eLearning

This is teacher appreciation week, and somehow it seems that as a mother and an employee of an educational publishing company, I should be and am extremely grateful to our teachers out there.  I just read a great article by Sally Ride, the first American woman in space about how grateful she is to her high school science teacher, and the vital importance of STEM (Science, Technology, Engineering and Math) in our educational system today in order for us to remain competitive in the future. You can find the article here: http://mashable.com/2012/05/08/sally-ride-stem-programs-teachers/.

On that page was a link to another article about teachers adjusting to digital learning environments. I’m just interested in what our readers think about things like digital science programs, eLearning, and the variety of content delivery systems now available for educational materials. Do they make your teaching lives easier? Is kids not having computers at home ever a problem? Do you find that you spend less money out of your own pockets when using online course materials? Submit a comment if you have an opinion.

And again, thank you for all you do!!!

Lots of teachers tell us that they sometimes feel overwhelmed when it comes to choosing a new elementary, middle school, or high school curriculum -- especially now, when advances in technology have resulted in more new products than ever before, including a variety of products designed specifically for the digital generation. Since technology should make things easier, not more difficult, Kendall Hunt created the Inside Look Webinar Series for educators who want to learn more about our traditional and digital publishing solutions, but in a way that fits their specific interests and busy schedules. 

Inside Look Webinars are conducted live by Kendall Hunt curriculum experts and provide an interactive, in depth way to learn more about the many ways our hands-on, inquiry-based science and mathematics programs can help educators address, meet, and exceed their learning objectives. Each Webinar includes ample time for questions and answers, as well as demonstrations of curriculum features and activities. 

All Inside Look Webinars are free of charge and can be accessed from any Internet-ready computer, so there's no need to search out a meeting room or travel to another location. They're also offered at a variety of convenient dates and times, and there is no limit on the number you can attend. 

We hope you'll use this great new eLearning tool to get the information you need in the way you want to receive it -- register for an Inside Look Webinar today!
 

If you have begun looking at elementary school science textbooks, many publishers create programs which have the illusion of inquiry in an effort to meet NSES. Few truly understand that inquiry is more than providing a hands-on activity. Biological Science Curriculum Study (BSCS) developed the 5e learning cycle, found in most of its Prek-12 curriculum, in an effort to prove student the opportunity to learn science through true inquiry.  

The 5e learning cycle is an instructional design model that defines a learning sequence based on the on the experiential learning philosophy of John Dewey and the  experiential learning cycle proposed by David Kolb. Attributed to Roger Bybee of BSCS , the model presents a framework for constructivist learning theories and can be effectively used in teaching science.

The model

Engage

Here the task is introduced. Connections to past learning and experience can be invoked. A demonstration of an event, the presentation of a phenomenon or problem or asking pointed questions can be used to focus the learners' attention on the tasks that will follow. The goal is to spark their interest and involvement.

Explore

Learners should take part in activities that allow them to work with materials that give them a 'hands on' experience of the phenomena being observed. Simulations or models whose parameter can be manipulated by learners, so that they can build relevant experiences of the phenomena, can be provided. Questioning, sharing and communication with other learners should be encouraged during this stage. The teacher facilitates the process.

Explain

The focus at this stage is on analysis. The learner is encouraged to put observations, questions, hypotheses and experiences from the previous stages into language. Communication between learners and learner groups can spur the process. The instructor may choose to introduce explanations, definitions, mediate discussions or simply facilitate by helping learners find the words needed.

Elaborate/Extend

Using the understanding gained in the previous stages, now learners should be encouraged build and expand upon it. Inferences, deductions, and hypotheses can be applied to similar or real-world situations. Varied examples and applications of concepts learned strengthen mental models and provide further insight and understanding.

Evaluate

Evaluation should be ongoing and should occur at all stages, in order to determine that learning objectives have been met and misconceptions avoided. Any number of rubrics, checklists, interviews, observation or other evaluation tools can be used. If interest in a particular aspect or concept is shown, further inquiry should be encouraged and a new cycle can begin that builds upon the previous one. Inquiries may branch off and inspire new cycles, repeating the process in a spiraling fractal of interrelated concepts, where instruction is both structured and yet open to investigation.