EDUC 614: SUMMATIVE VIDEO ANALYSIS

This summative video assessment looks at the methods employed by a middle school Science teacher. Suggestions are made regarding this lesson on FORCE in relation to the Virginia Standards of Learning and The National Academy of Sciences. Some other, more effective, methods of instruction are recommended.

What an interesting concept to watch! I am the parent of a middle school child and I do not get to experience the school day with my son. In addition, I have never taught middle school. Very informative and I learned about Bernoullis Law too. This video was far more interactive than the first video. The students were engaged for almost 10 full minutes. Students had some hands-on exploration instead of just an assignment, and were asked questions about the material. There was still too much teacher talking, but this video was more learner-centered. DESCRIPTION Classroom setting The classroom setting is an urban middle school Science class. The class is divided into several collaborative groups of four. I do not know what the learning needs, styles, or intelligences are of any of the students. Student demographics The demographics of the classroom are bicultural, and are mostly evenly divided by sex. The classroom of about 19 is mostly African-American. There are three Caucasian students; one girl and two boys. Lesson content and standards based teaching Standards The National Academy of Sciences recommends teaching FORCE as part of their physical science strand for 5-8. The concepts in physical science are part of a larger objective they have where they ask teachers to connect Science education with the natural world. They see Science not just as content but also as a lens for students to learn their own personal and social place of relevance within the content. Most striking for our Science teacher Scott is their statement online that says, Using the standards with traditional teaching and assessment strategies defeats the intentions of the National Science Education Standards. Assessment and teaching must evolve along with the content. The National Academy of Sciences wants more depth of study that is inquiry based and wants to see groups of students working, collaborating and vocalizing their processes. The Virginia Standards of Learning underscore that students should study the concept strand of FORCE starting in K-5. After fifth grade it is expected that students study FORCE as part of a physics/physical science curriculum. There are several Virginia Middle School standards that are applicable here under various subheads:

Force, Motion, and Energy 6.2 The student will investigate and understand basic sources of energy, their origins,

Physical Science PS.10 The student will investigate and understand scientific principles and technological applications of

Physics PH.7 The student will investigate and understand properties of fluids. Key concepts include:

transformations, and uses. Key concepts include: a) potential and kinetic energy; b) the role of the sun in the formation of most energy sources on Earth; c) nonrenewable energy sources (fossil fuels including petroleum, natural gas, and coal); d) renewable energy sources (wood, wind, hydro, geothermal, tidal, and solar); and e) energy transformations (heat/light to mechanical, chemical, and electrical energy).

work, force, and motion. Key concepts include: a) speed, velocity, and acceleration; b) Newtons laws of motion; c) work, force, mechanical advantage, efficiency, and power; and d) applications (simple machines, compound machines, powered vehicles, rockets, and restraining devices).

a) density and pressure; b) variation of pressure with depth; c) Archimedes principle of buoyancy; d) Pascals principle; e) fluids in motion; and f) Bernoullis principle.

Our teacher, Scott, lays out his objectives while teaching the lesson. They are: objects move in the direction of greatest force, force is a push or a pull, and Bernoullis Law. Unfortunately, there are few students in the class that could have outlined these objectives if asked. So, his lesson is standards based but unfortunately, the students in his class are asked questions so basic within Blooms Taxonomy that they may not be able to apply this knowledge later. This is contrary to the overarching objectives laid-out by Virginia and The National Academy of Sciences. Assessment Its unclear what assessment he wants to use here since only he knows the objectives of the lesson during the lesson. Most of the assessment used is verbal and based on factual knowledge. Based on the questions and dialogue he was trying to solicit it would appear that an advanced organizer may have been in order for this teacher. If recall is what he wants this lesson to be about, then an advanced organizer would provide the students with a road map of vocabulary for this lesson (DellOlio & Donk, 2007). There is little evidence of differentiated assessment based on student demographics and lesson content. Activities The experiments that are utilized in this video are useful and the information from the first experiment with one piece of paper is used to gather information through the next two experiments. Each of the experiments is built on the last and there was a puzzlement in each experiment that enabled the teacher to lead a discussion about: wind, gravity, force also as pushing up, and how things do not move without force. This was achieved by students applying the force of wind in each experiment. The teacher was able to use the whiteboard (his technology) to diagram all three experiments. All three diagrams had examples labeled A or B where the teacher was then able to solicit responses around which force was stronger. The concluding emphasis was that force that went in the opposite direction of the wind being greater. This was his example of Bernoullis Law and was the crescendo of his lesson.

T-chart

Positives Nice beginning and review with reference to past material. Teacher seems to be engaging the students in the content. Tries to engage prior knowledge.

Teacher is asking students questions to encourage students to synthesize material.

Uses experiments.

Uses the board effectively by diagramming concepts. Labels all three examples A or B and stars the forces at work. Asks students if they see a relationship. Moves around the room and uses proximity to check student attention, and encourage engagement. Calls on many students from around the room.

Negatives Association of material to real life ended there. No broader context for the material is mentioned. Short wait time for answers. No collaboration with partners at the tables. Could have used other methods such as: concept attainment, and inductive thinking through an inquiry-oriented lens to engage prior knowledge. For specifics see ANALYSIS below. Questions are mostly of a REMEMBER and UNDERSTAND. There is no APPLY, ANALYZE, EVALUATE, OR CREATE until the end of the lesson so that the teacher could finally introduce the concept of Bernoullis Law. This was after minute 12:00 where he said, everybody pay attention! It was too late. Methods that could have been used later to sum up the lesson could have included: synectics, and jigsaw through an inquiry-oriented lens. Begins experiments four minutes in and they are not done in context. Students are told to do the experiments with no idea why. This would have been more effective if students were doing their own diagramming and discussing their thinking process in the groups. Pushes and pulls on Alonzos (African-American boy) and Tallies (African-American girl) chairs. This could be seen as challenging/intimidating within some cultures. Hands off! Too teacher directed. Realizes only at end that students to his left have had their view blocked the whole time by a skeleton. Uses positive verbal strokes with girls such as perfect, but little positive strokes to boys. Explains concept at the end. He could have used synectics here and then a jigsaw method to wrap up, lets say, a week or two on FORCE that included Bernoulli and Newton.

Calls on both boys and girls. Specifies and names concept within the lesson after explaining why the experiments seem counterintuitive.

ANALYSIS

This lesson was rich in content, and had tremendous potential. The teacher obvious knew his material. This knowledge could be used to make this unit meaningful and relevant to the learners lives. I have several subheadings that give more specific recommendations. Technology that could have been utilized: There are so many different teaching methods that can be utilized in a unit of this scope. Here is a far more interactive Science lesson with Middle School students learning about chemical composition: http://www.youtube.com/watch?v=g6NmegdUK-I

Here are some videos that could have been used for a lesson or unit on FORCE: http://www.youtube.com/watch?v=odGx5JajnHU

(Forces and motion sing the blues) http://www.youtube.com/watch?v=Ydf2f0RxQZw (Here is a way to show force and gravity with Ks where they can test their hypothesis) http://www.youtube.com/watch?v=O8qCA2mZvVI

(A video created by middle school students for middle school studentsabout Bernoullis Law) http://www.youtube.com/watch?v=A_45c7tLOdg http://www.youtube.com/watch?v=lZ2kQzt6xOs&feature=related

(Videos that could be used in a flipped classroom modelbasic lectures on force) http://www.youtube.com/watch?v=iCqm5uxc2dE

(A video that extends the concept towards a broader unit on forces and work---perhaps) http://www.youtube.com/watch?v=wHgMGktPtqo

[A video that explains FORCE in the context of Sir Issac Newton and his lawswould fit well into the Parallel Curriculum Model in regards to The Curriculum of Identity Parallel (Tomlinson, et al., 2009.)]

Alternative teaching methods that could be used:

SEE TABLE

Lesson beginning This lesson should be part of a unit that allows the use of many different methods within this lesson. One, using a concept attainment method these students can do research at home and learn to take notes on that research. Then, these students can compare and contrast exemplars the next day in the lesson. Many of the videos listed above would address some of the basics that the students should know. They could use the videos as exemplars the next day to work within their groups. For example, each group could use one of the experiments used in this video or many of the videos listed above as exemplars of FORCE or Bernoullis Law, or Newtons Three Laws (DellOlio & Donk, 2007). Use of concept attainment at the beginning of the class period would allow the students to move beyond the level of factual knowledge and lead them to conceptual, procedural, and metacognitive knowledge as they begin to make meaning (Krathwohl, 2002). This allows students to discover content and develop critical thinking skills (DellOlio & Donk, 2007). Testing and affirming hypothesis within concept attainment is very much in line with the standards and the scientific process in general. Or, the teacher can have the students arrive in class not prepared with their own exemplars. Bernoullis Law in conducive to concept attainment due to the experiments that the teacher chose. This Law is not a concept that makes sense on its face. There were many quizzical looks in the video and thats great! Specifically, the teacher here does not seem to want to reveal the concept in advance. That is alright but he must provide more scaffolding to the learners as they go through this inductive process with him as he provides the exemplars possibly by doing the experiments first instead of comparing the three experiments at the end (Boulware & Crow, 2008). He seems to be trying to do some type of concept attainment but his timing is off. This is where he could have used the advanced organizers mentioned under assessment. Formative assessment should be done now before moving on. Two, using the inductive model, these students can use their research within their premade journals to cross-categorize in small groups prior to the teacher beginning their direct instruction on Bernoullis Law or FORCE in general. Jensen (2005) would call this prewiring, and would get the students primed for new material. The inductive model can be utilized by the teacher and the students to observe the data they are collecting and begin to see patterns and relationships (DellOlio & Donk, 2007). This is a more effective way of creating conceptual knowledge and building on prior knowledge. Also, this model allows for building on conceptual knowledge of students within the unit of study (Krathwohl, 2002). Scott would no longer be leading the discussion. He is welcome to introduce new material but he may not need to do much if the students have already done outside research. It would be difficult to have

a study print to initiate this lesson within the inductive model but the experiments would certainly provide ample opportunities to begin inquiry into why the papers dont push apart and the Ping-Pong ball doesnt fall out of the funnel. Students would then be able to conclude the inductive process by examining the background facts in light of the experiments. With good questions, instead of statements, the teacher could get the class hypothesizing about the experiments. Instead of labeling diagrams on the board the class can write hypothesis in their journals. Like concept attainment the class can work in their groups to share their metacognitive processes before naming their lists and cross-categorizing. This would build on their conceptual and metacognitive knowledge (Krathwohl, 2002). Finally, synthesizing their material, the learners can come up with new groups or save this component for the next class period where this part can be used as an introduction to deeper understanding within the unit (DellOlio & Donk, 2007). Lesson in progress and concluding activities Three, immediately after the experiments, or the next day, a modified synectics model can be employed to draw out the conclusions of the students. Now that the teacher has the class engaged he can begin with stretching analogies such as comparing gravity to a gust of wind (direct analogy), or after that trip outside to use the scooters (see RECOMMENDATIONS) a personal analogy can be made as the students become the force. This would allow students to deal with the cognitive dissonance of the paper experiment by creating conceptual distance. Ultimately, the students in this class would begin to see their creativity within the Science curriculum and develop their procedural knowledge as their methods of inquiry lead them to a broader base of background knowledge to apply to new problems (Krathwohl, 2002; DellOlio & Donk, 2007). Four, towards the end of the unit a jigsaw wrap-up within the groups of four can be used. The students are invigorated, and have a cache of new knowledge. Jigsaw can be done within this unit on a micro level such as at the end of the FORCE component or at the end of a study of Newtons Three Laws within the unit. Or, jigsaw can be used at the very end of the unit also or instead of at the end of subsections. Once, the teacher divides the material into appropriate amounts then the students can begin the steps of the jigsaw can be implemented. This method works well for differentiation within the class (DellOlio & Donk, 2007). This also allows for summative assessment grades such as: working within a group, content learning, and metacognitive or listening skills. The class should become much more aware of their own knowledge level (Krathwohl, 2002).

TABLE OF UNIT: COGNITIVE PROCESSES-KNOWLEDGE-MODELS

Physical Science/Physics Unit on Force, Motion, and Energy

Knowledge Dimensions Cognitive Process Dimension Steps
Remember: vocabulary, objectives, and concepts. Hypothesize.
conceptual knowledge

Inquiry Oriented Science Classroom: A Means to Build Procedural Knowledge

Factual, conceptual and metacognitive knowledge used within the models.

factual knowledge

metacogniti ve knowledge

knowledge dimensions throughout the unit cycle

procedural knowledge

Entire unit is meant to build on the learners procedural knowledge.

Understand: examples of content, classifications of laws, compare experiments. How does this work? Infer and explain. Apply: experiments to group project, determine other examples of laws. Test hypothesis. Look at other topics of interest. Analyze: the laws of force and their overall premise, determine how law could be different. Evaluate/Create/Ext end: Group projects, Newton or Bernoulli as mentor, F=ma, etc.

Beginning and middle of lesson or unit: *CONCEPT ATTAINMENT *INDUCTIVE

Middle and conclusion of lesson or unit:

*SYNECTICS

*JIGSAW

CONCEPT ATTAINMENT and INDUCTIVE: Can be used for formative assessment and to prewire class to absorb counterintuitive concepts. SYNECTICS and JIGSAW: Can be used for summative assessment including basis for next unit of inquiry.

RECOMMENDATIONS

I have provided the teacher of this lesson with many different options to follow. However, there are five main recommendations I would personally implement in this lesson: Begin the year, semester, or unit with an inquiry journal. The students can use this for notes, lectures, reflection, data analysis, or anything deemed necessary. This then becomes a study journal for the students so they have one place where all their information is together. The teacher should reference this journal and regularly help the students utilize it to further their learning, and to teach study skills. Place the experiments at the beginning of the lesson. Use the small groups as a way to introduce the concepts. The teacher begins his hands-on component at four minutes in and by nine minutes there are three students with their heads on their desks. Have the class teach each other (as seen above in the first video) while doing the experiments so they can collect data and form their own conclusions while lead by the teacher to Bernoullis Law. Switch lessons like this to a flipped classroom model. He could have used most of the classroom time working in groups and doing peer tutoring. Some of the students were fine and others were lost. If the students had been able to view the necessary background information outside of class they could have made notes in their Science notebook, done some of their own research online, and come to him with questions. There are numerous videos and power points that explain the essential material so that he could have begun with the three experiments and expanded them as exemplifying Bernoullis Law. Give the students a study guide or advanced organizer at the beginning of each unit. An outline will give these students a road map to understand where the unit begins and where it is going. Explain the relevant curriculum at the beginning and not the end. Make the lesson relevant to the students and their culture. Take them outside and have them create experiments with basketballs (e.g.: Newtons Cradle, or using ramps as in the You Tube video), or pushing each other on scooters borrowed from the P.E. department. Get their bodies and brains moving in concert. The overarching lens that binds this unit together is and should always be inquiry-oriented Science methods. This is recommended by The National Academy of Sciences and required by the Commonwealth of Virginia. Inquiry should be an instructional framework where these students could take more responsibility for the problems that need to be solved (Longo, 2011). The use of authentic, real-life experiences would not only engage the students but would also encourage them to find meaning in Science and to think like scientists. Real-world connections are critical to learner engagement. Guided inquiry labs can work here with the three experiments that are posited and any other experiments that the class uses for exploration, jigsaw, or exemplars. The forming of hypotheses can occur throughout this unit through all the models and activities. The unit can be formed around constant inquiry and question-asking. Writing is often absent from the Science classroom and that is too bad. Again, the journals that I would have the students use here can be used to reflect on the days work and to

prepare for all phases of the inquiry process. Finally, inquiry classrooms are classrooms where differentiation can take place since the process is discovery and process oriented (Longo, 2011) Whereas some students may take a great interest in Newton, for example, or want to work within the expert group in the jigsaw, there may be just as many students who are not able to work at that level and so would still benefit from inquiry-oriented Science methods. The inquiry method engages many learning styles and intelligences and so can motivate those students often overlooked and overwhelmed by the new vocabulary in Science (Longo, 2011). An inquiry model where the students do most of the talking, and most of their time hands-on, is a tremendous opportunity for the English Language Learner (ELL). Oral language development through Science is often overlooked as teachers try to get those learners to read on grade level. Those students who are not ELL but are having a difficult time with the vocabulary would also benefit from scaffolding during Science activities (Shea & Shanahan, 2011). Strategies such as Think-Pair-Share, for example, would work well in jigsaw groups and other methods of reciprocal teaching throughout the unit.

REFLECTION

With this video, and with the class in general, I learned a tremendous amount of new material regarding models and revisions to the Taxonomy of Educational Objectives. With these new filters I am able to look at lessons and planning in a new way with a whole new arsenal of applicable solutions to differentiation. Specifically, I was able to expand the use of conceptual and procedural knowledge within the framework of specific lessons and units. For example, I have been looking at Science or Social Studies using inquiry learning as a model itself and not just using this method of learning as an isolated means to complete one assignment. I have been able to broaden my lens and parameters within the different knowledge dimensions. Conceptual knowledge can lend itself in the classroom to the application of grand questions that can be applied across epochs to touch on the different problems where real human concerns, such as slavery, can be addressed and compared in Ancient Rome and the Antebellum South. Or, where procedural knowledge can be the framework for a years worth of Science applications (Krathwohl, 2002; DellOlio & Donk, 2007; Longo, 2011) My concentration of study is talent development and gifted education. Many states and districts are looking for alternative means to identify children for gifted and talented programs. This is due to the underrepresentation of children from non-Caucasian or non-Asian households. One of the trends seems to be a greater emphasis on creativity and motivation. The early results seem to be positive. In those areas where they are looking at these two factors there seems to be a more representative sample of children in accelerated programs.

Therefore, I am highly interested in any type of information that focuses on metacognitive knowledge which would fall under the APAs motivation and affective learning factor. Krathwohls (2002) Bloom revision is informative and refreshing to see. Motivation and metacognitive skills can be just as, or more important, than test scores in the ultimate success of many of our students in the mainstream and gifted classrooms. The type of conditional and contextual knowledge that our students need to possess in such a complicated world cannot be underestimated. This intertwines with the theories of intelligence posited by Robert Sternberg. Our students need the tools that we can provide but ultimately our teaching should be able to show them those things that they dont know so that we can provide the scaffolding necessary to help students find a way to be successful despite hardship or a lack of strengths in an area. Finally, it is the application of these various models that we have learned that can ultimately be the tool to address the strengths and weaknesses of a given student or class. Not every model can and should be used with every student and every class. It is up to us, in concert with our students, to help them find the means to address their needs where they are so that they can be successful as learners.

References Boulware, B. J., & Crow, M. L. (2008). Using the concept attainment strategy to enhance reading comprehension. The Reading Teacher, 61(6), 491-495. Dell'Olio, J., & Donk, T. (2007). Models of teaching: Connecting student learning with standards. Thousand Oaks: SAGE Publications. Jensen, E. (2005). Teaching with the brain in mind. Alexandria, Va.: Association for Supervision and Curriculum Development. (Original work published 1998) Krathwohl, D. R. (2002). A revision of Bloom's Taxonomy: An overview. Theory Into Practice, 41(4), 212-218. Longo, C. (2011). Designing inquiry-oriented science lab activities: Teachers can create inquiry-oriented science lab activities that make real-world connections. Middle School Journal, 43(1), 6-15. National Science Education Standards. (n.d.). The National Academies Press. Retrieved November 28, 2012, from http://www.nap.edu/openbook.php?record_id=4962&page=R1 I do not know when this website was created. Science Standards of Learning. (n.d.). Virginia DOE testing learning standards for Science. Retrieved November 27, 2012, from www.doe.virginia.gov/testing/sol/standards_docs/science/complete/stds_sciencek -12.pdf Shea, L., & Shanahan, T. (2011). Talk strategies: How to promote oral language development through science. Science and Children, 49(3), 62-66. Tomlinson, C. A. (2009). The parallel curriculum: a design to develop learner potential and challenge advanced learners (2nd ed.). Thousand Oaks, Calif.: Corwin Press

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