10-28-09

Today I saw Victor teach and did the POP. I like his very calm delivery style. I've also been realizing that some of these kids who are not really putting in the effort to do well may not necessarily be irrational--I think part of the problem is that they don't have the right incentives. If they get socially promoted, always have the chance to retake exams, can go to The Learning Center and work at their own pace to pass classes that they fail, and have 9 tries to pass a basic math exam, why try the first time? From their point of view, it's not worth putting in the effort.

I love the HSP kids!! They really seemed to get something out of it, the reviews were all quite positive, even for those who had seen this activity before. Not sure how it will go with the regular classes though.

10_20_09

This week went much better--it's so variable. I think the students got into the cell lab--looking at plant and cheek cells in the microscope. We started with the opener, "What do you know about brain cells?" and many were curious about the effects of trauma/smoking on brain cells, and quite a few knew that brain cells can't be replaced. I ended with showing them golgi-stained neurons in the microscope, and they were definitely engaged, because many had initially thought that the image was of roots or hair, and were surprised to learn this was how neurons looked like. In a couple classes, some students even guessed that the cells had projections (axons/dendrites) because they had to connect to each other. In the other classes, I think they were interested to learn that this is why the cells look so strange. We used the analogy of passing notes between people as a means to describe how neurons pass messages back and forth to each other.

I think it's easier to not become frustrated when I remove my ego from the interactions with my students. That is, if I am less emotionally invested in how they respond to my efforts, and don't become offended if they're not engaged despite my "hard work," and if I try to just "go with the flow" and not take it personally, it's less exhausting. We'll see if this "new attitude" helps when they're actually *not* engaged :)

Next week: I will watch Victor lecture (POP) and HSP pilot.

10_14_09

Thanks for your comments from last time, Mark. I don't know what it is--I don't think them learning is simply a matter of us (teachers) providing the "right" engaging activity...some of these students view school as only a social encounter, and don't have the interest to learn. Or they're struggling to even understand the teacher in English. One can lead to the other. In the normal classroom setting, "teaching" them or struggling to provide this "great atmosphere" where they can teach themselves is an exhausting endeavor that leaves me demoralized at the end of the day and dreaming of going back to lab to run some gels. I mean, it may be unrealistic to expect that teachers can successfully counter all discipline problems by virtue of their great teaching. Plus, I think the standards are screwy. These kids don't need to learn DNA base pairing rules at this stage, in a regular biology class--I think focusing on more relevant things instead of a laundry list of standards would do everyone-teachers and students-- some good. Maybe part of the answer is:

One MAJOR thing I discovered this week: CLASS SIZE MAKES A HUGE DIFFERENCE. For the first three periods, we only had 6-9 students per class because many were taking the PSAT. With such small groups, students were much more focused, less distracted, we got thru the material, could go over it in detail, it was HEAVEN. I felt energized afterwards instead of exhausted. I think one answer to the public education system is smaller class sizes. The last two periods were normal, and it was exhausting getting thru it. It was loud, kids were talking and socializing instead of doing the lab (even though we introduced this catalase/liver/H202 lab with the real world hook of what H202 does, and the kids seemed engaged at the beginning), one girl was trying to pour h202 on another boy's head, etc.

All of which makes me feel that the Socrates program, at least in some cases, could perhaps be more beneficial by focusing exclusively on things like AP/honors classes and the HSP clubs (in our school, the HSP already has its own agenda, at least for now [building a garden], so it's not really conducive to bringing my own research into it, except for piloting now and again). Just speaking realistically, getting into science is tough, and focusing on kids who are already motivated and excited, seems more productive. I don't think this view stems from elitism (I went to public schools all the way, including undergrad, including grad :), it's just seems more realistic. Or having kids who aren't already into science, but teaching them in groups of 10 or so, so you can get that one-on-one time, instead of 30 kids all at once who sometimes feed off of each others disruptive behavior and apathy.

Next week: HSP pilot.

9_16_09

Did the Benedict's solution lab, without too many modifications from our original plan--I think it was complicated enough for the students at this point, when they had only had their intro to carbohydrates the day before, and many of them simply do not have the ability or more likely the motivation to follow directions on their own, they just sit there waiting for you to come by and explain it to them step by step...if this is one thing I can get them to do, to explore the lessons on their own without fear of failure or "writing down the wrong thing," for them to get the confidence and motivation, that would be a huge accomplishment. Perhaps no one has expected them to work independently before. Shelley came by, and talked about even though one has to battle apathy, sometimes the right course of action is to at least set higher (but attainable) standards, and perhaps you can reach some of them, the effects are often intangible and not seen until months or years later.

9_9_09

We did the Bird Biodiversity lesson designed by a Socrates fellow last year. The activity was a little lackluster, I don't think the kids were too into it. On the other hand, it is extremely hard to do a hands-on, exciting, activity on biodiversity in a classroom in 50 minutes--it's a hard topic to teach.

I don't agree with the school's philosophy that, regardless of starting point, the teacher should be able to bring everyone to the same level...that's just ridiculous and unrealistic. And so we find ourselves in this situation--do we try to cover the standard, or do we spend a lesson trying to teach them how to take an average, or graph some data?

Next week I'm looking forward to an inquiry based biochemical macromolecules activity--I think the kids are more into "experiments".

9_2_09

Today went pretty well, I think--did a predator/prey lab, went around to the lab stations, interacted with the students, explained the concepts/mathematical parts of the worksheet to them...when they got it, I could see the gleam of satisfaction in their faces! But a note of warning: found that sometimes, Spanish-speaking-only students will nod and give the impression they understand even when they don't! I need to go back a few minutes later and make sure they really get it, that they're not just trying to please or to nod because they don't want to admit that they don't get it...
Learning more of the names, which is helping.
Given my "low" from last week, I decided to (and Victor generously agreed to accomodate me) give a short anonymous survey to the students, asking what their life goals were, what their favorite high school subject was and why, and issues they thought were really important. Turns out that >90% want to go to college (not sure if community or 4 yr) afterwards because they "want to be somebody" and "want to get a good job." Also, those that really liked biology did so because they got to do experiments. I think this allows us to know the students better (as you suggested in your comment) and engage them more, hopefully. Also puts good pressure on us to come up with good experiments!!
Victor and I are starting to plan what we want to do during week 5. Some of the things require lab kits, which the companies I have spoken to so far don't want to give for free or discounts, even though it's going towards high school education. Victor has a small grant, but I don't want to use all of it in one fell swoop (Kit for immunostaining: $300, Primary antibody: $200). Maybe it's worth it, since it will last us a while...

8_27_09

Having doubts about the benefits of going in and teaching science...so many of the kids are not really motivated to learn, etc. what am i doing different than victor? a large part of the problem is attitude, cultural importance of homework/learning/doing well in school, etc., doing a "wow" experiment in the classroom is not going to change that. how do you motivate kids to suddenly make learning/doing well a priority? in life, you have to learn and do well sometimes even if you're not "wowed" by the subject matter.