Teaching Philosophy - Learning is constructivist in nature. For all of us, we base our understanding on prior knowledge. Without this connection, new knowledge is difficult to come by. Learning is active. There must be some interaction with new content socially, emotionally, and/or kinesthetically. This interaction is the vehicle that carries new knowledge to a level of remembrance. Learning is conceptualized through product driven activities. How can a learner understand new knowledge if they can not see something constructed with their mind? These notions about learning all require an expectation of high standards.
When I played tick-tack-toe in early elementary, it was a challenging game. It was interesting to play over and over until I learned how predictable the game was. The challenge was gone. In other words, learning can be like a puzzle. If it is too hard (not able to make connections to prior knowledge), a learner will not engage. If too easy, then the game is boring. Based on one's students, teaching is an art. The painting is never the same but always changing.
Certification - Physics, Physical Science, Biology, Zoology, Botany, Physiology, Chemistry, General Science, Trigonometry, Algebra, Calculus, Linear Algebra, and General Math
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Employment |
ALCA Facilitator/Trainer/Editor
Science Subject Consultant / Instructor
Instructor |
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| Education |
Master in Natural Science
BA in the Natural Sciences |
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| Additional Professional Activities |
In depth training on how to integrate technology into the classroom using SEDL's training materials was the focus of this week long activity.
In depth training using critical thinking standards and how to implement them into the classroom was the focus of this training.
Extensive training related to total quality management and learning was explored. Many classroom tools for continual improvement involving hands on activities were the primary focus.
Over a period of three years I have received eight days of training in using the concerns based adoption model (CBAM) focusing on the change process as it relates to professional development.
In depth training on how to use technology in the classroom was the focus of this training.
Over twenty years, I have presented over 45 workshops for NSTA, OSTA, SDE, and various school districts. Topics include Classroom Video Microscopy, GIS, benchmark lesson development, various software applications, among others. |
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| Professional Memberships |
Executive Vice President & Certified Trainer
Board member representing NW Oklahoma |
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| Awards/Grants Received |
The Presidential Awards for Excellence in Mathematics and Science Teaching
Aurora Project
Stream Project
Recognized as environmental achievers by Governor Frank Keating for dedicated volunteerism in a citizens water quality-monitoring program. |
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| Professional Responsibilities |
Serving as the district's science subject consultant primary focus is on secondary science. Support for benchmark lessons and benchmark test for Biology EOI is key. Courses taught include Physics, AP Environmental Sciences, Internet Services, and Advanced Multimedia. In all cases the majority of the course work is online using the ALCA system. Students in the Internet Services course, are trained and in turn teach technology usage across twelve school sites.
Serves as K12 representative on cluster that primary focus is on diesel. |
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tsacket@alcaweb.org | trsacket@enidk12.org | (580) 249-3526 |
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Instructors
Tech Resources (Downloads/Examples)
Student Activities
