EDUC 508
Tryout
Name of Strategy: Reflection Strategy-Learning Log (Billmeyer, pg 149)
Purpose for using this Strategy: To offer a forum for students to reflect on content covered in class.
Sequence of instruction: In class learning log entries will be assigned for various topics. Students will be given a topic such the water cycle (Lucretia, pg443) and its relation to recycling, and a few minutes "think time" to consider a response, and five minutes to record a log entry. This entry will allow students to reflect on their ideas and can be reread at a later date to see how their ideas have changed.
Log entries will be responses to scenarios and situations about topics rather that straight reflection on content. Students may be posed to write about an upcoming test or quiz, explain a topic to a younger student, summarize a topic, or write directly about the reading.
Grade Level: High School science students.
Printed Material: W. Lucretia, G. (1986). Life Science. U.S.A. Holt, Rinehart and Winston, Publishers pg442,443
Self Reflection: I intend to use this strategy often as a science teacher. A science log will be a mainstay in my classrooms. Throughout my science work history I have found that I have always had to keep a log no matter what my position. As a field scientist, I kept a field log recording everything from site observations, results, hours work and driving logs. As a laboratory technician I used logs to keep recipes, chain of custodies and records of chemicals and materials coming and going from my lab. My opinion of science students is that they need to emulate working scientists as much as possible and keeping a log as an addendum to notes will be helpful. This log will be a location for students to apply knowledge and make observations outside of class that they may want to discuss in class.
This strategy effectively satisfies the goals of the Connecticut Common Core of Teaching that states teachers should "select or create learning tasks that make subject matter meaningful." As students write and discuss material in their learning logs, they are applying the knowledge to everyday life hopefully adding meaning to what they have learned. This particular content selected for this strategy is directly applied to the Connecticut Common core of Learning, "students will understand the water cycle" as well as "recognize and participate in scientific endeavors which are evidence based and use inquiry skills that lead to greater understanding of the world."
References:
Billmeyer, R. & Barton, M.L. (1998). Teaching reading in the content area: If not me then who? Aurora, Colorado, McREL.
Vacca, R.T. & Vacca J.L. (2002). Content area reading: Literacy and learning across the curriculum. Boston, Allyn and Bacon.