Thing is that a lot of the time I know the kind of teacher I want to be but can’t always envision what it looks like or articulate how I think it should be. It’s interesting that when it’s seen in the class for me it creates almost an AHA moment. It happened to me this week during a lab called DNA my way. It was a DNA extraction lab which allowed students to manipulate a variable creating all sorts of interesting combinations in their connicals. I didn’t realize how much this individuality played a role in the ownership they had of their work. All of a sudden I saw kids who were typically disinterested become engaged comparing the amount of DNA he got in comparison to his friend. In my new placement it was one of the first times I saw genuine interest and excitement about learning, and it was a fantastic process to be a part of. That’s the type of excitment I want to inspire. Not just excitement but genuine fun. Just needed some DNA to remind me:)
Sounds like fun! I also saw the same thing when I allowed my students to design their own simple homeostasis experiments. The academic freedom really gets students excited and interested in what they’re doing…because its theirs! I’d love to hear more details about the DNA my way lab and how you presented it to the students. What background information did they have? What different variables did student change? Pass it along
P.S. – I’m not even kidding about finding some school where we can co-teach and you can do genetics and I can do plants. FUN FUN FUN.
Zach,
You are so reflective in your writing! I love how you think about concepts and am glad that you “captured” a glimpse of what you want. Chase your dreams.
Lisa