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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

School Of The Future

Grades 6-8 | New York City, NY

Thinking Big About Engagement

Even the smallest things, like the living cell, become big enough to grasp in Rob Olazagasti's middle school science class, where he enables students to learn by creating, remember by experiencing, and show what they know by teaching.
Transcript

Thinking Big About Engagement (Transcript)

Rob Olazagasti: Having to learn about something so abstract and complicated as the cell, being the smallest unit of life, you know, I sorta wanted to make it larger than life. So we literally went big. We went really, really big in creating this giant cell model, just to obviously give them an experience to remember--

My name is Rob Olazagasti, sixth grade science teacher, School of the Future.

Student 1: How do you think the lysosomes digests like-- destroys bad bacteria, basically?

Rob Olazagasti: A big part of this project was having them act as a teacher and I wanted them to have a setting in which they could teach from. So, you know, we created this giant, plastic cube, which we modeled after a cell, with their different cell organo models in there. And it's something that they definitely never forget.

Student 1: Anybody else?

Dainy Tejada: It's awesome to have my class inside the giant cell, because it's a better understanding of the cell. Like it's actually an experiment. Like we get to be there. We don't just write and read about it. We get to experience that live giant cell.

Rob Olazagasti: You're right.

Stacy Goldstein: The artistic sense of the way that he approaches science is really unique, and kids really take to that. And Rob's definitely a great example of somebody who's had to-- he's always had creative projects, always had really hands on science.

Dainy Tejada: When you create something, you also learn.

Rob Olazagasti: The kids have been learning about the living cell. We started off our studies with an analogy, using something that's very common to them, something that they all obviously understand, New York City. Looking at how New York City can be structured as a cell. So they represented various organelles as metaphor, using different parts of the city. So for example, they have the subway system being representative of the rough endoplasm reticulum. The nucleus being City Hall and the Mayor. So they took the creative approach to learning about the cell parts. So taking the different working parts of New York City and applying them to a cell model allows them to understand the structures and the functions better. So as that project was sort of on its tail end, the kids then became experts on one specific part of the city, or one specific part of the cell itself and one specific organelle. So they researched, developed lesson plans and created models that they were to use to teach their students about the organelles that they had created. They were required to have sort of a structured lesson plan with a driving question and an objective, some sort of task that the students would be doing, and then some sort of assessment at the end.

And the jump start.

This project specifically, I tried taking a step back from, you know, sort of the teacher role and really helping my students develop their own voice as teachers.

Dainy Tejada: I kinda like it a lot, 'cause I like to teach people but it also feels amazing inside, like that you have experience to be a teacher.

Student 2: All right, so for the driving question, how do lysosomes protect the living cell? Daina?

Rob Olazagasti: They understand what it takes to be a teacher, and what it is like to plan a lesson, what it's like to execute a lesson. But also, I think, more importantly for them, it builds their confidence in the content. Having to know what you're doing before you teach it really makes a difference. So during their presentations, I was assessing their overall presentation, their confidence and their comfort with presenting the lesson, and then the content itself, how well they were hitting the facts that they needed to hit, how well they were expressing what we talked about in our individual conferences with those groups, how well they expressed that or presented that to their students. Also, their creativity and their effort. I was sort of keeping a running record throughout their lesson of things that they said, things that they did, and suggestions on how they could improve for the next time. So at the end of this, I'll have sort of a sit down with them again to talk to them about the different elements of their lesson, from my notes and from my experience with observing.

Stacy Goldstein: People love Rob and love his class. To have such an intellectual environment, he doesn't baby down science words. He uses sophisticated vocabulary in his class. He talks to them like scientists, talks to them very seriously.

Rob Olazagasti: So why did I go back and disagree that it would be in a plant cell?

When you can change it up, make it your own, you know, really make it personalized for the kids, it comes from the heart. It's no longer, you know, teaching curriculum from the book. It becomes, you know, curriculum from the heart.

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Credits

This installment of Schools That Work was produced in collaboration with The Digital Learning Group.

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Janice Monetti's picture

A wonderful science lesson!
If your students are learning about ancient civilizations at the same time as the cell project, you might want them to make connections between the parts of a cell and the aspects of an ancient walled city.

Sara Watts's picture

This video definately gives me ideas and insight! I wish I had been so lucky to have had a science teacher like that. The way the kids had the chance to show off their knowledge while teaching the other students was phenominal. The kids probably retain so much more of what they are taught when they get to have fun with it!

Patricia Haggerty's picture

Yes, student engagement was very high! The students took ownership of their learning. I loved the girl who said she enjoyed teaching others. We learn so much more from what we teach than what we think we are learning. The hands-on approach solidifies learning and makes this a true "experience." We should all be striving for those in our teaching.

Jeremy Alger's picture

There was clearly a lot of work that went into this project from the teacher and the students. The students are gaining so many skills in being creative, researching, creating and reflecting on the content plus presentation skills. All while having fun. Very thought provoking video. Thanks.

HiFIKIDS's picture
HiFIKIDS
HiFiKIDS Corporation

Letting kids teach and explain the topics they learn is the best way to create a echo system of education. This is exactly our vision of www.hifikids.com.
HiFiKIDS.com is an another revolutionary way of motivating kids for studies or anything of their interests. We encourage kids to come up and present their topic of interests in front of the video camera by asking one single question at the end of their presentation with multiple choice answers (Remember "Who wants to be a millionaire" or "Who is smarter then 5th grader?" format but here kids act like an anchor of the hifikids.com's "WHo wants to be hifikids scholar?" program) and then upload the video presentation in our Virtual School. It comes for the approval to check if the contents are appropriate for that age and submitted parameters are appropriate. Once approved by the approver it then gets published for the similar age kids who are living around that place so that neighborhood kids can understand their language ascent very well. So the number of questions kids submit and the number questions kids answer correctly which is submitted by another same age kids are totalled which generates passion graph. In this public level program, we encourage kids to come up with the topics they love or they know the most or they enjoy the most and can comfortably present in front of the camera. This is how our passion graph accurately shows their growing passion and by doing this over the period will help teachers /parents to know their real interests or genuine skills. We are doing some small pilot programs in some schools in India and results are very positive. It is indeed motiviating kids and they are coming up with new new topics on their own. Some kids are very interested in poems, or some in maths or some in science experiments or some in history or some in geography. Some also presents sport activities. When they watch other's videos they get motivated and compete with each other to present more and more videos.
We also have a plan to expand this concept to make a full virtual school for the kids across the globe.
WE ARE LOOKING FOR SCHOOLS HERE IN US TO DO PILOT PROGRAM FOR THE KIDS. INTRESTED TEACHERS, SCHOOLS, PARENTS - PLEASE CONTACT support@hifikids.com.

Pinar's picture
Pinar
Teacher

Love the idea, am trying to find ways to use it for religion. Tried the student teaching aspect, I think I need to work on my scaffolding for that.
Cek kanunu

James - 81329's picture
Anonymous (not verified)

It is indeed motiviating kids and they are coming up with new new topics on their own. Some kids are very interested in poems, or some in maths or some in science experiments or some in history or some in geography. HTC Rezound

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