San Mateo High School, San Mateo, California
9, 10, 11, 12
Ms. Seebode was among the first NITARP teachers.
Ms. Seebode has worked with new teachers at the Exploratorium in San Francisco as well as co-led workshops at Stanford University that help science teachers design their classroom activities in a more research like framework: ask a testable question, test it (several times or different ways), share back in discussion and written report.
Ms. Seebode writes that she gave a talk about NITARP at the California Science Teachers Association Conference in San Jose -- she gave a talk on how we know anything about stars. It included her SED tool, the Herschel experiment, and light curves from Kepler. She will be giving a talk at the Exploratorium in June, presenting techniques for new teachers to create a classroom based on questioning and problem solving rather than rote activities.
Ms. Seebode has rejoined NITARP as a mentor teacher this year, and has just started with her new team. She writes:
I was surprised how many people I now know after 2 AAS [meetings]. There were quite a few people who remembered me and were interested in talking with me. This was fun (I like talking with people) and disruptive as I did not make as many talks as I anticipated.
Ms. Seebode presented the results of her 2010 team's work at the Seattle AAS in January 2011. Ms. Seebode greatly enjoyed her NITARP and AAS experience, and plans to continue her research into Epsilon Aurigae.
Ms. Seebode also got some good local press coverage for her team.
The 2010 class has been selected!
[The most important thing I learned was that] Data on archival websites may be derived in different ways and therefore may be contradictory. It is important to compare, but also to know how the numbers were obtained to determine which are more relevant to your needs.
I also really like helping new teachers, let them share what they know fill in gaps, help them feel included and not overwhelmed. I want to do more of this, and need to find ways to direct this more effectively in my school and district.
[NITARP] is a fabulous experience – I feel like after several years I am understanding more of the talks, able to engage in a real conversation with astronomers, ask questions one on one, interpret more on posters – just feel more astronomically literate.
[At my first AAS,] I felt like I got to meet a lot of people and learn some cool things, and think about how to best educate people. It feels like a lot of people with a common goal, very connected and leaving was kind of sad, like separation. Other than my group, I did not run into another NITARP teacher after Sunday; I don't think I realized how big this conference was.
I was surprised how many people I now know after 2 AAS [meetings]. There were quite a few people who remembered me and were interested in talking with me. This was fun (I like talking with people) and disruptive as I did not make as many talks as I anticipated.