Conferring with Colleagues and Feedback and Focus group Data
I conferred with two colleagues, a chemistry teacher, and physics teacher. Although both of them teach different contents, they were able to reflect and provide feedback on how implementation of ImagineIT project will look in the classroom. One concern was, how will I collect data and measure student understanding of concept (photosynthesis) through the pedagogy strategy of “re-seeing.” Another concern was the issue of time that is involved in implementation and how it will affect pacing of biology scope and sequence. The suggestions for the above concerns includes, administering a pre-test before pedagogy treatment, and a post-test at the end of the unit. They suggested that I use two groups of students, one group will receive pedagogy treatment “re-seeing,” and the second group, which is the control group, will receive the traditional strategy of teaching photosynthesis. I should administer a pre-test to both groups before teaching concepts and a post-test at the end then compare the growth of both groups. Also, administer benchmark test developed by Chicago Public Schools. The reason for using CPS benchmark test is that aligns to New Generation Science Standards (NGSS) and Common Core State Standard (CCSS). Regarding the scope and sequence pacing, they suggested that students use re-seeing activities to express complex concept, which will lead them to build a deeper understanding of photosynthesis. My focus group comprised of 10 students. Students’ enjoyed going outside, observing the effect of weather change on plants around the schoolyard. Students’ were excited and recorded qualitative and quantitative data in science notebook. They took pictures and recorded observation in science notebook. Presently, no changes will be made to my project plan, but integrate technology (TPACK) into student presentation of learning. Allowing students use re-seeing strategies through fall, winter, and spring will help students observe how the seasons affect the process of photosynthesis. Capturing the changes that plants experience through visual-written expressions helps students to understand complex concepts of photosynthesis. Patterns that were predominant in students log are; color of leaves are green for early fall, and yellow for late fall. Temperature drop from begining of fall to middle fall. Abscence of insects in early and late fall.