“The teacher who is attempting to teach without inspiring the pupil to learn is hammering on cold iron.” Horace Mann
This week I taught a science Professional Development for elementary teachers in my district on incorporating Science Notebooking within the science curriculum. It got me thinking about why I started embracing Science Notebooking a few years ago.
It wasn’t until I decided to get my masters in Curriculum and Instruction at Winthrop University that I started to have passion for science. Professor Dr. Linda Pickett inspired me beyond words. She was so passionate about science. She made every class fun and engaging. I realized that I need to do a better job of teaching science. I wanted my kids to love coming into my classroom as much as I loved going to Dr. Pickett’s class. I taught all the other subject with enthusiasm, why hadn’t I with science.
That year, as I had taken her course over the summer, I decided I was going to implement Science Notebooking. I researched Science Notebooking and at that time there wasn’t a whole lot out there about it. I made up what expectations I felt were best and what rubric would best meet my high expectations and I launched Science Notebooking. I am not going to lie, I hit many bumps that year but I could see the difference in the student’s interest in science and summative test scores.
That summer, I tweaked my expectations, rubric and launching process and got the rest of my fifth grade team on board. That year our kids loved science! We started doing a lab every week, we were having fun and learning! Then I met Wayne Fisher, who also inspired me to be a better science teacher. (Wayne is our district level science coordinator.) His workshops and professional developments made me stronger. He introduced me to the 5E learning cycle and much more. He helped me to realize that what I was doing in my classroom not just with Science Notebooking was important. He got me started in teach professional developments across the district on many science topics which then turned into also doing other types of professional developments such as “Using Data to Drive Instruction.’
Now when we are at recess the students are ‘talking science’ by describing clouds, rocks and Newton’s Laws. They are always wondering, exploring and asking questions. What more could you ask for! This brings me back to the quote that I started off with. We need to inspire in order to get results and I believe Science Notebooking inspires the students because it is something real scientists do! On my blog scroll is a link to my website where I have resources for starting Science Notebooking. My hope for this blog post is someone will read it start Science Notebooking in their classroom and motivate more students to embrace science!