Science fairs and increasing interest in STEM

As an engineering & technology teacher I get all excited about new things in the STEM field. I was excited to see the pictures of the black whole. I am enjoying getting deeper in subjects like hover craft, hot air balloons, writing html, exploring robot design, and much, much more. Sometimes the kids are with me and sometimes the kids are not. I will admit I get a little bummed when the kids are not as excited as I am but I remind myself that not everyone is into STEM. Which brings me to what i want to write about today: increasing interest in STEM fields.

One tool used to peek kids interesting in STEM is the good old fashioned science fair or as some are calling it the STEM showcase. The science fair has been around for decades as a way to show off the work we are doing in science to the community and help get kids interested in the topics of science. In a nutshell it is being used as a motivational tool. But how motivational is it to kids in getting them interested in STEM?

I ask because my twins are at the grade level where the science fair is done at the elementary level and I am finding 2 very different levels of interest. One kids is mildly excited about doing the tried and true volcano project (thanks to our recent trip to Mt. St. Helens). The other is doing everything she can to get out of it. This came as a shock to my wife and I as she has showed a real interesting in her science time as well as in playing with 2 robots at home. Yet any mention of the science fair is having her shut down and bring on bouts of anger/fear. As a teacher I know that no learning will happen when a child is angry and/or fearful. I have learned to pull back and find other things for my students to focus on or if there is time I try and have a conversation with them to see if I can break them through their anger or fear. Which is what I am doing with my own child. The root of the issue is that like me she is shy and hates "presenting" (yes I know I am a teacher how could I hate presenting; but that is another topic for another post). I looked more into the flyer that went home and see that for 5th grade students it is a requirement. When talking with her about this she is pretty adamant that she will not do it and would rather take a zero.

Don't worry I will get her through this with little to no trauma but it got me thinking. What are good ways to motivate students' interest in STEM fields and is forcing them to present at a science fair the best course of action? I have heard the arguments that if we don't require it they won't do it, or we must do it as a PR piece for voters, or my personal favorite because we have always done it. All, except the last, are valid excuses but what is the impact on motivating students interest in STEM? I can tell you for my daughter and I it is a huge demotivator. While I have learned to suck it up and present something she has not acquired the confidence yet to just suck it up.

I could really care less if she presents or not, what I am more concerned with is keeping her interest in STEM. As we all know girls interest in the STEM field wanes over time even thought we know they do better in these fields. She is one whose interest in STEM has grown over the years. She struggles with reading and writing (like father like daughter) but to see her interest in environmental science with her ability to talk and recall info at the dinner table brings joy to my heart. She is able to describe the parts of studies they did in class and talk about the affects of pollution on the environment from an article in class. She loves playing with the robots I bring home from my classes and exploring how they work both on her own and with her brother. There are even times when she will ask to come out in my shop to help me work on building things or fixing things around the house. She also has acquired an interest in playing video games with her brother where there are missions to solve. All of these are examples of a high interest and confidence level that is utterly erased at the mention of science fair.

So my question to you all is forcing kids to participate in the science fair the best way to motivate kids to explore interest in STEM? What other ways can we motivate kids to explore STEM? Some that I have explored are:
1. Virtual presentations
2. Creating challenges relevant to student interests
3. Student choice in projects
4. Alternate methods of assessment
5. After school clubs
There are many more out there that I would like to hear about as well as your thoughts on the importance of the good old fashioned science fair.

As always go forth and do great things.

Student choice and the power of 20% time, Passion Projects, & Genius Hour

Over the past 2 years I have been doing what I call 20% time. I got the idea from Googles 20% time initiative. This is where google would give employees the opportunity to work on projects they were interested in while at work. Out of this time came things like gmail, adsense, etc. is not out of vogue at Google according to recent news reports. However, education is now giving it life in various forms such as 20time projects, Passion projects, and Genius hour.

No matter what you call this time you give students it will be the best time spent in class by you and your students. I am following along, albeit loosely, the setup of Kevin Brookhouser and his 20time projects (see website link above). In my class students get every Monday to work on learning a skill of their choice. Skills students choose to work on range from learning 3d design, to programming, to baking, football skills, soccer skills, etc. Nothing is off the table unless parents say so or it is too outlandish that it can't be done at school (I haven't run into this yet). The impact on learning and ancillary skills I can teach during 20% time is huge.

The impact that my 20% time project has on learning is greater than anything else I have done instructionally in my 19 years of teaching. On Monday's I have lower discipline numbers and less redirects to get on task. Students are more engaged with what they are doing which is a huge help in keeping discipline down. However that being said I am also able to teach skills such as project management, communication, research, and time management in real life contexts that have a lasting impact over time. Students use a modified Gantt chart

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to track and report their progress on their skill. At the end of the project students will present what they learned in a TED talk like format. This gives them speaking skills in front of a small audience that they know and trust to an extent. As I continue on I hope to expand this project down the road.

Student feedback and engagement is high as well. I see more students working on their projects and skills both in and out side of class. This is significant as when I give homework or ask kids to work on work outside of class I get a poor turn in or completion rate. One might say that it could be because they don't have time or resources outside of class or school. Which might be true however I find that kids will find a way if they feel the work is relevant to them and/or their lives which my 20% time project usually are.

One big question I am asked is how do I assess the projects or skills that they learn. I try very hard not to assess the skill they are learning but more give them feedback and guidance as they move along. I assess them on their time management with a check-in that I do every couple of weeks or so. These consist of me looking at their Gantt charts and talking with them about their project and how it is going. It also involves me asking what they need from me in the way of instruction or resources. If they are asking for help and resources they are learning. I also grade them on a TED style talk presentation at the end of the semester. I have them talk to 3 points
1. What is your skill and the artifact you created with your skill
2. How did you go about learning your skill
3. What are your future plans to continue learning
I have found that if students can answer there three questions in their 5 minute talk they worked on the project they set out to do. I got the idea from one of my ELA teachers and love it.

I welcome your thoughts and ideas on this idea I have started and as always:
"Go Forth & Do Great Things!"

Classroom management in this new era: PBIS, Restorative justice, & discipline

In this post I am looking to my readers for advice and info on PBIS and Restorative Justice. I ask this because I am hearing pings in the hallways of our school that suspensions will be a thing of the past except for bringing weapons to school. This is a move by the state to curb absences due to discipline. As I hear this my gut reaction is one of anger and frustration and thoughts of wanting to get out of the profession because I am concerned that students see there are little to no consequences. However, taking some time to process I want to know more about the two initiatives our district is undertaking to help show students how to be positive members of our society and also see the consequences of their actions on others.

I will admit I am an old school teacher when it comes to classroom management. I have high expectations in my class when it comes to behavior and respect. I expect that you come into my class to meet the following expectations:

1. Have fun
2. Make someone's day
3. Come on time and prepared
4. Choose a positive attitude

These are borrowed and adapted from the Fish! Philosophy out of the fish market as Pike Place Market. In a nutshell to help with workplace management the pike place fish mongers came up with a philosophy I really like. When you come to work you should be focused having fun (first and foremost), to help with that you need to choose a positive attitude, You also need to make someone's day, Along with these three you need to be there for people (what I call on-time and prepared). Following these 4 simple practices help make the day go by faster and more enjoyably and also cuts down on issues and negative behavior.  

I believe strongly in respect and building respect with students and parents. I prefer when students and I have an issue with behavior we talk and work it out together as there is usually an underlying reason for why they are not meeting the above expectations. That is the respectful thing to do. I tell my students that they are with me 5 days a week not their parents so we need to work it out but that I will involve their parents if I need to. This works pretty well on most things. I tell students that the best way to build respect with me is to take responsibility for your actions. For example if you break a tool or Lego piece tell me, if you do something wrong and get caught tell me why so we can work it out. I do the same with my students. If I do something wrong or make a mistake and apologize and offer to make it right. A lot of times students just brush this off but sometimes they are amazed that a teacher does this. Don't get me wrong it is hard for me to do but I am seeing the benefits the more i do. Another thing I do to build respect is if I am going to call home I try to have a conversation with the student before I do so they know what I am going to say. This is hard for some but I think they appreciate it so that when they get home they know how to frame the conversation. I also am trying harder to call home with good news on kids. I have found this shocks most parents but helps when one needs to have harder conversations later on. Before I do call home with good news I ask for permission from my students. This takes them aback at first but more often than not they appreciate it.

I have also found over the years that humor/sarcasm (contrary to my management classes and books) helps to disrupt behavior and give students an out. For example instead of yelling at the kids for talking while I am talking I simply wait for them to talk and then ask if I can continue or kicking backpacks out of class for not meeting the expectations, or judging the pencil for not being out for the student to take notes. I also find that sometimes students need an out/break when it comes to their behavior, such as a moment out of the classroom or a moment to run some stairs. With the later 2 though I am finding I am at odds with the state on this. According to what I have been told if I ask a kid to leave the room I need to notify parents that I made that decision and why. In some cases I agree I need to let parents know but if I sense the kids needs a break or needs to run off some nervous energy I don't think parents need to know. Maybe I am wrong what are your thoughts?

I am wondering your thoughts on my management strategies and how they fit in with PBIS and Restorative Justice. We are learning about PBIS this year in small chunks but I would like to know more. I would also like to know more about how to practice more Restorative Justice in my classes as I feel it might be a better fit with my teaching style. 

As always I welcome and encourage your thoughts and ideas.

Go Forth and Do Great Things!

Being Social: Tapping into the social student brain

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This is the second part of my 2 part blog post on the book Social: Why Our Brains Are Wired to Connect by Matthew D. Lieberman. I have been reading this book as part of a book study for a group called HDIL (How Do I Learn) which has been examining and helping teachers learn to apply the latest in brain research/science to education. I forgot to mention that in my earlier post. Working with the group of Health Educators, Instructional coaches, fellow teachers, and Neuroscience researchers  has been exciting and rewarding both on a personal and professional level. It has expanded my thoughts on improving how I educate our young learners and that is the focus on this post is how I feel we can improve schools to leverage the power of our social brains.

The research that the author presents and has done is pretty clear that humans are social creatures and our brains have developed to leverage being social to help us survive and grow. He has shown that our social nature can have both positive and negative affects on our brain and on us as well. When we act in a way that is socially acceptable or are given positive social attention from our peers there is activity in the parts of our brain that allow us to experience pleasure and dopamine release. When we act ina way that is not socially acceptable or are given negative social attention from our peers the converse is also true, we experience pain and those regions of the brain associated with feeling pain light up. That is as technical as I want to get as the importance is more on how to leverage the social brain to improve education an student learning.

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Students start out their educational career as one class and move through the early years as part of a class/tribe/family if you will. They get to know their teachers, and peers and learn their habits and quirks. Then in Middle school/Junior high we thrust them into a situation where they are in a new building, multiple classes, new school, many more peers, & HORMONES!

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All of this leads to a sense of no longer belonging when in actuality their brains are craving to just belong. We need to change the way we educate to better take advantage of this craving so we are not fighting it.

As we explore the future of schools and work to change them to meet the needs of the future; we need to accept the fact that just giving students knowledge to remember for later on is no longer acceptable. We need to look at how to teach students how to use that knowledge as well as how to interact with one another. As a CTE (Career and Technical Education) teacher I get to meet with industry professionals to learn more about what I can be doing to prep kids for the "real world" (as I like to call it). The number one thing they mention to me is to help kids develop "soft skills"; those skills like reading people, working together, showing up on time, etc. These are not skills we have necessarily focused in schools but should do more of as we move into the future. Some may say that isn't the job of education but it is all of our jobs. One these "soft skills" is self control.

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Self control is a skill that is important to have not only to help keep us safe but also to help us be more productive in our careers. I see kids in my class that I wish had more self control or patience. I have wondered why they don't have any and hope they get it later. However I now realize it is part of our job to help teach them self control what it looks like and how it works. Along with that we need to give them opportunities to practice using it and not fault them when they fall down or don't use it. I don't know what this looks like quite but I can see it coming into play during project work, and maybe as a part of grading. This leads to another thought we can as educators need to focus on which is helping kids belong.

Another way I feel we can help students belong is to look at ways to co-mingle the curriculum at the middle level. I am not saying need need to go to a more elementary model of 1 teacher who teaches all subjects but more of a co-teaching approach bringing teachers together (having teachers move from class to class rather than students). Where students are exposed to all subjects by multiple teachers in the same class. This I feel will help them see how knowledge is not a singular subject but is interwoven and social. Also it helps give the context of why they need to know this stuff in order to apply it.

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One of the things talked about in the education chapter is that we crave the"why" of knowledge not necessarily the what or how. I know I have seen and see the power of this in my class all the time. I teacher a number of elective classes from robotics to programming to engineering and most kids excel on concepts they struggle with in other classes. One example I am proud of and use all the time is teaching cross multiplication as a function of calculation turns. Our math department struggled with teaching this concept to students especially some of our Special education students. They wondered why I never struggled with it or why kids in my class "got it" I told them I put it into context. They needed to know ratios and cross multiplication to figure out the arc length (which couldn't be "measured" easily) to get their robot to turn a specific angle. Yes they did struggle with it for awhile but once they had the why they needed it OMG! they took off and had it down pat. We need to look for more opportunities to give students a chance to learn and apply the why they are learning things and we will be amazed at how much they will gain in the end.

Lastly I would like to talk about how students show those gains teachers favorite TESTING!

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I know there are numerous thoughts and feelings about testing from high stakes to quizzes. I have my own personal thoughts which I won't get into other than to say we need to rethink how we empower kids to share their knowledge and understanding. I am a PBL (project based learning) teacher and there by most of my "tests" are projects rooted in real life applications. However I recognize that at times there has be be a test given for various reasons. I know the stress of giving tests from having administered several tests over my career, both kids and teacher stress. I wonder though if we made one simple change if it might alleviate some of that stress. That one change is to let kids talk during the test. I know this goes against all the "rules" and "norms" of testing but why? When asked that question I am told so they don't cheat. I accepted that answer early in my career but as I got more into reading books on PBL education, talking to employers, and stressing out while giving tests I rethought that reason. If we are social creatures we need to communicate in some way shape or form. To ask us to be silent for any great length of time goes against our nature. Also where in our jobs, other than teaching, do we need to "test" to get paid? Yes I know we need to test to get various certificates/qualifications for a job but not once we get the job. We get paid by doing our job and being productive. Often times we have to work with others to get the job done. So why not start teaching that during school. Why can't we allow students to talk while testing? I know most will say but how will students show what they know. Well they will show it by the questions they ask others and the explanations they give to others. Also sharing of info is part of what is needed in the workforce; know when and what info to share. Also if we train them to share info correctly (not just giving the answer) they cheating won't be an issue.

These are my thoughts on how to apply the concepts and ideas posed in the book. I welcome your thoughts and ideas as well as encourage you to read the book.

As always Go Forth & Do Great Things!

Being social: Increasing productivity

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As I wrap up my reading of the book Social: Why Our Brains Are Wired to Connect by Matthew D. Lieberman. I want to write 2 posts in relation to work in schools and how we can help students and teachers tap into our social nature. The first of these 2 posts focuses on the work environment especially in schools. 

I was struck by how in this country we equate job satisfaction with more income as pointed out in the book. I myself am guilty of this way of thinking. However after reading the chapter entitled "The business of social brains" I am inclined to rethink this a bit. We hear phrases like "Money is the route of all evil." or "The best things in life are free" or many others. It turns out these phrases are to a certain extent true as pointed out by numerous studies on economics and job satisfaction and on productivity in the work place. My goal here is not to talk about all these studies an what they show but to focus on my thoughts on how to improve productivity in schools through social endeavors. 

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In the book they cite research that shows as income increases the feeling of social well being stays the same. They also cite research that shows the most effective ways to increase productivity is not to give out more money (it actually decreases it in some cases) but to bring in a social aspect. Help your employees make a real life connection to the work they are doing. As an example they talked about the job of students calling Alumni for donations. What they found was when they brought in a student who was or did benefit directly through Alumni provided scholarships the callers were more productive and motivated to work their callers for money and actually brought in more donations. 

In teaching we get to see this day and and day out with our students. However I believe we can do better. I believe it would be helpful to be able to see how our work impacts families and communities. Some of us get to see that but I think we could do better by attending community events and working with our community leaders to see what events/meetings/ etc. we can attend as teachers. Also I know that we as teachers are feeling overworked and underpaid and don't feel we can sit on another committee or meeting beyond our contract. However there is meaning in accepting that request to sit on a volunteer committee. I have served on a few committee's for my children's school district. While I don't work in the district it has reminded me of the importance of doing so as well as the intrinsic reward/value by doing so. I am not a overly outgoing person and prefer to the the social butterfly on the wall watching others have good time. However the more I have started to include myself I am able to take more satisfaction from the work I do and share the knowledge I have. I think we as teachers and administrators need to focus both on giving teachers opportunities to sit on community boards as well as support that interaction. Also it is important for admin to provide those opportunities and encourage teachers to take advantage of those opportunities not out of requirement but out of helping to fulfill that social need. 

Lastly as schools we need to look at ways of making the work we do during the school day more social. Whether that be time to work together on a cross-curricular project, time to talk with colleagues about what ever comes to mind, time for students to talk while working (possibly more on this in a later post 😃), and time to "break bread" together. The last one is the hardest for me as for reasons I stated above. However, I think the past emphasis on high stakes testing forced us back into silo teaching based on subject areas. You would see math, science, and language arts teachers huddle together in teams to talk about their practice which was OK for their curriculum but not for the overall child. Children need to see how curriculum is social in that it all works together to make one successful.What I am thinking/proposing is taking a page out of the elementary playbook but instead of having 1 teacher teach all subjects you have 4 teachers teach all subjects together in a team teaching concept. I know this may have been or is being tried and I welcome your thoughts/comments on how it is going/working.

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this brings me to my final thought, the importance of communication. I think this is the essence of being social. We often times feel that social media is bane of our existence and ruining our ability to be social. I have found myself totally agreeing this statement until I read this book. I still have my reservations but when you see how we are wired to be social and also put social media in the context of being a tool, it opens up some possibilities. For example 5 years ago I would never have thought of using a tool like email to communicate with my students. It was a barrier that I felt shouldn't be crossed. Along with that I wouldn't imagine being a "friend" on Facebook with my students or tweet with them no matter how much they begged me (again barriers). However now I use email and google classroom (what I call social media for the classroom) to communicate with my students and dare I say it is working out for the positive. With proper instruction on how to both use the tool and respect boundaries social media can be and is a powerful educational tool. 

As always thanks for reading and commenting and remember:

Go Forth and Do Great Things!  

 

Master becomes the Student: Preventing Cabin Fever with Arduino

Living in the Northwest is a unique experience when it comes to weather. We are one of the few places in the US that actually has 4 seasons (summer, fall, winter, spring). The nice thing about this is that for the most part our weather tends to be pretty mild compared to other parts of the country. However when we do get extremes in weather it sometimes throws us for a loop. Take this past week for example. We started out with some fun winter weather that either closed or delayed school for pretty much the entire week. Then when things were getting back to normal we got

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and we got tons of it, anywhere from 2" to 15"+ with more expected on the way. For me just 1 to 2 days stranded at the house drives me nuts looking for things to do and not go crazy. I do the traditional parental things like play in the snow, shovel the driveway, cook, let wife work, etc. I know as a good teacher I could grade papers, plan lessons, read all those PD books I bought for days like this, or get caught up on the all the email I get. But after one does all that what is there to do? Well I decided that I would take on the role of a student and do some good old fashioned book learning (or get back to learning). 

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A year ago as part of my question to do near earth satellites with my after school tech club I took up reading about and learning Arduino.

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I walked away over the spring/early summer because of both honey do projects but also because I was getting frustrated with reading and understanding electrical wiring diagrams. OMG! for a psychology major/history minor they are nothing like Venn diagrams & Brain maps. As a middle school technology teacher I also had limited knowledge on electrical engineering. Mostly limited to wiring up a Lego Mindstorm's motors and sensors. That being said being snowed in forced me to look for something to do inside and was warm and productive. I fired up my ol' desktop and dusted off (achoo!) the book on Arduino projects I bought and jumped back into the program and wiring. Argh I hate electrical diagrams but I decided to try doing what I am teaching my students about now, "The Engineering Process!"

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So I identified the problem: couldn't get wiring of sensor to work;

I then researched and brainstormed solutions: looked up on the net the sensor I had and wiring diagrams

I picked some solutions: I wired up a few of the solutions I found and tested them till I got one that worked.

I then put the wiring together with the wiring diagram for the program from the book and what do you know it finally worked. 

 

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The cool thing about this is not that I got my project to work, although I am pretty excited, I now have a real life story to share with my students and also show them that I do practice what I preach. 

Snow day; online option?

It is has been awhile but with FLL competitions and end of semester it has been a busy winter. However I now have time to write and post more.

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Today is a snow day for my district and my kids district. This is a day that kids and some teachers dream of, no school for a day. However for some it is a bitter sweet day as we know that it will mean we will have to make the day up later on in the year. For some that isn't a big deal but for others it can be as you may have scheduled vacations on those days. I often wondered what if there was an option to not have to make those days up and still meet the learning requirements?

It wasn't until this year that I may have found an option. Over the past 2 years we have been working on our new school building. This has been an exciting challenge as we will be working in our main building as they tear down and build parts of our new building. One of the challenges we will have is to serve lunch in our main building while teaching. We have had many creative solutions posed and that we are working on but one that was suggested as a way out of the box option is online classes. Some of my colleagues scoffed at the idea, yes I was the one who proposed it. Some outright said it wasn't an option because not everyone had access and other typical excuses when it comes to tech use. However there were some who thought it was worth at least some discussion and thought. It turns out there are some schools back east that offer this option. Instead of closing down for the day due to snow they have teachers submit lessons online for students to do on the "day off". Yes there are access issues for those that don't have internet but lets try looking past that. There will always be barriers to learning no matter how we choose to deliver instruction. Good teachers know how to blow past those barriers or turn them into spring boards to learning.

I wonder if what your thoughts are on this topic. Would this work here in the Northwest? I will your thoughts.