Click on the ? to view Nervous System slideshow
As I reflected on the students' models of the Nervous System, I was able to assess that many of the students did not have a conceptual understanding of how the Nervous System functions. After I viewed and graded the videos, I showed the videos to the students and had students evaluate and critique each video. I really liked how students that did have the conceptual understanding of how the system works were able to identify misconceptions, and able to explain corrections to be made to the models. As we continued viewing videos, I observed more students being able to identify errors and self-correct. I really feel that the students were able to learn from evaluating the videos and made it a great learning experience.
Click on image above to view the Digestive System Models using Stop Motion Studio... our 2nd video creations
As my students created their second video using Stop Motion Studio, students this time were to include narration, increased length of video to a minimum of 2 minutes, and to create their video showing how the Digestive System works. The goal this time was to convey in their models the functions of the System, whereas, many students previously only conveyed the structures without function.
I have observed how effective these videos are to assess my students' conceptual understanding of what has been taught. These activities are helping students utilize technology to express their knowledge of information gained from previous assignments. Again, students will evaluate peers' videos with the goal of making self-corrections, identifying misconceptions, and developing new questions to be investigated. As I continue having students design and create models, the goal is for students to develop conceptual understanding in contrast to rote memorization.
I have observed how effective these videos are to assess my students' conceptual understanding of what has been taught. These activities are helping students utilize technology to express their knowledge of information gained from previous assignments. Again, students will evaluate peers' videos with the goal of making self-corrections, identifying misconceptions, and developing new questions to be investigated. As I continue having students design and create models, the goal is for students to develop conceptual understanding in contrast to rote memorization.
Click on meme above to view student generated memes
In this short activity I really observed the students having a blast! They were to create memes on one of the three body systems studied, such as digestive, nervous, and skeletal. This quickfire activity really had all students engaged as they worked together in their groups to design, create, and share to Google docs. Again, quite a fun learning experience. These activities are to get the students in the mindset of using their creativity to convey their knowledge and conceptual understanding of content learned.
As I continue to reflect, I am feeling more comfortable with implementing Engineering in my Life Science Curriculum and feeling more confident that students will be able to accomplish my ImagineIT project goal of making artificial heart valves using everyday materials.
Final ImagineIT Report
What I've learned from the book Making Thinking Visible by Ron Ritchhart, Mark Church, and Karin Morrison is the important role that models of thinking and learning play help us to see that an education is much more than the delivery of content. I am striving to specifically be able to notice and name thinking as it occurs; therefore, making it visible through my questioning, listening, and documentation practices.
My ImagineIT project's goal is for my 8th graders to become thinkers as the quote from book states "As educators, we want students who not only can think but who do think." I have observed my students struggle,but persevere in completing their models. Presently, my students are working on their third model, which is creating a model of how the Respiratory System works. The focus is to create a model to convey either breathing, respiration, or both of the Respiratory System; furthermore, to not necessarily focus on their model structures to look like actual system structures. Students will document their model and explanation via video recording, publish on Youtube and share on Google Slides. This model is different from the other two models because they must create a 3 dimensional model to show a function(s) of the Respiratory System. As I have been observing the students collaborating with their group members, they seem to continue to create some 2 dimensional structures as they did in the previous models, and are having a difficult time creating a working model. On the bright side, I have also observed students testing their first prototype and realizing that they have to make revisions to their designs, and choice(s) of materials used. These students are brainstorming alternative materials and designs and are beginning to work as engineers utilizing the engineer design process.
When I've conferred with my colleagues, they have been supportive and inspired with how students have conveyed their models using technology. My administrators have, also, been extremely supportive as they have observed many groups throughout the day out in the hall recording their models and narrations using their cell phones. It has been wonderful how the groups are approached by my colleagues and administrators and questioned about their assignments. Then, later my colleagues state to me how well the students are doing and being responsible; therefore, successfully releasing responsibility to the students. I am pleased to state that they've been engaged and on task out of my presence.
Looking forward to the second round, as of this moment, I can't really think of anything I will change. I still plan on having my students design and create models of artificial heart valves using everyday materials. As we continue moving along the school year, I will continue to have students make models and utilize simulations to enhance learning, and to develop engineering design skills.
Click on the image below to view students' Respiratory System Models