lbodi's blog

Hello,

My name is Lisa Bodi and I teach science at Port Clinton High School(16 yrs).  I love my job for several reasons.   First, Port Clinton is my home…it is where I grew up.  I chose science because of my love for Star Trek.  Mr. Link, my high school science teacher inspired  my appreciation for science. 

I still have to say that the smell of boat gas and dead carp has always reminded me of Port Clinton.  I am very honored to teach at my alma mater. 

I graduated from P.C. in 1983 and then from BGSU in 1986 with a bachelors in comprehensive science.  I student taught at Toledo St Johns with Al Brady which was just awesome.  My teaching career began at Noralk St Paul until 1990.  From there I got married and moved to Yuma Az., Pensacola Fla, Meridian Ms., and then landed in Cherry Pt. NC, before heading back to PC three years later alone with my son in 1997.  Since I taught in all of those states except Az., I feel like I have literally been around the block a few times.

I love PCHS not only because it is my home, but because that is also where I met my husband of 10 years Tracy Bodi (History teacher and Woodvillian).  Finally, I am quite proud of my son Eric who just graduated from PCHS  in the top ten of his class while competing as a three sport athlete all four years along with band.  So needless to say I have been looking forward to a quiet summer of no baseball games, no basketball camps, and no football camps to worry about. 

I am finishing a second master’s degree in teaching physics. So while I am finishing… my son is gearing up for The Ohio State University or UT (He still has to decide).  Hopefully this class will enhance my 22nd year of teaching!  Wow, where has the time gone?

The teacher inventory on Differentiation Practices and Strategies showed that I most frequently use flexible instructional strategies, allow for extra time, enterst tasks and fex grouping at times.  Strategies that I rarely use include preassessments, learning preferences, and matching resources to student levels.  Two strategies that I will commit to use include design tasks using different learning preferences and use choice in topics, processes, and products to motivate.

My multiple intelligence test was somewhat surprising.  I have done this before in education classes however not with 80 questions.  Wow…this was extensive.  I am usually considered a visual learner.  I have found this to be true that I am more likely to remember directions on a map than if someone tells me directions.  So this was surprising.

Linguistic 22

Mathematic 34

Visual 25

Kinesthetic 40

Natural 39

Music 30

Interpersonal 16

Intrapersonal 26

So the large group discussions are not my favorite… It also show that my strengths are kinesthetic andnatural learning styles.  So I like to be moving around outside as much as possible. 

My continuum of teacher development in differentiation shows that I am a one in assessment and a three in grading practices and  roles, and then a two in beliefs and instruction so I am not sure what that makes me.  I am certain that I have much to learn about differentiation in the regular classroom. 

I typically have 80 freshmen in Physical Science, 50 in senior Physics , and 20 in junior Forensic Science.  So 150 pre and post s per chapter could prove challenging.  Although  I can certainly see why Wormeli says that the “demand for teacher training in differentiated instruction has exploded in the past decade, as school districts recognize how critical differentiation is to their mission.”  The mission is to try to meet the individual needs of every student in my classroom. 

On a separate note I found the video on grading scales truly inspirational.  I had never thought about the large end of the scale representing failure.  I found it interesting because I completely agreed,  in that the lowest grade I ever give a student is a 60% because anything lower defeats all chances of passing and the motivation level bottoms out. 

Have a great day!