tag:blogger.com,1999:blog-4941612014165723839.post919728308296863492..comments2014-11-06T11:05:36.172-08:00Comments on Science Literacies 2014: Week 3 Explain and ArgueAmandahttp://www.blogger.com/profile/04288157704159727422noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-4941612014165723839.post-64207376349123444712014-09-09T21:45:32.147-07:002014-09-09T21:45:32.147-07:00In the Sampson article, I found their use of integ...In the Sampson article, I found their use of integration to be a little trite (do reading and writing really only belong to the humanities??), but I like that you've taken this concept to the next level in thinking about the potential for inter classroom projects. I'm interested to hear about the logistics of your zoo project, were all the teachers at the grade level involved? Did you have a final synthesized product at the end or one product for each class? Transferring this concept to the high school setting, what adaptations would you have to make to account for the diversity of class schedules different students may have? This could possibly look like a certain theme, like evolution (which could be biological, cultural, or personal), that the whole school would address. This is going to sound unintelligent, but do you ever have that feeling that when you're learning about something you start to see it everywhere? Im pretty sure its common psychologically and this system could take advantage of that learning function to help students draw comparisons between subjects (as well as to store a theory in multiple parts of their brain, making it more likely to cement in long term memory). Anonymoushttps://www.blogger.com/profile/17315936034048290240noreply@blogger.comtag:blogger.com,1999:blog-4941612014165723839.post-84981035300856671992014-09-09T20:50:07.000-07:002014-09-09T20:50:07.000-07:00While Lehrer, and both of this weeks’ articles dis...While Lehrer, and both of this weeks’ articles discuss modeling, explanation and argumentation, which step is most important? Or would all three have equal value in regard to understanding and learning? What value would you place upon failure in experimentation; if a student’s volcano doesn’t erupt or plant doesn’t sprout could he or she be discouraged and unmotivated to learn why? Also, would teachers have to collaborate in order to bring other subject areas into their classrooms? For a large grade-level project, of course cooperation between teachers is necessary. However, is it irresponsible for teachers to only be well educated in their specific subject areas?Anonymoushttps://www.blogger.com/profile/01070260618307447634noreply@blogger.comtag:blogger.com,1999:blog-4941612014165723839.post-79013652681077391992014-09-09T19:10:18.486-07:002014-09-09T19:10:18.486-07:00Caitlin, you brought up an excellent point regardi...Caitlin, you brought up an excellent point regarding the connectivity between subjects. To answer your question, I believe that it would be very beneficial and save time when teachers communicate and work together. Furthermore, when working together, they can form a comprehensive yet cohesive and consistent lesson plan that shows this interdependence and connectivity between subject areas more clearly. While I have no specific way of implementing this in mind (but it would be interesting to see how they could do it), teachers could create lessons plans based on history. Thus, students could learn about an historical period of figure and the other disciplines could discus the importance of that time period for their subject and the concepts and ideas learned during that time. Thus students could see the historical influence that shaped the discoveries and concepts developed. Through this, students gain a greater picture of cause and effect, as Reiser puts it, and gain the skills to actually see these connections and draw upon greater overarching themes. Anonymoushttps://www.blogger.com/profile/02943823651532283724noreply@blogger.com