Physics teacher Dolores Gende is shifting her teaching to a student-driven learning model by selecting some areas of focus each year. This year it’s assessment. “I see assessment as an ongoing process that informs me and my students and gauges the progression of learning. I partner with my students, and they appreciate not being constrained by fixed deadlines and dead-end quiz scores. They prefer the ample opportunities we create to demonstrate they can accomplish all of our Learning Objectives.”
With information being ubiquitous, I believe that teachers can (and should) take control of their courses by creating their own interactive textbooks. It might seem like a daunting task, but the availability of quality materials online and the power of tapping into personal learning networks should make this a worthwhile learning journey. In this post I will explain the process of creating a digital textbook, tools for each step of the process, and strategies for involving students in its development.
I believe that every person is unique and every child can learn, but I recognize that students learn best when engaged â€” where expectations are appropriately challenging within an environment that is both safe and that contributes to the dignity and self-worth of all. I also believe that engagement depends on quality interactions resulting from connections that happen inside and outside of the classroom. Here are some of the Engagement+Connection ideas I plan to use this year.
Our faculty has been very active throughout the year implementing innovative teaching strategies and creating engaging projects that fit their IP21 (Individual Plan for 21st Century Teaching and Learning) professional goals.These goals are not mandated by the administration but selected by each teacher. Giving ownership to teachers to design their professional growth makes these goals relevant and meaningful to our teaching practice. So why not apply this same PD approach to designing our Professional Learning Day?
Experimental work is an integral part of science courses. Although excellent science learning can take place using the simplest equipment, the integration of laboratory activities with classroom work requires careful balancing between time allocation and budget restrictions.
Technology can be a powerful tool for learning science concepts and developing skills of measurement, analysis, and processing information. Virtual labs and simulations should not substitute for laboratory experience, but may be used to supplement and extend such experience.