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believe that by being provided the choice in which biome I wanted to replicate, I was more invested in the project. I had been given a choice and, therefore, had a meaningful connection to the project. DeRosa and Abruscato (2019) emphasize the importance of creating learning experiences that enable students to make meaningful connections, and my science teacher was able to do that by allowing choices.Creating a model biome was a meaningful learning experience that was carried about by each individual student. Working alone allowed me to feel as though I had control over the work I was doing and that it could be precisely the way I envisioned it. It appears as though the teacherdecided to allow us to complete the project in such a way in order to cater to the individual interests of each student and allowing them to explore something each student would enjoy fully.Reflecting on the lesson, it is apparent that the teacher understood the importance of making meaningful connections. DeRosa and Abruscato (2019) discuss how learning and making connections is “an individual and personal experience” (p. 37). By having this teacher create such a meaningful experience, she also created a lasting memory.Learning about biomes in science class seems like such a long time ago, and there are notmany details I can recall. The final project stands out the most to me. This particular project was an at-home activity rather than in class. I believe this prevented any issues from arising in the classroom. I had the fortune of attending a private school up until the eighth grade, and my class
CHAPTER ASSIGNMENT12size was extremely small, consisting of approximately six girls and six boys. My graduating classhad a total of 24 students in it. I believe that having a class size that is that small helps to prevent behavior problems and issues with availability of science materials. Having a small class enabledthe teacher to truly focus on the needs of each individual student, something that I have a difficult time with, now, as an educator with almost 30 students in a room. Additionally, creating meaningful and engaging lessons helps to create “an atmosphere of discovery that students want to experience” (DeRosa & Abruscata, 2019, p. 74).In my personal experiences, science felt very much like a taught from the book subject, with the exception of projects that were inserted into the lessons to reflect understanding. Memorization is not a strategy that encourages discovery learning, and, unfortunately, I do not feel as though my elementary science teachers encouraged discovery learning. “Discovery teaching and learning are highly coordinated activities during which the teacher orchestrates experiences that facilitate discovery” (DeRosa & Abruscata, 2019, p. 49). Some of my science teachers created memorable and meaningful experiences; however, I do not recall them facilitating such discovery.