NSF Teaching Partner
Chubbuck Elementary in School District #25
I have been teaching for 25 years at Chubbuck Elementary in grades 5 and 6.
I’m very committed to teaching science and love to do hands-on projects with my students. I have received several awards for teaching which include: Chubbuck Teacher of the Year, Science Educator Region 5, Project Learning Tree, Simplot Teacher Finalist, and I have been a facilitator for Project Learning Tree and been involved with environmental camps at Alpine and Heartland Peaks. Chubbuck Elementary has an “environmental area” which I helped plan and establish and I worked on a team to gather environmental activities that would correlate with the science standards. I have organized science fairs and “invention conventions” for our school. The Idaho State Teacher Education program has utilized my teaching skills to mentor several student teachers.
How will you continue to integrate an aspect of GK-12 and your partnership with graduate students into your teaching, philosophy, etc.?
I plan on continuing to integrate many of the great teaching ideas for science into my curriculum even after I’m not “officially” involved with the GK-12 project. Working with Amy, my undergraduate fellow, has sparked my interest in many aspects of science that I hadn’t addressed in my curriculum. The GK-12 project fit perfectly with my philosophy of teaching. The best learning occurs when the students are actively involved. The motivation of the students definitely has been enhanced because of the “hands on” experiences that we’ve done in class.
How has the GK-12 experience changed you, and how has your participation changed the GK-12 project?
Participating in the GK-12 project hasn’t really changed my philosophy but it reinforces my methods of teaching. It has given me a “jump start” to try new projects and experiments in class. It’s always great to interact with new people and hear new and exciting ideas. I think that the GK-12 project has changed through my participation because I took resource room students, GATE students, and everyone in between and involved them in the Lego League competition. These diverse teams were able to compete with other teams who were primarily comprised of GATE students. This helped to emphasize the fact that anyone can benefit from Lego League.