Reflection # 7

Use of New Pedagogical Knowledge in Designing Instruction

 

 

Pedagogical knowledge literature/theory base: "PBL,Problem-based Learning"

In the science classroom, especially the chemistry teachers, demonstrations are popular. However. When science is based on students' interests, there is potential of high levels of student engagement (Seiler, 2005). In problem learning (BPL) students work with classmates to solve a problems that help to develop content knowledge as well as problem-solving, reasoning,communication, and self-assessment skills (Speaking of teaching, 2001). Barrow (1996) claims that PBL is characterized by a student-centered approach, teachers as facilitators rather than disseminators.

Students should identify their leaning needs, help plan classes,lead discussions, and assess their work and their classmates' work (Gallagher, 1997). "Students develop a deeper awareness and ownership of important concepts in the course by working on activities, a basic tenet of the constructive approach to leaning" (Seltzer,el al.1996). The instructor plays a critical role in helping students become self-directed learners and must create a classroom environment in which students become independent and self-directed.

Another aspect of PBL is group work. First, group work helps develop learning communities in which students feel comfortable developing new ideas and raising questions about the material (Allen,Duch &Groh 1996). Finally, group work is interesting and motivating for students because they become actively involved in the work and are held accountable for their actions by group members (Cohen, 1994).

It is imperative that instructors establish classroom norms that make students feel comfortable in this new learning environment (Bridges& Hallinger, 1996).

 

What

I have chosen for the baseline evidence a paragraph from my integrations project in Chem 503 as well as essay # 4 from my application to the MCEP. My reflection at that time represents my initial use of POGIL in teaching high school chemistry. My later evidence consists of different examples of students' work, which include a POGIL, VSEPR model activity, Lesson plan, and a "Specific Heat Skit."

  • High School Drama POGIL: I designed this POGIL for my students to introduce them to different types of chemical reactions. I also provided some pictures of my classroom before and after using POGIL.

  • Lesson plan : This lesson plan includes; national and local standards, a lab, groups activities, demo,a POGIL, and lab rubric

  • VSEPR activity : In this activity students used six big balloons to build 3D shapes of a VSEPR model. Students were asked to pop one balloon at a time and study the new shape after losing each balloon. This activity is a replication of what I did in Inorganic Chem 506.

  • Specific Heat Skit : Eleven students created a skit on specific heat. Students wrote the script, practiced, made up costumes, and performed the skit. In this skit students covered the main concepts about energy transferred, specific heat, solutions, and sea breeze.

 

How

The baseline evidence represents my first trial in using POGIL in the classroom; the refection from the integration project in Chem 503 is evidence that I didn't use POGIL prior to joining the MCEP. The later evidence shows my growth not only in using POGIL, but also in designing them. Moreover, the work of my students' building VSEPR models reflects the applications of new pedagogical knowledge in designing instruction. Specific Heat Skit represents a non-traditional style of a student-centered approach where students in this classroom became independent and self-directed.

 

Why

Baseline evidence and later evidence show the dramatic change in my pedagogical knowledge. I didn't like POGIL when I started my first course at the MCEP, my reflection on Chem 503 shows my struggle with POGIL (as a learner) as well as my initial trial in using them in my own classroom (as an educator) "I wasn’t thrilled by the turn over from the first POGIL but I recognized it was a higher level one, and I made my mind to try different POGILs with honor students at same time give a try to the CP students and see how they going to handle it." The later evidence shows the reflection after using POGIL in my classroom for three years. Moreover, it represents a POGIL on types of chemical reactions which I designed for my Honors Chemistry Course. The other later evidence represents my changes and growth in content knowledge and how this has affected my instructional design. After participating in the MCEP for the last three years, I started to build my POGIL library, using different strategies in designing instructions and assessment. Furthermore, my students are more engaged in classroom work since changing my classroom environment to be students' centric instead of teacher centric. The students' skit represents a new style in assessment; in "Specific Heat Skit" students are learning, performing, and building social capital in classroom. Moreover, students master the science concepts.

 

 

Conclusion

 

From the last three years at STI, being able to learn, share, and practice in various classes has polished my pedagogical style and helped me to build a cooperative learning environment where students can share and teach each other

The use of POGILs is another fruit of participating in the MCEP. Now, I have built my POGILs library, which contains almost a POGIL for each topic in my course as well as some POGIL labs. Using POGIls in teaching chemistry has dramatically changed my classroom environment to be a more active and engaging environment.

My pedagogical style turned out to be a student-centered approach and I turned out to be a facilitators rather than disseminator.

My students are developing a deeper awareness and ownership of the important concepts in the course by working on activities. Moreover, my role now is to help my students become self-directed learners.

 

 

Baseline evidence #1 Integration Project Chem 503

When I reflect back to my teaching style last year, before finishing Chemistry 501, I can recognize a noticeable difference this year compared to last year. I believe that I have more insight regarding my teaching goals, and my thoughts are more organized. Consequently, I am using different and new teaching methodologies; for the first time, I’am using POGIL in my classroom and monitoring the progress of my students.

 

The other major lesson I gained from Chemistry 501, is that I learned despite not enjoying POGIL, I know it's a very effective way to teach; thus, I decided to use POGIL with my own students

 

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