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NAME:
Mrs. Michal Kreiselman
SCHOOL:
Kennedy High-School, Granada Hills, CA
CLASS:
Biology
SCHOOL PHONE:
(818) 363-6794 x3213
Born and raised in Israel, 1966
Moved to the US, 1999
Education:
B.Sc. in Agricultural Sciences 1991
(Faculty of Agriculture, Rechovot, Israel)
M.Sc. in Biology 1993
(Weitzmann Institute of Science, Rechovot, Israel)
Ph.D. in Biochemistry 2000
(Hebrew University, Jerusalem, Israel)
Started teaching: FALL 2002
Teaching credential:
Secondary Single-Subject in Biology, CSUN, LAUSD-BTSA 2006
Information in biology is being obtained in vast magnitudes thanks
to the development data bases of genes, proteins, drugs, and more. With the
aid of advanced computer technology, scientists are able to observe the
subjects of their research while measuring many factors at once. However,
to make
sense of this explosive information, one must first be able to describe and
explain an individual observation. In order to do so, a scientist must
discipline herself to critical evaluation of an experiment and its results,
using logical comparisons and appropriate controls. As a science teacher in
these extraordinary times, my four-fold goals are to teach my students: (1)
to practice critical thinking, in their studies as well as in their every-
day
lives; (2) to explain experimental results and observations, based on
knowledge and evidence; (3) to obtain information of interest from
scientific
literature; and (d) to become aware of current scientific events.
I believe that students must understand, at least generally, what methods
were used to discover each scientific fact they learn about. I would arrive
at this goal by describing the original experiment performed by the
scientists, by demonstrating the methods in the classroom or in the
laboratory and by occasionally inviting a scientist from a nearby college to
lecture about her work. Throughout these experiences I want the students to
be inspired by the difficulties as well as the successes of scientists in
the ‘real world.’
As an information resource I plan to supplement the text-book of choice with
relevant articles from recent issues of popular scientific magazines such
as “Science News” and “Scientific American”. More importantly, I will
assign
students to search for additional information. This work experience will
familiarize my students with the bibliographical resources available and
provide them a certain amount of independence in their study.
(Michal, what if your students are reading at the fourth grade level?)
Biology is a field of concepts that are based on details. As a student and
later on as an instructor I came to understand that learning is improved
when
understanding accompanies memorization. For example, in the State standards
for 12th grade ??? principles of enzyme function or strategies of neuronal
guidance in the brain are addressed. I would teach these based on a few
examples At the same time, types of protein interactions and signaling
chemicals that neurons secrete as they grow are memorized more easily when
they fall into the previously built conceptual frames. Following this
thought I will use a learning cycle to address the two thinking
levelssequentially, providing preliminary information, then teaching the
concepts, and finally filling up with additional information that would now
be better assimilated.
I am not sure if this makes sense biologically, but likely the person
reading this will not be a biologist.
On top of my teaching goals, I am aware that students bring with them a
variety of life experience, personalities and abilities. Some of them do not
speak English very well, some may have reading or writing disabilities and
some may have not used a computer before. My attempt is to give equal
opportunity for all students to fulfill their intellectual potential.
Accordingly, my teaching methods (presentations, assignments and evaluation)
will combine verbal conversation, as well as written and visual
(illustrations, films) means of communication. I will also encourage
interaction between different students through group work in class and in
doing home work. In a small group, the quiet student will be given a chance
to speak out and the stronger student will help the weaker one while
deepening her own understanding of the material.
I will constantly assess students’ learning, using multiple strategies.
Along
with my presentations I will frequently ask my students questions that
either
refer to previously learned material, or aim to the students’ logic. Some of
these questions I will have the students think quietly about and write down
their answers before we open a discussion. This way, the speed of hand-
raising will not determine the level of participation. On a regular basis I
will collect the students’ notebooks and assignments which will be graded,
even if these grades will not be used for summary evaluation. This way, the
student will have clear feedback on her progress.
In my evaluation of student performance I will consider grades on monthly
exams, weekly quizzes, lab reports and class participation. My exams will
follow the approach of conceptual teaching, as they will simultaneously test
knowledge of information, the understanding of concepts, and the ability to
apply these concepts to new problems. I also believe in means for
alternative evaluation methods, such as self-evaluation according to answer
keys, and the peer-review method. I am particularly fond of the latter,
since
it allows the students to learn from each other’s mistakes and ideas.
Along with the scientific concepts I believe students must learn to express
their thoughts clearly and to describe their work in an organized way.
Therefore students will be expected to summarize according to specific
guidelines. , all the experiments that the students will perform in class,
Throughout the year, the students will gradually move from writing short
reports to presenting their experiments to the class using transparencies,
power-point presentations or simply writing on the blackboard. These visual
aids may be later used by interested students when teaching the class about
a
biology subject of their personal interest.
As an educator I am committed to teach my students to be independent, self-
critical and responsible human beings. I will follow these guidelines while
teaching science and in my personal interactions with the students. In
summary, my goal is to prepare my students for the rapidly
developing
scientific world that they live in and to help them become thinking,
independent and fulfilled people.
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