WebQuest Link

The following WebQuest is probably as close to my idea that I am going to find.  I want to focus on Marine Ecology because ecology is one of my favorite biology topics.  The basics of my idea however is a study on marine animal tagging.  My exploration will look at the migration of seals in particular as well as whales.  The animals in question are live samples that are being tracked via satellite.  The students will become scientists as they learn how and why tracking is essential to saving marine life.  The students will also learn how to read scientific data and most importantly how to translate that data into something valuable.  

A second relevant WebQuest that I might be able to incorporate I found while browsing the Google Search Engine.  I particularly like the layout of the Marine Mammal Webquest.

All I really need to know (About Creative Thinking) I learned (By Studying How Children Learn) In Kindergarten ~ Double Entry Journal #9

In a blog posting, copy and paste three quotes that have moved you in some way (i.e. surprised, confused, disagree, strongly agree). Then in a paragraph state why you have selected each quote and include a hyperlink to an online article, blog posting, video or podcast related to what you have read.

Quote #1:
Unfortunately, most schools are out-of-step with today’s needs: they were not designed to help students develop as creative thinkers (Resnick).

Quote #2
"At a workshop in Hong Kong, a 12-year-old boy created a wearable jukebox that played different songs when you inserted different coins, and an 11-year-old girl added lights to her boots and programmed them to turn different colors based on the pace of her walk, as measured by sensors that she attached to her boots." (Resnick)



Quote #3
"Friedrich Froebel understood this idea when he opened the world’s first kindergarten in 1837. Froebel filled his kindergarten with physical objects (such as blocks, beads, and tiles) that children could use for building, designing, and creating. These objects became known as Froebel’s Gifts. Froebel carefully designed his Gifts so that children, as they played and constructed with the Gifts, would learn about common patterns and forms in nature." (Resnick)



Reaction - First of all I would like to state that it was hard to pick just three quotes.  I was surprised and awed by the whole article.  I had no idea the article was going to progress from Kindergarten like mentality in school to digital technologies.  I didn't see that one coming.  I don't know if it was an abrupt segway or what happened.  Second, I've never heard or have seen a Cricket.  I would like my child to experience this tool as well.  I can only imagine how far it would stretch their imagination.  I always tend to underestimate children and thier abilities, especially when it comes to technology which is part of my reasoning for choosing Quote #2.  I was taken off guard by all the examples the author stated, in which the children took this simple robotic tool and made fascinating and innovative works of art as well as uses.  An 11-year-old girl can added lights to her boots and programmed them to turn different colors based on the pace of her walk (Resnick)?  I have to shrug my shoulders because if someone randomly would have walked up to me and told me this, I would have simply shook my head and looked at them like they had lips on their forehead.  I am impressed beyond words.  Which is why I'd like to see my own kids get their hands on a Cricket.

The first quote, I agree wholeheartedly on.  Our schools are lacking personality.  That's why are students are bored and that's why many are falling behind.  It's logical to me.  When I'm bored I tune out or turn off the offending source.  If it is a teacher, then it is a teacher.  The human mind is more complicated than a recorder.  It wonders first of all when it is not challenged and short term memory is just that.  If there is no incentive to flip what is learned over into long term memory then the short term memory (or register) is cleared where the next topic is entered, especially if it is more intriguing.  It's no wonder, students turn to more enticing devices during classes such as a Smartphone.  Which brings me to my next point.  I had no idea was the premise was for Kindergarten, I thought it was a social event.  Or at least an attempt to put kids into a routine of rules.  I did not know the origins of Kindergarten or the original attempt to invoke imagination.  I am truly intrigued by this idea and wondering at the same time where the original ideas vanished.  I can only assume that it is our cultures failed attempts to speed ahead of other cultures and in the meantime forgetting what should be valued.  Creativity is most certainly a valued characteristic that is resurrecting itself as we are seeing our failures.  I shake my head at this.  Why do we find out that eventually returning to basics is what helps us leap forward?

Related Source:

(University of Phoenix, 2011)

This is a rather abstract video.  I believe what Nicholas Negroponte is trying to get at is that our traditional ways of learning is outdated.  We did not have a chance to experiment when it came to learning.  We were told facts in a concrete manner that didn't allow us to be creative.  However todays child needs to learn to learn by doing.  By tweaking their methods of what they know by how they are learning it.

Sources:
University of Phoenix. (Producer) (2011). There is a way to learn to learn [Web]. Retrieved from http://www.youtube.com/watch?v=usaEGaczfQg


Resnick, M. (n.d.). All i really need to know (about creative thinking) i learned (by studying how children learn) in kindergarten. Retrieved from http://web.media.mit.edu/~mres/papers/kindergarten-learning-approach.pdf

Struggling Student

There is a struggling student in the Innovation Zone (Algebra I and Physical Science combined) that I observe often. By the word often - I literally mean I have to stand by him to keep him from distracting the rest of the classroom, particular the three other table-mates that sit with him. Common occurrences are talking quite loudly with fellow classmates during instructional time. What I find odd is that he will continue to talk to classmates that show no interest in reciprocating the conversation. He either doesn't notice this fact or he thinks at some point he will be able to get through to the person he feels should be listening to him. I'm not sure.


Another destructive mode I've watched him cycle through is complete refusal to take part in classroom assignments. He will either hide his head inside his hoodie or he will sit at the table with nothing in front of him. This is frustrating to me because the Algebra and Science teacher often go over assigned work, asking students which examples they need help with before it is handed in for a grade. It would be a simple exercise to copy what the teacher has written on the board onto the homework sheet and at least receive partial credit but he refuses to do it.

The first week of my observation the algebra teacher was going over new material with the students. He had made several attempts to bring the noise down at the table of the struggling student. The science teacher and I circled around the table several times to make it known that we were close by. The teacher tried prompting him to pay attention as well but neither one of these strategies worked. Instead I overheard the struggling student say, "What the hell is with all the teachers?" This was my threshold for what I could handle with the blatant disrespect. I asked him, "How do you expect to learn new material if you talk all the way through the lesson?" He sat straight up and smartly replied, "I won't." I knew at this point I was being challenged. I asked, "Why don't you want to learn?" The reply came quickly, "I don't care." I said, "Fine but maybe the people at your table would like to learn." He said, "I don't care." I can work with a lot of different personalities; I honestly love being in a secondary setting. I fully expect to hear volumes of opinions and slants as the students move into adulthood. It is part of growing up. But disrespect that infringes on the rights of others is a little more than I can tolerate. I replied, "Ok, so you don't want to learn? That's all you; you are only cheating yourself. But the disrespect you show your classmates is unacceptable.” He shrugged his shoulders and I have to admit I replied, “So why are you here? What’s the point?" He immediately pulled his hood over his head and laid it on the desk. At that moment, I knew what I had just witnessed – the first challenge to my authority in a high school setting. I did not back down but I probably did not handle it the best possible way since my emotions had stepped in. I will note, I never raised my voice and I never called him out in front of the class. But I should have implemented a discipline plan that was in accordance with the infraction, instead of allowing emotions to take control. I took in a deep breath and released the emotion. Later I helped him find a homework assignment and he replied with a “Thank you.” Not what I expected. Maybe he wasn’t used to someone taking on his challenge?

After that session, I spoke with my host teacher and I asked her about the struggling student’s background. She stated that he has been in the Alternative Learning Center (ALC) and that he indeed had a problem with authority figures. I believe he has a School Assistance Team (SAT) meeting pending within the next few weeks to address his grades in math and science. I was beginning to get some answers. I firmly believe that when he challenged me and stated he basically didn’t want to learn the material that is was merely a bluff. He wants to learn but his defenses are clearly up and somewhere along the line someone has forced him to resort to defensive measures. The last thing I want to do is turn my back on this struggling student or let him slip between the cracks. Instead, I want to focus on what does interest him. I truly wonder if anyone has ever asked him this simple question but I will get back to this point later. In the meantime, I honestly didn’t know how I was going to breech the wall he had built.

As a clinical student I have been putting in more time than I probably should (currently having 45 minutes in my first two and a half weeks) but it is important to me to receive as much exposure as I can in a high school setting. I want to be ready when I am set loose in my own classroom, especially when it comes to students who are more nontraditional and will quite possibly be my biggest challenge. I observe the student in question three days a week for a little over an hour at a time. I have observed the difference between his fellow table mates when he is attending class, as well as when he is absent. His table-mates are able to focus during his absence but from time to time follow his lead when he is present. I have also observed him during quizzes when he is cheating. I have seen the attempts to rearrange his seating in hopes of finding a situation that may bring down some of the noise level. So far this has not worked. I am not sure what other measures have been taken before I entered the class but I am positive this has been a year-long attempt.

I, myself, have brainstormed ideas as to how I might be able to get through to him without infringing in his space. I’ve dabbled over the possibility of suggesting extracurricular activities; somewhere he can release anger issues or extra energy. I wanted to ask him what he was interested in just to get an idea of where he was coming from or at least understand him on another level. But I could not find the proper moment in which to do this, until today. The class was working on balancing chemical equations when I noticed that the struggling student was already done with his paper. I was impressed. I asked him, “So the shortcut Mrs. Teacher showed you must have helped.” He sat straight up (challenging me) and replied with as much attitude as usual, “Nope. I just copied his (pointing to the student next to him).” I thought to myself for a moment and replied, “I understand you are not interested in science or math. So tell me, what are you interested in?” He softened for a moment and sat straight up again but not in a challenging mode. This time he sat straight up with a more confident mode and replied, “Social Studies and English.” My jaw dropped to the floor. I literally did not expect this response. I applauded this answer and replied, “Wow! I had no idea and I commend you for this because both of those subjects I have always had trouble with myself.” He smiled and then continued, “It is not that I don’t like science because I do. I like environmental science but I can’t do anything with math in it. I just don’t understand it.” The conversation continued with his trouble in math and not being able to find the right math teacher who could make a connection with him. A simple question – “What are you interested in?” and all the sudden I opened up a whole new direction to take with the struggling student. It allowed me to see his weakness and his amazing strengths and for once he wasn’t challenging me, he was having an intellectual conversation with me.

Later, I reflected with the science teacher during her planning period. She related to me how far behind in math he currently is and how much work it would require to catch him up with the rest of the students. She stated the moment he didn’t understand a mathematical function he shut down completely, which ultimately meant more help than could be given in a classroom setting where the teacher needed to focus on all the students. This made sense with what I had observed up to this point which was him shutting down and hiding is head.  It wasn't because he didn't want to learn, like he had told me.  Maybe it was another defensive mode to hide emotional distress.  He's a brilliant mind.  The conversation I held with him today proved that.  He knows he does not understand the math.  He also know the public stigma that goes along with his math deficit.  So it is easier to hide his head or blatantly talk over his instructor to shut the sound out.  We finally concluded that a plan for his improvement would be one-on-one help for an extended period of time and possibly an inclusive instructor to help him during classroom instruction. At this point, I feel I am moving in a more positive direction than before. I look forward to where this step takes me next with the struggling student.

Interest Survey/ Wordel

I asked the Biology students, who I am currently observing, to answer an "Interest Survey" for me so that I could format the answers into a Wordel.  The question was as follows:

With one word below (if possible) tell me what you are interested in most?  Do you have a hobby or a sport?  Or is it gaming?  Do you like to go camping, kayaking, hiking?  The possibilities are endless....

 

The overwhelming responses were hunting, sports, and gaming; followed by football, kayaking, and camping.  There were a few original ideas like "preventing abuse", soccer, crochet, and muddin'.  This gave me a little insight into what my students are thinking and doing outside of school.   

Physics Illusion

While observing a high school physics class two days ago, a student asked if he could perform a physics experiment.  The teacher said sure and he then went about gathering a 12" ruler, a string, and a hammer.  Before I knew it the hammer was dangling from a ruler.  The tricky part was only an inch of the ruler was touching the table.  This is hard to explain, so I went home and decided to do the experiment myself and it worked!

 

This experiment is kind of hard to picture in a photograph.  Check out this video.





Teaching for Meaningful Learning ~ Double Entry Journal #8

1.  What are some challenges to inquiry approaches to learning?
The challenge boils down to how well the teacher can implement this type of learning.  If the teacher does not comprehend Problem Based Learning, Project Based Learning, or Learning by Design the learning projects may collapse in the process (Good & Brophy, 1986).  Failure can occur at any point in time whether it is in the beginning because the teacher sees this type of learning as unstructured; in the middle because there is no scaffolding processes taking place; or in the end when the teacher cannot determine how to evaluate the projects.  All-in-all it looks to me as if the project becomes a jumbled mess.  While it is okay for a teacher to learn as they are walking through the steps of inquiry projects, there should be a general idea as to the direction that projects need to be mentored.  Afterall, students need guidance to make their learning meaningful.  Many students do not know have the background or maturity to "make sense of an inquiry" (Krajcik et al., 1998).  This is where the mentorship of a teacher needs to be implemented.  Students also need aid in time management; help in working with others; and motivation, especially when a project fails or is taking too long to accomplish (Achillies & Hoover, 1996; Edelson et al., 1999).   

In the end, what is needed for successful implementation is the ability to juggle new responsibilities such as classroom management, the lesson should reflect key concepts the students need to learn, scaffolding through modeling, and proper assessment and support feedback. 


2.  Make connections between project-based learning and three research based strategies (Choose strategies you have not already been assigned to read about). Give a brief explanation of the connections.
 
Cooperative Learning - A research based strategy that fits well with project-based learning is cooperative grouping.  During a PBL students often have to work together to successfully complete the project.  Currently in the Biology class I am observing, students have to present their topic such as Human Origins, The Human Genome Project, Genetic Modification, etc...  Work required consists of researching the topic, understanding the terms, presenting the materials to the class and creating a product or game that will engage the class in learning the group's topic.  The group delegates parts of the assignment to its members.  The end product or goal is that the groups become the teacher and it is their responsiblity to teach the class about their topic in an engaging way.  Students are graded on their participation and each member is aware that failing to participate could get them expelled from the group.  In this instance, cooperative learning is required since the group is interdependent on its members to succeed (Northwest Regional Educational Laboratory, 2005).
 
Reinforcing Effort - According to this research, students' beliefs and attitudes are directly corrilated to how well they do in school.  This makes sense if you take in account the student who is doing poorly in school because they cannot learn from traditional methods and how they feel about themselves.  At some point, they will believe they are "dumb" or "stupid", afterall their classmates get the material.  Traditional methods fail the student, in more than one way, who needs to learn by doing.  If that student is able to get out from behind his/her textbook and out of their seat to participate in a project that engages their learning, makes connections between their "funds of knowledge" and the real world, then the student's achievement raises.  With the rise in achievement, the attitude and feelings the student possesses begins to rise.  The student may not realize their attitude is correlated to their achievement (since this is an abstract concept) but research indicates otherwise.  It all boils down to "believing you can often makes it so" (Northwest Regional Educational Laboratory, 2005).


Simulations and Games - This strategy allows the students to act out any given situation that relates to the learning material.  For instance, a science teacher is trying to teach the Nature of Science content - an area that is darn near hard to describe and definitely abstract.  The definition is as follows:  The historical aspects of science and idea that science is an ongoing, changing process.  So how is this concept taught?  Easily - it is simulated.  An example would be discovering fossils.  Each student become a geologist in this lesson.  The teacher gives each group of students an envelope that is full of paper fossils.  The teacher tell the students they are going on a 3 day journey to discover fossils that have never been seen before.  The teacher then asks the students to write in their journal Day 1 and then randomly pull out 3 fossils.  The students then try to recognize the pieces from knowledge they already have such as "Does it look like a vertibrae... a hip bone... jaw... etc?"  The students write down their findings and then move on to Day 2.  On Day 2 and Day 3 they are alotted so many fossils and repeat the process.  The students then make a conclusion as to what they think their animal is and compare their answers with the other groups.  Science is a community based subject, thus ideas are shared.  Note: The students are never given the answer to what animal or dinosaur the fossils belong too.  Why?  Nothing in science is ever proven (another Nature of Science tenet) and it takes geologist more than 3 days to figure out what a fossil is.  
 
What do I like about this activity?  The student becomes the scientist.  Creating a PBL to teach Nature of Science is just about the only way to allow students to understand the concept.  Furthermore, teachers are just now beginning to understand the connection between NOS and connecting it to a simulation.  In the past NOS has been overlooked (Northwest Regional Educational Laboratory, 2005).


Related Source:

(Newell, 2010)

"90% of what we typically teach is a waste of time.  90% of what we teach probably constitutes particular skills and particular nuggets of knowledge that those kids will never encounter again in a significant way in their lives.  It just doesn't matter."  I found this to be very true and it actually reflects the stand up comedy of Father Guido and the 5 minute University.  In the traditional teaching students have to shift through the bits and pieces that are going to actually be needed in a real life situation.  How many kids do we know that are going to be able to scaffold an education just by what they find important enough to carry on into adult life.  They can't!  They simply do not know how to do it.  So what is the result?  Bored kids in a classroom, that don't bother to lift a pencil to record any points during a lecture. 
This supports Project Based Learning.  This is why students should be learning by doing activities that will reflect real life, whether the project simulates a scientist's job or Shakespeare.

Resources:
Barron, D. B., & Darling-Hammond, D. L. (2008). Teaching for meaningful learning. San Francisco: Jossey-Bass, a Wiley imprint. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf


Northwest Regional Educational Laboratory. (2005). Integrating technology into research-based strategies. Retrieved from http://www.netc.org/focus/


Newell, P. (Director) (2010). Interview with david perkins, professor, harvard graduate school of education [Web]. Retrieved from http://www.youtube.com/watch?v=A7UnupF-uJk



"What does a Scientist look like?" Lesson Plan

This lesson plan is geared towards high school Biology but can be used in most any science classroom.  I designed this particular lesson plan around my Queen Bee Rearing research but it can be modified to fit other field work.

On a side note, I am hoping to fix the drivers for my Kodak 5-in-1 printer so that I can scan and upload picture samples of my students' scientist drawings. 

An overall conclusion of my lesson would be that it went extremely well.  The students were actively engaged in the learning.  I would conclude that my thoughts of bringing my own fieldwork into the classroom is an excellent way to teach students.  They do want to hear about your experiences and your knowledge first hand. 

Included is a URL for my lesson plan. 
https://w.taskstream.com/Lesson/View/ACF36A49191D1DA90A5A0DD5AE6708D1
**The URL should be used if you would like to access the lesson plan which will include all updates and attachments.  Below is only provided to give an idea as to what this particular lesson plan looks like.**
 
What does a scientist look like?

Author: Jaime Ford
Based on lesson by: Jaime Ford
Date created: 02/21/2012 4:35 PM EST ; Date modified: 02/24/2012 9:57 PM EST

GENERAL COMMENT AREA
General Comments
Basic Information
Subject(s):  Biology, Science
Topic:  What does a scientist look like?
Time/Period:  50 minutes
Grade/Level:  Grade 10

Objectives:
 •Describe the appearance of a scientist
•Discuss queen bee rearing research
•Describe varroa and tracheal mites and how it relates to queen bee rearing
•Discuss careers in research

Assessment/Rubrics Exploration:
Exploration Assessment:
The scientist the students create from the "What does a scientist look like?" is the student's own creativity and is rather abstract. There is no specified requirements for this activity. If the student refuses to participate in this section subtract a 1/3 of the points from the overall total.

Application Assessment:
Included in the PowerPoint Presentation are questions for the students to answer at the end. The questions are open-ended, therefore grading should be appropriate to the thoughfulness the student displays in their answer. If the student refuses to participate subtract 2/3 of the points from the overall total.

Materials:
     •Materials and resources:
      queen bee rearing equipment (Cupularvae Kit and grafting tools)
      frames, queen bee catcher, queen bee marker
      research notebook
     bee rearing magazine
     paper

Content Specific Requirements:
 Explain that grafting tools need to be handled carefully - the tools are sharp (safety) and do belong to FSU (respect).

Standards and Key Concepts

Content Area Standards Display: Collapse All Expand All
WV- West Virginia Content Standards and Objectives Subject: Science Grade or Course: Tenth Grade Science Standard: SC.S.10.1 Nature of ScienceStudents willDetail: # demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of diverse cultures and scientists.

National Standards: Life Science/Biology Content Standard C

Essential Questions: What does a scientist look like? What is involved in research? What kind of careers are in the research field?

Instructional Process

Introduction:
Exploration (see attachment below for the "DAST" assessment test) :

On a sheet of paper have students draw what they believe a scientist looks like. After 4-5 minutes (or less) depending on how quickly the students finish, assess drawings with the Draw-a-Scientist Test (DAST). Allow students to tally their own drawing to see how close they came to drawing a stereotypical scientist. This is not to be graded unless the student refuses to take part in lesson; see rubric if this is the case.

Attachments:
1.DAST

Procedure:
Concept Development: (See attachment below for PowerPoint presentation "What does a scientist look like?")

Slide 1 begins with "What does a scientist look like". Ask students if their drawing looks like the stereotypical cartoon drawing of a scientist. Proceed by showing pictures of myself and colleagues as a true scientist. Up until slide 12 provide students with an idea of how research works, which includes producing a question, writing grants, and performing research (specifically bee research as an example), as well as following and continuation of research. I also explore why I was interested in bee research which includes eliminating varroa and tracheal parasitic mites (relate terms to biology content such as "parasite", "mite", "trachea"); slides 7 and 10 have pictures for the students to view and discuss. Explain that eliminating mites is a biology or biological research topic. Show manipulatives from my own research experiment (i.e. Cupularvae kit, grafting tools, queen bee net, etc...). Pass the manipulatives around the classroom for students to view.

Concept Applicaton:
Introduction in the concept application begins by talking about slide 13 "Research Careers". Engage students in various careers in research providing specific examples such as forensic, car design, spybot, etc... Probe students with additional research careers (noting that there are many and that I know I did not cover them all) that they may add to the available list and write on board for the classroom to view. With this discussion, I hope this will open the minds of students who did not previously see research as a career option.

Lastly, slide 14 contains some application questions for the students to individually answer on the back of their "What does a scientist look like?" drawing. See rubric for assessing the open-ended questions in this section.

Attachments:
1.What does a Scientist Look Like PowerPoint Presentation

Closure/Conclusion: Conclude that a scientist is an every day person. Summarize that researching queen bee rearing and resistance to mites is a Biological Research field; however research is a large field and has many career opportunities.

Daily Reflection: The students loved the interactiveness of this activity. I had the attention of every (EVERY) student in the classroom. I believe it is due to the fact that it involves real world research. I believe what will make me a good science teacher is my participation in field work that I can later relate to my students. After this activity the students were still asking probing questions about honey bees up to 3 days later. This may partly be because I brought in a real live queen bee that had recently died but allowed the students to view one up close. Students are asking to see an observation hive in late spring. I hope to reassess the students on the next test as a bonus question to see if they remember what a real scientist looks like.

At this point, I cannot think of any improvements that may make this 50 minute lesson better. My own improvements include better control of the classroom when the students first enter. My intro skills are still weak.

Teaching for Meaningful Learning ~ Double Entry Journal #7

1. Read the Introduction. What "dominant paradigm" is showing signs of wear?

Theories in education is innovative but the way it is being taught such as the classroom being teacher centered with lectures, textbook reading, and discussions remain persistent; mostly because this system, although outdated, is easy.  In other words it doesn't pose a challenge on an already burnt out teacher.

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

In project based learning the student is completing a task that is more real world than standard learning which usually involves a teacher, a textbook, a chalkboard, and a worksheet. Instead, the student has to investigate a concept which involves inquiry and investigation (Thomas 2000). For instance, in the classroom I am observing which is a Physical Science class combined with Algebra I, the students have to investigate their "First Car" which involves comparing 2 cars and determining which would benefit them more. The benefit is seen by graphing the cost vs. the gas mileage by determining the y-slope intercept. After the students determine which car would be the best for their buck, their car goes through some physical and chemical changes in a few accidents. It is quite interesting and there is more to the project than I've stated. In the end they know the importance of Algebra and Science in everyday life and will not question: "Why do I need to know this?" In other words, "learning is taken one step further" the students have learned how to take their knowledge to the next level and how it will be applied in the real world (Thomas 2000). 

Some benefits include increased scores on critical thinking test which is followed closely by increased confidence in self (Shepard 1998).  Another benefit cited by the reading included students not having to rely on memorized facts but instead using "flexible" thought that included the students being able to use a kind of math which used "exploration and thought" (Boaler, 1997, p. 63).  A third benefit for the student is being able to recognize and define problems followed by reasoning and support for their arguments
(Stepien, Gallagher, & Workman, 1993).

3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Another approach is problem-based learning as compared to project based learning.  In this learning activity, students work together in small groups to address and solve a problem.  The problem does not have a set solution but engages imagination which could result in several or various solutions; as would any problem in a corporate or medical world career where a small group would be solving a problem.  In this situation the teacher is merely a mentor or advicer the keep students on track. 

In the long run, students who take part in problem based learning DO score better in the medical field on clinical problem solving (Vernon & Blake, 1993; Albanese & Mitchell, 1993).  Doctors and other medical personnel are handed problems on a regular basis that included unconventional problem solving since the human body is complicated and for the most part - unconventional.  Likewise, teachers excel better when they understand problem-solving strategies.  Students do not have the same type of learning skills, which require the teacher to understand and pin point what kind of learner each student is if they want their success rate to be high as compared to teacher who grew up with traditional learning and then pass that traditional learning onto their own students (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).


4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Learning by design requires the student to produce an artifact based on their understanding and use of knowledge.  The more complicated the project, the more collaboration that needs to take place.  This approach is asking the students to take a specific role in production of their product.  For instance, if it were a science based design the students would need to literally become scientist to complete the project.  The project most definitely requires many prototypes before a final design is finished.

One benefit in the article included students learning about a body system, the lungs, on a higher level.  The students actually understood the biological functions of all the different parts.  The benefit of building systems such as the lungs gives the students a better understanding of the function by giving the student a more hand-on approach (Kolodner, 2000).  Another benefit includes "strong, evidence of progress" in science-related concepts in both higher and lower scoring students (Fortus, 2000).  I believe the more beneficall and important aspect of this research was finding that students were more motivated (Fortus, 2000).  I find it the most important aspect because motivation is what changes scores.  All students are capable on one level or another; finding the motivation to catch that level is another challenge all together.

5. What are the differences between the three approaches?
 
Project based learning is long term student investigation.  I was able to participate in project based learning at Barrackville Elementary as a substitute teacher.  Students learned about recycling throughout the entire year.  Which meant learning in the classroom, creating a toy using recycled materials from home, visiting the Beckly recycling center, and finally taking the knowledge and applying recycling in many facets.

Poblem based learning divides students into small groups in which they are given a problem to solve.  The problem is not systematic in which the teacher already knows the solution.  Students are able to use their imagination to create endless solutions as long as they can logically support their answers.

Learning by Design has the students engineering a product that allows the student to go one step futher into learning.  It literally turns the student into an engineer which allows the students hands on knowledge into every facet of their project.

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

I cannot empathsize the fact that motivation is the most important benefit.  As stated before - students want to learn and are capable.  Capturing motivation and giving students the drive to learn is the challenge.  If one of these strategies can do that, then half of the challenge is won. 
Related Source:

(The Texas Education Agency, 2011)

This project was developed in a university physics class but I can also see it implemented in a high school.  I like the fact that on top of PBL, there is also a use of iPads; which also helps non-English learners.

Cited Sources:

Barron, D. B., & Darling-Hammond, D. L. (2008). Teaching for meaningful learning. San Francisco: Jossey-Bass, a Wiley imprint. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
The Texas Education Agency. (Producer) (2011). Project based learning & ipad integration [Web]. Retrieved from http://www.youtube.com/watch?v=rm64SiTjwPA

PowerPoint Quiz v. Homework & Practice

In a blog posting Give an example of how the PowerPoint quiz activity supported or did not support your assigned Project-based strategy. Make a suggestion for how the activity could be modified to reflect the research-based strategy. Justify the modification using evidence presented in the reading.

*As a warning the PowerPoint Quiz was a simulated classroom in which we experienced what it was like to have little practice on mastering a skill combined with a negative classroom and negative feedback.  This experience effectively ensures that I do not ever want to have a classroom with a familiar feel.  It does not ensure student success.*

According to the article, the assignment should have been practiced to near mastery before being assigned as a grade.  I am familar with PowerPoint but not to the level in which it was assigned as a grade under a restricted time limit.  As demonstrated I did make several mistakes.  I do not know how to change the gradient or linear (something or other) on PowerPoint.  I also want to point out the fact that I don't even remember the name for the linear (something or other), which points out the fact that I was going through the motions instead of mastering the motions.  If I were to sit and make a PowerPoint quiz I am not sure I would make it very far since I've only had exposure one time.  This brings me to another point sited by the article, students need exposure/practice to a new task at least four times to reach the half way point to mastery and an additional 20 to reach 80% mastery.  These sessions have to occur over a period of several weeks; 24 exposure times should not occur in one day nor one week.  In our one time, time-limited, practice there was not enough time to "soak in" all the information that was thrown at us.  I'm a good learner, but not that good.

Likewise according to the research article, students should not be given more than one skill to practice at a time.  The PowerPoint Quiz gave me several new items to master in 20 minutes which included the gradient color as well as making quiz buttons (which I had yet to master as well).  Not only was the time restricted to learn these new methods but I also did not receive the homework time I require to master a new skill.  Some time at home, on my own computer and away from the class would have given me a better advantage.  This is also stated by the research article. 

Beyond homework and practice there was no positive feedback by the teacher in this simulated PowerPoint quiz.  Instead there was little feedback during the exercise and negative feedback after we finished our quizzes with the teacher pointing out what we did wrong compared to other students.  If I were an elementary student my feelings would have been hurt and I would have withdrawn from the class.  If I were a high school student I would have rebelled against the teacher effectively turning her off in future activities. 

This would have been a good activity if the teacher would have given us a tutorial on PowerPoint each day only giving a small objective to cover each session; possibly allowing us to confer with fellow students incase the teachers directions were not broad enough.  I would say homework time is crucial but not in this activity since it does require a computer; after all not all students have a computer which would not give them a fair advantage.  During practice the teacher should be free to roam the classroom and check progress as well as mentor those that are having trouble with the program.  What I would adjust in this particular instance is making sure everyone has the same program.  In my 30 hour clinical, Tech Steps was somewhat difficult because some students had laptops that had a 2003 version of Microsoft while most had the 2007 version.  This makes all the difference because 2003 does not speak the "same language".  Once the student is done with their PowerPoint based project, then the teacher should give timely feedback on what could be changed or what is correct.  This should be done without shaming the student in front of the rest of the classroom.

Resource:
Homework and Practice. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php

Teaching Standard English in Urban Classroom ~ Double Entry Journal #6

First Speaker (WBGH & Harvard Graduate School of Education, 2012)

1.Why is this video helpful for teaching in West Virginia?

The topic explores people who speak and write everyday language that might not completely conform to Standard English.

2.What evidence is presented that supports the credibility of the speaker?

Rebecca Wheeler is an Associate Professor of English Language and Literature Literacy at Christopher Newport University in VA and co-author of a book about teaching Standard English in an urban classroom.  Furthermore her research extends to everyone who writes and/or speaks in everyday English.  She has several degrees up to the PH level for literacy and is becoming a leader in her field and research.

3.Describe the traditional approach to responding to student writing?

Teachers look for vernacular error or "what the student is not doing" and corrects it; often writing all over the paper.  Sometimes the paper looks as if it is bleeding it has so much red ink on it.

4.Why does the traditional approach not work in improving student writing?

It doesn't "look at what the student is doing" which is following community grammar.

5.Name the three strategies associated with the linguistic approach to writing instruction?
  
         1.  Scientific Method applied to grammar discovery
         2.  Contrastive Analysis
         3.  Code Switching as Meta cognitive
     *Take what the student has and build on it and then build a bridge to add new knowledge.

6.How do you know the cat and Taylor go together?

The owner's name is first and then what they possess is second - "Taylor cat".  It ends up being "a pattern". 

7.What is different between the two patterns of possessives for informal and formal English?

The pattern for informal possessive is "owner + what they own".  The pattern for formal English is as follows "owner, then apostrophe 's' + what they own". 

8.What strategy is being used for teaching the second grade students the different patterns between informal and formal English?

A multi-dimension of codes of language.  Teaching students using a contrastive analysis chart that there are different forms of speaking whether they are at school, in the community, home, texting, with friends, etc.  The chart compares the different forms of language and what is appropriate when.

9.Describe how the scientific method is used to teach students to code switch.

The scientific method is used by 1. Collecting data; 2. Observe data and seek patterns; 3. Describe pattern (hypothesis); 4. Check hypothesis; and 5. Modify hypothesis.  According to speaker #1 this was performed on the video where the teacher introduced informal and formal possessives.

10.What question is being asked to engage students in the comparison and contrast strategy?

The question is asked, "What has changed".  This challenges to the students to compare and contrast (in the example) the difference between informal and formal possession.

11.How does code switching support meta cognition?

The student has to pick which form of language they have to use to fit the situation.

12.What evidence is presented the code switching approach works? Describe one of the studies?

Fogal and Ehri (2000) - which looked at traditional techniques and experimental techniques of contrastive analysis.  Fogal and Ehri pre-assessed students to view their vernacular grammar through a writing assessment.  The students required a 30% vernacular feature before they could be used for the experiment.  From this point Fogal and Ehri used code switching and contrasting analysis as an intervention.  Findings concluded NO improvement with traditional English correction methods; this included one session where the teacher instructed grammar tips for writing.  However, when they tested the comparative analysis method there was almost a 100% improvement in performance.

Second Speaker (WBGH & Harvard Graduate School of Education, 2012)

1.How did the students respond when asked how they felt about being corrected when they talked?

The students felt stupid, angry, and confused.  Not one felt as if they were being helped.

2.Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch?

She drew upon what they already knew informal and formal clothes looked like and what occasions the were they were used.  She then turned the focus to informal and formal language.  When phrases like "What's up dawg?" were appropriate.  The students used there "funds of knowledge" to say that it was not appropriate for the principal but it was okay with friends.  The teacher then had the students create a comparative analysis chart to compare everyday slang to what they should use in a formal situation.   The students assess the patterns in each the informal and formal situations.

3.What are some added benefits aside from raising test scores that stem from using contrastive analysis?

The students take it on themselves to see language patterns in all situations whether they are at the library, when guests speak, when the teacher speaks, when other students speak, how other cultures speak and most importantly when various languages patterns are appropriate without feeling bad for choosing informal or formal language. 

On My Own

Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies:

First of all, I'm really happy with the way the article "Researched-Based Strategies" changed the Scientific Method to Inquiry.  As a science researcher I shudder when Scientific Method is used because it has been outdated since 1970 something and it doesn't exist as valid.  Just an OCD that kind of turned me off in the previous video; sorry I know it is nit picky.   First of all, inquiry is an example of contrast analysis because it presents a good question, formulated by the students, or hypothesis with a prediction.  From there the student follows up his or her prediction by observations which then have to be analyzed and finally the results have to be communicated as in all other scientific processes.  In the case of comparative analysis - the students are presented with  whether or not a statement can be used in an informal or formal situation.  Once they make a prediction, the student then has to write out the statement.  The statement is written in two ways - what might be a formal way and what might be an informal version.  The student then analyzes both statements thinking about whether the statements can be used at home or in a formal setting.  While the analysis is taking place a communication with other students can serve to help make a decision.  After all, the tenets of the nature of science states that science is a social event.  Community responses and decisions are part of the Inquiry of Science ("Generating and testing," 2005).

Comparing and Contrasting helps the human mind see patterns.  We are actually quite good at seeing a pattern when it is present.  I think that is why comparison analysis works so well with children.  Children look patterns even when they are subtle.  In the case of comparing informal and formal language, students scaffold onto what they already know.  Informal language is part of the student's "funds of knowledge" from this point they then see a pattern and can incorporate formal language onto what they have learned in the past ("Identifying similarities and," 2005)


Related Source

I found this triangle that display informal and formal languages and I found it very relevant to comparative analysis.  For example:  One side of a triangle may say "Hi John" to display an informal conversation while the other side of the triangle states the formal version, "Dear Sir or Madam".  Another example I like gave an informal and formal version of "Telly" vs. "Television" (Collins, 2011)


Resources:
WBGH. (Producer), & Harvard Graduate School of Education, (Producer) (2012). Teaching standard english in urban classroom. Forum Network. [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms

Collins, J. (2011, June 6). Formal and informal language tarsia jigsaws. Retrieved from http://www.skillsworkshop.org/resources/formal-and-informal-language-tarsia-jigsaws

Generating and testing hypotheses. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php

Identifying similarities and differences. (2005). Retrieved from http://www.netc.org/focus/strategies/iden.php

Where I am From ~ Final Draft

A short story called "Where I am From" which details my roots, my life, and my legacy in West Virginia.


The first song in the video is from the CD "Dance of the Celts" (Inisheer) and is the music I used for my wedding march. It is absolutely beautiful. The second song is from the same CD and is titled "Christy Barry's Set".

Thank you for watching.

Teacher Attitudes ~ Double Entry Journal #5

Quote:

To accept or adopt a language is to accept or adopt that culture

Reaction:
I chose this quote because it is exactly what I have been struggling with during the first 4 weeks of class and mostl likely my whole life. Areas of WV have different dialects.  My drawl, dialect, and slangs are different than someone from the northern pandhandle which is different than the eastern panhandle which in turn is different than southern WV.  I feel like WV is lumped into one dialect - the hillbilly, backwoods, one-toothed, barefoot, and pregnant....  and the list goes on.  I travel.  I read.  I am aware of how WV is viewed.  Which is unfair since there are a variety of dialects.  It is not a stereotype I like and it is indeed something I have fought personally.  I  don't want to be defined as a stereotype.  I will also never be denied my culture.  This is where my roots are.  So be it if my dialect is different than the dialect of CA, WA, SD, NY, FL, or any of the other of the other 49 states.  My misconceptions, embedded in my brain for 35 years and possibly antiquated, are born from someone who decided a mulititude of years ago what the term "Standard English" was defined as and that bias or brainwashing set me apart from other West Virginians whose dialect was different than mine.  How cruel it is to deny someone who is different?  I am so beginning to distaste the word "Standard English", I'm not completely sure it is relevant at this point since so many of us across the United States are different.

What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?
The research states that negative teacher attitude causes an already unsure student to withdraw from the classroom.  Once a student withdraws from the classroom their performance begins to slip, as well as their emotional state (Linguistic Diversity in ECEEDU , 2009).  Teachers attitudes good and bad are carried with the student well into adulthood.  There are teachers we all admire because of their leadership skills, their technique or "magic" ability to help us learn, or even their fair, discipline skills.  There are also teachers we remember for the rest of our life who caused some sort of scarring due to their negative attitude.  Teachers have the power to shape a student whether it is bad or good and as a teacher we need to remind ourselves where we are at on the attitude spectrum.  One way is to understand children who are different than we are whether they come from a different background (i.e. low SES, ethnic, racial, or religious), family orientation, or a different linguistic culture.  That one way isa teacher can do this is by keeping themselves fresh.  New research is developing all the time to help teachers stay fresh on their knowledge of diversity.  This new research can be read, as well as observed in a seminar.  Teachers need to continue to move in the direction of understanding if they are going to remain useful in the classroom as we move closer and closer to complete diversity in the classroom.

The research also states that having diverse students in the classroom can ultimately contibrute to the learning richness in the classroom (Linguistic Diversity in ECEEDU , 2009).  Every student can contribute their "funds of knowledge" to help the classroom grow.  When one student's "funds of knowledge" varies greatly from the rest of the class; their experiences can bring a whole new world to the other students as well as the teacher. 

What are some assessment pitfalls?
If a teacher is not aware of their biases towards language difference, the teacher tends to rate the student uncharacterisitically low.  Although the child's ability may be average or above average their dialect may be seen as broken, sloppy, lazy, unintelligent, etc...  In correlation with being assessed unfairly, the student's placement in school may be in groups that do not access their full ability.  The students are always aware of their placement.  They are either going to become bored with school easily because they are not being challenged or they are going to start doubting their own abilities; just like the three young men in the video felt - unteachable (Linguistic Diversity in ECEEDU 2009). Either way their behavior, emotional status, and performances are going to slip.  While there are strong, confident students that break barriers when given the challenge, others slip between the cracks.  The ones that slip between the cracks, because the educational system failed them, are casualities in our modern culture that could have been avoided.

What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).
The three approaches are the awareness approach, critical pedagogy, and the critical awareness approach (Linguistic Diversity in ECEEDU 2009).  

The awareness approach takes in account that the student has a different dialect and encourages students to use their own dialect in their writings.  I think this is beneficial to the student because they own their writings.  It's not composed of words they would not typically use.  Later their writings are translated into "Standard English" so that they can compare between the two.

Critical pedagogy backs what I stated in my reaction to the quote above.  "Standard English" is outdated.  Students need to enpower themselves with the knowledge that they too can succeed with their dialect.  After all what we consider "Standard English" is rather faddish over time.  It changes depending on the political climate and agenda.

The critical awareness approach is a combination of the two above approaches.  Students are taught to be aware of the current "Standard English" but they are also taught how to make their own dialect powerful in today's society.  How to overcome the nay-sayers to become successful in their own right.

How prepared do you feel to teach in a culturally diverse classroom?
My hope for my future classrooms is that by addressing concerns such as biases towards linguistic differences, I will be more knowledgeable before hand; to view my students as assets instead of handicaps.  I believe that many teachers hold prejudices that they are not always aware is occuring and I also believe that if pointed out they would be shocked as to how they are treating a student.  *Note - I said many not all.* 

To be honest before this class I did not always view other dialects in high regard.  There are some dialects in WV that I stereotyped as backwards.  I am not ashamed to admit that I was wrong.  And until the idea of "funds of knowlege" was introduced I did not view my opinion or "misperception" as wrong.  I believe by continuing to attend classes and seminars such as Inclusive Practices I will continue to open my mind and learn how to make my classroom accessible and fruitful for a variety of individuals.  It is the fear of becoming a stale teacher that will cause me to continue my education research.

Related Sources:

(Zelizer, 2012)

I chose this picture as a related source because it reminds me that there are no longer "homogeneous classrooms".  This is the classroom of today and the classroom of the future.  To not realize this is to become stale in the classroom.

Resources:
Linguistic Diversity in ECEEDU (2009, September 4). Teacher attitudes . Retrieved from http://ecelinguisticdiversity.wikidot.com/teacher-attitudes

Zelizer, C. (2012). Apply now to the summer peacebuilding program at the sit gradute institute. Retrieved from http://www.internationalpeaceandconflict.org/forum/topics/apply-now-to-the-summer?page=1&commentId=780588%3AComment%3A120867&x=1#780588Comment120867 

Where I am From ~ Rough Draft

The first song on the video is my wedding march from The Dance of the Celts called "Ribbons and Bows".  The second song is part of the same collection called "Christy Barry".

*I took the advice of Donnie and Andrea and fixed the timing of some of the pictures as well as the transitions between pictures.  I think it is much better now.  Feel free to leave any other advice that may help.





Where I'm From ~ Poem

I am from bike rides in the hot summer heat,
from Mister Bee Potato Chips and RC Cola.
I am from the old house close to the Ohio River,
where my dad grew up,
my brother and I played,
where the smell of an ancient spice bush filled the yard, planted by my grandmother's hands.

I am from the honeysuckle along wooded trails,
the sweet lilacs and my dad's prized rhododendron.
I am from family summer camp nights and my grandmother's green thumb,
from grand-dad's WWII stories and my mother's unconditional love,
the Scotch-Irish McClungs and the Welsh Phillips before me.
I am from evenings of fresh popcorn, pullout couches, and endless marathons of Star Wars.
From the boogeyman that lived under my bed and the ghost that stood in my doorway.

I'm from the 500 million year old hills of West Virginia,
the same mountains my ancestors farmed,
the lumpy mashed potatoes and the homemade pies.
From the best friend I found in a college science lab
and the same best friend that I married 11 years ago,
the beautiful babies we made times two,
and the tragic death of a brother who was taken too soon.

I am from 35 years of happiness,
Parents who took me to fly a kite and to enjoy all 31 Flavors,
Sunday morning breakfast,
Girl Scout Camp,
The Material Girl and Thriller
Insatiable Love and motherhood,
Little League Baseball and Princess Parties,
Animal Rescues and folktale music,
Honeybees and the love of science,
Triathlons and physical endurance,
victory gardens and rosemary,
the American dream,
and West Virginia pride.

Mushin Do, Yoga, Running, and Triathlon Training

If I could sum who I am using one word, I would choose - challenge.  Putting my mind in a challenging environment is almost a criteria for me to crawl out of bed in the morning.  I truly believe if I'm not challenging my mind, then it is literally rotting in its own cavity.  But I'm not satisfied with only challenging my mind, I have to be able to challenge my body as well.  Take it to its limits.  Take it to places I didn't think possible.  Lets face it, if your not challenging your body it is the cavity that is literally rotting.  I want to feel good at 40, 50, 80, and hopefully 90 - given I make it to 90 (my genetics is not the best).

I was always an active child whether I was bike riding or hitting a mountain trail.  Up to one point in time my biggest challenge was working in a cave where I guided people down 53 stories inside a cave.  Walking 53 stories downward may not seem like a challenge until you take in the fact that the cave is tilted 13 degrees.  It is steep and uses a lot of muscle.  So what do you think happened after my tour made it down 53 stories?  We didn't exit, we turned around and walked back up 53 stories at a 13 degree tilt.  I loved the challenge.  It was a rush to see how fast I could run, yes- run, back up 53 stories.  Mind you that the whole tour was about 3 hours long.  But it was a rush, an accomplishment. 

During my pregnancy with my first child, a friend introduced me to yoga.  She thought it might help my anxious tendencies since it isn't healthy for the baby while in utero.  She was right, it did relax me.  After James was born I continued yoga but I upped the stakes.  I took it to a new challenge of poses; ones that were more complicated and held longer.  I've been doing yoga for 11 years now.  I like the discipline.  I like the fact that it doesn't just plateau but the same poses change as I become more and more flexible.  My favorite yoga?  I have two - Warrior Yoga and Power Yoga.  I find strength, power, and challenge in both forms of yoga. 

I started running in 2004/2005.  It actually started as a brisk walk everyday.  I thought to myself, "Why not take it to the next level?"  So one day, I took off running.  I liked it.  It's not the best feeling in the world during the actual run but it is a great feeling afterwards.  I feel alive. 

Around the same time that I started running, I also started kayaking.  I think what caught me most during this activity was the scenery.  Sometimes finding a way to view the world a little differently, is by finding a way to enter it different.  From the river - it is spectacular.  I enjoy the physical part and trust me it is physical.  But the beauty trumps it all. 



As far as biking goes, as I stated above I have loved biking since I was a kid.  In fact, over the last 2 years I have been taking my kids on 25 mile jaunts on a local rail trail, in hopes that I can foster that same love in them as well.

Keeping in mind that I was running, kayaking, and biking I was not doing them in the most challenging way possible.  I didn't know there was a way to incorporate all three until the idea of a triathlon popped up.  I admit at first I was afraid of this next leap, "Well what if I didn't do well?"  I had never done something like this before.  However my husband took the leap without me the first year.  It was watching him succeed at finishing his first triathlon that inspired me.  So I did it!  I was amazing.  I know I will never be first.  I know - never say never but lets face it.  It isn't just amateurs racing an amateur triathlon, there are professionals too.  Maybe one day I will be a professional and I will be able to skunk the amateurs too but I'm not sure that will ever be my goal.  Instead my goal is seeking the challenge and finishing.  It doesn't have to be first, second, third, or fifty-second... I just have to finish.



Due to the fact that I will be competing in a triathlon with my son this year, I am going to keep a running log at the bottom of this blog for myself.  I have a lot of catching up to do and keeping a record will help me see if I am progressing.  My challenge to make myself a damn good Biology teacher combined with my seasonal asthma has me a bit behind on my running.  That's when I discovered the Falcon Center indoor running track.  I can run all winter and the cold air will not come anywhere near these asthmatic lungs.  Over the last couple of weeks I've been honing back in on this skill.  I am hoping as I continue my education challenge, I can continue my fitness challenge.  We will see.

In the title of this blog, I mentioned Mushin Do.  There is a reason for this.  For a long time, my dream has been to master the challenge of a martial art.  Mushin Do sort of fell into my lap.  Karate was something I wanted to introduce to my daughter for several reasons.  First she needs a self esteem booster; something to make her feel good about her self.  Second, I would like to see her more active than she currently is.  I'm not talking extreme active but I think she spends too much time in front of a computer screen/tv instead of being physically active.  And finally, she had a friend in Mushin Do so I felt this would be the best outlet socially as well.  I watched her first lesson and the class as well.  The spark came immediately.  I needed to take the next challenge.  Take my skills and discipline I have learned in yoga and bump them up a few more notches.  Of course, in the spirit of karate it may be more than a few notches.  It may just be my biggest physical challenge yet.