I am working this year on updating my classroom website. I have a very skeletal website from several years ago that has never gotten much traffic. This year, as we are moving towards more technology and 1:1 technology in my school, one of my goals is to update my classroom website and to make it useful and user-friendly. This led me to some tips.
As you may know, TpT is having the annual Back To School Sale today and tomorrow. My store is also on sale. These discounts combine for a 28% discount.
I have taken advantage of this opportunity to create two new bundles in my store. One is for all Biology items, and the other is for all the Earth Science items. I have taken all of the related items, created one bundle, and am offering them to you at a discounted price. As I add more items under each category, I will update the bundle, and the price will slowly go up. However, if you purchase the bundle, you will be able to continue to download the updated bundle (with any and all new products) for free.
My biology items now value $45, the bundle is listed for $30. However, during this sale, the bundle is $21.60. That means today and tomorrow you can purchase any biology items that I create now or in the future for $21.60.
Similarly, my Earth Science items individually would retail for $65, but the package is listed for $40. With the sale this package would be $28.80. Any Earth Science items that I have created now or in the future (and I have some great ones in progress) for $28.80.
As we approach the new school year, many of us think about what goals we want to set for the upcoming school year, or what we want to change in our classroom. It is too easy to get 'stuck' in the routine of teaching a lesson, assigning homework, but not taking the time to get feedback from students, on their understanding, or have students think about their own learning.
One practice that I want to use more consistently is formative assessment. These may often be seen in the form of 'exit tickets,' but can also be integrated into the lesson as part of a transition, or closure to a topic. It is really important to have students reflect on their own learning, and to get a 'pulse' of the class frequently, and long before a unit test. By then it is really too late.
In many cases administrators are looking for closure and student reflection when they observe your class. Exit tickets or formative assessment are a great way to do that.
Below is a four pack freebie of four exit tickets that I frequently use in my classroom. They are downloadable as a pdf file, and print four to a page. They are set to print four to a page. Here is the link. Enjoy!
Early on in the year in almost any science class, at various grade levels, students will learn, or reinforce, the difference between observations, inferences, and hypotheses. These are critical science skills that students will use across other subjects, and throughout the year. Of course, these skills are ultimately leading them toward making inferences from data, setting up and successfully running experiments, and even making inferences in other areas of their lives. When students make observations about the world around them, read a news article and infer from it, or make an inference about the interactions that they have with people around them, they are using these skills. However, this is an area where many students need reinforcement and practice.
I created this set for practicing observation and inferences.
This set has two components, and can be used many different ways.
1) There are 10 pictures that are good for making both observations and inferences. You can use these pictures for one or other other, or use them to have students practice doing both. Here is a good example.
Students can observe a hyena, or a zebra head, grass, etc. They can infer that the hyena killed the zebra, is eating it, is hunting, etc. They may infer other information as well, such as where this photo was taken.
The second part of this pack is a set of cards. There are 16 cards each with examples of observations, inferences, and hypotheses. Students can use them in the following ways (and probably others that I haven't thought of yet):
- card sort and separate observation, inference, and hypothesis
- get one card and identify which it is.
- match up/sequence -- for example, I observe that the person is very tall, I infer that he plays basketball, and I hypothesize that people who are tall play basketball better.
These cards and pictures can be used in a variety of ways, and with a wide range of student abilities to reinforce these critical science skills.
I hope you enjoy, and please let me know any feedback that you have!
I just found out about a new free resource that I'm very excited about, for personal reasons as well as professional. I can't wait to share it with you.
If you live in NY State, as a taxpayer, apparently you are entitled to a New York (City) Public Library card. You ask....but I don't live near NYC, so what good does that do for me?!
Well, In 2014, libraries also have many electronic resources, and this gives you full access to all their electronic resources.
In order to get a NYC library card, you have to fill out a form online. The library card gets mailed to you. Then you take a scan of your driver's license (or other forms of ID), and, email or fax it, along with the library card. This validates your library card. It is free and good for 3 years.
Even if you don't live in NY, maybe there is something similar in your area. It's worth checking out!
Some of the resources included are shown below, tumblebooks, digital images, ebooks, audiobooks, etc.
I think it is very important to congratulate and recognize your students achievements. Everyone likes to feel successful, and that positive praise goes a long way way toward continued success (much more than the negatives).
Here in NY State, students have to complete a certain number of labs with passing grades in order to sit for the state final exams in science (required for graduation). In other words, that lab qualification is their first step toward what they need to graduate.
Also, students usually can't go to summer school unless they have completed their labs. They can retake for course credit, and sit for the exam in the summer, but usually can't complete labs.
Whatever your pedagogical thoughts about required labs, and, coherency with the course, etc., getting 'lab qualified' is a big deal.
I always make a display or do a pizza, or do some kind of recognition. This year, since I didn't have my own classroom, I did a display in the hallway. I made a big banner (included as a freebie), got foam stars from Dollar Tree, and let kids write on their stars and hang them up when they had met the lab requirement.
It was a big deal because it was in the hallway. Some students would stay after school to make up labs and then ask me right away for their star, or ask to wait and be recognized in class.
I'm sure there are many things that you could congratulate your students on. If you don't want the banner to be HUGE, you can print two pages per page and make it a bit more manageable.
I went about 2 weeks ago to take the Praxis II in Earth and Space Sciences, as one of the requirements for the NYS Master Teacher program, to which I am applying.
The testing environment was highly secured, and, although I did well, I found it extremely stressful. I really gave me new consideration for the testing environment in which our students operate and how it impacts them.
For me, this test was not really so high stakes. I want to score well, but it is to gain admission to a program, not to retain or earn my certification, or to graduate.
When I arrived (30 min early, as instructed), I had to have my ID checked, and complete a waiver as to my honesty and test integrity. Not only did I have to sign, but I was instructed to copy the paragraph, in cursive, not printing, and then sign. Then I was brought back into the testing area. I was given a key to a locker and told to empty my pockets. Nothing can go into the testing room. Not even kleenex (I had a cold). I was told if I needed kleenex or something else during the test, I was to raise my hand. You cannot bring your own pencil into the test. Literally, nothing, enters the testing room. I had to remove my watch and jewelry and place it in the locker. Anything you have goes into a locker. Then you are wanded with a security wand and patted down. Then your photo is taken for identification. You sign off that you are the person you claim to be, and then you understand you will be recorded while testing. There are video cameras in the testing room. You also initial the time that you enter the room.
You are given pencil and scrap paper, with instructions to write down nothing during the directions or sample questions, only to write during the test. Then you begin. A 100 question multiple choice test apparently determines my content knowledge.
I have to admit, I am an adult, a strong test-taker, and this was not a particularly high stakes exam. However, I was unnerved. By the time I was sitting and ready to take the test I had to take a few minutes and calm down, take some deep breaths.
I did well, and I understand (to some extent) the need for security. However, I also have to pause and reflect on what this means for our students. Many of them NEED to pass these tests, are not strong readers and test takers, and do not have good coping skills under stress. It seems to me that we owe it to them, and to ourselves as we develop a future society for students to be assessed in a way that is meaningful, and allows them to demonstrate their knowledge to the best of their ability. Students should not be under undue pressure, but would ideally be asked to do something meaningful, that allowed them to be comfortable and use their knowledge.