Hello! I hope that you are all enjoying the beginning of summer. I am Marci D’Onofrio. I work at Westborough High School in Westborough, MA teaching ninth grade science. Up to now, the course has been Physical Science. Next year, we are changing the curriculum to a project based learning course titled Natural Science and Engineering.
The Teachers of GID
Most often when I think about GID, I think of the relationships and personalities of coworkers involved. This type of project requires a large amount of conversation while coaching students through a sometimes confusing and definitely challenging journey. In my opinion, the rewards of this type of work far outweigh the meaningful struggles. What really strikes me about this process is that the teachers and students alike experience the emotions of this journey; it is confusing, challenging, and rewarding for all.
In conjunction with Anita Cellucci, I have been working on the Science Inquiry GID project for four years no. Each year, the group of science teachers working together has changed. And, since we all learn differently, my explanations and conversations have had to evolve. It quickly becomes clear when I am not communicating well, when the process is unclear, and when the project piece is clearly understood. I have learned that vulnerability has to be part of the experience as I become aware of the strengths and weaknesses in my communication of the GID process.
I have often commented to our school librarian, Anita Cellucci, that GID brings out the individual learning styles of both the students and teachers. Personally, I feel that my strengths and my weaknesses are in clear view. So, my first blog needed to briefly reflect on the teachers themselves.