Student at Brenau University, Gainesville, GA.
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Weekly Discussion Articles
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Sun, Nov 10, 2019 3:38 PM in English Learners in STEM Subjects
Yes! If we can design some projects that may help students spontaneously acquire new vocabulary, I think our instruction will be more effective! Thanks for sharing!
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Thu, Nov 07, 2019 4:53 PM in English Learners in STEM Subjects
Hello, I like the idea you mentioned that STEM teaching should steer away from vocabulary for a moment. I think it is critically important to know the student's actual conceptual understanding level. Regardless of vocabulary, visual representing can be another great strategy for students to represent what they have learned. In this process, they will also acquire the key vocabulary. Thanks fo...
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Thu, Nov 21, 2019 1:02 PM Review
As the title expresses, this article introduced the content that can be taught in a week for Grades K-4 and grades 5-8. For grades K-4, the main objects basically cover the objects in the sky, students will study the heat source, the Sun, through outdoor activity and some great hands-on activities; they will then learn about the moon and the galactic composition through electronic methods, such as digital and dynamic model of the solar system on the computer. For grads 5-8, students will be a part of planetary publishing, which is a highly entertaining activity design which requires they will then study the tilt and the seasons of Earth. At last, students will design their own vehicles to travel on Mars, so that students will be able to know some key features of Mars.
Wed, Nov 20, 2019 8:48 PM Review
In this article, the author had introduced an evolving assessment project which is consisted of Matching Tasks, Sorting Tasks, Categorizing Tasks, and Interpreting Tasks. Matching tasks are built on students’ previous understandings, students might be asked to match new items into an existing item. The author introduced a task named Fall Leaf Hunt in under this branch; students are able to explore and learn different features of leaves. For Sorting Tasks, the teacher will organize students to sort common classroom materials by using magnetic, this assessment helps teachers to know whether students are able to sort items into two or two more groups. For Categorizing Task, students will participate in a forest finds trip, in which they will create their own category and put their finding into the group they created. For the last and also the challenging task: Interpreting Tasks, students were supposed to organize the animals they have studied into a system of groups.
Wed, Nov 13, 2019 8:28 PM Review
This article has listed several common types of science misconception in the science classroom, it starts with a common misconception:
The part of the eye that performs most of the focusing is the: a. lens b. retina c. cornea
The first section of this article talks about the Misconceived notions, the author suggests teachers uncovering the misconception first, through a series of formative assessment. It also encourages teachers to pose questions that engage higher-level thinking among students and to allow students to present and defend their constructed notions. The second section is conceptual misconceptions and Preconceived notions. The author told an example of the gravity effects on astronauts in an orbiting space shuttle, the author also explained preconceived understandings are extended inappropriately through everyday phenomena.
The last section is about Vernacular misconceptions and Nonscientific beliefs. Vernacular misconceptions are produced by language confusion. As for Nonscientific beliefs, the author firmly believed that all understanding and knowledge should emerge from valid scientific thought, scrutiny, reasoning, and evidence.
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