I love camping, gardening, hiking, canoeing, and figuring things out! (Figuring stuff out is what science is all about.) I worked for 18 years as an Environmental Consultant, focussing primarily on hazardous waste work, but I also contributed to water, wastewater, and air quality projects. After the arrival of my fourth child, I decided to change careers. I then obtained a Masters of Education from Harvard University's Graduate School of Education. I have been teaching at Pentucket Regional High School since the 2001/2002 school year. I have taught Physical Science, Integrated Science, Biology, Chemistry, and Environmental Science courses.

About me

My credentials

A metaphor for teaching

My science education philosophy

 

Credentials

• Harvard Graduate School of Education, Cambridge, MA. Master of Education in Mid-Career Math & Science, June 2001
• University of Massachusetts, Amherst, MA. Bachelor of Science in Environmental Science, 1982.
• University of Massachusetts, Amherst, MA. Bachelor of Arts in Legal Studies in 1982.
• Massachusetts Secondary Certifications in General Science, Biology, and Chemistry,  Professional Massachusetts Licenses

A Metaphor

An ecosphere is a sealed container of air, water, plants, and animals that lives as a mini-planet. This little bottle-world demonstrates how life depends on the interconnectedness of living and nonliving things for survival. "When we try to pick out anything by itself, we find it hitched to everything else in the universe", a John Muir quote, is at the heart of my teaching. I regularly ask students to look for the connections to their lives in the work they do in my classroom. And as a teacher, I can not teach science without also teaching civics, history, math, art, language arts… as they are all linked together.

In teaching science I hope to help children see the beauty and wonder of our natural environment and to instill within them an understanding of the complex interactions of science and life. By layering the science with other disciplines I believe the science will become more alive and make more sense for the student. I believe that when we connect our hands with our ideas we move our thinking. Thus, I believe that physical manipulation of materials in science is critical to gaining depth of understanding. It is not enough to watch and hear; as learners we need to touch. To further the eye-hand-brain connection, my students are required to make detailed drawings of observations and are expected to write at length about what they notice.

My metaphor for teaching is gardening and this earth globe is a miniature model of a garden, as no garden is without plants and animals, air and water. I think of the students as diverse and unique as the plants living on our planet. Each has a special niche to fill and a role to play in the association with life. Each has different needs and preferences for growing strong and contributing all they can. And each has different gifts or fruits to offer. Some plants may be lovely to look at and others may be thorny, but they all have their place on this planet. It is our job as teacher to uncover the requirements of each individual so as to enable the student to succeed to the greatest degree possible. As teachers we need to understand the elements we can modify for the students. Some students thrive in one environment while others may have a different learning style. To meet all their distinctive and wide-ranging needs we need to make their learning visible and give the students several entry points for discovery. I hope that I accomplish this by recognizing each student as the individual that they are and by designing lessons that have multiple points of entry and alternative assessments.

My Science Education Philosophy

In teaching science I hope to help children see the beauty and wonder of our natural environment and to instill within them an understanding of the complex interactions of science. I believe that enhancing the scientific literacy of our children will place them on a path toward greater caring for each other and the planet, to live with all rather than separate. My teaching philosophy is founded on the belief that everything is connected, that observations are a foundation of science, and that understanding personal connections to the world helps one to understand oneself.

I believe that each and every child can learn and have a place where she or he can be successful and gratified. Science teaching that is effective will nurture the students' natural curiosity and connect with the students' lives. It is active work with manipulative experiments and direct observations and probing analysis. It is encouraging the questions within the students. It is structuring the class for discovery and participation by all members, allowing opportunities for self-guided inquiry, and compelling students to read and write on generative topics. A responsible teacher will focus her curriculum on the essential questions underlying the science frameworks.

My philosophy of education is rooted in constructivism and in the view that learning is active, creative work. Briefly, I believe that:

-         Students develop science skills, attitudes and concepts through active participation in concept development and application.

-         Prior knowledge should be assessed accurately and early on so that the course structure meets the academic needs of the students, challenging them without alienating them.

-         Interdisciplinary teaching allows a student deeper engagement in scientific concepts.

-         Work should be meaningful to students and illustrate the application of a concept to an activity that is of interest to students.

-         The use of raw data and primary sources, along with manipulative, interactive, and physical materials enables students to better assimilate new concepts into logical and enduring frameworks.

-         Students should be actively taught the value of metacognition, and given opportunities for practicing it.

-         Student autonomy and initiative should be encouraged.

-         A democratic society values all members of the community. A classroom respectful and mindful of diverse viewpoints is critical to readying children for the broader, global community.

Success in science learning requires the student's engagement and effort. Students’ engagement with the work relies on their personal motivation. If a student cannot understand how something relates to her goals, she will not care about that thing. If a student cannot see the relevance of the material covered, he will tune out or drop out. It is up to the teacher to identify those personal motivations and to help the student make meaning of the scientific concepts. A flexible teacher armed with knowledge of her students’ preconceptions and attitudes is better prepared to set her course outline and facilitate student constructions of science.

I believe that when we connect our hands with our ideas we move our thinking. Applying our hands to work uncovers questions that develop into other work and other questions, repeating over and over. Thus, I believe that physical manipulation of materials in science is critical to gaining depth of understanding. I further believe that a depth of understanding of overarching concepts is integral to further, meaningful work. As the students solve problems, interact with others, and adapt to circumstances, they develop constructions of the world and how it works. With basic concepts and strong critical thinking skills, the student will be able to master more difficult concepts in any field she or he chooses.

I want students to know the value of their own ideas. My teaching philosophy enables metacognition by establishing a student-centered classroom. Students should learn how to ask questions and pursue their own answers. As the teacher I must create a healthy learning environment where students feel secure enough to ask questions and pursue their thinking to its logical conclusion. They should be comfortable reflecting on their critical thinking skills. They should feel safe assessing their own learning by analyzing their strengths and weaknesses. Allowing my students to construct their personal/individual meaning benefits the whole class by exploring multiple possibilities in the way that students grasp concepts.

Learning is a complex phenomenon involving various learning styles. Students need to practice scientific concepts through a multitude of active methods. Teachers need to provide not only entry points for different types of learners but also concept reinforcement. I believe that teacher collaboration on student work assists the teachers in identifying the strengths of the student and understanding the student’s understanding. By making a student’s learning visible we, as teachers, can aid in the student’s discovery of knowledge. As collaborative teachers, we can learn about our own teaching from analysis of student learning.

The job of my students is to learn to think critically, ask well thought-out questions, and be responsible and participatory members of their communities. My job as their teacher is to stress fundamental concepts, guide students in active learning, lead them to their own critical thinking processes, and provide connections to the world they live in. I believe that a student-centered classroom, with varied, diverse, and flexible methods of instruction, will provide the students with opportunities to develop their critical thinking skills, will grant entry points for different learning styles, and will help students take responsibility for their education.