I believe students learn best when they are actively involved in their learning. There’s a saying “I hear and I forget, I see and I remember, I do and I understand.” While I value hearing about a topic and seeing how something works, learning must continue to a point where it is put into action for there to be true understanding. Therefore, many of the learning activities in my class are student-centered so students get first-hand experience as they learn about a topic. In science, students need to learn how to analyze source documents and data resources and "act" like scientists. This means investigating all aspects of the document with a critical eye, not just reading what was written. Who wrote it? When was it written? Where was it written? Why was it written? Who was it written for? What was going on in the area when it was written? When questions like these are asked, the students will get a much better understanding of what the document is all about. Then, they will better understand an event or topic in science.
I believe activities need to be meaningful and engaging for students. This is especially important in science where many of the topics seem to be more abstract or they relate to something that cannot be seen so students feel no connection to them. I try to immerse students in authentic activities that encourage them to think critically not only about the topic, but how the topic affects them. I believe hands-on lab activities are excellent ways to get students engaged and excited about science!
I believe in the Workshop Model and have been using this style of teaching throughout my teaching career. The Workshop Model engages students with the introduction or warm-up (Opening) by getting their attention and making them think. Then, with their interest piqued, a short mini-lesson gives them the essential background information on the topic so they are prepared for their independent work time. During this time (Work Period), students can work independently, in pairs, in groups, or in a combination of these while I work with individual students and/or a small group. I also circulate around the room facilitating the activity and assisting where needed while making notes regarding student progress. The concluding session at the end (Closing) wraps up the day's study by allowing a time for students to share what they have learned, hear viewpoints of others, and for me to check student understanding of the topic.
I believe students get a deeper and broader understanding of a topic when they get a chance to interact with other students. Therefore, many activities in my class take place in cooperative groups. Through this strategy, students not only get different perspectives on an issue, but more importantly they have to defend their ideas from challenges by other group members. All of this enhances a student's critical thinking, problem-solving, and communication skills.
I believe that students need time to reflect on what they do in class. The reflection process allows students to thoughtfully evaluate their efforts and improve on future attempts. Prominent Amercian scholar John Dewey said, "We do not learn from experience . . . we learn from reflecting on experience." By reflecting on completed work, students can thoughtfully review what they have done, see the value in it, and also look for ways to improve it in the future.
Whether individually or in cooperative groups, students in my class will engage in activities which help them further develop essential skills such as critical-thinking, problem-solving, communication (written and verbal), teamwork, evaluation, and creativity. Students should be prepared to be active participants, not bystanders, in my class as they think critically about the world in which they live.