EDLD 5317

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Science is happening around us every day. Students engage in scientific phenomena from the moment they wake up to get ready for school to the moment they get back home from learning. It is also a subject that is not focused on as much as it should during the earlier grades, which is why sometimes students miss fundamental connections from the classroom to the real world. There is a gap of knowledge that should be attained in 1st through 4th grade that are overshadowed by the focus on English Language arts and Math . Over the years, they forget key concepts that they need for the next grade level without having anything to look back on to refresh their memory or see how far they have come. This is where my innovation plan comes in, I want to promote the use of an e-portfolio that tracks student-generated work, notes, and data from CBA’s, MAP scores, District assessments, and STAAR results for Science classes while incorporating a blended learning environment for maximum student engagement. 

 

Blended learning derives from the theory of constructivism that goes into detail by Jean Piaget ( 1952) that the learning process is internal and is carried out through interaction with the environment. Horn and Staker ( 2011) define blended learning as any time a student learns at least in part at a supervised brick-and-mortar location…and in part through online delivery with some element of student control over time, place, path, and/or pace. Utilizing blended learning and pairing it with simulations to reinforce learning in science classrooms will help students make meaningful connections to the world around them. 

 

Blended Learning with Simulations 

The benefits of blended learning with the use of simulations are based on the teacher planning a unit thoughtfully to incorporate reinforcement through the use of simulations. By ensuring that students receive a base-level introduction to the new science topic a teacher can plan to enrich lessons by having students explore simulations to make connections that cannot be made within the traditional classroom. This gives students the opportunities to explore further what is being taught at their own pace to give them ownership to help them reach intrinsic motivation in their education all while being guided by their teacher when the need arises. 

By creating an environment where the student has ownership and choice, the teacher is motivating the students to creatively explore science topics without fear of failure. By actively involving learning in exploring and discovering, computer simulations can be powerful learning tools, as learning involving doing is retained longer than learning via listening, reading, or seeing. ( Rutten, N., Joolingen, W., and Veen J., 2011) Science is a hands-on subject and students need to make connections by doing the simulations and experiments rather than just reading or seeing it conducted. As discussed by Dwayne Harapnuik ( 2017), authentic projects work because they not only give the learner choice and ownership over the world that they live in but they also give the learner the ability to find and use their voice and show the world what they have created. In order for this to begin we must utilize the implementation process which is based on four steps: prediction, modeling, experimentation, and evaluation. The first step is to predict the outcomes or student exemplar work for the simulations to develop learning strategies for students. Next, we must model how to use the simulations with their functions and questions to answer along the way. Then, we must conduct the experiment within the simulation to see what roadblocks may occur and how we will know if a student has truly understood the simulation standards and outcomes. Finally, we collect data on simulation outcomes with an added assessment that tests a student's knowledge about what occurred in the simulation and how it connects to the real world. 

 

Blended learning Necessities 

• Allign simulations with standards and TEKs according to the SST Discovery District science curriculum 

• Prepare labs and simulations at minimum two days of the week with an evaluation of said labs for student readiness 

• Create groups based on academic level from data collected from MAP and district assessment scores 

• Provide resources for students and parents/guardians to help conduct simulations at home 

 

Blended Learning Approach with Science Simulations

Blended learning with science simulations consists of these applications approved for the SST Discovery District Curriculum: 

• STEMscopes 

• Gizmos

• Legends of Learning 

• PHET simulations 

• Brainpop

• Flocabulary

• Kesler Labs

Students can select an application via Clever to work on their choice of a science simulation. They will be able to access these applications at home on a computer, laptop, tablet, and/or phone. The simulations assigned to these simulations will promote scientific engagement while helping students take ownership of their learning. 

Assessment

The educator will collect data from each application on student progress. Utilizing  C.O.V.A (2021), students can have their choice and voice to help them take ownership of their learning and will help the educator make a formative assessment through a unit CBA or performance check. After data collection and dissection, the educator can assign individualized simulation practice to help students with struggling standards.  This data will also help set up small groups or whole class instruction that focuses a re-teach on a specific TEK that was found to be weak in the assessment. 

 

Benefits of Blended Learning with the use of Simulations in Science 

The benefits of incorporating blended learning with simulations in science is solely based on the planning of said educator. First and foremost the environment must support the social and emotional needs of the students in order for the students to feel comfortable to explore the blended learning space on their own. By doing this process blended learning with simulations can be a useful tool to help bring ownership to learning as well has giving the students real-world applications to the scientific concept that is being taught all while being guided by the teacher. This will help students and educators shift to the modern world and stray away from old teaching/learning styles that was ineffective for the new generation of students. 

 

Conclusion: 

Science is a subject that anyone can jump into and start learning because they have seen it before. Using their past experiences is crucial to help those around them and themselves. Science has real-world application but needs to be explained and explored individually in order to comprehend it. It is the expectation of a science educator to help students put the word to the phenomenon that is being discussed in class. Acting as a guide rather than a traditional teacher will help students explore and make mistakes that ultimately lead to growth. While applying the COVA approach, students can use their voice to take ownership of their learning to make meaningful connections to what is being taught in the classroom. I hope to change how science is taught to make it more hands on so that students can truly understand what is being taught and why it is being taught. The world is changing with every passing day and we must change with it in order to understand it. This approach will be a leap forward in student engagement and student learning. 

 

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References 

Harapnuik, D. (2021, January 14). CSLE+COVA. Retrieved Feburary 7, 2024, from http://www.harapnuik.org/? page_id=6988    

Harapnuik, D. (2017, June 5). Why authentic learning converts into lifelong learning. It’s About Learning Creating Significant Learning Environments. https://www.harapnuik.org/?p=6921   

Staker, H., & Innosight Institute. (2011). The Rise of K-12 Blended Learning: Profiles of Emerging Models. Innosight Institute. Campus Drive Suite 410, San Mateo, Ca. https://aurora-institute.org/wp-content/uploads/The-Rise-of-K-12-Blended-Learning.pdf 

 

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