Month: March 2016

 

Above is our “Final Product” a Kenan Fellow, a wearable device that measure IR Temperature/ Body Surface Temperature so people can measure if they have Hyperthermia to prevent Heat Stroke. I wrote two unit lessons based on this experience. One unit was “Keeping Your Balance: Measuring Thermoregulation in Humans and Animals in Relation to Hypothermia and Hyperthermia” and the second unit is :”Engineering Design of a Prototype of a Wearable Device with Squishy Circuits”.  Each unit at 4 lesson plans each.

The first unit:  “Keeping Your Balance: Measuring Thermoregulation in Humans and Animals in Relation to Hypothermia and Hyperthermia” utilizes TI sensors to measure IR/Body Surface Temperatures in humans in a variety of settings, i.e. running, sitting etc.. Students learn about what is thermoregulation, hyper and hypothermia. Students then learn how this relates to body temperatures and how a TI Sensor can be used to get this data. Students utilize a TI Sensor in different settings and applies this knowledge as a way to prevent hyperthermia. Students learn what are sensors and how they work too. Students also learn other applications of TI Sensors.

The second unit: Engineering Design of a Prototype of a Wearable Device with Squishy Circuits”.  In this unit students learn how electricity works, what are circuits by using squish circuits, circuits made with clay. Then students use squish circuits to learn engineering design and mind mapping and make a model of a wearable device using squishy circuits.

I really enjoyed creating these lessons and unit plans. I think they are able to demonstrate; engineering design, content knowledge about circuits and wearable devices, sensors and mind mapping. They encompass both student learning and application of knowledge and thinking. I think also from a teacher’s point of view they are not high cost and teachers will be able to access materials needed. In addition it allows for creativity for the students and they can have fun while leaning many important concepts.

While creating the lessons was the fun part for me the writing was not. I found it very difficult to write for teachers who may or may not have a background in the subject and direct instructions for things I automatically include in my lessons. I found this tedious and not fun. While I did enjoy presenting at conferences and talking and teaching other teachers how to do these lessons with their students by demonstration and hands on activities. Teachers used both the TI sensors and squishy circuits and wanted to use these lessons in their classroom. I think next year the Kenan Fellowship should consider having teachers submit their lessons in different formats, like YouTube videos.. I think they actually would be used more than just by writing them and get more publicity. I also think I liked  presenting too more because it was not a one way conversation with immediate feedback, something I enjoy more than writing.

My students really enjoyed the lessons. The students were able to quickly learn the concepts of circuits, electricity and engineering design with them. The circuits are safe to use and fun and not intimidating to the kids. With this support they were able to move on to build more complex circuits with other types of materials. They were able to learn the basics of engineering design and carry this over to other projects. Squishy circuits allow lots of creativity which engaged my students who might not want to learn about electricity but were engaged by the art.

The kids were able to quickly learn how use the AP and use the TI Sensors. They learned about body systems in Grade 7 and hypo and hyperthermia. This lesson worked well with the curriculum. Students learned content needed but were able to apply their knowledge to sensor and make a wearable device. The kids also designed their own experiment using the sensor. My high school students also used these sensors and from it did mind mapping and developed an idea to make a sensor to measure stress in cows using many variables. This lesson gave them a good jumping off point to develop their own creation.

I think more lessons like we did for the Kenan Fellowship are needed to bridge the gap between current state of the art research and  students in elementary, middle and high school . My students now know about wearable devices and how to create one. They saw the ones the ASSIST Center built and are creating their own. This allows students to see where research and knowledge can lead. It also allows the public understanding too, through our exhibit and science fair.

In addition I used my lessons to bribe my math students. During Smart Block a time where students come for math help, I bribed them by telling them after they complete their homework/help during smart block we can use these materials. It was a win-win situation, students did their math and learned more about science.  These lessons worked well because they are hands on and allow students to learn, think and create. I try to do this as much as possible in all my lessons.

I anticipate using this lesson to expand more via both our Museum Exhibit in April at the North Carolina Natural Science Museum at SCITECH Day and also via MIT through being an EXCITE finalist for our invention of a wearable device for cows to measure stress. My middle schools students are now making an exhibit where they will use these lessons to teach visitors about wearable devices, electricity  and nanotechnology. We will use TI sensors and squishy circuits and have the visitors use them too.

My high school students have a summer of learning planned with NCSU Professors, they will learn about cow anatomy, nerve function and how to measure stress in cows with the Vet School. We also will learn with the ASSIST Center how to make a circuit and wearable device. With the Animal Science Department we will test the device on cows and students will do their own research. I am excited for the students to have their own “fellowship” experience.

Making these lessons, made me a better teacher and taught me to add more thinking and creating to my lessons in addition to content and also helped my students learn more, be more engaged and have fun.

 

With the continuing pressure in education on teachers to make sure their students get good test scores, the Kenan Fellowship experience supported what I already knew, teaching a student to think is much more important.  Content is important and having a good foundation of knowledge is important. But as my mentor pointed out, knowledge is changing daily and with the Internet, students have knowledge at their fingertips. What is important is also discriminating through knowledge, understanding data and being able to discern what is correct, thinking…  In addition, application of knowledge and creating new ideas, products, etc… is very important to help solve problems in the world or making life better for all.

I see myself much more like a coach than a teacher now. I teach the students the facts and give them opportunities to utilize them either through project based learning, labs etc.. I am much much slower at giving students “answer to problems” but want them to think why something works this way or utilize a lab or model to figure it out. I also have my students justify their answers which even if wrong they have to prove why they think they are right. We look for evidence and data to prove our points. Students get points for asking good questions an then finding answers or looking for answers we know so far.  The kids are getting better at questioning  and asking good questions. They are getting better at using the scientific thinking, mind mapping, or engineering design in a variety of settings… How to think across settings. I am doing better now at integrating topics, we not only look at the “science or technology” but also the culture or society impacts and if this effects how the technology will be used or accepted. The students are learning  how to use their skills such as mind mapping in Language Arts. They are learning more how science is not isolated from the society.

I now keep portfolio’s on each student, so I can have evidence on all the students have learned which always does not show up on end of grade tests, specially for students who have disabilities and below grade level reading comprehension. My students might be on Grade 4 reading comprehension, but take a test on Grade 8 Reading Comprehension level. Although we work on vocabulary and reading, their science knowledge, many times it is even higher their peers but does not show up on tests. My students run a science fair yearly for 200 2nd Graders, have a Museum Exhibit at the NC Museum of Natural Science. They are leaders and learners of STEM but need to demonstrate this in another fashion besides end of grade tests. Other teachers are so afraid to do project based learning because they are worried about the end of grade test. I do not worry. I am preparing my students for life and workforce and hopefully STEM Careers. Through project based learning, daily labs and hands on activities my students are getting prepared for this not only by learning STEM but learning to think and do.

Communication is very important. I learned in the Kenan Fellowship how to teach anyone at any level even difficult skills  is important and how to communicate ideas to other is important. My students teach daily a word or concept in the class. . They teach visitors at the Museum of Natural Science and 2nd Graders next door at the Elementary School. As the saying goes to know is to teach, they are improving their content skills and communication skills. This is important because after they think, they have to communicate their ideas. The one skill I hear over and over when I visit companies is the lack of communication skills in today’s youth. The other is team work. I have the students work in teams but bring out the best in each one and everyone can contribute if they work hard.  These are two things we did in our Kenan Fellowship. We all had skills that contributed to our team and our wearable device and we all had to learn to communicate complex ideas to our students. I try to bring these lessons to my students.

Although some of my fellow staff members are still concerned about tests more than the students thinking and doing, I hope one day they will be Kenan Fellows and realize there is much more.

The Kenan Fellowship changed me in many ways. I think Kenan Fellowship is a way  of thinking then doing sort like NCSU Motto: Think and Do. It also changed me because it like the rafting picture above, teaching and learning should be an adventure and fun although it is hard work. It also relies on team work.  Everyday in my classroom I use something I learned from my Fellowship, either the content or how think from mind mapping to engineering design. I think this is so important because content and science is constantly changing so if I can teach my students how to think, this will be a valuable skill for them. I also learned more about creativity. Applying knowledge to make something new. I try to instill this to my students. My students had to make a mind map and also make a design for a new wearable device. We try to think of applications of knowledge we are learning daily. How it connects to the real world or how we can use it to improve the world. This has increased students want to learn more since they see the application of what they learn.

I also think having fun and adventures in important. There is a burn out in teachers from 10 plus hours a day and no or little lunch break. One of the things I things Kenan Fellowship improves is longevity. The teachers in Kenan Fellowship that are picked are high quality teachers but the Kenan Fellowship gives us a support network, resources, knowledge and fun needed to want to continue for a long time. It opened up the Fun for me and I try to instill this daily in our lessons too. Change of scenery is important too. My students have had two but will have 3 field trips in my class, this year to see the world and learn more STEM. In addition, just liked I learned lots on the river while having fun, I take my students more outside to learn in the small patch of woods we have with a stream. This is important because many of my students do not go outside to play much in the woods and also to have experiences in nature like we did with Citizen Science or rafting. This also helps the kids learn more.

I learned to use  more the word how. If a student wants to do make something or invent something the question is how no, not it can not be done. While some ideas maybe better, it is best to lead or mentor the students then tell them. The Fellowship has given me  and my students many ideas for new projects. My high school students came up to make a wearable device for cows. We are now EXCITE finalists for  MIT Inventeam. We have lots of support from the ASSIST Center and other departments. I know being a Kenan Fellow has opened many doors for us. My middle School students are making an exhibit for the NC Museum of Natural Science SCITECH Day in April on: electricity, nanotechnology and wearable devices. This Fellowship has opened a new world for them too.

I have really enjoyed working and learning from the other Fellows. I have gained much support and also ideas from them. Although I will keep in touch with them, I wanted something to fill part of the void next year and applied for NC Science Leadership Fellowship and was picked. This will help me develop more skills and additional network of people to support me throughout my educational career. It will also help increase my leadership skills, something I learned in the Kenan Fellowship. I learned about the need to advocate. I have written two articles in EDNC, one on my high school program Catalyst but the other on how vocational high schools can help fix NC leaky STEM pipeline. The Kenan Fellowship has taught me why it is important to come outside your classroom to help fix things for more than just your students. I have had Rep. Meyer’s come teach my high school students about advocacy so they can learn to change things too.

Writing curriculum was a big challenge for me. Coming up with lesson plan ideas was not hard since I write my own lesson plans daily  and teach 5 curriculums a day. The hard part was writing it so other educators could understand it, not just myself. I know I will not want to write curriculum for a career, I do enjoy sharing with other teachers. This year I presented in two conference, Bridging the GAP and NSTA about nanotechnology, wearable devices and teaching students with disabilities. I enjoyed sharing my knowledge with teachers and do a much better job doing so verbally with hands on activities.

The Kenan Fellowship has taught me to Think, Do, Have Fun and use Team work, all things which will help my students and me many years to come.

 

 

 

I have been so lucky during my Kenan Fellowship to have two mentors, Dr. Jur  and Dr. Veety. Dr. Jur helped us so much during the summer but Dr. Veety was also there to help.  She was very patient and explained lots of material to me that I had never learned much about from Circuits to Soldering. She was able to explain in a way that made it very easy to understand.  Dr. Veety is always willing to help. During our Field Trip to the ASSIST Center she along with several graduate students showed my middle school students the new wearable devices that were created there. In addition she taught them about what wearable devices were, engineering design and more. My students were so excited after the field trip to learn and do more.

In addition how many mentors would take time from their Saturdays to teach your students? Dr. Veety did. She taught my High School Students in Catalyst: Creating Opportunities in STEM for Students with Disabilities. She came in during a Saturday to teach the kids about nanotechnology, wearable devices and engineering design. In addition to hands on activities she had for the kids, by using Mind Mapping the kids came up with ideas for their own devices they wanted to build, which we submitted to a competition.( More on that later blogs…).

I think besides all the content I learned from my mentors it is also learning how they teach people with little background successfully. Learning how they continually praise student’s creations yet ask probing questions to improve it. Learning that teaching kids to think is just as important as teaching content. I Think my relationship with my mentors has helped me want to emulate their teaching styles and strategies and has made me a better teacher. By having such approachable mentors, I am more likely to approach other staff at NCSU and other places to help my students. I know I can call on my mentors anytime and the answer will never be no but how they can help me. This is a great comfort to have this level of support. I also know this is not a one year relationship but a long term commitment on their part and mine to foster our relationship and increase my students success and even mine and with this support there are endless possibilities for my students and myself.