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The Visual Realization (VR) Program is a practice-based professional development program that is recognized by the National Science Teachers Association (NSTA) as an Exemplary Science Program (ESP) to effectively produce superior student learning. The VR program uses Digital Imagery as an Instructional Mode for Student Achievement (DIIMSA) (developed by VR Program educational leaders) as a model to provide teachers with unlimited opportunities to engage learners in activities for long-term learning of Science, Technology, Engineering and Mathematics (STEM) concepts, while instilling STEM processes including critical and rationale thinking. The DIIMSA model allows teachers to integrate: Conceptual Teaching, Collaborative Learning and Enabling Technologies in their teaching. Students demonstrate these dimensions as they perform campus-based, field excursion, laboratory and case study experiences.
The National Science Education Standards state that "learning science is something that students do, not something that is done to them." It is exactly this idea that drives the VR program. Working closely with educators, the VR program was specifically developed to help close the gaps in science education. Through research and continuous review, we have been able to effectively create a unique and proven unified solution that bolsters student achievement, while increasing teacher enhancement through the use of Visual Realization.
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Print: $38.95 Download: $19.95 VisualRealization.com began as 3-year pilot project using: conceptual instruction; enabling technologies (digital cameras, video recorders, authoring technology, computers); and PBS and PBL models. The pilot allowed VisualRealization.com educational leaders to develop instructional strategies, methods and activities using visuals to represent complex information, stimulate direct observations and enhance students’ science understanding, which ultimately became core components of the program’s model, DIIMSA® (Digital Imagery as an Instructional Mode for Student Achievement).
VisualRealization.com was selected by the National Science Teachers Association (NSTA) as an exemplary science success story for improving science education. This selection was out of thousands of programs and projects to be amongst the 15 success stories in the nation for improving science education as it pertains to the visions for the reform of teaching, assessment, professional development and content.
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Print: $24.95 Download: $16.95 DIIMSA Experience-Based Guideset Spanning Concepts across Life, Earth and Physical Sciences with linkages to the Nature of Science.
A Guideset for teachers that uses the DIIMSA Model (Digital Imagery as an Instructional Mode for Student Achievement) integrated with Bloom’s Taxonomy to Engage Learners and bring Instruction and Assessment to Life.
Series 1 (Aligned to NSES and Texas Assessment of Knowledge and Skills (TAKS)).
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Download: $9.95 If we think in bytes, our eyes are designed for sight and take in billions of bytes of information, which is then processed as a visual scene with some final interpretation. If I said look at the black cat crossing the street, then you would have some sense of reference and could quickly see a black cat in the mind’s eye, whether it is a caricature or past visual scene. All of this is good, but without an effective instructional management processes, will students achieve? In mechanisms this month, we will continue with part II of our Bilingual/ESL series, show the correlation of instructional management to assessment and link to the “Physics of the Forest” PBL project. (11 Pages)
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Download: $9.95 If we look at today’s learner as they are “Clicking” gadgets that may be empty, what will they truly know/learn? It is this question that must be answered as STEM education continues to be an important part of society’s concerns.
In this issue we revisit a school-wide PBL project that allowed learners to design experiments, “Construct” project artifacts and “Click” on technology toolsets and gadgets to complete projects.
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Download: $9.95 Ever had an “Ah Ha” Moment? Think back to such a moment and how you got to that moment. Usually there was a problem you were trying to solve or a scenario that you were trying to portray. “Ah Ha” moments are naturally stimulating and allow past/current scenarios to be pulled together.
These moments are different from doing tasks or research activities, however internal critical thinking and experiences are used as summative connections to produce new thoughts and answers. Such moments ultimately stem from inference thinking. In trying to create such moments in science, educators should look for ways to allow students to get as many “Ah Ha” moments as possible to ensure that learners extend their thinking in ways that promote inference thinking, which ultimately instills scientific processes in learners.
In mechanisms this month, we will explore a campus-based PBS project that illustrates inference thinking for assessment. (10 pages)
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Download: $9.95 Digital transfer and communication seems to be a dominant way of communicating for learners that were born into technology. As learners capture, manipulate and author information and then transfer this information digitally using cell phones or other devices in this wireless society, they become reporters, pro-composers and experts in observing and recording of experiences. So how do we teach teachers to deal with these mindsets? One way is to emphasize the already focused approach of observing and recording dynamic experiences across states of matter in various environments which is the focus of this issue.
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Download: $9.95 The way science is taught in many schools today involves a lot of memorization and verification by students to “get past” the content. However, it should be synonymous to the way memories are created. If we look back at “photos” in a high school yearbook or a college scrapbook, various memories of friends and experiences can easily be connected using a recorded visual scene, especially if there was a specific remarkable experience. Why should science memories be any different? As teachers attempt to “cover science content”, they should strive to look for experiences that create science memories. Such science memories will stimulate students to reach back to attain science concept knowledge.
In mechanisms this month, we will probe the chemistry of aquatic habitats using a PBS field excursion, which illustrates varying inquiry levels among learners that stem from memories.
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Download: $9.95 As we continue our quest in science education, the learner is oftentimes referred to as irrational or not rational in today’s society. This phrase is becoming more apparent as the digital world starts to collide across continents and all areas of society “figure out” how to cope and be more empathetic towards cultures. As digital imagery becomes the venue for news, reports and oftentimes eye catching awareness everyone wants to be a star, and the media, business and other entities are providing ways to exploit digital mediums to showcase their works. From the i-report used at CNN to Blogs, myspace and youtube/google, this generation seems to be quite in tune with cell phones, cameras, and websnapshots all which relate to an identifiable experience that can be discussed and reviewed by others. The key word here is experience.
This issue explores a Novel PBL unit in Chemistry that provided a way to invoke the researcher and digital journalist in learners as experiences were undertaken.
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Download: $9.95 A level of understanding is something that most open-minded individuals can attain regardless of ability levels. However, true understanding comes from a firm knowledge base and the ability to apply that knowledge during focused project experiences. The phrase “knowledge is power” is very common, but what about “true understanding is empowerment”? Effective learner empowerment stems from true understanding using engaging strategies that allow students’ involvement, gain students’ interest, and ensure long-term retention.
Our focus this month uses the Aldine ISD 7th annual Teacher Summer Institute where teachers are students engaged in inquiry-based experiences for true understanding of concepts spanning the Biological and Physical Sciences at various sites across the state of Texas.
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Download: $9.95 Should all learners fit in the same “shaped box” or should the same “shaped box” fit all learners? Debates have occurred over the years that stem from how learners learn to the varying levels of multiple intelligences. What if we take a different stand and overlook the problems and focus on the same “shaped box to fit all learners” as an experience? Doing this provides an opportunity for teachers to begin to understand the “eye of color” intelligence levels and envision why rote, simple lectures or just textbook reading won’t cut it for applied higher-level experience-based conceptual learning.
Join us as we review an experience where teachers had an open mind as they attempted to reach the minds of diverse learners in a way that works with any content, regardless of the experience and prior knowledge level.
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Download: $9.95 According to the NSES, it is important that learners understand that "science reflects its history and is an ongoing, changing enterprise". Investigating theories is a great way to understand conceptual views of STEM subjects. However, for learners to achieve understanding and do well on high-stakes testing, theory should be sketched, applied and linked to a reality-based scenario. Understanding a theoretical sketch is important in everyday life, but without application, it is almost impossible to fully understand the "complexities or completeness" of an approach. Applied theoretical sketching allows sketches of theory to be illustrated and not stay "muddled in modeling”. Our illustration this month uses the DIIMSA Model in a PBL Environmental project. PBS and PBL are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem and see things in the "mind's eye". (10 Pages, Contact us for Volume purchases)
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Download: $9.95 Quantitative vs. Qualitative outcomes, which truly measures the impact of an experience? What does quantitative data really have to do with the transfer of an experience to a teacher’s classroom? Yes, graphs, trends, data tables are all good to decide how to correct scenarios, profile trends and categorize mindsets, but what about really impacting a person’s character towards subjects, concepts, content and other minds?
This issues explores the Experience-Based Excursions from one of our yearly summer Experience-Based teacher institutes with Aldine ISD. We will also highlight a student’s summer experience to the Northwest Pacific Coast and Massachusetts Institute of Technology (MIT). Both excursions were Experience-Based for true understanding of STEM concepts.
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Download: $9.95 This Practice-Based Instructional Edition is focused on the Mathematics of Science using the Environment to instill Critical Thinking Skills. Most adults have conquered the process of critical thinking and can quickly think critically about experiences to analyze situations using visualization. Communicative Critical Thinking allows us to reach higher-levels by discussing thoughts and processes with others to rationalize overall outcomes, therefore allowing the ability to make better decisions. This same process should be conveyed and illustrated to learners using their known experiences to increase their Communicative Critical Thinking skills, which is a way to illustrate this month’s connection to mathematics using a link to the environment. PBS and PBL are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem and see things in the "mind's eye". (10 Pages, Contact us for Volume purchases)
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Download: $9.95 Are there ever any "loose ends" at the end of a good project experience? Some may think not, but if you look at it there are always so called "loose ends" from any project experience. From small things such as "I should have brought backup batteries for probes" to "I should have captured more soil digital captures for my other classes". "Loose ends" should be looked at as epiphanies to tighten new project experiences. Doing this gives value to challenges and "on the fly" decisions as a way to improve skills to positively impact personal growth.
This issue profiles the close of a project experience as Laboratory and Case Study investigations are performed that encompass final reporting and student project artifacts.
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Download: $9.95 This Practice-Based Instructional Edition is focused on Cultivating Learner Minds in Science. Everyone in society can visualize, but how often do we consciously cultivate this skill to reach higher levels? Think about visualizing your car, kitchen, or someone in a picture you possess. It may be fuzzy and goes in or out and soon you let it go because it appears to be out of control, but you are still able to visualize. It is not an inability to visualize, but the ability to consciously cultivate this aspect to reach higher-levels. If you continue to reach for higher-levels and expect more, then you will be able to visualize at a level sufficient enough for connecting experiences, which consequently is the same for learners and our viewpoint this month. PBS and PBL are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem and see things in the "mind's eye". (10 Pages, Contact us for Volume purchases)
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Download: $9.95 What are Visual Interpretations? Are they only the seen and observed by the naked eye or the unseen and unobserved by the naked eye? As we continue to look at ways to observe and record experiences, unseen interpretations are becoming more apparent as learners make connections across STEM concepts to make effective decisions and begin to think critically to become rational beings. Such interpretations may include chemicals that may impact habitats within the same ecosystem or field tests results across varying habitats, which both can really enlighten students on how STEM concepts converge in the natural world.
In this issue, we will continue the Ecological Photosynthesis and Respiration Project with the DIIMSA model Field Excursion design. This segment of the project profiles the student-centered Field Excursion that allowed students to “make decisions on the fly” and continue field testing that leads to proper laboratory investigations.
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Download: $9.95 This Practice-Based Instructional Edition is focused on a Limitless approach for instilling Scientific Processes and Science Concepts using Materials Science. Limits can be defined as constraints for projects, rooms, locations or rules and are great for non-learning activities. However, having limitless boundaries, but focusing on defined project parameters will allow learners to think out of the box, truly reach higher levels and envision that the sky is really the limit. Using a limitless approach for science concepts to leverage the multiple intelligences of learners will allow said learners to learn at their own pace. Project-Based Study (PBS) and Problem-Based Learning (PBL) are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem or scenario and see things in the "mind's eye". (10 Pages, Contact us for Institutional or Volume purchases)
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Download: $9.95 The Visual Realization Program has been recognized by The National Science Teachers Association (NSTA) as an Exemplary Science Standards-Based success story in their new 2006 Exemplary Science monograph Volume III series. This series profiles what teachers should be doing less of and more emphasis of what teachers need to do as a part of real reform. We will continue to strive high and keep like mindsets for differentiated professional development as we provide positive, engaging, effective and worthwhile experiences for teachers and students during projects, which ultimately increases teacher quality and student achievement.
In a series of articles, we will focus on the results of one project using the DIIMSA Model highlighted on a specific model design to show connections across the campus-based, field excursion, laboratory and case study model designs.
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Download: $9.95 This Practice-Based Instructional Edition is focused on Multi-Faceted Learner Investigative Experiences for Instilled Scientific Processes across Science Concepts. Multi-Faceted thinking is sometimes referred to as the ability to think in multi-dimensional levels. The way today’s learner "gets it" seems to follow this path because they already think in a multi-faceted mode. This mode can be easily linked to scientific processes, science concepts and content for said learners. Educational facilitators should think, plan and teach in more multi-faceted ways to convey and transfer knowledge using this mindset, which is the focus of this edition. Project-Based Study (PBS) and Problem-Based Learning (PBL) are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem or scenario and see things in the "mind's eye". (10 Pages, Contact us for Institutional or Volume purchases)
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Download: $9.95 Should the entire emphasis of Advanced Placement (AP) courses be driven by AP curriculum standards? Or should the standards be used as the driving force to allow higher levels of student engagement for deeper learning using a student’s frame of reference? Some researchers say that AP courses are for the best and brightest, but based on what criteria? These are general questions that teachers should ask themselves as courses labeled “AP” are taught.
In this volume of mechanisms, we will look at AP Biology, which is taught as the next level in Biology for high school students that want to move into higher levels of Biology.
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Download: $9.95 This Practice-Based Instructional Edition is focused on effective Decision Analysis in Learner Investigations. With the requirements of NCLB, open-minded and grounded education leaders have revamped traditional curriculum models/methods. They are providing teachers with a phased continuum of research based professional development resources and incorporating new strategies in professional development that will stimulate and encourage teachers to engage and challenge learners. This refocused mindset has allowed these leaders to seek ways to infuse in classroom efforts effective decisions that allow Scientific Processes to be learned, while meeting the demands of NCLB. Project-Based Study (PBS) and Problem-Based Learning (PBL) are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem or scenario and see things in the "mind's eye". (10 Pages, Contact us for Institutional or Volume purchases)
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Download: $9.95 Should instructional encounters be classified as situational or personal? Situational encounters are usually reactive as experiences are undertaken because of unforeseen circumstances, which shows preparedness and not everyone can prevail under pressure and changing circumstances. Personal encounters, on the other hand, allows one to learn “first hand” based on unique individual needs in ways that let the mind be more in tune with desired outcomes.
In mechanisms this month, we will look at key professional development experiences that allowed teachers to experience personal encounters in science to help them understand key concept-based methods, which can be brought back to the classroom with excitement.
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Download: $9.95 This Practice-Based Instructional Edition is focused on Engaging the Net Generation in Scientific Processes, A novel math and science partnership project using the results of an innovative case study.
This edition illustrates ways to instill Scientific Processes in the "Net" Generation, while increasing "general procedural skills". From investigating diversity to participating in group activities, teachers that were once nonchalant about this generation of students need to welcome, understand and steer their curiosity and novelty towards STEM areas. Project-Based Study (PBS) and Problem-Based Learning (PBL) are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem or scenario and see things in the "mind's eye". (Contact us for Institutional or Volume purchases) (10 pages)
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Download: $9.95 Some would argue that chaos has a negative connotation in most settings, but what about during field excursions? Should actual field experiences appear as organization, calmness, quietness and students always being on point? Maybe if you are looking at trail markers (facts) in the field and students are not actively engaged in a planned core group, perceived chaos is unlikely to occur as nature’s marvels are uncovered and explained in a factual context. Facts and content knowledge may be important, but of more importance is understanding the relationship of how such facts link to concepts.
In mechanisms this month, we will explore a novel Soil and Ecosystem PBL Project that illustrates perceived chaos in the field, but in reality is the result of good instruction that ultimately increases student engagement and achievement.
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Download: $9.95 This Practice-Based Instructional Edition is focused on Guiding Creativity in the Net Generation to Instill Scientific Processes. Teachers must realize that creativity is based on background, previous education, culture, experiences and yes sometimes pathological problems. After making this realization and separating creativity from aberrant behavior, guiding creativity in the Net Generation will allow Scientific Processes to be easily cultivated and instilled, while maintaining the accountability equation. Project-Based Study (PBS) and Problem-Based Learning (PBL) are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem or scenario and see things in the "mind's eye". (Contact us for Institutional or Volume purchases) (10 pages)
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Download: $9.95 In today’s environment, digital media delivery allows anything you want to review to be accessed at some level. Most learners are very savvy when it comes to digital media access and their minds are easily engaged and focused when using “gadgets” that access such media. Research studies indicate that since 1983 the rise of video games and digital media “gadgets” have allowed for nearly “90 percent of school age kids” to own or use such “gadgets” for at least 90 minutes per day. As teachers continue to effectively guide students in the right direction for learning and assessment, digital artifacts will consistently help raise student engagement levels. This month we will look at changing teacher professional development from the perspective of using project digital artifacts to bring assessment alive.
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Download: $9.95 This Practice-Based Instructional Edition is focused on Scientific Processes, STEM fluent education and Career Awareness using a STEM Integrated PBS Project Cycle with Data for Extended PBL Projects. This edition will allow teachers to elevate students mindsets through activities and experiences, while providing linkages to career awareness and real world applications, all which have a direct link to high-stakes testing and scientific processes. Project-Based Study (PBS) and Problem-Based Learning (PBL) are used as the instructional models integrated with "Visual Realization", which allows learners to use digital imagery to do conceptual modeling of a defined problem or scenario and see things in the "mind's eye". (Contact us for Institutional or Volume purchases) (10 pages)
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Download: $9.95 Most people involved in K12 science education have realized that we are in a major reform “state”, especially with NCLB requirements. Whether you agree or disagree with reform, change must occur in the classroom and in professional development sessions to move the education market towards a more manageable state. As we continue on the critical path for reform, what happened to the emphasis on good professional development to increase teacher quality for student academic successes? Why aren’t professional development leaders forging working relationships to offer practice-based connected series of events and experiences? These are key questions that teachers should ask themselves as they continue to understand the reasons why they need professional development.
We have aligned this month’s edition of mechanisms to coincide with our series on changing teacher professional development that leads to increased teacher quality and higher levels of student engagement.
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Download: $9.95 Some tend to think that fundamental physical science concepts such as structures and properties of matter and motions and forces are not being taught to secondary science students, especially where science offering are limited. But what are we telling society? Do we allow this thinking to continue or do we try to educate and bring those people who have been left behind up to par? It is almost like using acronyms or jargon. Most people that really have a clue will understand acronyms and jargon in the related field. But those who are stuck in time have just settled for confusion will be defensive about new innovative ways to reach learners and try to “make a tie” to other buzzwords to invalidate a new approach or link a new approach to an old one. Join us this month as we explore thermal pollution as a way to engage learners and allow long-term learning.
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Download: $9.95 Science concepts representation can be likened to different writing styles representation. Some will have problems with understanding different writing styles, while others will get it and move on. Teachers need to ensure that they understand and address different styles of student learning before moving on, especially when dealing with something essential to human life, water. Water is taken for granted, most of the time until there is a tragic event or some deleterious impact on society. As we look at nature and try to understand it’s power, just using clues from the environment, there is a lot that can be studied with water.
Our focus this month is Water Studies, which shows linkages across the biological and physical sciences.
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Print: $7.95
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