These photographs were taken during the science lessons I presented to Utica Community Schools Teacher Cadet Program. The program is designed for high school students who are interested in pursuing a career in teaching. My partner and I presented to each of the four high schools in the Utica school district to show them how to teach science.
Interact
In this photograph, I asked the students to picture a scientist in their minds and draw it on their paper. I walked around the room and encouraged the students to include details in their drawings. What did their scientists look like? What were they wearing?
I selected this photograph because it shows me interacting with the students. This photograph truly represents the type of teacher I will be. Instead of sitting at my desk or lecturing in front of the class all day, I will be involved in the activities. I will not let my students settle for the easy solutions, but encourage them to work harder and inspire them to reach their fullest potential.
I selected this photograph because it shows me interacting with the students. This photograph truly represents the type of teacher I will be. Instead of sitting at my desk or lecturing in front of the class all day, I will be involved in the activities. I will not let my students settle for the easy solutions, but encourage them to work harder and inspire them to reach their fullest potential.
Dispel Stereotypes
In this photograph, the student on the right used the props in my bag to dress the student on the left as a scientist. She included everything she thought a scientist needed such as a lab coat, safety goggles, camera, and crazy hair. The class agreed that she looked like a prepared scientist. Then I explained that all of those things are just stereotypes. You can be a scientist without a lab coat. You can be a scientist without having crazy hair. All you need to be a scientist is knowledge, skills, and a positive attitude.
I selected this photograph because, as a teacher, I will work hard to dispel stereotypes. Whether the stereotypes are in science, like shown in the photograph, or in other areas inside and outside of the classroom, I will help students recognize that they are not true representations.
I selected this photograph because, as a teacher, I will work hard to dispel stereotypes. Whether the stereotypes are in science, like shown in the photograph, or in other areas inside and outside of the classroom, I will help students recognize that they are not true representations.
Explore
In this photograph, I am assisting the students as they investigate sounds in the sound museum. This is the EXPLORE stage of of the 5E model where students become familiar with the materials, generate questions, and stimulate ideas. At first, we let the students explore the materials alone, but then guided them in their discoveries to ensure that they experienced many different possiblities.
I selected this photograph because it not only demonstrates my involvement with the students, but also illustrates a unique way to get the students to generate questions. Because the activity used unusual instraments, I heard the students asked questions like, “What is this?” and “How does this one work?” As a teacher, I will not provide inquiry-based questions for the students, but instead, guide them in their explorations and provide materials and activities that will inspire questions and help stimulate ideas.
I selected this photograph because it not only demonstrates my involvement with the students, but also illustrates a unique way to get the students to generate questions. Because the activity used unusual instraments, I heard the students asked questions like, “What is this?” and “How does this one work?” As a teacher, I will not provide inquiry-based questions for the students, but instead, guide them in their explorations and provide materials and activities that will inspire questions and help stimulate ideas.
Demonstrate
In this photograph, I am performing a demonstration for the class. In this activity, students used their straws as fishing poles to “catch” fish from the lake. I told the students that they each needed to catch three fish within 30 seconds in order for their families to survive. They could catch as many fish as they’d like, but they must catch three to survive. I never told the students to catch as many fish as they could, but that is what they did and quickly ran out of fish. This represents how humans are using up natural resources faster than they can replenish themselves. This activity taught the GLCE E.ES.03.52 – Describe helpful or harmful effects of humans on the environment.
I selected this photograph for several reasons. First, it shows me performing a demonstration. As a teacher, I will lead by example. I do not expect students to know how to do the activity without a demonstration. The students enjoyed the activity, which shows that getting them involved with activities can make teaching the GLCEs fun. Also, having the students use up the resources themselves had more of an impact than if I simply told them that humans have a helpful or harmful effect on the environment.
I selected this photograph for several reasons. First, it shows me performing a demonstration. As a teacher, I will lead by example. I do not expect students to know how to do the activity without a demonstration. The students enjoyed the activity, which shows that getting them involved with activities can make teaching the GLCEs fun. Also, having the students use up the resources themselves had more of an impact than if I simply told them that humans have a helpful or harmful effect on the environment.
Explain
In this photograph, I am explaining the 5E model to the class. Before introducing the 5E model, my partner led an inquiry-based activity that followed the steps of the model. Then, as the photograph shows, I explained each step of the 5E model to the class and had them think back to the activity. The students participated by explaining which parts of the activity represented each step of the model.
I selected this photograph because it shows me teaching the 5E model: Engage, Explore, Explain, Extend/Elaborate, and Evaluate. When teaching science, I believe that the 5E model is an effective approach to inquiry-based learning and will use it in the classroom.
I selected this photograph because it shows me teaching the 5E model: Engage, Explore, Explain, Extend/Elaborate, and Evaluate. When teaching science, I believe that the 5E model is an effective approach to inquiry-based learning and will use it in the classroom.