Ecotone of the Classroom

Teaching in the Margins

Being an effective science teacher means more than being knowledgable in your science demand.  Effective science teaching is making deep connections with your students and acknowledging the diversity everyone brings.

How can you accomplish this? By learning these two ideas:

• Learn what the “margins” in your classroom are.
• Bring the basic means of conversation and interaction into your classroom.

Margins are the “in-between” spaces that contain the most diversity (Traveling to Margins, Ann E. Haley-Oliphant).  Whether it is out in nature or in your science classroom.  The “center” of a classroom is what a conventional class is centered around: teacher-lead activities, lectures, definite answers.  The margins, on the other hand, is centered around student-lead discussions and lessons, exploration of subjects, and open-ended/indefinite answers.

Within these margins comes a lot of different aspects from your students and your lessons.  Students can come together to bring their different skills, ability, and knowledge to the classroom.  Teaching in the margins allows students and teachers alike to explore new ideas, raise questions, and enrich specific content knowledge.

In this video, we explore the ideas and strategies used to better facilitate student’s learning in and out of the classroom.  Using project-based learning, industry partnership, and student-lead research, science learning can be taught in the margins.

Conversation also opens up the connections being made between teachers and students.  It is the most common means of interaction.  When conversing properly, students can give their honest thoughts and there can be reflective conversation.

Having open conversation on a personal and academic level with your students can facilitate in the lessons you create in these margins.  Communication is key in your relationship, and can help you reach your goal to being an effective teacher.

Teachable Moments vs Margins

Do not confuse teaching in the margins with “teachable moments”.  Spending class time in the margins can be a long-term, effective method of teaching lessons.  Margins are used to help facilitate student learning, critical thinking, and creativity.

Teachable moments can stem from anywhere.  Whether that be in the margins or the “center”.  These teachable moments can be very valuable to the students success and learning, but are usually brief and spontaneous.

Bringing these Margins to the Classroom

Depending on your subject area, bringing the margins to your everyday teaching can be easy!  Incorporating exploration, wonderment, risk-taking, open-ended discussions, and hands-on activities should be our main priority; especially after reading this.

Need some ideas? Lets explore together:

• Spark the interest of the class by asking their opinions on experimental ethics involving animal research.
• Invite an engineer to work with the students about creating their own cars.
• Allow students to create their own research question they can study out in the surrounding nature.
• Provide a variety of tools and chemicals and see what they can do to the physical and chemical properties of rocks.

Expecting students to become indulged in science is impossible if you teach in the "center". Allow your lessons to go into the margins and watch your students become scientists in action! @AnnMacKenzie #EDT431 #NSTA #scienceteaching #explorethemargins

— vergel (@ungodlyyvergel) September 19, 2018