Learning Stages

   In this marine science curriculum, the student is expected to go through the 4 stages of learning which are: 

1. Acquisition, at this stage the student reads, listens, observes, and uses other senses in order to collect information and store knowledge.  The student is expected to remember and understand the information.  At this stage, the student works on activities that allow him to work with objectives of:

•  level 1 memory 
• define 
• enumerate 
• point 
• repeat 
• relate 
• name
• memorize
• call 

•  level 2 understanding
• infer
• translate
• expose
• discuss
• describe
• recognize
• explain
• express
• identify
• locate
• inform
• review

2. Application through matter.  Knowledge is gained to solve problems, design solutions, and complete work.  Appropriate knowledge is applied to new and unpredictable situations, to the highest levels of knowledge.

• level 3 application
• Classify
•  apply
• employ
•  use
•  demonstrate
•  dramatize
•  practice
• illustrate
•  operate
•  catalog
• outline.

3. Assimilation the acquired knowledge is retained and refined in such a way that the learner can use it automatically and routinely to analyze and solve problems and create unique solutions.

• level 4 Analysis 
• distinguish
• analyze
• differentiate
• calculate
•  test
• compare
•  contrast
•  criticize
• debate
• solve
• examine
• categorize
• experiment.

• level 5  Synthesize and Solve problems 
• compose
• plan
•  propose
• design
• formulate
• order
• gather
• collect
• build
• create
• organize
• prepare

4. Adaptation In this stage of learning the learner has the ability to think in complex ways and apply the knowledge and skills acquired.  In the face of the unknown, the learner is able to use the skills and knowledge to create solutions and take actions that will further develop their skills and knowledge.

• level 6  Evaluation 
• judge
• value
• evaluate
•  price
• compare
• correct
• take into account
• choose
• calculate
•  distribute

Marine Biology Teacher

 

    The Master in Marine Biology focused on the development of character, knowledge, skills, and abilities in students in biological sciences.  The master in marine science must show enthusiasm to make search for experiences that allow the young apprentice to develop their skills in marine research.  It is hoped that as a teacher you will be able to convey the importance of teaching and learning in marine science education and model the principles that guide this curriculum and found in Laudato Si. 

 The interaction between teacher and students is one of companionship.  It is important that the student feels confident in his teacher because he demonstrates extensive knowledge and mastery of his maritime skills.  The marine biology teacher has the ability to develop community projects where he allows students to integrate into the maritime community and the town where the research is done.  The marine science teacher uses the guiding principles to plan their lessons so that students can memorize, understand, apply, analyze, synthesize, and evaluate their actions or experiences.

The Marine Science teacher teaches through a directed, supportive, training and empowerment process.  It provides experiences for future marine biologists to practice the principles that guide this marine biology curriculum.  Seeks and creates moments for teaching in marine biology and reinforces behaviors consistent with the development of the marine biologist's character.

The master in marine biology employs methods and systematic practice in order to integrate guiding principles naturally in his classes and interactions that allow the young apprentice in marine biology to develop research methods, data collection techniques, etc.  The teacher is expected to have good communication in the classroom and make communication strategies that allow future marine biologists to have healthy and effective communication with the community.  The teacher should provide educational activities that allow students to practice research techniques in the biological sciences.

Principles for developing the character of a marine biologist

 

• Adaptability is the ability and desire to change.  Harmonize with changing circumstances.  It is to be ready and willing to adapt to what is necessary and in the circumstances that arise from daily living.
• Compassion and kindness that is a desire to help the distressed.  It is to demonstrate kindness in everything that concerns others who are distressed, offering help whenever possible.
• Contemplation is thinking carefully about alternatives before taking action on something.
• Courage is synonymous with courage, the desire to put your beliefs into practice.  The ability to face danger without fear.  They face problems and difficulties and responsibly express their beliefs even if they are afraid.
• Honesty is synonymous with truthfulness and sincerity.  The action or condition of not defrauding, stealing, or taking advantage of the trust of others.  You are sincere in everything you do and never cheat, steal, or take advantage of the trust of others.
• The initiative is the ability to start a project or action according to a plan that you have developed using as a basis your knowledge to carry out a responsible action of your own without having to depend on others.
• Loyalty is faithfulness, the quality of being faithful to another person in the execution of a duty or fulfilling a commitment to another person.  In the case of marine biologists, loyalty is demonstrated when they follow ethical principles and work to protect marine nature without being bribed by a private or governmental entity whose intention is to cover up an action that endangers the survival of living beings.
• Optimism is the effort to be positive, hopeful and believes that everything will work out in relation to the future.
• Perseverance is working hard and continuously to achieve something no matter the obstacles and difficulties.  One continues to work hard and perseveringly towards the goal even when obstacles and difficulties arise.
• Respect is considering, valuing, admiring, appreciating, esteeming, or giving special consideration to a person or a cause.  It is having a commitment to achieving those goals without harming others or that person.

ASSESSMENT AS A FEEDBACK

 Summative Assessment

• E-Portfolios: are working documents used by the students to describe and explain the learning process. In the portfolio the students will have the chance to develop the skill of summarize their thinking about their learning of marine biology and will include samples of materials: audio of the oral report, video, reflection and self-assessment.  The portfolio should explain what, how and why students learn. The final page of the portfolio a couse summary, focussing on the course's strenghts and weakness from the perspective of the students learning.

•  Science Notebook will be use to give stability and permanence to student work, along with purpose and form.  They help students link new information with prior knowledge and reflect on scinece content and understanding (Klentschy and Thompson, 2008)

Formative Assessment

• Self-Assessment, the student mark his own work, perhaps from a mark sheet or by you going through the quesetions with the whole class.

• Pop Quizz  is a short, informal test that is given without any warning. It is often given school to check if students have been studying.

 Yellow box feedback

• Yellow box techniques is the use a highlighter pen to draw a box around the seccion you will comment on and then just give feedback on that.  This way is much easier to monitor that the student has made the improvement.  It is also much easier to the student to know what needs improving without feeling overwhelmed.

Question as feedback

• Mini white board (Show me boards).  Here the students are issued with small white boards and markers.  They give their answer and then, at your signal, hold up the boards. You promote class discussion to reach a consensus.

LAUDATO SI

 1. The violence that exists in the human heart, wounded by sin, is also manifested in the symptoms of the disease that we notice in the soil, in the water, in the air, and in living beings.

2. When an inconsiderate exploitation of nature occurs, the human being runs the risk of destroying it and of being in turn a victim of this degradation.

3. The most extraordinary scientific progress, the most astonishing technical feats, and the most prodigious economic growth, if not accompanied by genuine social and moral progress, ultimately turn against men.

4. The degradation of nature is closely linked to the culture that shapes human coexistence.

5.  Man does not create himself.  It is spirit and will, but also nature.

6. The crime against nature is a crime against ourselves and a sin against God.

7. We have a call to find the ethical and spiritual roots of environmental problems, which invites us to find solutions not only in technology but in a change the human being because otherwise, we would face only the symptoms.

8. Christians are called to accept the world as a sacrament of communion, as a way of sharing with God and neighbor on a global scale.

9. Concern for nature is inseparable from justice for the poor, commitment to society, and inner peace.

10. We are called to take care of all that exists.  We can all collaborate as instruments of God for the care of Creation, each one from his culture, his experience, his initiatives, and his capacities.