Meta-Reflection EDU 6171

Meta-Reflection using one of the Program Standards

     Through adherence to Program standard 2.2 Engaging Students in Learning it can be observed that ‘Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.’  It is imperative for a teacher to design lessons that engage students and encourage higher order thinking.  For me, the goal is not only to give my students a superficial glance at the content but to push them to relate the material learned to their own life experiences and to increase their internal desire for more details on the subject matter.

     Recently in EDU6171 I completed my edTPA preparation assignment which was a mock Task 2 commentary.   I completed this task in accordance with the Science TPA handbook.  As I worked alongside my mentor teacher I was able to better understand my current utilization of the above program standard and where I would like to go with it as well.

     The edTPA Task 2 commentary allowed me the opportunity to closely analyze my own work as a teacher.  I filmed a group of 8^th graders at my current assignment (a small private school). They had just completed an investigation in which they utilized the scientific inquiry process.  My students were sitting down to complete a final analysis and were being pushed to relate their findings to a similar experiment conducted my some US cosmonauts on their latest mission.   

     The edTPA Task 2 preparatory assignment was invaluable for me as both a student and a teacher.  This was the first time I had stepped back and reflected upon my teaching style in such a critical way.  I took time to question how well I was doing at engaging my students with their learning objectives and whether I was using the right tools to do this or not. 




     The above clip from my Task 2 assignment is an excellent demonstration of how I was able to engage my learners with appropriate material that encouraged them to think deeply about what they were learning.  Through our previous lessons, these 8^th graders had the tools needed to sift through the article presented to them.  They were able to read in a manner that brought the text to life and expanded their thinking on the topic at hand.   

     The techniques that they have been taught this year have important implications for their future as learners.  My intent has been to teach them to read nonfiction material of any form in a manner that makes the content come alive.  I want them to not just memorize facts or accept the authors words as truth but rather, my hope is that my students will read with a critical eye and a thinking heart. 

As I continue to grow as a science instructor, I imagine myself becoming more equipped at relating real-life happenings to the text book science I am teaching.  At this time, I am teaching middle school students.  This age group tends to always ask the questions, “What does this matter to me?”  When I am at my best as a teacher, I will have a pertinent answer to give them.  That is my goal; to engage my students and help them understand that yes, this science is important and does matter.  It is the stuff of life!