Author Archives: Deb Porcarelli
A teachable moment can be thought of as a quick moment in time when a student’s interest in a specific subject is at its highest, usually because of a conversation or immersion in a situation that brings on curiosity. Who knows when one might occur in your classroom? I was first introduced to the idea of teachable moments in 1952 by Robert Havighurt in his book, Human Development and Education, where he wrote that, “When the timing is right, the ability to learn a particular task will be possible. This is referred to as a ‘teachable moment.’”
I like teachable moments. I remember when teachable moments forever changed my teaching career. It was when a fifth grader’s question really catapulted me into teaching science. It was because of his question that I changed my teaching schedule and started each teaching day with 45 to 60 minutes of science. The question was about the mechanical advantage of a pulley system. My student had been able to lift his brother with one hand while he sat on a hay bale attached to a series of pulleys which were anchored to barn rafters. He came to school and wanted to know why. I told him that he could calculate the reason for him being able to lift his brother by finding out what is called the “mechanical advantage” of the pulley system. He had to count the number of rope sections that supported his brother and divide it by the mass of his brother combined with the mass of the hay bale and that would be the mass of the object he was lifting with the mechanical advantage. He was so fascinated that he asked if we could do similar investigations at school, so we did!
That teachable moment happened the very first semester during my first year of teaching. Soon after that, I went to my first AIMS Professional Learning workshop and was introduced to the math and science tasks and investigations written at AIMS. I immediately began using them in my science and math classroom. I saw a difference with my students, and they loved the hands-on tasks, were engaged in their learning, and continually asked for more “AIMS.” The curiosity of that one student did more for me as a teacher than he could have ever imagined. I recommend doing the AIMS investigation Pulley Power to investigate pulleys so students will understand how they work. Don’t let teachable moments initiated by a student’s question go unnoticed, and let me know how those questions have impacted your career.
John Urschel is is an offensive lineman for the Baltimore Ravens. He is also currently pursuing his doctorate in applied mathematics from the Massachusetts Institute of Technology. In a recent commentary in Education Week he said, “In some sense, everybody has to become a mathematician. We all face problems that require mathematical concepts. The better… Continue Reading
Different teaching assignments, new class rosters, new schedules, perhaps a different building administrator, and returning colleagues, all of these are annual traditions that teachers embrace at the start of every new school year. I would like to suggest teachers add professional relationships and professional learning to their lists at the opening of the 2017-18 school… Continue Reading
It is my belief that there is no better time in a classroom than when students are curious and asking good, thoughtful questions. To help encourage this type of environment, I’ve been thinking about how to have a classroom that is driven by inquiry and provoked by questions. This is how I found myself watching… Continue Reading
For this entry I’m going to be discussing the Next Generation Science Standards (NGSS) Performance Expectations (PE), which state what students should be able to do in order to demonstrate that they have met the standards. I think of these expectations as “goals” for students in science and for teachers to know what to share… Continue Reading
If you were asked to describe the best professional learning experience you have ever had, what would you say? Would you say it fit your needs perfectly? Would you say you were provided with individualized considerations? Would you say you were able to take the experience and share it with your colleagues? Would you say… Continue Reading
Last Friday morning at the Marriot Conference Center in Denver, Colorado, I found myself at the Superman-themed table introducing myself to six other educators who would become my new teammates. I had never met any of them prior to that day. I was there, along with three of my other colleagues from the AIMS Center,… Continue Reading
Some of the most common requests the AIMS Professional Learning division is called upon to help a schools or districts with are: To help teachers close student learning gaps. To help teachers change instructional practices helping their students to learn and achieve at higher levels. To help teachers have a deeper level of understanding about… Continue Reading
My first visit to Yosemite National Park happened last weekend. I was absolutely wowed by the park as I marveled at the landscapes. Somewhat surprisingly, I also came away professionally inspired and energized. As I thought about the history of Yosemite, and the awesome natural environment I was in, I found myself making comparisons. I… Continue Reading
New York non-public school educators came together last week at Iona College in New Rochelle, New York for three days of AIMS hands-on Science Professional Learning. I was lucky enough to be there in person to spend time with all of the participants and our team of AIMS Facilitators. There were three different grade span… Continue Reading