My middle school students frequently ask me “Is this right?” or “What should I do now?” How can I help them become more self-reliant?
Jocelyn, Georgia
I observed a seventh grade teacher at the beginning of a unit as he displayed the learning goals and asked the students to write them in their notebooks. He then asked students to add to the list, with prompts such as “I’d like to know more about…” or “I want to learn how to…” He displayed a separate list of these personal goals and referred to them throughout the unit. “Did we address your goal yet?” “Did you change your goal? Add a goal?” “What else do we need to do?” He encouraged them to self-assess and reflect on their learning of the class goals as well as their personal ones. These self-assessment and reflective activities gave students ownership in the unit, and he provided extra time in class to pursue their personal goals.
Self-assessment is more than students correcting their own papers. When students engage in self-assessment, they reflect on the results of their efforts and their progress toward meeting the learning goals. They look at their own work for evidence of quality, using established criteria on the rubrics.
Students don’t necessarily come to class with this skill, especially if their previous experiences have been environments in which the teacher did all of the assessment. They may initially think that an assignment (such as a lab report or project) is good simply because they spent a lot of time on it, they enjoyed it, or they worked very hard on it.
Students may need to learn strategies for self-assessment through examples and modeling.

Guide students through the process of comparing a piece of (unnamed) student  work to the rubric. You may have to do this several times before students feel comfortable critiquing their own work.
There are many types of activities that can be used as self-assessment strategies. Some double as formative assessment strategies, but in this case, students are using them to monitor their own progress:

• At the beginning of the unit, give each student a copy of the learning goals and a list of ways they can demonstrate their learning of each. Show students how to monitor their progress by checking off goals as they are met.
• Using thumbs up/down and exit tickets students can express the status of their learning and indicate topics on which they are still confused.
• Student reflections are often included in science notebooks. Your modeling and guidance is important. Show students how you would reflect on your own learning.
• I learned that…
• I learned how to…
• I need to learn more about…
• For projects, give each student a copy of the rubric when the assignment is given. Ask them to fill it out and submit it with the project. There could also be a place on the rubric for students to reflect on their projects with prompts such as
  • This is a quality project because…
  • From doing this project I learned…
  • To make this project better, I could…
  • Our study team could have improved our work by…

Honest self-assessment and reflection are difficult processes, even for adults. But they are valuable tools for developing lifelong learners.
Photo: http://www.flickr.com/photos/rongyos/2686415336/

An elementary school PTA veteran observed to me, “If you want families to come to school, serve food or have their child take part in a performance.” This advice goes for preschool too!  Serving food makes it easier for families to participate together and seeing their child in action gives families what might be a rare look at what happens at school. Some families can come in at lunchtime—ask them to spend another 15 minutes with their child in the classroom observing the class pet, reading a book aloud, or at a science station.
A “Science Night” or “Science Saturday” opens a different time slot for the same purpose—to connect families to their child’s education. These social gatherings can be relatively simple, with stations such as leaf rubbings, making a seed sprouting bag to take home, spinning and comparing tops, and building castles on a piece of cardboard that won’t fall over when the “ground” shakes. Follow up the action with a pizza and fruit dinner or just an ice cream social. The Foundation for Family Science and Engineering has two publications with very detailed lists of how to prepare for a more elaborate Family Science (and/or) Engineering Night, with instructions for activities to challenge older children too. Take a look at Family Science and Family Engineering: An Activity & Event Planning Guide.
Technology allows teachers to share science learning outside of school hours with any family with access to a computer. PreK teacher Gail Laubenthal built a wiki (a website database), titled  Using the Latest Technology to Support Young Children in Science and Math for teachers to share their’ work in using technology in the classroom and to connect to families. Explore the wiki, beginning with the “Agenda” on the right side, to learn about technologies that you can use. Other teachers use school websites or blogs to connect families to school learning, such as Deborah J. Stewart’s Teach Preschool blog. 
Are you a teacher who sends home a science activity for the student to do with family members? The data collected by each student can be put together back in the classroom to see if there are any patterns, such as, “How did family members describe the cornstarch and water mixture in the bag—as a liquid or solid?” or “What happens to light when it falls on a mirrored surface?” Read about an example activity in The Early Years column in the February 2012 Science and Children.
Or explore this list of other resources to find a take-home science activity for your class:
Exploratorium, museum of science, art and human perception, The Science Explorer excerpts
http://www.exploratorium.edu/science_explorer/secret_bells.html
National Science Teachers Association. April 2009. Parent Involvement in Science Learning.
http://www.familyscience.org/pdfs/PositionStatement_ParentInvolvement.pdf
Questacon. Science Play: Play-based science activities for early learners. Australian Government, Department of Innovation, Industry, Science and Research.
http://scienceplay.questacon.edu.au/assets/scienceplay_booklet.pdf
Scientific American. Bring Science Home activities for families
http://www.scientificamerican.com/section.cfm?id=bring-science-home
WGBH Educational Foundation, Family Science and Math letters in English and Spanish
http://www.peepandthebigwideworld.com/guide/pdf/peep-family-letters.pdf
http://www.peepandthebigwideworld.com/guide/pdf/peep-family-letters_es.pdf
WGBH Educational Foundation, Neighborhood Safari
http://www.peepandthebigwideworld.com/printables/pdf/Peep_safari_parentsguide.pdf
WGBH Educational Foundation, Peep in the Big Wide World Explorer’s Guide
http://www.peepandthebigwideworld.com/guide/
Other articles in the February 2012 issue of Science and Children are great resources for developing a connection with families:
Science Sacks by Kimberlee Freudenberg and Lab With Dad by Brenda Havers and Karen Delmotte.
I send an email to the families of my students once a week to touch on the work their children did and invite their participation. Send a photograph or two, if you can, to entice the families to open up and read the email!
Peggy
 

The launch of a formal, deliberate, across the board attempt to produce digital textbooks has arrived. Not just digital version of paper texts. Not just .pdf pages mimicking textbooks. Not just webpages trying to walk like a textbook. No, this is a sincere attempt to redefine the concept and use of a textbook firmly planted in the spirit of the digital. This means the strengths of a digital text are maximized while the weaknesses of such a thing are minimized.
[youtube]http://www.youtube.com/watch?v=Z6HeyTldraw[/youtube]
The digital textbook has been around for as long as our digital imagination, which for me has been several decades. The list of challenges to making functional digital texts is lengthy, and by no means have all the items on the list been crossed out. But today we are closer than ever especially now that some serious weight, money and most importantly commitment has been thrown behind the effort.
On January 19^th, Apple launched several products designed to make digital textbooks not only a physical reality, but also a reality across multiple dimensions. First, there is iBooks 2, the primary vehicle for serving up the content to student eyeballs and ears. Second, there is iBooks Author, a free Mac desktop computer application for designing digital texts. Third, the bookstore in iTunes has a dedicated virtual shelf for digital textbooks. And finally, a formidable trio of major textbook publishers has jumped into the Apple digital textbook ecosystem with both feet.
While the iBookstore textbook shelves are pretty thin right now, the content that is available is promising, and will no doubt cause a conceptual redefinition of what a textbook actually is, as well as the expectations student will hold when they arrive to class. A Volume Purchase Program is also in the works so some of the current paradigms of buying digital content will shift as well.
One free digital textbook example that is available is E. O. Wilson’s Life on Earth. At the moment only the first few chapters have been created, but within those pages exist a magical expression of what textbooks could become, well, maybe are in this case. Life on Earth on an iPad held in the portrait position (vertical) produces more of a book-like presentation with 2/3 of the screen in text-heavy scrolling. Simply rotating the device 90 degrees to landscape completely changes the relationship between the words and visuals. Instantly graphics, pictures, videos, and JavaScript or HTML widgets take precedence with the text wrapping around the objects. Using a two-finger pinch-out gesture fills the screen with the imagery. A simple two-finger pinch-in shrinks the visual back to a conventional size. Landscape view also makes the movement through content in a page-turning simulation rather than the scrolling of portrait.
[youtube]http://www.youtube.com/watch?v=pr076C_ty_M[/youtube]
The free application program used to make digital books that play well in iBooks is called simply iBook Author. It has the look of a word processor and the buttons of a website building tool. Taking the software for a spin around the block, I couldn’t help but wonder how long it will take before schools, districts, or even organizations like NSTA collaborate on a grand scale to produce a textbook in a fraction of the time normally afforded to such tasks. Imagine 10 or 50 or 500 teachers each contributing a small but stunningly high quality slice of a digital text. Almost over night, a book perfect for the task goes from a floating light bulb above someone’s head to a complete and completely downloadable textbook. And should an error be found in the book, it can be fixed with an update just like we do almost daily with our other software.
As with many tech-driven changes in the educational ecosystem, digital textbooks will likely have as many unintended outcomes as intended ones. The entry of real digital (oxymoron?) textbooks will be a fun transition to watch, and as a teacher, even more fun to be a participant.

I want to remind chapter and associated group leaders about the importance of a corporate status.  This may be a no-brainer to some, but many organization leaders confuse this with the tax-exempt status (i.e., 501(c)3, 501(c)6, etc.)  There is really no connection between these two.
The process for becoming a formal non-profit, professional or trade organization typically involves obtaining an Employee Identification Number (EIN) which eventually becomes the organization’s Tax Identification Number (TIN) (once granted tax-exempt status from the Internal Revenue Service).
During that same time, most leaders/staff also work on having the organization become a recognized business entity in their state (or in another state with the help of a registered agent, but that’s a different blog post).  This process typically involves (1) completing an application for incorporation and (2) paying a registration fee when the application is filed.
Information regarding the forms, where to submit them and filing fees can ordinarily be found on the state’s Secretary of State or Corporate Commission website.
This part of the process is relatively easy and painless.  In fact, most states have gone completely electronic with this procedure.  The problem that I come across working with many smaller organizations is submitting the follow-up reports AFTER they have been incorporated.  You see, in order to maintain that corporate status, you must file regular reports letting the state know your organization continues to function as a business.  This is the opportunity for them to collect updated information on your organization as well (e.g., officer, business address, etc.)  Many states also collect a fee each time the report is filed (which may be annually, biennially, etc.)
Submitting these annual reports is important – if you don’t, your organization runs the risk of having its corporate status suspended or removed.
Why is all of this important anyway? Because having that “corporate covering” is the first line of defense for lawsuits brought against your officers, members and staff.  Many underwriters for directors and officers’ insurance, general liability insurance or event cancellation insurance won’t issue policies to unincorporated entities.  Some vendors like hotels and resorts will not conduct business with them either.
Many states do very well in sending reminders several weeks before annual reports are due, but if your association contact changes frequently or if you just aren’t sure, do some research on your state’s Secretary of State or Corporate Commissions website.  Better to be safe than sorry!

This month’s Leaders Letter provides several resources that list the top science stories of 2011—ranging from monthly highlights to high tech inventions. What was your favorite topic? What story caught your attention and made you go hmmmmm—now that is something to think about?
While I can’t say I have a favorite topic, there were several stories that did catch my attention. The first being the tsunami following the earthquakes in Japan. I had been in Japan several years ago and have several friends there so the story first caught my attention from the personal perspective where I was worried about friends as well as having an interest in where the epicenter was, the resulting damage to the nuclear plants and of course the devastation and suffering the earthquakes caused. What made the tsunami an interest was the fact that it was predicted to hit the San Francisco Bay area during the NSTA Conference there—this itself was exciting since after all we are science educators and any type of science engages us. It was however also interesting to hear the number of friends say—I can’t believe (insert name of family member here) called me at 4:00 a.m. this morning to tell me to stay away from the bay. My mother was included in this activity all the way from the east coast.  I guess it holds true that many of us want to “see science happen” and it was perhaps good fortune that the tsunami was less destructive than originally predicted as well as hitting a good distance north of our location.
I think the other story that was bittersweet for me was the last launch of the shuttle Atlantis.  It brought the end of an era of space travel one step closer. If I ever had a chance to go into space, I would (so perhaps the warning about staying away from the tsunami by mother is fair) and hearing that Atlantis was now permanently grounded made me wonder how that pursuit be it mine or others would continue in the future.
Which story caught your attention?