Curiosity Never Killed A Cat

"Curiosity killed the cat" is a proverb used to warn of the dangers of unnecessary investigation or experimentation. A less frequently-seen second part to the statement "curiosity killed the cat" is "but satisfaction brought it back" I had never heard the second half of the statement before. But it makes sense. Often we get boggled down with useless information, erroneous data and personal opinion that muddles our focus. The important thing to remember, I tell my students often, is to formulate a plan, implement the procedures, and reflect on your findings. Always have a goal in mind before beginning any lab. Whether it is observation or experimentation the goal will keep you aligned with your curiosity. The second things become complacent and convoluted is the moment the energy or life of the project dies (or the proverbial cat).

Curiosity didn't kill the cat, actually the lack of organization, confusing procedures, or lack of focus did. Curiosity is the driving force for change, either positive or negative, progressive or antiquated. But it always leads to discovery of some sort. Science in general is based on the principals of chaos and equilibrium, exchange and transformation, nature and nurture. Curiosity is the spark in which we identify these principles. We see something and we investigate. We hear something and we follow the sound. We feel something and we experience pain or pleasure. If as humans we were not curious by nature we would have given up long ago. But our desire to survive, our loyalty to life, our persistence of thought has evolved us to where we are today.

In the classroom if students are not given the opportunity to hear provocative questions, to experience discrepant events, to see the paradoxes surrounding them they will lose their curiosity. They need to be shown examples of change and habit and be asked open-ended questions that push them towards inquiry and exploration. They need to be set up to fail in order for them to probe for the truth. Analysis and reflection should guide them to new questions and stronger reasoning skills. This all comes from stepping back as a teacher and letting students stumble and overcome. Making them feel safe to fail and encourage them to do so. For learning is thrust upon us when we are challenged and re-evaluate what we believe to be true. We add to our schema when we make connections and draw conclusions. The force behind both is curiosity. curiosity never killed a cat, in fact it lead the cat to the mouse and provided it dinner.

Superhero Project: The Human Body Design

Superhero Design: A Human Body Adaptation Story

At the end of last semester students wrote a story about a superhero they designed and drew. In their stories they had to define the human body systems and explain what adaptations had to occur in order for their superhero to perform their superhero tasks. They wrote backstories and incorporated them into an adventure both informational and entertaining. The best part is that they not only identified how each body system functions but also their limitations. They explained why it was necessary to have altered genes and body systems in order for the superheros to survive and function. Lastly, we will take these characters and discuss on a cellular level/Genetics how these superheroes are adapted and the importance of genes in natural selection. 

Today I asked my students what was their favorite part of the project and all of them agreed that drawing and designing them from scratch was both fun and challenging but that they learned so much about how all of the systems work together to make us human and how super humans would need different adaptations in order to be stronger, faster, larger etc. A fun way to tie up the human body, introduce adaptations and genetics, and allow students choice, voice, and creative control over their learning.

And who doesn't love a great superhero story......

A Quick Way to Combine The Holiday Recap with the Human Body

After a holiday break you always wonder as a teacher how much have my students retained from last semester? An easy way to bring back in the human body unit, which lasted the whole semester, is to get students talking about the holidays because they will. So why not make the discussion both fun and informative. So when my students entered the classroom they looked at the board for the agenda and what they saw for the day was What did you do for the holidays? What activities did you and your family do over the break? Students sat down and at the bell settled to quiet as they waited for the me to tell them about my holiday. I quickly told them about my travels to Albuquerque and the awesome park I went to with adult sized swings, slides, slippery astro-turf hills etc. I talked about the altitude and how hard it was to breath at 5000 ft. I made sure to discuss how much fun the break was using science as the base of the conversation.

Then I opened the floor to them. They understood by my modeling that science was very much integral to their story or anecdote. Examples: "I ate a lot of food." I asked them how did this have to do with digestion and any other organ system? They explained fat, protein, energy, cellular respiration etc. "I got a new bicycle for Christmas, it was exercise which is about muscular and skeletal but also I worked up a sweat which has to do with nervous and endocrine and even integumentary." They just got better and better from then. This was a great way for them to share their great stories but also have a review of the human body which is important because our next unit is humans in space. So when we were done talking about the holidays we transitioned to space. Now I said "How would things be different if you received these gifts or performed these activities on the ISS?" The conversation was great and engaging and we covered three topics in one fell swoop.

Are PBL's Beneficial or Just Time-Consuming?

Problem or Project Based Learning a strategy that has been around for awhile. Many schools are implementing them more and more. What makes a PBL a PBL? Cross-curriculum is definitely a component. Having students create, write, showcase their open-ended topic. It is an active way for students to be the leaders of their own learning, to be participants and not observers, to be immersed in real world relevant activities. It is an opportunity for students to collaborate with their peers, understand the content more deeply, and apply their knowledge to new situations. Thus PBL is an engaging way for students to be part of something bigger, to contribute to the big picture, to identify with circumstances around them and help to improve the world around them.

In the 21st century workplace collaboration, application of new skills and problem-solving are the requirements to be successful in many careers. Not only do you need to be able to problem-solve and anticipate the need for change and how to bring about improvements but also to have the confidence to work in a team. The ultimate goal of any project or professional development is not to merely learn the information but to be able to communicate your findings with others. To learn and grow from the contributions of other leaders in the field. PBL is an effective way to help learn these sets of skills. They can be time-consuming because you must provide ample class time for collaboration to occur. Teams must be able to complete the assignment in class. But the reward outweighs the length of time.

Not only does PBL provide opportunities for the use of technology, conducting research, gathering data, and correlation and interpretation of results it also allows for connection with experts and collaboration with peers. PBL allow students to become the experts in their topic by empowering them to solve problems, addressing real issues, and make a difference. Not just talk about it but actually implement their solutions into local, regional or even national levels. This year my students have completed one PBL: A Cells Story, a children's book on cells that they illustrated and wrote themselves and then donated to our local elementary school. They also got to walk over one afternoon and share the books with the 1st grade classes and add to their classroom libraries. It was an awesome day.

The upcoming PBL my GT students are doing is a collaboration with the GT ELA classes. It is a persuasive paper and public service announcement about topics about adaptations and genetics. The topics range from the disappearance of bee's to GMO's to human cloning and stem cells. Students will research the topic and take a persuasive argument that they must support. Then they will (in groups) either create an animated film, stop-motion video or even a live action video where they must use the elements of persuasion and speech techniques. Together with ELA my GT students will choose their own topic and research it collecting valid evidence, review their evidence for reliability and relevance and finally develop a well-designed argument on the topic using the evidence. Finally, the paper will be written and the paper will be graded by ELA and the video, based on the science and evidence collected will be grade by me. I am looking forward to kicking it off. PBL is a great way to collaborate across the curriculum and put students in the drivers seat, where they should be.

Back in the Saddle Again: Changes in Outlook

Back in the saddle, the first day back after a long break is always the most difficult. Sleep deprived, out of teacher mode, and readjusting to the demands of teaching. Grades are due, reports need to be printed, folders turned in, basically lots of paperwork. Then looking over the lesson plans written before the holidays, are they still appropriate, have I learned something new I want to try out. Finding time to meet with my team to collaborate and get on the same page, make copies if needed, set up the boards with the new agenda, essential questions etc. All this running through my mind as I am remembering the wonderful holiday I just had with family. So yes it is actually getting back on the saddle and the trotting of the horse begins before the full gallop and then sprint occur.

A new year, new beginnings, I want to try new things but also keep the momentum I have in my class. I love the 1-minute check-in's I have been having with my students. The flexible seating stays the same, the student-driven classroom remains. But I do want to change it up. The @seesaw will begin and the class blog will begin this semester. Also more podcasting and a You Tube channel. Those are my first goals and hopefully I can get them set up today and tomorrow before the students reemerge. Over the holidays I made myself let go completely and so now I am assimilating all of my notes and setting course for the new semester. It is quiet here, everyone in their rooms planning and strategizing. A little Spotify classic playlist and I am getting in the groove. music always helps me focus. I need a little more focus right now.

Changes in outlook: I have chosen my word for 2017- CALM. I am usually calm but I need to implement a few more strategies to help me stay calm when I get flustered or frustrated. I am going to start exercising more, at least get a Fit Bit and start walking more. Plus I have planned out a new family meal plan with my husband so we can all get eating healthier. This will help my mood and focus as well. Sometimes as teachers we focus so much on what our students need we forget what we need. I have six competitions I mentor after-school and of course three preps so my brain is usually fried and I am usually exhausted. New outlook, delegate and take on less. I will complete all my competitions but will allow parents to take charge of more practices-this will alleviate some of my frazzles.

Change in outlook, more meditation less eager to please. More focus on my classroom and bringing students to a new outlook too with more challenging readings and assignments and less paper. I would like to get away from printing anything if I do not have to. I am pretty good with this but need to get better. My students have journals that they write in a lot and copy labs into so I will utilize those more as well. I rarely take anything home to grade because I actually have good time-management but my new outlook is to leave the clubs and planning at work too. When I leave work I leave work. Twitter and blogging but no lesson planning etc. I would love to have 2 units ahead planned. New outlook- collaborate more with my team and delegate more to keep my sanity in check.

2017: A New Vision, A Simple Solution

I have never been one for New Year's resolutions, not because I do not set goals but because I set them all the time and thus just because it is January 1st doesn't mean I need to or am ready to set new goals. But I do take a lot of time reflecting on the previous year and looking deeply at the mistakes and failures I have had and the success stories too. Each year of my life has had both. I have struggled financially, socially at times (I am slightly anti-social) I lack the outgoing personality needed to get out there and party with people. I often feel awkward around people so I tend to stay to myself most of the time or at home with my family.

Twitter for me was one of the best things I have done socially, it was for professional growth, but socially too I suppose, ever. I feel confident on Twitter and Voxer. I have been writing my blog since July, every day because I am participating in Blog365. It has been a challenge some days but I make myself write everyday. It is important to me to reflect and write every day. It keeps me focused. These last two weeks off I have mainly been focused on writing about family, but have been slowly transitioning back into the educator role. I love teaching, every day I wake up feeling blessed that I get to do what I do. Days may be challenging and frustrating and even just a bummer, but I meditate and by the end of the day I feel blessed that I am a teacher.

A simple solution to staying on track is to keep writing my blog and writing in my journal. I am writing a novel/screenplay about growing up with Dyslexia in the 1980's with my eccentric group of high school friends. I will continue to write that as well as begin what I am hoping will be a novel about teaching and the experiences I had educationally as a child and how I became a teacher and the steps I take to make sure what happened in my educational past will not happen to any one else. So my goal for 2017 is to keep writing, keep Tweeting, Voxing and blogging. I would also like to create a podcast for my classroom colliding with science but also one on teaching. I want to grow every day, to get myself into the uncomfortable spots so I have to discover new ways to push myself. That is the ultimate goal for me as a teacher and as a person: growth, expansion of thought, learning from others, never feeling stagnate or trapped because the paths to enlightenment are endless and I want to travel them all.

Closure: A Difference A Day Makes

Closure is a concept we as humans often equate with the end of something. The horrible break-up we went through in high school or college, we just needed closure and it was all alright. Even closing the door on something meaning to be done with it. Most often we do not take it to the next level and believe that closure is a connection between one concept or event and the next. We expect at the end of the day that what ever we taught needs a finality. The unit keeps going, the vocabulary is interwoven into the next lesson but we deep down inside feel there needs to be a clear delineation or transition between ideas. When in fact closure is a bridge, a path that leads to many unique directions that our students can follow.

If a student is truly intrigued and curious about the concept they will take a different course then a student who is merely complacent or a different student who is a reluctant learner. It is our job as a teacher to get the paths aligned with the right student. More importantly to provide the road map that they can use to find their destination. Some may use GPS while others may rely on good old fashion paper maps. Teachers need to make sure the various roads are smooth and friction-less rather than a rocky terrain. But we also need to understand that we can never get every student to choose the same path. While some learners need road signs and stop lights, others prefer the wide open desert roads where their is little traffic in site. But as they traverse their personal journeys they each encounter different obstacles and barriers. If we provide them with the capability to deal them as they arise they will overcome them with little reliance on us. That in the end is a teachers goal: independent learners.

At the end of a discussion I always say to my students, how can we add this to our wall, our billboard, our scrap book of knowledge. Putting into a place of perspective and relevance. My students either draw it in their journals, write a reflection, and even just a simple teach my neighbor discussion. But the adding to the arsenal of information is where if we use the word "closure" occurs. Where cementation happens. Where it no longer is an isolated concept but placed in the larger schema where it can be built upon. Not done, not in the past merely put in its place like a giant jigsaw puzzle piece where after many more lessons the picture or image becomes clear. Closure brings exposure to new ideas, differentiation, interest, and diversity together into a process of learning that is accessible to every student because it is based not on intelligence but on personal understanding and relevance. Each student has a different arsenal of knowledge, individualized directions or navigation tools, and personal curiosity and understanding. If we lay the groundwork they will find their own path through the maze of learning.