Essay on "Elementary Education Field Putnam/Boces Science the Board"

Essay 6 pages (2671 words) Sources: 2 Style: APA

[EXCERPT] . . . .

Elementary Education Field

Putnam/Boces Science

The Board of Cooperative Educational Services -- BOCES manages Science 21 which is an integrated K-6 science curriculum developed at the local and regional level at the Putnam / Northern Westchester Boces. As the name indicates, Science 21 is a science program designed by teachers and is intended for use by teachers for curriculum development and is associated with the "New York State Learning Standards for Mathematics, Science and Technology." ("Science 21: Welcome," 2009) The key constituent of the program is on exploration of science which is aimed at the student and germane to the routine lives of students. The primary focus of Science 21 is on practical inquiry-based science. Besides mathematics, language arts and technology are integrated at stages in which they are dovetailed naturally. The program attains a state of equilibrium between process and content, and is maintained by kits and staff development. ("Science 21: Welcome," 2009)

Boces is a regional education agency that was set up in he 1948 by the state legislature. The responsibility of the Regional Centre has been assigned to Putnam/Northern Westchester BOSES, which happens to be one of the 38 in New York State that supports the local school districts, giving better quality affordable programs as well as services. The Putnam / Northern Westchester BOCES caters to roughly 58,000 pre-schoolers through the students studying in the 12th grade along with several of adults in the 18 school districts some of which are Bedfors, Garrison, North Salem etc. Putnam also caters to the school districts as also the municipalities in the region spanning Rockland, Southern Westchester and Dutchess counties. The principal campus is on Boces Drive in Yorktown Heights along with additional campuses in the area like the Fox Meadow Road in Yorktown located at the Madden Outdoor Education Centre on the Miller Road in Kent and also it is covered at the 12 local school buildings in 10 school districts. ("Boces: Frequently Asked Questions," 2002)

As regards funding, Boces does not have any direct taxing powers. However financial support is extended to the body by way of payments from local school districts in case of requested services as also through state and federal funding formulas. Regarding local districts, they get state aid for the Boces services they use. The Boces official body comprises of seven members who are elected for three years by the members of local school boards. The District Superintendent acts as the Chief Executive Officer of Boces and also acts as a liaison between the New York State Commissioner of Education as also the component district where the services of Boces are applicable. As regards programs and services offered by Boces, the body offers several programs and services covering programs such as Career and Technical Education, Guidance and Child Study, Curriculum and Instructional Services, Special Education as well as Management Services. ("Boces: Frequently Asked Questions," 2002)

a) More detailed description of the entire program- How is it different from older methods of teaching science?

The uniqueness of teaching science under the Science 21 is imparting a curriculum which is practical, 'exciting' and 'living'. The curriculum has been devised by 'teachers for teachers' and a lot of individuals including support staff who have contributed generously and help in maintaining the program. One of the newest initiatives of the Science 21 has been the study and definition of best ways in order to link literature to the different units. Science 21 studies the purposes and benefits of connecting literature to science. (Editor, Putnam/Northern Westchester BOCES, 2003) Science 21's program content is relatively superior to older methods of teaching science as it is appropriate to the daily lives of students and fosters the integration of their skills with other related disciplines like 'English language, Mathematics and Arts.' (P/NW BOCES, 2008) Family support in the respective homes is encouraged and facilitated. Science 21 fosters a learning environment wherein every student comes to be 'independent' as also "collaborative inquirers, problem solvers and self-directed learners." (P/NW BOCES, 2008) The program lends students a powerful basis for the more "rigorous science curriculum and higher graduation needs that will be demanded at the secondary stages." (P/NW BOCES, 2008)

(b) Identification of a current trend in that sphere:

Science 21 follows a radical change in curriculum development among which some of the current trends has been the following

(i) ES143 Properties: This curriculum has been rewritten inclusive of all new student activity sheets as well as books. Some of the lessons have undergone modification which introduction to solids, liquids and gases also and hence it is anticipated that the kit would demonstrate to be more interesting to the students. (ii) ES107 Birds: This novel kit whose name is yet to be announced is an immensely useful kit which educates physical setting standards such as energy, flight, simple machines, as well as sounds as also some of the living environment standards while using birds as well as bird watching as the catch. (iii) ES205: Living and Non-Living: This Kit that was introduced a year back intended for KG and 1st Grade assists students to appreciate the differentiating features between living and non-living. This curriculum comprises of six books which are read by the teacher and coordinate with the lessons. A lot of practical activities take place which lets speaking, thinking and learning the concepts of science. These activities cover recognizing living and non-living matters, comprehending the meaning of growing and surviving and knowing other things like working with a "Grow Alligator," weaving a "Wish Weave" and such added things. (iv) ES128 Measuring: This program has been planned for updation that was started the previous year, but due to other pre-occupation it could not be accorded proper attention. The latest version will be having gro-creatures and some more for students in order to have certain practical experience with metrics and measurement. (Bassage, 2008)

(c) Discussion for reasons for the change:

The primary reason for the change in curriculum to break from the stereotype could be done through various learning topics. The various aspects covered are (i) urgency for improvement (ii) remediation rates are high in writing in higher education. The reasons need to be found whether course-based standards at the high school level avoid remediation in college. (iii) The manner in which teachers are being inducted in secondary education in writing which is a matter for teachers of all subjects. (iv) whether technology is able to help or prevent writing (v) whether the teachers themselves are adequately qualified to teach the nuances of writing themselves (vi) the manner in which teachers can be employed as content experts in order to employ pedagogic procedures which convey the understanding of writing through other disciplines, as for example science. (vii) AP vis-a-vis regular English as regards the manner it appears. (viii) Scope for professional development for teachers on teaching writing regarding the manner in which to differentiate and give feedback (ix) modification of content standards (x) improvement of writing skill and confidence level of the teachers as regards assessment and development. Linkages with all of these to 'Response to Intervention -- RtI' are something which the high school must implement in a better manner. (xi) Appropriate linking to technology which is unavoidable. (xii) Genuine scope for students to write with the access to new opportunities due to shift in technology in the course of time i.e. texting, blogging, email etc. ("Front Range Boces: Board Meeting Minutes," 2009)

(d) Positive and negative implications for the change:

The most positive impact for the change promotes experimental learning among the students through various activity-based learning. For example in one of the activity, students were asked to create their own balanced system. The students were asked to work in groups in order to get a collection of nails to balance. The moment the system gets to attain the balance, the students are asked to remove the members i.e. The nails of the system, one nail at a time and continue to maintain the system in balance. Under this activity, students will understand and be capable to know the manner in which to attempt balancing the nails to help create their independent balanced system. The students are allowed to work in groups in order to get a set of nails to balance. The moment the nails attains balance, they will try to remove the nails of the system, one nail at a time and yet maintain the system in attaining balance. The most positive aspects of the system will be that students will be capable of (i) trying to balance the nails (ii) explain the manner in which the nails symbolize the constituent of the ecosystem. (iii) the students will get an understanding regarding the fact that earth's natural system have an inherent 'balance' and that its different components for members should interact and work in close understanding to attain and sustain such type of balance. (iv) it is important to understand that in case a lot of members of the system… READ MORE

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