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February 2012

Finding the POSSIBLE in Impossible: Flight of the Bumblebee

Submitted by Peggy on Fri, 2012-02-24 14:31


For many years, scientists believed that bumblebee flight was aerodynamically impossible. Somehow, despite this “impossibility,” bees are great at getting around in the air! Over half a decade of scientific inquiry has created a better understanding of how the quick flapping of wings paired with a twist on the upstroke creates enough lift for a bee remain airborne. The scientific process leading to a better understanding of the flight of the bumblebee is a perfect example of how science works in the “real world.”

Joann's companion column: 
The Secret Life of Bees

deCIPHERing Codes in the Classroom

Submitted by Peggy on Fri, 2012-02-17 17:20


Do you ever do things in your classroom just to throw your students off balance a little and get their attention? I admit that I think it is kind of fun to watch student’s reactions when I try something totally new in class and they aren’t quite sure what to think. Although the topic of codes and ciphers is different and cool in its own right, you can make it even more engaging for students by immersing students in the subject from the beginning of the lesson.

Joann's companion column: 
Cracking the Code: Fun with Codes and Ciphers

Learning by DOING

Submitted by Peggy on Fri, 2012-02-10 16:59

“I hear and I forget. I see and I remember. I do and I understand.” – Confucius

Some students easily grasp concepts in a traditional instructional setting with a teacher in front of the classroom explaining and demonstrating a particular topic. These students are often good note-takers and do not have a problem staying on-task and listening for an extended period of time. Unfortunately, not all students fit in this category. Many students need to DO things to get a deep and lasting understanding of a topic. Teachers attempt to engage these students by including hands-on activities and projects as often as possible, giving these Do-ers a chance to learn to the best of their potential.

Joann's companion column: 
Taking Matters Into Your Own Hands: Project-Based Learning

"Special" Learning Conditions

Submitted by Peggy on Fri, 2012-02-03 22:03

"I never teach my pupils. I only attempt to provide the conditions in which they can learn."
- Albert Einstein

This is a humbling philosophy to think about as a teacher. My job description says “teacher,” but now I’m supposed to be a creator of optimal learning conditions instead? It’s easy to assume that teaching something to your class means that the students all learned it. With the variety of abilities, learning styles, and needs in every classroom (and the possibility that some of the students MIGHT not be listening…) this is not always the case.

Joann's companion column: 
What’s Special about SPED Resources?