Dr. Jennifer Regelski
Assistant Professor, Science Education

Education
Background
•
B.A. in Zoology, 1995
The Ohio State University
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Science Certification, 1999
Otterbein University
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M.A.T. Life Science, 2003
Miami University
•
•
Ed.D. Educational Leadership, 2013
Wilmington University
The effects of policy changes on science teaching and learning
Teaching
Gahanna Lincoln High School, OH 8 years
Smyrna High School, DE, 4 years
Polytech High School, DE, 2 years
University South Carolina Aiken, 2 years

•
K-12 Level:
• Math and reading
• intervention
Biology
•
•
Chemistry
Physics
• Earth Science
Environmental Science
• Microbiology
• SPED Science
• Social Skills
•
University Level :
• Science Methods
Early Childhood (PK – 3)
Elementary (2 – 6)
Middle and Secondary (6-12)
•
•
• Secondary Classroom
Management
Secondary Assessment
Educational Technology
Emotional & Behavioral Disorders
• Assistive Technology

Agenda: Activating Students
 Learning Resources for One Another
 Cooperative or Collaborative Learning
 Problem/Project-based Learning
 Owners of Their Own Learning
 Teacher-directed assessment
 Peer-assessment
 Self-assessment

 “Exactly why cooperative learning has such a profound effect is still a matter of some debate, although there appear to be four main factors…” (pp. 133 – 134)

Four Mechanisms for Collaborative Learning
Motivation:
• Extrinsic
• Effort increases
Social Cohesion
• Care about the group
• Effort increases
Personalization
• Peer engagement
• Effort increases
Cognitive Elaboration
• “When you teach it, you learn it”

**Th(ink)-Pair-Share**

 “Although the two requirements – group goals and individual accountability – seem straight forward, they cut across some widely held assumptions about fairness for groups and individuals.” (p. 136)

Constructivism
Students construct their own understanding and knowledge of the world through experiments, experience and reflection.
Inquiry-based
Learning
Students construct understanding based on a
“need or want to know”.
Problem-based
Learning
Students develop solutions to specific and complex problems.
Project-based
Learning
Students work in groups seeking multiple sources of information and creating authentic products.

Why is it important?
 Significant Content
 21 st century competencies
 In-depth inquiry
 Voice & Choice
 Upper three on Bloom’s
 Need to know http://www.edutopia.org/project-based-learning-introduction-video

Metacognition
 I’m THINKING …
 I’m NOTICING …
 I’m WONDERING …
 I’m SEEING …
 I’m FEELING…
 I’m REALIZING…
Motivation
 TAKE IT one day at a time
 SURROUND yourself with positivity
 CREATE S.M.A.R.T. Goals
 BELIEVE in yourself
 RECOGNIZE your progress
 DON’T COMPARE you rself to others

 “Reflecting critically on one’s own learning is emotionally charged, which is why developing such skills take time, especially with students who are accustomed to failure.” (p. 158)

 ….teachers do not create learning; only learners create learning. And yet our classrooms seem to be based on the opposite principle – that if they try really hard, teachers can do the learning for the learners.” (p.145)

 Teacher-to-student
 Student-to-student
 Self assessment
OUTPUT (Left Side)
• Brainstorming
• Mind Maps
• Concept Maps
• Venn Diagrams
• Pictures
• Drawings
• Diagrams
• Writing Prompts
• Flow Charts
• Lab and Selfreflections
• Poems
• Songs
• Worksheets
INPUT (Right side)
• Class Notes
• Discussion Notes
• Reading Notes
• Data
• Vocabulary
• Handouts with new information

(student-to-student)

(self)

Strategy that can be used for both assessment and reflection

Contact Information:
Dr. Jennifer Regelski jdaeregelski@gmail.com
http://drregelski.wordpress.com
https://www.youtube.com/channel/UCrXTsziYdMFQcMAa9E-Kdwg