Where has the time gone? I mean that both in a long term sense but also the short term sense because I'm writing this at 12:15 AM. Sorry!
So a lot of my desire to become a teacher comes from my past experiences tutoring. I get a kick out of seeing peers or mentees pondering a problem with furrowed eyebrows, biting their lip and tapping their pen. The best part is when they figure out the problem and hi-fives all around. However, I've found the whole process to be a heck of a lot more rewarding when they get there on their own power. What I'm trying to say is I really like how the readings this week both elucidated and affirmed some of my haphazard ventures into teaching techniques I've tried to employ. I also liked how the readings gave concrete steps and methods that promote inquiry based and argument driven learning. As with anything, forcing someone to defend their statement either exposes their wrongness or strengthens their convictions. Hopefully it doesn't strengthen their conviction to wrongness.
One thing that I haven't really thought about is peer review. I like how the readings fit nicely into the conversations that we've been having about possible "lab group meeting" type class periods. I guess I had always envisioned that with me as a teacher moderating, instead of having several groups or pairs of students reviewing, questioning, and arguing with each other over what pieces of data mean or what directions would be most profitable to pursue next. I think both of these aspects of education highlight one of the overarching themes of this class that science is a dynamic field, with new discoveries being made that constantly add to or challenge what we know-- or what we think we know.