How we use digital literacy in the classroom
Writing in Science class serves more than one purpose. In addition to increasing student fluency levels, writing is a useful tool in formative assessment. Additionally, a well-composed, open-ended question addressed to students serves as a tool for revealing misconceptions. Finding and dispelling misconceptions by addressing them and re-teaching concepts properly is a major facet of science learning. The AAAS Assessment site lists assessment questions by topic and includes a catalog of misconceptions.
Being disappointed with the few resources available to 6th grade teachers about common misconceptions, I decided to seek them out genuinely. Using Edmodo in our classroom helps me to discover the misconceptions in my students' understanding quickly. I ask a two-part question relating to our topic of study that week. Students are to respond in 2-4 sentences to the prompt, by posting a reply in our class page. The question first asks for a personal experience related to the subject, then, the students must give a scientific explanation for the process they experienced/witnessed. In doing this, I can get to know my students while seeing where many of them get tripped up. I tally amounts and types of errors I see in their responses (i.e. confusing wind with wind resistance or gravity) and address those responses in the following class, usually on a Monday as a recap of their past week's work.
Another platform we used was the Google form. This also worked well, but we found that the Edmodo platform provided more motivation to students, as at this age they were excited to have the privilege to use a form of interactive social media. Edmodo does require a bit of monitoring, and after a full quarter pilot run, I do think it would be more of a platform for G/T students only. With 6th graders it is quite tricky and I do feel that it is worth a try for high school students to try Edmodo as well!
Digital Scaffolding and Differentiation are necessary. Scaffolding comes into play as students pick up digital skills at different rates. Edmodo use must be Digital Scaffolded through:
Being disappointed with the few resources available to 6th grade teachers about common misconceptions, I decided to seek them out genuinely. Using Edmodo in our classroom helps me to discover the misconceptions in my students' understanding quickly. I ask a two-part question relating to our topic of study that week. Students are to respond in 2-4 sentences to the prompt, by posting a reply in our class page. The question first asks for a personal experience related to the subject, then, the students must give a scientific explanation for the process they experienced/witnessed. In doing this, I can get to know my students while seeing where many of them get tripped up. I tally amounts and types of errors I see in their responses (i.e. confusing wind with wind resistance or gravity) and address those responses in the following class, usually on a Monday as a recap of their past week's work.
Another platform we used was the Google form. This also worked well, but we found that the Edmodo platform provided more motivation to students, as at this age they were excited to have the privilege to use a form of interactive social media. Edmodo does require a bit of monitoring, and after a full quarter pilot run, I do think it would be more of a platform for G/T students only. With 6th graders it is quite tricky and I do feel that it is worth a try for high school students to try Edmodo as well!
Digital Scaffolding and Differentiation are necessary. Scaffolding comes into play as students pick up digital skills at different rates. Edmodo use must be Digital Scaffolded through:
- Use of direct instruction - proper use should be modeled. Logging in should be modeled. It would also be helpful to provide in-class practice time with logging in and using the account and personal classpage features. This especially pays off with the younger grades!
- Use of monitoring the site - students need to know that you are reading their responses. Frequent, specific posts are needed. Additionally, a policy must be put into place to ward of inappropriate behaviors. Posting should be linked to a student's grade based on content as well as digital etiquette and appropriateness. A 1 warning with grade deduction, second time privilege removal is often what it takes.
- Scaffolding content - the questions should start simple. With the first question [Air Pressure] I even asked "How do you like answering questions using Edmodo?" as part of the assignment. I was very happy with the responses I received. After I saw their enthusiasm, I moved on with harder and more detailed questions. Sometimes, the broader questions are more useful anyways, because they quickly reveal student errors and misconceptions.
- Not all students will be allowed to use social media apps for education.
- Not all students are allowed to use the internet.
- Keep these in mind and have alternatives, such as an online form submission option and a paper copy available. For my 140 6th graders, I needed to provide about 7 hard copies to students. These also worked well and formed a psuedo-science-journal. Although this option is not digital, it helps certain students succeed.
Writing Prompts Log
Quarter 1 Weather
# 1 - Air Pressure: Think of a time you either felt a change in air pressure or saw the effects of changing air pressure on an object. How did you feel/what did you see? How did the air pressure change? How did this cause what you saw or felt? How do you like answering questions using Edmodo?
# 2 - Winds: Remember a time when you experienced high-speed winds. Where were you and what was it like? Why can winds vary in speed?
# 3 - Cloud Biography: Choose 1 type of cloud we are learning about this week. Please tell me your name. How were you formed? What weather will you bring? What is your cloud personality like?
# 4 - Dew: Think of a time when you saw condensation on a surface…did it surprise you? What was the surface made of and what was the air around it like? Why did the condensation occur the way it did (use scientific terms such as temperature, humidity, dew point in your response).
Quarter 2 Geology
# 1 - You are the rock version of yourself (…or any character you want to be if you’d prefer to make up a story)! Are you igneous, metamorphic, or sedimentary? What was the major process that made you the rock that you are today? Now get creative – what was it was like to go through that major change (were you under a lot of pressure? Did you travel the world? Was there a major meltdown and cooling event)?
# 1 - Air Pressure: Think of a time you either felt a change in air pressure or saw the effects of changing air pressure on an object. How did you feel/what did you see? How did the air pressure change? How did this cause what you saw or felt? How do you like answering questions using Edmodo?
# 2 - Winds: Remember a time when you experienced high-speed winds. Where were you and what was it like? Why can winds vary in speed?
# 3 - Cloud Biography: Choose 1 type of cloud we are learning about this week. Please tell me your name. How were you formed? What weather will you bring? What is your cloud personality like?
# 4 - Dew: Think of a time when you saw condensation on a surface…did it surprise you? What was the surface made of and what was the air around it like? Why did the condensation occur the way it did (use scientific terms such as temperature, humidity, dew point in your response).
Quarter 2 Geology
# 1 - You are the rock version of yourself (…or any character you want to be if you’d prefer to make up a story)! Are you igneous, metamorphic, or sedimentary? What was the major process that made you the rock that you are today? Now get creative – what was it was like to go through that major change (were you under a lot of pressure? Did you travel the world? Was there a major meltdown and cooling event)?
~ In Digital News ~
As stated in our Reading Resources section, under current events, NASA is creating a brand new app to discover the changing face of the Earth. This app allows you to see before and after pictures of various critical habitats on Earth.
Mr. Parr, the famous musical educator has released a new single! Radiation, Conduction, Convection Song was released to Youtube on December 3, 2013
Mr. Parr, the famous musical educator has released a new single! Radiation, Conduction, Convection Song was released to Youtube on December 3, 2013