Chapter 11 - Science Teacher Talk
What strategy of instruction do you find to be the most effective with your students?
Tom Brown
My teaching strategies focus on the establishment and maintenance of a relaxed and encouraging learning environment. I try to establish early on that this classroom is going to be supportive, non-threatening, and engaging place to be. Regarding the subject matter, the students quickly see that I love science and that I am passionate in communicating what I consider as the core concepts needed to build their understanding. They also see how hard I work to set up the numerous demonstrations and labs that we do and so it seems inherently fair to them that they would work in a similar manner to facilitate their own growth. As part of this process, we do a great deal of small group work and discussion as I have found through experience that kids benefit greatly by discussing difficult concepts with each other. It is my hope that kids feel comfortable and confident enough in my class to openly share their ideas, questions, and confusions.
John Ricciardi.
Be honorable. Be equitable. Be open. When I can adhere to it, this basic strategy works well for me. Honoring your students is respecting their diversity and wholeness...their individuality and integrity. Honor their being always...whatever particular mental phase they may be in. Be equitable with your students. Rules must be fair and equal for all. No favoritism, belittlement, or force. Free choice should be the bedrock upon which all activities are constructed. Be open...and real to your limitations and weaknesses. If you do, your students will be open too, and grow with you. Be open to trust by believing in them. Be open...and aware of learning that may be taking place in them that you don't fully perceive.
Henley Sawicki
The one misconception I really try to dispel is the idea that learning science isn’t fun. We have fun in my class! We laugh and learn all at the same time. I want students to respect science and understand that it is a difficult subject; however, I want them to feel supported in their learning and have fun. I make sure that we don’t just talk about science that we actually do science- it is more exciting that way.
Mary Wilde
I have always had positive results with small group learning; however, I have really been able to enhance this teaching strategy by incorporating the cooperative learning format. There are many different cooperative-learning models, however, the one I find most successful is where each student within a group learns different material. Then each student is required to teach the others in the group what has been learned. The group is responsible for each other, for I often give individual tests and average them together to receive a group grade. I also like to organize small groups by assigning each member of a team a different task in order to achieve a single goal. For example, when we studied shoreline erosion, each group was responsible for building a paper-mache model, painting and labeling depositional and erosional shoreline features, reading an article entitled, "America is Washing Away," and writing an abstract or review on the article. Tasks were divided among the students and each had a responsibility to the group. One group grade was given for the entire project.
I really feel that small group work helps develop responsibility and commitment. Also, more can be accomplished and learned in small groups where a variety of skills and abilities are pulled together. The learner becomes active, not passive, and greater achievement results can be obtained.