Teaching Standard B:
Teachers of science guide and facilitate learning.
The science teacher should guide students as they develop their questions in an inquiry-based program. Although challenge is important, students often get frustrated if the challenge is too great, resulting in unanswerable questions or a problem that is so confusing that the questions cannot be articulated. The science teacher can encourage and facilitate learning in a number of ways. Teachers can model the scientific process, facilitate classroom discussions, provide guidance during open-ended laboratory sessions, or serve as a resource during case studies. By guiding students toward their own answers, teachers are also encouraging students to take ownership of their learning.
When I began teaching, I was concerned with making sure I always had the right answer. However, as I have gained practical experience, and increased my reading on teaching methodologies, I have realized that it is often beneficial to allow students to struggle to find their own answers. I have therefore focused more on the process of facilitating and guiding students in my courses, rather than on always providing the right answer. Furthermore, as I have gained experience, it has become easier to facilitate classroom activities such as case studies as I get a sense of the timing required. In the spring of 2008, I involved students in developing a grading rubric, and realized the power of this motivation technique. When the class has collaborated on the rubric, they are more likely to take ownership of the assignment.
For examples of my ability to guide and facilitate learning, please see the grading rubric for Cell and Molecular Biology (BIOL 405), as well as the sample case study.