I had the opportunity to spend this week in Montana and Wyoming through Montana State’s MSSE program, studying the biology of the thermal features in Yellowstone National Park. I met science teachers from various states and countries that are all working towards using this material in their classes, and I was happy to be a part of such a rich discussion of content and pedagogy.
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A few reflections as I read through Suzie Boss’s book “Bringing Innovation to School” (reflections that I think are fairly in line with what she’s saying so far, but applied to my particular setting in school and in my science classroom):
First, in order to TEACH and coach the ability to innovate (which has future potential in the world, for kids to be ready and willing to MAKE something, or to make things better), we have to BE innovative ourselves as teachers. This idea of teaching the importance of innovation strongly resonates with our school’s mission, in that we’re charged with preparing students to go out and “make a positive contribution to the world.” This is not a light charge, nor one that will be easy for some who are used to delivering information, used to doing things the way they’ve always done them. That’s not to say that ALL are doing that. How are we innovative? Many teachers are doing terrific things in their classrooms, asking students to come up with new ideas that have value (Ken Robinson’s definition of creativity), and to solve real world problems, and to demonstrate proficiency in various areas, by practicing and using skills in math, languages, writing, communication, and science. But, many teachers are comfortable simply delivering content. Sal Khan can deliver content, and his reach is MUCH wider than yours. Khan Academy provides an important role in the universe (because so many children on the planet have not previously had access to that kind of information), but if that’s the only thing that you’re doing as a teacher, you can be replaced by the Internet.
The only way to effectively teach what have been dubbed 21st Century Skills, we must innovate. We’ll also have to collaborate with colleagues. The only way to train students to do the things we want them to do, in the limited time that we have them, is going to be to come up with creative ways to check multiple skills of the list, preferably while checking off multiple disciplines as well.
What I like so far about the book is that she provides great examples of what’s going on in dynamic classrooms around the country, with teachers that are pushing the envelope in different disciplines, thinking big, and asking a lot of their students. She also presents how to APPLY these kinds of projects to your classroom, or to consider how you might do something similar.
Now with a bit of a an airport layover, I’m going to take in another chunk…
I just finished up a week in Montana and Wyoming with a group of ninth graders, studying the history of wolf reintroduction in Yellowstone, learning a bit more about the wildlife while we were here. We booked part of our program with the Yellowstone Association, the education arm of the park, and I would highly recommend them for educational groups or for any visitors looking for informative and helpful guides. They were like classroom/field trip teachers for three days; they got to know our students, and they really knew their stuff when it came to natural history, archaeology, geology, and ecology of the region. They also provided transportation in short tour vans, binoculars, and spotting scopes. As our students had been studying wolf reintroduction, the Association arranged for us to meet with two ranchers up in the Gardiner Valley, Martin Davis and Bruce Malcolm. The conversations with these gentlemen helped us all to gain some perspective on the complexity of the issues surrounding wolves, hunting, ranching, ecology, and economics; the students and teachers alike were moved by their equanimity, common sense, and insight. The ranching life is not one that too many of our students are familiar with, and it was eye opening for them (and me).
The week started out snowy and in the 20s, but got a bit warmer and sunnier each day. It is April in Northern Wyoming!
It was a pretty incredible trip.
My friend Nick posted this short video the other day on facebook, about his friend, photographer David McLain. Nick wrote, “Proud to work with David and call him a friend. If I post next week about quitting my job and taking more pictures, this is why.”
I repost it here for a few reasons, but mainly because I think it gets right to the essence of why McLain travels and why he’s a photographer, working, “trying to leave something beautiful.” It’s beautifully shot, and it also makes me want to take a trip back to Vietnam, soon.
When we teach, do we ever light a spark that ends up kindling some kind of desire to see the world, to capture images, to create, to follow passions, to tell stories? I hope so.
I just found this video/tutorial series from bozemanbiology as I was looking for a visual way to introduce cells, other than looking at the diagrams in the book (or using CellsAlive, which I also find incredibly useful). So we watched this video today in class with both my biology sections. Now, Andersen FLIES through this stuff, faster than kids can take notes on, but I think his explanations are really clear (and students can always watch the video again. That could be useful for them after they’ve learned more about organelles, as a way to tie it all together for review). I also love the podcast style and how he uses graphics and “smart pen” notes on the screen. It’s like listening to and watching Alton Brown explain animal cell structures. I’d like to make some of these tutorials myself, or have the kids make them to show what they know for assessments.
Paul Andersen is a high school biology teacher in Bozeman, MT, and he’s got a few hundred videos on his YouTube channel, most on topics on biology, but some in physics, chemistry, and scientific method. It’s like Khan Academy with more visual aids.