Standard #4: Content Knowledge
Artifact #1
My Hall of Fame Entry
My Hall of Fame Entry
For her creative approach to the advancement and increased interest in
scientific learning.
Alysha Jackson (1993-Present) Throughout her years as a high school educator Alysha has changed the way students look at biology both in the classroom and in the real world. Alysha introduced a more hands-on style of teaching through activities and extra labs in her classroom to intrigue her students and captivate their interest in the sciences. Some of her lab styles included a who-dunnit style murder mystery lab to incorporate the learning and understanding of DNA and profiling, as well as hands on field trips to beaches and forests for her unit on species differentials and habitat life. Included in this unit was maintaining a healthy ecosystem and the understanding of homeostasis.
With her high love of all sciences she has molded her biology concentration with her love of chemistry to bring biochemistry to life in the high school setting. Many curriculums before had a very small section focused on biochemistry. Alysha broke that standard and pushed the envelope further to build a larger model for learning in this area. Alysha struggled with this concept during her education and has built the more focused curriculum so her students didn’t have to struggle like she had.
Alysha Jackson (1993-Present) Throughout her years as a high school educator Alysha has changed the way students look at biology both in the classroom and in the real world. Alysha introduced a more hands-on style of teaching through activities and extra labs in her classroom to intrigue her students and captivate their interest in the sciences. Some of her lab styles included a who-dunnit style murder mystery lab to incorporate the learning and understanding of DNA and profiling, as well as hands on field trips to beaches and forests for her unit on species differentials and habitat life. Included in this unit was maintaining a healthy ecosystem and the understanding of homeostasis.
With her high love of all sciences she has molded her biology concentration with her love of chemistry to bring biochemistry to life in the high school setting. Many curriculums before had a very small section focused on biochemistry. Alysha broke that standard and pushed the envelope further to build a larger model for learning in this area. Alysha struggled with this concept during her education and has built the more focused curriculum so her students didn’t have to struggle like she had.
Reflection
In order to achieve my long term goals I am going to need to study hard in college and adapt my learning style to a more hands on approach to better understand how the hands on learning style works. Steps that I should consider now as I continue my learning and process toward becoming an educator are finishing my courses in both education and my concentration, studying and passing all of the PRAXIS exams required and making sure my working portfolio is up to standard for interviews when I graduate and go for certification.
Mentors and supporters that I can look to for help include my education professor and advisor Cynthia Dean who has time and again expressed that her students can call and e-mail her with any questions or concerns we may have. I can also look to my Biology instructor in high school who I look up to, Mr. Karl Swenson. He is the reason I decided to become a science major and an educator. He opened my eyes to the fun of science and teaching.
This artifact supports Standard 4: Content Knowledge. I feel that this artifact demonstrates an understanding of critical disposition indicator 4(r) which states “the teacher is committed to work toward each learner’s mastery of disciplinary content and skills”. As stated in my artifact I want to better my students understanding and skills in science via hands on learning styles. I want my students to excel in the area of concentration that I am studying for. By doing so I feel as though I am excelling in my concentration and furthering myself in my discipline and skills.
In order to achieve my long term goals I am going to need to study hard in college and adapt my learning style to a more hands on approach to better understand how the hands on learning style works. Steps that I should consider now as I continue my learning and process toward becoming an educator are finishing my courses in both education and my concentration, studying and passing all of the PRAXIS exams required and making sure my working portfolio is up to standard for interviews when I graduate and go for certification.
Mentors and supporters that I can look to for help include my education professor and advisor Cynthia Dean who has time and again expressed that her students can call and e-mail her with any questions or concerns we may have. I can also look to my Biology instructor in high school who I look up to, Mr. Karl Swenson. He is the reason I decided to become a science major and an educator. He opened my eyes to the fun of science and teaching.
This artifact supports Standard 4: Content Knowledge. I feel that this artifact demonstrates an understanding of critical disposition indicator 4(r) which states “the teacher is committed to work toward each learner’s mastery of disciplinary content and skills”. As stated in my artifact I want to better my students understanding and skills in science via hands on learning styles. I want my students to excel in the area of concentration that I am studying for. By doing so I feel as though I am excelling in my concentration and furthering myself in my discipline and skills.