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Application for the Future: Flipping it Up. Progressivism and Flipped Classrooms

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Application for the Future: Flipping it Up. Progressivism and Flipped Classrooms

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I read about flipped classrooms in my book circle book, "The One World School House" By Salman Khan. He discusses how teachers started using his videos for student's to view at home which freed up time in the classroom for teachers to engage their students with active learning assignments. They essentially flipped the classroom. A big component of progressivist teaching is project based learning (Perez, 2022). By flipping the classroom it enables the teacher to utilize classroom time for projects. This type of "active learning creates more durable neural pathways than passive learning" (Khan, 2012, p. 116). This will help my students retain more of what they learn in my classroom.

One example I would like to use in my future classroom is for my students to watch Khan videos for their math lessons
as homework. They will then spend classroom time on project based math learning, such as having the kids all work in groups to create board games that utilize the math concepts they are learning about. Once all the groups have created their board games the students will teach the other groups how to play their game. The end result will be the groups playing each other's games. This will help the students apply the math concepts while being creative and having fun, also!!

Here are some links for some different project based learning ideas: https://edtechreview.in/trends-insights/insights/2356-project-based-learning-lesson-plans

Khan, S. (2012).  The one world school house: Education reimagined. Twelve.

Perez, D. (2022). Social Foundations of K-12 Education. Kansas State University.

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Khan Academy Founder Salman Khan on Liberating the Classroom for Creativity

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Khan Academy Founder Salman Khan on Liberating the Classroom for Creativity

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Application for the Future: Are you a nag? Trying tagging instead!! Behaviorism and TAGteach 

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Application for the Future: Are you a nag? Trying tagging instead!! Behaviorism and TAGteach 

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I find the philosophy of behaviorism a useful one for creating classroom management policies. In regards to teachers, Perez (2022) wrote, "It is his or her role to ensure that the classroom is properly managed in order to ensure that student learning can take place" (Chapter 7, Teacher's role section). I believe that student's learn from knowing what their expectations are and being given the choice to follow them. Of course choices come with consequences, but I like my learners to shape their choices because they like the positive consequences (reinforcements) of doing the right thing. I found an organization called TAGteach International (https://www.tagteach.com/What_is_TAGteach) that utilizes tag points to mark a behavior/learning success that you like and want the student to continue. The tag point gives "immediate and clear feedback to the learner" through the use of a "tagger" that marks "a correct response with a short sharp sound" (https://www.tagteach.com/What_is_TAGteach). This way a teacher can be a tagger instead of a nagger!

One example for using TAGteach in my future classroom is for  classroom management. I will set up my expectations for classroom behavior. The goal will be to teach the kids that I look for good classroom behaviors to tag. The kids will know which behaviors these are, such as raising your hand. I will give the kid's name and then mark the good behavior with a tag. I will give their name so they know who got the tag.  I will have clear containers for each kid set up. I will drop a plastic penny into the container for each tag received. The kids will have the choice to exchange their tag for a reward each day, such as a couple of pieces of candy, or to save up their tags for a bigger reward, such as a book. Peer modeling will help teach the kids that struggle with behavior issues that positive reinforcements  are possible when expectations are met. I also like the idea of using peer tagging to help teach kids to concentrate on the positive behaviors in their peers. Concentrating on the positive will help to shape proper classroom behaviors, while also working to teach a positive and accepting classroom environment for my students. This can help create a positive engaged learning mindset for my students, as well.

https://www.tagteach.com/
https://tagteachblog.com/tag/classroom/

Perez, D. (2022). Social Foundations of K-12 Education. Kansas State University.

TAGteach (2022). What is TAGteach? Retrieved June 2, 2022 from https://www.tagteach.com/What_is_TAGteach

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0:00 / 0:30•Watch full video

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Sorry I am taking over your post, Jennifer - I am not quite sure why padlet won't let me make my own post, but I will move my stuff over once it is up and running.

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Being the Change through Kindness to all. Social Reconstructionism and Humane Education 

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Being the Change through Kindness to all. Social Reconstructionism and Humane Education 

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Description:
Social reconstructionism is an educational philosophy that encourages students to be agents of change to help make society better for all (Perez, 2022). Humane education is a form of pedagogy that  teaches the interconnection between people, animals, and nature. The primary focus is on teaching people about human rights, animal protection, and environmental sustainability (humaneeducation.org). This type of education encourages students to think critically to create ethical solutions for different problems in society. Zoe Weil one of the founders of the Institute for Humane Education uses the term solutionaries. She says that solutionaries solve problems by identifying "all who are impacted by the problem and the systems that perpetuate it. This includes all people, other species, and the environment. Once they understand the systems that create and support the problem, they devise a solutionary solution" (humane education.org).

Example:
An example for how I plan to use it in my future classroom is to have humane education learning sessions. Throughout the school year we will learn about the three components of humane education and how it is all interconnected. We will read books that center around these topics and then I will have them break out into different groups to work on  learning projects based on the different books. Once they are done with their project they will teach the other groups about what they learned.  I will then encourage the students to decide what causes they are interested in supporting as a classroom, such as doing a fund raiser for an organization that is in need in the community, such as for a homeless shelter or a humane society.

Resources:
https://www.humaneeducation.org/graduate-programs/what-is-humane-education/ This link has Zoe Weil's TEDtalk called "The World Becomes What You Teach".
https://www.gettingsmart.com/podcast/zoe-weil-on-educating-a-generation-of-solutionaries/
https://humaneeducation.org/zoe-weils-books/
https://teachheart.org/
https://www.prosocialacademy.org/resources

References:
Institute of Humane Education (2022). What is humane education? Retrieved June 2, 2022 from https://humaneeducation.org/what-is-humane-education/
Institute of Humane Education (2022). What is a solutionary?  Retrieved June 2, 2022 from  https://humaneeducation.org/what-is-a-solutionary/
Perez, D. (2022). Social Foundations of K-12 Education. Kansas State University.

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APPLICATIONS FOR THE FUTURE                     Alaina Mattimiro                                                                                            Applications for the Future: Progressivism           

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APPLICATIONS FOR THE FUTURE                     Alaina Mattimiro                                                                                            Applications for the Future: Progressivism           

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Description: Progressivism is a philosophy of education in which students are the focus. Through this philosophy, students use hands on, collaborative processes, in an attempt to use practical approaches to solve and explain real life problems and experiences. Because of this approach, progressivism tends to be community-centered, aims to improve society, and puts an emphasis on action and growth. Example: An example of what progressivism would look like in my classroom would be an abundance of guest speakers and field trips. By allowing my students to connect with real life situations and people, it will create a more meaningful connection, and thus promote a deeper understanding and memory of the information being taught. Additionally, using such tangible examples provides students with direct connections to their community. Being able to introduce those experiences and relationships at an early age (elementary school) enhances the level of care and attentiveness to their immediate world.

Resources: https://carpenternaturecenter.org/plan-your-visit/programs/elementary-school-groups/ Behrendt, M., & Franklin T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235- 245. doi: 10.12973/ijese.2014.213a Perez, D. (2022). Social Foundations of K-12 Education. Kansas State University.

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CNC's professional staff conducts quality environmental education programs for more than 10,000 students and their teachers annually. Each program is designed to supplement classroom studies through hands-on learning in the "outdoor classroom." A small student to naturalist staff ratio (20:1) allows for better individual learning and enhances the experience for students.

All environmental education program curriculum at CNC is written to be age-appropriate and to enhance science studies. Input from teachers and education specialists is a valuable tool in developing programs. Every program is designed to meet Minnesota and Wisconsin Academic Standards. Class outlines are available upon request for every program.

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Programs Available

Some of our programs can only be offered during certain times of the year. Please look closely at the program you wish to schedule and that it is available during the season of your visit. In some cases programs can be modified. Call 651-437-4359 for more information.

Kindergarten & First Grade

1.25 - 1.5 hour programs

Birds - (Fall, Winter, Spring) Go on a bird hike to find birds, examine and dissect an owl pellet, and meet a live animal.

Flowers & Pollination - (Spring) Learn about plant reproduction by role playing in and active game. Examine real pollinators visiting flowers on a hike by the gardens.

Life Cycles - (Fall, Spring) Learn how creatures change from young to adult with a focus on insects and amphibians.

Maple Syruping - (Spring) Help CNC make maple syrup by identifying, tapping & collecting sap from a maple tree. Observe the boiling process & taste pure maple syrup.

Winter Wildlife - (Winter) Learn about how different animals cope with the cold and how they adapt to winter conditions. Meet live animals!

1.5 - 2 hour programs

Apple Orchard - (Fall) Learn parts of an apple tree and observe animals in the orchard. Pick apples and make cider. Optional visit to the pumpkin patch for an additional fee.

Birds & Banding - (Fall, Winter, Spring) Go on a bird hike with binoculars and field guides and see birds up close. Learn about the art of bird banding and its importance.

Birds - (Fall, Winter, Spring) Go on a bird hike to find birds, examine and dissect an owl pellet, and meet a live animal.

Change of Seasons - (Fall, Winter, Spring) Discover seasonal changes and visit live animals that hibernate, migrate, or stay active.

Habitats - (Fall, Spring) Explore three different habitats and examine the unique plants and wildlife that inhabit each one.

Life Cycles - (Fall, Spring) Learn how creatures change from young to adult with a focus on insects and amphibians.

Maple Syruping - (Spring) Help CNC make maple syrup by identifying, tapping & collecting sap from a maple tree. Observe the boiling process & taste pure maple syrup.

Plant Communities - (Fall, Spring) Explore plant diversity in three different communities-a grassland; a pine forest; & a deciduous forest.

Rocks & Minerals - (Fall, Spring) Examine the difference between rocks and minerals through hands-on investigation. Learn about the rock cycle and formation.

Trees - (Fall, Spring) Discuss the importance of trees, identify common deciduous and evergreen trees, and explore the life cycle of a tree.

Water Cycle - (Fall, Winter, Spring) Learn about water, the different forms it takes, and discuss water pollution.

Winter Wildlife - (Winter) Learn about how different animals cope with the cold and how they adapt to winter conditions. Meet live animals.

Fourth, Fifth, & Sixth Grade

1.75 - 2 hour programs

Adaptations - (Fall, Winter, Spring) Through hands-on activities and live animals, students learn about plant and animal adaptations for survival.

Ecosystems - (Fall, Spring) Go into the field to investigate and understand ecosystems through population sampling, food web simulation, and a game on limiting factors.

Geology - (Fall, Spring) Observe examples of igneous, sedimentary, and metamorphic rocks. Participate in a "timeline of the earth" and a "rock investigation."

Invertebrates - (Fall, Spring) Learn about animal classification by catching arthropods, annelids and mollusks.

Plant-works - (Fall, Spring) Visit two plant communities and examine different plants, their structures, and functions in each.

Snowshoeing - (Winter) After a snowshoe demonstration, strap on a pair and go for a guided winter ecology hike. Students must wear boots.

Water Erosion - (Fall, Spring) Discover what erosion is, what causes it and ways to prevent it through hands-on experimentation & games.

Water Quality - (Fall, Spring) Use monitoring equipment to test CNC's wetland or the St. Croix River. Compare results to determine overall conclusions. Dress to get wet feet.

Weather & Climate - (Fall, Winter, Spring)Use meteorology equipment to analyze

Fees
$5.00 per child/ 65 child max

Certified teachers and Student Aids are FREE

$5.00 per additional adult chaperone

$50.00 program minimum

Group Size
Group sizes should be at least 10 participants. Please call to discuss options for larger groups. Given enough time in advance, we can arrange classes for larger groups.

Mobility Limitations
CNC welcomes all participants regardless of abilities. Please inform us if there will be a participant with limited mobility when scheduling so that we may make appropriate accommodations.

Medical Emergencies
CNC staff is First Aid & CPR certified and trained to respond to emergencies. However, participants must bring their own medication if necessary.

Discipline
CNC staff is prepared to deal with most discipline situations. A naturalist may ask for the teacher's assistance if problems arise.

Accommodations for the Weather
The majority of programs take place outside. It is essential that leaders properly prepare participants to dress for the weather and the chance of getting dirty. CNC staff is prepared to go out in any weather. Leaders are responsible for canceling or rescheduling if participants aren't prepared for the field trip.

Deposits and Cancellations
A $50 deposit (credited to your program cost) is required to reserve a program. If CNC does not receive it in a timely fashion, we reserve the right to schedule another group in the time slot. If a group fails to give CNC a two-week advance notice of cancellation the deposit will not be refunded.

Scheduling Dates
Reservations for each season will be taken after the following dates:

School Year - June 1

Summer - January 1

Teacher and Group Leader Information

Teachers, please read the information below to help your class prepare for their visit to Carpenter Nature Center. Please feel free to contact the nature center if you have any additional questions. Entrances and Drop-Off
There are two entrances to the CNC MN Campus. The north entrance gate gives access to our Trailside Lodge. The main gate entrance gives access to the Visitor Center, the Interpretive Center, and the Administration Building. Unless otherwise noted by CNC staff, please instruct your bus to enter the main entrance gate to drop students off at the Interpretive Center or the Visitor Center. If your bus is staying during the program, please ask that they park in the main parking lot. Occasionally, buses will need to collect students at different locations. In these cases, staff will inform the leader(s) and driver(s) at the beginning of the program.
Weather
Most classes take place with a portion of time spent outside. It is the responsibility of the teachers to inform their students to dress for the weather. If your students aren't properly dressed for the weather, we ask that you please call ahead if you wish to reschedule your visit. However, the program schedule fills quickly, so there may not be days available to reschedule your program with short notice. If your group is already at the Nature Center when severe weather occurs, staff will take the necessary precautions to ensure students' safety.
Clothing
To ensure that participants are comfortable, safe, and enjoying themselves, please have them properly dressed for the weather. CNC naturalists encourage closed-toed footwear that is secure to the foot, clothes that can get wet or dirty, and layers when weather is cool. In the late spring and early fall, we recommend long, lightweight pants due to the possibility of ticks and poison ivy. In the winter, insulated boots with a good tread, a warm pair of socks, a winter coat, insulated pants or long underwear, a hat covering the ears, a scarf, and mittens or insulated gloves. All participants should not wear clothing they would not wish to get dirty.
Site Use
Your group is visiting a nature center, we ask that you remind your students to please respect nature. Please inform your students not to collect materials and leave nature in nature. Please ask your students to move slowly and quietly around the Nature Center's captive animals and keep their fingers out of the cages.
Ticks
Depending on the season of your visit, ticks may be out prevalent. Please remind your students and their parents to perform a "tick check" when they get home. Long pants are encouraged to prevent ticks. CNC naturalists are good about doing a quick check with their group at the end of an outdoor activity.
Limited Mobility
Please inform CNC when scheduling so that we may accommodate all participants. We can provide a wheelchair, a wagon, or a pulk (for winter use) if needed.
Group Leaders and Chaperones
For a preschool group we recommend at least one adult per ten students. Depending on the total class size, we may ask teachers to divide students into smaller groups for field activities. Please mix genders and separate those individuals who may focus better if not in the same group. Please call ahead to know how many field groups will be needed.

Parents and chaperones should lead by example, encourage and support the students. Please refrain from whispering the answer into their ear and doing the work for them. All participants are here to learn!
Picnic Lunch
CNC strives for a "waste-free" lunch system. To be a Zero-Waste Center, we need to prevent waste, reuse products, and utilize recycling and composting as much as possible. If your class chooses to eat lunch at the Nature Center, we provide containers for trash, recyclables, and compostable items. Please encourage your students to pack a Zero-Waste lunch at home.

For more information and to book a program, please call CNC and ask to speak with Jessie Eckroad.

Jessie Eckroad
jessie@carpenternaturecenter.org
Phone: 651-437-4359

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Elementary School Groups - Carpenter Nature Center

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CNC's professional staff conducts quality environmental education programs for more than 10,000 students and their teachers annually. Each program is designed to supplement classroom studies through hands-on learning in the "outdoor classroom." A small student to naturalist staff ratio (20:1) allows for better individual learning and enhances the experience for students.

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Applications for the Future: Building Relationships

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Applications for the Future: Building Relationships

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Description: This idea came from a combination of one of my peer’s book circle presentations on the book “Start with the Heart”, as well as the resonance of autobiographical narratives. Essentially, building relationships with students should be a primary goal in order to promote engagement, positive interactions with school, and deeper understanding of material. If a teacher knows their student on a personal level and feels genuine care for that child, the teacher should be able to cater their lessons and interactions to best support that student. Example: At the end of the day, I have a hand in ensuring that children feel loved, are cared for, respected, and given an opportunity to grow. In my classroom, I will prioritize remembering and following up on the personal things that students tell me (i.e. asking how weekend plans went, following up with familial comments, remembering important events). Another value that I have is respecting students’ time: creating ample in class time to learn the lessons, ask questions, and complete work, so that after school hours remain personal time. By allowing them to have that time, they have opportunities to explore interests and passions that we might not get a chance to touch on at school. Also, spending time at the beginning of the year trying new strategies and learning techniques to see which students respond best to which ones, so that moving forward I can best accommodate their educational style.

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Application for the Future: Recognizing Diversity and Bias

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Application for the Future: Recognizing Diversity and Bias

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Description: My book circle read was “Boarding School Seasons” by Brenda J Child, and the focus of the research was on different examples of emotional and cultural impacts that indigenous children, their families, and communities saw throughout the government boarding school assimilation years. This book aligns closely with the importance of recognizing diverse classrooms, as well as the importance of a school’s role in respecting and celebrating that diversity. In addition to that, it highlights a connection with the criticality of recognizing bias and following the code regarding ethical conduct towards students and parents/community. Example: Each and every day, I have a huge responsibility in creating a safe and equitable learning environment. Although this future application may not always be in the form of a craft, project, or presentation, it is a constant work in progress. To even attempt to create that equitable classroom, education on my part (becoming familiar with different backgrounds, cultures, traditions, languages, identities, etc.) and recognizing my own biases and privileges, will be critical. Through that education it will be possible for me to role model the acceptance and understanding that we desire people to have and embody the civic virtues such as respect for human life, respect for others, and respect for self. Teaching in a manner that is just, without bias, and protects students from situations that are a detriment to safety and learning has an impact on not only my students, but also their families. Another way that I can apply this in a classroom is remembering to step back when I am not the expert – there will be plenty of opportunities in which students can take ownership of teaching their peers, and myself, about something.  Resources: Coffee Talk #2: Dr. Goodson & Privilege Boarding School Seasons; Brenda J Child Perez, D. (2022). Social Foundations of K-12 Education. Kansas State University.