V.+Learning+Community+Principle

 Ryan and Deci (2000) write about motivation in students’ academic education. They make the distinction between intrinsic and extrinsic motivation. Intrinsic motivation is that which is “inherently interesting or enjoyable”, while extrinsic motivation is when we do “something because it leads to a separable outcome” (Ryan & Deci, 2000, 55). The most effective or desired type of learning is related to intrinsic motivation, because this is where the learner reflects self-determination and autonomy over their enjoyment, satisfaction, and synthesis of goals. Letting students have ownership over projects and the creation of science investigations increases this intrinsic motivation, as students are given autonomy to decide learning that will enhance enjoyment and satisfaction the most. Open inquiry investigations provide one of the best contexts to establish this type of motivation and engagement in learning. I have included open inquiries in my student teaching placements. For instance, I had students design an investigation of pucks on air tables to understand momentum and the conservation of momentum. Students approached this investigation in different ways, some used different size pucks to determine if mass was a factor, while others used the same sized pucks but looked more at the speed of the pucks using video (5.1a). I also had students design a habitable planet that would be found around another star in the universe. This required them to include a discussion about the planets distance, size, composition, orbital eccentricity, as well as building a scale model of this planets size and distance in its solar neighborhood (5.1b).
 * // 5. LEARNING COMMUNITY PRINCIPLE //**
 * //5.1 //** **//Candidates understand what may encourage or hinder student’s motivation and engagement in learning, based on an analysis of research and practice. //**

 The science classroom is an environment that requires a great deal of emphasis and importance be placed on safety. In my field experiences at Wilson Commencement my cooperative teacher and I drafted a safety contract that we required our students to sign and have their parents sign (5.2a). This was done because there had been cases when students misused equipment after teacher instructions resulting in breaking or damage to that equipment. It was also done to prevent any harm to the students or teacher in the classroom. In addition to this contract I completed a safety audit of the classroom and school as a requirement for EDF 416. My findings and understandings of this audit can be found in my safety essay (5.2b).
 * //5.2 //** **//Candidates are able to construct comfortable and safe classroom environments for all students. //**

 In my practice I incorporated safety concerns into my lessons daily as they were needed. For instance in my lesson on electric fields I used a van de Graaff generator (5.2c). The activities I had students participating in dealt with electric charges that could shock students and be potentially harmful in the wrong situation. My lesson included standing on an insulating stool away from metal objects (i.e. desks, computers, etc.). Students were instructed not to bring their arms or legs near the student on the stool as it could cause a shock to both of them and could result in the student on the stool falling off, as the stool was a little unstable. Another instance of safety involved the human chain. Students were to create a human chain by holding hands and having one person on the end touch the van de Graaff dome, while the person on the other end grabbed the teachers hand to have them join in the chain. Safety was ensured by making explicit that no one should be near a metal object and no one should break the chain by letting go.


 * //5.3 //** **//Candidates are able to construct a classroom environment that supports student motivation and learning and the creation of a “community of learners.” //**

 I have had several opportunities in my placements to create a community of learners. For instance, in my placement at Edison I had students build circuits that incorporated Play-Doh. This Play-Doh acted as a resistor, which students found the properties of by measuring voltage and current and plotting graphs that incorporated those measurements, along with the length and cross-sectional area of their Play-Doh. The mystery behind the use of the Play-Doh engaged students and enhanced their motivation, while the difficulty of measuring, calculating, and plotting established a community of learners across lab groups (5.3a).

 I also created a community of learners during the Science Camp. Students were able to create their own investigation of beach ecology and learn through participating in community activities that reflect authentic science. Each student in our group was able to contribute something useful to the investigation, whether it be through recording data with or without the use of technology, analyzing the data and making evaluations, posing questions to the entire group, or collecting samples to test in the lab. The ownership over the investigation and the hands-on involvement in every activity motivated every student and sparked a real interest in their learning (5.3b, p.40-45).

**NSTA – Learning Community Principle **  I have developed a psychologically and socially safe and supportive learning environment in my classroom through the planning of lessons to incorporate person-centered learning that is open in nature but balanced between the needs of the students and the teacher. The focus is on the student but in a way that “emphasizes caring, guidance, cooperation, and the building of self-discipline” (Freiberg, 1999, 13). An example of an open inquiry lesson that I have done is a lesson on circular motion. Students had to manipulate either the radius of the swing or the force of the weight on the apparatus to determine how that affects the motion of the bob. Students were given equations and then were responsible for collecting the necessary data to correctly analyze and test their question by altering one of those two variables (5.f_a). This lesson provided contexts for students to work collaboratively, with care for use of classroom materials and classroom safety and using effective classroom time that incorporates short transitions.
 * 5.f Candidates create and maintain a psychologically and socially safe and supportive learning environment. **

 During student teaching placements my EDU 434 class visited Marshall to receive a lecture on science safety in the classroom from Mr. Ed Awad. This lecture included discussion of proper chemical management, a lab activity related to chemical reactions, and a brief presentation of the Rochester City School Districts Chemical Hygiene Plan (RCSD CHP), as well as the responsibilities of Chemical Hygiene Officer’s across the district. Handouts were provided that include the RCSD CHP, an MSDS quick reference guide, and a laboratory with guidelines for chemical safety (9.a_a). Additionally, I attended a Right-To-Know and OSHA training in February 2010, which provided me with a compliance checklist that introduces my right to know information, training, as well as OSHA communication standards (9.a_b).
 * <span style="font-family: 'Times New Roman',Times,serif;">9.a Candidates understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials. **

<span style="font-family: 'Times New Roman',Times,serif;"> During my placements I had several instances when glass was broken, upon which I cleaned up and disposed of the glass in the glass disposal bins provided in our rooms. Instances in using chemicals always required googles, gloves, supervision, and proper clean-up. For example, during Science camp recruitment my group and I presented Elephant Toothpaste as a discrepant event to prompt students into building a testable question. Our safety required that everyone wear safety goggles, gloves, and that the table was covered with paper for easy clean-up and disposal. All chemicals were supervised by one of the teachers as they were handled by the students (9.b_a).
 * <span style="font-family: 'Times New Roman',Times,serif;">9.b Candidates know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction. **

<span style="font-family: 'Times New Roman',Times,serif;"> During my placements I have had several opportunities to follow safety procedures and to maintain equipment. Numerous fire drills were made during my placement at Wilson Commencement. I participated in a lock-down at my placement in Edison, where my responsibility was to take attendance of my class and slide it under the door at the appropriate time. For my classroom, my cooperative teacher and I developed a safety contract (9.c_a). Finally, during STARS I utilized a fume hood to display a gummy-bear reaction with potassium chlorate (9.c_b).
 * <span style="font-family: 'Times New Roman',Times,serif;">9.c Candidates know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and abilities of students. **

<span style="font-family: 'Times New Roman',Times,serif;"> Although I did not have to plan for the treatment of living organisms in my placement, I did observe the procedures and proper management of maintaining organisms in the field. <span style="font-family: 'Times New Roman',Times,serif;"> This was observed during a field trip to Watson Homestead near Corning, NY. Students participated in a stream and pond investigation to discover how the ecology of both those systems was affected by the amount of light or the movement of the water. A good piece of evidence is found in the video below (9.d_a).
 * <span style="font-family: 'Times New Roman',Times,serif;">9.d Candidates treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping and use. **

[|2010.03_-_Play-Doh_Resistivity_DJ2_-_Turkett.JPG] [|2010.03_-_Play-Doh_Resistivity_DJ3_-_Turkett.JPG] [|2010.03_-_Play-Doh_Resistivity_DJ4_-_Turkett.JPG] [|2010.03.22_-_Play-doh_Resistivity_1_-_Turkett.JPG] [|2010.03.22_-_Play-doh_Resistivity_4_-_Turkett.JPG] ||= Play-Doh Lab Student Work & Pictures - Edison || [|P7290068.JPG] [|P7270029.JPG] [|bilde.jpg] ||= Get Real! Science Camp Pictures & Unit Plan Reflection ||
 * //<span style="font-family: 'Times New Roman',Times,serif;">EVIDENCE //**
 * = <span style="font-family: 'Times New Roman',Times,serif;">EVIDENCE # ||= <span style="font-family: 'Times New Roman',Times,serif;">EMBEDDED OR LINKED OBJECT ||= <span style="font-family: 'Times New Roman',Times,serif;">DESCRIPTION OF EVIDENCE ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.1a ||= [[file:2010 - Terminal Velocity and Conservation of Momentum Pics - Turkett.doc]] ||= Conservation of Momentum Pictures - Wilson Commencement ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.1b ||= [[file:2010.01.05 - Extrasolar System Project.doc]] ||= Habitable Planet Project Assignment and Rubric ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.2a ||= [[file:Safety_Contract.pdf]] ||= Safety Contract - Wilson Commencement ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.2b ||= [[file:2010.01 - SafetyEssay - Turkett.doc]] ||= Safety Essay - Wilson Commencement ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.2c ||= [[file:2010.03.02 - ElectricFields LessonPlan - Turkett.doc]] ||= Electric Fields Lesson Plan - Edison ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.3a ||= [|2010.03_-_Play-Doh_Resistivity_DJ1_-_Turkett.JPG]
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.3b ||= [[file:20090803-EDU486UnitPlan-BTurkett.doc]]
 * = <span style="font-family: 'Times New Roman',Times,serif;">5.f_a ||= [[file:2010.01.04 - Centripetal Force Powerpoint.ppt]] ||= Circular Motion Pictures & Powerpoint ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">9.a_a ||= [[file:RCSD CHP.pdf]] ||= Rochester City School District Chemical Hygiene Plan ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">9.a_b ||= [[file:Right To Know.pdf]] ||= Right-To-Know and OSHA Communication Standard Compliance Checklist ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">9.b_a ||= [|20090720-ElephantToothpasteGroupPicture-BTurkett.JPG] ||= Get Real! Science Camp Recruitment Picture - Elephant Toothpaste ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">9.c_a ||= Refer to evidence 5.2a ||= Safety Contract ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">9.c_b ||= [|DSC07436.JPG] [|DSC07433.JPG] ||= STARS - Gummy Bear Reaction Pictures ||
 * = <span style="font-family: 'Times New Roman',Times,serif;">9.d_a ||= 2009 Salamander - Waston Homestead Video ||= Salamander - Watson Homestead Video ||

//<span style="font-family: 'Times New Roman',Times,serif;">**__References__** // <span style="font-family: 'Times New Roman',Times,serif;"> Freiberg, H. (1999). //<span style="font-family: 'Times New Roman',Times,serif;">Beyond Behaviorism: Changing the Classroom management paradigm //<span style="font-family: 'Times New Roman',Times,serif;">. Allyn and Bacon: Boston.

<span style="font-family: 'Times New Roman',Times,serif;"> Ryan, R., and Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. //Contemporary Educational Philosophy//, //25//, 54-67. <span style="font-family: 'Times New Roman',Times,serif;"> home