[Before Modeling] when I asked a question about some science application in a movie, I might get a few students who would cite 1-2 errors, but usually with uncertainty. Since I started Modeling, the students now bring up their own topics … not just from movies, but their everyday experiences.
I was late about 10 minutes due to a meeting in the office ...students had picked up right where we left off the day before. One student was acting as moderator. Teams had whiteboards. They had created their own review problem and posted it on the front board.
Modeling encourages cooperation and discourse about complicated ideas in a non-threatening, supportive environment.
[Our teacher] wanted us to truly LEARN and more importantly UNDERSTAND the material. I was engaged. We did many hands-on experiments of which I can still vividly remember, three years later.
Modeling has led me to the scientific practice of science education. It helps me focus on what helps my students learn.
Modeling Instruction has changed the way I teach Chemistry. [It] is a very student-centered approach to teaching and I firmly believe that it is the best way to teach.
Many modeling teachers have been recognized nationally. Users of Modeling Instruction have received the National Science Teachers Association (NSTA) Shell Science Teaching Award, the Presidential Award for Excellence in Math and Science Teaching (PAEMST), and become Albert Einstein Distinguished Educator Fellows. The current K-12 Program Officer for the American Association of Physics Teachers (Rebecca Vieyra) is a Modeling alum, as are 5 of 17 members of the AAPT Master Teacher Leader Taskforce.
A few stories of individual award winners who practice Modeling Instruction are listed below.