Authentic Learning Resources

Here is where you can find resources to my presentation on authentic learning. Here's the link to my actual Prezi. They're almost all listed in my 26 Aug 2009 blog post. Of course, you'll also want to explore Prezi! Leave a comment here, however, if I've missed something (or email me by clicking on my profile link to the left).

NSTA Follow-up

Here are the links to the resources I'll share in my NSTA presentation on teaching evolution (11:00am, Saturday, Marriott Grand Salon G):

-You can retrieve the lesson plan from my public site.
-Its companion resources are posted on my October 5, 2009 blog post here.

Please let me know any questions or comments you have.

Modeling vs. Simulation

For awhile I've been skeptical about simulations. I've seen teachers struggling to implement inquiry reach for simulations when they can't do actual data collection, but I'm skeptical because of the lack of real data. Today, though, I saw how modeling can fit well with inquiry.

The picture shows my son David participating in an activity at the Dauphin Island Sea Lab. The students' challenge was to design with Silly Putty a shape that fell very slowly in water. They were simulating zooplankton and how it's adapted to fall slowly through the water. I realized just a change in view could take this non-inquiry activity to an inquiry investigation. If the students are modeling, and the model is a good one, then they can actually collect data from their model's behavior.


- Posted using BlogPress from my iPhone

Geriatrics Education Conference Follow-Up

If you're looking for the resources that I'll mention in my session at UAB's Geriatrics Education Conference , you can find most of them in my 26 Aug 2009 blog post. Of course, you'll also want to explore Prezi!

Teaching Evolution & Civil Discourse

Teachers always ask me, "What should I do when students say, 'What do you believe?'" I've been thinking about that question ever since The Missing Link came out. I wrote about that issue in the last chapter and outlined an approach, but I've also had a several new thoughts about civil discourse.

One of the big problem with evolution, and with teaching it, is the lack of civil discourse. Emotions begin to simmer, and words get heated. I got called "evolutionist" and "creationist" on the same day soon after The Link came out. Since then, I've also been called "heretic" and "atheist" None of this is civil discourse. Name calling doesn't help either side, and both the creationist side and the evolution side have done their share of name calling.

So, I'm trying to imagine a classroom where children can talk civilly about evolution, especially children in a public school who come from diverse backgrounds. I used to think that teachers should work to minimize personal conversations while students are learning evolution in an effort to minimize controversy, but now I realize that approach probably just doesn't work. Any time students are engaged in inquiry, they're going to have sidebar conversations about personal matters. Adults, as well as children, do that when they work in groups. So, I realize now that teachers can't shut down the personal conversations that are going to happen as students are learning about evolution. I'm not even sure that they should, even if they could.

I've also been thinking about the civil discourse that we hope happens in a democratic society. People are always going to disagree, and the trick is how to handle the tough conversations. I'm starting to realize that evolution is a good opportunity for teachers to help their students learn some of the skills of civil discourse. Rather than shutting down the personal conversations about "Well, I believe..." that will certainly come up when public school students are learning about evolution, I'm beginning to catch a vision of how a skilled teacher could be present in those discussions, guiding students to understand what civil discourse looks like when people disagree on deeply felt issues. Learning about evolution could be an opportunity for student to learn some life lessons about handling a whole range of controversial issues.

It's a tough topic for teachers to tackle, but I have a lot of faith in science teachers. I bet they can figure out what civil discourse looks like with their students.

OCPS next step

OCPS teachers: Look here by February 4.

See You in Philadelphia at NSTA

I'm honored to be presenting on teaching evolution again at this year's NSTA national conference. Details on my presentation are below. Other than that, I'll be hanging out in the exhibits and looking for people to talk with. I also plan to be tweeting from LeeOnInquiry. I hope to see you in Philadelphia.

Saturday, March 20 11:00 AM–12:00 PM
Understanding but Not Necessarily Believing: Teaching Evolution to Religious Students
Philadelphia Marriott, Grand Salon G

DESCRIPTION: Explore an approach that respects students' religious beliefs, engaging them in the evidence while minimizing conflict.
SUBJECT: General Science
GRADE LEVEL: Middle Level-High School

What I Wish I Said I: I'm Still Learning about Evolution

Call it author's remorse, but now I'm thinking of all the things that I should have said in writing The Missing Link. I guess there's no way to get a book right on the first edition. My mentor Tom Koballa said the other day that you never really get any book absolutely right.

What I wish I had said in the Introduction was that I'm still learning about evolution. I'm not an expert at all. I come to learning about evolution late because I was schooled in the American South, where evolution is often skipped due to controversy. Also, my background in fundamentalist Christianity made me fearful of studying evolution. Writing The Link put me on the road to learning about evolution, but I know that road is a long one before I've filled in the holes in my background.

I'm sure that readers will find mistakes in the science in The Link. I just don't know enough yet to have nailed down the science clearly. I'd be fine if the topic were chemistry or physics. the areas I have taught as a high school teacher. Biology was actually my first love, but as a high school student I began veering away from biology because of the conflict I saw between evolution and my faith. Now, here I am 30 years later, turning back to what I was most interested in all along.

All of this is why I wish I had said in the book blatantly, "I'm an evolution learner." First, it's the reality. Although I wish I knew more about evolution, that's just not where I am right now. Second, I wish I had said that for the sake of the other teachers out there who, like me, are still catching up on their knowledge of evolution. Some may have had backgrounds similar to mine where they were afraid to study evolution. Others might be teachers from another certification area who find themselves unexpectedly teaching evolution. The Appendix in The Link is titled, "Help! I'm a Biology Teacher, and I Don't Think I Understand Evolution Myself." I wrote it to help teachers who, like me, need to learn more about evolution. In fact, that appendix presents the resources that were most helpful to me in deepening my understanding of evolution while I was writing the book.

I'm also wondering now if identifying ourselves as evolution learners is a good, not a bad, thing. Every week I see news of new findings in evolution, and I find another good book on it that I want to read. I can't keep up! I know students respond well to teachers who are open about how they are still learning. I think we'd all agree that if students say at the end the evolution unit, "Hmmm. I want to know more," that would be a great result of their study of evolution. With all of the new fossils coming out of the ground these days, I would think that we'd all have to be evolution learners.

Hearing Ken Miller's Balance

Ken Miller spoke at UAB last week, and I had the privilege of attending his lecture. I was impressed by two things he did. When it came scientific questions and issues, he stuck tenaciously to the evidence. He did this with clarity and expertise in his talk and in the Q&A time afterwards. When it came to questions and issues outside of science, he responded with grace and openness. The combination of the two approaches was powerful to watch.

With regard to evolution, he stuck to the science, and he didn't blink in the face of tough questions during the follow-up period. Some might think that he was attacking creationism and intelligent design, but I didn't. I heard him clearly delineating scientific approaches from non-scientific ones. He kept coming back to scientific evidence and scientific processes, and he kept exposing the inherently religious nature of creationism and ID.

When the issues touched on anything other than science, however, he was gracious and non-dogmatic. He defended religion throughout the Q&A time as something valuable and enriching to humans. He spoke easily and quickly of his own faith (Catholicism) without proselytizing. He pointed out the non-scientific statements that those like Richard Dawkins have made as they've used evolution to attack religion, but he refused to attack Dawkins himself and instead spoke kindly of him.

If you're not familiar with Dr. Miller's work, take a look at his evolution webpage. For me, I'm off to order a couple of his books to see what else I can learn from a man who is unapologetic about the evidence, but gracious in all else. (Also, I'm pretty challenged by his deep knowledge of the evidence for evolution. I still have much so much to learn about the evidence for evolution, but I'm getting more and more comfortable with viewing myself as someone learning about evolution. More on that soon.)

State-By-State Grades on Teaching Evolution

In The Missing Link, I took the stand that all students need to learn about evolution and that creationism/ID is not appropriate for teaching in public schools. That continues to be my stand. All students need to understand the piles and piles of evidence for evolution and how scientists explain evolution limiting themselves to natural processes. In The Link, though, I focused on how to do that in a way that is sensitive to and honors students who come to evolution with deep religious objections.

My UAB colleague, Rob Angus, just passed along to me a recently published analysis of how each U.S. state scored on the teaching of evolution. The title is Why Science Standards are Important to a Strong Science
Curriculum and How States Measure Up, and it's available free on-line. The graphic here is from that article, and the image gives the quick-view of the results. There's progress here with several Southern states improving their ratings. But, children in many states still don't appear to be getting the opportunity to even examine evolution at all.

Coming Soon: What I Wish I Had Said in The Missing Link

I guess every author has those things that, after the book comes out, he or she realizes, "Oh, dang, I should have said __________ ." I've had a few of those thoughts, and I'm hoping to post about them soon.

ASTA Follow-Up

It was great seeing so many old friends at ASTA yesterday. Thanks to all of you who attended my sessions or who came by my book signing table. Remember to use the Labels and the Links on the left-hand side of this page to help you find any follow-up information you need. If you can't find what you're looking for, or if you have any other questions, feel free to post it as a comment here or to e-mail me at lmeadows@uab.edu.

Interview on The Missing Link

Via the great folks at UAB Media Relations, here's a 2-minute overview of the UNBelieving Evolution approach.

Teaching Evolution Without Offending Religious Students from uabnews on Vimeo.

Learning about Whale Evolution from National Geographic

In The Missing Link, I laid out an inquiry on whale evolution that uses data from a written article. This is a different style of inquiry than many people think of, since the students don't collect the data themselves. That would be kind of hard for them to do, right, since they're not paleontologists! So, this style of inquiry has them looking at, thinking through, and explaining data that other scientists have collected and published.

The article is "The Evolution of Whales" from November, 2001, of National Geographic. I could not find an electronic version of the article anywhere, however. Probably, it's easily accessible to teachers, though, since most school media centers carry National Geographic. A work-around is Edward Babinski's web-based summary of the article, which also includes some nice drawings.

I like the article because of how it traces whale evolution in a broad sweep, rather than bogging down in the details. Although this 50,000-feet level will be helpful to middle- and high-schoolers who read the article, it will also probably cause them to trip up over some of the details. That's why I've created the graphic organizer that appears here for students' use when reading the article. The graphic organizer scaffolds the students' reading of the article by focusing them on the most important information. In The Missing Link, I proposed a fairly generic graphic organizer. I've been looking for this opportunity to develop one that is more specific, in case teachers need tighter scaffolding for the article.

Teachers can use this graphic organizer as a base for thinking about how much scaffolding their student need. Older students, or those who are adept at inquiry, need less scaffolding as they approach a complex data source. Teachers can remove some of the scaffolding by taking away the species names in the left-most column and thereby require students to decide as they read the article which species of the ones mentioned are the most important. By keeping the scientists' names in the graphic organizer, as shown in the version here, the students still have some guidance as they work. To remove almost all of the scaffolding, teachers would remove the scientist names as well.

Teachers can also scaffold the activity more tightly for younger students and students new to inquiry by filling in more information and thereby providing more guidance for the students as they work. The image shows a version I created by leaving the text for the cell on each line that I thought was the most difficult to extract from the article. This is the least obvious information, and by providing it to the students, I prevent frustration from impeding their process on the inquiry.

I created the last graphic organizer from a completely filled out one that is my version which I completed as I dug into the article. As I teach the inquiry, I'll have that version with me for my own reference if students get stuck. Since it was already filled out, removing information from some of the cells made creating the most structured version of the graphic organizer a 3-minute process.

Resources for a Lesson on the Evolution of HIV

In writing the Missing Link, I put together an outline for a lesson on using HIV resistance to help students better understand evolution. I'm starting now to flesh out that outline and find resources that teachers can tap in using an inquiry-based approach to teaching evolution.

In developing an inquiry, I always have to keep in mind my purpose. Maybe it's just me, but I always have to fight the tendency to drift to related science or to get lost in the evidence, forgetting my overall goal. So, I kept the following in mind as I worked:

• Lesson Purpose: Students examine evidence of the evolution of HIV in response to antiviral drugs as an example of evolution occurring in their lives right now
• Focus Question: What does the theory of evolution say?

In understanding the evidence, you and your students will probably need a big-picture understanding of HIV's genetic sequence. This one that I found is from the HIV database mentioned below, and it was a rosetta stone for me in understanding the rest of the evidence.

The source of evidence I worked with while writing the Missing Link was the research article "Mutations in Retroviral Genes Associated with Drug Resistance." The article summarizes the actual research detailing the evidence of HIV evolution at the codon level, but it is pretty technical, especially for use by secondary students. The site on which the article is posted gives other potentially good sources of evidence and resources that can be tapped for helping students understand the summary of mutations in the article.

I'm interested in the HIV Drug Resistance Database housed at Stanford University, and I'm focusing now on the portion of the site giving summaries of drug resistance. There, you and your students will find a section giving "Antiretriviral drug summaries." This seems to be a productive source for giving your students access to a high-level understanding of the clear evidence for HIV's constant and rapid mutation when it encounters drug therapy. Each of the links under that section takes you to a table giving the key mutations associated with a specific class of drug, and students can clearly see below the table the list of scientific publications from which the tables are constructed.

In the process, I stumbled on some other possibilities:

• The Geography Search Interface from HIV Databases Site gives a pretty amazing tool by which students can examine the evidence for geographical distribution of different strains of HIV worldwide. Great for visual and kinetic learners!
• If you or your students need to brush up on understanding HIV's basic structure or life cycle, a simple Google Images search gives a lot of quality images. I searched "HIV structure" and then looked at the web addresses for a sense of which ones were coming from reputable science sources. (Ok, I'll admit. Sometimes I also went for the easy stuff.)
• I just started playing with the TRIP database. I've been working at UAB's medical school for a couple of years now, and they are focusing students on evidence-based medicine (the science behind good practice). TRIP is a database of evidence-based medicine, and I got several good hits when I initially searched on HIV there. An interesting feature is that it give patient information leaflets, which might help students who are asking, "Why do we need to know this?"

My next step is to address how I would scaffold these resources differently for middle schoolers in a life science course and high schoolers in general biology. That may have to wait a couple of weeks, however. Next week looks pretty busy.

Hey, Dr. Jackson's students!

Welcome to my blog, and I'm looking forward to being with you next week (and to being back at Science Ed at UGA). Make sure you notice the labels on my blog:

• The Inquiry label lets you focus on posts I've made about inquiry itself.
• The Unbelieving Evolution label shows posts about my work on teaching evolution to religious students. (Dr. Jackson got me started on this!)
• It's not a label, but another special feature is the Links section. They're all related to inquiry, and many teachers have reported them to me as helpful.

You can post questions that you have for me here as comments, if you'd like, and you can do so anonymously.

Enjoying Lesson Development

I'm realizing how much I enjoy developing inquiry lessons. That's much of the work that I did in writing The Missing Link, but now that I'm developing other inquiries since then, I'm realizing how rewarding and meaningful the process itself is.

I think this realization began to hit when I was working on the HIV lessons that I did in July and August. Several things about the process were really good for me:

• Learning science: Inquiry often puts me in the learner mode because I'm having to think deeply about my understanding of the science involved as I try to represent it for my learners.
• Reflecting on standards: I have to often circle back to meaningful standards to make sure that I'm focusing my students on science that is meaningful to them. (Atlas for Science Literacy is my go-to set of standards.)
• Creative teaching: I love the creativity in developing good lessons. Don't all good teachers? I'm now working at a new level of creativity because I'm working to engage & sustain my students in rigorous inquiry.
• Lots of reflection: I'm always having to think deeply, either in lesson development or in teaching the lesson, about, "How is this going? Is it working? How do I know?" I enjoy that process.

Theory Supporting Inquiry

I'm leading a session this week on the topic of learning tools for a group of UAB faculty who are interested in teaching better. I wanted to refer them to some of the big ideas that support modern approaches to teaching, and as I was thinking about that, I realized that lining these approaches out for inquiry teachers would be a good as well.

(GEC Participants: Please see some comments I'm starting to post that will give you resources for specific learning tools we discussed.)

Resource	For Inquiry Teachers	For GEC Participants
How People Learn	Key Research Supporting Inquiry’s Focus on addressing student misconceptions, facts aligned with big ideas, and use of conceptual change strategies.	This is the research that framed our face-to-face session. Start at the page linked here for the key research findings, but back up to the entire document (especially chapters 2 & 5) if you want to know more.
The Private Universe and Minds of Our Own	Private Universe is a seminal video in science education because of how it communicated the prevalence and persistence of scientific misconceptions. Minds of Our Own took the same methodology and presentation style to content other than astronomy.	Assessing prior knowledge is the first step in authentic teaching and learning. These resources help you see more the power of student misconceptions by examining the blocks K-12 students face.
The 5 Elements of Cooperative Learning	Inquiry is difficult, if not impossible to accomplish, if teachers can’t manage effectively student work in small groups. Cooperative Learning, as described by the 5 Elements, defines true cooperative learning, which is very different from typical group work.	A first move many teachers make when beginning to implement authentic teaching is breaking large classes into small groups. The 5 Elements of Cooperative Learning give you a powerful way to think about how to do this successfully..
Atlas of Science Literacy (Original Version and Complete Version)	Why spend hours and hours trying to find the big ideas of science when this stellar work from Project 2061 has already done that. These maps show 100 grand ideas of science and how they should be developed across a students’ K-12 learning.	These big ideas from K-12 education give you strong examples of how big ideas can be used as a conceptual framework for learning the facts. For a different example, you may want to review UAB School of Education’s Conceptual Framework to see how we structured assessment of professional program around 11 big ideas (click the links there for rubrics).
Educating the Net Generation	Today’s K-12 students grew up with the Internet. They have no idea what life and learning are without it. This resource helps teachers understand how today’s students are different, not deficient.	Traditional-age undergrads and grads are used to learning with the WWW at their fingertips. The Introduction from this resources gives you powerful ways to understand these students, the challenges they face, and the strengths they bring to the learning environment.
Other Inquiry Resources	I’m always collecting inquiry resources and posting them to this page. The first part of the page gives curriculum resources; the second give more general resources.	Inquiry is a model of authentic learning specific to science instruction. If you’re interested in learning more, start with the 5 Essential Features of Inquiry.

It's Here!

One of the cool things about working with Heinemann press is how well they care for their authors. One of those is their neat tradition of overnighting one of the first books of the press to the author. I got mine on Tuesday! (See more book details at Heinemann's site or on Amazon.)

"Managing the Conflict..." online

Just found out that an earlier paper I had written on evolution is available on-line. It's "Managing the Conflict Between Evolution & Religion," and it appeared in 2000 in the American Biology Teacher. David Jackson and Liz Doster were my co-authors on the paper.