Observing in Science

I have been indecisive in whether I want to teach Agriculture, or if I would prefer teaching a different courses within the field of science. While student teaching I was able to confirm that Ag is most certainly the subject that I want to teach. I have learned that the facilities available to Ag programs and the family that comes with the Ag teacher network does not compare in any other department of education. I also did not realize how much of the science curriculum is based around meeting requirements of standardized testing. While observing in a chemistry classroom, I was able to get a glimpse into the way that required curriculum works in practice with students. 

The lesson started with the objectives on the board: To classify chemical reactions and to identify characteristics of synthesis, combustion, and decomposition reactions. The teacher then went into lecturing. The curriculum used was premade and had well organized lecture slides. I thought they were clean and easy to follow but were really just the structure of the lesson. The teacher did a good job at supplementing with videos and extra chalkboard examples to make the learning more engaging and clear. He also started the lesson setting an expectation for pacing. Because he would be out the following class, he emphasized that they would need to move quickly this class to get through everything in order to be ready for next class. Following the introduction of this expectation, he continued to run the class efficiently to meet the expectation. 

The teacher followed a formula for each part of the lesson. He was explaining how to differentiate between synthesis, combustion, and decomposition reactions. He started by explaining the notes on the premade slides. He then went to the chalkboard and explained it in his own writing, next he played a video of the reaction actually happening. This, not only explained the process through someone elses words, but also showed an example and visual of what it looks like. Finally, he had the students practice identifying the chemical reaction equations. Five equations were put on the board and the students had to pick out which one were the type of reaction they were learning about at that moment. By adding the practice problems, the lesson was slightly more student directed, having them figure things out rather than giving all of the content to them. While observing, I was thinking about how to make the content more engaging when you are working from required curriculum. I couldn’t come up with any stellar ideas and realized challenges that come with teaching core subjects that I had never considered. 

I thought it was interesting to compare how students acted in this class to how they act in Ag classes. I noticed that there was a lot of phone usage while teaching. I thought this was more than in the classes I taught but I also try to do hands-on lessons to keep them from reaching for their phones. I also explicitly ask them to put their phones away when they become too much of a distraction. The students were also much quieted than in classes I had taught. I wasn’t sure if it was the culture of the class, because it was a required course, or a combination of each. 

Students would engage with the material pretty often asking scenario questions of, “so if I…” The teacher used these as a way to keep student engaged, talking through their questions and explaining what would happen in each chemical reaction scenario. By relating the content to student interests, and student-generated questions, students were more engaged through the lesson. 

Observing this class, along with attending science department meetings helped me realize some factors that go into teaching science as a core class rather than science-based electives. I am glad I had the opportunity to watch a chemistry teacher utilize their required curriculum and see how he brings energy into it to engage students and help enhance their learning.