Activating Students: Learning Resources & Owners Dr. Jennifer Regelski Assistant Professor, Science Education.

Divergent Thinking & Problem-based Learning

Activating Students: Learning Resources & Owners Dr. Jennifer Regelski Assistant Professor, Science Education1BackgroundEducationB.A. in Zoology, 1995The Ohio State UniversityScience Certification, 1999Otterbein University

M.A.T. Life Science, 2003Miami UniversityEd.D. Educational Leadership, 2013Wilmington UniversityThe effects of policy changes on science teaching and learningTeachingGahanna Lincoln High School, OH 8 yearsSmyrna High School, DE, 4 yearsPolytech High School, DE, 2 yearsUniversity South Carolina Aiken, 2 years

2Teaching ExperiencesK-12 Level: Math and reading interventionBiologyChemistryPhysicsEarth Science Environmental ScienceMicrobiologySPED ScienceSocial Skills

University Level: Science MethodsEarly Childhood (PK 3) Elementary (2 6) Middle and Secondary (6-12)Secondary Classroom ManagementSecondary AssessmentEducational TechnologyEmotional & Behavioral DisordersAssistive Technology

3Carousel DiscussionCircle the room with a partner and respond to quotes from Chapters 6 & 7 Agenda: Activating StudentsLearning Resources for One AnotherCooperative or Collaborative LearningProblem/Project-based LearningOwners of Their Own LearningTeacher-directed assessmentPeer-assessmentSelf-assessmentQuoteExactly why cooperative learning has such a profound effect is still a matter of some debate, although there appear to be four main factors (pp. 133 134)Four Mechanismsfor Collaborative LearningMotivation: ExtrinsicEffort increasesSocial CohesionCare about the groupEffort increasesPersonalizationPeer engagementEffort increasesCognitive ElaborationWhen you teach it, you learn itWhat are the 2 key elements?

**Th(ink)-Pair-Share**QuoteAlthough the two requirements group goals and individual accountability seem straight forward, they cut across some widely held assumptions about fairness for groups and individuals. (p. 136)What is Project-Based Learning?ConstructivismStudents construct their own understanding and knowledge of the world through experiments, experience and reflection.Inquiry-based LearningStudents construct understanding based on a need or want to know.Problem-based LearningStudents develop solutions to specific and complex problems.Project-based LearningStudents work in groups seeking multiple sources of information and creating authentic products.10Significant Content21st century competenciesIn-depth inquiryVoice & ChoiceUpper three on BloomsNeed to know

Why is it important?http://www.edutopia.org/project-based-learning-introduction-video

11AssessmentMetacognitionIm THINKINGIm NOTICINGIm WONDERINGIm SEEINGIm FEELINGIm REALIZINGMotivationTAKE IT one day at a timeSURROUND yourself with positivityCREATE S.M.A.R.T. GoalsBELIEVE in yourselfRECOGNIZE your progressDONT COMPARE yourself to othersQuoteReflecting critically on ones own learning is emotionally charged, which is why developing such skills take time, especially with students who are accustomed to failure. (p. 158)Quote.teachers do not create learning; only learners create learning. And yet our classrooms seem to be based on the opposite principle that if they try really hard, teachers can do the learning for the learners. (p.145)Interactive JournalingTeacher-to-studentStudent-to-studentSelf assessmentOUTPUT (Left Side)BrainstormingMind MapsConcept MapsVenn DiagramsPicturesDrawingsDiagramsWriting PromptsFlow ChartsLab and Self-reflectionsPoemsSongsWorksheetsINPUT (Right side)Class NotesDiscussion NotesReading NotesDataVocabularyHandouts with new informationPeer Conferencing (student-to-student)

Student-to-Student Assessment

Stoplight Exit Ticket (self)

Strategy that can be used for both assessment and reflection Thank you for your time!Contact Information:

Dr. Jennifer [email protected]://drregelski.wordpress.comhttps://www.youtube.com/channel/UCrXTsziYdMFQcMAa9E-Kdwg