Lucy Garcia

Courses taught: Intercoordinated Science, Biology, Environmental Studies, and Honors sections of each.

Teaching methods emphasized: Scientific Method: realia, process of science, lab experiments, evaluation of experiments from popular scientific media, experimental design and production, peer evaluation.

Biology: use of realia and microscopes for observations of cells, tissues, processes and organs. CER for key experimental work in the history of biology, manipulables, games, drawing, peer review of definitions, online research for evidence to support assertions about evolution, biotechnology, ecology, etc.

Environmental Studies: prepared discussions and debates about current events; establishment and maintenance of the school garden; many outside speakers from civic and issue-based organizations; and finally, the creation by students of 12 annual Green Festivals. These gatherings featured the science-fair-like poster presentations by all students working in teams of 2 or 3 to research and present on specific dimensions of the climate change issue of the year. In depth presentations and workshops from students and civic and activist leaders deepened understanding. Poetry, music, and art invited from other departments, as well as food, games, and dancing enlivened the events. The Green Festivals were presented twice, once for teachers schoolwide to bring their classes, and again in the evening for parents, families and friends. Attendance was between 150 and 450 each year.

I taught Biology and Organic Chemistry to students in a rural and poor area of the Dominican Republic. We had a one room school house, half day classes, uncertain electricity, and no lab facilities at all. It was the first year the government had provided a textbook at a low cost. There were 40 to 75 students in the class. There were no accommodations for SPED students. Among many difficulties, one key barrier was the deep training for educational expectations for in copying and repeating information word for word, instead of defining concepts in their own words, making connections, and critical thinking a legacy of a 50 year dictatorship, during which the first task every morning was for students to memorize the dictator's phrase of the day.