Impact on Learning.

When planning the Phases, Eclipses, and Tides Unit, there were many opportunities for the students to develop their critical thinking skills. There were inquiry-based lessons, inquiry investigations, and small group and whole class discussions. Chiappetta and Koballa (2006) write that inquiry-based science develops the critical thinking skills of the learners. By predicting, collecting data, and communicating the results of their investigation, students develop complex thinking skills.

Students were also given the opportunity to share their thoughts, ideas, and answers in small group discussions. They were given the opportunity to communicate how what they found and how they feel. In the large class discussion, students were given opportunities to share what the group discussed. Often, there are differences of opinion. However, students are given the opportunity to defend what they believe. By allowing students to communicate, they grow as a learner.

What I found that I learned by doing this curriculum map was the thinking I gave to how I teach. I found that this practice made me reflective on my teaching practices. I started to look at my method of teaching, how I assessed my students, and what was best for my students. In my new role of department chair next year, I plan to use what I’ve learned to help our department complete our goal, which is to create a curriculum map of the science curriculum.