Nostalgia: How 1980's Music Rejuvenated My Spirit: Part One

"Hills and valleys" my grandmother used to say to me, on those days where the bullying became too much to bear. The surface of our landscape is never level, nor is it smooth. There will be days when the sun is obscured amidst a thickness, like no other. You know it is there, a glimmer of its pervasiveness seeps in and out, almost on schedule. But, it quickly dissipates as soon as it appears. Voices of wisdom and strength echo in, like whispers of yesterday. Memory meeting immediate. Depending on our personal climate, each day can be clear and sunny, cloudy with a chance of rain, or any atmospheric condition in between. "Optimism", my grandmother used to say, "is a weather pattern, humid with our tears, but also a cool, breezy day, if we allow ourselves to feel it."

I have discovered recently, however, that even with the best intentions, that a cool breeze can become a full-blown hurricane in a moment’s notice. The only way to keep the surge at bay, is to pay attention to the weather reports. Prepare for the flood, because often, it breaks through the barricade and topples over, even our most positive outlook. In no way is this defeatist, I know I can face any barrage or storm that steers its way in my direction. I have noticed, however, this shadow, haunting those around me. They begin the day in a confident, decisive frame of mind, but with the input of a downtrodden or negative person, their whole demeanor changes. They deflate like a balloon. This I think happens because we often do not consider that weather, unpredictable and chaotic, is not permanent. Not only is there seasonal change, but daily modulations, even hourly, depending on the meteorological front moving in. We need to keep an umbrella around, just in case. I think it is critical we look to others to help us block the storm. I am putting myself out there for anyone who needs it. I am your rain coat on a stormy day.

I know from living through a childhood of bullying, that my viewpoint is just that, my perspective. The determination of bullies can be undermined, if I believe in myself. If I choose to let those goblins and monsters that taunt me, defeat me, then they will win. But if the fiends that attempt to sour my existence, are mere passing clouds in the day’s events, then they too shall pass. Pessimism can only find me if I show it the way. Optimism can win any battle against malignancy, if I use it as a shield. As much as I want others to see my vision and hear my point-of-view, it is not always going to happen. The important thing for me, is to remember where I came from, how each obstacle built the framework, that is me. What has shaped me into the person I am today. This melody creates my hopefulness and idealism.

I grew up in the 1980's. I think that is why "Stranger Things" resonates so much with me. I was a Freshman in high-school, at the time the show takes place. I didn't live near a hell mouth, thank goodness, although there were some demons that crossed my path. The music, culture and teenage attitude, depicted in the show, are familiar and embody my personality on almost every level. Remembering those times are not painful anymore, they are empowering, and the music is inspiring and motivating, just as it was when I was immersed in the decade.

I changed a lot in the 1980's, once I reached high school, my positive, optimistic, life began.

Dissecting a Dyson and Engineering with Grit and Collaboration

A Collaborative Engineering Activity

Dyson Engineering Box

     Three years ago, I stumbled onto the Dyson Engineering website. It was summer and I was looking for some fun, creative labs that I could use for enrichment with my gifted/talented students. I was looking for more STEM, problem-solving activities where no handouts were necessary, just good old innovation. You have to order the engineering boxes about four months in advance and then you get to keep them for 3 weeks. Then you ship them back. Its 100% free. 

          The first year, they arrived in a giant box and were delivered to my room during one of my GT classes. Instant intrigue. "What's in that box? Do we get to use it?" I hadn't even opened the box and between myself and my students there was level of excitement we hadn't felt in awhile. After a semester and a half of the human body we were all ready for the holidays. We were in the middle of dissecting chicken feet, so I held off opening the box until my planning.

   

Finding A Connection

         When I opened the box I was even more excited. Screw-drivers, vacuum cleaner parts, even the base of a Dyson vacuum. Hoses and all. I was instantly curious as to how I could bring this activity into the Biology curriculum I teach in 7th grade. I pulled out the hoses and vacuum heads and began to just stare at all the parts. Then it dawned on me. Ligaments, tendons, cartilage, bones, joints, even muscles are all represented here on this hard plastic piece of machinery. So the next day I wrote those words on the board. Just those words. Then I handed out to each table a vacuum and the tools to dissect it. They had a blast and definitely made the connection easily. I had them draw and label two pictures, one of the machine and one of their arm and I had them make comparisons. 

        I did this same activity, the same way, for two more years. This is the fourth year I have utilized the Dyson Engineering box and this year I decided that I wanted to stir the pot and change things up a bit. Really push my students to literally 'think outside the box.'

UpDating

     So this year I printed some basic directions on how to dismantle and reassemble the machine, BUT I gave them the wrong set of directions. Close but not exact. Basically instructions for a different model. I wanted to see how long it would take for them to figure out that the instructions were wrong and set a new plan for solving the engineering conundrum. Same words were on the board, same correlation between Muscular/Skeletal systems, just with a little set back built in. Students got completely frustrated but they figured it out. Some faster than others. Many students began to go around and share their findings, helping others jump the hurdle. But others tried to confuse them even more telling them the wrong way to do it. All the while, I sat watching from afar. It was enlightening for sure.

     This year they sent two sets of vacuums, we used the larger set on Friday. Tuesday after we get back from the holidays they are going to do it again with the smaller models, with the right directions. Then I am going to have them compare what it was like when directions were clear and when they were not. I am curious if students found the irritation meaningful or simply a distraction. While I was observing them, they were having fun, they were just struggling a lot. I want to know after a week of vacation how they feel about the activity.

     I never told them there was a kink in the plans. So by the time 8th period came in they knew the earlier classes had problems with the activity but they were not sure why. A few had identified the directions as being incomplete BUT each class received a different set of 'incorrect' directions so this kept the curiosity and suspense going all day. 

Pushing the Limits

    I am looking forward to the next time we dissect a Dyson because they will expect the same road block but it will not be there. I want to see how they adjust to this frustrating activity with another pass at it. It was an interesting day not only because some gave up for a bit, others trudged through without even the slightest detour, but mainly because they even tried to trick each other more. While some helped each other, others told them the wrong information to see if they could figure it out on their own. It was a community feel, every one was laughing when they figured out how to finally put it back together. It was an experience many of them being gifted/talented haven't faced before: struggling to a degree that they nearly just gave up, with no one giving them the answers. But in the end, all groups made it through. 

  I know on Tuesday, their will be a lot of sighs and moans when they hear that they have to accomplish it again, but that's growth isn't it? Endurance even through those moments we feel we are locked in an endless vortex of vexation. Who knew a vacuum could be so empowering?

It All Works Out in the End: Taking Chances, Running Out of Time and Readjusting

High and Low Tides

There are days that go smoothly and days that need every last bit of my energy. Some weeks fly by without any hiccups or speed bumps while some are riddled with them. This particular 7 day allotment of time, my classroom, was full of miscalculations and detours. A few panned out and were helpful, but some ended up being set aside and never completed. This tends to happen when I get overambitious. Our Circulatory and Respiratory system unit has come to an end and throughout the week, students have been creating models, writing songs and parodies about the systems and reviewing for the test they are taking today. Like any cycle, as with the high and low of tides, there is a balance that syncs into place, but only after a little give and take.

The highs were awesome, models of the systems were creative and informative (yesterday's post is examples). Students had full access to the makerspace, for the first time and it was fun to watch them explore and find new ways of using recyclables and previously undiscovered items. Each model is so unique. It was a great activity, it got a little messy and it took two class periods, but it was worth it because students really delved into the physical aspect of both systems and had an opportunity to reinforce key vocabulary along the way. The low of the activity was the length of time. It took forever for them to finish. It also completely put the makerspace in disarray. But, with a little elbow grease and I can get it organized. Students did clean up very well, they just put things all jumbled into buckets and now they just need to be sorted.

The other main activity my students were working on this week was a review for the test. We created a ?Question? board where they wrote their concerns and questions about the unit and other students in different classes answered them. Pre-AP answered GT and vice-versa. At the beginning of class, students went to the board, perused the content, answered questions and actually learned a lot about the Circulatory and Respiratory systems from their peers. That part of the review I think went great. However, I had a follow up activity where students were going to use the questions in a debate/Socratic Seminar, but we ran out of time. I also wish I had had time to go over the board as a class to bind the lesson. I feel like I left this activity in limbo. But, with the time constraints of the model build, we had to skip the follow-through. I enjoy closure. I revel in it. So when things get left unfinished it drives me crazy.


The Clock Continues to Tick...Tick...Tick

Well laid plans rarely go off without a hitch. I appreciate an organized lesson plan but I must admit mine are more 'flexible' and I often decide things just before class starts. This week, I actually stayed very close to my plans. Building models of both Respiratory and Circulatory just proved more extensive and took longer for completion. The clock keeps tick...tick...ticking even when we think we have it under our control. To be rewarded with thorough mock-ups, concessions had to be made. I really wanted to have them debate but writing a rap or song seemed more engaging and fun. So I went that route. Thank goodness I did. I made the right call. They were funny and creative. I ended up recording them and putting them on our class blog www.collidingwithscience.com  (Videos to Watch)- the kids have been enjoying watching each others presentations and I keep getting messages about how much they loved the experience.

In the end, after scoring their tests, I see that the models and raps/songs were worth it. Their test scores were great and the students who normally do not get an A or B, actually did on this test. I think that getting so hands on was beneficial. Also, collaborating with their peers helped them feel confident sharing their songs. Together these two activities brought a cohesion of tinkering, creativity and personal expression which always helps me learn.


Adjustments and Reinforcement

After the test today, I asked my students to fill out an anonymous survey. I asked three questions:

1) What was your favorite part of this weeks review?
2)  Did the model help you learn the information, or was it just fun?
3) What was your least favorite part of this weeks review?

The consensus was the model was challenging, fun and also, as they put it "a visual study-guide that helped me see the 'big picture' and I know you like us to see the big picture, Mrs. CJ." Their favorite part was the song/rap and being able to share it with the class and to be able to enjoy other presentations. They also love that they are on the class website. They are commenting on the Canvas blog about them. I am excited they are so supportive of one another.

Finally, their least favorite was how rushed they felt at times. "I wish we would have used the board more-its feels like we didn't get to finish that. But, the model made up for it." Seems like my students and I are in sync. I just wish time would get on our side. The curriculum is so fast. These next few weeks, we only have 2 1/2 days per body system. It is just crazy after Harvey. But, with a little ingenuity I hope to make it engaging for my students, all the while leaving it in their hands. I see a mini-play in our future.

Finished Products: Respiratory and Circulatory Models

These are the final models once Circulatory was finished and students added Respiratory structures. They came out awesome. After they were done with the models each group wrote a rap, poem, song etc. They performed them for the class- they wrote these in ten minutes. I recorded them and posted them on our class website  http://www.collidingwithscience.com/  they are under Videos to Watch section.