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This exploration contrasts the principles of hands-on, self-directed learning (STARS) with traditional school methods. It highlights the importance of creating new knowledge, engaging students dynamically, and ensuring their consistent participation. The work emphasizes differentiated instruction, multimedia integration, and scaffolding techniques. Emphasizing courage and compassion as foundational virtues, the discussion provides actionable insights for educators to create meaningful relationships and a positive impact on student learning. Strengthening the educator's role in fostering an environment of inquiry and support is key.
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Learning to Teach Jocelyn Svengsouk
STARS vs. School • STARS: hands-on, self-directed work. Voluntary. Pressure on teachers to keep it “fun,” “engaging,” and not “schooley.” Emphasizes participants creating new knowledge. • School: less time to do inquiry. Note-taking and lecture format is used more. Transmission of content knowledge.
Important to Both • Differentiated instruction • Proper use and integration of multi-media • Multiple access points to the material • Acknowledge varied levels of participation
“Miss, where were you yesterday?” • Students notice and they expect you to be there • Lesson Learned—be present. Consistency and dependability are vital to relationships with students and can affect their learning.
“Is there a right answer to this?” • What is truth? What is right? Who says? • Students may be seeking the magical right answer to be confirmed by the teacher, but we know science is subjective and changes.
Discovering the Truth • Lessons Learned—As science educators, we push students to realize that they are discovering and “the truth”—as what was found based on evidence! • Windschitl, 2008, Clough, 2000
“You doing too much” • Why do we hear this refrain all the time? • Kids shut down when they: • Feel disrespected • Feel overwhelmed or incapable to do the work • There are external factors impacting them
How to address this? • Lesson Learned—Be explicit in directions. Be a caring, supportive educator and provide the necessary scaffolding to get students over the activation energy in doing their work.
Scaffolding • Meta-Map Prompts
Differentiating Instruction • Students propose a cure for cancer • Use a question that has multiple levels of engagement and challenges all students • Engages higher level thinking: creativity, innovation, problem solving • Authentic application
Courage • “Courage is the most important of all the virtues, because without courage you can’t practice any other virtue consistently. You can practice any virtue erratically, but nothing consistently without courage” - Maya Angelou • Without courage, you won’t be able to help people, no matter how “talented” or “capable” you are. Being a good teacher requires courage.
Compassion • “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” - Maya Angelou • Without a heart committed to the good of others, you won’t have a positive, constructive impact. Being a good teacher means caring and making a difference.
Professional Commitments • You need 100% of your attention and faculties in teaching. Leave “baggage” at the door and be present for your kids. • Be well organized. • Be a whole person and respect your students as whole people—invest in their lives more than just the academic. • Don’t be afraid to try and fail—that is how you learn and grow.
