Sam's Education Journey

What are the three dimensions of the framework and explain them in your own words. The three dimensions of the NGSS framework include Practices (SEP), Crosscutting Concepts (CCC), and Disciplinary Core Ideas (DCI). The most easily recognizable dimension of the framework is Disciplinary Core Ideas. This element focuses on the content of each discipline of science, or the “what” of what will be covered. The NGSS places less focus on the quantity of the content covered in the science classroom, but emphasizes the quality of the concepts explored. Less concepts will be covered, but will be explored to a deeper degree. The goal of the NGSS is to get students to conduct science as a scientist, and the Practices dimension focuses on the investigation element of science. With this dimension, students will be learning the “how” of doing science through active explorations. The Crosscutting Concepts dimension of the framework focuses on the social aspects of science and uses for science in every...

What are some “real life” applications of magnetism? Magnets are EVERYWHERE! Even the ability to unlock your car door requires magnets (electromagnets, but magnets nonetheless)! Magnets are used to hold stuff up on the fridge, in a compass to navigate, medical equipment (MRIs), you name it!  What experience have you had with magnets in your life? Beyond the every day uses of magnets, I also have studied electromagnetism. I have a fairly firm understanding of the basic properties of magnets. Most of my understanding of magnetic interactions stems from my knowledge of electricity and how charged objects interact though.  What ideas do you have about the science  of magnets? That magnets have two poles (a North end and a South end), there are different kinds of magnets, like permanent magnets and electromagnets, the fundamentals of magnetic fields, and that Earth acts just like a giant bar magnet (with the South end located in the Arctic). Carry out the investigation: What d...

DIFFERNDOFFER DAY:  1. What does it mean when someone knows how to think? When someone knows how to think they are able to come to a conclusion about something, even if it's new material. A valid conclusion might not come immediately, sometimes it just leads to more questions. 2. How does a teacher teach a student how to think? A teacher can teach a student how to think by allowing the learner to be different. Let them build their knowledge for themselves in whatever way makes sense to them.  BY NOT GIVING THEM THE "RIGHT" ANSWER.  3. Have you ever been in a class where you really had to think? Most of my educational experiences as a student have revolved around recreating known results. There was no room for genuine sense making. That is, until I started this program. Methods 1 was the first exposure I had to a teacher not confirming the "right" answer, and it threw me for a loop.

Part 1: 1. You discussed Skinner, Piaget, and Vygotsky in Methods I.  What are their viewpoints and how has that helped shape your current view and learning theory? Skinner was all about Behaviorism. He believed that learning is a function of managing behaviors, and that positive reinforcement is the best way to correct behavior. Though Skinner's ideas are relevant in classroom management, it shouldn't be the basis of learning. Piaget and Vygotsky both believed in Constructivism, which means that learning happens only when the student creates knowledge for themselves. This means that the focus of the classroom should be on the students and their knowledge, not on the teacher and her knowledge.  2. What are the key components of a learning environment?  How are these linked to learning theory and your current view? First and foremost, the learning environment needs to be a safe place. Students need to have the space to formulate their own ideas and feel comfortable sharing...

I grew up on a hobby farm in a small town in Southwestern Wisconsin and raised all sorts of animals: ducks, horses, ponies, fainting goats, rabbits, llamas and more! I attended the University of Wisconsin-River Falls as a first generation college student where I received a Bachelor's in Physics. While at UWRF I was a teaching assistant for the Introductory Physics courses for 3 years. I also had the opportunity to travel to Stockholm, Sweden and Antarctica through various research experiences. After receiving my degree, I attended a year of graduate school in physics before deciding I wanted to shift my focus to teaching. I am currently a graduate student at the University of Iowa pursuing a MAT in Science Education.                                                                In my free time I enjoy hiking, backpacking, kayaki...