Lessons from Presenting

I tried to present without a formal presentation, focusing on my visual products and oral narration but it was nerve-racking at the start. It was a test to stay focused and clear but I enjoyed the fluidity and felt more energised while presenting.

Presenting the various aspects of my learning was hard, especially trying to explain the sources of my understanding without common context while still driving towards a point.

While presenting I learned the importance of clear background and objective. One classmate didn’t know I wasn’t an art specialist until they asked afterwards, so I imagine some of my intention was missed because of my vagueness.

Presentation of Learning

Objective:
I wanted to broaden the scope of my perspective and teaching practice.
Background:
1) I graduated awhile ago, my teachers were innovative but most lessons and assessments were lecture and essay/test focused.
2) My family enjoyed creative activity but the expectation was to strive for a financially safe career, art and other endeavors would have required significant artistic talent. I did not know what to do with the Katilvik Inuit art website and I did not like that limitation.
3) My career in ecology and microbiology focused on quantifying nature into data. This data was then analysed to remove any irregularities and confidence assessed before even proposing and theory or explanation.
Problem:
In my experience, most people love scientific trivia and notice patterns of phenomena. Also, most people don’t think they are good at science and they can’t see it in their everyday life. These concepts seem to be dissonant and I’d like to bring more people’s experiences and ‘science into harmony.
Proposed Solutions:
1) By incorporating broader ways of knowing and relating to the world around us I can approach teaching scientific concepts with greater diversity and relevancy.
2) By increasing my experience and confidence with oral history, storytelling, Indigenous traditions, and visual art I will be better able to incorporating these elements into my planning and meaningfully assessment them for my students.
3) By striving to improve my understanding, expand my skill set, and evaluate myself I am progressing as a lifelong learner. Hopefully, starting these habits now will hopefully continue those habits through out my professional practice and beyond.
4) By exhibiting openness to different perspectives, methodology and conventions (language etc.) I can invite more people to engage with the world around them and science with confidence.