[…]ruined the peach blossoms or the persistent rains that bogged down the plows, weather is where newcomers from the city and third generation cattle ranchers find common conversational ground. A frequent misconception in my earth science classroom, my rural Colorado community, and society as a whole is the conflation of the terms “weather” and “climate.” This confusion can lead students and the public towards unscientific conclusions about the existence and consequences of global climate change. Weather is an ever-changing melange of chaotic atmospheric conditions; the study of climate requires looking for patterns by examining decades—even centuries—of carefully averaged data. This […]
[…]to remain in places of concern or fear. With support, it is possible to move toward a place of comfort. One avenue for support to engage in conversations about race is to attend a Beyond Diversity seminar, a “two-day seminar designed to help leaders, educators, students, parents, administrators and community participants understand the impact of race on student learning and investigate the role that racism plays in institutionalizing academic achievement disparities” (Pacific Education Group, 2018). This article describes the range of emotions and subsequent learnings of two Black women who engaged in the Beyond Diversity seminar. The questions that preface […]
[…]“Convince me that…” and “I disagree because…”. Discussions can be contentious—an uncomfortable but necessary feeling when our goal is to reach a true consensus about the best way for students to learn the content. In the end, the agreed upon storyline will drive construction of the rest of the unit. It serves as the basis of daily lesson plans and motivates the assignment of relevant and useful action items. NORMS 3 & 4 IN ACTION: REFLECTION PROTOCOL Although we have had successes, we have also had problems. Some of our first issues were our inefficient use of meeting time, the […]
[…]involved learning to analyze samples using a mass spectrometer. Sean also spent one semester working as a lab teaching assistant for a general chemistry class. After he graduated, Sean worked as a tutor for four years, teaching mostly high school math and science, as well as test preparation. Sean will begin teaching at Kennedy High School during the 2019–2020 school year. Hobbies Sean is passionate about incorporating more community engagement and citizen science into his chemistry curriculum. Academic Background University of California, Berkeley (Master of Arts in Teacher Education) University of California, Berkeley (Bachelor of Science in Chemical […]
[…]she does not belong in our country because of her heritage. At that moment, all I could do is to comfort her, remind her that she does belong, and that society is waiting for her to develop her skills so she can take her rightful place in our world. Like this student, I felt pained and hurt—I knew I had to do more. The tools and practices of science—asking questions, analyzing and interpreting data, engaging in argument from evidence, etc., as listed in the Next Generation Science Standards (2013)—are also the tools needed to explore and change our world by […]
[…]I’m getting at—despite being a 37-year old man. He exudes a 24/7 concern for our wellbeing and comfort, and he’s always trying to help in whatever ways he can. He also may be the most humble man I’ve ever met. And so Khechok has all of our paperwork, all of our passport photos, all the things we need to get our permits wrapped in a nice bow, and he hands them over to the station. Two hours later we discover that what should be a quick 10-minute stamp might end up taking over three hours. On the bright side, I’m […]
[…]professional development experiences happen at the expense of the teacher, or aren’t in a comfortable setting, or aren’t really beneficial to a teacher’s professional development. As a Knowles Fellow, I’ve been reminded that teachers are professionals. We are worth the time and money. Through Knowles, I have participated in professional development in comfort (physically and financially), and in turn, I have been pushed to think outside of my comfort zone (educationally). I have learned that teachers can truly thrive together when they are shown that their profession is valued. -Kellie Stilson, 2016 Teaching Fellow The first few years of […]
[…]evaluated the impact of prescribed fires on insects. Additionally, Carly taught in a variety of informal settings, including abroad, before she started teaching high school science in Vermont in 2014. Carly is particularly passionate about trying to teach climate change in a way that grounds students in the science behind climate change and encourages them to take action. At her core, Carly firmly believes that every one of her students can DO science. This belief drives her to create and refine tasks, and informs each of her classroom practices. Hobbies Carly is passionate about spending time outdoors and being active. […]
