My name is Gregory Barello, but I often go by Gabriel. Feel free to call me either!

 

My role as an educator is to provide my students with a framework to understand the world, and with the tools they need to facilitate their own learning. In order to provide the best education for my students I use empirically supported best teaching practices. To keep my teaching style dynamic I engage with the science education literature through reading and discussion, and I value feedback from students and peers.

I am particularly enthusiastic about finding ways to get students active in the classroom. I find in-class worksheets and small groups discussions to be an easy and effective teaching strategy, and I employ project-based learning in my classes. It is important for young scientists to develop the autonomy and confidence that comes with active problem solving and working in collaboration with peers.

One of my most rewarding teaching experiences was co-instructing a course on Applied Science Communication. This was a project-based course in which students developed their own research project and, throughout the term, developed a complete research proposal based on their chosen research project. This project-based learning environment is a powerful tool to engage students. A large fraction (1/3 to half) of each class period was spent with students working in pairs, or groups of three, engaging in peer review. It is important for students to be given an opportunity to take responsibility for their own opinions and practice the process of giving, and receiving, feedback. Scientific communication and science writing are important skills that are under-emphasized in most curricula. The ability to confidently, but respectfully, engage in peer review is a skill that everyone, not just professional scientists, should develop.

For my own development, I find it essential to engage in discussion with other teachers, and actively study the science pedagogy literature. At the University of Oregon I have had the opportunity to be involved with the Science Literacy Program (SLP), a program dedicated to best teaching practices and improving general science education. Through this program I have had the opportunity to be part of a community of educators. Every week we meet in the SLP journal club to read and discuss topics of modern relevance in science education including active learning techniques, new ways to employ technology in the classroom, modern theories of learning, and issues surrounding diversity in the classroom. I look forward to joining, or helping to develop, a similar community of educators at future institutions that I am a part of.

In the future I look forward to further developing my own instructional abilities, and help others to do the same. I am particularly excited to explore the rich topic of utilizing technology in the classroom. Some instructors have found great success in using social media and blogs as a way to engage students outside of the classroom. I think there is a rich world of opportunity to go further by bringing technology into the classroom as a way to facilitate student communication and feedback.