The Student-Centered Science Teacher Podcast: Recent Episodes
Lisa at Lab In Every Lesson
Learn how to transform your classroom from one filled with daily lecture and note-taking to one in which students are practicing the scientific method skills of observing, analyzing, and concluding on the daily!
Change doesn’t always arrive gently.
Sometimes it’s small and inconvenient — a fire drill, a pacing shift, a new student added mid-year.
Sometimes it’s systemic — new policies, new platforms, new expectations.
And sometimes it’s deeply disruptive — reassignment, layoffs, or the loss of a plan you thought was settled.
In this opening episode of our January series on Adaptability, we begin with the first movement of the L.E.A.D. rhythm: Let Go & Lead Yourself.
Through real classroom experience, reflection, and faith, this episode explores what it means to stay grounded when certainty disappears — and how adaptability is formed not through force or flexibility, but through faithfulness.
You’ll hear:
- why change often feels threatening (and why that’s human)
- how adaptability grows over time, not overnight
- what Scripture teaches us about perseverance, character, and hope
- and how the way we respond to change quietly forms the students watching us
This episode is an invitation to release what once worked, without losing who you are — and to trust that leadership doesn’t disappear just because clarity does.
You’ll walk away with:
- a heart check
- a prayer
- and the reassurance that you don’t need to know what comes next to lead well today
🎧 Next week: Establishing rhythms that sustain you when everything feels in motion.
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✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each month we grow through the L.E.A.D. rhythm:
L — Let Go & Lead Yourself E — Establish Rhythms that Sustain You A — Align with What Actually Matters D — Disciple through Your Daily Work
This season, we’re digging deeper into the Fruits of the Spirit — not just as virtues to admire, but as roots to grow.
Because the qualities God calls fruit — love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control — are the same roots that produce results in a student-centered classroom.
Each episode blends Scripture, story, and reflection to help you nurture both your spirit and your students.
You’ll walk away with a heart check, a prayer, and the clarity to teach from peace, not pressure.
🎧 Listen online: https://labineverylesson.com/roots-lead-to-results/
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🔎 References & Further Reading Mentioned in This Episode
- Status quo bias and resistance to change
https://en.wikipedia.org/wiki/Status_quo_bias?utm_source=chatgpt.com\
- Emotional responses to change and the change curve
https://www.abundance.global/psychology-of-change-management/?utm_source=chatgpt.com
- Adaptability, coping strategies, and cognitive flexibility
https://www.frontiersin.org/research-topics/24789/adaption-to-change-and-coping-strategies-new-resources-for-mental-health/magazine?utm_source=chatgpt.com
- Resilience and “bouncing forward” through change
https://www.nicheacademy.com/blog/resilience-and-adaptability-how-you-lead-matters?utm_source=chatgpt.com
- Change fatigue
https://en.wikipedia.org/wiki/Change_fatigue?utm_source=chatgpt.com
L.E.A.D. Rhythm: Disciple through your daily work
Fruit Focus: Love / Goodness
Theme: Connection
Love is more than a feeling — it’s the daily choice to show up with goodness, grace, and integrity.
In this final episode of the Connection Series, you’ll hear how everyday moments — like five-minute conversations that make students feel seen — become acts of discipleship.
You’ll rediscover that living love in your classroom doesn’t mean saying yes to everything; it means saying yes to what’s good, true, and rooted in purpose.
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✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each month we grow through the L.E.A.D. rhythm:
L — Let Go & Lead Yourself E — Establish Rhythms that Sustain You A — Align with What Actually Matters D — Disciple through Your Daily Work
This season, we’re digging deeper into the Fruits of the Spirit — not just as virtues to admire, but as roots to grow.
Because the qualities God calls fruit — love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control — are the same roots that produce results in a student-centered classroom.
Each episode blends Scripture, story, and reflection to help you nurture both your spirit and your students.
You’ll walk away with a heart check, a prayer, and the clarity to teach from peace, not pressure.
🎧 Listen online: https://labineverylesson.com/roots-lead-to-results/
LEAD Rhythm: Align with what actually matters
Fruit Focus: Faithfulness
Theme: Connection
Teaching isn’t about the big moments — it’s about showing up faithfully in the small ones.
This episode reminds you that real impact grows through faithfulness: in the emails you send, the integrity you model, and the steady follow-through no one sees.
You’ll be encouraged to align your energy with what truly matters and to trust that nothing faithful is ever wasted.
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✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each month we grow through the L.E.A.D. rhythm:
L — Let Go & Lead Yourself E — Establish Rhythms that Sustain You A — Align with What Actually Matters D — Disciple through Your Daily Work
This season, we’re digging deeper into the Fruits of the Spirit — not just as virtues to admire, but as roots to grow.
Because the qualities God calls fruit — love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control — are the same roots that produce results in a student-centered classroom.
Each episode blends Scripture, story, and reflection to help you nurture both your spirit and your students.
You’ll walk away with a heart check, a prayer, and the clarity to teach from peace, not pressure.
🎧 Listen online: https://labineverylesson.com/roots-lead-to-results/
L.E.A.D. Rhythm: Establish rhythms that sustain you
Fruit Focus: Kindness
Theme: Connection
Connection doesn’t come from grand gestures — it grows through rhythm.
This week, we’ll look at how kindness shows up in consistent, sustainable ways: the tone of your feedback, the steadiness of your follow-up, the compassion that builds trust over time.
You’ll walk away with permission to lead gently without losing strength — and to practice wise kindness that honors both truth and love.
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✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each month we grow through the L.E.A.D. rhythm:
L — Let Go & Lead Yourself E — Establish Rhythms that Sustain You A — Align with What Actually Matters D — Disciple through Your Daily Work
This season, we’re digging deeper into the Fruits of the Spirit — not just as virtues to admire, but as roots to grow.
Because the qualities God calls fruit — love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control — are the same roots that produce results in a student-centered classroom.
Each episode blends Scripture, story, and reflection to help you nurture both your spirit and your students.
You’ll walk away with a heart check, a prayer, and the clarity to teach from peace, not pressure.
🎧 Listen online: https://labineverylesson.com/roots-lead-to-results/
L.E.A.D. Rhythm: Let go and lead yourself
Fruit Focus: Patience
Theme: Connection
When your best effort goes unnoticed, it’s easy to wonder if what you’re doing even matters.
This episode explores the quiet strength of patience — the faith to trust that your steady energy and unseen efforts are growing roots beneath the surface.
You’ll be reminded that the results you’re praying for may already be taking shape — even if you can’t see them yet.
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✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each month we grow through the L.E.A.D. rhythm:
L — Let Go & Lead Yourself
E — Establish Rhythms that Sustain You
A — Align with What Actually Matters
D — Disciple through Your Daily Work
This season, we’re digging deeper into the Fruits of the Spirit — not just as virtues to admire, but as roots to grow.
Because the qualities God calls fruit — love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control — are the same roots that produce results in a student-centered classroom.
Each episode blends Scripture, story, and reflection to help you nurture both your spirit and your students.
You’ll walk away with a heart check, a prayer, and the clarity to teach from peace, not pressure.
🎧 Listen online: https://labineverylesson.com/roots-lead-to-results/
📖 Micah 6:8 — “What does the Lord require of you? To act justly, to love mercy, and to walk humbly with your God.”
What happens when students think you don’t care about quality — that “anything” is enough?
In this episode, I share a story from my classroom about balancing mercy with high expectations.
Together, we’ll reflect on what it means to act justly, love mercy, and walk humbly as teachers who want to build confidence in our students without slipping into complacency.
WANT MORE?
When you're ready to balance mercy with high expectations, check out my YouTube video called: Ramp Up the Rigor in Your Science Classroom.
It’s a practical, teacher-focused video that shows how to raise the bar without overwhelming yourself or your students.
✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each week we walk through the L.E.A.D. rhythm:
- Let Go & Lead Yourself
- Establish Rhythms that Sustain You
- Aim with Intention
- Disciple through Your Daily Work
In every episode, you’ll hear scripture, a personal story, a reflection for your teaching, and a heart check with prayer — all designed to help you thrive in both life and classroom.
LISTEN ONLINE at https://labineverylesson.com/roots-lead-to-results/
📖 Philippians 1:6 — “He who began a good work in you will carry it on to completion until the day of Christ Jesus.”
Growth doesn’t happen instantly — not in us, and not in our students.
This episode is all about resisting the urge to judge too quickly or give up too soon.
I’ll share stories from my own classroom where I’ve had to remember that seeds sprout in hidden places first — and how faithfulness and consistency build courage and confidence over time.
WANT MORE?
If you’re ready to build classroom systems that support consistency — so you’re not guessing or giving up too soon — I’ve created professional development resources to help.
👉 Visit www.LabInEveryLesson.com and click Learn to L.E.A.D. in the menu bar.
✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each week we walk through the L.E.A.D. rhythm:
- Let Go & Lead Yourself
- Establish Rhythms that Sustain You
- Aim with Intention
- Disciple through Your Daily Work
In every episode, you’ll hear scripture, a personal story, a reflection for your teaching, and a heart check with prayer — all designed to help you thrive in both life and classroom.
LISTEN ONLINE at https://labineverylesson.com/roots-lead-to-results/
📖 Psalm 90:12 — “Teach us to number our days, that we may gain a heart of wisdom.”
As teachers, there never seems to be enough time — and the new demands, platforms, and expectations only add to the frenzy.
But wisdom isn’t about cramming in more.
It’s about discerning what matters most and letting go of the rest.
In this episode, we’ll unpack what it looks like to choose wisdom over hurry, presence over performance, and faithfulness over frenzy.
WANT MORE?
Visit the Lab In Every Lesson blog or subscribe to the YouTube channel!
✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each week we walk through the L.E.A.D. rhythm:
- Let Go & Lead Yourself
- Establish Rhythms that Sustain You
- Aim with Intention
- Disciple through Your Daily Work
In every episode, you’ll hear scripture, a personal story, a reflection for your teaching, and a heart check with prayer — all designed to help you thrive in both life and classroom.
LISTEN ONLINE at https://labineverylesson.com/roots-lead-to-results/
📖 Psalm 20:7 — “Some trust in chariots and some in horses, but we trust in the name of the Lord our God.”
It’s easy to put our trust in systems, leaders, or colleagues — only to be let down.
But what if shifting our perspective helped us move from frustration to focus?
In this episode, I share a story about school leadership, alignment, and perspective, and we’ll talk about what it really means to “write the vision and make it plain” for your students and yourself.
WANT MORE?
Download Purposeful Plans, Powerful Results: A Core Value Creator to help you totally transform the culture of your science classroom and strengthen your commitment to the cause.
https://labineverylesson.com/corevalues/
✨ New here?
Roots L.E.A.D. to Results is a weekly podcast for teachers who want to stay rooted in faith and grounded in student-centered teaching.
Each week we walk through the L.E.A.D. rhythm:
- Let Go & Lead Yourself
- Establish Rhythms that Sustain You
- Aim with Intention
- Disciple through Your Daily Work
In every episode, you’ll hear scripture, a personal story, a reflection for your teaching, and a heart check with prayer — all designed to help you thrive in both life and classroom.
LISTEN ONLINE at https://labineverylesson.com/roots-lead-to-results/
📖 “And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through Him.” — Colossians 3:17
Excellence doesn’t mean perfection. And it doesn’t mean chasing recognition.
Excellence is about showing up with your best in the moment you’re in — and letting your students see what that looks like.
In this episode, we’ll talk about the difference between performance and faithfulness, and how everyday excellence shapes our classrooms.
When we model perseverance, care, and gratitude in the small things, our students learn that giving their best matters more than being flawless.
📖 “Forgetting what lies behind and straining toward what is ahead, I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.” — Philippians 3:13–14
Every teacher has moments when quitting feels easier than pressing on.
Lessons flop, initiatives pile up, and it feels like nothing is working the way you hoped.
But what if those moments are actually the place where persistence matters most?
In this episode, we’ll talk about how to keep moving forward when you want to give up.
I’ll share a story from my own classroom journey that taught me why God doesn’t call us backward — He calls us forward. And when we model perseverance for our students, we’re showing them that resilience and faithfulness are worth more than perfection.
📖 “The plans of the diligent lead surely to abundance, but everyone who is hasty comes only to poverty.” — Proverbs 21:5
Teachers are great at setting big goals in September.
We dream about staying organized, keeping up with grading, and balancing it all.
But by mid-October, those resolutions often fizzle out.
In this episode, we’ll talk about why routines matter more than resolutions — and how sustainable rhythms can steady us when the year gets heavy.
In this episode, we’ll talk about why routines matter more than resolutions — and how steady rhythms can keep us rooted through the ups and downs of the school year.
I’ll share a simple three-part framework I’m using this year to stay focused, balanced, and faithful — in the classroom and in life.
When we trade quick bursts for steady rhythms, we build trust with our students, preserve our own energy, and stay rooted for the long haul.
📖 “Write the vision; make it plain on tablets, so he may run who reads it.” — Habakkuk 2:2
September can feel overwhelming — new admin goals, training hours, pacing guides, and parents emailing on top of everything else.
It’s easy to lose focus and feel pulled in every direction.
In this episode, we’ll talk about why clarity matters for teachers.
Just like we ask students to write their learning targets so they know where they’re headed, we need to write down our own vision as educators.
When the noise gets loud, a clear focus helps us keep running in the right direction — with purpose and peace.
📖 “For God’s gifts and his call are irrevocable.” — Romans 11:29
Have you ever poured your heart into a lesson only to watch it flop?
Maybe you’ve tried something new in your teaching, and it didn’t go the way you imagined.
It’s tempting in those moments to go back to “the old way” — but what if God is calling you to keep pressing forward instead?
In this episode, we’ll reflect on Romans 11:29 and the reminder that God doesn’t take back His calling.
As teachers, that means we don’t give up when things don’t work the first time.
We adapt, we try again, and in doing so we model perseverance and resilience for our students.
Ever catch yourself looking sideways—at the neighbor down the hall, at your favorite social media personalities, or even to a standard that says what you 'should be doing'?
Does it make you feel like you might not be ... enough?!
In this episode of Roots L.E.A.D. to Results, we’re talking about how comparison clouds our vision, chips away at our confidence, and distracts us from the path we’ve been called to walk.
But Proverbs 4 reminds us:
“Let your eyes look straight ahead; fix your gaze directly before you... Do not turn to the right or the left; keep your foot from evil.” — Proverbs 4:25–27
This isn’t about pretending the distractions don’t exist. It’s about choosing what we fix our gaze on.
Inside this week’s reflection, you’ll hear:
- A personal story about navigating comparison in the classroom
- A reminder that your race is already marked out—and it’s worth running
- Encouragement to realign with truth when “not enough” starts creeping in
If you’ve been feeling unsteady or discouraged, this episode is a gentle call to come back to center.
Let’s walk forward with grace—and with our eyes fixed on what matters most.
Feeling like you’re already behind this school year? Like you’re racing the clock instead of tending to what really matters?
In this episode of Roots L.E.A.D. to Results, we move into the E in our rhythm: Establish Rhythms that Sustain You. If you're the kind of teacher who wants to teach deeply but keeps getting pulled back into the whirlwind of pacing guides, deadlines, and performance pressure — this is your invitation to pause.
We’ll explore what it means to trust God’s timing in your classroom, your calling, and your own growth. Drawing from Ecclesiastes 3:1-2 and Galatians 6:9, we’ll reframe the urgency we feel and return to rhythms that prioritize presence over performance.
This episode is a breath of fresh air for anyone who’s craving slower, soul-centered teaching… the kind that says:
You don’t have to rush. You just have to stay faithful.
The harvest will come.
Ever feel like you're not enough? Like no matter how much you prepare, plan, or pour into your classroom (or your business, your family, your faith…), it still doesn’t feel like it’s working?
In this first official episode of Roots L.E.A.D. to Results, we’re beginning with the L – Let Go & Lead Yourself rhythm. I’m sharing the raw truth behind why this reboot even happened, and how a single verse reminded me that I wasn’t made to strive—I was placed to cultivate.
We’ll reflect on:
🌱 The tension between preparation and performance
🌱 What it means to lead yourself before leading others
🌱 Why God’s first command was to tend, not prove
🌱 How you can lead from a place of peace—even when you're questioning your purpose
This one’s for the teacher who’s feeling tired. Tender. And maybe just a little unsure about where to begin again.
Let’s return to the soil—and remember what was true from the very beginning:
You were made for this.
🎧 Listen now and let this be your reminder to lead with what you’ve been given.
This isn't Episode 1. This is something deeper.
Before we begin the rhythm of weekly episodes, I wanted to sit down with you and share the heart behind this podcast.
It’s not just about faith or teaching or educational trends — it’s about the soul work of showing up, over and over, in spaces that don’t always see the roots we're growing.
In this episode, I open up about:
- Where Roots LEAD to Results came from — and what that title really means.
- Why this podcast isn’t just one more thing on your list… but a place to return to when you’re feeling tired, stretched, or unsure.
- What you can expect each week (and how the L.E.A.D. framework will guide our reflections).
- A glimpse into my own season of uncertainty — and how I’m choosing to walk by faith anyway.
If you're a teacher who loves deeply, leads courageously, and longs to grow in truth — you’re not alone.
This space was made with you in mind.
Whether you’re faith-filled or feeling lost in the overwhelm, this isn’t a pep talk or a checklist.
It’s a place to return to your roots.
And I’m so grateful you’re here with me for it.
As teachers, we constantly seek new ideas, strategies, and inspiration—but when does learning become a crutch instead of a tool for action?
In this episode of Deep Roots, Flowers, and Fruit, we'll reflect on the balance between curiosity and implementation. From professional development to classroom experimentation, we'll explore how embracing the scientific mindset—observing, questioning, testing, and iterating—can transform both teaching and personal growth.
Through a faith-inspired lens, I'll also shares how my own “wilderness” moment led me to shift from consuming knowledge to stepping forward in action.
If you’ve ever felt stuck in the cycle of learning and procrastinating on taking action, this episode will motivate you to take that next step!
Listen in to discover:
✅ Why endless professional development isn’t enough—action is key
✅ How to embrace your classroom as a laboratory of learning
✅ The connection between curiosity, service, and scientific practice
✅ A faith-based perspective on finding clarity in the wilderness of teaching
Join us for a thought-provoking discussion that will challenge you to step out, experiment, and grow.
If you think you'd benefit from an experienced, encouraging mentor, considering joining The Digital Instructional Design Studio that comes with instructional coaching customized just for you!
As the school year winds down, do you ever feel that itch to shake things up? 🌱✨ That sense that what worked this year might need a refresh next year?
In this episode, we’re talking about curiosity as an act of service—why great teaching isn’t a “set it and forget it” career, but one that evolves with time, students, and our own growth.
I’m sharing how this time of year sparks my teaching spring cleaning mode—a time to reflect, explore new methods, and get excited about what’s next. Whether you’re feeling energized or just plain exhausted, this episode will help you tap into that natural curiosity that keeps great teachers growing.
And, if you think you'd like to try a new student-centered, inquiry-based, active learning approach to instruction, download my Inquiry & Action Science Teacher Toolkit at https://www.labineverylesson.com/lesson-plan-template.
It's got a printable template with a how-to guide, an example, and a video course sent straight to your inbox!
OR -- you can read all about it HERE on my blog.
February is all about connection—but not just in relationships. In this episode of Deep Roots, Flowers, and Fruit, we explore what it means to truly connect students to science as a practice, not just as a set of facts.
Too often, science instruction checks off the boxes—“I did a lab, so I included the science and engineering practices!”—but is that enough?
We’ll dive into the real purpose of science education: helping students do science, not just memorize it. From integrating science and engineering practices into daily lessons to transforming assessments into meaningful demonstrations of learning, this conversation is all about weaving inquiry-based learning into everything we do.
Join me as we discuss:
🌱 The roots of strong science instruction—consistent, meaningful, and inquiry-driven.
🌱 Why observation is the foundation of every science and engineering practice.
🌱 How assessments can go beyond multiple-choice to truly measure student understanding.
🌱 Simple ways to bring the awe and wonder of science into your classroom every day.
Stick around until the end, where I’ll tell you about my free lesson plan template—designed to make it easier than ever to keep science inquiry at the heart of your teaching. Plus, a sneak peek at next month’s theme: Curiosity!
Let’s cultivate a classroom where science is more than just knowledge—it’s a way of thinking, exploring, and discovering. 🎙🌿
This episode takes a deeply personal turn as we explore the hidden struggles educators face—especially in the darker, more challenging seasons of our careers. In keeping with our flora-focused analogy and inspired by the concept of root rot, we’ll dive into the imbalances that drain our energy and passion, from the relentless demands of teaching to the personal trials that test our resilience.
If you’ve ever felt overwhelmed, exhausted, or unsure how to replenish your own well-being while showing up for your students, this conversation is for you. We'll uncover some ways to shift our perspective and cultivate balance so we can continue to grow—stronger and more deeply rooted than before.
Whether you're a seasoned educator or just starting out, join me as we plant seeds of reflection and self-care—because the health of our roots determines the fruit we can help our students grow.
🎧 Hit play and let’s dig in!
Collaboration is essential for student growth, but it’s not always easy!
In this episode, I reflect on a surprising groupwork success story, the challenges of fostering teamwork in my own high school chemistry classroom, and what I’ve learned from trial, error, and real teacher conversations.
Whether you’re struggling with group dynamics or rethinking your approach to collaboration, this episode will give you plenty to consider.
Let’s grow those student roots and embrace the power of connection!
February is the month of love, and in this episode, we’re digging into the root of SERVICE—specifically, how our relationships with stakeholders (coworkers, administrators, special ed staff, guidance counselors, parents) shape our work as educators.
Let’s be real: Teaching is hard, especially when the very people who should be on our team don’t always feel like they are. So how do we stay grounded in our purpose? How do we show up with love and resilience, even when challenges arise?
I’m sharing the one phrase that keeps me centered when the pressure feels overwhelming—my personal connection to service—and how you can discover yours, too. Because when we remember why we do this work, we don’t just survive the hard days—we continue making a difference. 💡
🔹 Why service is the foundation of meaningful connections
🔹 A simple mindset shift that helps navigate difficult situations
🔹 Real-life stories of service in action—both with students and colleagues
🔹 How to create your own personal service affirmation to stay rooted in your purpose
🎧 Tune in now, and before you go, grab my Classroom Core Value Creator to uncover the words that will keep you inspired and intentional every single day!
💬 What’s your guiding phrase for service? Drop it in the comments or add it to the Lab In Every Lesson Facebook Page —I’d love to hear what keeps you going!
DeepRootsFlowersAndFruit #TeacherPodcast #ServiceInTeaching #ConnectionMatters #MakeADifference
It's nearly a new month! Each new month we'll explore a new seed from which to grow strong roots in our teaching practice.
In February, the new seed is CONNECTION.
As educators, we’re constantly forming connections—with students, colleagues, curriculum, and even ourselves. But in the rush of responsibilities, how often do we truly nurture those connections in a way that sustains us?
In this episode, I’m sharing my own journey of learning to trust my voice, stay grounded in my purpose, and build meaningful relationships—despite shifting expectations and school cultures.
Together, we’ll dive into what it really means to stay connected in this profession and how doing so strengthens both our teaching and our well-being.
Let’s start planting the seeds of connection that will carry us through the month ahead!
THEN, join the Facebook group to talk about it!
https://www.facebook.com/share/g/1AjrX1XK2M/
This is the final episode of defining our ROOTS on this podcast!
In it, we're diving deep into the idea that science isn't just a collection of facts to memorize; it's an active, ever-present way of thinking and processing the world around us.
We'll consider how science is at work as one root of our professional practice and how to use it to grow strong, confident students from thoughtful, well-rounded lessons.
With personal stories, practical tips, and professional insights, we'll reveal how to create rich learning experiences that foster critical thinking, informed decision-making, and real-world problem-solving skills.
Plus, I'll share some exciting updates about our community and online resources, including our growing presence on social media and upcoming opportunities for collaboration!
Get ready to re-imagine how you teach science and empower your students to embrace curiosity and discovery every day.
In this episode, we explore the power of a purpose-driven mindset in teaching and its deep connection to the service-oriented nature of our profession.
I share my personal journey from pursuing a master's degree in chemistry to embracing the art and practice of education, reflecting on why academic qualifications don’t always equate to effective teaching. And, I introduce a new kind of PhD for teachers to consider growing into, one rooted in Purpose, Heart, and Determination—the foundations for cultivating trust, relationships, and meaningful academic growth in our students.
Get ready to reflect on what drives us as educators and how we can grow stronger in service, students, and science. Let’s plant the seeds of growth and harvest the fruits of lasting learning together!
In this episode, I share the story of a student who found newfound confidence and skills after a shared connection over football fandom and a meaningful classroom challenge.
Using this story as a springboard, we’ll explore strategies for creating student-centered learning experiences that foster trust, relationships, and personal growth. Together, we’ll discuss how adding a thoughtful challenge to instruction can inspire critical thinking, self-reflection, and curiosity.
Join me as we dive into the roots of teaching and uncover how these elements can transform a classroom into a thriving community of learners.
Visit the Lab In Every Lesson LinkedIn page to share your own stories and reflections—I’d love to connect with you!
This is the first episode in a reboot of the Lab In Every Lesson podcast for 2025!
In it, we'll explore the idea that our strong roots—our core purposes as teachers—lead to abundant outcomes in student learning (our fruit).
This year, expect shorter, more interactive episodes focused on our shared roots of STUDENTS, SERVICE, and SCIENCE.
I'll also be inviting you to join and continue the conversation on LinkedIn, where we can exchange ideas and experiences together.
Let's dig deep, foster meaningful connections, and build a community centered on impactful teaching and learning.
Stay tuned as we embark on this purposeful journey together!
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Learn more from Lab In Every Lesson on the web, on YouTube, and on LinkedIn!
As an Enneagram Type 3 Achiever, I thrive on setting and achieving goals, sometimes to a fault. To balance this while using student-centered teaching strategies to a foster positive classroom culture, I’ve embraced two essential core values that I believe are perfect for science teachers.
In this video, I’ll share how these values guide my teaching practice, help me avoid burnout, and inspire my students to love learning.
I’ll discuss the importance of experimenting with teaching strategies to keep things fresh, connect you with your students, and build a thriving classroom culture.
I'll also share with you some of my tried-and-true positive talk for challenging the voices in your head that keep you feeling fearful about making changes.
00:00 Modeling Inquiry In The Science Classroom
03:17 Two Classroom Core Values To Complement My Personality
08:01 How Trying New Teaching Strategies Models Scientific Inquiry
11:14 5 Benefits To Always Trying New Teaching Strategies
16:47 The Role of Fear When Trying New Teaching Strategies
19:26 My Failure As A Teacher
25:59 FAITH Over Fear When Trying New Teaching Strategies
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💻 I'm sharing my go-to resources for understanding my own personality and crafting classroom core values to complement it!
Download the planner, "Purposeful Plans, Powerful Results: A Guide To Crafting Core Values That Can Totally Transform Your Science Classroom", here:
https://labineverylesson.com/corevalues
▶️ LISTEN NEXT:
How CEO-Style Core Values Can Transform Teaching
➡️ ARTICLES MENTIONED IN THIS VIDEO:
https://www.custommarketinsights.com/report/us-k12-education-market/
YOU MIGHT ALSO LIKE:
💥 The Active Learning Action Plan:
https://labineverylesson.com/activeplan
💥 The Digital Instructional Design Studio:
https://labineverylesson.com/studio
💥 Done-For-You micro2MACRO Chemistry Curriculum:
https://labineverylesson.com/5-free-chem-lessons/
💥 My TpT Store:
https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
CONTACT ME by email at lisa@labineverylesson.com!
Throw away that statement of teaching philosophy that you wrote in college or grad school! Then, hang with me through this series where I share with you my own science classroom core values and how they connect to my unique talents and challenges when teaching science.
By defining core values for our classrooms that reflect our unique personalities, we can adopt instructional strategies in our middle school or high school classroom and create lesson plans for science that are easier to prepare, implement, and stick with because they reflect who we are – our strengths and ideals.
Sharing core values in our classrooms increases our authenticity which could enhance relationships with our students and have far-reaching effects on things like behavior, engagement, and even achievement.
I've even created a free resource for you to take action on what you learn in these videos and clearly define your own set of science classroom core values!
00:00 Take a quiz!
07:20 The Enneagram for Educators
11:11 Science Teacher Type 1-3
17:21 Science Teacher Type 4-6
26:33 Science Teacher Type 7-9
35:21 Why being UNIQUELY YOU is so important!
________________________________________________________
💻 I'm sharing my go-to resources for understanding my own personality and crafting classroom core values to complement it!
Download the planner, "Purposeful Plans, Powerful Results: A Guide To Crafting Core Values That Can Totally Transform Your Science Classroom", here: https://labineverylesson.com/corevalues
YOU MIGHT ALSO LIKE:
💥 The Active Learning Action Plan: https://labineverylesson.com/activeplan
💥 The Digital Instructional Design Studio: https://labineverylesson.com/studio
💥 Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons/
💥 My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
CONTACT ME by email at lisa@labineverylesson.com!
Do you realize that LOW ENGAGEMENT is one of the most common signs of low self-esteem and low confidence in our middle school and high school science students?!
In this episode, I'll share 3 instructional strategies that might actually be CONTRIBUTING to those feelings and CRUSHING your students' confidence.
You’ll learn active learning strategies perfectly suited for science that you can use to leverage the psychology of learning, increase student engagement, and collect more evidence of learning from your students ... and so many other positive impacts from making the changes proposed.
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💻 Start your trek from talk to tech with my EdTech Essentials guide to active learning in science: https://labineverylesson.com/essentials
▶️ LISTEN NEXT:
Use These EdTech Tools For A Simplified Science Routine:
https://youtu.be/EUM-4XBVJYo
YOU MIGHT ALSO LIKE:
💥 The Active Learning Action Plan: https://labineverylesson.com/activeplan
💥 The Digital Instructional Design Studio: https://labineverylesson.com/studio
💥 Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons/
💥 My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
📧CONTACT ME by email at lisa@labineverylesson.com!
It's time for a little science teacher reflection!
We've been taught to use tools like Bloom's Taxonomy and Webb's Depth of Knowledge to think about and plan for how we'll require our students to make their learning visible. But, I bet you've rarely (if ever) been encouraged to demonstrate your own mastery of TEACHING & LEARNING using the same sort of taxonomy.
If we could imagine a taxonomy like this, the lowest levels would so very simple and straightforward that a substitute could do it. The highest levels, though, would require a command of our content knowledge and an in-depth knowledge of the students in our classrooms.
I've heard some other teachers express that they don't feel equipped to do curriculum design. These teachers believe teaching and curriculum planning to be mutually exclusive.
It's one of my favorite things to do in this job!
In this episode, I'm presenting the argument -- AND A NEVER-BEFORE-SEEN TEACHER TAXONOMY! -- explaining how teaching and curriculum planning are SYMBIOTIC STAPLES to student-centered, secondary science classrooms.
Use it as part of your reflective teaching practice to set actionable goals for your own professional growth and the academic, personal growth of your students.
HERE'S WHAT TO EXPECT:
00:00 Why Leaning On Lecture To Teach Science Isn't Ideal
00:55 The Potential Effect Of AI On Education
01:47 Our Value As Teachers
02:54 How We Use Our Teacher Hearts To Be Effective Educators
04:32 Hello! (from Lisa) & How This Connects Specifically To Teaching Science
05:38 Review Of Taxonomies That Inform Our Planning For Students' Higher-Order Thinking
07:29 A Taxonomy Of Teaching Practices! (3 Levels)
08:58 Dictate
09:45 Demonstration
12:00 Delegate
13:56 Design
19:11 Reflection Round Up & Goal Getting!
20:45 What To Watch Next
________________________________________________________
Start your trek from talk to tech with my EdTech Essentials guide to active learning in science: https://labineverylesson.com/essentials
LISTEN TO NEXT:
Turn To Tech For Seemless Science Routines
https://youtu.be/EUM-4XBVJYo
YOU MIGHT ALSO LIKE:
One Day, AI Will Make Teaching Obsolete. As Educators, We Have a Different Role to Play (Sachin Pandya):
https://www.edsurge.com/news/2023-09-20-one-day-ai-will-make-teaching-obsolete-as-educators-we-have-a-different-role-to-play
The Active Learning Action Plan: https://labineverylesson.com/activeplan
The Digital Instructional Design Studio: https://labineverylesson.com/studio
Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons /
My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
CONTACT ME by email at lisa@labineverylesson.com !
Integrating the right edtech tools into your middle school or high school science curriculum and instruction -- everyday lesson plans for science -- can make active learning a realistic routine, enhance student-centered culture in your classroom, and make students' thinking visible by providing a means to collect regular, reliable evidence of learning.
In this episode, I'll share exactly what I mean when I say "TRADE YOUR TALK FOR TECH"! And, I'm not limiting this discussion to designing inquiry-based lesson plans for science ... together, we'll consider the role of edtech in every aspect of teaching science:
💥BEFORE instruction (planning lessons)
💥DURING instruction (delivering lessons)
💥AFTER instruction (providing feedback and analyzing outcomes)
This video has three distinct parts:
✅🧑💻⛔ In Part 1, I present the pros and cons of teaching with technology and its unique role as a facilitator of guided inquiry and instructional design.
📝 In Part 2, I'll demonstrate my process for sourcing free science simulations online to develop guided inquiry activities.
🎓 In Part 3, I'll show you around the edtech products, SeeSaw and BookWidgets. These are critical components of my student-centered system for teaching science as a practice! You'll get a sneak peek at the backend of these tools while I share soooo many best practices to help you realize their potential for transforming your workflow as you show up to serve every student everyday. 💯
WHAT TO EXPECT:
‼️INTRODUCTION ‼️
00:00 Consistency helps create classroom culture.
03:19 Pros and Cons to Teaching Science With Technology
⏱️ BEFORE Instruction ⏱️
06:46 Planning Lessons for Guided Inquiry
⏱️📝 BEFORE Instruction | Planning Lessons ⏱️📝
08:41 Types of EdTech for Guided Inquiry
10:29 Search For EdTech With Me!
17:01 Sourcing EdTech Best Practices Recap
‼️ 14:52 What You Can Do When You Can't Find Any Suitable Edtech For Guided Inquiry!
⏱️ DURING Instruction | Delivering Lessons & Follow-Up ⏱️
22:17 In-Person Instruction
22:45 About SeeSaw
23:49 SeeSaw, 3 Important Areas Tour
31:01 Fantastic Features of SeeSaw (Why I Wouldn't Want To Teach Without It!)
35:53 Reasons for Asynchronous Instruction
37:23 About BookWidgets
39:49 BookWidgets, Examples of Worksheets I've Built
44:49 Fantastic Features of BookWidgets
‼️ 48:16 The EdTech Essentials Guide to Active Learning in Science | How To Get It!
Add an hour of do-not-disturb time to your calendar, open up some browser tabs, and work alongside this powerful professional development session to get one step closer to a work life you'll love! 💗
________________________________________________________
💻 Start your trek from talk to tech with my EdTech Essentials guide to active learning in science: https://labineverylesson.com/essentials
EDTECH TOOLS TAUGHT IN THIS VIDEO:
BookWidgets: https://www.bookwidgets.com/
*SeeSaw: https://seesaw.com/
I do not receive compensation from BookWidgets to promote their product.
*I am a SeeSaw Pioneer, which means that I have been using their product for more than a year and I complete an annual refresh training. I am gifted a free PRO licence for keeping my Pioneer status active, but there is no expectation in that agreement for me to promote the product.
YOU MIGHT ALSO LIKE:
💥 The Active Learning Action Plan: https://labineverylesson.com/activeplan
💥 The Digital Instructional Design Studio: https://labineverylesson.com/studio
💥 Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons/
💥 My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
LESSONS USED AS EXAMPLES IN THIS VIDEO:
⚛️ LEWIS STRUCTURES FOR SMALL MOLECULES
➡️Complete interactive lesson PowerPoint:
https://www.teacherspayteachers.com/Product/Interactive-Science-Lesson-for-Teaching-Lewis-Structures-for-Small-Molecules-7193826
➡️BookWidgets worksheet:
https://www.teacherspayteachers.com/Product/Digital-Interactive-Notebook-for-Learning-Lewis-Structures-for-Small-Molecules-7193834
⚛️ MOLECULE POLARITY
➡️Complete interactive lesson PowerPoint:
https://www.teacherspayteachers.com/Product/Interactive-Science-Lesson-for-Teaching-How-To-Determine-Molecule-Polarity-7476567
➡️BookWidgets worksheet:
https://www.teacherspayteachers.com/Product/Digital-Interactive-Notebook-for-Learning-How-To-Determine-Molecule-Polarity-7476569
⚛️ TYPES OF INTERMOLECULAR FORCES
➡️Complete interactive lesson PowerPoint:
https://www.teacherspayteachers.com/Product/Interactive-Science-Lesson-for-Teaching-Three-Types-of-Intermolecular-Forces-7525290
➡️BookWidgets worksheet:
https://www.teacherspayteachers.com/Product/Digital-Interactive-Notebook-for-Learning-Three-Types-of-Intermolecular-Forces-7525294
📧 CONTACT ME by email at lisa@labineverylesson.com !
Let's create a culture of curiosity in our classrooms by adding COMFORTABLE STRUGGLE to all the lesson plans in our science curriculum!
This episode will refresh what you remember about depth of knowledge and why it's important to our instructional design. Then, I'll explain exactly how the scientific method -- especially observation and inferences in science -- perfectly complement traditional hierarchies of understanding.
My hope is that, when you're finished listening, you'll feel inspired to increase student engagement through active learning that's rooted in scientific principles and skills. WHEN YOU TAKE ACTION to make that transformation toward a more student-centered culture, you'll make thinking visible in your middle school or high school science classroom.
Here's what to expect:
00:00 A familiar story from your classroom!
01:52 A personal story about higher-order thinking and DOK
04:03 What is higher-order thinking? (a review of taxonomies)
12:11 Why higher-order thinking and science go together like PB&J
16:45 Science practice as a taxonomy
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Start your trek from talk to tech with my EdTech Essentials guide to active learning in science: https://labineverylesson.com/essentials
YOU MIGHT ALSO LIKE:
The Blackburn-response article referenced in this video: https://www.edweek.org/teaching-learning/opinion-response-thoughts-on-the-meaning-of-rigor/2012/03
The Active Learning Action Plan: https://labineverylesson.com/activeplan
The Digital Instructional Design Studio: https://labineverylesson.com/studio
Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons
My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
CONTACT ME by email at lisa@labineverylesson.com!
The CROSS-CUTTING CONCEPTS listed in the Next Generation Science Standards aren’t our enemies!
They make active learning possible because they create a list of basic scientific practice we can lean on to ensure our activities are designed to leverage and develop the skills related to scientific investigations and make thinking visible. When we include them as a critical part of our instructional design process, students will be able to discover the core ideas of our science lesson content using fundamental scientific principles and practices.
In this episode, I'll compare and contrast the “core ideas” and “cross-cutting concepts" we find in the NGSS, describe the scientific significance of each cross-cutting concept in detail, and provide prompts you can use to thoughtfully design activities as part of your lesson plans for science in your science curriculum.
Here's what to expect:
00:00 Let's talk NGSS and cross-cutting concepts!
03:03 PATTERNS, a summary
04:30 Prompts to use when planning to include PATTERNS
05:42 CAUSE & EFFECT, a summary
07:07 Prompts to use when planning to include CAUSE & EFFECT
08:27 SIZE, PROPORTION & QUANTITY, a summary
10:00 Prompts to use when planning to include SIZE, PROPORTION & QUANTITY
11:54 SYSTEMS & SYSTEM MODELS, a summary
13:53 Prompts to use when planning to include SYSTEMS & SYSTEM MODELS
15:05 ENERGY & MATTER, a summary
17:30 Prompts to use when planning to include ENERGY & MATTER
18:17 STRUCTURE & FUNCTION, a summary
19:23 Prompts to use when planning to include STRUCTURE & FUNCTION
21:45 STABILITY & CHANGE, a summary
23:53 Prompts to use when planning to include STABILITY & CHANGE
____________________________________________________________________
Start your trek from talk to tech with my EdTech Essentials guide to active learning in science: https://labineverylesson.com/essentials
YOU MIGHT ALSO LIKE:
The Active Learning Action Plan: https://labineverylesson.com/activeplan
The Digital Instructional Design Studio: https://labineverylesson.com/studio
(This membership includes a pdf version of the cross-cutting concept summaries and each of the prompts I outlined in this video! I designed it as an oversized bookmark so you can make hard copies and share with your students to refer to in an effort to lesson their analysis paralysis!)
Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons
My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
CONTACT ME by email at lisa@labineverylesson.com !
By creating lesson plans for your science curriculum that focus on the beginning of all science practice -- observation and inferences -- you can increase engagement in a way that makes student thinking visible so that you know exactly how to support them.
Don't believe the myth that we have to separate "lab" from "lecture" in our science classrooms.
Instead, embrace the FACT that we can leave lecture behind FOREVER and still ensure our students are achieving their personal best!
In this episode, I'll highlight how the active learning principles we rely upon for "lab day" are the exact same that we can rely upon everyday to replace our boring lectures. I'll provide examples of popular lesson planning approaches or student-centered models that would help you achieve these goals, with a focus on inquiry-based learning (because it's my personal favorite!).
Finally, to illustrate that this IS possible, I've included three examples of activities included in lesson plans for my own science curriculum.
Here's what to expect:
00:00 INTRO
01:22 What is active learning?
03:12 YOUR VOICE! What's the last thing you could've only learned by doing it?
03:56 Why is active learning perfect for science class?
10:26 Side-by-side comparison of characteristics of teacher-centered teaching approaches and student-centered teacher approaches
17:53 Popular student-centered learning models
18:02 Problem-based learning
19:01 Project-based learning
20:43 Collaborative-based learning
24:38 Inquiry-based learning
33:07 a word about differentiation
34:59 Examples of my own inquiry-based activities that require careful observation and inference science skills
________________________________________________________
Start your trek from talk to tech with my EdTech Essentials guide to active learning in science:
https://labineverylesson.com/essentials
LESSONS DESCRIBED IN THIS VIDEO:
Three Types of Chemical Bonding: https://www.teacherspayteachers.com/Product/Interactive-Science-Lesson-for-Teaching-Three-Types-of-Chemical-Bonding-6499621
Intermolecular Forces: https://www.teacherspayteachers.com/Product/Interactive-Science-Lesson-for-Teaching-Three-Types-of-Intermolecular-Forces-7525290
Chemical Reactions & Equations: https://www.teacherspayteachers.com/Product/Chemical-Reactions-Equations-Complete-Inquiry-Based-Chemistry-Lesson-5851603
YOU MIGHT ALSO LIKE:
The Active Learning Action Plan: https://labineverylesson.com/activeplan
The Digital Instructional Design Studio: https://labineverylesson.com/studio
Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons/
My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
CONTACT ME by email at lisa@labineverylesson.com !
Are you seeking innovative ways to ENGAGE STUDENTS in your science classroom and elevate your science curriculum?
Join me as I share THE FIVE THINGS I NEED to plan daily, inquiry-based activities for my high school science students.
These five things, when used to strategically design activities, form the foundation of dynamic lesson plans for science and make thinking visible. I’m able to accurately assess learning outcomes and collect evidence of learning everyday.
Since these activities are designed to leverage the use of observation and inferences in science, they empower students to uncover knowledge through exploration and critical thinking. They are great at engaging students in the classroom and supporting deep, meaningful learning.
The entire backward design I use is included in the Active Learning Action Plan, a comprehensive professional development resource designed to equip teachers with the tools, training, and strategies to transform their classrooms.
Here's what you can expect:
00:00 Why do we have so few "lab days"?
01:09 Guiding Purpose
10:55 Technology
14:15 Standards
16:10 Task Instructions
20:24 Artifact Outlines
26:55 Active Learning Action Plan Details
30:43 Bonuses
35:18 Learn More!
_________________________________________________
Visit https://www.labineverylesson.com/activeplan to start your journey towards a more engaging and impactful science classroom experience today.
Start your trek from talk to tech with my EdTech Essentials guide to active learning in science:
https://labineverylesson.com/essentials
YOU MIGHT ALSO LIKE:
The Active Learning Action Plan: https://labineverylesson.com/activeplan
The Digital Instructional Design Studio: https://labineverylesson.com/studio
Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons
My TpT Store: https://www.teacherspayteachers.com/Store/Lab-In-Every-Lesson#
CONTACT ME by email at lisa@labineverylesson.com !
!I took a loooong, 5-month break from posting new content here ... and everywhere.
But, I'M BACK, and I promise you that it was worth the wait!
In this episode, I'll share why you haven't heard from me, and I'll reveal some great new things I have planned in the VERY NEAR FUTURE.
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Episode Highlights:
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Plans make everything possible.
-
Not just with teaching, but with podcasting and video-producing and email-sending, too! I've got a plan for sharing INFORMATIVE & ENTERTAINING content on YouTube, and it'll open up big new possibilities for you and your classroom!
-
Check out the new channel starting next Monday, 4/8, when the first in a new series of 4 CONSECUTIVE VIDEOS drops!
-
Lab In Every Lesson has a new look.
-
Much like Po in Kung Fu Panda ... it took A LOT of focus, some dedicated silence, and a little bit of truth-telling ... but now I'm clear on exactly what I can provide to our science teacher community like no one else [that I know of] can.
-
Check out the new digs @ https://www.labineverylesson.com
-
Paid programs promise 10x shifts, not 2x shifts, in outcomes.
-
The Active Learning Laboratory is closed and has been replaced with two programs that provide uber-focus on achieving super-specific goals that can help you make great gains toward seeing you through to your student-centered ambitions.
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🚀 Follow to the Lab In Every Lesson podcast for weekly professional development from a teacher in the trenches that will inspire you to feel more joy from your job ... more fulfillment and less failure. 🚀
----more----
YOU MIGHT LIKE:
- The new, improved website: https://www.labineverylesson.com
- My YouTube Subscribe Link: https://www.youtube.com/channel/UCIdFYM8Yqp9smJxlt_FkkuQ?sub_confirmation=1
- The Active Learning Action Plan: https://labineverylesson.com/activeplan
- The Digital Instructional Design Studio: https://labineverylesson.com/studio
- Done-For-You micro2MACRO Chemistry Curriculum: https://labineverylesson.com/5-free-chem-lessons
- CONTACT ME by email at lisa@labineverylesson.com.
Are you a science teacher looking to inject more creativity into your classroom? You're in the right place! Join Lisa from Lab In Every Lesson in this enlightening podcast episode as she dives deep into the world of creativity in science education. In a world where it can sometimes feel like other teachers are more creative, Lisa is here to empower you and show you that creativity is within your reach.
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Episode Highlights:
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Redefining Creativity
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We begin by redefining creativity, emphasizing that it's not an elusive gene but the ability to generate novel and useful ideas.
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Considering The Creative Role of Teachers
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Explore how teachers create engaging lesson plans, worksheets, and classroom environments that foster student growth as well as build relationships and connections among students, staff, and content.
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Embracing Opportunities for Growth
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Learn about the importance of embracing "micro-failures" as catalysts for reflection and growth in the classroom.
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Overcoming Comparison and Self-Doubt
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Understand the impact of self-doubt and how to overcome it, helping you tap into your inherent creativity.
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Practical Steps to Enhance Creativity
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Get practical steps to help enhance creativity in your teaching, from believing in your creativity to focusing on the creation of meaningful learning experiences.
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Mash-Up Creativity
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Explore the concept of mash-up creativity, where you combine existing ideas to create something new and exciting.
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The Power of Creative Experiences
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Learn how focusing on the creation of experiences can drive student engagement and encourage creativity.
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Real-World Examples
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I provide real-world examples, including her own experiences in graduate school, to illustrate how creativity often involves merging existing ideas.
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The Impact of Creativity in Education
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Discover the profound impact of creativity on students' well-being, engagement, and learning outcomes, supported by research findings.
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Unlocking Your Creative Potential
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I challenge you to unlock your creative potential, providing actionable steps to get started.
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Resources for Creative Teaching
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Explore resources available through Lab In Every Lesson, including the Active Learning Laboratory and the Innovate to Inspire workbook.
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Embrace the Journey
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Embrace the journey of becoming a creative science teacher and inspire your students to do the same. You are invited to explore more resources and connect with my supportive community of educators.
Don't miss out on this insightful and empowering podcast episode that will help you infuse creativity into your science classroom. Join me on this journey of self-discovery and growth as an educator!
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🚀 Subscribe to the Lab In Every Lesson podcast for more valuable insights and resources to enhance your teaching and inspire your students. 🚀
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LINKS TO REFERENCES MADE THROUGHOUT THIS EPISODE:
- https://www.snexplores.org/article/how-creativity-powers-science
- https://www.nsta.org/science-scope/science-scope-septemberoctober-2021/creativity-science-classroom
- https://www.eschoolnews.com/sel/2023/08/22/creativity-educators-burnout-well-being/?utm_campaign=2023.08.23_Newsletter_August&utm_medium=email&_hsmi=271686417&_hsenc=p2ANqtz-_WWEWbiihwEIpfCYb6UjS01JnM9YWWZzbjkEkLF8gtSu0mtxFs-0wCPUcB7qP7PxQ8OHacgSgpdZocL9wyvq6E_VTsNg&utm_content=271686417&utm_source=hs_email
- https://www.teachthought.com/learning/benefits-creativity/
LINKS TO LAB IN EVERY LESSON FREEBIES & PAID PROGRAMS:
- https://getactive.labineverylesson.com/constructivist-ebook/
- https://getactive.labineverylesson.com/active-learning-laboratory-2/
- https://www.labineverylesson.com
As a science teacher in virtual school, I have the unique opportunity to watch recordings of the classes I lead.
This can be an excruciating activity for many reasons, not the least of which is realizing just how boring class can get and how slowly time passes.
But, it's empowering to know that when we teach with enthusiasm, the students don't feel that sense of boredom and time actually passes very quickly!
As education initiatives continue to emphasize STEM skills and careers, it's especially important for science teachers to demonstrate their own interest and love of the content daily. Doing so enables us to more naturally teach with enthusiasm and serve as inspiring mentors to our students.
In this video, I guide teachers through a reflection of what they present of themselves to students each day when they meet using a variety of clips from teachers in TV and movies as a muse.
____________________________________________________________________
Want my Active Learning Lesson Plan Template and Student Activity Tracker for science teachers ... for FREE? SIGN UP HERE
Looking for support as you consider when, why, and how to make the switch to student-centered learning for your science students?
JOIN THE STUDENT-CENTERED SCIENCE TEACHER SOCIETY
Need to know which strategies will define your practice as a student-centered science teacher?
JOIN THE ACTIVE LEARNING LABORATORY
Want solutions that will make all the student-centered things effortless?
JOIN THE DIGITAL INSTRUCTIONAL DESIGN STUDIO WAITLIST
When pressed to share individualized input about specific students in your science classroom, can you?
For years I struggled with this task because I led a teacher-centered classroom wherein I lectured on every day except "lab day". Now, that's not to say that I didn't ask questions and create discourse ... I did. I also gave them practice opportunities, homework, and tests. But, in an attempt to transfer knowledge directly to my students primarily through telling, I didn't often give them an opportunity to showcase science skills.
In this video, I share how leading a student-centered classroom can create more opportunities for learning about student strengths, academically and personally, as well as opportunities for growth.
_____________________________________________________________________
Want my Active Learning Lesson Plan Template and Student Activity Tracker for science teachers ... for FREE? SIGN UP HERE
Looking for support as you consider when, why, and how to make the switch to student-centered learning for your science students?
JOIN THE STUDENT-CENTERED SCIENCE TEACHER SOCIETY
Need to know which strategies will define your practice as a student-centered science teacher?
JOIN THE ACTIVE LEARNING LABORATORY
Want solutions that will make all the student-centered things effortless?
JOIN THE DIGITAL INSTRUCTIONAL DESIGN STUDIO WAITLIST
Graham Nuthall, in his text "The Hidden Lives of Learners", suggests that students already know 60% of what we're going to teach them. 🤯
When we're talking about teaching science concepts and skills, this is so hard to believe and should be saved for another discussion entirely!
But, if that statistic is remotely true, then how much might they possibly know -- or think they know -- about content that isn't so technical and specific?
I would propose that students observe, comprehend, and make inferences about all kinds of nonverbal cues in our classrooms. (This is science, after all, and we're all doing it all the time!)
From our outward presentation through how we spend our time, students of any age can make grand, and often quick, judgements about us and how much we care about them and their learning.
In this video, I present the question, "What if we open our minds to earning
mutual trust and respect instead of demanding it?". This would require us to adopt a mentor mentality rather than an authoritative one in our science classrooms when working with our students.
Together, we'll explore how an intentional lesson planning framework used in tandem with the definition of love can build trust and make every student feel equally valued in our classrooms.
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Want my Active Learning Lesson Plan Template and Student Activity Tracker for science teachers ... for FREE? SIGN UP HERE
Looking for support as you consider when, why, and how to make the switch to student-centered learning for your science students?
JOIN THE STUDENT-CENTERED SCIENCE TEACHER SOCIETY
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JOIN THE ACTIVE LEARNING LABORATORY
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Student-centered classrooms are action-oriented.
It stands to reason, then, that the data we collect needs to be similarly action-oriented, rooted in what we've planned for students to do and what they've actually done during their time executing the lesson.
In this episode, I discuss how my free Active Learning Lesson Plan can be used to ensure that learning is focused on action. The data we can gather about student performance and progress is also discussed in the context of using my free Student Activity Tracker.
Both of these resources are included in my full-year, customizable digital planner which is included as a bonus to members of The Active Learning Laboratory.
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Want my Active Learning Lesson Plan Template and Student Activity Tracker for science teachers ... for FREE? SIGN UP HERE
Looking for support as you consider when, why, and how to make the switch to student-centered learning for your science students?
JOIN THE STUDENT-CENTERED SCIENCE TEACHER SOCIETY
Need to know which strategies will define your practice as a student-centered science teacher?
JOIN THE ACTIVE LEARNING LABORATORY
Want solutions that will make all the student-centered things effortless?
JOIN THE DIGITAL INSTRUCTIONAL DESIGN STUDIO WAITLIST
Science Teachers!
When it comes to setting learning goals for whole content units and individual lessons, you're THE BOSS!!!
But, when it comes to setting goals for a science classroom makeover that can help YOU BANISH BURNOUT FOREVER, you might have hit a wall.
Since you wear one million hats, the big goals you set -- the ones that align with your 'why', your big purpose -- can get easily lost in the day-to-day stuff that leaves you feeling overwhelmed and just plain OVER IT ALL.
In this episode, I'll suggest strategies for science teachers to set DAILY goals that align with their big purpose.
If you already use Learning Intentions and Success Criteria to set your unit and lesson content goals, you'll be shocked how easy this is!
If you aren't using those strategies, you'll get some insider information in this episode!
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Want my Active Learning Lesson Plan Template and Student Activity Tracker for science teachers ... for FREE? SIGN UP HERE
Looking for support as you consider when, why, and how to make the switch to student-centered learning for your science students?
JOIN THE STUDENT-CENTERED SCIENCE TEACHER SOCIETY
Need to know which strategies will define your practice as a student-centered science teacher?
JOIN THE ACTIVE LEARNING LABORATORY
Want solutions that will make all the student-centered things effortless?
JOIN THE DIGITAL INSTRUCTIONAL DESIGN STUDIO WAITLIST
Continual improvement only comes from regular reflection.
When science teachers lecture, the only aspects of their instruction upon which they can reflect include those dictated by the content ... what they say or how they say it.
In a student-centered science classroom, teacher reflection can and should happen at all four stages in the teaching and learning process -- from defining a clear purpose, to developing that amazing interactive science lesson plan, through delivery of that lesson plan and analysis of the student outcome artifacts that are produced.
For more fundamentals of reflection and suggestions for how to improve or increase the frequency of your science teacher reflection practice, listen in!
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Want my Active Learning Lesson Plan Template and Student Activity Tracker for science teachers ... for FREE? SIGN UP HERE
Looking for support as you consider when, why, and how to make the switch to student-centered learning for your science students? JOIN THE STUDENT-CENTERED SCIENCE TEACHER SOCIETY
Need to know which strategies will define your practice as a student-centered science teacher?
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Knowledge cannot be transferred.
Yet, science teachers easily get stuck in the rut of teaching by telling.
We sing our Lecture Hall Lullabies, and then complain about the lack of student engagement in our science classrooms!
Creating a student-centered classroom environment requires more than just preparing and delivering activities for students to stay busy. It requires teachers to empower students to take ownership of their learning.
For me, this required a complete mindset shift and a whole new purpose.
Listen in to learn more!
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Want my Active Learning Lesson Plan Template and Student Activity Tracker for science teachers ... for FREE?
SIGN UP HERE:
https://memberships.labineverylesson.com/templates-email-optin
Looking for support as you consider when, why, and how to make the switch to student-centered learning for your science students?
JOIN THE STUDENT-CENTERED SCIENCE TEACHER SOCIETY
Need to know which strategies will define your practice as a student-centered science teacher?
JOIN THE ACTIVE LEARNING LABORATORY
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"Every new beginning comes from some other beginning's end."
Have you heard that one? It's a quote is by Seneca.
Um .... Seneca?!
I'm an 80s baby who lived her best life in the 90s so, to me, that's the famous final line of "Closing Time" by Semisonic! ⌚ Good thing it's a catchy tune, because I've needed to remind myself of that as every season of this crazy life transforms into the next.
This episode is the last in what we'll call "Season 1" of the Student-Centered Science Teacher Podcast.
As a full-time teacher 👩🏫, boymom 👩👦👦, wife, and aspiring instructional coach who tries to give each of those jobs my very best 100% of the time, I haven't been able to keep up with what I demand of myself to provide you the very best I can in this format. With the holidays approaching and extra special time with my family on the horizon, I'm a realist . . . I know that'll only get worse.
Don't worry, though! I'll be back with Season 2 sometime in Spring 2022. 🌱
Get on my email list by sharing your email anywhere on the homepage of my website (http://www.labineverylesson.com) to be notified when I start publishing new episodes OR just follow the podcast on your favorite player.
Listen in now to hear about all the CRAZY that's been happening behind the scenes in my life and get the goods on the final installment of the series I've been sharing on "Things to Consider When Making the Switch to Student-Centered Learning", strategies I use to combat feelings of failure.
Wishing you a blessed holiday season full of abundance, peace, and joy and hoping you'll join me again next spring,
Lisa
☮️🕊️😂
Before -- or after -- listening to this episode, you'll want to check out an episode of Cesar Milan's "Better Human, Better Dog" show currently airing on National Geographic. Caesar is an accomplished dog trainer and is able to, essentially, tame some wild, out of control dogs. There are also instances where he encounters dogs who exist in a state of paralyzing fear 24/7. While his former TV show, years ago called "The Dog Whisperer", documented how he helped those types of extreme cases, this new show is focused on post-pandemic problems with pets people have adopted from rescue shelters. These are average, everyday people with, sometimes, average, everyday dog problems.
Even though Cesar teaches dog owners how to handle difficult situations, I have used his strategy to create the classroom environment I want and need to deploy student-centered learning and provide valuable experiences to all of my students.
In this episode, I'll describe Cesar's approach and how it can be adapted for use in our classrooms to encourage and support active learning, build trust and rapport, and foster growth mindset in and among the students in our classrooms.
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If you’re interested in creating robust lesson plans you can believe in and follow through on, consider downloading the details of my 5-Element Framework for planning interactive science lessons on my website at www.labineverylesson.com/5elements. Or, if you're more interested in gaining some insight into the practical aspects of delivering and executing student-centered instructional strategies in your classroom, you might benefit from the free guide, "Things To Consider When Making The Switch To Student Centered Learning". Just share your email at www.labineverylesson.com/considerations.
Join our FREE, non-Facebook community at community.labineverylesson.com! We need your voice, your questions, your celebrations to keep us all inspired and motivated to do our best work!
Teach chemistry? Shop for ready-to-deliver interactive science lessons at https://www.labineverylesson.com/shop.
If you loved this episode or any other on the Student Centered Science Teacher Podcast, please leave a review on the podcast player of your choice OR give me a shout-out on your favorite social network! Help me spread the word! Take a snapshot of that review or social shout-out and share it with me to receive a FREE interactive science lesson of your choice from those currently available in my store. Just go to my website, www.labineverylesson.com, and click on PODCAST in the menu at the top right. Then, follow the instructions on that page.
Currently, the most-downloaded episode of the Student-Centered Science Teacher Podcast is Episode #12, "What Students Say About Student-Centered Learning In Science".
In a way, this makes perfect sense to me. As a teacher seeking to transform my instructional practice, I was most concerned about how the students would receive it, what they would do with it, and how it would impact the standards-based assessment outcomes that are most commonly used to measure learning.
I thought, "What if the students don't cooperate?" and "What if the learning experiences I designed don't connect with assessment-content and skills?".
In Episode #13, though, I was only able to report on what my students have said. I wasn't able to actually have my students actually speak to you.
Today, though, I'm bringing you an actual interview with an actual student! And, guess what?! He's not my student! No .... he's my son. 🥰
Max is in fourth grade and apparently has an amazing science teacher (not me!) who values student-centered principles, encouraging her students to learn through experimentation.
Recently, he shared with me the specifics of a lesson he completed and the feelings he experienced at the end of a relatively long lesson. His words were impactful, even to me. They exemplify exactly what I seek to achieve in my classroom, both content knowledge and growth mindset. The words he uses to describe the experience are priceless and oh-so inspirational!
Though this episode is a bit different from some others I've prepared for you, this one will motivate you to ditch the "What ifs?" swirling around in your head and get right to the business of making the mindset shift you'll need to transform your classroom and begin to offer your students more interactive science lessons rich with meaningful learning experiences.
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If you’re interested in creating learning experiences for your students that measure up to that which Max described in his classroom, consider downloading the details of my 5-Element Framework for planning interactive science lessons on my website at www.labineverylesson.com/5elements. Or, if you're more interested in gaining some insight into the practical aspects of delivering and executing student-centered instructional strategies in your classroom, you might benefit from the free guide, "Things To Consider When Making The Switch To Student Centered Learning". Just share your email at www.labineverylesson.com/considerations.
If you'd like to respond to this episode with comments or questions, please do so in the FREE, non-Facebook community at community.labineverylesson.com.
Teach chemistry? Shop for ready-to-deliver interactive science lessons at https://www.labineverylesson.com/shop.
If you loved this episode or any other on the Student Centered Science Teacher Podcast, please leave a review on the podcast player of your choice OR give me a shout-out on your favorite social network! Help me spread the word! Take a snapshot of that review or social shout-out and share it with me to receive a FREE interactive science lesson of your choice from those currently available in my store. Just go to my website, www.labineverylesson.com, and click on PODCAST in the menu at the top right. Then, follow the instructions on that page.
Technology is a cornerstone of student-centered learning in science in our modern society.
In this episode, I’ll give you some examples of which technology I love for my own student-centered science classroom, but this isn't going to be an episode focused on examples of technologies that work or those that may be among the best. In fact, there's no way any one person could possibly share that information because because there are just so many choices out there!!! Each and every day, I swear I discover yet another amazing tool I’d love to try, and they all have a unique and focused purpose.
So, I'd rather spend my time with you today -- and your oh-so-precious time! -- describing five ways that the integration of technology, in general, is going to leverage your attempts to create a more student-centered classroom environment. And, guess what? These five ways span every aspect of your job as a teacher, from content area expert to social-emotional support and family-connection-extraordinaire!
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Interested in viewing my differentiated evaluation project about integrating technology-based, student-choice skill practice?! Here it is!
https://lmkarosas.wixsite.com/spacedpractice2021
And, as promised, here's the link to redeeming an EXTRA 30 DAYS on the existing FREE 30 DAYS offer from BookWidgets!
https://www.bookwidgets.com/giftcard/DB6J-B339-E3CG
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If you’d like to jump ahead or follow along with me throughout this series in the coming weeks – OR if you usually listen to me while driving in the car or while doing chores, I have some notes for you! You can download the free guide, "Things To Consider When Making The Switch To Student Centered Learning", when you share your email at www.labineverylesson.com/considerations. And, if this was the first episode of the podcast you’ve heard and you’re as interested in planning for a student centered science classroom as you are interested in leading one, you can download the details of my 5-Element Framework for planning interactive science lessons on my website at www.labineverylesson.com/5elements.
Remember, if you'd like to respond to this episode with comments or questions, please do so in the FREE community at community.labineverylesson.com.
If you loved this episode or any other on the Student Centered Science Teacher Podcast, please leave a review on the podcast player of your choice OR give me a shout-out on your favorite social network! Help me spread the word! Take a snapshot of that review or social shout-out and share it with me to receive a FREE interactive science lesson of your choice from those currently available in my store. Just go to my website, www.labineverylesson.com, and click on PODCAST in the menu at the top right. Then, follow the instructions on that page.
Three years ago I made the switch to student-centered learning for my virtual chemistry classroom.
When I did, I felt as discouraged by fear as I did invigorated by a change toward what I deeply believed was something better, something so much more meaningful and impactful to the lives of my students. I did not believe my students would cooperate. I felt absolutely sure that they would revolt! No other teacher at my school, to my knowledge, was challenging them with a daily activity for which they had to provide a written account of their experience. Our practice included a lot of lecture, a lot of guided note-taking, and a lot of scaffolded questioning.
Rather than allow these fears to overwhelm me to the point of preventing me from following through on the learning I had done to prepare for this change, I chose to plan for the worst and hope for the best!
In this episode, I invite you to consider how changes to your curriculum -- the sequence of lessons you deliver throughout a unit, semester, or throughout the entire year -- might support the instructional goals you set for yourself and for your students when you make the commitment to plan for and deliver a lab-style activity in every lesson, every day. More specifically, I'll address specific considerations such as student readiness, classroom routines, and the time it might take to address the potential obstacles you might identify for your unique learning environment.
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If you’d like to jump ahead or follow along with me throughout this series in the coming weeks – OR if you usually listen to me while driving in the car or while doing chores, I have some notes for you! You can download the free guide, "Things To Consider When Making The Switch To Student Centered Learning", when you share your email at www.labineverylesson.com/considerations. And, if this was the first episode of the podcast you’ve heard and you’re as interested in planning for a student centered science classroom as you are interested in leading one, you can download the details of my 5-Element Framework for planning interactive science lessons on my website at www.labineverylesson.com/5elements.
Remember, if you'd like to respond to this episode with comments or questions, please do so in the FREE community at community.labineverylesson.com.
If you loved this episode or any other on the Student Centered Science Teacher Podcast, please leave a review on the podcast player of your choice OR give me a shout-out on your favorite social network! Help me spread the word! Take a snapshot of that review or social shout-out and share it with me to receive a FREE interactive science lesson of your choice from those currently available in my store. Just go to my website, www.labineverylesson.com, and click on PODCAST in the menu at the top right. Then, follow the instructions on that page.
You may have heard, seen, read, or assumed that making the switch to a student-centered classroom will create more time for you, provide you with more freedom, or that you’ll work less hard. With teachers continuing to leave the profession for a laundry list of reasons related to overwork, under-appreciation, unreasonable expectations, and the general difficulty with maintaining a work-life balance, it seems like simply learning how to implement student-centered learning strategies would ease the burden they carry, providing them with more opportunity to enjoy their profession and their personal lives.
I have to remind myself of this sometimes, science teacher friends … NOTHING REALLY GOOD IS EVER FREE AND OFTEN ISN’T EASY.
I am living, breathing proof that those promises claiming student-centered classrooms provide more pleasure and more fulfillment for teachers CAN BE realized. They ARE possible and, I’d even say they’re LIKELY! There is a light at the end of the tunnel! But the notion that they just, POOF!, happen? That’s unrealistic and it’ an unfair, irresponsible idea to peddle.
The reason I started this podcast is that it wasn’t a stressless, work-free transition for me at all. It was a TIRELESS effort to re-engineer my chemistry lesson plans to support student-centered learning and prevent me from falling back to those teacher-centered habits of lecturing and demonstrating. On account of it being a complete and total mindset shift, it took REAL FOCUS, REAL INTENT to craft new, interactive, science lesson plans. And, because I believe whole-heartedly in the benefits of consistency in near-everything, I set out to craft A NEW SCIENCE LESSON PLAN FRAMEWORK that would guide the development of EVERY NEW CHEMISTRY LESSON PLAN I wrote.
I, too, benefited from the consistency that I intentionally integrated into my classroom. NOW, dare I claim that planning new interactive science lessons IS easy for me?! Differentiating the student-centered learning activities I incorporate into each interactive science lesson IS easy for me!
Is it still time-consuming? HECK YES.
This episode will provide you with a practitioner's perspective of what it takes to make the shift to student-centered learning for the students in your science classroom. This episode isn't for the weary or the easily-discouraged! Most of it is pretty heavy, but I promise you'll reap the rewards if you listen through to the very end . . .
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If you’d like to jump ahead or follow along with me throughout this series in the coming weeks – OR if you usually listen to me while driving in the car or while doing chores, I have some notes for you! You can download the free guide, "Things To Consider When Making The Switch To Student Centered Learning", when you share your email at www.labineverylesson.com/considerations. And, if this was the first episode of the podcast you’ve heard and you’re as interested in planning for a student centered science classroom as you are interested in leading one, you can download the details of my 5-Element Framework for planning interactive science lessons on my website at www.labineverylesson.com/5elements.
Remember, if you'd like to respond to this episode with comments or questions, please do so in the FREE community at community.labineverylesson.com.
If you loved this episode or any other on the Student Centered Science Teacher Podcast, please leave a review on the podcast player of your choice OR give me a shout-out on your favorite social network! Help me spread the word! Take a snapshot of that review or social shout-out and share it with me to receive a FREE interactive science lesson of your choice from those currently available in my store. Just go to my website, www.labineverylesson.com, and click on PODCAST in the menu at the top right. Then, follow the instructions on that page.
Mastering the art of creating unique, engaging and effective lesson plans is only part of the challenge we face in making the switch to student centered learning in our classrooms. While I believe that an effective lesson plan is the cornerstone of student centered learning, its delivery will ultimately determine its worth.
This episode begins a series on aspects of your current classroom and teaching style you might consider as you seek to implement more student centered instructional strategies. Remember! What you do and how you do it matters!
If you think making the switch to student centered learning is as easy as purchasing a few new lesson plans or activities, think again! I'll teach you the best approach to take with your students, the way you want to deliver your science lessons or interactive explorations, to increase their interest, their willingness to engage, and, ultimately, their achievement.
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If you’d like to jump ahead or follow along with me throughout this series in the coming weeks – OR if you usually listen to me while driving in the car or while doing chores, I have some notes for you! You can download the free guide, "Things To Consider When Making The Switch To Student Centered Learning", when you share your email at www.labineverylesson.com/considerations. And, if this was the first episode of the podcast you’ve heard and you’re as interested in planning for a student centered science classroom as you are interested in leading one, you can download the details of my 5-Element Framework for planning interactive science lessons on my website at www.labineverylesson.com/5elements.
Remember, if you'd like to respond to this episode with comments or questions, please do so in the FREE community at community.labineverylesson.com.
If you loved this episode or any other on the Student Centered Science Teacher Podcast, please leave a review on the podcast player of your choice OR give me a shout-out on your favorite social network! Help me spread the word! Take a snapshot of that review or social shout-out and share it with me to receive a FREE interactive science lesson of your choice from those currently available in my store. Just go to my website, www.labineverylesson.com, and click on PODCAST in the menu at the top right. Then, follow the instructions on that page.
YOU are someone’s favorite teacher! That’s right … you brighten that kids’ day, make them smile, or pick them up when they’re feeling down. We’re all drawn to different people for some reason we sometimes can’t quite articulate. But, are you someone’s favorite teacher because of the lessons you’ve planned? Have you’ve helped them overcome some huge hurdle? Or, are you showing up every day to encourage them through challenge after challenge you designed for them to encounter in your science class?
You might have never considered that rigor and challenge or any content-relevant reason would be a reason you’re someone’s favorite teacher.
In this podcast episode, I’m sharing with you all the comments I’ve received from students in the past two years since I’ve been delivering interactive science lessons to support student centered learning. From the basic to the super-detailed, you’ll get the complete student perspective of just how impactful student centered approaches are to supporting academic success and to supporting the social-emotional aspects of learning science.
SPOILER ALERT! Students think student centered learning is amazing! 😉
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For information on the 5 Element Framework discussed in this episode, visit my website at www.labineverylesson.com/5elements. There, you can download the complete guide that provides you with examples or recommendations of how to implement each element into your own lesson plans.
If you loved this episode or any other on the Student Centered Science Teacher Podcast, please leave a review on the podcast player of your choice OR give me a shout-out on your favorite social network! Help me spread the word! Take a snapshot of that review or social shout-out and share it with me to receive a FREE interactive science lesson of your choice from those currently available in my store. Just go to my website, www.labineverylesson.com, and click on PODCAST in the menu at the top right. Then, follow the instructions on that page.
Do you think student centered learning only works in a traditional classroom with four walls?
If so, think again.
This was a limiting belief that I had for probably 9 of my 11 years as a cyber school science teacher. No one had ever suggested that I could be more than a talking head or provide more for students to work with than a set of guided notes.
Now, most of students share the same rich experiences as those in the best traditional brick and mortar science classrooms.
Still, I do have a small group of asynchronous students. These students have earned the flexibility to not attend classes as scheduled and, if they so desire, to work entirely on their own.
Knowing the rigor of the course had increased substantially and that these students would no longer be able to start up a video recording or read through an inadequate text to master the content each day, I set out to find a solution unique to their needs.
It turns out the solution I built didn't only serve those asynchronous students but also provided support to my students who were attending daily live class meetings. It also allowed me to assign new lesson content in my absence during in-service days or personal time off. This coming school year when my meeting software changes and the rest of the teachers at my school are worrying about how to review student work in real-time during class, the solution I built will seamlessly become part of my new classroom management routine.
In this episode, you'll learn about the solution I created and, hopefully, consider why and how it might also work for you going forward into, potentially, another uncertain school year.
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SHOW NOTES:
- Get the guide, "5 Elements of Effective Interactive Science Lessons for Student Centered Learning", to learn how I prepare new technology-based science lessons that encourage scientific method mastery in my students each and every day. The guide includes links to former podcast episodes where each of the elements was discussed in depth.
- Sign up for a 30-day free trial of BookWidgets, the cloud-based software tool I use to create digital interactive notebooks that mirror my interactive science lessons.
- Review this podcast in your player or share it on social! Then, visit my website to share it and receive a promo code for any interactive science lesson of your choice from the Lab In Every Lesson store ... FREE!
In this 5-Element series, I’ve been reviewing each of the elements of my lesson planning framework in the order of how I present them to students throughout the progression of a lesson.
In this episode, I discuss the fifth and final component of my lessons: skill practice.
For me, skill practice is included on the heels of data dependent analysis of our Learning Experience activity or activities. It’s the piece that ensures the transfer of standard-based content and skills from the Learning Experience I created and students have executed. It was born from the very real concern I had when I first made the switch to student centered learning in my chemistry classroom that my largely at-risk student population might complete an activity but not connect the fundamental lessons from it in a way that allowed them to apply the knowledge to unique scenarios.
Tune in to learn the many different reasons and benefits to incorporating Skill Practice into the end of an interactive student centered science lesson.
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To revisit any of the 5 Element Framework discussed in this series, remember to visit my website at www.labineverylesson.com/5elements. There, you can download the complete guide that provides you with examples or recommendations of how to implement each element into your own lesson plans.
When you share your email with me to get the guide, you’ll also get added to my email list. That might be super useful if you think any of my prepared lessons might work for your students in your classroom. Each time I publish new lessons for sale – those that aren’t already on TpT – I’m going to be publishing them to only my website for 1 week at a lower price before publishing them on TpT for the masses. When you’re on my email list, you’ll get first-dibs and a discount!
In the Data-Dependent Analysis portion of my student centered lessons, I teach students how to use data they collect during their interactive Learning Experience. We pull back and reflect on what they’ve collected to consider what they’ve learned. In the planning, it’s nothing more than a series of questions – sometimes scaffolded questions -- leading students to the big idea. We work toward uncovering that which I want and need them to see, that new knowledge they’ve generated.
This element of the interactive science lesson doesn't prepare them to be chemists when they leave my chemistry course. It trains them to be informed citizens of our world who don’t act primarily from a place of emotion and passion. It conditions them to gather as much information as they can for themselves, to sit back and consider that information from a variety of angles, and then – perhaps combined with their passion and emotion – create a course of action.
I believe we science teachers can do that, that we are the best position of any other on our faculty to fulfill that huge responsibility, if only one student at a time!
In this episode, you'll hear a few real-life analogies to the more academic analyses we expect our students to conduct as we seek to gain perspective of our purpose. You'll get some great content-based, instructional examples where data-dependent analysis has been incorporated and from which you'll learn how to incorporate into your own lessons.
The complete guide to the "5 Elements of Effective Interactive Science Lessons for Student Centered Learning" can be downloaded at http://www.labineverylesson.com/5elements when you provide your email address.
When you share your email with me to get the guide, you’ll also get added to my email list. That might be super useful if you think any of my prepared lessons might work for your students in your classroom. Each time I publish new lessons for sale – those that aren’t already on TpT – I’m going to be publishing them to only my website for 1 week at a lower price before publishing them on TpT for the masses. When you’re on my email list, you’ll get first-dibs and a discount!
The phrases, “learning experience” and “student exploration” are some I’d use to describe what I learned from my study of the Visible Learning for Science text if I had to explain it in a sentence or two. I emerged from my reflection on it with three main professional goals for the 2019-2020 school year, my worst-ever year for student engagement: to collect student artifacts, to enhance rigor, and to foster growth mindset. I wanted to acquire evidence of their learning, I wanted that learning to be challenging – considering the 60% mindset I’ve discussed in former episodes – and I wanted my students to feel loved and nurtured through the process – both by me, their teacher, but also to learn to give themselves grace in the doing. And, that’s where my lesson planning began.
But, I’m a cyber school teacher! Don’t think that didn’t give me major pause! HOW WAS I GOING TO CREATE MEANINGFUL LEARNING EXPERIENCES IN SCIENCE FOR STUDENTS WHO COULDN’T PUT THEIR HANDS ON ANYTHING?! I turned, first, to technology and then revisited my own professional classroom goals to realize any medium can be transformed into a "learning experience".
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To revisit any of the 5 Element Framework discussed in this series, remember to visit my website at www.labineverylesson.com/5elements. There, you can download the complete guide that provides you with examples or recommendations of how to implement each element into your own lesson plans.
When you share your email with me to get the guide, you’ll also get added to my email list. That might be super useful if you think any of my prepared lessons might work for your students in your classroom. Each time I publish new lessons for sale – those that aren’t already on TpT – I’m going to be publishing them to only my website for 1 week at a lower price before publishing them on TpT for the masses. When you’re on my email list, you’ll get first-dibs and a discount!
In my student centered classroom, my role is the same as a variety show host! My job is to plan it out, introduce the cast of characters, and provide some context, but I am not the star of the show. I might as well shout, “Students! Take it away!”. But without knowing what they need to do, why they need to do it, or how they'll demonstrate that they've learned it, they can’t really step out on that stage, can they?
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To revisit any of the 5 Element Framework discussed in this series, remember to visit my website at www.labineverylesson.com/5elements. There, you can download the complete guide that provides you with examples or recommendations of how to implement each element into your own lesson plans.
When you share your email with me to get the guide, you’ll also get added to my email list. That might be super useful if you think any of my prepared lessons might work for your students in your classroom. Each time I publish new lessons for sale – those that aren’t already on TpT – I’m going to be publishing them to only my website for 1 week at a lower price before publishing them on TpT for the masses. When you’re on my email list, you’ll get first-dibs and a discount!
This marks the start of a 5-week series where I’ll share details of the framework I use to create interactive science lessons for student centered learning in my very on virtual high school chemistry class! Today's topic is “Review & Preview”. In this episode, I'll share with you the research that inspired me to make it so much more than busy work at the start of class and some specific examples of exactly how I use it.
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To revisit any of the 5 Element Framework discussed in this series, remember to visit my website at www.labineverylesson.com/5elements. There, you can download the complete guide that provides you with examples or recommendations of how to implement each element into your own lesson plans.
When you share your email with me to get the guide, you’ll also get added to my email list. That might be super useful if you think any of my prepared lessons might work for your students in your classroom. Each time I publish new lessons for sale – those that aren’t already on TpT – I’m going to be publishing them to only my website for 1 week at a lower price before publishing them on TpT for the masses. When you’re on my email list, you’ll get first-dibs and a discount!
My interpretation and understanding of student centered learning may not be textbook. But, then again, is anything that happens in our classroom really "textbook"?!
I've spent the last several weeks detailing for you the most impactful research-based concepts from the Visible Learning text that transformed my practice.
In this episode, I'll explain how they compliment my idea of student centered learning and the development of the Lab In Every Lesson concept and curriculum.
Today, we’re talking about DIFFERENTIATION.
In my 11 years of participating in professional development, I've learned that we should be able to differentiate content, process, and product. But, no one ever described how we should accomplish that!
The authors of Visible Learning get it done, though! So, we'll discuss differentiation, Visible Learning-style, where we consider varying only "difficulty" and "complexity".
In our tour through the text, Visible Learning: What Works Best to Optimize Student Learning, we consider the effectiveness of various instructional strategies and something the authors refer to as “effect size". The effect size of common strategies are discussed, but we reveal that those strategies with the highest effect size values, those that are said to produce two and three years worth of learning, form the foundation of student centered learning.
We begin our study of the text, Visible Learning for Science, by considering some nuances presented by the authors in the introduction which have formed the foundation of the Lab In Every Lesson approach for preparing and delivering interactive science lessons.
Welcome to my new podcast! In this episode, I invite you to learn more about my credentials and begin a book study with me as you seek to explore options for making your classroom more active and your students more capable.