Terminology can be confusing, however I wish to do my best to explain my Instructional methods. 
For definitions, click: "What are Methods, Strategies & Practices?"
 

Instructional methods in my classes are geared toward building students' base of knowledge and develop an understanding through practices such as  experiential learning, problem solving, inquiry, exploration and investigation. Courses are designed to introduce, enrich and expand student's knowledge to concepts, facts, processes, ideas and discoveries in science. Humanistic and experiential approaches to learning are incorporated integrating a wide variety of pedagogical learning tools, methods, and strategies. Incorporating students' prior knowledge, called constructivism, these include but are not limited to: inquiry, experimentation, systematic observation, reflective writing, discussion, interaction, design and re-design of scientific investigations, lab interpretations and inferences, demonstrations, investigations, and construction of scientific models. Students will have opportunities to conduct scientific inquiries and investigations, participate in content related simulations, and conduct problem based explorations. Content is designed to improve processing, comprehension, problem solving, critical thinking and decision making skills with concept-focused teaching. Technology is utilized in the classroom where it is most appropriate and beneficial to learning. For more information, see "Myths about Inquiry Based Learning" and/or "Types of Science Lessons"
 

Authentic Assessment: In my science classes there are no multiple-choice tests or quizzes based upon rote memorization. The use of multiple choice and true-false type assessments call for no more than an identification of a pattern (this choice sounds more familiar than that choice). Understanding the pattern is not accounted for with multiple choice or true-false questions. Knowing and understanding how to use the subject content of information is well beyond the scope of the multiple choice or true-false test. Long term memory of how to apply and use the information it isn't even an issue. "Too often children are given answers to remember rather than problems to solve." -Robert Lewin  Authentic assessment, is assessment for knowledge and comprehension of subject matter, in my classes these exams often take on a practical format. Many are much like a lab activity where students demonstrate their comprehension of subject matter. Science tests, quizzes, and assignments are designed to provide opportunities for students to illustrate and apply their knowledge and understanding in a constructivist , inquiry based, performance based, and/or problem based format.
 

Formative Assessments of students understanding and application of class material provide continuity from the beginning of a unit until the end. In this way, there are less students not following along with the subject matter. Formative assessments take on many forms including; "Sci-Primers", "Sci-Logs", labs and activities. Student's personal work is held in a portfolio until the end of the quarter. It is then reviewed with a "Port-Log" to identify areas where students excelled and where they could find areas of improvement. With continuous reflection upon their work, instead of simply accepting the grade given, students find they often make the same mistakes as well as recall what they did that assisted in their success.  This realization and reflection helps them to make adjustments when working on future assignments.
 

Summative Assessments are often conducted in the form of a test practical such as lab identifications, demonstrations, interpretations, inferences, projects, presentations, simulations, and/or construction of scientific models.  Students are assessed by their capability to demonstrate their knowledge and understanding. "Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupil’s learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence." –Paul Black and Christine Harrison, Assessment for Learning in the Science Classroom 2003
 

Reading Strategies. Reading is involved in instruction and a variety of reading strategies are incorporated. Centered around concept mapping, these applied strategies include but are not limited to: "SeRph RiTE 21",  "Ok4R"; Roundhouse" "Idea Bulb"; "Text Map" organizational and analogical charts, graphic organizers and more. Most reading and research is from outside sources as the nature of science is ever changing in discovery and exploration.  The S.T.S. Reports are an example of a tool that engages students in current science activities outside the classroom. Please review the "Secrets to Success" section on the home page. See the Essential Graphic Organizers web page for downloadable material.
 

Practical applications of Science, Technology, and Society (STS) issues such as human impact upon the environment, human cultures, and planet Earth will be stressed.  Objectives may vary in accordance with current issues, topics and events. 
 

Alternative Science Units will be incorporated throughout the year and may include topics such as Brain Science, Meteoritical and Astronomical Sciences, Paleontology and Archaeology.
 

Brain Incorporated Teaching is an approach in teaching encourages educators to consider the way the brain works when making educational decisions. The brain is intimately involved in and connected with everything we do physically and academically. Brain based learning is a way of learning in accordance with the way the brain is naturally designed to learn. A brain based approach encourages us to consider the way the brain works when making educational decisions. “Brain-based education can be understood in just three words: engagement, strategies, and principles. Brain-based education is the engagement of strategies based on principles derived from an understanding of the brain.” –Eric Jensen By using what is known about how the brain learns we can reach more learners with greater success. Simply put, this is Learning with the Brain in Mind. For more information, see my website on Brain Incorporated Learning

Practical knowledge and understanding incorporated with real life skills is a priority in my teaching. Most labs and activities are not from the text booklets or "cook book" activity guides. I have many "in the field" experiences in science, labs and activities, models and materials are mostly self developed and constructed. Since the age of 12, I have collected fossils, meteorites, and artifacts which are incorporated in class instruction. Real-life experiences from exposure to the actual objects and artifacts of study and real life applications of content cannot be assessed or evaluated with any standardized test. These applied experiences may also entice students into further study and exploration into the vast and ever changing interdisciplinary fields of science.
 

"Homework" ( often called "Homethrills" or "Enrichment" ) is an extension of the current content or an enrichment experience. Like teachers, modern students want to know how what they learn is going to help them. Homework is not busy work, or looking up information. Homework should be created, not copied, and designed to motivate students to complete them because it is not based upon grade alone, but on real-life scenarios and applications that make the task meaningful and relevant to learning. Homework is often problem based that require critical thinking and analysis. Most homework assignments are given two days to accomplish, this provides more time for the student to see the teacher about the assignment and correct misconceptions and incomplete understandings.
 

This is not your old science class! The Childhood Environment is much different today than it was just 5-10 years ago! Old school science class involved students reading aloud from texts, all content was presented in lecture format (using the latest technology, the overhead projector!). Most tests required rote memory recall where we spent the prior night memorizing long lists to be regurgitated on the next day's test and forgotten two weeks later. Back then, lab experiences that merely confirmed what students had been read or told in lecture, and the main goal of assessment was to provide a grade. Today's Themes of Science Education are quite different than it was "back in the day."  Often used for structure of a scientific experiment, the process is step by step where the outcome is predetermined and there is no room for failure. This is not how real scientific investigations and explorations work.  Exclusive use of the scientific method in the science classroom was discouraged by the National Research Council in their National Science Education Standards in 1996), etc.. See also: Myth of The Scientific Method;   The Scientific Method, and  A Word About the Scientific Method  

Today, teaching is much different than it was "back then". The way students learn is constantly changing as students have become much more intelligent and self directed. For more information on the topic of today's youth, I suggest finding applicable materials at: Teaching & Parenting with Love & Logic. In today's information age, the way students learn is in a constant state of change. Students have a very difficult time transitioning from a high tech interactive environment from home where they have daily open access to laptops, the internet,  iPods, iTouch, iPads, computer games, Wii, Xbox, cell phone texting, etc. to a classroom where none of those technologies are available and most things are stationary and non-moving in nature. Consider news casts from 20 years ago, it was unconscionable to have moving graphics behind the anchor, today, there is constant interaction, pop ups, ticker lines, photos, etc.

Teaching and instruction must be responsive to these changes. Consider the following charts.

Science is an opportunity of learning how to learn. Science is a theme for learning, just like math, language arts, social studies, are themes for learning how to learn. Although early influences are powerful, the goal in educating adolescents is teaching them methods of learning how to learn, not to to entice them to become scientists, mathematicians, writers, or historians. Learning how to learn will open the doors of opportunities in any subject they wish to pursue later in life.
 

Methods of teaching and instruction evolve daily.  Each assignment, lab, activity, assessment, methods, and strategy is under constant revision to keep up with the way today's students learn. No one method works for every student. This is why understanding about learning styles is ultimately important.  Unfortunately in classrooms of 25-30 students each with their own set of learning styles, 41 minute class periods, budget limitations, and many other factors in the classroom do have an effect on utilizing best practices in teaching.  I try my best to teach each and every student in the classroom constantly adjusting my daily lesson plans in accordance with student achievement making every effort to go "a mile wide AND a mile deep." It is helpful to keep in mind that he Childhood Environment is much different today and we are preparing students for a future in which there will be careers that haven't been invented yet. See: Our Student's Future
 

Vesting. Learning has no guarantee. Students cannot be forced to learn, only encouraged.  Teachers provide opportunities to learn.  This is where it is important to utilize the latest skills, methods, and best practices that are designed to entice as many students into learning as possible. In addition, students having a vested interest is the goal. Without vesting, complex learning is difficult.  Motivation is intrinsic, and in the right setting with the right elements, it can happen. Coupled with vesting, in 1999 Edward Deci promoted the SDT theory; a Self Determination Theory  An Approach to Human Motivation and Personality SDT helps explain much about intrinsic motivation and internal validation including Emotions, Assets and Direction. Encouragement comes in many forms, but must be individual and intrinsic in nature. See Rewards & Praise and Brain Diet & Rewards
 

Ultimately, parental involvement and interest in their child's education is the foundation for their learning structure. Without a parent's support, chances of student achievement are greatly reduced. When a parent has admitted their child in middle school, they often assume they are not to be involved in their child's education in middle school. This is a misinterpretation and/or misunderstanding!  As adolescents, middle school students need to gradually learn how to uphold their own responsibilities in their education, this is true. This does not, however, mean that parents should not be involved or disinterested in the business of their child's education or what the teachers are teaching! Adolescents often tell parents to give them some distance, however, they are not asking parents to be uninvolved in their education or their lives!  When parents express interest in what is happening in the classroom and with their child's education, the student achievement and success is greatly increased. Case in point; an overwhelming majority of parents who attend parent/teacher conferences are parents of high achieving students.  Why? Because these parents stay involved in the education process and the student realizes it is important to them. As a result their academic effort is increased.
 

Fate is inexorable, but knowledge results in achievement, and achievement opens opportunities to a successful future.
 

Classroom direct phone number is (847) 719-3832

Communication via electronic mail is time efficient.  My e-mail address is: Jerry.Clemens@LZ95.org

I arrive at school prior to 6:15am and am available throughout the day until about 3:30 provided I am not in class or in a meeting.