Avalon Direct English Book 2 Teacher Handbook Pdf

I have learned to use a more project-oriented approach in my science classroom. When the science is teacher-directed, students are not inquiring, or using higher level thinking, and are therefore not as engaged. Even six- and seven-year-olds can become "thinkers" when directed by their teacher. Another valuable lesson was the importance of pre-assessing students. Prior to this project, I was unaware of the importance of gauging students' backgrounds and prior knowledge when introducing a new topic. This technique helped me to allot the appropriate amount of time for the different aspects of my project. This is a strategy I will use, not only in science classes, but in all subject areas.

I have found this action research experience to be a very positive one. The research question kept me focused, and, under the umbrella of research, I felt secure to try new and different things. With financial assistance, I was able to try something new with my students. Even after ten years of teaching, I felt this project provided an excellent opportunity to reflect on my teaching practice.

This project has accomplished everything that I hoped it would achieve. Not only did it improve my teaching, but it also changed my entire belief system on how science should be taught. I learned a very valuable lesson: science teaching is about the process, not the content. In retrospect, I believe I would have tightened up the time frame of the project to prevent some dips in enthusiasm throughout the project. All in all, it was an extremely positive experience!

Darlene: Grade Three

Teaching science in Grade Three has been a new experience for me. Committing to an action research project has been a major undertaking for me this year. Not only do I have a large class of 33 children with a variety of academic and socioeconomic backgrounds, but I also have limited classroom space. My enthusiasm for learning science in a hands-on, innovative manner, however, has not been compromised by these challenges. Onward we went with our 5000 worms housed in 5 compost bins. As I reflect upon the beginning days of this project, I see myself armed with my research question and a container of rotting apples and bananas as my class took the plunge. At first, the children were very excited about this caretaking, maternal responsibility. Children were grouped and then given total freedom to maintain the physical care of these worms. Fortunately, I had a few conscientious students who were eager to make their worm bin the happiest. I was surprised by the number of children who were squeamish about handling the worms and the rotting food, but I quickly discovered which individuals were willing to do the "dirty work".

Summarizing and reflecting upon my experiences in the weekly on-line journal forum was a beneficial aspect of our project. This exercise helped me to better understand and monitor the developments that unfolded in my teaching, as well as student learning, as the project progressed. For instance, I found that I referenced the curriculum outcomes much more than I would normally have, which served to increase my comfort level. Another valuable learning that was previously unrealized was the importance of assessing students= backgrounds and prior knowledge before the introduction of a new topic. This technique was invaluable in allotting class time for the different aspects of my project, and is something that I can apply to all subject areas. I found reflection to be an enlightening learning experience, and I continue to reflect on a personal level.

My knowledge of multiple teaching strategies and their effects on student engagement was enhanced. The data collected showed varying levels of student engagement in response to the different strategies. I can conclusively say that science is as much about process as it is product. Student learning is powerfully influenced by the instructional approach used, and not as much by the material taught. This realization was huge for me! I have learned the effectiveness of a more project-approach style in teaching science. When the teacher is the primary director, the children are less likely to inquire or use higher-level thinking and are therefore, not as engaged in the lesson. Students must think and reason, both individually and in groups, in order for scientific knowledge to truly be learned. Once they acquire these skills and develop their own strategies and conclusions, they can transfer these tools to other aspects of the curriculum and their own lives! Even six- and seven-year-olds are capable of becoming "thinkers" when guided by their teacher.

Darlene: Grade Three

Avalon Direct English Book 2 Teacher Handbook Pdf

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Toope, D., & Hammett,R. (2004). Professional development through action research: A handbook for teachers. St. John=s, NL: Avalon West School District and Memorial University of Newfoundland. White, H. B. (1996). Problem based learning: A case study. In L. Richlin (Ed.), To improve the academy, vol. 15 (pp. 75 - 91). Stillwater, OK: New Forums Press and the Professional and Organizational Network in Higher Education.