Week 1 Blog

 Week 1 Blog Assignment

Part 1: 

Hello and welcome!
I am Jessica O’Gorman, a high school physical science and aviation instructor at Broken Bow High School. I have spent the past fourteen years teaching science and am passionate about making learning engaging, hands-on, and fun for every student.

In addition to teaching, I proudly serve as a Lead Teacher, the Pep Club Sponsor, coordinate school Fun Days, and help plan 5th Quarter events. I am deeply committed to creating a positive, spirited school culture, supporting my students, and serving my community.

Through teaching I attended the University of Oklahoma through the ARA program, where I helped develop classroom strategies and engaging science lessons. I also attend regular workshops at Oklahoma State University to deepen my content knowledge and grow as an educator. As a mentor teacher, I support colleagues and contribute to strengthening our school’s curriculum.

I have had the privilege to travel across the state of Oklahoma. I’ve studied at Western Oklahoma State University, Cameron University, Southeastern Oklahoma State University, and Oklahoma Panhandle State University—where I earned my Bachelor of Science in Biology in 2009, with a minor in Chemistry and Physical Science. I’m currently completing my Master’s degree in Curriculum and Instruction at SEOSU, and I’m proud to say this is my final class!

My future goals are to continue growing as a lead teacher and assist colleagues in developing better teaching strategies for their curriculum. I hope to mentor new incoming teachers and continue to expand consulting in the future. My passion is to continue to develop instructional tools that make learning engaging and exciting for students. I look forward to working with my fellow students in this class.

Part 2: Exploring Trends Through Interactive Technology

The ISTE student standard I have selected is 1.1d, the empowered learner. It identifies students' understanding of how technology works, students know how to select the right tools for learning, and are willing to try out new or unfamiliar technologies to help them grow. This will be paired with the Oklahoma Science Standard PS.PS1.1 Using the periodic table as a model to predict the properties of elements based on patterns of electrons in the outer energy levels. 

For this lesson, I would first have students begin investigating using the website Ptable.com, which is an interactive periodic table that allows them to view trends in atomic structure, reactivity, and valence electrons. Students will use this tool to identify patterns within the groups and periods of the periodic table and relate this to bonding and reactivity. To reinforce this idea, I would proceed to use a digital lab simulation on Phet called “Building an Atom.” Students will be able to construct atoms by dragging protons, neutrons, and electrons, and see how electron configurations relate to an element's periodic location. 

Once students can explain patterns and make predictions, they may select the digital tool of choice from Flip, Canva, Google, etc., to create a presentation that demonstrates their understanding. By allowing students to independently make choices to create and present their learning aligns directly with the Empowered Learner standard. This lesson promotes content mastery, digital literacy, and encourages reflective use of technology to complete work and communicate learning.

Part 3: Insights from Kolb’s Triple E Framework

This lesson, “Exploring Trends Through Interactive Technology,” aligns with all three parts of Kolb’s Triple E framework as well as a student-centered learning experience. When we present a lesson, it should grab the students' attention and motivate them to take an active role in their learning. By having students use websites that they can navigate on their own, such as Ptable and PhET, helps them to understand atoms in a hands-on activity. As a follow-up to presenting their learning, they will engage with peers, sharing and responding to one another's work. This lesson engages student-centered learning and provides them with a digital interactive simulation that goes beyond the traditional way of learning. Students construct atoms to better understand periodic trends and deepen higher critical thinking skills to formulate an understanding. The independence of selecting their presentation lets students be creative and spin on demonstrating their mastery skills and support learning styles. Students will choose to present their information to match their personal preference and help develop their digital and communication skills. This is relevant to their future academic ability to present information and clearly communicate their thoughts and knowledge. These lessons effectively integrate technology in all three of Kolb’s Triple E framework to actively engage students, develop depth of understanding, and to extend their learning by creating a presentation.