| BADoyle | Chem 501 | Chem 502 | E-Portfolio |
| The
summer proved to be quite a challenge, there were times when I doubted
if I could make it through, I even held on to my check with ideas
of just bringing it back!! Luckily Quiz #3 proved to really
be a lucky number and my check made it to the bank. Now that the
summer is over it seems almost silly, but the support I received is
what really made the difference. Pogil workshop, Metacognitions
and Monday study sessions were key. It's a break for now but
September will roll around faster than we think, so CIAO for now! That was how it all started, not being from a chemistry background the program was difficult and extremely demanding for me. I am still currently a math teacher in the school district of Philadelphia and enjoy teaching very much. Working with students keeps motivating me to learn myself, and students have become more demanding in the classroom. They constantly want to know how things relate to their lives and the world. My new science knowledge base helps me do just that, constantly connecting my math lessons to science and chemistry topics. Also the implementation of innovative, engaging and technology rich lessons has been furthered by my experiences at at Penn. My experience in the MCE program can be summarized by Enduring Understanding # 6: "Teacher-Participants become confident life-long learners and reflective practitioners through their MCE course work and experiences." Thank you to the University of Pennsylvania, the MCE program and its directors and faculty for this opportunity. |
| ACHIEVEMENT
IN SCIENCE & EDUCATION |
|
| 1. COMPREHENSION OF SCIENCE/CHEMISTRY
CONTENT COURSE ENDURING
UNDERSTANDINGS: The participant has grown to have a stronger
comprehension of science content as described in the program and course
Enduring Understandings. |
|
| Reflection
1: Conformational isomers and chair conformers. Reflection 2: Resonance structures. Reflection 3: Vibrational modes and energy. |
|
| 2. USE OF ACCURATE SCIENTIFIC LANGUAGE: The participant has grown in his/her ability to accurately use scientific language. | |
| Reflection: Dogma of biology and
Thesis excerpt. |
|
| 3. SYNTHESIS OF SCIENTIFIC CONCEPTS ACROSS SCIENCE/CHEMISTRY CONTENT COURSES: The participant has demonstrated a synthesis of important scientific concepts across the program content. | |
| Reflection: Chemical reactions and
Mechanisms. |
|
| 4. APPLICATION OF SCIENTIFIC CONCEPTS: The participant has grown in the ability to apply concepts and scientific principles to practical problems and/or real-world situations. | |
| Reflection 1: Spectroscopy and Lead
Testing. Reflection 2: Environmental Chemistry and Water Testing. Reflection 3: Organic Chemistry Book Review: Vanity, Vitality, and Virility: The Science behind the Products You Love to Buy. |
|
| 5. USE OF NEW SCIENCE/CHEMISTRY CONTENT KNOWLEDGE IN
DESIGNING INSTRUCTION: The participant has
demonstrated the application of new scientific knowledge in the design
of teaching materials, lesson plans, and/or assessments used in his of
her own classroom. |
|
| Reflection:
Valence Electrons & Bonding - Molecular Geometry & Symmetry |
|
| 6. UNDERSTANDING OF SCIENCE EDUCATION THEORY & LITERATURE: The participant has grown to have a stronger understanding of important science education literature and theory. | |
| Reflection
1: CSSE
Blog Reflection Reflection 2: Annotated Bibliography Reflection |
|
| 7. REFLECTIVE PRACTICE: The
participant has engaged in inquiry on teaching and demonstrates the
ability to apply educational theory to do research in his or her own
classroom. |
|
| Reflection: Self-Regulated Learners |
|
| 8. USE OF NEW PEDAGOGICAL KNOWLEDGE IN DESIGNING INSTRUCTION: The participant has demonstrated the application of new scientific knowledge in the design of teaching materials, lesson plans, and/or assessments used in his or her classroom. | |
| Reflection: Data Relationships | |
| 9. USE OF NEW PEDAGOGICAL KNOWLEDGE IN DESIGNING ASSESSMENT: The participant has demonstrated the application of improved knowledge of educational theory in the design of assessments used in his or her classroom. | |
| Reflection: Linear Equations |
|
| 10. LEADERSHIP: The participant has grown as a leader in science education. | |
| Reflection: Common Planning PD
& Mentoring |
|
| 11. INTEGRATION OF AVAILABLE & APPROPRIATE TECHNOLOGY INTO TEACHING PRACTICE: The participant has become more skilled and sophisticated in his or her use of appropriate technology in teaching practice. | |
| Reflection: Technology |
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