Thank you for your comment. The LIST Fellows created spaces for discourse and active engagement with their virtual lessons. The activities highlighted in the video were completed with the LIST Fellows' students via a virtual platform, such as Zoom. During the Zoom presentation, the LIST Fellow would ask the students, who were zooming in real-time, questions to guide discourse. These questions could be anything ranging from, "What will happen if... to "Why did we get this result?" The secondary science students responded to the teacher's questions by unmuting themselves to answer, reflecting in the chat box, or collectively responding as a group using break out rooms. Students could also provide individual or collaborative input in other digital formats, such as the digital notebook, Google Jamboard, Nearpod, etc.

Some of the LIST Fellows also took the virtual instruction one step further by creating a "science robot" character played by the teacher. In this method, the teacher acted a "science robot" who would only perform scientific tasks provided by the students. The students worked collaboratively in breakout rooms to discuss how the experiment should be conducted, and then a group representative would tell the "science robot" how to complete the experiment and why it should be completed that way. This allowed the science teacher to conduct the experiment in 3-4 different ways with actions requested by each group and opened a space for discourse and reflection. 

So creative - love the "science robot" idea!! Thanks!

 

Thank you for reviewing our video. We look forward to reciprocating. 

Thank you for your comment. Not many teachers and school systems were prepared to go fully online March 2020 when the country went into lock-down. The strategies that emerged with our Fellows were due to trial & error, think tank collaborations, and necessity. During the 2020-2021 school year, they perfected the systems that worked for their classes - their students and themselves. We found there was no one-size-fits-all strategy; each school system's resources, teacher's technological expertise, and student needs were unique. In this video, we tried to capture the breadth of their success. 

Dear Sabrina,

Thanks for sharing the list of resources this is great. Allow me to add some resources we have found useful too

Bring TED-Ed Student Talks to Your School (TED-Ed, 2021)

CK-12: Free Online Textbooks, Flashcards, Adaptive Practice, Real World Examples, Simulations (CK-12 Foundation, 2021).

Edpuzzle: Make Any Video Your Lesson (Edpuzzle, 2021)

ExploreLearning Gizmos: Math & Science Simulations (ExploreLearning, 2021)

Math Interactives (LearnAlberta.ca, 2021)

Mathigon: Textbook of the Future (Mathigon, 2021)

PhET Interactive Simulations | University of Colorado Boulder (UCB, 2021)

Poll Everywhere: Host interactive online meetings (Poll Everywhere, 2021)

 

Sources

CK-12 Foundation. (2021). Free Online Textbooks, Flashcards, Adaptive Practice, Real World Examples, Simulations. https://www.ck12.org/student/

Edpuzzle. (2021). Edpuzzle | Make Any Video Your Lesson. Edpuzzle. https://edpuzzle.com/

ExploreLearning. (2021). ExploreLearning Gizmos: Math & Science Simulations. ExploreLearning : Get Hands-on, Minds-on in Math and Science. https://www.explorelearning.com

LearnAlberta.ca. (2021). Math Interactives [Interactive Objects]. https://www.learnalberta.ca/content/mejhm/index...

Mathigon. (2021). Mathigon – Textbook of the Future. Mathigon. https://mathigon.org/

Poll Everywhere. (2021). Host interactive online meetings with Poll Everywhere. Poll Everywhere. https://www.polleverywhere.com

TED-Ed. (2021). Bring TED-Ed Student Talks to Your School. TED-Ed. https://ed.ted.com/educator

UCB. (2021). PhET Interactive Simulations | University of Colorado Boulder. PhET. https://phet.colorado.edu/

Great list Cristo. We use Kahoots and Poll Everywhere and find them very useful for engagement and checking for understanding as we go. It works both with the lesson planning and with our Noyce scholar PD.

Thank you for your interest in our project. Below is a listing of the various resources our Fellows employed that we categorized during our analysis. Attached also is a list of websites for these resources plus others.

Collaborative digital platforms = Google Doc, Google Sheets, Jamboard, Flipgrid

Digital Formative Assessments = Kahoot, Quizziz, Nearpod

Virtual Lab Simulations = PhET, Royal Society of Chemistry, Chemcollective, Labster

Virtual Instructional Management Tools = Digital Science Notebooking, Pear Deck, Nearpod, EdPuzzle, Flipped Classroom

Learning Management System = Schoology, Google Classroom

Follow COVID Safety Guidelines = Pre-recorded Lab Demonstrations

Virtual Sessions = Google Meet, Zoom, Microsoft Teams

 

• Labster: https://www.labster.com/
• Classroomscreen: https://classroomscreen.com/
• Whiteboard.fi: https://whiteboard.fi/
• Kami: https://www.kamiapp.com/ and  https://chrome.google.com/webstore/detail/kami-...
• PhET: https://phet.colorado.edu/
• Digital Notebooks: https://scientificteacher.com/digital-notebooks/
• Breakout Rooms for Google Meet: https://chrome.google.com/webstore/detail/google meet-breakout-room/kogfdlbehkaeoafmgaecphlnhohpabig?hl=en
• Newsela: https://newsela.com/
• Edgenuity: https://www.edgenuity.com/
• Nearpod: https://nearpod.com/
• Stemscopes: https://www.stemscopes.com
• Light Speed Classroom: https://www.lightspeedsystems.com/monitor/
• Kahoot: https://kahoot.com/
• Quizizz: https://quizizz.com/
• Quizlet: https://quizlet.com/
• ChemCollective: http://chemcollective.org/
• Flipgrid: https://info.flipgrid.com/
• Google Jamboard:  https://edu.google.com/products/jamboard/?modal...
• Padlet: https://padlet.com/
• Poll Everywhere: https://www.polleverywhere.com/
• Mentimeter: https://www.mentimeter.com/
• Word Clouds: https://www.wordclouds.com/
• Interactive Learning Menus: https://shakeuplearning.com/blog/interactive learning-menus-choice-boards-using-google-docs/
• Birmingham Zoo Virtual Webinars:  https://www.birminghamzoo.com/education/teacher... trip-resources/#ddw 
• Lanark Nature Center: https://www.alabamawildlife.org/lanark/

 

This is fantastic.  Would you mind me sharing this list with NSTA?  There would be a suitable attribution, but just finding these resources in the first place, under the pressure of hybrid or online teaching, is the first big step.  Effectively integrating them into instruction is even bigger.  It seems like your Fellows have really made an impact.

Yes, we would be more than happy for you to share this list of resources with NSTA. The itemized lists came from work during the following conference presentations; we would appreciate if you referenced the sources. Our Fellows presented at the Alabama Science Teacher Association conference, sharing on the national level would be fantastic. Thank you for disseminating our work to a larger professional community of learning.

Stanley, D., & Tawbush, R. (2021). Think Tank Sessions During Remote Instruction. Alabama Science Teachers Association (ASTA), Virtual Conference.

Stanley, S., Tawbush, R., Sunal, D., & Sunal, C., Duong, T., Harstad VanDervoort, R., Hawkins, H., Kilic, S., Lawrence, A., McDonald, N., Millwood, H., Moon, C., Murray, C., Reed, H., Shull, A., Smith, K., Stanley, D., Walker, L., Zeier, M. (2021, April). Meeting the challenges of a pandemic: Teaching secondary science. Poster presented at Southeastern Universities Graduate Research Symposium (SUGRS), Virtual conference. 

Thank you for your compliments on our project. We feel our Fellows did an exceptional job as they met the challenges of COVID instruction, especially by focusing on the needs of their students. None of us were fully prepared for that shift in the educational environment. There have certainly been growing pains for many of us over the last 12+ months. We sincerely appreciate your comments. 

Our fellows have reported to us that keeping the students on track was a universal struggle. There was a lot of trial-and-error before they found what worked in their own classroom; each was different. The abrupt switch to virtual you mention was hard for all our Fellows and their colleagues. However, they managed to be very intentional to incorporate exploration and inquiry in their virtual and hybrid lessons. We strongly encouraged our Fellows to persist with science lessons that required critical thinking and other NGSS science skills. With regular communication and collaboration, we worked with them, and they with each other too, to manage.