Terrapin Teachers Newsletter
Photo: Connor Speer, senior, cell biology and molecular genetics major, teaching the lesson, "Engineering Challenge: Wind Turbines."
December, 2015                                                     http://TerrapinTeachers.umd.edu

Photo: Connor Speer, senior, cell biology and molecular genetics major, teaching the lesson, "Engineering Challenge:  Wind Turbines." Partner (not pictured), Thomas Harrington, junior, biochemistry major; Mentor teacher, Danielle Spisak, fifth grade, science, Cool Spring elementary school.
Fall 2015 Highlights
Sarah Henson-Darko, M.Ed., master teacher, science. 
Photo:  Sarah Henson-Darko, M.Ed., master teacher, science.

New hire, Sarah Henson-Darko

Sarah attended The College of Saint Rose, where she earned a B.A. in biology. She worked as a staff scientist for a groundwater consulting firm before returning to graduate school. Sarah earned a M.Ed. in secondary science education through University of Maryland’s Master's Certification (MCERT) program. She spent four years teaching high school science in Montgomery County Public Schools at Northwood High School, followed by four years teaching middle school science at Two Rivers Public Charter School, an Expeditionary Learning school in Washington, DC. Sarah brings expertise in project-based learning and is a welcomed addition to the Terrapin Teachers team.  She is currently teaching TLPL 101 (STEP 1) and TLPL 102 (STEP 2).
Inside This Issue
Learning community day

Terrapin Teachers hosted its first learning community day on August 22, 2015. Collaborating teachers who mentor our undergraduates in the STEP 1 and STEP 2 courses participated in an engineering challenge. Teachers were instructed to design a pill coating that could survive the acidic environment in the stomach.   Teachers approached the challenge using students' and teachers' perspectives.  Following the activity, a round table discussion was held to determine the viability of performing inquiry-based lessons and what inquiry may look like in their classrooms.

Holly Riley, William Wirt middle school and Juan Foreman, College Park Academy.

Photo: Left to right; Holly Riley, William Wirt middle school and Juan Foreman, College Park Academy.
 
Program growth and school district partners
Terrapin Teachers is now beginning its second year. For fall 2015, course offerings included three sections of STEP 1, one section of STEP 2, and one section of Knowing and Learning. In spring 2016, there will be four sections of STEP 1, two sections of STEP 2, and one section of Knowing and Learning.

Enrollment in our first course, STEP 1, has increased from thirty-four students (fall 2014) to fifty-two students (fall 2015). STEP 2 enrollment has increased from seven (fall 2015) to eighteen (projection spring 2016). Our Prince George's County Public Schools partners have increased from two (fall 2014) to seven (fall 2015). Elementary schools district partners for spring 2016 include Berwyn Heights, Cool Spring, Hyattsville, Lamont, Paint Branch, and Springhill Lake. Middle school partners for spring 2016 are Hyattsville and College Park Academy.
 
 
Terrapin Teachers in the classroom

Listen to Cody Nardone, junior, physics major, sing about his experiences in STEP 1

From Man to Mentor,  a poem by Connor Speer, senior, cell biology and molecular genetics major, STEP 1 class

First Class

Ah the ancient art of teaching, people have been doing it for thousands of years I’ve seen my mother teach countless times, I’m sure that it runs in the Speers

Let’s see what this class is about, and maybe I can decide if teaching is for me

For senior year has showed its face, and is saying “what future does Connor see?”

Observation 1

This school is nothing like I am used to, can the kids and I make a connection? The class seems to obey the teacher, but can I emulate her directions

With low levels of reading and writing, I will have to speak quite clearly

For any misguidance or confusions now, can impact them later quite severely On the outside looking in for now, watching to plan my method of presentation

I need to inform them on the subject, and keep them interested for the duration

Teach 1

Am I trained for this lesson, do I know exactly what I’m doing?  I yearn to teach these young minds, and not seem like words are just spewing

It’s time to begin the lesson, and all the eyes in the room are on us

The words start flowing from Thomas and I, students give us their trust

We briefly answer a few questions, and the students begin to work together

Time to see how they can use this knowledge, I see imagination and ideas tether

I walk around to watch their progress, and notice creativity yet dysfunction

The students look to me for assistance, and how to deal with this tricky junction

A hint can truly do wonders, as the students ideas slowly turn into success

A few final words of clarification to the confused now, as I walk out impressed

Teach 2

Improvement is the key to success, and I shall keep this in mind

While I walk up to the class once more, and soon the directions are outlined

However now I must teach a new topic, to students unfamiliar with chem

But we can provide the basis for knowledge, where curiosity can stem

With bubbles fizzing and students awing, science is at its very peak

Without too much intervention, we let the students develop a scientific technique

We bring the class back up together, now to explain what and how and why

Questions are coming from all over, we instantly formulate each reply

A talk move here and explanation there, anything to get the kids involved

Collaboration seems to help them, eventually problems all get solved

A few closing words now, as I let out a lengthily sigh

I hope we have a made our mark on the kids, as we say one last goodbye

Last class

Another semester come and gone, one step closer to graduation and beyond

As I am finishing this class today, a spark of curiosity has spawned

Is teaching for me or is it far-fetched, can I handle the children every day

I guess that’s something that I’ll find out, on my future pathway

All I can say now, is that when I walk out of this classroomIs that whatever I may become, I will see teaching with admiration and no longer gloom

By Connor Speer

Aaron Leininger, junior, civil engineering major, teaching the lesson, "Engineering Challenge:  Wind Turbines"

Photo: Aaron Leininger, junior, civil engineering major, teaching the lesson, "Engineering Challenge:  Wind Turbines" Partner (not pictured), Rachael Herman, sophomore, education major; Mentor teacher, Alexander Kish, sixth grade, science, Paint Branch elementary school.

 

Joey Prettyman, sophomore, education major, teaching the lesson, "Chemical Weathering."

Photo: Joey Prettyman, sophomore, education major, teaching the lesson, "Chemical Weathering." Partners (not pictured), Rehan Kapoor, sophomore, undecided, Raven Matthews, sophomore, physiology and neurobiology major; Mentor teacher, Ann Johnson, fourth grade, science, Cool Spring elementary school.

 

Swaksha Rachuri, senior, biochemistry major, teaching the lesson, "Egg Carton Designs."

Photo: Swaksha Rachuri, senior, biochemistry major, teaching the lesson, "Egg Carton Designs." Partners (not pictured), Neha Khan, junior, family science major, Amy Kambo, sophomore, community health major; Mentor teacher, Jasmine Giddings, third grade, math, Springhill Lake elementary school.

 

Tara Tanasovich, freshman, mathematics major, teaching the lesson, "Probability and Bar Graphs."

Photo: Tara Tanasovich, freshman, mathematics major, teaching the lesson, "Probability and Bar Graphs." Partner (not pictured), Damilola Adeyemi, sophomore, undecided major; Mentor teacher, Phia Dimagiba, third grade, math, Cool Spring elementary school.

 

For a full list of teams and lessons taught in STEP 1 and STEP 2, click on fall 2015 field experiences.

 

STEP 2 activities

STEP 2 undergraduates and middle school children from Two Rivers public charter school discussed the commensalistic relationship in the nest between the Eastern screech owl and live blind snakes. Students listed characteristics of each species and then provided reasons why they were able to co-exist.

 

Terrapin Teachers Master teachers and guests from Two Rivers public charter school.

Photo:  Terrapin Teachers Master teachers and guests from Two Rivers public charter school.  

Announcements

Kudos to Catherine VanNetta, Ph.D., master teacher, mathematics, for being selected as one of the 2015 Undergraduate Studies Faculty Fellows. During the 2015-16 academic year, the Fellows will participate in a faculty learning community that will investigate how student work provides evidence of student learning, and how careful review of their work can guide curriculum development and reform.

Terrapin Teachers would like to give a special thanks to the advisors in the College of Computer, Mathematical, & Natural Sciences and the College of Education.  Your dedication and support is immeasurable.

We welcome visitors to Terrapin Teachers Step 1 and Step 2 classes. If you would like to visit a class, please contact Travis Larmore at tt@umd.edu or 301-405-0645. Please note that we have limited space for a few visitors in each class so we will give priority for those who contact us first.

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University of Maryland, College Park, MD 20742, USA / Phone 301.405.0094

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