Connecting Theory & Practice Week 5

We learn the importance of hands-on and active learning in a student’s education. I have been able to witness first hand engaging students through simulations. In the past, simulations used to be experienced in the classroom. Preferably this would still be the case. “However, in the digital age, many software and online simulations now offer students a wide variety of games and activities that simulate real events across all areas…(Kopp, 2017)” Although this is from the social studies textbook, it still is relevant to the science lessons I observed this week. “The best simulations allow students to experiment with ideas and outcomes and ultimately master the application of concepts to real situations (Kopp, 2017).” This is exemplified in the classrooms I observe. There are plenty of websites, such as Legends of Learning or Gizmos, that engage and support students through hands-on activities to master concepts. I have mentioned in the past that it is a little disappointing of the lack of actual hands-on experiments in the classroom. I see both the negatives and positives in implementing a more digital approach. Some positives include cost efficiency, less clean up, and more accessible. Some negatives include limited hands-on experience, technical issues, less engagement, and limited exposure to lab equipment. When I am an educator I would like to balance between digital and live simulations, experiences, and experiments. This week the students did a virtual experiment through Gizmo. I was able to sit in on a group and watch them collaborate. Attached is a copy of their worksheet and answers. We are able to see active learning strategies, such as working together to activate prior knowledge, participating in the experiment, drawing conclusions, group conversations, and review/wrap-up discussions.

Students were actively learning and experimenting through small groups (of about 3-4). After they completed the assignment in small groups they came together as a whole group and reflected on what they learned and answered any unanswered questions. As the teacher was going through the answer’s students were told to give a thumbs up if they had a similar answer or a thumbs down if their answer was something else. When the teacher saw a student with a thumbs up she would ask them to elaborate. She never shamed or pointed anyone out for having a thumbs down, she would just try to clarify to answer any questions or misunderstandings. She would display the experiment on the board and do it in a way that would provide the correct answer so students could add to their answer or correct it.