April 8, 2020
We are honored to name Suzanne Ingley, a Science Specialist at Rosa Parks Elementary in Berkeley, as a 2020 Science Super Star!
Suzanne teaches 400 First to Fifth Grade students in 18 classrooms. Suzanne’s independent approach allows for her students to engage in deep learning, while strengthening their critical thinking. One of Suzanne’s recent lesson plans focused on snap circuits. She had them study models, and understand the various components and their purposes before building. When the hands-on portion of the experiment started, she overheard frustration from students about being unable to complete the circuit, until they were able to apply what they learned into their practice. One student in particular had a powerful moment of discovery.
| “Just two days ago, a student discovered why they couldn’t get their music to play from the snap circuit. I was sitting with them and shrugging my shoulders when she said, ‘Wait! I see what we need!’ This student does not talk- she has the ability, but does not. She nods or shakes her head, but that’s it. That discovery of hers on how to close the circuit must have made her so proud she shouted it out! Now that’s powerful.” |
She maintains that when students get confused, it is best to encourage discussion among students. In a lesson where students were dissolving salts, some forgot which salt they had already put in. What followed was a helpful discussion, generated by the kids, focused on the properties of salt. Even after they settled on a guess, another student chimed in that they would know for sure after the water evaporates, so that they can see the shape of the crystal!
Sometimes, teaching in a less ‘academic’ or conventional way yields amazing results. She had her students watch an episode of The Magic School Bus. She challenged them to listen for any word that had to do with electricity. Not only did they note over 50 instances, but the mindful listening exercise allowed them to understand and contextualize puns within the show.
She said that any time students can bring science into their ‘real world,’ by recreating experiments at home with their families. Many of them challenge their family members to try it out first, before showing what they have learned. Many recent crazes, such as slime and bathbombs, are also great ways for students to experiment with various reactions to create different textures, smells, and appearances. Suzanne noted: “Science, engineering, designs – they filter back home in phenomenal ways.”
Similarly, she recognizes the powerful effect of introducing science from the community, especially representational mentors. She has CalTeach members from UCB come to her school every year, and students on both ends have transformative experiences. Suzanne spoke of a recent instance where a student, who can be a bit of a troublemaker, became extremely focused and engaged during the science lesson. After the class, the student approached one of the volunteers and told her she was glad to see someone that looked like her. Suzanne said hearing this broke her heart, in both happy and sad ways.
When we asked if Suzanne has any helpful tips for other teachers, she enthusiastically responded,
| “Yes! Jump in with something hands-on! I’ve mentored many teachers who say their class is ‘out of control’ and think their students would go crazy if they had any hands-on materials. In my experience, nothing is further from the truth. As soon as a student begins making their own discoveries, the classroom becomes a community of learners and that is a great feeling for both teachers and students alike. I have them start out with eyedroppers, water, and a penny. Those three materials have been the ‘gateway drug’ I’ve given to many science teachers over the years. With that launching point of curiosity, questions, and sharing information, a foundation can begin to be built offering a deeper knowledge of concepts to come.” |