Please reflect upon and discuss your thoughts about this type of professional development, and how you think it will (or won’t) be beneficial to you throughout the project (as a learner and a teacher).
You can write whatever you want as long as it is relevant to the prompt, but these questions may help guide your thinking: Have you experienced the teacher-as-student method of professional development before? How does (or doesn’t) the teacher-as-student method help you to learn about science content and inquiry-based teaching? Do you think another method would be better? Does the teacher-as-student method of professional development help you to see science inquiry from a different perspective?
Please write at least two paragraphs in response to this prompt. And please talk to each other about this. There are bound to be similarities and differences in perceptions among all of you. Let's find out what they are, and make the most of this activity!
I initially found it intimidating to play the student role but as we got into the actiivity, I found it to be eye-opening. I felt like the student who relies on the smarter people in his/her group to lead the discussion/activity. I found the activity to be engaging and felt good when others in my group drew the same conclusions as I did and I felt that I learned more through the debate/discussion we were having amongst ourselves.
ReplyDeleteI feel more confident teaching the content through inquiry-based teaching having gone through it myself. I could almost see it through my students' eyes and imagined the kind of discussions that would occur in my classroom.
I personally feel the best way to learn something is to experience it yourself and having experienced the teacher-as-student method allowed me to see science inquiry from a fresh perspective. I am looking forward to the other activities we will be doing in our PD this year!
I have attended professional developments in which I was the student and others where I was simply lectured to. I prefer being the teacher as a student. This allows me to experience the activity and tweak it to fit my and my students' needs.
ReplyDeleteI also enjoy sharing experiences with other teachers. By discussing the activity and how to differentiate the activity, I learn what the "regular" ed students are capable of in the activity and therefore, can see what the expectations should be for my special needs students.
By completing the inquiry based activities as a student, I also seem to get more enthusiastic about the topic and pass my excitement on to my students. When I'm interested and excited about the activity/topic, my students also become more active participants with the activity.
"Walk a mile in my 'non-living' boots". I found it very engaging and revealing to assume the role of the student. The opportunity as a student offers the teacher insight into the very journey we will be taking with our own students. It offers us a glimpse at any "snags", points of interest, opportunities for engagement, and any "jump-off" points.
ReplyDeleteThe role play, in addition, affords us empathy to the struggles and successes of our students and helps us to better prepare to maximize effectiveness, customize for students needs,and channel enthusiasm. It was also very interesting to observe and be part of a group dynamic. I agree that the entire experience helps to boost teacher confidence and enthusiasm for the subject. It makes what we teach "come to life".
I have lived the role of a student before. At times it is really an advantage. It really helps to see the struggles that the students might run across. I can usually see what areas might distract the students. This type of learning for the teacher also helps the professional development go faster.
ReplyDeleteI also feel that there can be a very fine line with the teacher as a student method. If the presenters are not careful I sometimes feel that I have not really learned anything. I can surmise what is happening but sometimes I leave more confused than when I went in.
Inquiry based science is the best subject thought to be experienced as the student. As a teacher you can convey the excitement by telling them what happened when you did the experiment.