I distinctly remember sitting in my car, freezing, in the abandoned transit parking lot west of town waiting for the phone call from my current Head of our Upper School. He couldn’t talk until 7pm, which was 9pm my time (in Colorado) and I didn’t get cell service consistently on the 40-minute drive from town to my house; so, I sat and I waited. I was nervous, it’s not that he is hard to talk to but I wanted to have all the right answers to the hypothetical questions that I knew he was going to be asking me, about whom I was as a person and as a teacher. Throughout the conversation, I felt confident and sure of myself…until he asked THE question. The one that stopped me in my tracks and made me think, and fumble, and answer in a way that I thought he wanted me to, even though I wasn’t sure I believed the answer at that moment. His question, “Do you consider yourself a content-centered or student-centered teacher” was not an easy one for me to answer. I’ve thought about this question a lot since that night in the parking lot, when I was trying to come up with all the right answers. I can’t remember how I answered it in that moment and now that I have had lots and lots of time to think about it, I can honestly say that, if asked again today, I would be able to answer it, with confidence. My answer is this; there is no definitive answer to that question. To be a good teacher, I don’t believe you can be one OR the other. I think you have to be both. There are those students that really need for you to be content-centered. They have it all together and they are thirsty for knowledge, for you to lead them in the right direction of that knowledge and to fill them up. These kids are the ones that are driven and ready to meet their futures head on. And then, there are those children that will not remember the content that you taught them 5 years from now, but they will remember those moments with you. The ones when you took the time to look them in the face and ask them about their day and genuinely caring about their answer. The times when you gave ½ the period away to talk about something that happened that day that may have created a ripple effect in their lives and the lives of those in the community. These kids are the ones that will remember your kindness and your grace, years later, in the most random of moments, and they will take a moment to send an email, just to check in and say Hi and that they miss you. Both of these types of students are the reason that I come to my classroom every single day, ready to meet my students where they are. Part of my graduate work was to write my “Teaching Philosophy” before I graduated. Which is ironic when I look back at it, because how can you possibly philosophize about something that you have no real experience with. I recently read through my philosophy from 10 years ago and all I can say is that I have changed; I have grown and matured in my understanding of what it really means to be a teacher. I have taken a very idealistic philosophy of a profession I knew nothing about and I turned it into a reality for myself. Though I wouldn’t word it the same as I did back then, I can say that I saw in myself the idealistic teacher who was passionate about the teaching moments, life skills, and my subject matter and since have made it my profession. I am still as passionate about teaching and my students today as I always thought I would be. This gives me hope because I know that in order to still feel this way about my life’s work, I must be making a difference with those students whose lives cross with mine. I’m not sure if this is actually a teaching “philosophy” as much as it is a teaching “reality” for me. Teaching allows me to place a positive footprint on the world that creates a ripple effect. And the best part of all is that if I screw it up today, if I miss the moment, I am allowed to try again…tomorrow and tomorrow and tomorrow.
This is an INTENSE paper and the most structured scientific paper my students have ever written to day. This paper is assigned to 10th grade Honors Biology (although it could most certainly be modified to regular Biology) students and would not be classified as a PBL activity but I still think it is extremely valuable for them.
*Note: There is a rubric that I use for grading with this paper, if you would like it please leave your email in the comments below
Microbial Pathogenesis Research Project (140 points)
Infectious diseases are important in all of our lives. In this project, you will focus attention on a specific infectious disease with the goal of determining the underlying cause of the disease; what the microbe does to our bodies, how we treat the disease, and how social, economic, and political factors affect our ability to deal with the disease.
Upon completion of this project, the successful student will demonstrate:
- a detailed understanding of the disease interaction between the human body and a pathogenic microbe;
- an ability to effectively communicate complex scientific information;
- effective personal time management, organization, and study skills;
- The specific learning objectives involve mastery of concepts presented during the course. They include demonstration of comprehension of the: history of our knowledge of the disease; causative agent of a disease; cellular (or acellular) anatomy of the pathogenic microbe; epidemiology; immune response; drug treatments or other medical interventions; sociological, economical, and/or political factors that influence our ability to deal with disease
- You will choose the disease that you want to study from the list provided. If there is a disease that you are interested in that is not on the list, let me know and we can discuss it.
- You will perform a search of literature (books, magazines, news media, scientific journals, internet, etc) to learn about your disease. Project Products
1. Written Report – you will submit a written report that details all of the information about your disease including:
2. Cover Sheet – must have a title with the name of the disease and must have the names of all group members.
3. Text (main body of information) – maximum of six single-spaced pages, 12 point font. Your paper MUST describe all aspects of the disease that are itemized in the Project Content section. As much possible, the text should be written in your own words. Use direct quotes only when absolutely necessary (which means almost never).
4. Literature Cited- Any information that is not common knowledge (either directly quoted or paraphrased) must be credited to the proper source.
5. Final Report – must be submitted as a stapled set of pages.
6.Infectious Disease Fact Sheet (due on same day as the written report) –
- Fact sheets may not exceed one single-sided page
- Fact sheets must be completed using the attached template
- What is the causative agent of the disease? Is it a bacterium, a virus, a prion, or a eukaryote?
- If it is a bacterium, what are the characteristics of the cell (Gram-reaction?, cell shape and arrangement? Metabolic capabilities)
- If it is a virus, what are its characteristics (DNA, positive-strand RNA, negative-strand RNA, or retrovirus? Enveloped or naked? How large is it? Does it form a provirus? Any unique characteristics of its multiplication cycle?)
- If it is a prion, what is a prion? Where in the body does it occur? What is the function of the normal – type protein?
- If it is eukaryotic, is it a fungus, an alga, a protozoan, a platyhelminth, or a nematode? Is it multicellular or unicellular? What is its life cycle?
- History: How long have we known about the disease?
- Describe the changes in our knowledge and attitudes toward the disease throughout history
- Epidemiology: Describe the prevalence and transmission of this disease.
- Where (in the world) is the disease prevalent? How many people are currently infected?
- What is the rate of new infections? What are the rates of morbidity and mortality?
- What is (are) the reservoir(s) of the pathogen? What is (are) the mode(s) of transmission?
- Pathology: Describe the pathogenic effects on cells, tissues, and organ systems.
- Where in the body (what tissues/organs/cells) does the pathogen affect?
- What damage does the pathogen inflict? How is this damage inflicted (is there direct mechanical damage? Is a toxin produced? Does the immune response cause damage?)?
- What is the time sequence of the disease (length of incubation, prodrome, illness, decline, and convalescence)? Are there sequalae from the disease?
- What are the major signs and symptoms?
- Response and Treatment
- Describe the activity of our immune system against the pathogen
- What types of medical treatments exist? Describe how these treatments affect progression of the disease.
- Describe prophylactic measures that can be taken to limit the risk of infection
- Describe any historic or present day social, economic, or political issues that either help or hinder us in limiting the spread of the disease.
- Suggest policies and practices that can be employed to help with limiting the spread of the disease. For each policy and practice, describe what will be needed (what we have to sacrifice) in order to properly implement the proposal.
Infectious Disease Fact Sheet (to be filled out and handed in with the paper)
|Name of disease|
|Name of causative agent|
|Type of microbe||Bacterium Eukaryote Virus Provirus|
|Gram – reaction|
|Cell shape and arrangement|
|Average rates of infection|
Main transmission mode(s)
Major tissues/organs affected
Main Treatment Methods
Typical length of treatment