MSU-Wipro Final Reflection Paper - Updated

Angelica Tobias

December 12, 2014 

Final Reflection Paper of MSU-Wipro - Updated

 As we head into the end of the Fall Semester, I wish to thank MSU-Wipro again for this fantastic learning opportunity which is developing me into a reflective and innovative STEM educator and leader.  This reflection paper is the updated version of the first final reflection paper written in August.  This updated reflection paper now has 3 sections; the first section was a reflection on everything I learned the two weeks during our August face-to-face class, the second section was what I looked forward to and the plan I had for my future personal learning and professional development, and the new third section is a reflection of where my Dream It Project is headed and my learning up through December 6.  So, if you are completely new to my reflection paper, I suggest you start here, otherwise, go directly to the third section titled, Update December 2014!

What I Learned

I really enjoyed my two weeks of classes and not only learned new methods of teaching and learning but it also confirmed and challenged some of my current teaching and learning methods.  I learned best practices for STEM (Science, Technology, Engineering, and Math) teaching and learning through reading professional articles.  I learned that it is not just about the WHO, but the HOW and the WHY of learning.  I also learned that STEM teaching and learning is Collaborative and Communal,  Open Ended and Inquiry based, Uses Technology, Creative and Engaging Hands-On,, Authentic/Real World, Varied and Flexible, Rigorous, and Measurable.  I found that these qualities or attributes are woven together and they strengthen/ and enrich each other, sort of like different colorful threads are in a tapestry.   I also learned how to tackle students’ science misconceptions.  And I also learned that  teachers need to know their content for quality teaching.  The following is a more detailed reflection of my learning.

Best Practices - Professional Articles and the WHO, WHAT, and WHY

I know it might sound weird, but I really enjoyed the daily homework of professional readings.  When I applied to this MSU-Wipro fellowship, I commented in my application essay that, what my previous curriculums or professional development in STEM lacked were best practice methods of STEM teaching and learning.  It’s easy to train someone in a particular STEM curriculum or program because it is already developed and it comes in a package. I wanted to go deeper and learn the WHY of teaching and learning, especially how that plays out in the STEM field.  I learned what is best for student learning.  I learned what is best for teacher teaching and learning.  Knowing best practices helps teachers go from good to great.  These are the teachers that will be able to either take a packaged curriculum and add more depth to it  or they will be able to plan and create a lesson of their own for purposeful learning because they know the research based  best practices that impact learning.  My wanting to know the WHY of teaching and learning also is similar to the article, Relational Understanding and Instrumental Understanding, by Skemp, where he discusses the difference between instrumentally knowing the formula such as the Pythagorean Theorem vs. relationally understanding WHY the length of a hypotenuse of a triangle is equal to the sum of the squared lengths of the other two sides of a triangle.  Knowing the WHY will help teachers apply their teaching to new contexts.

A huge idea that teachers need to remember is the HOW, WHAT and WHY of learning.  Not only do we need to understand WHAT students need to learn (math, writing, reading, i.e. knowledge), we need to understand HOW students will learn (teaching)  and WHY they should learn it ( application of their knowledge to authentic and new contexts).  (Wilson and Peterson, 2006)

So what did I learn about how students learn and how teachers teach?

Communal and Collaborative

Learning is communal.  In the article, Theories of Learning and Teaching; What Do They Mean for Educators by Wilson and Peterson, they talk about learning as a social phenomenon.  “This cluster of theories dealing with the social aspects of learning is know by varying labels, including social constructivism, sociocultural theory or activity theory ” (Wilson & Peterson, p. 4).  In the article, What Is Learning and What Does It Look Like When It Doesn’t Go Well? by Shulman, he also talks about how “learning is most powerful when it becomes public and communal”.   I find this to be true in my own learning.  The daily professional readings were extremely interesting and I would download them to my iPad and highlight things that I found interesting or insightful by myself.  But then, as a cohort we would do a small and whole group discussion of what we read and our thoughts.  I found for me that reading articles once does not help me to internalize the material, but group discussions helped me to challenge my thinking and either question other comments or agree with them.  The group activities that we participated in were collaborative.  We were grouped first as a cohort of 25 (large group), a team of 5 (small group) and individually.  These groupings were important for our learning.  I found that I enjoyed the various ways we were grouped because it was varied and depending on the situation, it was helpful to learn as a whole group, small group or as an individual.  Our activities were mostly collaborative. The last 10 minutes of every day was devoted to individual reflections.

Teaching is also communal and collaborative.  Just as our students need to be challenged and tested in their learning and thinking, we as teachers need to be questioned on the WHY behind our lessons and teaching.  For us to become better teachers we need to participate in Professional Learning Communities (PLC’s) where we can collaborate or discuss our teaching.    MSU Urban STEM helped us to create our professional learning community by having us create a twitter and facebook MSUrbanSTEM group.  We were encouraged to tweet and post about our learning and experiences.  I had a twitter account before but not a facebook account.  It was slightly overwhelming at first trying to keep up with the tweets and posts but I do see the value in creating this PLC.  We have been able to share and exchange ideas.  One activity that really added value to my teaching was participating in   Collaborative Responses To Teaching Demonstrations or CRTD’s (Swanson and Mitchell).  This was where we were asked to select one of our best lessons and teach it to our small group for feedback.  It was a safe environment because of the pre established norms.  My colleagues observed my lesson and gave feedback on best practices observed, targeted standards and benchmarks, any extensions or modifications that could be made, and any questions that arose.  Again, this CRTD was to strengthen our PLC, for collaboration and to think deeply on our teaching to improve our craft.

Collaboration also encourages creativity as we will read about later.

Open Ended and Inquiry Based

For as long as I have been teaching, I have been taught that students learn when the activities are open ended and are based on inquiry.  “Inquiry is defined as a seeking for truth, information, or knowledge---seeking information by questioning.”^[1]  Inquiry is a natural method of learning when we are young;  Why is the sky blue?  Where do babies come from? and so on.  However, somewhere in school, our thirst to seek answers and knowledge dies because of our traditional schooling.  I see that in my own students.  My middle schoolers will not question my teaching.  In fact, sometimes I struggle to keep them interested.  However, this past year, I taught a weekly mini lesson to preschoolers on science and engineering.  We explored magnets and wondered why some things stuck to the magnets and some things didn’t.  We  played with snow inside our classroom and wondered why it was cold, where it came from and why it melted,  We rolled and pushed balls and wondered why some rolled faster than others down ramps.  We wondered and engineered how we could move a ball from one end of the room to a bucket on the other end using insulation piping.  They were enthralled!  I absolutely loved their questions and innate curiosity!  My lessons were open ended and I would pose some questions and let them explore which would lead to more questions on their end.  I looked forward to those weekly mini exploratory lessons! The reason that inquiry works is because of the constructivist theory, engagement, and the Teaching that Sticks article that uses the U in the  S.U.C.C.E.Ss formula where U stands for Unexpected where teachers pose a question to pique students’ interest.   Inquiry works because constructivists believe that students must build and make sense of their own understanding from experiences.  For the longest time, I didn’t truly believe that even though I was taught how to plan and create inquiry based lesson plans such as the 5E science lesson model (Engage, Explore, Explanation, Elaboration, and Evaluation).  Does inquiry based learning work for middle school?  Yes, it does but it needs to be engaging.  I found out that I really have to plan and use a strong Engagement hook and it has to be authentic and real world.   For me it was often hit or miss because of my lack of experience and also, I believe because of the deep rooted traditional way of learning that our students have been accustomed.

Hands On Learning

Another big component of good teaching is hands on learning because of the constructivist theory that students need to build their understanding.  It is naturally engaging.  This was demonstrated for us by the myriad of hands on activities that we worked on.  The moment we walked into our class on the first day, we were asked to go take a picture of ourselves with something that described us or we identified with.  This was a purposeful activity to get our mindset into a hands on learning environment and to model hands on learning.  During the past two weeks in class, we took pictures, posted, tweeted, built, disassembled, created, explored, performed improvisations, sang, laughed, but most of all learned.  Most of us in the cohort had never created a stop animation movie but when given the assignment, all of us successfully completed it. I personally love this type of hands on learning and my students do too.  I have had them drill, hammer, reverse engineer, and create many different projects.

Creative and Engaging

Effective teachers are also creative teachers.  In the article, Learning from Creative Teachers, by Mishra & Henriksen, they found that the eight teachers that were nominated for the National Teacher of the Year award all used creative teaching in their practice and worked on cultivating a creative mind-set.  Reading the articles on creativity was comforting because I tend to believe that I am a creative person and have seen examples of how my students have responded to some of my creative lessons.  One year when I was teaching a split class of  bilingual 3rd and 4th graders whom most were born outside the United States.  I took every holiday as an opportunity to teach them about different traditions or cultures.  We learned about St. Patricks Day and none of them had ever eaten a traditional Irish meal of Corned Beef, so I brought in my crockpot and cooked the corned beef during the school day.  It has a smashing success!  Throughout the day,  my students would come up to peer through the glass cover to check the progress.  Soon the delicious smell of corned beef wafted through the air!  I sliced up the corn beef and served it to my students on sour dough bread.  Wow!  They raved about how it was the best meat they had ever tasted!  I believe it was because it was a creative way for them to connect with their learning and impacted them greatly.

Again, here the creativity thread is woven into the same fabric along with the collaborative, hands on, engaging, and real-world learning threads.  I also tend towards a creative mind-set in where I literally see engineering everywhere!  My own children laugh at me because I can take anything and relate it to engineering. They will throw out a bottle or empty package into the garbage and I will fish it out because of the cool engineering packaging design or the different materials, which I can use for engineering projects.  I literally have a vial of biosolids or “dehydrated poop” on my kitchen counter because it is a cool example of using the engineering process to solve a problem where poop is converted into biosolids for fertilization.

I always used my outside interests of cooking in my teaching, whether it was cooking corned beef when learning about St. Patricks Day, or baking butter cookies when learning about scale factors for math, or making S’mores when learning how to read informational text for literacy or making hand churned butter during science.  I never knew that connecting interests with teaching and linking lessons to real world learning is what Mishra and Hendriksen listed as two of five guideposts for creative teaching, but it felt good to know that I was doing something right!

Another method of creative teaching is improvisation which I learned in my MSU-Wipro fellowship cohort.  We read the article, Creative Teaching: Collaborative Discussion as Disciplined Improvisation, by R. Keith Sawyer, which talked that improvisation …..  This idea was important enough for the MSU Urban STEM to bring a Second City Improvisational teacher to help us work on improvisation.  I must admit that I initially balked at the idea and thought it was a waste of time.  I thought the group was running out of things to teach and was using Second City as a fluff filler for time.  However, spending half the day with Second City and learning improvisational exercises made me see how this can be used to encourage creativity in students.  Not only were we being creative but we were having tons of fun in the process!   My thinking of “fluff filler” was challenged and made me see the usefulness in teaching!

21st Century Skills and TPACK

There were a couple of articles about how everyone talks about 21st Century Skills and how students need to be competent in these for them to succeed.  I am guilty of this too when I talk to my students and tell them they need to not only know their content, but they also need to be able to innovate and communicate in order fo them to be successful.  The article, What Knowledge is of Most Worth: Teacher Knowledge for 21st Century Learning, by Kereluik, Mishra, Fahnnoe, and Terry analyzed 15 separate 21st century frameworks and synthesized it into one basic framework with 3 broad categories that they found were common in all.  The 3 categories were Foundational Knowledge (to know), Meta Knowledge (to act), and Humanistic Knowledge (to value).  The first time I read this article, I was confused and didn’t understand.  I had to reread it and then reread it again.  It clicked (somewhat) after the third read.  I probably have to reread it again another time for it to sink in.

We learned that technology is a tool that is used for teaching and learning.  

Rigorous and Measurable

Research has found that for students to learn, teachers need to know their content  Being creative, engaging and hands on will not help students learn unless we are competent in our discipline.  Knowing the content is one part in the TPACK framework. Having Technology, and Pedagogy Knowledge without Content Knowledge is useless. Once teachers know their content, we need to dive deep and have our students use the higher order thinking skills that will help them apply their knowledge in different contexts.  Our teaching has to be rigorous instead of just covering the facts and basics of a wide variety of curriculum.  I feel bad but I was SO guilty of that this past semester! I was pulled from engineering to teach 8th grade math for the last semester and because the NWEA assessment was scheduled in May and I only had a few weeks until then and my students hadn’t covered geometry or transformations or volume yet, I raced against time cramming all the material before the assessment.  In my thinking, because it was a high stakes standardized assessment which was going to determine whether they passed 8th grade and determined their math placement, I wanted them to at least have some exposure to the math content and vocabulary before taking the NWEA MAP assessment.  I knew that they were not going to remember the formulas or understand the WHY or be able to apply their knowledge in a different context but unfortunately the sad assessment monster pulled me into the the dark side.  Please don’t call the Best Practices Police!

Good teaching is measurable.  We should be able to assess our students to measure what they learned.  We should be measuring not if they can regurgitate facts or formulas but whether they can take their knowledge and sythesize it and apply it to new contexts.  However, as mentioned above, the high stakes assessment monster gets in the way.  As teachers though, we can plan how to assess and measure critical thinking and higher order skills either with formative or summative assessments.  

Understanding Students and their (Science) Misconceptions

Effective teachers understand their students and are able to predict where their students will struggle.  Effective teachers also need to uncover their students misconceptions and address them. I read some articles on this and I know that this is my weakness.  I had an experience this past year with some preschoolers’ misconceptions and I didn’t know how to address it.  I brought in some worms for my weekly science mini-lesson and we were studying them with magnifying glasses.  A couple of them said that worms were baby snakes!  I knew that telling them that they were wrong and correcting them was not the way because of the constructivist theory but I didn’t know what I needed to do.  Definitely a bad teaching moment and an opportunity lost!

Looking Forward

As I start to think and plan what the next six months of my learning will look like, I have many questions but I don’t have a whole lot of answers.  Two weeks ago after we completed our face-to-face time, my future learning and professional development was vague and it continues to be vague.  I am caught in this terrifying debilitating fear that I won’t plan my learning correctly and it will be a colossal failure on my part!  However, just like I told my daughter who just graduated from college and is having a difficult time moving forward to finding that “right” job, or quite frankly, any job right now, the hardest step is the first one, and if you find that after a while it’s leading you down a path that you don’t like, you have the power to adjust and change course.  So, with that in mind, here is the beginning of my professional learning journey.

 I have the foundation of what is best learning and teaching because of the professional articles we read.  I have printed all the required readings and have placed them all in my STEM leadership binder to refer to during my learning journey  The key topics that I want to develop are:

1.  STEM lesson planning - Develop my lesson planning skills using inquiry model designs.

2.  STEM leadership within my school community - Work on teaching and leading my school community

3.  STEM leadership outside my school community - Work on developing a leadership presence outside my school community

4.  Creation of or involvement with my district’s STEM PLC with an emphasis on engineering - Develop a stronger networking professional learning community that I can use for guidance and support

STEM Lesson Planning

I would like to develop my lesson planning skills using best practice teaching like using an inquiry model approach like the 5E inquiry model.  This will help me to support my fellow teachers since I will be the science and engineering coach this year and it will also help me when I go back to the classroom as a teacher.  I would like to develop these skills across the K-8 grade levels.  

Resources - Because of the recent adoption of the Next Generation Science Standards (NGSS), I will use the resources from NGSS such as their website, www.nextgenscience.org which has the standards and the the K-12 Science Education Framework online.  I also will use the hard copy books of the NGSS Standards and the K-12 Science Education Framework.  I have already started looking through these books.  I will reference them when I am planning my lessons.  I will also use the CPS Science Framework that our district wants us to use.  A copy can be downloaded at the Knowledge Center (kc.cps.edu). I will review the best practices for inquiry based science learning by using the National Science Teacher’s Association Learning Center (www.learningcenter.nsta.org).  They have the 5E Learning Cycle model.

STEM Leadership within School Community

Since I will be the Science and Engineering Coach this year, I will be giving support and leading my fellow teachers in science and engineering.  I will be meeting one grade level every week to instruct them on best science and engineering practices, helping them plan their lessons, and modeling instruction.  I also will be going into their classrooms to help co-teach if necessary and make observations to improve instruction.  Since this is my first time as a coach, I am a little nervous because I need professional development as a STEM leader.  

Resources - I will be using the NGSS website, www.nextgenscience.org to help guide our instruction.  This year CPS would like schools to become familiar with the science and engineering practices, so I will be referencing the website and their respective NGSS Standards and K-12 Science Education Framework.  I plan to use the NSTA website to research leadership webinars and also surf the internet to find promising STEM leadership sites.  For science journal development, I will use the website, www.sciencenotebooks.org.  I also will use my MSU Urban STEM cohort network by asking them for suggestions of professional readings.  I will also ask my MSU Urban STEM instructors for books or leads on how to develop my STEM leadership.  I will ask my MSU instructors and cohort for suggestions.  THis is all vague for me but I will research on different metrics or rubrics that I can use to measure my STEM leadership growth.  I also am a member of the NGSS Collaborative between CPS and DePaul and I plan on reaching out to them more.  Currently, they are helping us plan a science PD but I would like to use them for STEM leadership with in my school community.  

Besides my fellow teachers, I would also like to develop my STEM leadership with students and parents.  I would like to do this by creating a Camras Science and Engineering website where I will have science and engineering information and resources.  My goal is to have a website in both English and Spanish because we serve a large group of Spanish speakers.

To develop my STEM leadership within my school community, I will organize at least two STEM family nights for parents and students.  The first one will be scheduled in the first semester, preferably in the first quarter to introduce parents and teachers to STEM and the second one will be in the second semester.  I will again use my MSU Urban instructors and cohort for ideas and any tips.  I will also use the internet to research ideas on how to organize STEM family nights.

STEM Leadership Outside School Community

I want to develop my STEM leadership outside my school community at the district level.  For starters, I just was invited to present at the 26th Annual CFE Teachers as Learners and Leaders workshop which I accepted  I will be presenting my small grant project.  I am excited because I will get to grow as a presenter and a leader.  As a MSU Urban STEM cohort, I am expected to present as well.  I don’t remember where, but this will also give me another opportunity to develop my STEM leadership outside my school community.  Another way to develop my STEM leadership is to join professional associations.  I am already a member of the American Society of Engineering Educators (ASEE) but I would like to join a science association like NSTA.  The newsletters whether online or in publications such as magazines will help me to stay informed with up to date news or information.

Resources - One of my resources will be the CFE Presenters Orientation Workshop where I will observe a mock presentation and begin to develop my presentation ideas.  To develop my STEM leadership for my MSU Urban presentation, I will be getting input from my MSU cohort and instructors.  I will also go online to the NSTA learning center website (www.learningcenter.nsta.org) and Youtube and  Schooltube to find presentation techniques.  I currently get a weekly e-mail newsletter from ASEE which i will use as a resource.

STEM PLC Involvement

Since I don’t have any STEM plc that I belong to in my CPS ditrict, I  want to either join my district’s STEM PLC with an emphasis on engineering.  I know our principal is looking for a STEM plc for us to join.  The purpose for joining a STEM plc will be to network, be a partner with other STEM schools and to represent our school.  I know that I have already talked to one of my fellow cohorts, Tasha   I had asked her if she was involved in a STEM network and she wasn’t.  We both expressed an interest in either joining a current STEM network or starting one up.  Anna, is another cohort who will be starting an engineering curriculum in her school and we also have started networking and exchanging ideas, so Anna is another one that can be a member in our STEM network!  

I need to go back in a couple of days to review my plan for my future learning because I feel that it is not strong enough.  For me, I have to reflect and then reflect some more so I can get closer to the mark.  RIght now it is very broad and vague.

Update - December 2014

I have been very disappointed in the direction that my Dream It Project has taken.  It had been going in to  a deadly downward spiral, and I had to apply my engineering design process and go through the Improve step.  As mentioned in the First round of Implementation, I have modified the direction of my original Dream It vision.  Instead of showing that engineering is cross curricular, my 1st step vision is to build the science capacity of my teachers.  My long term vision that will take more than the first year, will be to have STEM integration across all disciplines and build the science and engineering capacity  of every teacher so that they can be a STEM teacher and our school be truly a STEM school, specifically an engineering school.

My professional learning plan has been going much better than my Dream It Project.  I have really been able grow professionally inside and outside of my school community and with my district’s STEM PLC.  I am very pleased with the progress of my professional learning and that it is headed in the right direction!

Our school has seven priority teams and each priority team is focused on one part of our school’s working plan goals (literacy, math, science, attendance, EL, diverse learners, and climate & culture).  I am the lead teacher of our Science Priority Team -- we jokingly call ourselves the “SPiT Team” for its acronym!  We have started to address the science goals of our school’s working plan.  I led our science priority team to run teacher professional development on teaching science, understanding the science and engineering practices and the use of science notebooks. It was positively received.  We also planned and led a science spooky STEM family night where families explored hands-on activities connected to STEM.  It was a “howling” good time”!  I have also been meeting with my targeted teachers for coaching and lesson planning.

Outside of my school community, I have joined the NGSS Collaborative.  It is a partnership between CPS, Depaul University, Loyola, University of Chicago and the Big Shoulders Fund.  This PLC has really helped me to grow in my understanding of the NGSS and specifically in the Science and  Engineering Practices.  I have used this learning to move my school toward my vision of it being a STEM school.

Within the district, I have joined the Office of College and Careers STEM Specialist PLC. They have graciously allowed our school to attend their meetings.  Our technology teacher/tech coordinator and myself, as the science & engineering coach have started attending meetings late this year.  The group is made up of welcoming schools who have been turned into STEM schools.  They are being given training and a new STEM lab, called Innovation Labs. We will not be given labs or the curriculum, but we are determining if we can bring this program to our school via grants.

Conclusion

In conclusion,  my summer class was a great two weeks of learning about student learning and teacher instruction and learning.  As I reflected on my learning, I realized that teaching is a complex art and cyclical in nature.  It is similar to the engineering design process where we ask, imagine, plan create and improve except in teaching we are applying this human engineering design process to our students.  We need to ask ourselves what do our students need to learn, then we need to imagine the different pedagogical ways to best accomplish this task and then plan our lessons using best practices, then create or deliver our teaching and then analyze the data and assessments to improve our teaching and start all over again!

Our MSU-Wipro fellows travelled to Michigan the weekend of December 6 and 7 for an instructional day and to visit the MSU campus.  It was an amazing time!  It really inspired my vision for my school.  I really felt supported and I was re-energized to continue with my journey in my Dream It project.  I was disappointed with my original Dream It project, but I am starting to embrace that “failure is an option” and that revising is important for our final success.  My vision of having a true STEM and Engineering school with STEM teachers excites me and having that support from MSU Urban STEM is the fuel that propels me forward in my journey!

References:

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