I'm an undergraduate STEM student and so I'm not your target audience, but I love having access to these videos! I'm autistic, and I often struggle to understand why teachers ask certain questions, say or write things in a particular way, or how they structure their courses (and my misunderstandings can lead to a bit of tension). Understanding things from the teacher's perspective helps me make sense of it all & how to interpret it - meaning I'm less anxious and I can pay more attention in class. I also find it easier now to comprehend things like course outlines / learning objectives. Aaaaaand, I can better figure out where things could be improved within a course, and how I'd like to go about teaching it one day (if I ever go that route). I guess, in short, you've helped improve my critical thinking skills both within science and in communication! Your videos got me through high-school (where I was absent most of the time >
This is great! I have been teaching for 7 years, and I got so many nuggets from this short video. I will definitely reflect and add to my teacher toolbox.
I just wanna say that your biology videos helped me out so much in AP Bio 2 yrs ago. I don’t know you, but I feel like you’ve supported me and my classmates. Like we both suffered together through AP Bio. I’m really happy that you popped up in my recommendation.
First I have to say, great work on explaining the NGSS and how to use them in the classroom. I have Question though. Can a phenomena only be tied to one standard, or could they be used for multiple standards? Thanks.
Paul, love to try to do these things too...also formally engaging in analogies. The biggest problem is that my syllabi are jam packed- not enough time for wonderful inquiry and wonder!! teachers do their best but the system emphasizes vast amounts of info for industrial, one-size-fits-all, online testing. :(
I'm not using the AST framework but it sounds great. Standing on the shoulders of giants I've created a framework of my own. thewonderofscience.com/teaching
Scientific explanations are suitable for observable phenomena, so if a person who was acknowledged of themselves latched into by intangible entities, it was impossible to be scientifically explained, wasn’t it.
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I'm an undergraduate STEM student and so I'm not your target audience, but I love having access to these videos! I'm autistic, and I often struggle to understand why teachers ask certain questions, say or write things in a particular way, or how they structure their courses (and my misunderstandings can lead to a bit of tension). Understanding things from the teacher's perspective helps me make sense of it all & how to interpret it - meaning I'm less anxious and I can pay more attention in class. I also find it easier now to comprehend things like course outlines / learning objectives. Aaaaaand, I can better figure out where things could be improved within a course, and how I'd like to go about teaching it one day (if I ever go that route). I guess, in short, you've helped improve my critical thinking skills both within science and in communication!
Your videos got me through high-school (where I was absent most of the time >
This is great! I have been teaching for 7 years, and I got so many nuggets from this short video. I will definitely reflect and add to my teacher toolbox.
This is so good, I could cry. Thank you so much for this resource. I often struggle with capturing and engaging students in science class.
You and Tyler DeWitt are both incredible with your craft to teach. Keep up the good work sir! ~Stephen
I just wanna say that your biology videos helped me out so much in AP Bio 2 yrs ago. I don’t know you, but I feel like you’ve supported me and my classmates. Like we both suffered together through AP Bio.
I’m really happy that you popped up in my recommendation.
I watch your videos a lot and i gotta tell you that you are without a doubt the best teacher ever.
Thanks so much. I'm far from the best but I appreciate the compliment.
First I have to say, great work on explaining the NGSS and how to use them in the classroom. I have Question though. Can a phenomena only be tied to one standard, or could they be used for multiple standards? Thanks.
Great to see you after a long time....
Great to see u sir, i hv learned a lot from ur videos . Thanks for all the amazing session
Hello from lewistown MT (Montana youtubers represent):)
Paul, love to try to do these things too...also formally engaging in analogies. The biggest problem is that my syllabi are jam packed- not enough time for wonderful inquiry and wonder!!
teachers do their best but the system emphasizes vast amounts of info for industrial, one-size-fits-all, online testing. :(
Hey Sir ! Missed you a lot tl!!
Can I get this video with closed captions?
Your videos are fantastic. Thank you.
Are you using the ambitious science teaching framework? I’m currently studying it and love it!
I'm not using the AST framework but it sounds great. Standing on the shoulders of giants I've created a framework of my own. thewonderofscience.com/teaching
Scientific explanations are suitable for observable phenomena, so if a person who was acknowledged of themselves latched into by intangible entities, it was impossible to be scientifically explained, wasn’t it.
Sir can you please help me in selection of suitable final year undergrad physics project, as I am color blind
U Are the best
Did anyone else picture the Muppets guy..."ma-na-ma-na"?
Are cells like little prisons
you looked so tired and restless unlike from the previous vids (coulomb's law) , i think you have to take some rest 😊.
Not feeling too tired but I am six years older. 😂 Thanks for the advice.
time matters...😊
i lost interest in the start, not all children are interested in learning, which is why you explain first in most regularor classes
yeah, apathy