Tag Archives: dvora inwood

Kids create outer space-based science experiments

Through the amazing “Student Spaceflight Experiments Program,” students in Grades 5-12 collaborate to envision an experiment to be conducted in outer-space. Yes, outer space. Winning groups – at least 1 per community – actually get their experiments implemented ssepon the International Space Station. But ‘winning’ is almost irrelevant since this is one of those experiences where the journey is so great, the destination is epilogue.

Talk about authentic, project-based learning.  I don’t think I’ve ever seen kids more excited about the scientific method.

Eavesdropping on ten year olds’ conversations, I heard terms I could not understand: “micro gravity,” “life cycles of micro organisms,” “protein crystal growth.” And their ideas were good.  Will yeast rise or must astronaut cooks settle for unleavened bread? How about fish eggs, can they develop into fish, aka food for humans? Can undrinkable water found in space be brewed – in ‘microgravity’ – into drinkable beer?

Over the course of two months this past fall, ~1,000 students in Springfield, NJ, grades 5-12, learned through this program. 250 teams (3-5 students) researched, hypothesized, and ultimately designed an experiment testing the effects of microgravity on whatever system the students chose to investigate. My daughter was one of those 5th graders and she had a blast. And lest one think it was just fun, science with no relation to the all-important CCSS, it seems she also developed academic and ‘real world’ skills!

“I liked that when we learned things people weren’t just telling us it and we weren’t just reading it. We got to research it and go on different sites and get information ourselves…And I like that we really worked as a team. In normal school work, it’s a group for the class and then it’s over, but for this we had to work together for a while so we had to learn to be a team or everything would fall apart.”

Give me an example of how you ‘learned to be a team’?

“Like when I’m typing, I used to be reluctant to let other people type because they may delete things. But then I realized people can make things better – like Alex, he made a really cool background on our powerpoint, and Benny, was such a fast typist we had more time to research.”

And what else did you learn?

“A lot of things on the Internet are wrong. So when we research we have to check against lots of sites to make sure.”

And locals can learn more at tonight’s celebration.

SSEP Science Exposition Announcement May ssep_celbration2016

Online Learning: A Middle School Student’s Perspective

Boring Traditional Class

As people (ed tech investors perhaps?) praise K-12 schools that require students to take at least one course online, I am left wondering, who really benefits from this… Maybe one day soon, online courses will be engaging and superior to an outstanding classroom-based experience, but I have yet to see one that is any better than the traditional classes being taught by routinized teachers.

If only the online course designers were building off a student-centered, problem-based, interesting class model instead of the ‘sage on a stage’, monkey-see-monkey-regurgitate-on-assessments model depicted at right.

During the 2011-2012 school year, 8th grader, David Kang Myung Yang, learned pre-calculus through a self-paced, online course offered by Thinkwell.

An enthusiastic and brilliant Williams College professor doled out mini-lectures accompanied by animations and graphics.  The ‘class’ included a variety of practice problems, self-assessments, graded assessments and review activities.

Here’s David’s views on the experience:

Since my school was not able to create a block for a one-on-one math class, I took an online pre-calculus course. The online class was pretty good and included several mathematical problems and a well-categorized system that was helpful when you needed to find a specific theorem or information.

However, several parts of the program were disappointing. First, the program sometimes skipped some proofs of a theorem. Also, I was not able to ask questions at the moment when I had one. Another thing I missed while taking the online program was that I was not able to have a class with other students where we would discuss about a question together and talk about their ideas on the problem.

How the class always started with a man explaining theorems on a monitor screen made math class boring compared to a lively classroom. Also, most questions in the program were just a direct application of a theorem which made problem solving unappealing compared to a hard and complicated math problem that requires a lot more thinking than just applying a theorem directly. 

9/11 and NYC’s iSchool

9-11 MemorialBorn from the joint visions of two progressive educators, the iSchool is an amazing program.  Founders Alisa Berger and Mary Moss were handed only one design parameter from New York’s DOE – rethink high school. After spending some time there last spring, I can confirm, mission accomplished, high school re-thunk.

The school is focused on two distinct goals:

1) Preparing students for state tests, and

2) Developing critical thinking, independent learning, and other goals that are not measured on state tests, but are relevant for success beyond high school.  

They chose these goals after interviewing 200+ high school teachers and countless graduates of their middle school (Mott Hall II), who were enrolled in college.

Goal #2 is reached by engaging students in MODULES, also called challenge-based learning. The 9-week, interdisciplinary explorations immerse students in ‘real world projects’ for two hours, daily.  Talk to any student at iSchool and you will hear enthusiastic praise for the Modules; they are hands-down the highlight of the program.

I have been thinking about one of iSchool’s Modules today…Called Voices and Memories, it relates to September 11.

Students experienced a seminar-like class giving them foundational (historical) knowledge moving through time from 9/11/01 backwards to the Crusades, investigating conflict and connections between Islamic/Western civilizations. Then, the students chose a part of the world to study and analyze the reaction to 9/11 there. Next, they conducted video conferences with students in that part of the world to get their feedback on drafts of the 9/11 Memorial. Finally, they reported their findings back to the Memorial committee, which incorporated student analysis into the Memorial plans.  Now, student work is part of the 9/11 Museum archives and is on exhibit at the Tribute Center.

What’s cool in schools?

Students at High Tech Middle San DiegoThe kids.  Definitely.  Have you ever heard, “That is a great school, fantastic program, but the kids…eh, horrible, really what a terrible bunch” ?

A school is only as great as its students.  Beautiful building, top-of-the-line technology, every curricular resource imaginable, teachers with master’s degrees and credentials… all add up to nothing if kids are bored, not learning, and counting the minutes until they are ‘free’ from school grounds.

In this blog, I’m taking it as a given that the kids are the coolest part of the school. Therefore, I consider a ‘cool school’ one which recognizes this fact and puts student needs front and center. In other words, a ‘cool school’ strives to provide engaging learning experiences and a healthy community designed to bring out the best in the kids. And by ‘best’ I mean, achievement on the standardized tests tax payers have been spending millions on, and also visible signs that students are developing and exhibiting qualities we know are truly valuable – curiosity, thoughtfulness, responsibility, focus, creativity, perseverance, discipline, grit.

In this blog, I hope to highlight those places – an entire school, a single school component, a particular class, or a moment in time – worthy of an Academy Award in creating these types of learning environments.

If you know of any cool schools, please send that info my way.