Entry #12 - Nov. 23, 1998

"In the past, I was shocked to learn that most schools work with only a select group for science fair. I was proud that we gave "all" our students the opportunity and support they needed to succeed. But I am having some serious doubts about the value of this whole process or at least in the way we have it organized now."

My classroom has continued to be "Science Fair Central" this week. I take attendance, sell display boards and then cut the kids loose to work on their projects. This means that those who are completely on track are either having me do a final edit before they print or, if they're truly advanced, they're decorating their boards.

Others are finishing up their data collection, lagging just a bit behind schedule. And then there's the last group, and thankfully, this is the smallest group, who are still trying to figure out what their procedure is and are wondering why they need an hypothesis anyway because they just want to decorate a board like the first group!

One boy made up a fictitious project, complete with data and procedure, etc. He reported that he'd grown an apple seed, lemon seed, and orange seed into plants that were thriving and all of this took place in the last two weeks. He was honest when I asked him if he'd made it up; he didn't get indignant. I called his Dad, and he's testing my plants now as a substitute project.

I am definitely going to see if other science teachers want to generate a science fair evaluation form with me. Even if everyone doesn't buy in, I'd like to get some student feedback from kids who aren't the "winners" in this process.

Some of my areas of concern are: free choice of projects vs. teacher-selected; optional participation vs. universal requirement; independent assignment vs. guided research and production; Fall Frenzy vs. Spring Culmination Project.

At this point, I'm leaning toward a culmination project with staggered deadlines, which means our kids won't be eligible for the citywide Carver Fair or the Delaware Valley fair unless they use the previous term's work or unless they are self-motivated to go. Carver is in March with applications done in December and January and DelVal is a bit later. I'm just really concerned that we maximize the learning benefits and minimize the "factory model" aspects, which require everyone to be in lock-step with the same deadlines, etc. Maybe it should be a requirement by the end of grade seven.

Maybe I'm kidding myself and a culmination project would just end up being the same way at the end of the year -- with a mad dash to do any project just to pass the course.

In the past, I was shocked to learn that most schools work with only a select group for science fair. I was proud that we gave "all" our students the opportunity and support they needed to succeed. But as I mentioned last week, I am having some serious doubts about the value of this whole process or at least in the way we have it organized now. I know how great it "can" be, I just don't know if the potential is a reality for the majority of our students.

It's probably not realistic to think that I'll have a chance to discuss this with anyone else in a meaningful way until after the holiday next week, but maybe I'll keep writing about it here until I get the chance. Who knows, maybe my own family will give me some pointers over dinner on Thursday...we all usually have strong opinions about everything!

On other school fronts, it was a very busy week. Last night was our annual "Family Math, Science and Technology Night." It was a wonderful evening of educational games which culminated in a dinner with holiday door prizes. It's always nice to connect with families outside of report card or behavioral conferences and last night was fun!

The mural dedication is scheduled for Dec. 3rd, and I'll meet with the design team next week to finish planning our mini-celebration. I think the kids would get a kick out of making toasts with sparkling cider...I'll have to run it by my principal. (He's leaving for his new job the next day...ugh.)

I end my teaching week each Friday with our "Ask the Girls" group and today was one of those times when I know exactly why I'm teaching and even feel kind of privileged to be doing it. Ten girls attended, up from four, two weeks ago and the girls really began to "own" the group. A girl who was too shy to talk two weeks ago, introduced herself as the "noisy one" today and proceeded to give a full report about a girls' conference we attended last Saturday!

The girls also brainstormed a list of things we can do together this year which included a camping trip, sleepover, and a holiday lunch out together, among other things. No matter how tired I am, it's always energizing to end my week with the girls; it keeps me focused on why I'm here. I feel lucky to have this group! It really helps clear the air when I'm worried about funding or who my next principal will be. It's nice to just kick back at the end of the week with the kids.


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COMMENTS ABOUT THIS WEEK'S ENTRY:

Deborah, I am also concerned about whether all students should participate in science fairs. I do like the idea that everyone has an opportunity to participate, however, some students are not interested in doing the work required. I taught 8th grade science and am now teaching 6th grade and 8th grade science in our middle school gifted program. I have always made it a requirement for my class and have set deadlines for each step of the project. The culmination of the class projects is a class presentation of the board for which the presenter describes the project to the class. We have this done before the county science fair so we are able to enter that and then on to district in February.

I think it is important for all students to acquire the skills that are a part of the project but there are many teachers in our school that think it is too much work. I have developed a handbook that I give to my students and have provided the handbook to science teachers interested in it. Most science teachers copy the handbook and give it to the kids without further instruction. I think this is a disservice to the child but at least they have some guidance for producing a project.

I am not sure what the answer is to all of this. I have read many things in favor of science fairs and many articles that point out the hazards. For now, our county is supporting a science fair but who knows what will happen next year.

Good luck...Annie Welborn
awelborn@InfoAve.Net

Deb replies:

Annie,
We set deadlines all along the way too, but lots of kids miss them. We also have a fair amount of transience so kids come in half or 3/4's of the way through the process. I'd love to swap materials. I don't have a booklet, more like guidelines for each step that we insert into our science folders. Do your students select their own problems? Do they work alone or in teams?

We are working on a schedule which allows for participation in the citywide competition too. I'm just beginning to question whether that's the best schedule in terms of really teaching/learning the process of scientific inquiry. Advanced kids do fairly well, but the majority seem to have genuine confusion about some key points. I'm wondering if it wouldn't be better to work our way up to these projects in the Spring, where it might demonstrate a year's worth of understanding as opposed to this mad dash to meet deadlines.

I teach 165 kids and coordinate this process for 1100, as the science leader. I have invested a lot of time and energy into this process, but want to make sure it's more than a cart and pony show.
Thanks for your feedback!

Deb