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By David Auguste
ESPN RISE Magazine
Kennedy (Burien, Wash.) guard Yasmine Fuller credits her relationship with WNBA star Sheryl Swoopes for developing her work ethic.
This story appeared in the Greater Seattle edition of the Jan./Feb. ESPN RISE Magazine.
As the girls on the Kennedy (Burien, Wash.) basketball team positioned themselves on the baseline to begin running sprints, then-sophomore Yaz Fuller peeked over at head coach Tom Mummert to see if he was paying attention as she covertly crept over the starting line.
Mummert had his eye on Fuller at first, so she took a few steps back. When Mummert turned away, she snuck a few steps over the line in anticipation of him yelling go. Once he did, she easily coasted to victory with a devilish grin.
The other girls who had noticed Fuller cheat also smiled. She had gotten one over on coach.
The next time, however, she wasn’t so fortunate.
After failing to run hard on a fast-break drill, Fuller drew the ire of Mummert, who sent the Seattle Prep transfer off the court.
“I told her to go sit on the sidelines with the other substitutes,” Mummert recalls. “I didn’t single her out. I treat everybody the same. But she seemed to be the one that goofs off more than anyone else.”
Fuller returned to practice humbled and for the rest of the season showcased the immense talent that has Mummert the envy of rival coaches — and Fuller an intriguing prospect for Division I college programs. She has come a long way since her days of testing her coach’s limits in practice. Back then she was admittedly lazy much of the time. You could almost envision Allen Iverson repeating “practice” 20-plus times during a press conference.
We talkin’ about practice, man.
Now Fuller thrives on putting defenders to the test of keeping up with her lightning-quick first step or her ability to bury treys from several feet beyond the arc. The 5-foot-8 senior combo guard averaged 16.7 points and 2.3 assists per contest in guiding the Lancers to the Class 3A crown last winter. She also earned Seamount League and state tourney MVP honors.
With her success and continued maturation, Fuller has toned down her act, but she remains a source of humor for her teammates.
“Literally, everything she does is funny,” says junior forward Aminah Williams.
“She’s a goofy person,” adds junior backcourt mate Jasmine Lemon. “In practice, she is just a character on the floor. But we all have a good sense of humor.”
Early on, however, Mummert viewed her actions as problematic.
ESPN RISE Magazine
Fuller averaged over 16 points per game last season in leading her team to a state championship.
“She had to develop a better work ethic,” Mummert says. “She was so far ahead of everybody else talent-wise, so she thought she didn’t have to work as hard. But that changed real quick. Her work ethic has gotten better.”
With the game on the line, Fuller’s goofy side disappears and she takes on the supreme focus of her favorite player, Kobe Bryant.
“When I’m having fun, I make shots I didn’t know I could do,” Fuller says. “But when I start to see time is running down and know I haven’t been going all out, it’s going to be hard for someone to stop me.”
Early in last year’s playoffs, Fuller jammed the index finger on her shooting hand and struggled with her shot throughout the postseason. She reinjured it in the finals, but with Kennedy clinging to a one-possession lead late in the championship, she shrugged off the pain and drove to the basket for a decisive and-one to seal the victory and Kennedy’s first state crown.
“Pretty much every game there’s something you will be in awe about,” Williams says of Fuller. “When we need a basket, we know who to go to.”
Fuller credits the Lancers’ coaching staff and her relationship with three-time WNBA MVP Sheryl Swoopes for sparking her desire to be a more focused player.
“I’m trying to win another championship and trying to be a better player for the next level,” Fuller says. “I got to take [basketball] seriously. Once the season starts, I push myself.”
Fuller’s renewed sense of dedication has led her to eschew her favorite Taco Del Mar entrees in favor of salads and replace sodas and sweets with water and fruits. On days when her friends call to chill, Fuller convinces them to come to the gym and rebound or spot her lifting before heading out.
“Even when I’m hurt I try to work out,” she says.
She also quizzes Swoopes on how to become a more complete baller. Swoopes, whom Fuller met while competing at an invitational tournament at the Washington Athletic Club, has had a profound effect on Fuller’s career, and the two have cultivated a strong bond, frequently texting each other during the week.
Kennedy has reaped the benefits of Fuller’s hard work. Her first year with the Lancers, the team rebounded from a disappointing 2006-07 postseason to end the year as Class 3A runner-up. Individually, Fuller earned the first of two consecutive All-Seamount League selections.
“She’s grown in maturity as well as in age,” Mummert says. “All those bad habits went away.”
In addition to her contributions on the court, Fuller also has shown her maturity in the community, organizing several activities to promote cancer awareness. Fuller will sport pink laces and wristbands on the court during the season. And she asked Kennedy students and faculty to bring in photos of loved ones and friends battling the disease to be posted in the school’s prayer chapel.
“I’m so into it right now,” Fuller says. “I see families who have gone through it, and I see how it tears them up. I hope there’s more than a thousand photos.”
The initiative is just another example of how Fuller has matured in her time at Kennedy. But even with a championship ring and boatloads of accolades from local and national press, don’t expect her to fully give up trying to get one over on her coach.
“I just like messing with him,” Fuller says, laughing. “It adds on to his gray hairs.”
Public Health H1N1 vaccination: Free swine flu vaccinations for people who can’t afford to pay
H1N1 flu vaccination is the best protection against H1N1 influenza (swine flu). Public Health is offering H1N1 vaccination for uninsured people who are more likely to have serious illness and hospitalization if they get H1N1 influenza.
WHO can get the free vaccinations:
King County residents who can’t afford to pay for H1N1 vaccination ($12-$22) and who are in one of the following high-risk groups:
* Pregnant women
* Young people 6 months – 24 years
* Caregivers of babies younger than 6 months
* People 24 – 64 years who have chronic health problems, including heart disease, lung disease, asthma, kidney disease, diabetes, seizure disorders, and HIV/AIDS
* Health care workers with direct patient contact
You will not be asked for proof of citizenship.
Right now, there is a limited supply of H1N1 vaccine. Only those who are in the groups listed above can get the H1N1 vaccine, while supplies last. Public Health may offer additional free clinics when there is more vaccine.
WHEN:
* Saturday, December 5, 2009, 9:00 a.m. – 5:00 p.m. or while supplies last
* Wednesday, December 9, 2009, 12:00 p.m. – 7:00 p.m. or while supplies last
WHERE – Drop-in clinic locations:
* Columbia Public Health Center (4400 37th Ave S., Seattle)
* Renton Public Health Center (3001 NE 4th St., Renton)
* North Public Health Center (10501 Meridian Ave N., Seattle)
* Federal Way Public Health Center (33431 13th Place S., Federal Way)
If you can afford the vaccine or have health insurance that covers the cost:
Please contact your doctor about getting the H1N1 vaccine or check the list of pharmacies that have it at www.kingcounty.gov/health/H1N1
For more information about H1N1 vaccine and vaccination locations:
* Public Health H1N1 web site: www.kingcounty.gov/health/H1N1
* Flu Hotline, 877-903-KING (5464)
Highline Community College warns community about scam
DES MOINES, Wash. — Highline Community College is warning the community about people posing as Highline art students and soliciting donations.
The scam artists say they are painting addresses on street curbs for donations that will benefit the college and Highline’s Art department. Highline received information about the scam from residents in Seattle, Burien and Renton.
“The college is unable to prevent people from misrepresenting themselves as college solicitors,” said Larry Yok. “If people are suspicious, they should ask for the contact information of the person who sponsors the solicitation and obtain confirmation of the legitimacy of the request.”
He added, “If people want to donate to the college, they can safely do so through the HCC Foundation.”
Residents who want confirm the legitimacy of a fundraiser should call (206) 870-3705.
For more information about protection against scams, visit the Washington state Office of Attorney General’s Website at www.atg.wa.gov.
For more information about making donations through the HCC Foundation, call (206) 870-3774 or visit www.funds4highline.org.
Highline Community College was founded in 1961 as the first community college in King County. With approximately 18,300 students and 350,000 alumni, it is one of the state’s largest institutions of higher education. The college offers a wide range of academic transfer and professional-technical education programs, with day, evening, online and weekend classes.
With the most diverse population of any college in Washington state, Highline takes a multicultural approach to education for the success of all its students and the prosperity of its surrounding communities. Alumni include former Seattle Mayor Norm Rice, entrepreneur Junki Yoshida and Washington state poet laureate Sam Green.
Online Marketing Companies in Seattle Combine Internet Marketing with Marketing Oriented Website
Seattle, WA – John Tudor is the President of Web Profits Consulting Group, LLC, an online marketing company who helps businesses make more sales and generate more customers using the internet to generate prospects. “Most smaller businesses do not fully understand the internet and its potential to help them generate more sales in a cost-effective way,” said Tudor. “They believe that if they just throw up a website then new business will result.”
John Tudor explained what sets him apart from other online marketing companies, “The main difference is that we understand direct response marketing which is the communication method that works best on the internet. We create an entire online marketing strategy that is integrated with an effective website. Our research shows that 93 percent of websites are not as profitable as they could be; they lack internet marketing strategy.”
John Tudor has been helping small to mid-sized business owners be more successful since 1978. He refuses to recommend techniques, products or services to a client unless he is positive they will be of benefit.
John is fascinated with the internet and online marketing. He sees the worldwide web as one of the greatest opportunities for smaller business owners to level the playing field in a very cost-effective manner. Visit http://www.webprofitsconsultinggroup.com/ for a FREE REPORT; 10 Ways any Business can Grow using the Internet.
John Tudor provides consultations to business owners, organizations and online marketing companies, providing tips and techniques to help them increase their number of clients. His vast experience and combined professionalism have been to the benefit of thousands of small business owners and entrepreneurs in the Greater Puget Sound area of Washington State, Greater Puget Sound area of Washington State, King County, Pierce County, Snohomish County, Seattle, Bellevue, Tacoma, Renton, Bothell, Redmond, Woodinville, Lynwood, Everett, Kent, Auburn, Pacific, Federal Way, Burien, Kirkland, Mill Creek, Mercer Island, Mukilteo, Sea Tac, Tukwila, and West Seattle, and neighboring cities and communities.
Contact:
John Tudor, President
Web Profits Consulting Group, LLC
4432 132nd Ave SE; Ste 100
Bellevue, WA 98006
Phone: 425-747-3118
Email: john.tudor@webprofitscg.com
Every September, thousands of BC students enroll in university or college programs to pursue a higher education that will help them launch careers. For a large number of them, student life will bring a host of challenges ranging from financial worries to personal growth that may cause them to rethink their educational path. As recent Vancouver Career College grad Sarah Owens found out, a student’s choice of school may end up making the difference between graduation and dropping out.
Based on her love of helping people, Owens decided to pursue a career in caregiving. She enrolled in the Resident Care Attendant program at the Coquitlam campus of Vancouver Career College due to the encouraging atmosphere.
“When I walked in, I was welcomed with open arms,” says Owens. “I knew at that point I was in the right place”
Having moved to the Lower Mainland from Vancouver Island, Owens coped with the delicate balance between attending full-time classes and holding down a job. While college life is difficult for most students, life really threw Owens a curveball. More than halfway through her program, she became homeless. Bound and determined to finish her studies, Owens moved from place to place, but couldn’t find suitable long-term living arrangements. Discouraged and disappointed, she decided to return to Vancouver Island, unsure if she would be able to complete her practicum and earn her diploma. She credits the faculty and staff at the college for keeping her on track and encouraging her to stay focused on her career goal.
“I remember something that my instructor said to me when I felt like I couldn’t go on: ‘If you’re going through hell, keep going,’” she says. “Without the supportive and caring staff at the Coquitlam campus, I wouldn’t have made it. They worked hard to make sure I could still finish my course on Vancouver Island, even though there wasn’t a campus there.”
Owens graduated with a Resident Care Attendant diploma in June 2009 and now works at a seniors’ facility in Parksville on Vancouver Island. She loves her job and gladly recommends the program to “anyone with a big heart.” To those students struggling to face life’s curveballs, she offers these words of encouragement:
“Never give up on what you truly want because, sometimes, the best things are the hardest to fight for.”
The 27-week Resident Care Attendant program at Vancouver Career College trains students in a variety of areas, building a skill set that will be transferable to careers in intermediate care, extended care and nursing homes. Students also take part in two practicum placements, properly preparing them for their entry into the workforce. More information about the program can be found at http://www.vccollege.ca/Campus_Programs/Healthcare_Programs/Healthcare_Programs.
About Vancouver Career College
Vancouver Career College (http://www.vccollege.ca) is dedicated to providing students with the highest standard of education and career training, with all programs approved by the provincial government of British Columbia. With small classes, industry-relevant programs and seven convenient locations across BC, Vancouver Career College is one of the region’s leading career training schools.
For more information:
Warren Mailey
Manager of Communications
604.915.7288 ext. 2130
Oaks Christian travels to Washington state to take on Skyline
The two teams are among the best in the country. A win for Oaks Christian would give Coach Bill Redell his 200th coaching victory of his 22 year career at the high school level. The QB for Oaks Christian is Nick Montana, Joe Montana’s son.
No. 4 Westlake Village Oaks Christian (2-0) at Sammamish (Wash.) Skyline (2-0), 7 p.m., ESPNU — A victory at Skyline might temporarily silence those who contend that Oaks Christian feasts on a weak nonleague schedule. The Totems are two-time defending Washington state champions who have won 30 consecutive games and feature Brigham Young-bound quarterback Jake Heaps. A triumph would give Oaks Christian Coach Bill Redell his 200th coaching victory in 22 years at the high school level.
The pick: Oaks Christian.
Source: http://www.latimes.com/sports/la-sp-prep-football-games18-2009sep18,0,396841.story
By Keith Matheny, USA TODAY
Las Vegas is running ads in California warning businesses they can “kiss their assets goodbye” if they stay in the Golden State.
In New Hampshire, economic development officials pick up Massachusetts business owners at the border in a limousine and give them VIP treatment and a pitch about why they should relocate there.
Indiana officials, using billboards at the borders and direct appeals to businesses in neighboring states, are inviting them to “Come on IN for lower taxes, business and housing costs.”
As states struggle to keep jobs in a continuing recession, they are no longer hoping businesses in other states happen to notice their lower taxes, cheaper office space and less-stringent regulations. They are taking the message directly to them and taking shots at their neighbor’s shortcomings.
“It’s ‘I win, you lose,’ ” said Philip Kotler, a marketing professor at Northwestern University’s Kellogg School of Management in Illinois.
FIND MORE STORIES IN: Massachusetts | Jon Corzine | Jose Solorio | Philip Kotler
No one does it more unapologetically than the Nevada Development Authority. The agency has picked on California before, but its $1 million campaign, launched this month, ratchets up the mockery of California’s budget deficits and IOU paychecks. “It’s all done tongue-in-cheek. But the underlying deal is, we want this business,” Nevada Development Authority President and CEO Somer Hollingsworth said.
Last week, California Assemblyman Jose Solorio launched a countercampaign.
“They do mask the nastiness of their message with humor, but this time, their ads are over the top,” said Solorio, a Democrat from Santa Ana.
“What happens in Vegas stays in Vegas, but what happens in California makes the world go ’round,” California’s response ad states.
New Jersey’s efforts to lure business from New York are as much defensive as they are offensive, New Jersey Gov. Jon Corzine said. “It’s a shrinking pie, obviously,” he said.
Kathryn Wylde, president and CEO of Partnership for New York City, a non-profit group, says New York can’t pay everybody to stay in New York, “but New Jersey can pay them to come and create a new job.”
Matheny reports for TheDesert Sun in Palm Springs, Calif.
Source: http://www.usatoday.com/news/nation/2009-08-25-state-raiding_N.htm
What are behaviors that put student at risk? Any behaviors that are not normally displayed by students the same age can be considered at risks. For example do most students frequently sleep in class? The answer is no, then sleeps in class are at one of risk behaviors. Do most students deface desks and textbook in the classroom? Few students do but not all; this may be an at risk behavior. What are about blatantly refuses to answer questions, read at sixth grade level, and poor oral reading skills? Most students do not exhibit such behaviors, thus these are considered to be at risks. What are about not very social and not have many friends? These two are questionable. Some students are introvert not very social and do not have many friends. But in this context, these behaviors are more likely belong to at risk category.
Frequently sleeps in class–yes as risk behavior.
Defaces desks and textbooks in the classroom–yes as risk behavior.
Blatantly refuses to answer direct questions–yes as risk behavior.
Reads at a sixth-grade level–yes as risk behavior.
Exhibits poor oral reading skills–yes as risk behavior.
Not very social—yes/may be as risk behavior.
Does not have many friend—yes/may be as risk behavior.
The list above are some things that teacher can do in class. There is an outside of class issue that are out of teacher hand. This issue is bout after school work that student do in order to ear money for family. Teacher does not have to get in this issue. Personally I would like to help that student if I can. First I would call the mother to talk to her to understand situations better. I will also suggest to her what I know about assistance from federal and state governments and private organization that provide help for low income family. This may be able to help reduce the student workload after school so that he can focus in school. As a teacher I need to be able to handle what happens in the classroom from other behaviors listed above.
For the frequently sleeps in class case, the teacher can do many things that require this student to actively engage. First I could ask this student to help me a monitoring my lessons by write down my questions during class and record answers from other students. I could give this student a list of keywords and ask him to record how times I say it, what did I say about it? Did I ask other students questions from listed of keywords? Or I could ask the student to copy words on the board –from a list you provide– as you mention these words during your lesson. Or you could ask the student to look up proper names or key vocabulary words in a dictionary or encyclopedia and write on a chart or on the board the page number for other students to find the listed words.
For the blatantly refuses to answer direct questions case, First, I would encourage participating in non-verbal activity. For example write down questions other students ask or his/her own question during lecture. Second I would encourage actively listening by giving this student a set of keyword in my lecture and ask/him to check how many times in the lecture I mention that keywords. Third I would praise and thank you for his/her non-verbal participation. This kind of participation would also help me teach better. I can reflect my teaching using this student notes and keywords checklist. Eventually I can slowly require little more and more speaking responding in the classroom. As student confidence increases, he/she would be more comfortable to publicly participate.
Finally, for the reads at a sixth grade level case, first I would select a special book reports based on lower reading difficulty level books to be read at home. I would find link on the internet that has lower reading levels that cover the same topic in class. I would give him links and ask him to write summary about it. Finally I can search for video in school and public library that cover the topics in class. I would ask student to be a part of my lesson by ask him to read at home lower level materials and in class I would ask him to help me to inform other students about a particular significant person, place, event, etc. This actively engage student and encourage reading.
Reference
Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Boston: Pearson.
Matthew 11:25-30
By Derek Gentle
1. Three Marks of a Learner
1.1 Time with the Master
“Then Jesus said to His disciples, “If anyone desires to come after Me, let him deny himself, and take up his cross, and follow Me.” Matthew 16:24
Jesus said that discipleship would involve following Him. In His days on earth the custom was for a a person who was a disciple of another to literally folow the theacher everywhere. It looked liike interns following a specialist in a teaching hospital. They would live in the same house as the teacher, run errands for him, and serve as something like an apprentice. The idea was to have the disciples there for the teachable moment, to move from real life experience to Scripture. We do not walk with Jesus in a tangible way, but spiritually we can refer all of life to Him, to “practice the presence of God” as it has been put.
1.2 A Teachable Spirit Before the Master
“Take My yoke upon you and learn from Me, for I am gentle and lowly in heart, and you will find rest for your souls.” Matthew 11:29
The word for learn in this passsageis the same word from which we get disciple. A disciple is by definition a learner. Notice the voluntary nature of this learning: “Take My yoke upon you” – it is a deliberate act. Notice that if you seek to learn from Christ, He will not chide you or overwhelm you – “For I am gentle and lowly in heart”.
1.3 Continuing to Hear the Master
“Then Jesus said to those Jews who believed Him, “If you abide in My word, you are My disciples indeed.” John 8:31
The word to abide has been translated, to “continue”. When you burn soemthing cooking, that black stuff you have to scrape out of the pot, abides there. We need to abide in the Word like that. It means that we continue to read and study His word. It means that we continue to obey His word. To do so is proof of our discipleship.
2. Five Aspects of Christ’s Teaching
2.1 He Trains Us in Christian Disciplines
“Now it came to pass, as He was praying in a certain place, when He ceased, that one of His disciples said to Him, “Lord, teach us to pray, as John also taught his disciples.’” Luke 11:1
No one can teach you to pray better than Jesus. No one can teach you to witness or teach or anything in Christian living or service than Jesus. Preachers have a saying about those who do not have the formal training, but who have learned this way, “He has been to bedside seminary”.
2.2 He Explains His Word to Us
“Without a parable He did not speak to them. And when they were alone, He explained all things to His disciples.” Mark 4:33-34
“When they were alone” – good thing shappen when we are alone with Jesus. He does not share His best secrets with the world at large. he shares them with His disciples. He explained – “expounded” in the King James version: How many times have you been reading your Bible and the words leaped off of the page and God spoke to you? How many times have you read a passage for the umpteenth time and suddendly for the first time the light came on? Jesus is the best Bible teacher you will ever learn under.
2.3 He Commands Us to Do What He Expects
“Then He commanded His disciples that they should tell no one that He was Jesus the Christ.” Matthew 16:20
Here thedisciple has just confessed the Messiahship of Jesus. It is not time for the world to know, the cross remains ahead, so Jesus tell them not tell anyone yet. That was His directions for their specific life situation. I looked at all the various tiems this word is used inthe synoptic gospels and almost without exception, it is used to describe Jesus giving speciific directions for specific life situations. The disciple lives undert he directing, guiding hand of Christ.
2.4 He Shows Us Things Which Are Hidden
“From that time Jesus began to show to His disciples that He must go to Jerusalem, and suffer many things from the elders and chief priests and scribes, and be killed, and be raised the third day.” Matthew 16:21
Jesus give His disciples insights into life which the unbelieving world around them cannot see.
2.5 He Rebukes Us When We Are Off Track
“But when He had turned around and looked at His disciples, He rebuked Peter, saying, “Get behind Me, Satan! For you are not mindful of the things of God, but the things of men.” Mark 8:33
Robertson describes the rebuke in this passage as withering. We have all been here. We are off track spiritually. We are not where we need to be in our walk with God, we have fallen into sin – and Jesus gets on us. Like the fellow who told how God had spoken to him and was then asked if it was in an audible voice; “Oh, no, it was much louder than that!” was his reply.
Science Concepts project
Earlier this year I had a college project to do concerning what people understand about some basic astronomy concepts. This was a fun project that produced what I thought were startling results. Feel free to leave your comments on how I did and what you think of the project results. My final evaluation by the teacher was great!
Background
Students were assigned a Science Concepts Task. The instructions were to survey approximately 10 people concerning basic science concepts, analyze the information gathered from the survey and then interpret the results in a report with graphs.
Methodology
Students were to choose one of two science questions to conduct a survey about. I chose to use both questions during my surveys with the objective of then doing a report about one of the questions that resulted in the most interesting results. Students were instructed to ask the question(s) and record the results without assisting the interview subject in any way. The questions were:
What makes the seasons?
What makes the phases of the moon?
When I asked these questions, though, I found that the subjects’ answers tended to be very simple and vague. I was afraid of influencing their answers by probing with questions of mine. So, to further refine the subjects’ answers, I used five multiple-choice questions found on the “A Private Universe Project” website (http://www.learner.org/teacherslab/pup/). These questions directly related to the two main questions and helped the subjects express their understanding in more detail.
When I approached each subject, I first made sure we had uninterrupted time to conduct the survey. I then briefly introduced the reason for the survey: This is a school project of mine about understanding science concepts. I explained that there would be two open questions and five multiple-choice questions, all about two aspects of basic astronomy. Once the subject understood, I then posed the two open questions one at a time. I made sure the subject understood each question when asked and then had the subject answer without any further prompting from me. I wrote down the answers as they were verbally given to me.
Without discussing the answers, I then gave the subject a packet of papers containing the five multiple-choice questions. I had the subject take his/her time reading each question and giving me each answer that I then recorded.
Findings
Two bar graphs are provided (at the end of this post) to help articulate the results of the multiple-choice part of the survey. Graph #1 shows how many times each of the five questions was answered correctly. Graph #2 shows how many questions each subject answered correctly.
Rather than present from just one of the main concepts covered–seasons or moon phases–I chose to present both so as to provide an abundance of material to discuss and draw conclusions from.
First, the concept question about the cause of the seasons showed that subjects understood at least part of this concept. All 10 subjects correctly started off with an explanation of the Earth’s tilt on its axis. However, every subject then said that the next factor influencing seasons was a change in distance from the Earth to the sun or from the hemispheres to the sun. The fully correct answer is that the Earth’s tilt leads to one hemisphere receiving direct sunlight whereas the other hemisphere only gets indirect sunlight. (Correction: a reader pointed out to me that I was using incorrect terminology. Indirect sunlight would be like the light we get from the moon. More accurately, I should have said that one hemisphere gets light striking it almost perpendicularly and for a longer time. The concentrated heat for longer times makes for summer months. The other hemisphere gets light at an angle for a shorter time during the day, leading to colder months. Thanks for setting me straight!) On a basic concept level, distance from the sun has no relevance.
The results of the multiple-choice questions that relate to seasons show that only two people modified their stance by choosing the corresponding correct answer on question two: “Which of the following responses most closely explains why it is hotter in New York in June than it is in December?” The eight other subjects reinforced their initial answer by choosing multiple-choice answers that talked about distance in some way.
The concept question about the phases of the moon presented startling results. Nine out of 10 subjects gave wrong explanations, but all nine gave the exact same wrong answer: the Earth’s shadow falls on the moon, causing the phases. The correct explanation is that we are seeing the different views of the moon’s sunlit side from Earth.
The results of the multiple-choice questions that relate to the moon show that only two people chose the corresponding correct answer on question four: “What causes the moon to change its appearance?” One subject had known the correct answer from the start of his survey, and another subject had modified his stance upon reading this question. It can further be seen that incorrect answers to multiple-choice question five demonstrate how subjects can believe that the Earth’s shadow plays a significant roll in the moon phases. If the subjects think that the Earth’s shadow creates the moon phases, then it stands to reason that the two bodies are rather close together. Unfortunately, that is incorrect.
Discussion
After their surveys, many of the subjects rationalized a poor performance by saying that this is the kind of knowledge that the average person doesn’t use in a lifetime. As such, the information learned in school is easily forgotten over the years. It should be noted that all subjects were adults over the age of 25.
I believe the subjects were approaching this in the wrong way. I can understand not remembering the date of the start of the U.S. Civil War as that is a rote memory fact that can be forgotten once a test is over due to not needing the information ever again. However, the concepts covered in this survey are not necessarily facts to be learned, but rather ideas to be understood.
I know that my son and his friend, both 12 years old, can intuitively figure out how to play a new shoot-‘em-up computer game without reading the instruction booklet because they understand the basic concepts of how most computer games are set up. They rely on past hands-on experience and simple logic, which leads to understanding the concepts common to most of their computer games. There isn’t really any rote memorization needed.
Science instruction in schools could benefit from emphasizing the difference between memorization and understanding. There are many facts to be memorized in science classes, but first students need to be introduced to concepts through observation and hands-on experimentation. Such instruction can then, hopefully, serve as a foundation of understanding onto which the facts can later be added.
Highlighting understanding versus memorization can also address a problem posed by the “A Private Universe Project” website. Students’ minds are not blank slates when they enter the classroom. They already have some idea as to how things in the world work, even if those ideas are grossly off the mark. Teachers need to work with students to discover their possible misconceptions, and then from there work on rebuilding a framework for understanding the correct concepts.
Conclusion
It’s important for a science teacher to realize that students entering the classroom already have formed ideas about various science subjects. So, the teacher should take some time to discover what those ideas are. This will enable the teacher to tailor instruction to directly address any initial misconceptions.
Also, teachers should try to engage students’ imaginations and natural sense of wonder and discovery. Two of my subjects did well on the survey primarily because they had a fascination with science from an early age. The correct astronomy concepts had stuck because they were predisposed to wanting to learn about the subject.
I got some firsthand experience in correcting misconceptions. After each subject completed the survey, I explained the correct answers. I was able to address their misconceptions in a one-on-one setting using drawings and simple models. It was interesting to see that every subject was able to understand the explanation and accept it as something that “makes sense.” No one resisted the correct concept or doubted what I was explaining.
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