I demonstrated a disposition
toward inquiry on teaching and an ability to apply educational theory
to do research on teaching and learning in my own classroom.
What this piece of
evidence
is...
Here I compare the forces and motion lessons
and my instructional methods in my Baseline Portfolio unit plan to my
classroom-based research in 2008 on integration and inquiry-based
instruction during my first pedagogy class. I examine my baseline
video and portfolio to see how it differed from my classroom-based
research I conducted n my first pedagogy class. Though the video
is not attached, I hope that my the details of the video in my
reflection and evidence below will show how my teaching has
changed. My baseline
lesson
in my Baseline Portfolio failed to demonstrate the use of inquiry and
integration, and
the comprehension sheets I used were reproduced from the program's
materials.
In my 2008 CBR, on the other hand, I gave students the option on how
they wanted to present what they learned. Students used
informational texts instead of a science textbook, and students guided
their own learning while decided what they believed was important for
the rest of the class to learn. In the CBR and astronomy unit,
students read, learned, and presented information in small
groups. The success in students' learning as proven
by formative assessments during this CBR led me to
further dive into inquiry during my leadership class where I explored
different types of inquiry activities while teaching ecosystems. At
the end of the astronomy unit, students made their own review materials
and "quizzed" each other using "fact tellers", adopted from paper
fortune tellers. This was the first time I conducted research in
my classroom, and integrating science and reading inquiry was something
I wanted to try.
Why I chose this and
how this
demonstrated my disposition toward inquiry on teaching... In
looking back at my baseline video and portfolio, I found different
areas of
strength as well as growth in my lesson design and implementation,
content, and
classroom culture. What I once thought as good practice is no longer
the case,
and what I once thought was too open-ended is now what I strive to
achieve.
Since then, I have endeavored to allow more open inquiry where my
students are
able to explore and discover more freely through the use of various
forms of
literature and media.Though I
still consider the content of my instruction as satisfactory, I find my
greatest strength lies in the development of my classroom culture.As I reflect on my video and portfolio,
I am surprised by certain habits of mine and found several areas where
I can
improve on.
My baseline video of a physics lesson on forms and
changes of energy was very
much a “Madeline Hunter” lesson design with structured inquiry.I had a detailed layout of my lesson,
but what I saw on the video did not match the script I had written for
myself.There was formal presentation of
new
information as well as student exploration, yet the focus and direction
of the
lesson was completely determined by my ideas instead of the students’
ideas.Time has changed this,
though, and now I am much more liberal when planning my lessons, and
science is
more student-centered as they determine what they want to learn.This growth allows my students to
explore with less restraint as I back away and become more of a
facilitator
than instructor.
I was surprised by how much unnecessary information
I give
to my students during my baseline lesson video.I
preface the
lesson with new vocabulary and ideas that would have come up naturally
if I
allowed them to conduct their experiment first.Though
the information was a part of the content in the
Forces and Motion unit, I found my explanations a poor use of class
time.When I circulated around the room
during small group experiments, I reiterated what I explained in the
beginning
of class as they come across the appropriate content, and this is
evidence that
the presentation of new information prior to their exploration was not
effective.Because I circulate
around the room and touch base with all the groups, I essentially
provide
differentiated instruction where students’ knowledge is deepened
through the
individual group’s findings and my input.If I were to repeat this lesson, I would allow the class could
reconvene
and share their new learning at the end of the exploration instead of
giving
the class a traditional and uniform “lesson” prior to the lab.In this way, students would have a
strong sense of ownership of their learning and be able to build their
confidence by teaching their peers what they have learned that other
groups may
not have discovered.
A consistency I
found in my video and current setting is my classroom culture.I maintain open communication where
students are involved in the communication of their ideas to their
peers and
me.There is much dialogue among
students, and their questions during class determine the focus of our
conversation.My questions
continue to prompt different ways of thinking while a culture of mutual
respect
is present.Students’ active
participation is still encouraged and valued, and I continue to be a
resource
person in the classroom.On the
other hand, this is how I view my classroom culture, and my students
may feel
differently.To gain a better
understanding
of how my students feel about our classroom culture, I could possibly
conduct a
survey much like another member of class did for his independent
research.
This lesson on
energy is very different from the classroom research because it was a
physics exploration lab whereas my research was on integrating
astronomy into
reading workshop; however, the common theme I continue to strive for is
student
inquiry. When the video was taped, I was trying to exemplify an
inquiry-based lesson, and at the present, I am still trying to promote
scientific inquiry.My idea of
inquiry has changed drastically, and my knowledge of inquiry
instruction has
grown tremendously through this education course.After
one of the co-teaching presentations in class,
“Effective Inquiry-Based Instruction”, I realized that there are
different
levels of inquiry, and what I conducted was a “structured” inquiry.I would eventually conduct an
“open” inquiry where students generate the question to be examined
based on
their interests but is still aligned with the curriculum during my
second CBR in my leadership class.
If I were to
submit a portfolio now, after thinking and learning about science
pedagogy, I would most certainly videotape an ideal, “open” or “guided”
inquiry
on forces and motion. A forces and motion
unit provides many opportunities for students to explore the
laws of physics, and fifth graders would be able to develop creative
ways to
test the laws or design experiments that will help them to find answers
to
scientific questions.It is not
whether or not they can do it; it is whether or not I will provide them
the
opportunity to explore and inquire independently.I
hope to become a teacher that listens, triggers and promotes
scientific thinking, and provides a safe and comfortable environment
for
students to discover freely.
Baseline evidence
from the unit plan in my Baseline Portfolio:
Lesson Plan
Worksheet complimenting the lesson
plan
Post evidence
from my first classroom-based research:
Why I was interested in conducting my CBR topic:
What my CBR was about:
Snapshot
of students working together and reviewing with "fact tellers" during
the CBR:
Post evidence
from my second classroom-based research:
