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Barrington students learn same concepts in different way

Caroline Milne teaches Honors Human Biology and Biology Living Systems at Barrington High School, where she's been a member of the faculty for 13 years, She did her undergraduate study at Augustana College in Rock Island and graduate study at Roosevelt University in Chicago, National Louis University in Chicago and Washington University in St. Louis.

Q: High school classes seem much more advanced, more like college courses, than they were 20 years ago. How has the teaching of your subjects evolved and how are you able to teach these advanced topics in high school?

A: Over the last few years, I have adopted the Next Generation Science Standards in my classes. These standards were developed by a group of scientists and educators to make sure students were not just learning about science, but actually doing it.

As a result, as I approach each new standard, I think of ways in which my students can be biologists. I push my students to think, question, analyze, develop models and experiment like a biologist would. One might say that the content seems more advanced, but my students are still learning much of the same material as years past.

In today's classroom, I feel they have even more opportunities to interact and make connections to the real world and other content areas. The way they are learning the material is very different. Twenty years ago, a student would sit in a classroom, take notes on the teacher's presentation, and on some days perform a lab to reinforce the concepts of the lessons. Today, lessons are significantly more interactive. My students have increased opportunities to design their own labs, create their own models and have authentic learning experiences.

Q: How do advances in technology shape how you teach as well as what you teach?

A: One advantage is that I teach in a paper conscious environment. We have a unique situation at BHS in that every student has a MacBook. This allows me to design lessons in which students are not just interacting with the students in their classroom, but also students and professionals around the world.

My classes have moved away from the traditional textbook setting to a more interactive and student-centered environment. Students have a voice and a choice in my class. They collaborate and create products that can be shared outside of the classroom. My students are collaborating, participating in discussions and experimenting to a greater level. They have opportunities to choose their own research topics, follow and explore their own interests, and develop skills along the way.

The advances in technology have also allowed my students to have a more personalized learning path. Not all students learn at the same pace or have the same interests that motivate them. The advances in technology have allowed me to create opportunities for my students that meet them where they are at in their learning rather than forcing them into a predetermined schedule.

Q: Tell us about your favorite classroom lab. Why do you like it, and what does it teach the students?

A: My favorite lab is the sheep heart dissection in Honors Human Biology. Students identify and explore the structures of an actual heart in comparison to the models used in class discussions. The actual heart looks very different than in the models, and not just the color, but the relative size, shape, and texture of structures.

I love to listen to the lab groups analyze the structures and apply their knowledge to the dissection. One of their first challenges in the lab is to identify the anterior and posterior surfaces of the heart based on anatomical landmarks. From there, the groups identify the heart's chambers, the major vessels and eventually trace the pathway of blood through the entire heart. Their finished lab report is in the form of an iMovie that they create, edit and share with the class.

Q: What was your science fair topic when you were in school, and how did the project turn out?

A: In fourth grade we explored "simple machines" and the physics of how they work. I remember creating a model of a pulley system and hanging it from the classroom ceiling with a bucket loaded with bricks. I will admit, I had a lot of help from my dad in the construction of the system, but when it came down to presenting how it worked, I scored an A+. The project didn't lead me to a career in physics, but it did strengthen my love for design, modeling, and demonstrating how things work, only now I apply it to living things.

  Barrington High School biology teacher Caroline Milne works with students Megan Talbot, left, Charlotte Elo and Abigail Elo on tests they were performing in a recent class. Milne has taught at the school for 13 years. Gilbert R. Boucher II/gboucher@dailyherald.com
  Teacher Caroline Milne works with students at Barrington High School testing for microbiology in different liquids and food. Gilbert R. Boucher II/gboucher@dailyherald.com
  Barrington High School teacher Caroline Milne, center, works with students Keaton Goodman, left, and Ben Kudla on classroom experiments. The biology class students were testing for microbiology in different liquids and food. Gilbert R. Boucher II/gboucher@dailyherald.com
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