An interesting blog from Wes Fryer… I am interested in the way in which our schools go around encouraging teachers to create exciting science lessons. Too often teachers walk away from science as it seems to be the big unknown and is often placed in the “too hard” basket. In my job I often see teachers that are scared of science; they become scared because they don’t know the content. There is a feeling of being inferior when it comes to understanding science. Too often I see great activities of science exploration happening in early years, but then as students move on through school, teachers begin to have a fear of science and understanding of scientific concepts.
Recently I had to learn a great deal of scientific content. I had never learnt particular principles and I had to become the student and learn from a colleague the very same principles I would be teaching. In fact I am still learning the content that I teach. Every day a new question comes up and often I need to eat the humble pie and admit that I am not sure. So there begins the learning and the beginning of a journey that I as educator can lead.
Basically, I feel we need to encourage and create confidence in our teachers when it comes to science. When I train undergraduate education students I make sure they understand that it is ok not to know all the answers. Instead encourage a learning journey that takes place over time. Go investigate the answers and come back to the class. Encourage and reward students that begin investigating answers. Ask students to reflect on what they learnt and have teacher and student celebrate new learning and understanding.
I am glad you raised this topic Wes, it is truly a discussion worth having and may not only relate to science. I believe it opens the doors for conversation on encouraging students to become creative and innovative. Measuring success with testing is never going to develop creative, innovative and inquisitive minds. I close with one of my favourite quotes… “In order to be the best, you need to be different.” The next generation is only going to solve the problems of today and tomorrow by being different and being different requires us to encourage them to be creative, innovative and inquisitive.
I totally agree. We need to find ways to encourage more creativity and exploration. Who knows everything about science? No one! Not even the best scientists! As I’ve listened to podcasts by real cutting-edge scientists I am struck by how they readily admit the limits of their own knowledge, and discuss how they need more creative, out of the box thinkers to help solve the problems of the next century in science.
I am becoming increasingly convinced that we need to abandon this path of high stakes testing we are on wholesale if we want to get kids and teachers thinking creatively. I agree 100% with you that we need teachers who can admit the limits of their own knowledge in front of students. But how do we get teachers to do this? Surely their preparation programs are important, but we have to work with teachers in the classroom now, too. Administrative leadership is another important key. I think you are right, the importance of this does not end with science. It goes into other content areas too.
I think we need to strive to get kids engaged in conversations about issues they are studying in school, and find ways to help them be motivated to take these studies to another level of inquiry– that can’t happen if we’re focused on just following a curriculum guide script, or staying at the lower levels of Bloom’s taxonomy. That type of teaching is much more difficult and challenging, and I wonder if many teachers now in schools are even comfortable with that type of teaching role? I know some teachers who are, but they seem to be in the minority. Glad this post generated a response from you!