Celebrating Blessings This Christmas Season


Hello, readers! Are you still out there? One of my goals this year was to try to blog more frequently. Obviously, that didn’t pan out very well since my last post dates back to September! To be perfectly honest, I thought about scrapping this blog a few times, but each time I think I’m going to do it, I come across an inspirational post from Vicki Davis or from one of the other teacher bloggers I follow and hold off. So, here I am, brushing off the dust on this poor blog and trying again!


With Christmas break coming up in a few days, there’re a lot of things going on at home and in school. It’s very easy to get lost in the busy-ness, and lose sight of what matters most during Advent and Christmas season. I think this is the perfect time for me right now to reflect, celebrate and appreciate all the blessings in my personal life and career.

After making the decision to decline a high-paying position and teach at a small private school, I initially worried that I may be making a financial mistake. These past few months, however, have taught me that there’s more to a good life than money. You can make lots of money and be miserable at work, or you can wake up and actually look forward going to work because you love what you do. You can’t put a price tag on that!

The new school not only provided me with a safe place to heal emotionally but also with multiple opportunities to experiment with creating a blended science learning environment through a 1:1 Google Chromebook program and Google Apps for Education. In just a couple of months, through the use of Google Classroom and other apps, my science classroom is almost paperless! My brain is constantly buzzing every waking moment, trying to learn new things and figuring out how I can apply it in my instruction. I am very fortunate to have students who are willing to try all my experiments!

Right now I am experimenting with different apps and add-ons such as Google Forms and Flubaroo to provide more frequent formative assessment, automize grading, and provide more immediate and timely feedback to students. It is so much fun being able to marry my passion for science and educational technology in the classroom!

In January, I begin a part-time position as an educational technology specialist for a local learning center where I share what I have used as a science teacher using web 2.0 tools and Google Apps with other teachers. It’s an exciting new challenge, but the idea of doing webinars is nerve-wracking! I’ve done short flipped videos for my students before, but the thought of teaching other adults live online makes my stomach flip!

It’s a blessing to be able to come home feeling good from work, and being able to devote more time to my family at home. There’s all this buzz about emotional productivity nowadays; they tell teachers to assess the emotional mood of the classroom to boost learning. I think that administrators should also be more aware of the emotional mood of their teachers too. A little support and encouragement go a long way to creating a productive, happy, and efficient team!


5 #EdTech Tools I’ll Be Using This New School Year


This year, I am very excited to be working at a school with a 1:1 Google Chromebook program. It will be a brand new adventure for me as I learn with my Grade 6 students on how to use the Chromebooks; experiment with learning management systems like Schoology for my Grades 7 and 8 students; create blended unit modules using paper interactive science notebooks and online simulations and labs; and figure out an efficient work flow with assessments and feedback.

I wasn’t able to experiment as much as I liked last year with #edtech tools, but I know right away that there are a handful I’d like to use again this upcoming school year. They worked really well for me, so I’m hoping they can be tools in my toolbox I can use again this year!

  1. Classroom Timers – Pacing is key when it comes to a good classroom. As a first year teacher, I struggled with this until someone mentioned using timers in the classroom. Now I plan out my activities and use timers to create a sense of urgency and keep my class on time so they’re set before the bell rings!
  2. Remind – With Remind, I am able to send daily text messages to parents about science homework, events and special reminders. This worked well last year because not everyone had access to email, but they all had a cell phone! Remind is web-based, so I can type up one message in the morning and send it out to different classes. We have homeroom teachers this year who will check student planners, but I think I will continue to use Remind. In fact, I’ll set up a QR sheet for Back To School Night for easy parent sign-up!
  3. ClassDojo – I rolled ClassDojo out as a behavior management system in the middle of the school year last year, and despite the late use, it worked wonderfully! Students and I had a conversation about desired behaviors and incentives and rewards for top performers in the science classroom. Students loved their “creatures” and worked hard to earn their points so they can customize them at home. They also loved seeing their points on the board while they worked in class–they worked really hard and competed with each other to earn the most points. CD also had a good communication system with parents so they too can see and keep track of their students’ behaviors and progress.
  4. DropBox – I had Dropbox account and a DropItToMe extension installed on my class wikispace. Boy did it come in very handy when my students and I worked in the computer lab! Most of the time I forgot to bring a flash drive so I could save students’ final projects, so DropBox was my lifeline. Students were able to upload their multimedia projects to me via DropBox, and I could access them instantly. With Chromebooks, I’m sure we’ll have Google Drive folders but I’d like to still have DropBox available for students in case of missed work or other projects that need to be turned in.
  5. Evernote – Evernote is like my digital notebook where I scribble everything in. I have it installed on my personal laptop, and I can sign on the website anywhere and access my notes, PDFs, receipts, etc. I’m really trying to go paperless as much as I can and Evernote allows me to do that by scanning all my papers, filing them away in Evernote, and adding multiple tags to them so I can find them again very easily. This year, I have my personal laptop, a work desktop, and a work iPad. I’m going to try to create most of my files in Google this year, but Evernote is my catch-all app so I have no doubt I’ll be using it too this year. #productivitywin

Goodbye July, Hello August!


It’s hard to believe we’re already through the first week of August! Some young learners and fellow teachers are already back in school. I wish them all an exciting and very productive school year. In an attempt to create a more regular habit of writing, this post focuses more on my personal goals and what I’ve been working on lately.

July has been a very busy month, but I can’t say that I’m sad to see it go. In July, my school officially closed and I have been busy getting back in the job market. After seeing a career counselor, I learned that I was more interested in pursuing my interests in educational technology, but that I also was not yet done with teaching. I began to network with technology and e-learning specialists in my Twitter PLN, and they have been so helpful in answering my questions about the field.

My main goal in July was to find a new teaching position. After a long month of multiple interviews at various districts and companies, I am glad to say that I accepted an offer at a small private school as their new middle school teacher. I am excited to be part of a wonderful and supportive faith-centered learning community, and even more excited to further pursue my interests in educational technology through their growing technology program.

Other notable events in July include my week-long summer biology workshop at Cornell University (see posts one and two), my first year wedding anniversary, and my progress with Couch to 5K. In a show of support for my husband, I began to take up running to keep him company as he trained for his PT exam at work. It became a personal challenge to me (I didn’t like running), and currently I am working through Week 6! I never thought I’d be a “runner”, but it really is a wonderful feeling when you accomplish something you thought you’d never be able to do!

Made it through Week 5 of Couch to 5K (#C25K) at the time of this photo

A teacher-friend created this beautiful wedding anniversary cake for us

A teacher-friend created this beautiful wedding anniversary cake for us

For August, my main goal is to focus on purchasing our first home. My husband and I have been searching the house market on and off for the past few years. As we continue to run out of space in the apartment and focus more on growing our own food, we realize we really need to buckle down and commit to the search!

Other goals for August include spending some more family time with my boys, doing some research on 1:1 technology programs (and figuring out how I can use it in my science classroom), preparing to teach a Living Environment Regents class for the first time, setting up my science classroom, and continuing with the Couch to 5K program. Notable upcoming events include seeing one of my old middle-school friends get married this summer! My family from the West Coast will also be visiting later this month. I am so excited to see them and to spend some good quality time with family and friends.

Using Community Resources for Free (and Unconventional) Science Field Trips

My class and I had a fantastic time on our field trip three days ago… at ShopRite! Yes, going to the local grocery store for a middle school science field trip may sound strange, but it was actually an entertaining and very informative way to learn about healthy eating. Just last week, we finished our lessons on the Digestive System so we visited ShopRite as one of our culminating activities.

My class and I with the ShopRite dietitian

My class and I with the ShopRite dietitian

We met with the store’s registered dietitian, Adrian, who gave us an interactive tour of the store. The students reviewed My Plate guidelines, learned what to look for in the store when meal-planning and purchasing healthy foods on a budget, and met store managers who gave them a behind-the-scene look in the produce, bakery, and seafood aisles. They also calculated how many teaspoons of sugar were in their favorite drinks, and sampled fruit bars as an alternative healthy snack. In the picture below, some students meet one of the lobsters up close and learned about the store’s local sustainability program for seafood. We all had a great time–students, teachers, and store staff alike.


One of my favorite parts of designing lessons and units is figuring out how to tie in local community resources in our objectives. Field trips overall are wonderful experiential learning opportunities, but local field trips are even better because they’re free, close by to our school, and connect the students to their immediate community. They are no longer learning about some intangible science concept or topic. Now they are interacting with people they see in their every day lives, making real-life connections, and also learning that these professions are something they can do too when they grow up.

Here are My Top 5 Community Resources for Science Field Trips:

1. Field Trip Factory – This website offers free experience-based field trips to participating stores and companies in your area. It even provides printable lesson plans and student handouts. Last year, I took the class on a trip to PetCo where they learned about animal adaptations and habitats on a self-guided store scavenger hunt. They were so excited when store staff brought out the reptiles for them! Grocery stores, pet stores and even retail stores usually have a community outreach department so do your research and reach out to their directors.

2. Nonprofit community organizations – Last year, as I was working on classification and the animal kingdoms, I wrote for help on a science email list serve looking for ideas for free field trips in our area. The Helderberg Workshop, a nonprofit organization dedicated to “an adventure in learning”, offered a free trip to their center where their staff could lead the students on nature walks. When the weather became too cold for outdoor hikes, they even offered to travel to our school, bring their animals, and teach the students about them! Check Idealist.org for a list of educational organizations in your area.

3. Expos – Expos are great opportunities to network with local businesses and organizations. In fact, my connection with the ShopRite dietitian came about when I stopped at the store’s vendor booth at a local health and wellness expo! Annual garden and flower expos, I’ve found, are also valuable sources of information for volunteer services and community outreach programs for many biology topics in science class!

4. Local colleges – Make a list of all the colleges by your school and do some careful digging through their websites. Most colleges, if not all, have an educational outreach or community outreach program. When SUNY’s College of Nanoscale Science and Engineering first opened, I came across their website and signed up for one of their NanoCareer Days. One thing led to another, and now we’re in our second year of our after school STEM Mentoring Program with them!

5. Parks, trails, and nature centers – As an avid hiker and former field biologist intern, I think students today–especially urban students–need to spend more time outside. Being outside reconnects us all with our inner child, with that sense of awe and wonder at the world around us. Many of these places offer free tours and workshops. There are even some great junior naturalist programs! Use The National Wildlife Foundation’s “Nature Finder”to search for parks, trails, and nature centers in your area. If you are in New York, use the NYS Department of Environmental Conservation’s Education website to find out more information about local educational centers. (Pssst! If you’re an elementary teacher, you can even request free environmental science magazines for kids for your entire class!)

Finding the Courage to Teach

I can tell that the First Day of School is drawing very near when my Facebook newsfeed starts to fill with posts from teacher-friends about sleepless nights and reoccurring nightmares. I myself have been dreaming the same nightmare for the past two or three days… I keep dreaming that I lose my cool in the middle of a class after engaging with disruptive students. I scream and yell to make myself heard, but the class just laughs at me. The weight of the humiliation and embarrassment wakes me up, and I end up tossing and turning for the rest of the night.

During my summer break, I picked up and read “The Courage to Teach” by Parker J. Palmer. The first chapter strongly resonated with me, especially the part where he talked about how good teaching is not all about technique, but rather the identity and integrity of the teacher.  Many teachers pursue this career because they are passionate about making connections. However, somewhere along the line, they become disconnected as a way to protect themselves from their nightmares.

My teaching experience last year was a lot like that. I closed myself off from my students because there was too much for me to deal with at work. I was stressed and unable to joke around, or share funny anecdotes. I tried to be more authoritarian and it made for a miserable environment for everyone. This year, I look forward to another chance to turn things around. I want to create a happier learning environment by being the person I am, and not who I think I should be.

‘Be not afraid’ does not mean that we should not have fears. Instead, it says that we do not need to be our fears. – Parker J. Palmer

As a teacher, I have a million fears. I am afraid of not being prepared, of losing things, or a lesson plan that did not go as planned. I am afraid of forgetting my schedule, or being laughed at by students, just like in my nightmares. I understand now though that this is part of being a teacher. I have to put myself out there for my students. I have to accept that I can only do my best each and every day; accept that sometimes things will not happen as planned; and try not to berate myself for the things I was unable to do. So tonight, I am going to dream good things about the year ahead. Tomorrow, my students and I will have a great First Day of School.


WWIDD: What Would I Do Differently?

Several days ago, Larry Ferlazzo posted on his blog: “What Are You Going To Do Differently Next Year?” I still have about a week to go before I start packing up my classroom, but his question has been rattling around in my head since I came across his post. What exactly would I do differently?

Thinking... please wait


I think a particular sentence from the book, “The Confidence Code” by Katty Kay and Claire Shipman, best sums up the gist of my thoughts: Think less. Do more. Be authentic.

Here are some of my thoughts:

1. I will focus more on being in the present with my students. Sometimes as a teacher, you get inundated with so much stuff that you forget to slow down, and really think about why you’re doing it in the first place. Will a meticulously written ten-page scripted lesson plan really matter in the long run? It won’t if it means missing out on making vital connections with my students, and being able to meet them where they are, instead of pushing them along to where they’re not yet ready to be.

2. I will encourage students to take on more responsibility in the classroom. Middle-schoolers are messy; learning is messy. I have to be willing to let go of some control, and let them take over with classroom jobs to clean up the classroom, and to take over classroom routines. I can’t do everything and be everywhere at once; I need to be able to trust that they can do things safely on their own once I model for them the appropriate procedures. I also need to be patient and willing enough to guide them through it multiple times, instead of wanting to take over and do it all by myself instead.

3. I will encourage hard work, effort, and perseverance through positive praise instead of physical incentives. Not everyone in the real world gets a gold medal. I think I do my students a disservice when I’m asked to provide classroom incentives and rewards for something they’re expected to do, and for mediocrity. These rewards should be reserved for work that shows improvement, or something exceptional. I believe that it means more to students when they are able to experience the effects of hard work.  However, I am aware that I’m dealing with middle-schoolers, and they do need that little extrinsic motivation once in awhile. I’m not quite sure how I’ll revamp this next year, but I definitely will think about how to get around those incentives.

4. I will speak up more often for myself. Once caught in a very stressful situation, I found myself in tears just seconds before the bell for homeroom rang. I thought I would find guidance and assurance from a mentor, but was instead told to “not get so emotional” and “man up”. It was at that moment that I realized that as much as I love my work and its adult culture, work is work. Work does not take care of me.

I was, and still am, an introvert; the thought of having to speak up in meetings, or seek out my principal for 1:1 conferences, gives me heart palpitations. Other coworkers interrupted and spoke over me. As a result, they were seen as more competent and were offered more lucrative positions. I learned this year that I have to take care of myself. I could do that next year by letting go of my fears and hesitations, and by giving myself a stronger and louder voice.

What would you do differently?

My Favorite Highlights of the 2013-2014 School Year

Hello, dear readers! I apologize for being an awful blogger; obviously I have not yet mastered the balance of work, home and posts! I do hope you are well, and thanks for sticking around! Can you believe that it’s mid-June already? Most of my teacher-friends are already out of school! In fact, my own kid is out this week, but here I am, with still approximately seven (torturous–oops, did I type that out loud?) days left on our extended school year calendar.  What’s that sound? Ah, it’s me hissing in envy as I imagine my peers frolicking on the beach, while I sit in a hot second-story classroom, trying to teach.

To take my mind off those lovely beach scenes, I am posting my favorite highlights of the school year. If this post was a scrapbook, it would have glittery stickers with “super star” and  “awesome” all over it.  Don’t get me wrong; this year definitely posed a lot of challenges, but I believe I experienced more highs than lows. A lot of my professional growth this year centered on my decision to put my fears aside and just do something different. I did exactly that, and boy, was it a lot of fun!

My Top 7 Favorite Highlights of the Year:

1. Acquiring classroom pets through PetCo grants. (Watch out for Max’s stinky poops!)


Here’s Max, our bearded dragon, who helped us learn about the major characteristics of organisms throughout the year. 

2. Setting up more (free) field trips throughout the year. (Thanks, Field Trip Factory!)


Students performed a Pet Store scavenger hunt, where they learned about different animals, their habitats, and adaptations.

3. Helping my students make real-life connections with science instruction, application, and careers in science through multiple guest-speaker visits and field trips to local colleges. (Thanks to our service women at Stratton Air National Guard Base!)


Female Air Force pilots shared their experiences transporting NSF scientists to Antarctica with our students during Career Fair Day.


A doctorate student from The College of NanoScience and Engineering talks about her research on biomedical engineering, and debunks female scientist stereotypes. “Science is sexy!”

4. Setting up and supervising a year-long all-girls after school STEM mentoring program. (Go #STEMGirls!)


One of the students got to experience how to put on appropriate work gear before entering a Clean Fab room in the research facilities at The College of Nano Science and Engineering.


My rad #STEMgirls and I posed in our lab coats, and checked out each other’s DNA extractions.

5. Focusing more on hands-on activities and engineering design practices to help students learn science concepts. (It doesn’t hurt to indulge in our sweet tooth once in awhile!)




Using candy manipulatives to build DNA structures and practice base pairing.


Using timed challenges to build structures with limited materials to encourage problem-solving and collaboration between students.

6. Incorporating more long-term collaborative problem-based unit projects in my instruction (The following photos show students in various stages of research, design, and presentation during our month-long Code Blue Human Body Systems Unit. Many thanks to the pediatricians from The Children’s Hospital, Albany Medical Center, for listening to and assessing our Grand Rounds presentations!)


Students worked in specialty groups to teach each other about their specific human body systems.


Students worked in “home base” groups, where they designed their medical clinic signs and earned their licenses after taking board exams.


One group’s 3D model of their chosen human body system.


Doctors listened in as students presented their mystery patient’s diagnosis and treatments during Grand Rounds.


7. Attending the NSTA Boston Conference as a conference speaker, and getting to talk about  the uses of social media in the science classroom with some awesome kick-butt people!



Hello, Boston!


“The Social Science Teacher” presenters!

Creating A Teacher Brand So You Can Get Hired

Not too long ago, I met with one of my former graduate-school classmates for coffee. Donica* (name changed for privacy reasons) is a wonderful friend and an optimistic bubbly individual, so I was quite alarmed to note a slump in her shoulders as we exchanged greetings and bits of news. While sipping and sighing over her mug of coffee, Donica related her troubles trying to get into the teacher job market for the past three years.

Donica is a Full Bright scholar who speaks multiple languages; she is extremely smart, and very passionate about teaching languages, and equally passionate about sharing her love for instructional technology. Being the nerdy academic geeks we were back in grad-school, she and I actually competed with one another for the highest grades! We later found out we worked really well together on projects, became good friends, and now continue to attend various teacher conferences together in the Capitol Region. Needless to say, I was blown away by the fact that no one wanted to hire her. However, the teacher job market is what it is—full term positions are very hard to come by, and it’s increasingly becoming more of a networking game. It’s not only about what you have and what you can do, but also about who you know (and it’s even better if that person has the authority to pull a few strings!)

Being a West Coast transplant at the time, I definitely did not know the right people when I began my job search for a science teacher position in New York. That’s how I got into researching using social media to create a brand name for myself, so I could make myself more marketable for hiring managers. It worked; I was hired a month after graduating from grad-school! So, this post is inspired by Donica. I don’t claim to be a job or social media expert, but I’d like to share what worked for me, and hopefully, it can help her and others like her find a teaching job.

Haiku Slideshow

Create a brand name. Be clear about what makes you stand out. Take time to go over your mission statement. Who are you? What can you do? Why should they hire you? If you can come up with a one-statement headline, what would it be? Make your name into a brand!

Go digital. Get creative with your resume. Clean it up, and make sure you have a strong unified message. Then, take it to the Internet! Join LinkedIn. Upload photos and examples of your work and link them to a digital CV. Design an online portfolio– you can use any web tool such as wiki spaces, free website generators, and photo galleries. Create videos, or commercials, about who you are, what you can do, and where you plan to go. Add a friendly face to your name and brand.

Get online. Use social media to learn and share. Create a professional learning network with the help of social media. Avoid informal gravatars and post a well-lit photo of your face! Keep your profiles simple, personable, and professional. Link back to your digital resume. Use social media to connect with others through Twitter #edchats, online discussion forums, and email list serves. Sign up for free online webinars and video conferences. Subscribe to newsletters and blogs. Use Flipboard or Feedly to manage your reads. Pick and experiment with one tool at a time. Don’t forget to share what you know and what you have learned! Comment on others’ blogs. Retweet. Forward interesting and helpful articles to friends and comrades.

Manage your rep. Create a positive digital footprint. If a hiring manager were to Google your name right now, what would he or she find? (If you don’t know the answer to this, I suggest you try this yourself!) Build your brand by creating a positive digital footprint. Then, capitalize on it! Showcase your skills, interests, and experiences. Set automatic alerts to notify you if anything shows up on the Web with your name on it. Manage your privacy settings. Practice online ettiquette, post professional and work-related photos in public spaces, offer advice on LinkedIn’s Q&A section, and reply with positive feedback to teacher email queries on list serves. Start a blog. Offer to write short pieces for other bloggers. Get your work published on various online communities. Make an e-book. Share slide shows. Make sure that whatever you leave behind always reflects you in the best light!

Be personable. Share your interests and hobbies. Remember my second slide? Right now, there are tons of candidates out there with similar degrees, certifications, and work experiences. Stand out of the crowd by sharing more about who you are. Don’t be afraid to let your great personality show! Post those souffles or knitting projects on Instagram. Ask your Twitter friends about what to do with those pesky squash bugs! Volunteering with the local Boy Scouts to clean up trails? Just attended a great Edcamp on flipped classrooms? Be colorful, be personable, and be approachable. Be you!

Share it! If something works for you, share it. :)

(Late) End of Year Reflections

For most teachers and scholars, this post is about two or three months late. However, since I work at a charter school with an extended school year, I’m finally out of school for the next several weeks! At this point, I am just so very, very relieved to have some time off to recharge [physically, emotionally, spiritually, and mentally]; and to fully reconnect with family, friends, and my social networks.

No school today?
2012-2013 was, overall, a wonderful year for me.  I began my second year of teaching at the same school with a new superintendent, two sets of new administration, and a summer’s worth of training based on the book, “Teach Like A Champion“. The year definitely had its challenges, but it was not as difficult or as overwhelming like my first year of teaching. I have to credit my administration and colleagues for its success. Their constant feedback and support definitely made a large difference this year. The following paragraphs are a compilation of feedback from administration, scholars and my own reflections from the school year.

Major Challenges and Highlights of the Year

  • As shared staff (read: the only 7th grade science teacher), I had to divide my school year between two middle schools. Crammed a year’s worth of 7th Grade Life Science curricula into 5 months. Taught the 5-month curricula twice to 45+ 7th Grade female scholars from September to February, and then to 45+ 7th Grade male scholars from February to July.
  • Was accepted to the National Science Association New Science Teacher Academy in November (NSTA2). Juggled weekly forum discussions, web seminars, and two semester-long action research projects on analyzing student work and designing effective inquiry labs while teaching full-time.
  • Got engaged to my military man in December!
  • Attended the annual NSTA science conference at San Antonio, TX, in April. Saw many wonderful sessions, thanked our DOW sponsors in person for their generous contributions in the NSTA New Science Teacher Academy, and befriended many fantastic science educators during my time there.

Mid-year and End-of-Year Evaluations

  • Received many 3.5’s and 4’s on my teacher evaluations! This meant a lot to me personally because I had a horrible first year, and I took every opportunity to practice this year to strengthen my classroom management. While we received training on many “Teach Like A Champion” (TLAC) techniques year-round, I really focused on 3 main techniques each day–100%, Break the Plane, and No Opt-Out. It is very critical, I found, to insist (and to do it consistently) on having 100% active attention from everyone before teaching or doling out instructions. It sets the tone for learning in class.
  • According to the class surveys, practicing these main techniques every day paid off ! 100% of survey respondents listed my ability to teach difficult concepts in multiple ways  and give instructions clearly as one of my greatest strengths as a teacher.

Positives (these are common phrases that popped up from student surveys)

  • “strong classroom management”
  • “not afraid to let us do stuff [open inquiry labs]”
  • “respectful”
  • “print-rich environment–always has our work posted”
  • “provides clear instructions”
  • “a nice teacher, but strict!”
  • “a loud talker, but rarely yelled”
  • “motivating”
  • “makes it easy to learn because [she] explains a concept in many different ways”
  • “treats us all with same expectations/treats us fairly”
  • “uses lots of examples [so I can understand]”
  • “gives us choices and second chances [if we screw up]”

Deltas (things I’d like to improve on for next year)

  • update the curriculum to more rigorous and challenging materials (thinking of layered curriculum, choice menus, and more true open-inquiry labs)
  • work on incorporating more hands-on labs, especially dissections (even if only virtual!)
  • tie topics of study in with more real-world connections (thinking of “Current Events Day” in the computer lab with articles on current topic)
  •  encourage a more collaborative and productive learning environment (thinking of redoing groupwork roles and using accountable talk)

Summer Reading (books and topics I’d like to read up on during vacation)

  • “First 20 Days” by Fisher and Frey (collaborative work)
  • Experiment design diagram
  • Accountable talk
  • Nunley’s layered curriculum
  • NGSS standards
  • science cafes
  • “STEM Student Research Handbook” by Harland
  • the Genius Hour
  • interactive science notebooks

#NSTA13 Academy: Day 2

Note: These posts were written in April 2013 as I attended the NSTA Annual Conference at San Antonio, Texas, as a New Science Teacher Academy Fellow. Due to standardized testing and a hectic schedule back at home, I am now only able to upload these posts! Sorry for the long delay.

#NSTA2 Series: Day 1


Hello from #NSTA13, San Antonio!

Receptions and Meet-and-Greets
Thursday was quite busy! As a National Science Teacher Academy (NSTA2) Teacher and DOW Fellow, there were several meet-and-greets and receptions I had to attend. I thoroughly enjoyed the networking opportunities and befriended many passionate and wonderful people. During a breakfast reception, we were introduced to several NSTA2 alumni. It was good to hear about their experiences with the Academy; they talked about how their experiences have helped them with their careers, and where those experiences have led them to where they are now. The importance of building a professional learning community (PLC) during your first years as a teacher was a common message I heard from their discussions. It was a message I definitely agreed with, and certainly passionately talk about with other new teachers.


NSTA2 Breakfast Reception

Here are some excerpt tweets from those receptions, which I found inspirational and motivating.

Best quote of the night from the Academy Dinner: “You’re among your kind! This is your professional learning tribe!”

Great #PDisms from the NSTA2 Alumni Panel: “Perfect your craft, bring it back, and never stop learning.”

“We have to be model life-long learners. Be a reflective practitioner. Don’t wait for an invitation to do something.”

“Use your passions to find something new. Make it your own! Stay open, go learn!”


With 3 amazing women: Tiffany, Damaries, and Mary Ann!


Found my Pinterest social networking card

Sessions attended and Lessons learned

Despite the many mandated events, I was able to make it to 2 different sessions for the day. Based on my reflections from the previous session, I picked the NGSS strand on effectively measuring student learning and resolved to attend as many sessions offered in this genre. The first session was a follow-up from my all-day PD; it was on developing effective formative assessment and was again presented by Anne Tweed. From this session, I was quite surprised to learn that formative assessment was not only a feedback loop between the teacher and a student, but also between the student and his or her peers.

In order to promote feedback among students, it is imperative for the teacher to create a positive and supportive classroom culture. I was glad that the session touched upon this, and I was able to take away some strategies to work more on this component to ensure that I can make formative assessment really work in the classroom.

The second session was on the Common Core and writing in the science classroom. Our ELA and Writing teachers are phenomenal, and I have seen exemplary written work from the students. However, I noticed that when I ask the same students to write in science, the quality of their work is not level with their work from their ELA or writing classes. Many of them do not see science as a “writing” class, so they do not take their writing as seriously as they should. This session was very helpful; it provided me with great ideas on how to introduce and teach academic vocabulary, how to make the science textbook less intimidating and complex through “picture walks” or “text navigations”, and to come up with ways to make writing in science more structured and more motivating for students.

Sadly, I was unable to stay for the whole duration because I had to man a booth in the Exhibit Hall. However, the presenter’s PowerPoint is available through Carolina Biology’s website so I am going to go back and view it when I get home.

The DOW Chemical Booth
In the early afternoon, I was one of the NSTA2 representatives who had to man the DOW Chemical Booth in the Exhibit Hall. This was a great opportunity, because I was able to meet one of the company’s associates and their marketing team and thank them in person for their support of the NSTA New Science Teacher Academy. I honestly did not know a lot about DOW, but after my time spent at their booth, I know now how invested they are in supporting new teachers and STEM education. One of the biggest things I learned was that they are also seeking to connect their scientists and engineers with teachers to promote science literacy, STEM education, and careers in science. I will definitely be taking advantage of that in the future!


With the DOW fuzzies demonstrating lab safety

Scientist Talk
One of the last receptions I attended on Thursday was the “Scientist Talk”. At this reception, all of the NSTA2 fellows listened and interacted with a panel of scientists and representatives from our respective company sponsors. It was eye-opening; I didn’t realize until then that there is also an entrepreneurial side to teaching. There are actually many science education outreach programs available, and many companies are seeking teachers who can use those programs to supplement their instruction or even provide their students with internships.

The panel members gave some great advice regarding how to reach out to companies and their scientists. “Be specific about your classroom needs. Do your research, and make contact with the companies and organizations. Share your own ideas on how you can use the programs in your classroom. Focus on the scientific processes, problem-solving skills, and applying knowledge and skills to new situations—these will help students be successful beyond school and in life.”

If you have a scientist guest speaker in the classroom, they also recommend asking the following questions: “How do you use the scientific processes in the real world? How do you apply science and technology in the real world? How do you really use science in the real world?”

One of my new PD goals is to spend some time in the summer researching these programs, and trying my hand at writing more grants to secure funding and more equipment for my classroom next year. We have GE and the new College of Nanotechnology here in Albany, and it would amazing to have their scientists come in to our classroom and possibly work with us on collaborative STEM projects…


Found Alfons, a fellow mentee, at the DOW booth

Thank you, NSTA and DOW
As I was walking around and trying to absorb as much as I could from the conference, I couldn’t help but send out great waves of appreciation and gratitude to NSTA, the DOW Chemical Company, and the world for this once-in-a-lifetime opportunity. Even though I’m more than halfway through with the NSTA2 program, I still find it hard to believe that I am one of the lucky candidates, and that I am here at the conference. I have learned a lot this past year, and I can feel the change within me. I am more aware and more confident about my teaching. There are a lot of resources and materials I can use, but the most beneficial aspect of this experience is the community. I have definitely learned a lot not only from my mentor and colleagues, but also from the other teacher fellows, conference presenters, and other attendees. I met and befriended many science teachers during the conference, and that to me is the most valuable part of this experience. It lets me know that as a new science teacher I am not alone and that there is always help available when I reach out and ask for it.


Clapp’s mentee group!