BSCS REflection
My summer is always busy. I had Professional Development scheduled the whole summer, in addition working my part time teaching job as well. I attended Teacher Leader Summit, LIGO, and other PDs. I was excited to participate in this pilot program for BSCS Climate Education Pathways. Our first virtual meeting was scheduled to happen soon, and I was looking forward to collaborating with other science educators from across the country. I was the only science teacher from the state of Louisiana participating in this pilot. I am grateful for being given this opportunity.
I see this as another opportunity to reflect and improve my teaching practices. S. Christian states that, “Self-reflection is when you seriously take time to think about your character and behavior, analyzing where it comes from, what it means to you, is ‘working’ for you, and what you can do about it.” (Christian, 2020) This blog post is part of my self-reflection of this experience. I hope that sharing my experience will encourage and help other science educators around the world.
BSCS is renowned for their research-driven textbooks, effective teaching methodologies, nurturing educational leaders, and studies that have revolutionized the system of science education. Personally, I recognize their significant contributions to inquiry-based science education that adheres to the principles outlined in 'A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.' They are also celebrated for their resources that support science teaching and learning, such as OpenSciEd and BSCS Biology.
“They are known for their resources for science teaching and learning.”
Lesson Types and Unit Structure
I am thrilled to share my experiences with BSCS Science Learning. It has been an enriching journey that encompasses high-quality professional development and instructional coaching.
BSCS provided necessary documents, pretests, and assessments were provided for the pilot.
The storyline comprises:
We received training and were given the freedom to select our anchoring phenomena (this is also possible with other NGSS inquiry-based curricula).
They supplied us with a Padlet containing examples of phenomena by region, which was beneficial.
Explore Local Pathways - chosen by the educator, serving as the anchoring phenomenon.
Base Units - These include Investigative and Synthesize units that incorporate both virtual and hands-on labs.
Gap Analysis and Culminating Tasks were incorporated as well.
It's three dimensional-Science and Engineering practices, Crosscutting Concepts, and DCI's.
““We were trained and allowed to pick our anchoring phenomenon.””
Exemplars were provided.
A website featuring storylines from the previous cohort was available.
We watched and analyzed videos.
Templates for learning plans, slides, and student handouts were provided.
Instructional coaches were available for mentoring by appointment (I worked with Lindsey Mohan).
Time was allocated for educators to collaborate.
Assistance and resources were provided.
Educators from previous cohorts shared their experiences.
Key takeaways from my experience with science education and curriculum development:
1. Flexibility in Curriculum: It's essential for science educators to have the ability to adapt anchoring phenomena within their curriculum to make it culturally relevant and increase student engagement.
2. Curriculum Development Insights: The process of piloting a new curriculum has been eye-opening, highlighting the effort required to create content that aligns with NGSS or state science standards.
3. Support for Educators: As educators transition to this approach to teaching science, it's evident that they require high quality professional development led by skilled facilitators. My experience with BSCS has been invaluable in this regard.
4. Authoring a Complete Storyline: The task of writing an entire storyline, including anchoring phenomena, learning plans, and slideshows, has been a first for me and an enriching professional milestone.
In conclusion, the pilot has been an eye-opening experience, highlighting the importance of adapting, curriculum, and professional support in science education.
