Yesterday I spent the day at Gunison high school observing some of their science and math classes. Boy I tell you what, their classes sure are different than mine. I don't know how they can get their classes to be so stinking quiet. I do want more class participation than they have though.
I am at a total loss on how to cover the material, the teachers I observe give the kids facts to learn and memories and give them cookbook labs to trick the students into thinking they are doing science, but when they get back in the class the teacher once again regurgitates everything they should have learned. I have been trying my best to help the students go though the same thought process as the scientists who generated the things we know today. the problem is that the students, parents and administrators think that I am covering way to much material. No, my students will probably never be tested on the significance of Rutherford's gold foil experiment, but can they honestly understand the evolution of atomic theory without making them think through his findings on their own.
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2 comments:
Thanks for sharing. In reading it I see a teacher committed to students learning meaningfully about science. I think determining how best to engage your students in meaningful science takes time and probably should never be completed. It should involve directions determined by them and it should be circuitous in a way that allows them to dictate some of the directions that are interesting and relevant to them. I believe this can make science even more engaging and rigorous in that we have to get around the distilled information often passed for science. I am glad to hear you are able to observe because I think it gives you a better sense of what it is to learn science even if what you observed is not in agreement with what you perceive is necessary.
Tom,
I totally agree with your comment about having more class participation. I am taking some college classes at the high school this semester and it is interesting to watch the students interact with the professors. We are limited because we have to communicate via microphones over the satellite system making it hard for instantaneous feedback. However, what I see is a bunch of students craving to be involved in meaningful discussion, but afraid to stick their necks out. Sometimes, a lot of times, the inclass jibberjabber is much more interesting than what the prof is saying, consequently making it very hard to pay attention. I think the most important thing I can do as a teacher is let the students have a voice and express it in a safe environment (e.g. safe to the ego). I am having lots of fun with the students, just listening and watching. Hopefully I can take what I learn and apply it to the unit plans I am working on, and get these student talking and writing as much as possible in my up and coming science classes.
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