Reflections on Jennie’s Teaching Methodology
Jennie, the first of the Case Studies in Science Education, which is a collection of 25 video case studies that was produced by Alex Griswold in 1996 and funded by The Annenberg/CPB Math and Science Project for the Harvard-Smithsonian Center for Astrophysics, delves on the innovative techniques employed by Jennie Peretti, a Kinder school teacher of twenty years whose passion for her vocation seems to have compelled her to devise a more meaningful and effective manner of instructing her students.
Here, what is significantly efficient is her practical method of teaching, which not only propels her students to be more involved in the learning process, but more importantly allows for the opportunity of self realization and actualization of several scientific facts, as evidenced by the class that is under her supervision. As aforementioned, the general manner of instructions that is practiced by Jennie is inclined towards self discovery.
This is evident in several instances wherein her students, under her careful supervision, were the ones who arrived at a conclusion of a certain circumstance, such as her class lessons on snow, which discusses the inter-relationship of the solid and the liquid states, the seeds of a particular variety of plants, and its respective leaves. This seems to result to her young students being inquisitive and eager to make their own contributions in relation to the topic of discussion, and to have confidence that what they actually contribute is in fact beneficial for the entire class.
Another benefit that this technique seems to promote is the students’ development of making learned or educated predictions based on the facts-at-hand. Here, especially in the lesson that involves the planting and growing of the different seeds, her students have displayed utmost certainty in assuming or predicting the outcomes of their own projects. Perhaps if there is a disadvantage to the method that Jennie has used, it lies in the continuity of her lessons in relation to the succeeding grade level.
As such, there most probably will be difficulties in the adjustment of these children especially when their future educators are no longer as inclined to promote participatory methods as Jennie has. This will result to confusion on certain terminologies that are especially common in the field of science. This concern was stated by Jennie, in regards to her method’s appropriateness to the existing national standards and State frameworks on education, “We do a lot of things because they seem to be fun and interesting.
But there’s a concern, is it appropriate? ” (Griswold, 1996). Another disadvantage that the said technique might present is the reality that each individual is inherently possessing of his own capability, in terms of academic proficiency. Thus, there is a great risk that the lessons might not be equally and fairly distributed among the students, especially those who may need extra time and effort in absorbing the principles being taught.
With this reality in mind, we have seen how her students differ in their individual reactions; some were indeed brilliant while there were others who seemed reluctant and even confused on how to answer the inquiries. Generally, it can be surmised that Jennie’s method of teaching is inclined towards inquiry, in that she allows for the students to form their own conclusions based on the questions that serve as their guide in arriving at a certain answer.
This is clear in several queries such as “What made you say that your leaf is stronger?”, “What do think will happen to the snow when we put it in the ref? ”, and “What plant do you think will grow from a Sunflower seed? ” (Griswold, 1996). Although Jennie’s technique refuses to provide ready answers to her students, it is clear that the questions that she poses strongly suggest to the students the correct replies. In constructing her questions in such a manner that aids her students at arriving at a correct conclusion, her method seems to make the learning process more enjoyable and easier for the children.
Its very distinct characteristic of participatory learning allows for the class to acquire less tension and pressure, especially when taking into consideration that her class is comprised of very young children whose learning will certainly be impeded by unnecessary in-class pressures. For this facet of her teaching technique alone, it is undoubtedly an effective means of teaching Kinder-level students. Conclusion Based on the aforementioned video presentation, it is clear that the teaching method that was designed by Jennie Peretti is able to create students who possess an intrinsic desire to discover solutions on their own accord.
It teaches them the basic yet necessary skills of observing, detailing, and making educated predictions in concurrence to the given data and the likely result to a particular situation/problem. Likewise, it teaches them one of the most important aspects in learning, which is the confidence to know that you have the capability to understand any principle that is a prerequisite for arriving at the desired conclusion, be it in science or in any other academic endeavor.
Perhaps most importantly, the contribution that this method benefits to the young students can be based on the reality that formal education has been presented to them not in its authoritarian form, but in a manner that allows for the self expression of their own diverse yet distinct personalities. Reference Griswold, A. (1996). Case Studies in Science Education. Annenberg Media Learner. org. Retrieved August 17, 2010, from <http://www. learner. org/vod/vod_window. html? pid=44>
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