Discussion Question 3 - Module 3.docx - Wikispaces by hedongchenchen

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									                                Discussion Question 3 – Module 3

  Pick a program from LJ Group Site. Describe it and tell why it would be a great resource for
                               your classroom. Cite the url.




After looking at the various programs offered from the LJ Group Site, I could see myself using
the Living with Earth Science Module
http://www.ljcreate.com/Products/product.asp?id=83&program=123&curr=1 or the Living with
Life Science Module
http://www.ljcreate.com/Products/product.asp?id=82&program=123&curr=1 within the Living
with Science – Elementary Program http://www.ljcreate.com/livingwithscience/.

The Living with Science – Elementary Program offers students hands-on learning opportunities,
along with computer aided instruction. The learning that takes place is completely student
centered. Teachers act as the facilitators and allow their students to explore and follow the
program. According to the Living with Science Program students will not only develop their
science skills, but will also build problem solving skills, cooperative working skills, and
presentation skills. These skills are part of the 4 C’s (critical thinking and problem solving,
communication, collaboration, and creativity and innovation) essential in 21st century learning
outcomes according to the Partnership for 21st Century Skills (http://www.p21.org/index.php).
The Living with Science Program is also aligned with the National Science Standards, which
means the content being taught should match the benchmarks/standards required by your school
district to instruct and assess.

Another benefit of the program is that it is completely bilingual. This is great if you are teaching
at a school with a high population of ELL/ESL students. What a great way to motivate these
students and in a language they are familiar with.

As I mentioned earlier, I could see myself using the Living with Earth Science Module or the
Living with Life Science Module. I wouldn’t need all the components in either module, so it
would be hard to convince my school district to purchase the program/module, unless we would
share the resources across grade levels. In the Living with Earth Science Module I would use the
lessons and activities about the Solar System and Geology and Water and in the Living with Life
Science Module I would use the lessons and activities on Health and Plant Life because they
directly relate to the benchmarks needing to be taught and assessed in third grade.

I think that the students using these modules would finding learning very intriguing and would
be highly motivated to learn because of the hands on manipulatives they can use and the
interactive software would appeal to various learning styles. Teachers would be able to track
students’ learning and progress by using the program’s computerized classroom management
system. All assignments and tests are recorded in this system.

Another benefit is that the assessments in each module have a similar style and format that
matches standardized tests. This is a great way for students to practice taking standardized tests.
One of the success stories mentioned was from Socorro Independent School District in Texas
(http://www.ljcreate.com/livingwithscience/pdf/lws_success.pdf ) Their overall average score on
the TAKS 5th Grade Science test in 2007 was 53%. After implementing this science program in
all their elementary schools their overall average score increased to 80% in 2008. That is quite a
jump and a testament to how this program truly enhances student learning.



Subthreads:



Heather,

The article called "Techno - Promoter Dreams, Student Realities" (2002) listed 4 ways to directly
affect student learning: 1) Ensure all students are computer and technology literate; 2) Offer
improved educational resources in order to increase student academic achievement; 3) Change
the nature of education; 4) Provide a select group of students with high tech skill intensive
technology training program. The LJCreate site adheres to the first three ways listed. According
to the success stories posted on the LJCreate site, it appears as though implementing their
program has had a positive effect on student learning. Just look at the jump in Socorro
Independent School District in Texas TAKS test scores. It increased from 53% to 80% after one
year of implementing this science program in all their elementary schools.

References:

Peck, C., Cuban, L., & Kirkpatrick, H. (2002). Techno-Promoter Dreams, Student Realities.
Retrieved from
http://online.marianuniversity.edu/educator/student/frame.cgi?aidamichlowski*leswan26*mpos=
2&spos=4&option=hidemenu&slt=8OuMZN7mQp17g*edt652gb08summer2010*http://online.
marianuniversity.edu/educator/common/EDT652_MASTER_COURSE/Modules/M2.htm



Jill,

I was impressed with this science program, too. I felt that it would really teach to the multiple
intelligences. This science program would serve as a great motivator and really engage students
in learning. It would also take learning from being teacher-directed to student-directed, which
has been a big focus in our class readings, such as from the article called "Technology in
Schools". By using this science program, students would no longer be passive recipients to
content knowledge being taught. They would have to acquire knowledge by actively exploring
the modules themselves.



References:

Papert, S. Technology in Schools – To Support the System or Render it Obsolete. Retrieved from

http://online.marianuniversity.edu/educator/student/frame.cgi?aidamichlowski*leswan26*mpos=
2&spos=4&option=hidemenu&slt=8OuMZN7mQp17g*edt652gb08summer2010*http://online.
marianuniversity.edu/educator/common/EDT652_MASTER_COURSE/Modules/M2.htm

								
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