Tag Archives: EDT431

Do Atomic Habits Create Macroscopic Results in the Classroom?

“It is so easy to overestimate the importance of one defining moment and underestimate the value of making small improvements on a daily basis. Too often, we convince ourselves that massive success requires massive action. Whether it is losing weight, … Continue reading

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Atomic Habits in the Science Classroom

What are “Atomic Habits”? Atomic habits are the small scale wins that people consistently engage in, through a life-long process or on a journey. This journey is NOT constructed for someone to eventually become who they want to be, but it is … Continue reading

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Science Teaching 2.0: Atomic Habits for Teachers and Students

What are “Atomic Habits”? Atomic habits are a series of small changes and tiny breakthroughs that compound over time to help you fulfill your full potential (Clear, 2018, p. 7, 9). It can be succinctly summarized as “tiny changes, remarkable … Continue reading

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Atomic Habits: Both Big and Small

Atomic habits are seemingly insignificant actions you take in your life every day (such as practicing a language for 20 minutes a day). The power of the atomic habit is when repeated day after day and year after year, the … Continue reading

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Science Teaching 2.0: From the Center to the Margins

What are “margins”? There are margins in nature. Here, the edges of ecosystems interact to create diverse and unpredictable landscapes, plants, and animals who often form symbiotic relationships among these and the surrounding areas. There are margins in society. Here, … Continue reading

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Limit Testing: A Look On Teaching In the Margins

“[Margins] are places where diversity in species exist, where life is often riskier for its inhabitants, and where species have the freedom to flourish and experiment. They are the areas at the edges of ecosystems and bioregions.” Ann Haley-Oliphant Source: … Continue reading

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The Margins: Where True Learning Happens

For many years, teachers have been taught to teach what is in their curriculum and to steer away from classroom diversions. Teachers may have been told to avoid difficult conversations, controversial topics, and perhaps even what is happening in the … Continue reading

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Exemplary Teaching in Science?

Many people have heard of “exemplary teaching” but what does it really mean and how does one achieve it? Top tips to be an exemplary science teacher: Move around Teaching isn’t always just the teacher standing at the front of … Continue reading

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A Note to the Teacher: Exemplary Science Teaching

What does means to be an exemplary science teacher? Exemplary science teachers are those who utilize other means than what we see in a traditional classroom. They strive to reach equilibrium with both assessment and inquiry – this can be … Continue reading

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The Foundations of an Exemplary Science Teacher

“Exemplary teachers will always care more about the people their students will become than the scores on the tests they take” Robert John Meehan Source: https://www.benjerry.com/whats-new/2016/student-voting-questions But what exactly makes up an exemplary teacher? You could ask many different teachers … Continue reading

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