Use of Frameworks in Skills-Based Learning
During the 1990s, many science programs across the country replaced concepts-based learning with skills-based learning. Many teachers, however, have experienced difficulties in making the transition. Moreover, they have noted that some students do not seem to benefit from the skills-based learning. One reason for this is that in many skills-based courses, students are not given a conceptual framework in which they can situate the skills that the course emphasizes. Instead, many instructors are simply asking their students to practice the skills, without giving them the conceptual structures that give those skills meaning. In my experience, no matter how much students practice whatever skills, few are able to develop a clear conceptual matrix for those skills without significant guidance from the instructor. A direct approach to this problem means that the instructor first provides students with the scaffolding of concepts for each skill. In this essay, I describe an exercise that can be used to develop a framework for students to evaluate what they observe in their laboratory exercises.
During a course, I dedicate portions of several class meetings to the development of a conceptual framework for evaluating explanations of observations. A week in advance of each session, I distribute two questions that we will discuss in class the following week. In the next class meeting I divide students into small groups and brainstorm answers for about fifteen minutes. For the next ten minutes, I moderate as each group shares their ideas with the entire class and I record the consensus position derived from the views the groups have presented. As soon as is practical, I distribute a statement of this consensus position. In this way, in the minds of the students, the work of the session is extended over two or three weeks even though the session itself lasts for only part of a class meeting.
In each session, I pose two questions for discussion that address either one key issue that helps the students work towards the larger goal of creating a conceptual framework for explanation of observations. I don't reveal the goal to the students before they brainstorm because focusing on the goal itself may short-circuit their thinking in the crucial early stages of the process. The goals are arranged so that each session's work builds on the work of the previous session.
Goal of the first session: identify different types of explanation.
This paper will analyze the different theoretical issues pertaining to the modern juvenile court, determine their origin, and suggest a course of action for resolving these issues to the best extent possible. It is important to note, however, that the juvenile justice system alone cannot ever prevent all juvenile crime, respond perfectly to every situation or treat every suspect fairly. Furthermore, an effective antidote to modern juvenile crime would necessitate far broader action, addressing underlying social structure inequalities that breed poverty and social disorganization.
The teacher will then introduce the purpose of a main idea and supporting details to the class through a series of examples and present the students with an organizer to arrange their ideas. The teacher will then ask students to engage in think-pair-share, so that they can organize their main ideas and their supporting details.
...ooking to be eligible for addition money. Some political leaders are also supporting voucher programs to please constituents who are, by no fault of their own, looking for immediate solutions to the problems they face. However, our society must be careful not to "bandage" the problem, but instead to fix it.
This paper will discuss the history of the juvenile justice system and how it has come to be what it is today. When a juvenile offender commits a crime and is sentenced to jail or reform school, the offender goes to a separate jail or reforming place than an adult. It hasn’t always been this way. Until the early 1800’s juveniles were tried just like everyone else. Today, that is not the case. This paper will explain the reforms that have taken place within the criminal justice system that developed the juvenile justice system.
Therefore, all students will quickly learn to read the assigned work before class. At the beginning of every semester, Professor Murphy needs to state that a large portion of the students’ grades will come from discussion participation. She needs to keep a log of students who do respond with healthy (learned information) comments and at the end of the semester, those who did not participate will be graded as such. Due to the fact that Professor Murphy opts to lecture less and discuss more, she needs to take control of who responds and who does
Every year, hundreds of thousands of immigrants, legal and illegal, from around the world, come to the United States. These immigrants come because they want a chance at a better life; others are refugees, escaping persecution and civil wars in their home country. Many people believe the United States is the best place to go. There is more freedom, protection, and benefits, which seems like a good deal to immigrants. But the large number of immigration is affecting the current citizens of the United States. Taxpayers are forced to pay for the welfare and schooling for many of these immigrants, some who are illegal aliens. Some citizens believe that immigration can be hazardous to the environment. Others blame crime, poverty, and overpopulation on immigration. About sixty-eight million immigrants have been added to the United States since 1970, and it is estimated that 130 million people will be added over the next fifty years. The government has tried somewhat to restrict immigration but the laws are still too lenient. Nearly every other advanced country in the world is moving quickly towards stabilized population or has already achieved it. The United States is moving towards it very slowly. This country would have to reduce immigration down to 255,000 a year to do this (Beck 1). If nothing is done to stabilize the immigration to this country, what will become of population in the next decade? The population will continue to grow even faster - not due to births, but to massive immigration to this country. Immigration can become a serious problem to this country if the government does not produce stricter laws.
This quote by Edward Humes sums it up the best, “The fundamental question Juvenile Court was designed to ask - What's the best way to deal with this individual kid? - is often lost in the process, replaced by a point system that opens the door, or locks it, depending on the qualities of the crime, not the child.” (No Matter How Loud I shout, 1996, p. 325). The courts need to focus on what is best for the child and finding punishment that fits the child not the crime.
According to The Center for Information and Research on Civic Learning and Engagement (CIRCLE) there are five main reasons why young people don’t vote. The graph they presented uses census survey data from 2010 for citizens 18-24. The graph was broken down into two groups, those who are and are not in college. The first reason cited was being away from home or out of town, 23% of college students stated this and only 5% of people not in college stated this. 8% of college students said they forgot to vote, and over 12% of those not in college said they forgot to vote or send in a ballot. For students in college, 12% versus 19% of those not in college said that the reason they did not vote is because they were not interested or felt their vote did not count. Another reason for not voting was being too busy or stating that voting conflicted with work for 35% of college students and 30% of those not in colleges. Lastly “other reasons” to not vote was listed as the number one category in those not in college at 33% and 21% for those in college.
Class meetings allow students an opportunity to solve group issues as a class under the direction of the teacher. The students gather in a circle and each one shares their observations of the problem, but not “how the problem made them feel . . . (or their) ideas for solving it” (Crowe, 2009, p. 178). Once everyone has shared their observations, each student has the opportunity to share their feelings and solutions. If they do not have something to share or do not feel comfortable sharing their opinion they say pass. They must all agree to a solution or at least be able to live with it. This is a great way for me, a constructivist teacher, to guide students in finding solutions to
Juvenile delinquency is one of the major social issues in the United States today. Juvenile delinquency, also known as juvenile offending, is when “a violation of the law committed by a juvenile and not punishable by death or life imprisonment” (Merriam-webster.com). Although we have one justice system in America, the juvenile system differs from the adult juvenile system. Most juvenile delinquents range from as low as the age of seven to the age of seventeen. Once the delinquent or anyone turns the age of eighteen, they are considered an adult. Therefore, they are tried as an adult, in the justice system. There are many different reasons why a child would commit crime, such as mental and physical factors, home conditions, neighborhood environment and school conditions. In addition, there are a variety of effects that juvenile justice systems can either bad effects or good effects. Finally there are many different solutions that can reduce juvenile delinquency. As a result, juvenile delinquency is a major issue and the likeliness of it can be reduced. In order to reduce juvenile delinquency there has to be an understanding of the causes and the effects.
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach
I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html