This is a retyping of my journal entry, I will try to add for explanation of my personal thoughts:
Today, my junior students did a much better job than they had done in the past. I think that it had a lot to do with the interactive activity. It was the “is this recycling, yes or no” activity. (This activity was where I put several examples on the board and the students had to chose which was which was recycling and which were not, they showed their choice by moving from one side of the room to the other. After they chose I picked on from the “yes” side, who had to explain their thoughts, and did the same with the “no” side) There was only one real example of recycling. The idea was to break down the misconception that I knew the students had about what is recycling. Recycling is an umbrella term that for many means not just to recycle as we know it, but also to reduce, reuse, and remanufacture products. There is a difference and understanding the difference was the objective of this lesson. After we did the activity, we discussed the 4 terms (recycling, reuse, reduce, and remanufacture). After the explanation we went through the examples, and by slapping their desks first, that student was able to answer and correct the misconception. The students seemed to have enjoyed the lesson, and there were many, “Ah, yeah, huh” comments throughout the room, which I like hearing because that means students are getting the material.
I think that the students learned more from this lesson than lessons from the past. I feel this way because the level of interest and interaction was higher than it had been before. Then later during the discussion, the answers that were given where more interesting and in depth than before. I think this was from the level of interest in the topic. I think that the students were able to see that recycling and recourse use directly affected them. The connection to the main idea of the unit was how does recycling increase the human carrying capacity. Most if not all of the students were able to connect the use of resources to the increase. Those that did not make the connection, we corrected by reviewing the answer.
What I learned from this experience was that by keeping my students active, I am raising their level of interest. If they are actively involved, they have no choice but to think about the material. After all, thinking about the material is what I want the most.
Goal setting is am important task for teachers who want to improve. By reflecting on this teaching experience, moving forward is important. The lesson was a success because of the level of interest. If I am able to catch that level of interest with all the topics we discuss in class, I do not think I will run into issues of misbehavior because they will be involved (but I do not live in a dream land, so this will not happen every lesson) So the goal that I am going to set for myself is to connect as much of the material I can to real life situations that directly affect these students (and much of environmental science connects directly to real life examples that affects these students) . The rumor that I have heard about students who chose Environmental Systems as their elective is that they do not like math or science and feel that Environmental Systems is the easy way out. But it is so far from the truth. As where Biology and Chemistry are memorization of facts, Environmental Systems is all application and discussion. It is heavy on vocabulary and application of that vocabulary.
Another goal that I will set for myself is to look for more interactive ways for students apply the material. If I can keep their interest thought action, I feel that I will have better results on assessments (especially from struggling students)
The final goal that I am going to set for myself is to be the example that shows why what we discuss in class is important, not just for the class, but everybody on the planet. The topics discussed in Environmental Science classes truly affect everyone. I feel that if I can show that through my actions, through my lessons, the students that experience those lessons, will be examples for others. Change needs to happen, and I hope that my students will step up to be the change.
Today, my junior students did a much better job than they had done in the past. I think that it had a lot to do with the interactive activity. It was the “is this recycling, yes or no” activity. (This activity was where I put several examples on the board and the students had to chose which was which was recycling and which were not, they showed their choice by moving from one side of the room to the other. After they chose I picked on from the “yes” side, who had to explain their thoughts, and did the same with the “no” side) There was only one real example of recycling. The idea was to break down the misconception that I knew the students had about what is recycling. Recycling is an umbrella term that for many means not just to recycle as we know it, but also to reduce, reuse, and remanufacture products. There is a difference and understanding the difference was the objective of this lesson. After we did the activity, we discussed the 4 terms (recycling, reuse, reduce, and remanufacture). After the explanation we went through the examples, and by slapping their desks first, that student was able to answer and correct the misconception. The students seemed to have enjoyed the lesson, and there were many, “Ah, yeah, huh” comments throughout the room, which I like hearing because that means students are getting the material.
I think that the students learned more from this lesson than lessons from the past. I feel this way because the level of interest and interaction was higher than it had been before. Then later during the discussion, the answers that were given where more interesting and in depth than before. I think this was from the level of interest in the topic. I think that the students were able to see that recycling and recourse use directly affected them. The connection to the main idea of the unit was how does recycling increase the human carrying capacity. Most if not all of the students were able to connect the use of resources to the increase. Those that did not make the connection, we corrected by reviewing the answer.
What I learned from this experience was that by keeping my students active, I am raising their level of interest. If they are actively involved, they have no choice but to think about the material. After all, thinking about the material is what I want the most.
Goal setting is am important task for teachers who want to improve. By reflecting on this teaching experience, moving forward is important. The lesson was a success because of the level of interest. If I am able to catch that level of interest with all the topics we discuss in class, I do not think I will run into issues of misbehavior because they will be involved (but I do not live in a dream land, so this will not happen every lesson) So the goal that I am going to set for myself is to connect as much of the material I can to real life situations that directly affect these students (and much of environmental science connects directly to real life examples that affects these students) . The rumor that I have heard about students who chose Environmental Systems as their elective is that they do not like math or science and feel that Environmental Systems is the easy way out. But it is so far from the truth. As where Biology and Chemistry are memorization of facts, Environmental Systems is all application and discussion. It is heavy on vocabulary and application of that vocabulary.
Another goal that I will set for myself is to look for more interactive ways for students apply the material. If I can keep their interest thought action, I feel that I will have better results on assessments (especially from struggling students)
The final goal that I am going to set for myself is to be the example that shows why what we discuss in class is important, not just for the class, but everybody on the planet. The topics discussed in Environmental Science classes truly affect everyone. I feel that if I can show that through my actions, through my lessons, the students that experience those lessons, will be examples for others. Change needs to happen, and I hope that my students will step up to be the change.