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OBJECTIVES OF THIS WORK

Through self-reflection and peer review with Joe Smith, a biology teacher,

I have aimed to improve the following aspects of my practice:

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1.  thoughtfully prepare objectives and success criteria students can use to guide and measure

     their own learning

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2.  incorporate student inquiry activities for which I can collect artifacts to demonstrate engagement,

     enhance rigor and foster growth mindset

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3.  encourage classroom routines to facilitate my own time management for lesson delivery

Beyond the instructional performance impact this project could have,

I agreed to this partnership for some important professional reasons:

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  1. to establish an ongoing, positive professional relationship with another teacher in the science department who teaches different content
     

  2. to practice the delicate art of positively sharing my experience and insight as it applies to reflection of another teacher’s work

A Student-Centered Approach to Teaching Science Online

by Lisa Karosas

ARTIFACTS & ANALYSIS

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instruction
Inquiry Activity
&
Success Criteria Library
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instruction
Inquiry Activity
&
Success Criteria Library
planning & preparation
Lesson
Structure
Business agenda, planning concept. Spira
planning & preparation
Lesson
Structure
Business agenda, planning concept. Spira
classroom environment
Participation Data
&
Student Surveys
Wall Clock
classroom environment
Participation Data
&
Student Surveys
Wall Clock
professional
responsibilities
Research &
Peer Partnership
Collaborating
professional
responsibilities
Research &
Peer Partnership
Collaborating

Almarode, John, et al. Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning.

Corwin, a SAGE Publication Company, 2018.

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Academic Standards for Science and Technology and Engineering Education, Pennsylvania Department of Education, 2010.

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John Biggs, https://www.johnbiggs.com.au/academic/solo-taxonomy/.

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