Tag Archives: #EDT432 #scienceteaching

Fostering Resilient students who THRIVE!

Posted on April 28, 2021 by curtisrc

…”we must also celebrate the power of resilience. Many of us have found a way to survive the not-OK” (Souers & Hall, 2016 p. 23). This quote is powerful because even though many of us have experienced trauma and (the … Continue reading →

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The Journey Towards Resilience

Posted on April 28, 2021 by kamisem

In Kristen Souers and Pete Halls book Fostering Resilient Learners, the impact of trauma and negative experiences is investigated through an educational lens to determine its harsh impacts on students as they go through their schooling experience. Throughout the book, … Continue reading →

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Creating a Mindful, Trauma-Sensitive Classroom

Posted on April 28, 2021 by jaycoxck

“I am now challenging you to look beyond the behavior and focus on motive. If we can identify what may be motivating students to react, we can redirect them by providing alternative options for them to manage their stress.” (Souers … Continue reading →

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Science Teaching 2.0: Fostering Resilient Learners

Posted on April 26, 2021 by Lauren Colliver

What does it mean to foster resilient learners? The authors of Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016), Kristen Souers, a licensed mental health therapist, and Pete Hall, a veteran school principal and education consultant, provide teachers … Continue reading →

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Science Teaching 2.0: Addressing Misconceptions in Science

Posted on April 7, 2021 by Lauren Colliver

What are Misconceptions? Did you ever think it would take seven years for your stomach to digest swallowed gum? Or that lightning never strikes the same place twice? And, that the seasons are caused by the Earth’s distance from the … Continue reading →

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Making Sense of Misconceptions in the Science Classroom

Posted on April 7, 2021 by kamisem

Confronting Flaws in Knowledge Think about the last time you thought something was true for a very long time and how it was to find out that the “fact” you thought was legitimate, just wasn’t. I imagine the feelings you … Continue reading →

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Addressing Alternate Conceptions

Posted on April 7, 2021 by curtisrc

Were you ever told that the blood inside your body is blue until it comes in contact with O2? Or have you ever heard someone say that once baby animals are touched by a person their parents will no longer … Continue reading →

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BUSTED!: Addressing Alternate Conceptions in the Science Classroom

Posted on April 6, 2021 by jaycoxck

TRUE or FALSE: There is a dark side of the moon. Particles found in solids have no motion. Humans evolved from apes. All of these statements are FALSE. They are all examples of common misconceptions, or alternate conceptions, that can … Continue reading →

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Critical Thinking on a Visible Scale

Posted on February 10, 2021 by chenj18

Traditional-style classrooms today still do not emphasize the importance of metacognition as an important trait to develop. Students are taught and expected to be able to perform “x” task or be able to recite “y”, but these types of classrooms … Continue reading →

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Making Student’s Thinking Visible

Posted on February 10, 2021 by curtisrc

Why are MTV strategies so important to implement in our science classrooms? Learn more about students/ build deeper connections Pick the brain of our students Allow students to relate concepts to their life, in a way that making learning more … Continue reading →

Posted in Making Thinking Visible, Misc | Tagged | 4 Comments