SMART exchange lesson plan review

First off, let me start off by saying that SMART exchange is such a cool website! I wish I had known about this website in the beginning of the year because I definitely would have utilized this resource!

One of the ways I utilize my SMART board for presentations is by having my notes from a PowerPoint presentation on the SMART board. Sometimes I will use the activity tools in that come with the SMART board, but I like using PowerPoint for my notes because the typing I feel is much easier in PowerPoint then in the SMART board software.

At the SMART exchange site, I decided to do a search on the forms of energy since that is what I am covering in the next couple of days at school. I came across many lessons on potential and kinetic energy which were interesting, but what I was really looking for more specific forms, such as nuclear, and chemical. I came across the energy form of Sound and I immediately previewed the lesson.

The format of the lesson was sensible. First, the lesson introduced the parts of the ear that are essential to a person's hearing. Right from the start, the lesson was loaded with images to accompany text. (This is one of the reasons I love this lesson so much). The images really allow students to "see" sound waves.

The subtopics covered on sound waves are important: frequency, speed, loudness, pitch, as well as interactions of sound waves such as sonar and echolocation. In all, these topics are essential when covering the topic of sound energy.

One thing I would probably change is the order of the slides. I do not think it makes sense to have hearing loss and deafness as one of the beginning slides. I would like to see this slide when the discussion turns to loudness and how loud noises such as music can be damaging. All in all, I think some tweaking of the slides and the notations on the slides would make this presentation even more successful.

The second thing I loved about this lesson activity so much was it's application to every day interactions with sound. Students will be able to understand things like echolocation or an ultrasound due to the explanation of waves and the visuals that accompany these descriptions.

This is such a great website and I encourage you to take a look at the lesson I am describing by following this link: Sound Energy

Open Source

This week for the open source discovery I have to say I am very disappointed. My understanding of open source is to provide every day individuals with the opportunity to utilize free programs/projects of specific categories. However, these "projects" that I have searched under the general category of science have not returned any valuable resources to me, in my opinion. I began downloading Avogado, which is a science visualization project. However, I immediately realized that the download would take forever. I stopped the project and found another seemingly interesting project called GrADS that also offered pictures to enhance learning in the classroom. After downloading the program, I am loaded with a bunch of computer programmer style procedures I have to run through in order to make the project work. For example, I completed the 5 minute download, and now I am left with a "Getting Started" screen that says: grads-2.0.x-win32_superpack.exe . In which I need to find the file and download it, or "unzip" the file in order to make my way towards this "project".
Now, as I digress, this is something that is completely unappealing to me. This to me is not an "Open Source", it is an even more time consuming way to find a project that may or may not be beneficial in the classroom.
One Open Source app I did find to be amazing is iTALC. I think this program is so great because it allows teachers to monitor students during the computer lab. Teachers will know at all time what students are doing behind their monitors. Whether it is work, surfing the Net, or nothing, a teacher has the access to monitor,guide, or even control student computer screens. This is definitely something I would utilize in a computer lab to ensure students are working to their best ability at all times.
I'm sorry about my negative view of Open Source apps, but after an hour of searching for something applicable to the classroom and retrieving nothing, I happen to be frustrated. I am eager to hear about your success and/or failures.

VLE vs. PLE

Here is the link to the discussion article on Virtual and Personal Learning Environments.

When I first began reading this discussion article, I did not know what VLE stood for. We recently learned about a PLE (Personal Learning Environment), but VLE was foreign to me. Turns out, a VLE is a Virtual Learning Environment; a learning platform such as Blackboard that we all use for this class. The author of the article described the VLE and PLE as such, "A VLE is composed of a number of tools that are organized around units of instruction delivered through an institution or by an individual instructor. These tools may be strongly coupled (e.g. as inside of Blackboard Learn ® or Moodle) or loosely coupled and collected together from a variety of existing tool sets).The PLE is always loosely coupled and organized by the learner." When I saw this quote, I immediately thought back to the essential question for this week in regards to our web tools being "tightly connected or loosely aligned". My personal opinion is that in order for a virtual learning environment to truly exist and provide instruction, there must be some foundation. Blackboard creates a tightly aligned foundation so students can access information about the course, and have guided instruction. Without the one - to - one contact a classroom normally offers, a VLE could successfully exist because students would not know what to do! With this said, I also believe that a tightly aligned VLE allows for a loosely aligned PLE. For example, I believe this class is tightly aligned so students can understand the ultimate goal of each weeks' learning experience. However, I also believe because the successful structure, I can choose what areas I want to learn about. In essence, I am creating my own PLE along with the VLE. No one else might have found this article I am responding to, but that is the freedom associated with a PLE.
In conclusion, in order to establish a PLE that is student driven, there must be a tightly aligned VLE. There has to be some order or place that a student can refer back to, or their PLE may not be a "Learning Environment".

How Do We Inspire Habits?

Informal Science Learning

I came across an interesting blog entitled "Informal Science Learning and the Makers Movement" by Eric Siegel on Celebration of Teaching & Learning. The blog immediately caught my attention because the author posed every day, simple questions concerning our learning habits, such as, "How do people start getting engaged in something that becomes a life long interest, hobby, or passion?" The blog highlights education's impact on creating these passions.

I like to think that my students enjoy science. I try to do captivating demos when applicable, and they are continuously doing experiments along with notes because they enjoy the hands-on application. The question that sparked my concern after reading this blog is, "Am I making students love science enough to make it a habit?" Do students want to go home and pull up a scientific article, or find out why the sky is blue (there is a scientific reasoning for this).

I do not believe my passion for science was fostered by my academic experiences. I believe this passion grew out of my own personal love for nature, the outdoors, and wanting to know "how" instead of "why". In retrospect, isn't this what we want our students to obtain - an understanding of what they want to be when they grow up. I remember my junior year of college as being one of the toughest years for me because I did not know if I found my true passion. Fortunately, I stuck through the hard time and realized the hard work at the time was what really was getting to me.

After reading this blog, I think it is also our duty as educators to instill passions and/or hobbies in our students. This will ultimately help them determine where they want to go or what jobs they want to seek when they make their plans for college. Bottom line, people who love their jobs, are doing what they love. We need to help students find what they love so we can help them thrive and flourish in their true callings.