In my biology classrooms, my students cooperatively build knowledge through discussion and collective action. They must observe carefully, draw on previous knowledge, employ precise vocabulary, and critique and respond to each other’s ideas. They are challenged to engage their physical, emotional, and cognitive intelligences every day.
DNA Dance: Students act as the parts of DNA molecule, form strong or weak bonds with their neighbors and then label the parts using iPads.
My students and I are both at our most engaged when applying what we learn to real and imagined ethical situations, most often in the realms of healthcare and environmental issues.
For the exceptionally motivated, I seek unique opportunities for them to conduct original research and interact with real scientists . . .
My student working on her Science Fair assignment in conjunction with a fruit fly genetics lab at MIT.
in real environments.
My students presenting their original ecology research at Yellowstone National Park.
I completed my teacher training and certification in High School Biology at Dartmouth College from 2005-2010. In addition to the typical coursework in pedagogy and adolescent development, I particularly enjoyed studying moral development and education.
Since graduating, I have continued professional development by attending conferences with the National Association of Biology Teachers and Massachusetts Association of Biology Teachers, completing coursework with Research for Better Teaching, completing Pearson’s FLIP Learning Model, and completing Fitchburg State University’s course on the new AP Biology Curriculum. Most recently, I have enjoyed collaborating with other teacher-activists at Exeter’s Environmental Literature Institute and Harvard Medical School’s “Genetics And Social Justice” Summer Institute.
Eben E. B. Bein 