https://padlet.com/carolinaalas/tixrvf4ae1sy Post field experience reflections. en-us 2019-09-01 20:09:17 UTC 2019-12-13 05:18:21 UTC hello@padlet.com carolinaalas https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423662988 In the real of science content, I wasn't very secure with my ability to teach it. It's not that I aren't able to topics, but more so, it's the HOW I would implement science. Inquiry-based instruction is a personal goal for me to improve on because I haven't and don't see often. So, throughout the semester, I had noticed that the UDL concepts are very noticeable with inquiry-based teaching, as well as with anchoring phenomenon teaching. Overall, I learned that the why, what, and why of learning is what's important. as During field and from our misconception lessons, it was evident that when students are the most engaged and make the most connections when their bodies are moving and/or when using their hands to manipulate tangible objects. This wasn't new to me, but it was reinforced when I applied inquiry-based lessons because I thought about how to best engage students in a way that they are learning by their own terms. ]]> 2019-12-13 04:27:10 UTC https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423662988 carolinaalas https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423665773 I learned that science standards are changing so that students can relate to science better. One way that I learned students are able to do so is with anchoring phenomena. I hadn't even heard of it prior to this class. While it was very confusing for me at first, slowly throughout the semester, I was able to grasp the concept of it. To be honest, it wasn't until this past week that I truly felt like I know what anchoring phenomena is. Personally, what helped me learn about was the creation process of writing my unit. It helped me realize that the anchoring phenomena is student-centered because the students create questions, investigations, and hypotheses. While yes, I did eventually learn the concept of anchoring phenomena, it would have helped me learn it sooner if we created the unit skeleton BEFORE starting practicum.]]> 2019-12-13 04:53:20 UTC https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423665773 carolinaalas https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423666428 On our last day of class, you asked us how we felt about integrating science into other content areas during practicum. I shared that I was torn with exactly how it would look like when integrating two subjects together because my goal is to create fluid lessons. Maybe it's just me, but I struggled with combining science with language arts because science is so inquiry-based. I wasn't sure how to do it until I practiced it. Sure, my science lessons weren't the best. Yet, I learned from them. The thought of integrating science still lingers in my mind. Other than simple ways such as reading science books or watching science-related videos during language arts, what other ways could science be integrated into other contents?]]> 2019-12-13 04:59:47 UTC https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423666428 carolinaalas https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423667169 While researching ideas for my unit, I came across Bill Nye the Science Guy. Even to this day, his videos are still funny and super relevant. I love him! I wish I could have found more of his videos to use, but only one truly fit my storyline unit. It's amazing how much I learned just by watching his videos. Not only did I learn, but I had fun watching his videos too! So if I had fun and I actually learned, then students would probably react the same way.]]> 2019-12-13 05:06:35 UTC https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423667169 carolinaalas https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423667556 https://ngss.nsta.org/DisplayStandard.aspx?view=topic&id=8]]> 2019-12-13 05:10:19 UTC https://padlet.com/carolinaalas/tixrvf4ae1sy/wish/423667556