Blog Post Week5

Implementing my instructional plan on Earth Science with colleagues allowed me the opportunity to demonstrate all information collected from my model of The San Andres Fault; while using constructive criticism toward editing any changes needed for a more effective lesson.  I received an adequate amount of professional feedback conducive to my interests of demonstrating a solid instructional plan for my learners.  In regards to my colleagues however, the demonstration was to model activities and document any changes through 2 -3 repetitions within each group of 12 colleagues.   The main purpose of the experiment was to show how learners would collect specific data of the San Andres Fault using specific tools and experiment manipulations relevant to displaying results from seismic waves and earthquake activities.     

Using a model or any “hands on” project with middle school student’s results in a positive experience, allowing for learning among each other rather than traditionally teaching the lesson through lecture, classwork, quizzes, and test.  Using 21^st Century Teaching, learning is incorporated mostly through demonstration and /or repetition amongst peers as the teacher plays a role of facilitator rather than instructor.  Instead of a lecture, we have discussions introducing new topics gearing the mind toward what is being asked and discussed.  What happens next is a series of innovative ideas and three questions being proposed for brainstorming to include: relating to real world experiences, limiting catastrophic damage, and escape routes.  Usually having two rounds to this particular section, the first round is totally centered on thinking outside of the box, meaning any answer until further examined is a great answer.  The second round takes each answer and places them into perspective, eliminating that which little validity or assistance in minimizing the problem.  At that time, learners are now focusing on more than just the model, but the bigger picture of learning.

Developing new thinking paths for my learners through 21^st Century Thinking and Teaching are among the many triumphs through using models for building solid foundations of complex science concepts. In my opinion, considering time constraints, the model should be adequate enough to challenge, yet  balanced for completing the discussion, journal entry’s, repetition, and conclusion of the entire project.  While most educators are expected to follow State Curriculum, it would be suggested to consult colleagues of the same department developing a time constraint on each model throughout the year for positive results in learning.