Teacher:
George Mixon
School: Birmingham Covington School, Birmingham, Michigan
Grade:
eighth grade science
Video: Episode
2, Learning As We Grow. Segment begins approximately 12 minutes
into the program.
Primary Learning Objectives
By participating in the learning activities,
students should be able to:
- explore the relationships of displacement,
velocity, mass, and momentum
- design and follow procedures for gathering
data
- collect and organize data using the metric
system and graphing techniques
- test procedures and solve problems in teams
- use the procedures and concepts of the scientific
method
- think abstractly
Learning Activities
Students are pulled into
a scientific experiment by becoming active participants in
setting it up, collecting data on distance, time and speed
of miniature cars as they travel down a sloped ramp, and calculating
momentum. Students learn how to organize and analyze data
as they test a hypothesis identifying the independent and
dependent variables in the experiment.
Learning Theories to Consider
- Development and Learning
- Cognitive Processing
- Multiple Intelligences
- Emotions and Learning
Narrative
George Mixon reports that
students in his eighth grade science class need
something concrete before they can move to abstract ideas.
He uses their prior knowledge about sledding and snow boarding
to help them connect to collecting data on the distance, time,
and speed of miniature cars. By engaging students in a generally
familiar hands-on-activity they become immediately focused
and are more inclined to take what Mixon refers to as "intellectual
risks." When questioned about the type of graph they
should construct to collect the data, they select the line
graph because it demonstrates continuous data over time --
a concept they learned in seventh grade.
As students test their cars in two different
groups, unplanned barriers impact their experiment. The two
groups are encouraged to try different methods to control
the variables while they collect and organize their data.
Assigning groups allows students to build relationships and
work collaboratively while Mixon observes if students are
flexible with their thought processing while making connections
to new learning.
In this scenario, George
Mixon demonstrates several learning theories. By understanding
his students "mental and physical readiness to receive
new information," Mixon is using the theory of Development
and Learning. He builds
success for his students by engaging in Cognitive
Processing, a learning theory designed to help students process
new information by making connections to prior knowledge.
In this classroom Multiple Intelligences
are tapped as students are encouraged to explore problem solving
by using, for example, their linguistic, logical-mathematical,
and bodily-kinesthetic intellectual strengths. Finally Mixon
demonstrates the theory of Emotions and Learning as he creates a trusting classroom environment by forming
relationships with and among students that encourage risk
taking.
Sequenced Writing Assignments:
- Make a list of up to five
key ideas from each of the four learning theories presented:
development, cognitive processing, multiple intelligences
and emotion and learning. Next, try to identify a way the teacher applied
each of those key ideas as he planned and executed his learning
activities. For example, under "development,"
you might list, "Teacher recognized that in the social
development of middle school students, gender stereotyping
may appear, so he allowed same-gender work groups to guard
against such things as - boys running the cars while girls
take notes."
You may find it useful to put your list in the form of a
table. We have provided templates in either Word
or PDF
format if you choose to do this.
You may find that some key ideas from the learning theories
are not represented in the scenario. For now, leave a blank
space after them. You will also find that you are repeating
some of the things the teacher did because they are applications
of key ideas from more than one learning theory.
- Review your list of key
ideas and fill in the blanks from Assignment A by suggesting
things the teacher could do to apply the key ideas you listed
but did NOT see represented already. Suggest other practical
things the teacher could do to incorporate key learning
theory ideas into his classroom activities.
-
Reflect on the completed
table and record your reflections about how the theories
intersect or interact. How might your own teaching practices
take advantage of what you see happening in this scenario?
- As an alternative to these
tasks, follow the directions of your group leader or the
teacher of your class to write about this scenario and how
one or more learning theories might apply to it. Or decide
as a group how you might use it as a case for further study
and discussion.
Samples and tools to help you with the scenario
assignments
- Sample rubrics in html
or PDF
format to assess your writings
- Writing
sample for Scenario Four, Assignments A and B, (in PDF
format) to use as a model
- Templates in Word
or PDF
format for the assignments
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