After meeting with the teachers and discussing my project, I was excited
that they were all on board to improve science instruction for our students. They
too feel that our students are not getting equitable science instruction and
want to find ways to make it happen. We looked at the state TEKS, our current
curriculum, current assessments, and assessment data as well as student IEPs,
ESL modifications, GT extensions, and reading levels to identify strengths and
weaknesses within our current instruction. I also surveyed 5th grade
students to find out what they liked about their science classes and what we
could add to make it better. I then met with my principal to discuss the
suggestions of the teachers and students. We were able to purchase materials
needed to supplement and enrich our instruction, including science books that
are on a variety of reading levels to add to our literacy library, additional
lab equipment for hands-on investigations, and a subscription to BrainPop.com.
Over the summer, I read articles about how to improve science instruction through
questioning; inquiry based teaching, and effective ways to build science
vocabulary and shared the strategies with teachers during summer professional
development. The teachers felt a bit overwhelmed, so we decided to first focus
on the strategies to improve our inquiry based teaching techniques and then
work on the other strategies. I met with my principal again to review the plan
we developed over the summer and she us the green light. Since school started,
we have been using the strategies in class and meeting weekly at planning to get
feedback and make necessary adjustments. The teachers have done an amazing job
and are excited to see how these changes are impacting their students. Going
forward, I will survey the students again at the end of the 1st nine
weeks, review assessment data thus far, and finalize my paper for submission.
