FACULTY‎ > ‎Trisha Neuhoff‎ > ‎


All goals have been accomplished!

Teachers promote, support, and model creative and innovative thinking and inventiveness. 
I try to be creative in my approach to teaching a subject (model). For example, this year I have tried to limit the amount of time that I am talking or lecturing.  I am trying to put more learning onto the students by having them engage in the material first while I facilitate and assist.
    -For example, when learning about organelles, the students created an advertisement for their organelles and then these were made into a "catalog".  As a review and to make sure that the students had/understood the correct material, each student was given a definition on a large sheet of paper and they had to go up to the wall and match with the correct word.  Then, as a class, we evaluated if all of the words and the definitions matched.  For any that were incorrect, the entire class then tried to rearrange them into the correct order as a team.
    -When I do lecture or discuss a concepts with students, I do not just tell it to them.  I have them tell me what they know and try to connect ideas.  

1b. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 
I have students periodically search for current events that are interesting to them within a particular context.  For example:

-1 ½ Pages

            -Can be over any macromolecule (used during the molecules of life unit)

            -Must be from a newspaper or scholarly journal

 -First Page:

            -What is the article about?  (Brief synopsis)

            -Implications of this current event

 - ½  Page:

            -Letter to the editor with an alternative viewpoint/research

                        -Must be in correct letter format

 The final chemsitry project of the year is to research ingredients and manufacturers of their personal hygiene products.  While doing this, they have to find out the chemical formulas, etc. that relate to the important chemical aspects of everyday products.


2c. Teachers customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. 

For any concept, I try to address it at least 2 different ways.  For example, when learning about electron orbitals, I used an activity to simulate the probability of an orbital, we watched video clips, and used 2 different methods (labeled periodic table and diagonal diagram) of actually diagraming/writing down the configurations of the orbitals. (also see 1a).  Students worked individually to practice, with white boards, and created posters as group collaborations.

I also plan on having the students post to a wiki at least a couple of times this year.

I have offered at least one project in both chemsitry and biology in which the students could choose the medium and even the topic.

    -For biology, the students had to create a video over an evolutionary biology concept.  They could then make the video through recording or using any number of websites (like goanimate).

    -For the final project in chemistry, they can choose to post their information electronically with a glogster, prezi, blog, etc. or they can turn in a traditional display board with their own original artwork, pictures, etc.

2d. Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 
I plan on giving at least 1 lab practical this year.  I have also tried to incorporate at least 1 project for each trimester.  At least one of these will be a digital media project.
    -Chemistry had 2 tests this year in which one component of the test was to complete a task in the lab in order to answer the questions
For the final trimester one assessment in chemistry, the students completed a science process project in which the final product (all data, explanations, etc.) were posted onto the WIKI.  Link:  https://sites.google.com/a/parishepiscopal.org/mrs-neuhoff-s-chemistry-wiki/home/trimester-1-project 

4a. Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. 

Any formal paper/project, etc. turned in by students is required to be cited.  The rubric for each of these specifically includes this.  A portion of the student's grade on the paper/project, etc. is for correct use and documentation of sources. 

4c. Teachers promote and model digital etiquette and responsible social interactions related to the use of technology and information. 
The only digital interactions that I use inside or outside of the class are strictly related to the content.  I discourage students from showing/viewing material that is not related to the class. For example, they often ask to see a video they have heard about on YouTube - No Way!  I only use YouTube, etc. to get videos that will directly tie to the unit being covered.
I only use school e-mail to communicate with students (besides face to face interactions).

5d. Teachers contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
I am trying to make sure that I am trying multiple different ways of teaching so that when others visit my classroom, they may be able to walk away with ideas on things that could be incorporated into their own classrooms.  I also hope that I am a positive entity and that is reflected in my daily interactions with the students and faculty. I also enjoy sharing ideas/things I have learned from my Master's program with others in my department.
I feel that I try to maintain an open dialog about how to approach certain concepts and issues with others in my department that teach the same courses.  We often collaborate on how we are going to introduce a concept or assess a concept.