4. Provide evidence from your teaching that supports you know many approaches to teaching and learning.
Learning through application & Discovery
Biology 30 - Dissection of a cow's eye
PLO:
30–A1.4k describe the structure and function of the parts of the human eye; i.e., the cornea, lens, sclera, choroid, retina, rods and cones, fovea centralis, pupil, iris and optic nerve
30–A1.2sts explain that scientific investigation includes the process of analyzing evidence and providing explanations based upon scientific theories and concepts (NS5f) [ICT C7–4.2]
30–A1.1s formulate questions about observed relationships and plan investigations of questions,
ideas, problems and issues
30–A1.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
30–A1.4k describe the structure and function of the parts of the human eye; i.e., the cornea, lens, sclera, choroid, retina, rods and cones, fovea centralis, pupil, iris and optic nerve
30–A1.2sts explain that scientific investigation includes the process of analyzing evidence and providing explanations based upon scientific theories and concepts (NS5f) [ICT C7–4.2]
30–A1.1s formulate questions about observed relationships and plan investigations of questions,
ideas, problems and issues
30–A1.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
Chem 20 - Making Ice Cream to Explore the Cooling Curve (Enthalpy of cooling) of Cream
PLO:
20–A1.6k explain that ionic compounds form lattices and that these structures relate to the compounds’ properties; e.g., melting point, solubility, reactivity.
20–A2.7k explain intermolecular forces, London (dispersion) forces, dipole-dipole forces and hydrogen bonding
20–A2.2sts explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)
• relate chemical properties to predicted intermolecular bonding by investigating melting and boiling points
20–A1.6k explain that ionic compounds form lattices and that these structures relate to the compounds’ properties; e.g., melting point, solubility, reactivity.
20–A2.7k explain intermolecular forces, London (dispersion) forces, dipole-dipole forces and hydrogen bonding
20–A2.2sts explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)
• relate chemical properties to predicted intermolecular bonding by investigating melting and boiling points
Learning through creativity and application
Bio 20 - The Digestive System (as a cake)
PLO:
20–D1.1k identify the principal structures of the digestive and respiratory systems; i.e.,
• mouth, esophagus, stomach, sphincters, small and large intestines, liver, pancreas, gall bladder
20–D1.1k identify the principal structures of the digestive and respiratory systems; i.e.,
• mouth, esophagus, stomach, sphincters, small and large intestines, liver, pancreas, gall bladder
Learning through presentation, lecture, application & Practice
Chem 30 - Stoichiometry
|
When designing presentations I almost always use the principles of universal design. That is to say embedding as many accommodations and learning styles in each presentation to the benefit of all students. Presentations are uncluttered, picture and example heavy, while being very light on text and explanation. Large font text, and a clearly projected voice are always used. Explanation is done through conversation using the visuals of the presentation as a backdrop.
PLO: 30–D1.2k identify, write and interpret chemical equations for systems at equilibrium 30–D1.4k define Kc to predict the extent of the reaction and write equilibrium-law expressions for given chemical equations, using lowest whole-number coefficients 30–D2.3k calculate equilibrium constants and concentrations for homogeneous systems and Brønsted–Lowry acids and bases (excluding buffers) when • concentrations at equilibrium are known • initial concentrations and one equilibrium concentration are known • the equilibrium constant and one equilibrium concentration are known. |
Learning through memorization
|
Though modern thought and practice often looks at memorization as being passe, or not worthwhile, research show this point of view to be way out of step with reality. The fact is, a good working memory is the basis for what we generally regard as intelligence. We also know that like most things, exercising your memory makes it stronger. In this respect I believe that memorization should be an end unto itself.
In a more subject specific context, we can not work with complex information if we do not first have the vocabulary to do so. The visual dictionary presents students with the opportunity to apply understanding while also creating for them a great memorization study tool. |
Learning through research, group negotiation & teaching
Bio 20 - 2 pieces of a jigsaw lesson on the Circulatory System.
PLO:
20–D2.1k identify the principal structures of the heart and associated blood vessels; i.e., atria, ventricles, septa, valves, aorta, venae cavae, pulmonary arteries and veins, sinoatrial node, atrioventricular node, Purkinje fibres
20–D2.3k describe the structure and function of blood vessels; i.e., arteries, veins and capillaries
20–D2.1k identify the principal structures of the heart and associated blood vessels; i.e., atria, ventricles, septa, valves, aorta, venae cavae, pulmonary arteries and veins, sinoatrial node, atrioventricular node, Purkinje fibres
20–D2.3k describe the structure and function of blood vessels; i.e., arteries, veins and capillaries
Learning through self study and question based instruction
Clicking on the picture to the right will bring you to this site.
|
Two students of mine, Charlee and Christabel have spent much of their schooling careers at home. At their request, they are completing biology 20 by using the Rocky Mountain program; a distance learning or home schooling type learning experience. The girls approach me with questions as needed, follow their own thematic path, and complete small assignments on each topic for which they receive timely feedback.
|