I explored the project titled \u201cWhat Impacts Global Climate Change\u201d, as while I do not teach science, I identified a potential connection to social studies as well.\u00a0 This project is an excellent opportunity for interdisciplinary exploration.\u00a0 While the majority of the project appears to be effective as is, I introduced the Maldives as a case study example of the potential consequences of rising sea levels.\u00a0 Ideally, students would be able to connect with the issue of global warming and rising sea levels through either the plight of the Bengal Tigers or the threat to humans.\u00a0 Most students should be able to make a connection to how their own lives would be impacted if water was encroaching on their living space.\u00a0 I also added a brainstorm question at the beginning of the fourth activity that asks the students to suggest ways they and their families can reduce their carbon footprint.\u00a0 After working through the remainder of activity four and activity five, students are asked the same question again.\u00a0 Student responses in both instances are entered anonymously in an effort to encourage students to be open and honest, and to build a collective set of options for the class.\u00a0 Additionally, students must submit their own response before being able to see their peers’ responses, so as to appeal to their actual personal thoughts, and not simply what they feel like everyone else is saying or expects.<\/p>\n
Using this WISE project with my grade 8\/9 class, I would begin with a graffiti style brainstorm in which students are presented with blank pages titled \u201cglobal warming\u201d, \u201cgreenhouse gas\u201d, and \u201chuman impact\u201d spread throughout the classroom.\u00a0 Students have a certain amount of time at each station to add any of their initial ideas to the brainstorming sheets.\u00a0 These initial brainstorms will help us organize what we already know, what we think we know, and what we want to find out.\u00a0 Students will then begin to work through the WISE modules at their own pace.\u00a0 This allows students to move more quickly or take more time as needed to further their personal understanding.\u00a0 At the end of each class, students will be given a sticky note on which to write a question about the concepts that they still want to learn more about.\u00a0 We will compile our ongoing questions on a class \u201cI Wonder\u201d board.\u00a0 These questions can be basic knowledge questions or deeper conceptual connection questions.\u00a0 We will take time as a class to revisit our questions on Wednesdays and Friday to see which questions students can provide answers or elaboration to and which questions require further inquiry.<\/p>\n
The weaving of varied feedback opportunities throughout both the online activity sequence and the oral discussions should work towards what Hattie and Temperley identify as the purpose of feedback \u2013 the reduction of discrepancies between current understandings and performance and a desired goal.\u00a0 The ongoing question board is one meaning of helping students to set goals and purpose for their inquiry.\u00a0 Since the questions are student-generated, they should also be connected to the interests of the students themselves, hopefully encouraging them to embrace the inquiry process both inside and outside of the classroom.\u00a0 As students work through their self-paced work, I am available to check in with students in sustained interactions to gauge their understanding and help address misconceptions.\u00a0 SKI principles are addressed through students needing to be able to rationalize their choices and explain their thinking process, addressing prerequisite knowledge gaps in small group and one-on-one support sessions, encouraging students to share their learning with one another to approach the class-generated questions, and striving to support the personal learning interests of the students.\u00a0 Ideally, I would like to follow up the WISE project with students applying their learning in the development of a personal action plan or community project to promote positive citizenship and real-life application of learning.<\/p>\n
<\/p>\n
Hattie, H. & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77<\/em>(1), 81-112.<\/p>\n Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87<\/em>(4), 517-538<\/p>\n Williams, M. Linn, M.C. Ammon, P. & Gearhart, M. (2004). Learning to teach inquiry science in a technology-based environment: A case study. Journal of Science Education and Technology, 13<\/em>(2), 189-206<\/p>\n","protected":false},"excerpt":{"rendered":" I explored the project titled \u201cWhat Impacts Global Climate Change\u201d, as while I do not teach science, I identified a potential connection to social studies as well.\u00a0 This project is an excellent opportunity for interdisciplinary exploration.\u00a0 While the majority of the project appears to be effective as is, I introduced the Maldives as a case […]<\/p>\n","protected":false},"author":47473,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669390],"tags":[],"class_list":["post-1502","post","type-post","status-publish","format-standard","hentry","category-b-ski"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1502","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/47473"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1502"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1502\/revisions"}],"predecessor-version":[{"id":1504,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1502\/revisions\/1504"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1502"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1502"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1502"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}