This past summer I was the program director for the Green Light Academy.  Here’s a description from the website:

A Beacon of Hope
Green Light Academy is one of many educational and cultural programs offered by Beacon Preservation, Inc. a nonprofit organization designed to promote environmental conservation, sustainable energy options, and “green collar” skills training through lighthouse preservation. Green Light Academy is made possible through a grant from the Connecticut State Department of Education, the 1772 Foundation,  and the generous support of private donors. For 2010, GLA is open to public high school students from Bridgeport, New Haven, Norwalk, Stratford, Fairfield, and Oxford.

The Green Light Academy (GLA) Is a four-week summer residential program for high school students (grades 10-12) that takes place on the college campus of Western State University In Danbury, Connecticut from Sunday, June 27th through Friday July 23rd, 2010. GLA students live In university housing, dine In the Westside Student Center, use WCSU’s classrooms,  conduct research in the libraries and computer labs, conduct experiments In the laboratories of WestConn’s new state-of-the-art Science Building, explore the Ives Nature Center, and enjoy the many playing fields, gymnasiums, and recreational facilities on both the midtown and westside campuses. Our faculty and guest speakers are experienced professors and certified teachers committed to engaging the learner through hands-on skill-buildling exercises. We believe that academic achievement Improves when students develop a new Interest and appreciation for science, technology, and sustainable energy by doing real-world “applied learning” lessons and hands-on activities.

Here is a great video summarizing our month-long program.  Images sometimes capture a program’s essence so much more effectively than words can . . .

googlereader.blogspot.com

This summer, I helped my daughter establish an email account.  We discussed the importance of password security and address security.  While sending an email to her teacher, she wanted to demonstrate that she knew how to type.  In fact, she was properly keyboarding with the fingers in traditional positions: asdf jkl;.  Most impressive.  I am glad to see that a skill I learned in 9th grade with Mr. Gargano in typing class, is now embedded within the 3rd grade curriculum.

What is interesting to me is that although we are teaching digital communication to students, we are not teaching world communication:  where are the languages?  While other countries teach their students English from a very early age, where are we in teaching Chinese, Hindi, Japanese, or even the classics like Spanish.  Seems when a child’s mind is most amenable to learning, we don’t systemically take advantage.

The following editorial appeared in the Waterville Times last week.  Apparently the author works in the schools in a professional support role.  I don’t know if I am more amazed with the low-quality writing or the fact that the paper printed it without editing.  In any event, this is an excellent example of how NOT to write.  This article could actually be used to teach editing:  i.e., what changes should be made to make it readable and understandable?  Good written communication skills are a necessity.

from Waterville Times

I recently came across a great YouTube video featuring Ken Robinson speaking about education and I find it thought provoking.  Although I think there are a few generalizations that are a bit over the top – his connections are very important.  His talk was overlayed with an interesting video “sketch.”  My favorite part is at time index: 7:42 where he talks about creativity.  I always wonder how much authority teachers are willing to “give up” to allow students to be truly independent and self-directed.  I certainly see strong examples in problem solving, but I think education, in general, is still weak in creativity.  As I continue to struggle with an operational definition for creativity, I like what Ken has to say about creativity:

I define creativity as the process of having original ideas that have value.

I am much more comfortable with my problem finding definition, which of course is a little longer:

Problem finding is the creative ability to define or identify a problem. The process involves consideration of alternative views or definitions of a problem that are generated and selected for further consideration. Problem finding requires individuals to set objectives, define purposes, decide what is interesting, and ultimately decide what they want to study.

If you have a little over 10 minutes, it’s well worth the watch:

I recently made a job change: I am now the Director of the Digital Arts and Sciences Academy in the Center for 21st Century Skills @ Education Connection.

I look forward to developing new and innovative blended learning programs in STEM and digital arts with an absolutely fabulous and creative staff.

New journeys ahead!

I facilitated a workshop several Saturdays ago for the Connecticut Science Fair.  The topic was:

Strategies for improving middle school science fair project quality.

The workshop was opened to students and teachers to learn about both the problem finding process.  I challenge the fold, quite frequently asking participants to challenge their own engrained biases to move students to a point where they value and understand the problem fnding process.

This workshop had an “interesting” participant:  an English teacher who felt that a special education student should be able to choose a project that would be deemed low quality by a panel of authentic judges.  This bothers me for several reasons.  The first, is because the teacher finds little to no value in the problem finding process. Problem finding is about exploring, questioning, and thinking to determine an idea and avoiding the hasty, non-invested, often irrelevant and value-lacking idea.  All students can learn about value by recognizing an authentic audience that would appreciate the student’s work.

Second, the teacher thinks that a special needs student is not capable of original, creative thought.  I also reject this idea with years of experience and many students who have challenged the fold to make a meaningful, relevant project.  Several of my identified (SpeEd or 504) students have developed and carried out projects that have been recognized at the NATIONAL level.  They are competing with some of the top students from around the world.  They have demonstrated that perhaps their learning style is different than some of their compatriots.  They learn in a different fashion, and when given the opportunity, shine masterfully.

We do any and all students a disservice when we classify or compartmentalize them based on perceived deficiencies.  We really need to recognize that every student, given motivation, appropriate scaffolding, and high quality mentorship can be successful

Matthew Housekeeper, who blogs at Soundbounder, recently posted about the season change on Long Island Sound.  I think there’s something to be said about the beauty and grandeur of nature along with the underlying biology that makes this beauty possible.

Matthew Housekeeper, Soundbounder

Here’s an excerpt:

November is lonely on the water. An occasional commercial boat is the only other vessel you may see. The shoreline in the distance seems deserted too. Gone are the crowds that flocked to these beaches just six weeks ago. Waterfront homes that overflowed with guests, look empty and silent. Their awnings and Adirondack chairs have been removed from the lawn. Only an occasional whiff from a fireplace tells you that someone is home. A lighthouse that seemed like a quaint image for artists and tourists in June, becomes a utilitarian navigation aid in November.

November is also a sad month on the water. No matter how enjoyable the time might be, you know the days are numbered. This year is no different, as my day is spent looking back in time, rather than forward. I think of my trip to the Thimble Islands, and a starry night anchored in West Harbor. Any sort of thought to suppress my approaching winter ashore. The seasons of the year have come full circle.

NPR’s Science Fridayhosted by Ira Flatow recently featured Dean Kamen, the founder of the FIRST Robotics Competition (no hyperlink provided, because it wasn’t earned).  He had some negative comments about the Science Fair experience.  Shame on him – he should be promoting and inspiring all students to pursue interests in science and engineering.  Organizations that support and provide opportunities for innovative students should all be rewarded, not classified as “boring.”  Have you ever been on the floor of a science fair?  It is abuzz with excitement – students that are inspired – adults that are mesmerized and impressed.  It is life-changing for some students.  Shame of Kamen for unilaterally stereotyping one of the most positive, far-reaching experiences for student innovators.

 I have offered to the Society for Science (the organization that publishes Science News, and sponsors the Intel International Science Fair and the Intel Science Talent Search) to write a position paper or publically speak as a teacher, educational researcher of the science fair process, and representative of a science fair organization (VP – CT Science Fair).

 Here’s the excerpt including the despicable comments:

Mr. KAMEN: Well, it’s funny that you mentioned that point, because as I said, we had we’ll have 50 regionals this coming year. We were all the way up to 46 regionals last year. And one of them, we put literally in the convention center in downtown Washington, specifically. Because we hoped now that we have teams competing from every state, we figured, certainly, all the senators and Congress people would want to show up and root on their teams, and see what’s going on, especially in something as important as this.

[A]lthough we invited 100 senators and, well over the 400 congressmen, nobody else [besides Jeanne Shaheen and Harry Reid] showed up. . . .

FLATOW: Well, do you not suspect that in this political environment, there’s an anti-intellectual bent, where the people don’t want to think that science is a good thing to know about?

Mr. KAMEN: You know, I hope I’m not that cynical. I think it’s not that. I think they many of them think it’s just too difficult and abstruse a subject to really understand. They don’t want to be embarrassed maybe by what they don’t know. I think it’s even simpler than that in some cases. They believe that that we invited them to see some kind of a boring, dull science fair where they’d have to read little charts and posters with, you know, words either from Latin roots in medicine or…

FLATOW: Mm-hmm.

Mr. KAMEN: …mathematical figures and terms that they didn’t really understand. And when we tell them, no, no. It’s nothing like that. It’s a sporting event. It’s so exciting. You bring the cheerleaders and the school bands and the fans, and you have a great time. Except instead of learning how to bounce the ball, these kids are learning how to think and solve difficult problems, and work on complex issues with big teams.

But until you go to the event, I think they dismiss it as, it must be a science fair. I won’t get much out of it. I won’t be able to comprehend it.

 Why does a science competition have to be made to be like a sporting event to be exciting?  I’m not so convinced of that.

Definition for theory:

From: wordnetweb.princeton.edu/perl/webwn

a well-substantiated explanation of some aspect of the natural world; an organized system of accepted knowledge that applies in a variety of circumstances to explain a specific set of phenomena; “theories can incorporate facts and laws and tested hypotheses”;

From: Merriam-Webster.com Merriam-Webster Dictionary: Theory in Science

a scientific theory comprises a collection of concepts, including abstractions of observable phenomena expressed as quantifiable properties, together with rules (called scientific laws) that express relationships between observations of such concepts. A scientific theory is constructed to conform to available empirical data about such observations, and is put forth as a principle or body of principles for explaining a class of phenomena

Some important theories in science:

• kinetic molecular theory
• evoluion theory
• theory of relativity
• plate techtonics theory

I often hear those who talk about proving a theory.  An inevitable contradiction because:

Prove is an absolute

I prefer:

• make plausible
• draw conclusions
• make inferences
• verify
• determine validity
• interpret
• confirm
• demonstrate
• provide evidence
• authenticate

Therefore, I really do not like reading about the word ‘prove,’ especially in student work.  How do we effectively inform students about theories, most importantly that they are NOT conjecture, but are unifying concepts supported by FACT?

from: uic.edu

One of the challenges in teaching is to keep students engaged throughout a class period. In science during a lab period, this is fairly straight-forward, as hands-on inquiry experiences tend to take more extended time.  However, when there is an extended period for which there is no lab activity planned, it is important to keep students engaged by varying the activities so students maintain high levels of active engagement.

from: gallerynucleus.com

In my biology class today, we were working on solving pedigrees – a clear problem solving, lateral thinking inquiry activity. 

However, solving pedigrees for an hour and a half is probably too much.  To keep students engaged, I read the third paragraph from Edgar Allen Poe’s The Fall of the House of Usher, [full text] which specifically discusses an inbreeding situation – gets kids attention, you can make a pedigree, and connects literature to science:

 Although, as boys, we had been even intimate associates, yet I really knew little of my friend. His reserve had been always excessive and habitual. I was aware, however, that his very ancient family had been noted, time out of mind, for a peculiar sensibility of temperament, displaying itself, through long ages, in many works of exalted art, and manifested, of late, in repeated deeds of munificent yet unobtrusive charity, as well as in a passionate devotion to the intricacies, perhaps even more than to the orthodox and easily recognisable beauties, of musical science. I had learned, too, the very remarkable fact, that the stem of the Usher race, all time-honored as it was, had put forth, at no period, any enduring branch ; in other words, that the entire family lay in the direct line of descent, and had always, with very trifling and very temporary variation, so lain. It was this deficiency, I considered, while running over in thought the perfect keeping of the character of the premises with the accredited character of the people, and while speculating upon the possible influence which the one, in the long lapse of centuries, might have exercised upon the other – it was this deficiency, perhaps, of collateral issue, and the consequent undeviating transmission, from sire to son, of the patrimony with the name, which had, at length, so identified the two as to merge the original title of the estate in the quaint and equivocal appellation of the “House of Usher” – an appellation which seemed to include, in the minds of the peasantry who used it, both the family and the family mansion.

We then continued with some additional problems, and later I showed a 4-minute video about Huntington’s Disease.  We paused and mapped the pedigree based on the speaker’s comments.  

I was attempting to access different learning style preferences to help students understand the concepts.  The period was over before the students and I realized.  We’ll see how well the skills have developed!