Virtual Labs
Virtual Labs are labs that students can do science experiments with through a computer program. Instead of doing a lab in a classroom, students can go home and do the lab. They can repeat the process continuously until they are satisfied with their results. This program is very beneficial for students as well as schools. It allows students to take their time doing a science experiment rather than feeling rushed to complete in in class or having to plan to stay after school to complete it. It also eliminates the need to deal with chemicals and clean up. Instead, everything is on the program and easy to use. Also, schools do not have to spend money creating laboratories.
Although virtual labs have benefits, there are also setbacks to this program. Students lose the chance to have a hands-on experience working with science equipment. Students who enjoy science may prefer doing the experiment using real equipment rather than through a computer program.
Friday, September 20, 2013
Tuesday, September 3, 2013
Assignment 3: Data-Driven Teachers
Question: How do you see yourself using data in your hypothetical classroom?
According to McLeod in "Data-Driven Teachers," Data is used to assess not only student performance, but teacher performance as well. He suggests that teachers should use the data collected that reflects their student's performance and use that to change and adapt curriculum to meet students' needs.
In my hypothetical class I would not only consider data collected from benchmark or standardized tests, but also tests that I give in my classroom that is specific to what I am teaching the students. I can look at each specific test question and see if there is trending data suggesting that there were certain questions that students had problems with. After looking at that data, I can decide if there was a better way to teach that information and even re-teach the information so that students can have a better understanding. Doing this, I believe, will help improve the students' comprehension of the lessons as well as allow them to remember and use the information later. As an effect, students can also score higher on standardized tests because the tests are based on what they learn in the classroom. Mcleod suggests that "frequent formative assessments" are needed in order to keep track of student performance and set goals for the students throughout the school year. Students can be given a test in the beginning of the year, the middle, and the end. Then, teachers can assess the data and see if students were able to improve their scores by the end of the school year. If there is a positive trend in scores, students will have most likely grasped a better understanding of the necessary concepts that teachers want them to understand by the end of the year and they can go to the next grade with the skills they need.
Data can be useful for the school and can help teachers stay on track and have a better idea of where there students stand by time they have to take another standardized test. However, the data shouldn't just be collected for standardized test assessment but also for everyday lessons as well to take the focus off of only teaching to help students pass the benchmark. Teachers should teach to facilitate student learning.
According to McLeod in "Data-Driven Teachers," Data is used to assess not only student performance, but teacher performance as well. He suggests that teachers should use the data collected that reflects their student's performance and use that to change and adapt curriculum to meet students' needs.
In my hypothetical class I would not only consider data collected from benchmark or standardized tests, but also tests that I give in my classroom that is specific to what I am teaching the students. I can look at each specific test question and see if there is trending data suggesting that there were certain questions that students had problems with. After looking at that data, I can decide if there was a better way to teach that information and even re-teach the information so that students can have a better understanding. Doing this, I believe, will help improve the students' comprehension of the lessons as well as allow them to remember and use the information later. As an effect, students can also score higher on standardized tests because the tests are based on what they learn in the classroom. Mcleod suggests that "frequent formative assessments" are needed in order to keep track of student performance and set goals for the students throughout the school year. Students can be given a test in the beginning of the year, the middle, and the end. Then, teachers can assess the data and see if students were able to improve their scores by the end of the school year. If there is a positive trend in scores, students will have most likely grasped a better understanding of the necessary concepts that teachers want them to understand by the end of the year and they can go to the next grade with the skills they need.
Data can be useful for the school and can help teachers stay on track and have a better idea of where there students stand by time they have to take another standardized test. However, the data shouldn't just be collected for standardized test assessment but also for everyday lessons as well to take the focus off of only teaching to help students pass the benchmark. Teachers should teach to facilitate student learning.
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