Essay on Shadow and Light Investigation Reflection

My shadowing experience this summer has taught me so many new things about physical therapy. It has allowed me to observe the practice and make sense of the new information I have learned. Although therapy has not changed, the lenses through which I view it have. I no longer see a patient performing arbitrary exercises, I see muscles moving in specific patterns. I no longer see a passive stretch being performed, I see soft tissues, ligaments, and capsules being mobilized. I no longer see a diagnosis that receives that same treatment, I see a person that is struggling with an issue and passionate people willing to help through genuine care. I Had my first observation at The Medical Arts Research Center(MARC), an outpatient physical therapy facility in San Antonio. There, I observed 9 patients with musculoskeletal conditions. These included 8 adults and 1 pediatric. The second clinic was Peak Physical Therapy, an outpatient physical therapy clinic in Wylie, Texas. There I saw 8 patients with musculoskeletal conditions including 6 adults and 2 pediatric. During these observations, I saw many components of physical therapy practice. The last place I shadowed was Warm Springs Rehab Hospital of San Antonio. I observed in the post-acute medical facility in which we saw 7 patients with neuromuscular conditions, including 5 adults and 2 pediatric.

I have witnessed first-hand the same excitement that I had as a child in the children that I encounter while teaching at environmental centers. I continue to learn about sciences in order to

I have always been interested in science, but the hands on experiments have helped me understand and grasp concepts much easier. I recall my first experiment in first grade when the class was given the lima bean sprout experiment, which required students to plant a bean in a paper cup. The purpose of this experiment was to teach us about photosynthesis and practice our observation skills. I recall how others were fascinated about why their sprout grew. I, on the other hand, was more captivated by why the other sprouts did not grow and the factors, which contributed to that outcome. This basic experiment taught me to look at things through different lenses and not always to the most obvious path.

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

I have shadowed two physicians during my pre-medical years. These experiences have significantly shaped the type of physician I want to be in the future. Not in the sense of a medical specialty, but rather in the sense of demonstrating a clear compassion and understanding for my patients.

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

Today I returned back to CDI South to shadow another Sonographer named Kari. Overall, this shadowing experience on November 24th has been my favorite yet. I watched Kari preform different ultrasounds, and I got to learn about diagnostic time, which was another one of my favorite parts about the day. Kari also answered all of my questions perfectly, and described the job in a way that made me almost completely confident that it is what I want to do in my future. Throughout my day with Kari, we saw a total of 4 patients. Our first patient was a 30-year-old woman who was there to get an OB ultrasound; she was about 20 weeks pregnant. This was my first patient I observed who needed a 20-week ultrasound. This time of the pregnancy usually marks on of their first ultrasounds for the pregnancy; they do a full scan of the baby, checking everything, and this is also the visit where the parents can find out the gender of the baby. One challenge for this visit was the parents brought their young toddler along, and she was distracting and wild in the room. But throughout this Kari was very professional, and says as the job goes on you learn to deal with these sorts of distractions. This experience was absolutely amazing; it was so powerful to see the baby on the screen and their parent’s reactions. I got to pick out certain parts of the baby, like the head, heart, bladder, and feet. The parents did not want to know the gender of this baby, but they got to leave the ultrasound knowing

William Shakespeare once said, “Some rise by sin, and some by virtue fall”. In the same way, people who go through life-changing events will either be overthrown by the world’s sin, or they will overcome it like a militia conquering another country. For example, in the book Night by Elie Wiesel, he states, “But now, I no longer pleaded for anything. I was no longer able to lament. On the contrary, I felt very strong. I was the accuser, God the accused. My eyes had opened and I was alone, terribly alone in a world without God, without man. I was nothing but ashes now, but I felt myself to be stronger than this Almighty to whom my life had been bound for so long…” (68). Henceforth, throughout the book Night, the main character, Elie, is changed drastically by his near-death experiences in Auschwitz.

When teaching natural sciences and technology, teachers need to promote an understanding of seeing these subjects as activities to promote curiosity and enjoyment about the world and that what we encounter around us. The history of science and technology should also be integrated with other subjects. Science and technology should be seen as a contribution to social justice and societal development (Motshekga, 2011). A growing need of discovery in science and technology needs to be promoted in order to form interest in ourselves, society and

Science is such a unique and highly captivating subject that so many young students find interesting and yet it is also a subject that the vast majority of students get discouraged by as well as lose interest in as they get older. There are so many different areas of science it is easy to be overwhelmed and get discouraged if you easily do not understand something. For this reason, I had decided I need to research a Citizens Science Project that I could bring not only bring into my future classroom but share with my students and their families as well.

This way I can be a source of knowledge rather than a teacher who fills the students head with knowledge. This technique should also be able to direct students’ enquiries as well as allow them to ask their own questions and follow what directions their enquiries about Science might take them. My next key learning element would be the value of group work and the peer collaboration between students to enable better understanding about the topic being investigated or the experiment being conducted. My other key learning experience that was gained from this lesson was the determination of what prior learning had the students done on a particular subject so that their constructs can be added to or modified to achieve better scientific results. My thoughts are that, even more careful planning has to go into a design and make (discovery learning) lesson than into a mere investigation through books and the internet. These tasks increase student motivation and the willingness to accept Science as practical, necessary and important in today’s modern

As we met and tried to discussed our up and coming group presentation, we tried to figure what we were going to do. As we tried to figure out a solution to our problem we begin to think. We went over a number of questions in our heads. Such as, what will align with North Carolina Essential Standards for 6-8 grade science, BIO 2302 course outline and PEA Mission? Then I thought to myself, what would I want to do for an engaging activity if I were in a 6th, 7th, or 8th grade science class. Each meeting we started to ask each other important questions. Do we want talk about ecosystems, rocks, life science, etc? Will that be engaging enough for the students? Should we do something dealing with building things?

had stood there for a few seconds he stated that he had to go because

What you know and believe in can change at any moment. We see a first hand account of this in the book Night. Everyday we see the jews face the horrors of the Buna work camp, as a result of this we see most people change their ethics. As fight or flight instincts kick in, people abandon their family and friends to survive. Elie fights an internal battle to keep his father alive and strong during these tragedies. As others around him give in to the cruel punishment, Elie himself wants to drift towards the darkness. When people are faced with such cruel punishment everyone changes to some extent. For some the change is instant but for most the process of breaking their will is extensive.

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing