About
Welcome to the home of science talk. I am a secondary science teacher. I teach students in all grades but mostly ninth and tenth graders this year.
Students are constantly moving and working in my classes. I am an energetic and enthusiastic scientist. I am interested in all areas of science, and I am certified as well as highly qualified to teach all areas of science. I earned my undergraduate degree at Wayne State University, where I graduated cum laude with a major in philosophy. Then, I completed the Accelerated Certification in Education program at Saginaw Valley State University to earn my teaching certificate in secondary science education, and I am currently finishing a graduate degree in science education at Saginaw Valley State University. I have a rich science background with plenty of supplementary work experience. I have worked in a private clinic and hospital setting for several years, completed medical research in the areas of anemia, kidney disease, and cornea transplantation, and I have twice presented my research at the national conference level. In addition to my education and work background, I have been a volunteer at Children’s Hospital of Michigan for several years, a member of the Kiwanis International and several professional teaching associations, National Honor Society Advisor, Philosphy Club Sponsor, and I am a musician and avid fitness enthusiast. I play the piano, tennis and am a cyclist.
My approach to teaching is a student-centered version of guided inquiry. I believe that ALL students are capable of learning when shown in a way that allows them to construct their own associations to the information. I make learning opportunities available for students in my class rather than merely telling them what they need to know. In my classroom, students examine and explore scientific ideas through laboratories, activities and thought experiments. They are given a task or challenge, asked to work on it with their small group (usually four members) and then present their findings to the entire class. Through questions I have prepared, I can guide the class in a discussion about the groups’ findings, which allows them to develop and arrive at their own conclusions. In this way, the students develop their own understanding and meaning of the concepts in class. This is in contrast to the more traditional style of instruction where the teacher lectures students to give them the information and concepts. In the student-centered model of instruction, the students are in charge of their learning and develop skills to learn and problem solve. Students actually walk through the process of scientific discovery the same way that the scientists who originally discovered the ideas did! If you think about it, no one told Einstein that E=mc-squared; rather, Einstein had to sit and ponder over the observations he had from experiments and data. Through examination of data, scientists like Einstein are able to recognize patterns and meaning to arrive at conclusions.
Students in my classes should experience a number of outcomes after taking my course including:
1) enhanced critical thinking skills
2) ability to represent information in several different ways (mathematical models, graphical models, diagrams, etc.)
3) knowledge of designing an experiment to solve a problem
4) skill in interpreting information, questioning, assessing evidence for truth and accuracy, and supporting their ideas with fact-based evidence
I love technology and try to integrate it into students’ education as much as possible. I find that technology is sometimes seen only as a negative that has no potential for use with the youth or education, but I firmly believe that this is only because many people are unaware of the benefits that technology can bring to the classroom and life. I am eager to introduce students to the constructive ways to use technology to their advantage to learn, express themselves creatively, and help organize their lives.
The exploration of chemistry will take us through the examination of the elements on the periodic table, properties of matter, why and how compounds form, practical applications for chemistry in everyday life. Students should gain an appreciation and understanding of how tiny particles, called atoms, are behind the scenes making up the physical objects we encounter in our lives.
In the world of biology, students will gain an appreciation for life in all of its forms. They will study things at the cellular level, which are invisible to the naked eye and require a microscope, to the large-scale environmental level where ecosystems and population dynamics are explored. Students should come away with an understanding of how small cellular systems make up all living beings, including our own human bodies.
On this blog, I will post current science news, important information as it pertains to my classes, share my summaries of interesting topics, and showcase student work.
Interesting Articles About Mr. Abud:
Abud’s Biology Students Present Plant Growing Research
TEACHER OF THE MONTH 2009 – Fountain Hills High School
Food Science Field Trip 2009 – Fountain Hills High School Chemistry
Abud Presents Kidney Disease Research at American Society of Nephrology National Conference
Michigan Lions Club – Abud Fundraiser Collaboration with Lions (Page 3)
Abud’s Personal Involvement in Cornea Transplantation Research (Page 7)
Abud Goes the Distance for Eyebank (ARTICLE)
Abud Featured on Arizona K12 Center’s Media Showcase
Abud Hosts Ride-a-thon Fundraiser for Michigan Eye Bank (Page 7)
