Cooperative Learning Groups of Diverse Learners

Cooperative learning groups are a wonderful way to help students make meaning out of science. By working together the students can help fill in each others "gaps" and correct their misunderstandings. It is important that all students have an active roll to play with in their groups. If each student is able to contribute they will feel a sense of purpose and truly be able to learn. Sometimes it takes students hearing information in a different voice or from a different perspective that makes the material sink in. Students can give each other insight and challenge each other.

It is essential that cooperative learning groups have students representing a variety of developmental level, learning styles and cultural experiences. If students are diverse within their groups they will be able to share perspective and teach each other. If students can share their experiences and understandings with each other they will grow and learn as a group. The different perspectives and opinions will make them stronger and more critical thinkers.

Science with the Senses

When Janice Koch described Ms. Murray's science lesson involving mystery boxes of everyday objects in which students had to explore, I was reminded of similar activities I participated in. The activity requires the students to use their sense of touch and listening. I remember having difficulty with this activity myself because I rely so heavily on my vision to identify objects. It was very tricky to hone in on my other senses because they had never been solely relied on before.

I believe this activity helps students develop their science skills because it shows them the other ways to get information from an object besides what is visible. Too often students make their observations only using their eyes, however, there are four other senses that can be used to make observations. Allowing students to participate in these kinds of activities will make them more observant and thus make them better scientists.

Hands On Vs. Virtual Reality

Janice Koch tells about a science classroom in which the students make a solar system out of fruits and vegetables. Some teachers might not give students an opportunity to do an activity like this because of all the other opportunities students have to explore the solar system virtually. These other models give students a chance to view and interact with accurate and detailed models of the solar system. I believe that the creation of a solar system with fruits and vegetables is an activity that will enhance students understanding of the subject. While I am a proponent of online learning, I believe that the combination of virtual reality and hands on activities gives students a multidimensional look at the topic of study. If students have the opportunity to grapple with the solar system in several different contexts then they will have a more complete understanding of the topic.

In addition, students learn in different ways and that is why teachers have to prepare meet those needs. By giving the students multiple frames of reference, teachers allow them to learn in their own styles and learn on a deeper level. Giving students the chance to work with the topic in various activities can allow them to use their different senses to explore the concept. It is the combination of incorporating the virtual reality as well a hands on activities in different concepts that will take students learning to higher levels.

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Creating Science Toys!

I was so excited when I read the section of our text book in chapter 8 about the science toys! Janice Koch introduces a fifth grade science classroom where the students are exploring the properties of liquids. As the students explore the liquids she presents them with they are especially interested in the relationship between weight and volume. Although the teacher was not planning on introducing the concept of density, she changed her plan. Following their exploration of density, she brought in science toys. These toys included lava lamps and other toys that incorporate the use of liquids with different densities. Then she had the students create their own science toys! I absolutely LOVE this idea! It is such an engaging activity and requires such a high level of thinking! Although, the teacher had not planned on taking the class in this direction she realized this was a "teachable moment" and she had to jump on it and I am sure the class was glad they got this opportunity! Janice Koch describes one science toy that involves a plastic cup with corn syrup and a plastic cup with water and food coloring separated by a plastic sheet with a small hole in it. When the toy is flipped the corn syrup falls trough the water and creates an interesting visual.

Sustaining the Process of Inquiry

The inquiry process is very important to the growth of learning in our classroom. Interestingly, I have been thinking about inquiry in the context of one lesson, but, inquiry is best explored when given a prolonged period of time. We know inquiry is about student centered learning but sometimes the questions students ask are in depth an require investigation that takes place over time. Teachers need to let this happen. Teachers need to stop the mentality of "wrapping up" a lesson in a certain amount of time. As Janice Koch has mentioned in our book teachers feel as if students will loose interest if a lesson is prolonged. However, if the students are searching for the answers to their own questions, they will maintain interest throughout the process. I agree with Janice Koch that much of science needs to be observed and explored over time, for example, the growth of a seed or animal.

Mrs. Benfer is the Best

I have had the best field work experience in Mrs. Befer's class! She actually impliments all of the concepts we are learning about into her teaching. She assesses children's prior knowledge and asks engaging questions. She shows rather than tells the students about the concepts they are learning. She encourages them to use inquiry and ask their own questions!

I worked one on one with a student named Will. Will was the most out-side-the-box thinker I have ever met. He was always coming up with crazy ideas and at first I tried to discouraging him from trying things that I knew wouldn't work but fortunately he never listened to me! He was able to discover things on his own. He came to his own conclusions through his process of trial and error. He really showed me how students' minds work and how to encourage them to explore for themselves.

Jigsaw Activity: The Best way to Learn is to Teach!

We conducted a jigsaw activity in our science classroom. We were assigned groups these groups were called our base group. Then, each member of our group was assigned a kingdom. Next, we found the members of the other groups who were assigned the same kingdom. We met with all the people who were assigned to research the same kingdom as us. This group was called our expert group. We met as experts on our kingdom to design an activity and a way to teach the rest of our base group about our kingdom. Finally we met with our base group and each member had created a minilesson on their kingdom. I had never heard of this strategy before but I loved it! It was fun and interesting and the best way to learn is to teach! Each student became an expert in a subject and after teaching that subject we truly were experts!