Basic College Mathematics Physical Science Biology Earth Science Chemistry College Chemistry for Nurses Physics Seventh Grade Mathematics

My personal philosophy centers around constructivism. Constructivist theory or constructivism is based on a type of learning where the learner forms or constructs much of what they learn or comprehend. In a constructivist centered classroom three major characteristics are evident. The first characteristic that you will see in a constructivist - centered classroom is that the classroom is student centered, instead of teacher centered. Secondly, the students are involved in hands-on activities. The third characteristic of a constructivist- centered classroom is that there is a great deal of cooperation among the students. Constructivist teaching methods leave a great deal of effort in the hands of the student. Most of the time, the teacher assumes the role of facilitator instead of a dispenser of information. The students use a variety of resources to come up with the solution to a problem or to develop an understanding of a given topic. In a constructivist -centered classroom, the students may use the teacher as one of the many resources they have available to them. The teacher will help the students to explore and to express their own ideas. The teacher is no longer the all-knowing guru. The role of the teacher is just to serve as a guide on the side. Constructivism is based on the premise that students learn by doing. When students actively participate by using critical thinking skills and a variety of resources to analyze a problem, they will create or construct their own understanding of a given topic. Having students out of their seats and busy doing hands-on investigations, and researching topics are everyday occurrences in a constructivist- centered classroom. Cooperative learning is an instructional method of teaching that stresses student interaction and positive group processing. Constructivist philosophy encourages learners to expand their awareness and develop their own perspectives, by researching topics on their own and discussing their findings with their peers. In many cases, the students are able to use each other as resources. Students are encouraged to help each other to solve the problem or to research the topic. I believe the constructivist approach benefits my students the in significant ways. By putting the focus on the student, having students actively involved, and helping each other, the benefit is a positive learning environment for all students.

Training and Professional Development: Virginia Standards of Learning Assessment Content Review and Bias Committee- Summer 2007 U.S. Department of Energy ACTS (Academies Creating Teacher Scientists) Summer 2007 Internal and Thermal Energy- Matter in Motion Teacher Training Workshop -October 2006 Geospatial Instructional Applications Institute -June 2006 NASA/NIA Science Education Institute -Summer 2004 Advanced Placement Institute: Chemistry -August 2002

M.S., Secondary Education, 2004 Old Dominion University 27 Graduate Credits in Chemistry, 2000 Hampton University B.A., Chemistry and Japanese, 1997 Lincoln University Nuclear Energy Training Program, 1997 Oak Ridge Associated Universities Certificate, Chemical Laboratory Technology, 1993 Delcastle Vocational-Technical High School

Shonna Crisden is a freelance writer based in Hampton, Virginia. In May 1997, she earned her undergraduate degree in Chemistry and Japanese from Lincoln University in Oxford, Pennsylvania. After doing research at Los Alamos National Laboratory in New Mexico, she decided to pursue a career in education. She has taught Eighth Grade Physical Science, Seventh Grade Mathematics, College Chemistry for Nurses, Basic College Mathematics, and High School Chemistry, Earth Science, Physics and Biology. She has served on and led curriculum alignment committees and has written district chemistry assessments. Ms. Crisden has also served on the Virginia Standards of Learning (SOL) Assessment Content Review and Bias Committee. In December 2004, she received a Masters Degree in Secondary Education from Old Dominion University in Norfolk, Virginia.