Ozobots and Developing Problem Solving Skills

Ozobots are little rolling robots. Think of a ping-pong ball sized Roomba. Using color sensors on their bottoms these little robots do different things based on color combinations on a predrawn line. They follow the black line and will do a U-turn, take a right at the next intersection, or spin in dizzying circles depending on the color code drawn into the line. All you need do is draw a black line with the color codes placed in them at the correct point. With the kit we used there was a cheat sheet of all the different color commands you can use.

I was excited to see that the Jr. Sr. library had a set of Ozobots on loan for a few months. My physics class needed something engaging for the few days before break. We had just finished a grueling unit using kinematic equations and this seemed a perfect way to cool down a bit. I have also been thinking a great deal about ways to foster problem solving skills in all my students. The math was not as challenging as the "figuring out what to do" part of solving the kinematic equations. Perhaps the problem solving associated with these Ozobots might help.

My physics students were really engaged. I thought as juniors and seniors they might lose some interest after two days of playing with them. They were engaged the entire class period for two days. We had some beginner puzzles to solve and then worked out way up to more challenging ones.

There is a programming component to Ozobots wherein you can tell them how to interact with their environment. New Ozobots will also interact with each other. I have not played with any of these features but am intrigued to see what else these little guys can do. Programming is an essential part of physics at the post-secondary level. I'd like to get all my physics students more experience with computational thinking and programming before going off to college. Ozobots might be a better bet than repetitive tutorials on using Python or Java Script. Ozobots may also be a great addition to Odyssey of the Mind teams, computer science clubs, and maker spaces.

I would definitely suggest trying these out if you get a chance. Public libraries often have some for young and old alike to play with. You'll need at least a a half-hour to play around and complete some of the puzzles.

Jingle Beakers

I have a few traditions in my classroom. One tradition is that the day before Holiday break I have students write "Science Carols". Students choose one of several Christmas songs and write parody lyrics with a science theme. I then put their lyrics on the document camera, pull out my trusty six string, and we sing along. I have heard many renditions of the "12 Days of Science" and "Jingle Beakers" over the years. Many students have difficulty with this task as it does require students to not only be creative but apply their knowledge of both music and science. Of course a few students decide to give up and run around the room instead.

I have always felt that as a teacher bringing in outside passions to class is important. I was a guitarist in a punk band many years before I started teaching. I feel being able to get up in front of people and perform enhanced my ability to get up in front of a class and perform. I have played guitar since high school and love having a job where I can bring my guitar to work.

Every class period at least one student comments, "You play guitar?!"

Again, my passion for music breaks down a barrier and opens a path for genuine rapport with students. Best part, I have fun. Even on Thursday when a cold was irritating my sinuses I managed to smile an sing.

Only downside of this year was that only two classes got to compose and sing science carols. Due to a previous district wireless outage, timing was off and I had to continue with a unit test in two periods. Blech! We powered through the test and students didn't know what they missed (unfortunately). I hadn't had this problem in the past and hopefully won't in the future.

The next lesson that involves a guitar is when we do our unit on sound in a few months.

Dr. Evil's Evil Plan

Over the summer I put in for materials to do a BreakoutEdu through DonorsChoose. Funding was completed (thank you donors!) and I had all materials by mid-October. I put an enormous amount of work into setting up a meaningful game for my physics class that would require use of 1D and 2D kinematics. The response was overwhelmingly positive! I was surprised at how quickly they caught on and were immediately engaged. I divided my class of 7 into 2 groups. Each group got a copy of an email from Dr. Nefarious to Dr. Evil. If they solved the puzzles it would reveal their secret plan. As secret agents they had to report back to me their findings. The place, time, and escape route of the criminal activity.

I had them go into different rooms to complete the game. One group finished in the 40 minutes but the other got stuck on one puzzle but had used all their hints. Everyone still had a good time. Next, I will be devising a review game for use with my 8th graders. That will be not group, but a whole class BreakoutEdu game.

If you are interested in the physics game I devised please contact me.

Element Battleship

Getting Started

There are some really hardworking, creative teachers out there. One of the more creative, buzz worthy lessons to come through the science edusphere has been Periodic Table Battleship. I believe Karyn, at her Teach Besides Me blog first came up with the idea. I am always on the lookout for simple games to include in class and saw this mentioned on the regular Wednesday #scitlap Twitter chat. Planning for the unit, I remembered that I wanted to try it and within a week had everything I needed together and ready.

I tried to replicate what Karyn had done as close as I could.  I planned on 50 laminated color coded periodic tables and 24 multicolored file-folders. I began by visiting Staples to price out laminating sheets, file folders, and color copies.The laminating sheets were much less expensive on Amazon, but the colorful file folders were a decent $7 for 24. I also ended up ordering the large colored paperclips from Amazon as well (get these at your local dollar store for less). The trickiest part might have been getting colored copies of the periodic table. The $.50 a sheet at Staples was much more than I wanted to spend. Printing them at home would have been a pain and somewhat expensive as well. Shouldn't my school have a color printer/copier I could use? My tech office hooked me up with the copies I needed and they turned out fantastic. I pulled the periodic table image from http://sciencenotes.org/printable-periodic-table/.  I decided that the more colorful I could make things, the more intrinsically engaging the game would be. In a few hours one evening I assembled the boards and was ready to go. Just to note, I had previously purchased 24 whiteboard markers on Amazon for use with student whiteboards.

Game Day

Though I am not averse to risk-taking with my lesson plans; I also want to maximize learning and reduce off-task behavior. Going in I was guessing the game would not hold student attention the entire 45 minute period. I instead buffered the start of class with a few videos of the alkali metals and reactivity along with the noble gasses and density. This helped engage and set the stage for learning the parts and contents of the periodic table of elements. The first few periods I passed out the folders, rags (I have these for cleaning the whiteboards), and dry erase markers. This took too much time. I found it worked better to have two folders, a rag, and two dry erase markers ready to go and have partners come of front and get them when ready. This went faster and students were quick to self-select a partner. Only in a few classes was there a student that didn't get a partner immediately. I only have to play with the odd student out once. This was not because she was unpopular and smelled funky, but because she came in late and there was an odd number of students.

Summary

Success! Students seemed to really enjoy playing Element Battleship. I can't say whether they learned anything, but they were engaged (for the most part) the entire 30 minutes of play time. Much better than the worksheets I had done previously to have students become familiar with the periodic table of elements. Since the materials are reusable I am all set to go again next year!

PBL at Tech Valley High School

As teachers we often exist in our own silos of pedagogy and content. Seldom to we leave our room biome except to maybe procure nourishment and coffee. We need to break down these cubicles around us and be the risk takers and thinkers that we want our students to be. With great excitement I ventured with some fellow science colleagues from my district to visit Tech Valley High School.

The School

Tech Valley High School (TVHS) is a public school that is funded through school districts and Questar III and Capital District BOCES. Surrounding districts pay to send students but do get some of that money back. My district currently has one student attending that I know quite well. The school has about 35 students per grade level. Students come from a variety of backgrounds and they are not all the "best of the best" as might be thought. All classes are taught per regents requirements, but it is the methodology of teaching, school structure, and culture that make TVHS special.

Students are taught four pieces of the school's cultural pie: trust, respect, responsibility, and stewardship. These are not just words tossed about flippantly. During their freshman year students take these to heart and apply them. Their are also School-Wide Learning Outcomes (SWLOs) that are embedded in the methodology of the school.

School-Wide Learning Outcomes (SWLOs):

• Knowing & Thinking (content)
• Communication
• Collaboration
• Agency (Self-Direction)
• Technology & Information Literacy

These are used by teachers to plan curriculum, assess students, and direct student activities.

I would say one of the big things that separates TVHS from other school in the area is their focus on  Project Based Learning (PBL). Every class includes at least one PBL unit (task). We spent much of our time as teachers today learning about how PBL looks in a class and exploring the possibility of incorporating PBL into our own classes.

Our Day

We met our guide, Sarah Fiess, when we arrived and went to a classroom. There we brainstormed what we knew and what we wanted to know. Sarah then went through a slideshow presentation on the basics of the school (see above). Next, two students took us on a tour of the building. The building is new and smaller than you might think. Rooms are equipped with rolling chairs and desks (except for lab), and a large wall to wall whiteboard is present in almost every room. T.V.s throughout the building have a rolling slideshow that includes student projects. There is a relaxed yet driven, professional atmosphere permeating the carpeted halls and rooms.

After the tour we did our first classroom observation. The Bioengineering class had the PBL task of identifying a biome to recommend to UNESCO for preservation. On the day we visited students were examining live animals to identify adaptations that allow them to survive in their biome/habitat. The students, however, did not know what habitat the animals were from and had to infer that based on the adaptations.

We then went back to our room to learn how projects are rolled out. Physics teacher Michelle Sweeney walked us through her projectile motion project that she recently developed. I could almost see doing this right away in class. Developing the rubrics and timing seem to be key in a successful roll out.

Four students then came in and we held a panel discussion. The main topic we discussed was teamwork. Students have a warning system. They essentially have a contract with each other in their groups. Warnings can be issued by group members or teachers. Parent contact and then having to do a project yourself are the find warnings.

After lunch we visited two more classrooms. We visited a computer science class and then a physics class. Each time we only observed for 20 minutes, taking notes on SWLOs and the 6A's of High Quality Projects (see below). Teachers often referred to SWLOs directly as did students. "How should we collaborate.", said one student. Teachers tell students how they should communicate. Participation is graded based on the SWLOs and how well students address them. I found this unlike what we teachers often do, which is use it as a squishy grade to pad a grade or track how often a student doesn't have a pencil.

We met again with Sarah at the end of the day to discuss what we saw and go over possible PBL projects in our own district. Teachers at TVHS present their project ideas to their colleagues for review. Your colleagues have a chance after you present to tell you what they like and make say "wonder statements" (recommendations). High Quality Projects should have the following:

• Authenticity
• Academic Rigor
• Applied Learning
• Active Exploration
• Adult Connections
• Assessment Practices

Reflection

I found this experience invaluable in gaining an understanding of what PBL is and isn't. PBL is not just about the project. Students still have textbooks and problem sets to do. The project is there to give authenticity and agency. The project puts the knowing and thinking into a context that students can better latch on to. Projects also don't need to be huge undertakings. They can be small, especially if it is your first as a teacher. With my current load of physics work and other initiatives I am not sure if I will attempt a PBL this year. My creative eyes and ears are open and the pedagogical muse my hit me at any time.