It felt like I had opened a new chapter in my teaching career when I started the “Connecting Learning for Teacher Capacity Building in STEM (CL4STEM)” adventure. This eye-opening course changed not just how I understood organic chemistry, chemical bonding, and atomic structure, but also how I approached these topics and, more significantly, encouraged my students to explore the glories of STEM.
The program’s emphasis on improving my General Pedagogical Knowledge (GPK), Pedagogical Content Knowledge (PCK), and Subject Matter Knowledge (SMK) was merely what I needed to improve how I approached these challenging areas. My understanding of atomic structure has helped me make difficult concepts more understandable and interesting for my students. My investigation into chemical bonding provided me with new insights into the nature of bonds and molecular interactions, turning theoretical ideas into real-life situations.
The organic chemistry session was particularly insightful, giving me the ability to create lesson plans that interest learners and encourage higher-order thinking. My teaching strategies have been completely transformed by this professional development opportunity. Higher Order Thinking with Inclusion and Equity (HOTIE) challenges my students to think critically, and it makes sure that every learner feels inspired and engaged in STEM. I am now able to create an inclusive learning environment by incorporating these ideas into my classes.
My pedagogical approaches have been revolutionized by the CL4STEM program, and it has also reignited my passion for teaching STEM with renewed depth and significance.
Dechen Choden
Chemistry Teacher
Dechencholing Higher Secondary School
