For New Science Teachers, a Chance to Explore
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For New Science Teachers, a Chance to Explore

ZEKE KOSSOVER: The example that many adults give me is like the first time they try to jumpstart a car and they put the jumper leads the wrong way and there’s a giant spark or like things like catch on fire and they’re like “Oh my god, I’m never gonna forget about how the right way to jump a car.” And you know what that was a really good experience for you because you really learned a lot. I mean it may be bad if the car caught on fire, but you learned a lot in that process. We would like to have not quite as dangerous an experience experiences for students but we’d like them to have that same feeling that they get a “Wow, I really learned something here.” Alright, here we go, let’s try again. JENIFER GROSS: When I think back to what I remember from high school or middle school I don’t have any vivid memories of like lectures but I do remember experiences and I remember things that I made that’s what I that’s what I think about when I teach like give experiences that will be memorable. Just like the ocean. Teaching science has helped me rediscover how much I love science. You teach eighth graders and you teach eleventh graders. Yeah. And so this is really powerful, right? I first found out about the exploratorium before I moved to San Francisco. I saw its website and I liked it and then when I moved to San Francisco’s I was like, “I need to take the exploratorium’s Teacher Institute. You have markers and your pen I would like you to write down your model of how this works. TAMMY COOK-ENDRES: One of the things we’re doing especially in the induction program is that we engage teachers as learners. So, in the workshop we’re doing today we started with an activity that engaged the teachers and then we did a series of activities that would help them explain the phenomena they experienced in the beginning when we’re working directly one-on-one with the teachers, when we’re doing planning of curriculum with them, that’s something that we’re really emphasizing is how do we take these beginning engaging hooks that we’ve always done and use those as a way to frame a concept and help kids understand how that works it’s been really helpful because I feel like they have a list of materials I need. They tell me like exactly step-by-step like this is how you can sequence your way through activities OK. Can you all see that there are these compasses all vaguely point the same direction. If the electricity is running this way through the wire… TAMMY COOK ENDRESS: We are supporting teachers with just those day-to-day things that help you within a classroom. We are supporting teachers with how do you plan curriculum in a way that’s going to engage kids.

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