Angela Bisnett

I have 25 years of experience teaching science on both the high school and middle school level.  My focus has primarily been on teaching Earth Science, Chemistry, and 8th grade Physical Science, but I do have some experience teaching high school Physics as well.   During my tenure as a secondary science teacher, I have worked individually and with colleagues to develop curriculum materials for both the New York State Regents Chemistry course, and for an elective Chemistry course comprising a high population of students with special needs and ELL students.  I also collaborated with teachers to develop lessons aligning with NYS Next Generation Learning Standards in P-12.  Over the years, I have implemented informative and flexible lesson plans to meet standards and prepare students for state assessments.  and I have communicated effectively with parents and administrators in order to meet the academic needs of a diverse student population.  I have tutored students in Chemistry, Earth Science, and Physics from time to time, beginning as an undergraduate tutor at SUNY Potsdam, continuing throughout my graduate school years at The University of Iowa, and then finally tutoring high school science students part-time to supplement my income as a secondary science instructor.   My educational background includes a Ph.D. in Geology from the University of Iowa, and a Bachelor's Degree in Geology from SUNY Potsdam.  I also completed the Science Education program at The University of Iowa.  I hold New York State Permanent Certifications in Earth Science, Chemistry, and General Science 7-12.

Throughout my career as a science instructor, I have successfully worked with students from diverse ethnic, cultural, and socioeconomic backgrounds, as well as a wide range of ability levels and academic skills. As a result of my experiences, I have developed the teaching philosophy that all students are capable of learning, given a supportive environment in which the instructor sets clear academic goals, utilizes differentiated teaching methods tailored to the individual needs of the students, and designs relevant lesson plans that demonstrate real-world applications of science. Over the years, most of my classes have comprised heterogeneous learners, so I have increasingly employed a variety of instructional strategies, curriculum materials, and assessment techniques to provide students with as many authentic and hands-on experiences as possible. For example, in addition to traditional lecturing, I often incorporate group activities in which students work together to complete a task, create a product, or review science concepts. I assemble groups heterogeneously, so that students with stronger academic and collaborative skills can assist their classmates and model effective learning strategies.  My students utilize technology whenever possible to help motivate and engage them in the learning process. When I assign projects, I give students opportunities to work individually or to collaborate with other students, and I provide options for the finished product that allows students to choose the method by which they will demonstrate what they have learned. For example, some students may elect to predominantly express themselves in writing, whereas others may choose a more artistic approach by creating a video. This benefits students by empowering them to absorb and apply content utilizing their own unique skill sets. Additionally, I provide students with my grading rubric in advance, so that they can engage in self-reflection and evaluate their own work before submitting it. When necessary, I modify assignments and assessments to accommodate the learning requirements of individual students, particularly those with special needs.

My academic goals for my students go beyond simply acquiring the content knowledge presented in the curriculum. I also expect students to improve upon their skills in oral and written communication, critical thinking, and problem solving. During my lessons, I ask open-ended questions and sometimes utilize brainstorming to encourage divergent thinking. I also use scaffolded questions to guide students in gaining understanding of a complex concept, or in developing a solution to a problem. I require my students to sort through information presented in articles and on websites, and to select the most useful and appropriate facts for solving a problem or creating a product. Where appropriate, I present opposing views on a topic and open up a class discussion, with the expectation that students will defend their position with relevant details. Additionally, it is my goal to create a learning environment in which students feel comfortable asking questions and expressing their views.  Therefore, it is critical to me to develop a good rapport with my students, and to get to know them on both an academic and a personal level.  I always treat my students with respect and compassion, and it is my expectation that they will treat me and each other with the same degree of consideration. 

Just as it is vital to me as a teacher to create learning opportunities for students, it is also important that I continue to develop my own skills as an instructor through self-reflection, collaboration with colleagues, and evaluation of data.  Throughout a lesson or curriculum unit, I routinely check for understanding using questioning methods and mini-assessments.  If necessary, I adjust my teaching strategies to incorporate alternate means of presenting key concepts, and providing additional practice for critical skills.  At the conclusion of a unit, the summative assessment provides valuable feedback about student achievement, and may lead to changes in how I present the material in the next topic, or how I instruct the course the following semester or year.  I welcome the opportunity to exchange instructional ideas with colleagues, and to collaborate with them in the creation of new curriculum materials and assessment techniques.  I am also open to interdisciplinary co-operation to give students the opportunity to apply their skills across subject areas.  Finally, listening to students’ critiques of my teaching strategies can provide worthwhile information about the effectiveness of specific methodologies.  I frequently ask students for feedback throughout my courses, and I make adjustments according to their needs.  It is also important to develop and administer student evaluations at the end of a course, and to remain humble enough to give reflective consideration to their suggestions, and to attempt to incorporate some of their ideas, which may benefit future classes of students.  In my view, learning is a lifelong process, and therefore it is important for teachers to model enthusiasm for learning to their students, and to be continuously open to implementing new pedagogical ideas in their classrooms.