Jeremy Goforth

I am newer to teaching. This year, I am excited to teach an integrated science curriculum to 7th grade students. I also teach a STEM class on the topic of Forensics.

Location

CA

Recent Posts by Jeremy

Wed Mar 25, 2020 7:51 PM in Biophilia and its impact on academic achievement
Does this have anything to do with the complexity of the organism? For example, an earthworm versus a fuzzy kitten.

Wed Mar 25, 2020 7:44 PM in How do you take science home?
In my letter to the parent’s of my middle school science students at the start of the year, and at Back to School night I encourage the parents to engage their students in dinner table discussions about what they learned that day. For my students, I encourage them to share their “Ah-ha” moment learnings with their younger or older siblings that evening.

Wed Mar 25, 2020 7:24 PM in Claims vs. Hypothesis vs. Predictions
These are excellent questions. In practice, scientists make observations that often cannot be explained by current knowledge or perhaps that do not fit the current model. A hypothesis may be designed that is testable and can be falsified. The hypothesis should guide the research into the phenomena.  As data is collected, the data may support or disprove the hypothesis. If the hypothesis is dispro...





Recent Reviews by Jeremy


Mon Mar 30, 2020 5:02 PM
5 Teaching claim-evidence-rationale component of the science writing heuristic app
The authors inform us of the type of mistakes in logic that both early and advanced students make in the way that they reason about natural phenomena in an attempt to explain it. Within more complex formulated ways of reasoning are the Claim-Evidence-Rationale components. If reasoned correctly, there is a better opportunity at getting at truths of nature which we can use to subdue our world making it a better place to live and survive in. The activity that the authors propose relies on a Sesame Street picnic puzzle. Prior to seeing the puzzle, at the first lab, the students come with proposed questions to inquire about the picnic. Through this approach, the students work individually and in groups and in using a heuristic approach seek to understand what they already know. The groups of students are provided with varied pieces of the puzzle, which may not even connect, as evidence. Based on what the students observe, they begin to develop their claims about the picnic. Answering the questions, for example, Is Cookie Monster present? or What is Cookie Monster eating? This opportunity to learn is something that I plan to teach as a fun learning activity in my classroom with my middle school students.


Mon Mar 30, 2020 3:06 PM
5 Claim, Evidence, Reasoning Challenges Young Minds to Grow
In this short article, a scholar and a teacher think together to solve a huge problem in the classroom—How do we as teacher’s cause young minds to reason philosophically about natural phenomena? The learning structure that is explained can take student play to student learning as a scientist would. This takes students from possible unconscious observer to reasoning for a solution to better understand what they observed. This kind of thinking is so needed by all students. The authors introduce the concept of rebuttal, which is developing an alternative claim supported by counterevidence and student counter-reasoning to the initial claim. In my classroom, in which I have taught California Amplify to seventh grade students new this year, this may be considered Claim 2. As I teach my students, they should consider that if Claim 1 is true then Claim 2 is false, and the contrary would also be true. In a period or two, I have had students attempt to reason that both Claim 1 and Claim 2 are not mutually exclusive but that they are compatible (i.e. Claim 1 and Claim 2 are both true). The students enjoy this kind of debate! The teaching perspective presented by the authors provides ways to introduce students to this way of reasoning by connecting it to the way that students reason every day.


Mon Mar 30, 2020 3:05 PM
5 Claim, Evidence, Reasoning Challenges Young Minds to Grow
In this short article, a scholar and a teacher think together to solve a huge problem in the classroom—How do we as teacher’s cause young minds to reason philosophically about natural phenomena? The learning structure that is explained can take student play to student learning as a scientist would. This takes students from possible unconscious observer to reasoning for a solution to better understand what they observed. This kind of thinking is so needed by all students. The authors introduce the concept of rebuttal, which is developing an alternative claim supported by counterevidence and student counter-reasoning to the initial claim. In my classroom, in which I have taught California Amplify to seventh grade students new this year, this may be considered Claim 2. As I teach my students, they should consider that if Claim 1 is true then Claim 2 is false, and the contrary would also be true. In a period or two, I have had students attempt to reason that both Claim 1 and Claim 2 are not mutually exclusive but that they are compatible (i.e. Claim 1 and Claim 2 are both true). The students enjoy this kind of debate! The teaching perspective presented by the authors provides ways to introduce students to this way of reasoning by connecting it to the way that students reason every day.






Recent Public Collections by Jeremy


UDL in the Classroom

1 Resources



Discover the NGSS
Type: Interactive E-book
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Sesame Street Picnic: An Introductory Activity to Claims, Evidence, and Rationale
Type: Journal Article
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Claims, Evidence, and Reasoning
Type: Journal Article
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Methods and Strategies: Think-Alouds in Inquiry Science
Type: Journal Article
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Learning by Doing: Teaching the Process of Inquiry
Type: Journal Article
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