Category Archives: Becoming a science teacher

You do a great job of not answering my questions

Posted on May 28, 2018 by wlindquist

“You do a great job of not answering my questions”, so wrote a student in the final weeks of the semester. A peculiar statement without a context. With the context of the pedagogy I espouse, I find this statement a … Continue reading →

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Metaphorical Tradeoffs

Posted on April 28, 2016 by wlindquist

Entering the EAGALA arena is entering the land of metaphor. It is this journey into the world of metaphor that allows me to take my Elementary Science Methods students from inner city Hamline University into a collaborative relationship with 1000-pound … Continue reading →

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Why do I teach?

Posted on August 21, 2014 by wlindquist

I have dedicated my life to the vocation of teaching. Most of my career has been in a kindergarten through 6th grade setting, including 16 years as a classroom teacher and nine as a science specialist. The last six have … Continue reading →

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A way of teaching about life

Posted on December 15, 2013 by wlindquist

I was part of a district leadership team attending a conference at Madden’s resort near Brainerd, MN in the early 90’s. Seymour Papert was the keynote speaker. Papert, the MIT creative genius behind the Logo computer language, carried all the … Continue reading →

Posted in Becoming a science teacher, Educational Psychology, Engagement, Reflection, Science, The Art of Teaching | Tagged , , , , , | 1 Comment

Sharing Our Humanity in the Classroom

Posted on November 24, 2013 by wlindquist

I sat holding my mom’s hand as she died on the morning of October 31. She lived a full 87 years and died with her family all close by. Through her modeling she taught her four boys how to love. … Continue reading →

Posted in Becoming a science teacher, Education, Educational Psychology, General, Musings, The Art of Teaching | Tagged , , , , | 2 Comments

Drawing out knowledge: What it means to be a constructivist teacher from the voices of the learner

Posted on October 5, 2013 by wlindquist

“The single most important factor influencing learning is what the learner already knows.” David Ausubel  A constructivist learning framework is based on the idea that students come into our classrooms with pre-existing knowledge. Our task as teachers is to structure … Continue reading →

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Science Methods in the EAGALA Arena?

Posted on September 29, 2013 by wlindquist

By the time I get to the end of the week, I’m tired – anxious to sleep in on a quiet Saturday morning. Yet this Saturday morning I found myself standing in the rain in the arena at Cross P … Continue reading →

Posted in Becoming a science teacher, EAGALA, Education, Musings, Science, The Art of Teaching | Tagged , , , , , , , , | 1 Comment

How do you spell excitement?

Posted on April 29, 2013 by wlindquist

As a little boy, I remember so well the anticipation of opening an intriguing Christmas present, of the thrill of getting a new bike, of the joy of going on a fishing trip with my dad. Several weeks ago, I … Continue reading →

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I Can’t Solve the Problems of the World!

Posted on March 3, 2013 by wlindquist

I must admit I sometimes struggle with my tendency to minimize the impact of the little that I am able to do on the world at large. I read of the Mother Theresas in the world and the selfless sacrifices … Continue reading →

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You’re Tampering With Our Minds

Posted on February 26, 2013 by wlindquist

I enjoy teaching, particularly teaching elementary science methods. We began the spring semester by moving right into a mode of “doing” science with an exploration of density – observed through sinking and floating. We returned to explorations of density in … Continue reading →

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