Thanks to all of our parents for sharing their children with us! We had a blast!
Tuesday, August 9, 2011
Ending with a Bubble?
Thanks to all of our parents for sharing their children with us! We had a blast!
Thursday, August 4, 2011
MATH is BEAUTIFUL!
Below is an example of one kind of math we learned today called "pretty math":
1 x 8 + 1 = 9
12 x 8 + 2 = 98
123 x 8 + 3 = 987
1234 x 8 + 4 = 9876
12345 x 8 + 5 = 98765
123456 x 8 + 6 = 987654
1234567 x 8 + 7 = 9876543
12345678 x 8 + 8 = 98765432 (The Doorway)
It may be a hot August day, but we were all wearing our mittens as we investigated Mr. Levering's scientific question: "How do mittens keep us warm?" We worked with temperature probes and the computer program Logger Lite to further explore this question. The campers learned that it's not the mitten that produces heat, but the individual's body heat. This body heat is then trapped inside the mitten and keeps us warm.
Wednesday, August 3, 2011
Whelk!
Geometry came alive for the kids through a program called Geometer Sketchpad, and we studied tessellations with the help of our esteemed guest Dr. Trintor of UVA!
Marshmallows flew as the students tested their ability to launch the marshmallows with precision and accuracy. Our challenge was to create a lever capable of catapulting various-sized marshmallows into a bucket three yards away. Students learned how to vary the fulcrum of the lever to reach the goal. To finish the day, we had a competition to see who could accumulate the most points in a skee ball game, launching the marshmallows into the buckets for multiple points. It was neck and neck, but in the end, three sticky marshmallowed campers took the lead!
Tuesday, August 2, 2011
Flying Hot dogs!
"Flying hot dogs" --were the cries of the children as everyone gathered outside to see the amazing solar bags collect air and then rise as the sun changed the properties of the air inside the bag.
Today the children also presented their inventions as engineers of creatures with plane and solid shapes, and at least two moving parts. Here was the winner of the most impressive creature:
After the students debuted as engineers, they tested their lungs with this next air-blowing experiment.
"The long bag quickly inflates because air from the atmosphere is drawn into the bag from the sides along with the stream of air from your lungs. For you science enthusiasts out there - here's the technical explanation... In 1738, Daniel Bernoulli observed that a fast moving stream of air is surrounded by an area of low atmospheric pressure. In fact, the faster the stream of air moves, the more the air pressure drops around the moving air. When you blow into the bag, higher pressure air in the atmosphere forces its way into the area of low pressure created by the stream of air from your lungs. In other words, air in the atmosphere is drawn into the long bag at the same time that you are blowing into the bag (Steve Spangler).
Monday, August 1, 2011
It is Raining Soda!
Wednesday, October 14, 2009
What does responsive professional development look like?
What would this look like in action? It begins with identifying where teachers are with relation to the topic of the workshop. For example, if teacher have signed up for a technology workshop, then the assessment should try to identify the entry point for teachers with regard to their belief about the use of technology in the classroom, their comfort level with technology, and which forms of technology (probes, blogs, or other forms) they have used or not used before the workshop.
Next, using the data, workshop sessions could be tailored to meet the needs of the teachers attending. This does not mean 25 different learning plans, but rather means looking for where the data forms groups of teachers that are similar. For example, in a recent technology workshop we held though the Martinson Center; almost all the teachers who attended were novices with regard to the use and design of blogs, wikis, and photostory. We did have one teacher who reported she had been using blogs for a while. To ensure she was continually learning and being stretched, we developed an activity that mirrored what the other teachers would be doing, but its design was a little more complex. Instead of just creating a blog, we asked this teacher to mix blogging with what she learned about voice threads. Not only did this keep her engaged during the course, it also kept her learning as it provided a challenge for her. The workshop leader provided support through coaching in order to ensure she was successful. While it would have been easier to develop a session that had the same activities for everyone, this would not have met all of the needs of the teachers participating. With a little bit of effort, we created activities that met the needs of all teachers participating in the course.
Long story short: If we expect teachers to differentiate instruction for students, then professional development should be differentiated for the teachers.
Monday, October 5, 2009
National Research Council. (2005) How students learn: Science in the classroom. National Academy Press: Washington D.C.