Author Archives: Emily Mangus

This is the question that every girl awaits for someday, right?  Ok, maybe not every girl, but I’m digressing.  Never in a million years would I have expected to hear this question in a middle school, let alone be the … Continue reading →

“Hey cool, it’s a wiimote!” Task 1: Engage…check.  Yesterday I gave my personal response lesson and this was the typical statement I heard from each class as I handed out the clickers.  I didn’t anticipate this at all, but it … Continue reading →

Ok, so maybe professor is not really true.  Let’s call it substitute course instructor. Yeah, that’s better. This last week I had the pleasure of teaching an undergraduate engineering course for my advisor who was out of town.  I actually … Continue reading →

On this particular day in the classroom, the students were learning about insects hands on!  What was the particular insect they were studying you might ask?  Why, it was a Madagascar hissing cockroach.  I’ll admit, I was not particularly excited … Continue reading →

On Tuesday the students were working on a science notebook scavenger hunt to review for their upcoming exam.  Basically, they had to fill out a worksheet that reviewed what they had covered for this particular unit.  Something I noticed that … Continue reading →

This week we got to dissect flowers!  I’ll admit that I might have had to quickly refresh my memory on plant biology as I haven’t studied plant biology since…well, my K-12 education.  Anyways, the students had to identify several structures … Continue reading →

Friday was my last day this semester.  Since Ms. Scali was gone the day we finished our scaffold lesson, we first showed her all of the scaffolds the students designed.  The rest of the time the students worked on their … Continue reading →

Last Friday we finally finished up the problem-based lesson and I believe it went pretty well.  I found it quite humorous that several students would come up to me and say the problem was too hard, or that it was … Continue reading →

“There’s got to be a way to use the toothpicks!” “What are we supposed to do with the notecards?” These are some of the responses I overheard during our problem-based lesson.  Last time (part 1), the students learned about some … Continue reading →

Before I explain my problem-based lesson that I gave on Friday, I feel it is necessary to explain why I wanted to give this particular lesson.  Throughout this seminar we have talked about some misconceptions that students have and how … Continue reading →