and liked.  We have used it for calorimetry, to compare enthalpy of neutralization wet lab data with virtual lab data, and for titrations.  Click here for a copy of the titration curve lab I designed to go with the simulation.

This past year I discovered another good web simulation, Metals in Aqueous Solutions, that I use for introducing spontaneity of redox reactions and reduction half-reaction tables.  Click here for a copy of the lab I designed to go with this simulation.