EDU 6362 Teaching Scientific Strategies

EDU 6362- Scientific Strategies

Reflection Part 1- Processing Skills

You cannot teach a man anything; you can only help him find it within himself.

Galileo Galilei (1564-1642) Italian physicist and astronomer.



Science, for me, has always been a subject that I do not feel quite comfortable with.  I read articles, listen to lessons, watch TED talks, and even help in the classroom, but I have never felt like I had a good grasp on scientific processes.  Developing this lesson in stages has helped me uncover some of the mystery of the science lesson.  I have a better understanding of scientific processing skill necessary for students to make connections, collect evidence, and evaluate it to form hypothesis or prove outcomes.  This type of planning must be intentional and scaffolded by the teacher, to ensure the best outcome for the student.

I was fortunate to be able to see my lesson taught by a master teacher, in a real classroom, and glean expertise from that teacher for my own lesson planning.  Although, I felt that my delivery was choppy and a bit unorganized, I realize that the assignment was to focus on only one part, processing skills, not the complete lesson in its entirety.  This segmentation of the lesson made the focus greater, for me as the teacher in the writing of the lesson, but I felt may have been somewhat confusing for the peer student in the rehearsal.  There are more components to this lesson (demonstrating, questioning, journaling, evaluating) that will come out as it progresses throughout the remainder of this class, thus making the lesson clear and cohesive for both teacher and student.

I do find value in delivering lessons, whether complete or partial, to peers for evaluation.  I think that any practical rehearsal that I can involve myself in, will only benefit me in the end.   I value the feedback, support, and understanding that my peers can offer.  If the end goal is to teach; teach well and thoroughly, to engage students and explore with them as they develop questions, theories, collect evidence and evaluate their knowledge, then feedback on my performance as a teacher is essential.  I know that I need to work on clear and concise delivery.   I believe this will come with time and the full conveyance of the whole lesson.  This exercise, however, focusing on only process skills has helped to deeper my understanding that each part of a lesson plan is vital to the success of the students understanding and application of knowledge.  No one part should the only focus; there must be cohesiveness to each part of a lesson for student success to be attained.



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