Lynda Grasso's Philosophy of Science Education
If I had to describe "science" in two words, I would say: "problem solving." We use science to make observations and to test hypotheses. Once we understand how the world works, we can use our knowledge to solve problems that our society faces.
Every student, regardless of what profession they ultimately choose, will benefit from understanding how to solve problems and how to objectively evaluate scientific studies and arguments that they read and hear about in the media.
In addition, many of today's high demand career areas, such as healthcare, biotechnology, and energy, are science related. When we provide a comprehensive, standards-based science education, we give students technical knowledge that will allow them to make meaningful contributions to these fields.
Objective One: Relevance
As a science teacher, I encourage my students to share their own background knowledge of scientific topics and concepts. I also introduce new units and abstractions with anticipatory sets. This encourages students to predict what they will be learning about. In addition, I frequently read science articles and news magazines so that I can direct classroom discussions of current events relating to science.
Objective Two: Developing Skills
Successful science educators cultivate an awareness of the scientific method and provide students with opportunities to think critically to create experiments, and to collect, graph, and analyze data. Through awareness of the scientific method, students become able to objectively evaluate their own scientific outcomes, as well as others' work that they come across in the classroom, in the media, and in the scientific community.
Since science texts are often written at advanced reading levels, science educators must also instruct students on how to read for comprehension in the science content area. In my classroom, I teach multiple vocabulary strategies in order to support students as they become familiar with important terms. Additionally, I employ a variety of pre- during- and post- reading strategies to help students learn to focus on main concepts, and to aid them in connecting new information to prior learning.
Objective Three: Strategies
Effective science educators actively engage students in order to optimize learning. I often follow educational trends and research for ideas on how to do this. For example, the APL strategies for classroom management and lesson planning that I learned in a continuing education class have been very beneficial towards maintaining a productive classroom atmosphere. APL strategies include bell ringers, which are a short task for students to complete at the beginning of class that help students focus on what we will be learning. Another APL strategy, pair-share, allows students to discuss concepts with each other while being accountable for remaining on-task.
In conjunction with classroom management strategies, I consider various learning styles when planning units. For example, I plan labs and activities for those who are kinesthetic; provide access to pictures, graphs, and charts for visual learners; and provide reading and some lecture and verbal review for those who are linguistically oriented. In addition, a variety of independent work benefits introverted learners; and group work, discussions, and pair-sharing are boons to those who are extroverted learners.
I present inquiry learning activities that develop critical thinking skills by allowing the students to be active participants in the scientific process. Students in my classroom also have opportunities to be creative and show personality in their work. For example, to review fungal life cycles, my students gathered into groups and wrote fungi "personal ads." Students laughed a lot and had the opportunity to share their creativity with the rest of the class, all while reviewing important concepts.
Objective Four: Assessment
I use various assessment strategies, such as Bloom's Taxonomy, to generate both higher and lower level thinking questions. Verbal and written assignments are also frequently used in my classroom. I sometimes use formal assessment such as quizzes, tests, and assignments. At other times, I use informal assessments in class. This takes undue stress off students, which is especially important when they are first learning new concepts. These informal assessments can take such forms as listening to pair-share and small group discussions, and asking students to write about what they have learned.
I use assessments before instruction to gain an understanding of what students already know and remember from previous science classes versus what needs to be reviewed. Assessment during instruction lets me know what concepts I need to reteach. Assessment at the end of instruction assures me that students have learned the content standards for the course.
Objective Five: Careful Planning + Relationships = Classroom Management
Careful planning is the first critical component of classroom management. I begin the school year by outlining procedures (such as: how to enter the room, what direction to hand in papers, how to retrieve make-up work, etc.) and by communicating and discussing the expectations for behavior with students. These procedures and expectations are consistent through out the school year. My lesson plans are well thought out. I strive to produce lessons that are interesting and contain specific, monitorable learning goal(s). Also, I anticipate student questions and sources of confusion ahead of time. I also prepare back up plans, to allow for flexibility in the event that a lesson proceeds faster than forecasted or unexpected problems arise.
Developing and maintaining healthy relationships is the second major element of classroom management. I utilize classroom time and provide objectives and reasons for why we are learning the objectives, for each lesson. This demonstrates to my students that I respect their time. Other steps I take in order to develop healthy relationships and model social skills include: learning students' names as quickly as possible, greeting students as they enter and leave the room between classes, and using respectful words and tone of voice when correcting or disciplining students. I also begin the school year with a classroom discussion of expectations, so that students can share their expectation for behavior from each other.
More details of my classroom managment plan can be found in the "Classroom Management" webpage of my teaching portfolio.
Summary
Teaching is both an art and a science. Secondary teachers must understand the specifics of their chosen subject area, as well as remain up-to-date on proven teaching methods. Teachers must also dedicate themselves to the art of teaching. This means being open to using new activities and procedures in the classroom, evaluating the outcome, and making changes as necessary.
I look forward to joining a faculty that is passionate about learning and about sharing and collaborating to utilize innovative, research-based teaching methods to create effective science lessons and a positive classroom atmosphere.