2425 Sangren Hall
Kalamazoo, MI 49008
Additional hours by appointment.
WMU PhysTEC Project
Teacher In Residence 2005-2006
2221 Everett Tower
Kalamazoo, MI 49008
The College of Education maintains a strong and sustained commitment to the diverse and unique nature of all learners and high expectations for their ability to learn and apply their learning in meaningful ways. This calls for all members of our learning community to fully participate and engage in course activities.
v Chiapetta, E. L., & Koballa, T. R. (2006). Science instruction in the middle and secondary schools. Upper Saddle River, NJ: Merrill Prentice Hall.
v Koballa, T. R., & Tippins, D. J. (2004). Cases in middle and secondary science education: Merrill Prentice Hall.
v Texley, J., Kwan, T., Summers, J. (2004) Investigating Safely: A guide for high school teachers Arlington, VA, NSTA Press:
v Michigan Curriculum Framework available at:; http://cdp.mde.state.mi.us/MCF/
v MICLiMB available at: http://www.miclimb.net/
v Teaching strategies for inclusive science classrooms http://www.enc.org/features/focus/archive/special/resources_v10n2/inclusive/
v Additional reading may be provided.
v Texley, J., Kwan, T.. (2003) Investigating Safely: A guide for middle school teacher s Arlington, VA, NSTA Press
v Michigan Curriculum Framework available at:; http://cdp.mde.state.mi.us/MCF/
v MICLiMB available at: http://www.miclimb.net/
v Teaching strategies for inclusive science classrooms http://www.enc.org/features/focus/archive/special/resources_v10n2/inclusive/
v American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford University Press.
v National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
v National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
v Driver, R., Squires, A.; Rushworth, P., Wood-Robinson, V. (1994) Making Sense of Secondary Science: Research into children’s ideas. London: Routledge.
Soon you will be preparing to take over science classes of your own. You will be responsible for the well being and the learning of the students in those classes. One of the goals of this course is to prepare you for those responsibilities. No one will expect you to be an accomplished professional--that will take years--but I hope that you will be a “well-started beginner,” prepared to learn from your experiences as an learner and teacher and from your work other colleagues, cooperating teachers, and members of The Western Michigan University faculty. There is a lot that you will have to learn to become a well-started beginner. Some of that learning is discussed below.
Beginning your apprenticeship in the activities of teaching
You will spend a lot of time during the coming year practicing--with help and guidance--activities that you will engage in as a teacher, and that means a lot more than just teaching classes. As you already know from previous courses, teaching is a more complex profession than it appears to be when you are a student. Even if we limit the discussion (as we will for now) to just what teachers have to do to carry out classroom instruction, there are two factors that make learning to teach difficult and complex. First, you must learn about all of the activities that a teacher engages in as he or she plans, carries out, and follows up on lessons. Second, you will have to prepare for the number and diversity of the students that you will teach.
Preparing for all the activities of teaching: Comprehension, transformation, instruction, evaluation, reflection.
Much of the work that teachers do occurs before or after their students are in the classroom, while they are preparing to teach, grading papers, or reflecting on the lessons that they have taught. During the coming year you will have opportunities to practice all of those activities, by themselves and in combination. In this course, we will describe those activities using the terminology of Suzanne Wilson and Lee Shulman, who describe teaching as a cyclical process involving five steps:
1. Comprehension. The first activity involves understanding the content and the students that you will be teaching. Neither of these kinds of understanding is easy to achieve. The content understanding that you need for teaching is deeper and more complex than the understanding you need when you are just taking courses, and your students will have many complex and interesting ideas that can both aid and interfere with their learning.
2. Transformation. The second activity is planning what you will do in the classroom. This involves transforming the content into forms that will make it understandable, interesting, and meaningful for your students, as well as helping your students to master the language and practices of science.
3. Instruction. The third activity, instruction, is the one that you are most familiar with from your experience as a student. Beneath the surface activities, though, instruction has a “hidden structure” that is more cyclical than linear, and that you must master in order to promote your students’ engagement and understanding.
4. Evaluation. The fourth activity includes giving tests and assigning grades, but it includes a lot more, too. There are many different ways to assess what your students understand and how their understanding is changing. You need this information as much to evaluate your own teaching as to assign grades to your students.
5. Reflection. In the long run, your quality as a teacher will depend not so much on what we teach you in this course as on your ability to learn from experience; learning from experience depends on the reflection that you do before, during, and after you teach. If you do it well, reflection leads to new and deeper comprehension, and you are ready to begin the cycle again, doing all the activities better than you did before.
Preparing for the number and diversity of your students.
Teaching is made more complicated--and more interesting--by the fact that you are responsible for a lot of students, and by the fact that those students are different, from each other and from you, in many ways. How can you teach them in ways that are fair to all the different students in your class? You have studied the nature and effects of diversity in some of your previous courses. In this course, our focus will be on helping you learn to manage your classroom so that all of your students are engaged and improving their understanding, and so that the differences among your students can be an asset rather than a liability.
Promoting engagement and understanding in your students
As teachers, there are two basic goals that we have for all our students; we will label those goals engagement and understanding. At one level, these are simple ideas that you are already familiar with. Engagement means more than excitement or enthusiasm; it involves students’ psychological investment in learning. We want our students to be convinced that what they learn in science classes is important and personally committed to mastering it. Understanding means more than “knowing the content;” it means being able to use ideas for their intended purposes, as well as making connections between scientific ideas and your personal ideas about the world.
At another level, engagement and understanding are complex and difficult goals. As we try to help our students achieve them, we encounter many difficulties and dilemmas, including the following:
Developing “interesting” and “relevant” questions and problems.
We all know that we are more engaged and understand better if what we are studying is interesting and relevant. Take a topic that you will have to teach (Newton’s laws, for example, or cellular respiration). Is that topic interesting? What would you have to do to it to make it interesting? Whose judgment counts when you try to decide whether something is interesting: biologists? yourself? your students? What if all your students don’t agree about what is interesting or relevant? There are no simple answers to these questions, but during this course we hope that you will develop an understanding of what makes things interesting in the eyes of various people. With the help of your informed judgment, it is often possible to transform potentially boring or irrelevant ideas into ideas that will truly engage your students.
Figuring out what to do with the textbook.
When you start teaching, you will probably be given a syllabus or a textbook that you are supposed to “cover.” If you think about the variety of ways that your own teachers have used textbooks, though, it should be clear that “covering the textbook” can mean very different things to different people. Some teachers use textbooks mostly as references, while others work their way through chapter by chapter, or even page by page. Often, it turns out that even the administrators who tell you to cover the textbook are not very clear about what they mean by that!
The problem of what to do with the textbook is further complicated by the fact that, as we will see, many textbooks are deeply flawed. Promoting true engagement or real understanding will require you to transform the contents of the textbook in substantial and difficult ways. You will begin learning how to make those transformations in this course.
We will sometimes talk about understanding as involving “usefulness and connectedness.” Your students understand an idea if they can (a) use it for its intended purposes, and (b) see how it is connected with their own ideas, with other scientific ideas, and with ideas in other disciplines. Connections can involve a variety of relationships, including contrasts; you have made a connection if you can explain how two ideas are not alike. During this course you will begin to study ways to help your students understand the interconnected nature of scientific knowledge, as well as the complex and intricate relationships between scientific knowledge and our intuitive ways of understanding the world around us.
Searching for the truth.
Most of your students will have a very simple idea of what they are learning in science class: They are learning “true facts” about nature. Scientists have a more complex picture of what they know. For one thing, they recognize that many important scientific ideas are more important as tools than they are as facts. Furthermore, they recognize many gradations in the amount of confidence that they have in claims that they and their peers make, and they have a complex language to denote differences in the nature of their ideas and their confidence in them: conjectures, hypotheses, data, facts, theories, and so forth. Historians, philosophers, and sociologists of science have an even more complex picture. They describe scientific communities as developing and refining their ideas though intricate and complex social processes--processes that can never produce infallible “truth.”
These ideas will be important to you as a teacher for two reasons. First, you owe it to your students to help them begin developing more complex and sophisticated ideas about truth and falsehood in science and other subjects. Second, the processes by which scientists develop and refine their ideas are arguably as important a form of “content” as the currently accepted ideas themselves. If you want to help students to be able to solve problems on their own, and to understand how scientific knowledge changes, then they will need opportunities to participate in social processes like those of scientific communities. You will investigate these issues in this course.
Becoming a member of a professional community
Becoming a good teacher is hard work under any circumstances; it would be impossible if you couldn’t get a little help from your friends. Teachers, like scientists, form communities of professionals that exchange ideas and support each other as they try to do the work that they all share. During this term you will begin to form a community that will (hopefully) sustain and support you as you are learning to teach over the next few years, and to think about the kinds of professional relationships that you will have with your fellow teachers and with others after you have completed your program.
Relationships among yourself, your university instructors, and your cooperating teacher(s).
Some of your most immediate (and perhaps your most complicated) relationships will develop as you go back and forth between your university classes and the classrooms of your cooperating teachers. There are valuable things to be learned in both places, but you will sometimes have to work out the real and apparent conflicts between what you learn in one place and what you learn in another. Sometimes you will find that the disagreements are more apparent than real; at other times you will find that you are a part of the kinds of conflicts that occur in every profession. These conflicts will continue in whatever school you work in after you graduate.
Your relationships with us and your cooperating teachers may sometimes be strained for another reason. Learning anything new and difficult requires advice and criticism from more experienced colleagues, criticism that may be painful, but hopefully will help you grow as a teacher in the long run. We will try to make sure that the criticism is tempered by tolerance and mutual respect among you, your university instructors, and your cooperating teachers.
Participating in a culture of teaching as scholarship.
Although we commonly credit individuals with achievements in teaching and in science, no achievement is truly an individual accomplishment. Individual achievements are made possible by the scholarly culture in which teachers and scientists work; it is this scholarly culture that supports their work and recognizes their achievements. This culture of teaching as scholarship must bring together people with deep knowledge of science, of teaching, and of students. It must involve them in the sustained, collective knowledge-building activities that are characteristic of scholarly communities. Over the next two years, we hope that all of us--students, university professors, and collaborating teachers--can begin to form a community that supports and sustains your learning.
Making connections with other communities.
As a teacher, you will have to communicate with many people who are not teachers--parents, administrators, professional organizations, scientists, and so forth. You will need to understand them and their concerns, and you will need to convince them of the importance of the work that you are doing.
III. COURSE OBJECTIVES:
At the completion of their program all candidates should have a minimally a basic or proficient level of competency for each of the National Science Teacher Association’s Standards for Science Teacher Preparation. Upon completion of SCI 4040, the successful candidate will be able to demonstrate basic/proficient competency in the standards that are in italic and underlined, All candidates will be required to provide evidence in an electronic portfolio of, or a plan for, achieving basic or proficient competency (at minimum) for each of the dimensions for all ten standards:
Standard 1: Content
Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they:
a. Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
b. Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards.
c. Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure.
d. Understand research and can successfully design, conduct, report and evaluate
investigations in science.
e. Understand and can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Standard 2: Nature of Science
Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:
a. Understand the historical and cultural development of science and the evolution of knowledge in their discipline.
b. Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.
c. Engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Standard 3: Inquiry
Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:
a. Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
b. Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Standard 4: Issues
Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they:
a. Understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues.
b. Engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Standard 5: General Skills of Teaching
Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they:
a. Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
b. Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
c. Successfully organize and engage students in collaborative learning using different student group learning strategies.
d. Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
e. Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
f. Create and maintain a psychologically and socially safe and supportive learning
Standard 6: Curriculum
Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. To show that they are prepared to plan and implement an effective science curriculum, teachers of science must demonstrate that they:
a. Understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards.
b. Plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Standards 7: Science in the Community
Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues. To show that they are prepared to relate science to the community, teachers of science must demonstrate that they:
a. Identify ways to relate science to the community, involve stakeholders, and use
community resources to promote the learning of science.
b. Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Standards 8: Assessment
Teachers of science construct and use effective assessment strategies to determine the
backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they:
a. Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students.
b. Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.
c. Use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Standard 9: Safety and Welfare
Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they:
a. Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.
b. Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.
c. Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students.
d. Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Standard 10: Professional Growth
Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, teachers of science must demonstrate that they:
a. Engage actively and continuously in opportunities for professional learning and
leadership that reach beyond minimum job requirements.
b. Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.
c. Use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth.
d. Interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive relationships with the community.
IV. Course Grading and Expectations
Course Requirements are subject to change and adaptation at the discretion of the professor.
As a part of these courses you will be keeping a learning portfolio that will document your journey through these courses. What this portfolio looks like will be your decision. During Final's Week we will meet individually to talk about your portfolio and your final grade(s). The following assignments are part of what will make up your portfolio.
Short papers (15% of your grade). There will be 3 short papers due over the course of the term, of about 3-5 pages each. These papers will be described in greater detail in separate handouts distributed in class.
Readings and/or journal (10%). For each chapter or class session you will be asked to respond to some reflection questions, or do the tasks on the end of the chapters. This will vary from chapter to chapter and is described in more detail in a separate handout. At various times additional reading will be assigned -- how to respond to these readings will be assigned with those assignments.
Microteaching Plans and Analysis (15%). You will be required to design and teach two mini-lessons to your peers. Each lesson will last approximately 10 minutes. The first lesson will consist of a demonstration or focus on presenting content, the second lesson focuses on your ability to develop of a concept oriented lesson that promotes critical thinking and problem solving. Both lessons must follow the Michigan Science Model guidelines. These lessons will be graded using a presentation rating scale and a written self-analysis of the lesson.
Integrated Unit (25%) You will be required to develop at 10-15 day unit around a topic of your choice. You are encouraged to use the lessons from the microteaching and technology assignment as part of this unit. You are also expected to include one or more lessons that have students actively involved in an inquiry project. The format and grading rubric for this assignment is described in a separate handout. Students will be asked to submit these electronically the week of designated. These units, plus micro-teach lessons will be shared on a class CD at the end of the semester.
Technology Assignment (5%).
Option 1: Using the Vernier labpros provided to explore the uses of the equipment and resources and develop 2-3 lessons unit that uses the available equipment..
Option 2: Design a web page and/or webquest that can be used by secondary science students or teachers around a key science concept or issue in science education.
Option 3: Create a virtual field trip or virtual laboratory experience using digital cameras and scanned images that can be used to supplement your unit or lessons.
Inquiry Project (5%) You will be required with your peer small group to develop an authentic inquiry project. A theme for the semester will be determined by the instructor. In your small group you will determine an investigate question, conduct the experiment, develop a investigation report and present it to the class. You will also be expected to develop a similar experience for your students as part of your unit grade.
Portfolio (10%). You will be expected to demonstrate your competence as a science teacher using the NSTA/NCATE Science Teacher Education Standards. The standard areas include: Content, Nature of Science, Inquiry, Contents of Science, Skills of Teaching, Curriculum, Social Context, Assessment, Environment of Learning, and Professional Practice. This assignment is described in greater detail in a separate handout.
In-class writing and participation (15%). You will often be asked to write briefly about some question or issue, usually as preparation for a discussion in class, and you should attend and participate in classes. The success of this class relies heavily on the full participation of all it's members. A large part of this class will be spent in class discussion and small group work and peer feedback therefore your attendance is essential. One absence will be permitted without consequences. After one absence this portion of your grade will drop one letter grade for each absence (or 1.5% of final grade. Tardiness and the need to leave early will be considered a partial absence.
In order to be successful in this course you will need to address several issues. Teaching is a profession and you need to exhibit a professional attitude by:
1. Attending all class sessions for full length of course and be on time.
2. Complete all assignments and turn them in on time. Late assignments will be penalized one letter grade each day it is late unless a negotiated later due date has been assigned.
3. Put the maximum amount of effort into the class. Please stop by and discuss conflicts.
4. Type all assignments unless specified. Use of a computer will make your life much easier.
5. You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate (pp. 274-276). Catalog that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.
6. Any student with a documented disability or other special needs who needs to arrange reasonable accommodations must contact the professor and the Disabled Student Resources and Services office (387-2116) at the beginning of the semester.
All of the above assignments and projects will be assigned a numeric value. Each raw score will be converted into a percentage and multiplied by weight. Final grades will be based on the following scale.
95 -- 100%
89 – 94.99%
83 – 88.99%
77 – 82.99%
71 – 76.99%
65 – 70.99%
60 – 64.99%
59 ą 0%
IV. Tentative Course Schedule – version1
Assignment due: J=Journal; FW = Fast write(in class); P = paper
Readings: CS = Cases in Middle and Secondary Science Education
SI = Science instruction in the middle and secondary schools
Reading should be completed on the date indicated.
Journals should be complete on the date indicated
HO = Handout
Please note: One weeks that more than 1 case study is assigned please read each of them and then select one case study and write a response to 1 of the questions.
Introductions: What is this class about and what will I learn this semester?
"Messing about in science"
Building your identity as a science teacher
Readings and Tasks:
FW: Course expectations
FW: Science Teaching Inventory
FW: How does this toy work and what can I teach with it?
FW: Identification of topics/themes in Michigan Science Standards
"A Private Universe" - Film
TIMSS Report and video tied to Chapter 2 of (SI)
Styles of Inquiry – Demonstration of phenomena and develop list of possible investigations.
Readings and Tasks:
Microteaching Order Determined (Create Calendar of Topics and Presentations – will be done in class)
Read SI - Chapters 1: Thoughts and Actions of Beginning Science Teachers & Chapter 2: The Purpose of Teaching Science
Page 12 #5 & Page 25 #5 are addressed as part of paper 1 does not need to be written out as separate journal entry.
Identification of Topic for 1st Micro-teaching (Page 12 #6); Should be entered into iWebfolio under “Unit” Section
C.S. 4.1 The Enemy of Understanding is Coverage & 4.2 Creative Planning Carried the Day (respond to 1 of the reflection questions)
Reform Efforts in Science Education and Getting to know your students – How is this different from what you experienced?
High School tape – Holt High School
Styles of Inquiry – Continued: Planning for Inquiry
Reading and Tasks:
SI Chapter 3 Planning to Teach Science- #1 page 42 (Part of Micro-teach 1)
CS 2.1 – Forget it: My nightmare of a “culturally relevant” science lesson (respond to 1 of the reflection questions)
CS 2.4 How Jonah got swallowed by the whale of apathy while Kip kept clinging to the ship. (respond to 1 of the reflection questions)
Curriculum Format Issues in Science Education
Styles and Students/Multiple Intelligences
3 students present first microteaching lessons
Readings and Tasks:
SI – Chapter 6 Assessing Science Lessons- #’s 6 & 8 Page 86 (use this as the basis for microteaching lessons does not need to be written out as separate journal)
SI – Chapter 7 The Nature of Science - #3 Page 103
CS 3.1 – Too much content, not enough time (respond to 1 of the reflection questions)
C.S 6.4 – Social Constructivism: A Referent for Thinking about Teaching or a Way to Teach? (respond to 1 of the reflection questions)
CS 10.1 Making the grade: What is assessment without a test? (respond to 1 of the reflection questions)
CS 10.2 The problem with Tyler’s grade (respond to 1 of the reflection questions)
Analysis of Curriculum Materials
4 students present first microteaching lessons
Analysis of curriculum material
Conduct Inquiry Activity
Readings and Tasks:
CS 6.1 – Corn kernels, critical thinking and classroom control (respond to 1 of the reflection questions)
CS 6.2 – Connect concepts with questions and analogies (respond to 1 of the reflection questions)
First Section – Front piece of unit due
Factors Influencing Participation in Science
Classroom modification for At-Risk Learners
Making Science Accessible to All
Gender Issues in Science Education
Failing at Fairness -- Film
Multicultural Science Education
SI -- Chapter 8 Diverse Adolescent Learners and Their Schools- No journal response for this chapter – addressed in paper #2 this does not need to be written out as separate journal entry.
SI – Chapter 9 Learning in Middle Grades and Secondary Schools – #5 Page 138; Choose a unit located on the web or another resource book. Using the AAAS criteria (located in the supporting materials) analyze the unit.
CS 2.2 Night and Day with Jason (respond to 1 of the reflection questions)
CS 2.3 Scientists Like Me (respond to 1 of the reflection questions)
CS 4.4 If only I had known about the women’s issues (respond to 1 of the reflection questions)
Re-examining Inquiry in the classroom – styles and purposes
Organizing a Lab and Lab Activities
Readings and Task:
SI – Chapter 10 Inquiry and Teaching Science– #6 & 7 Page 158 part of microteaching 2 and/or unit
SI – Chapter 11 Discussion, Demonstration & Lecture – #6 page 179 incorporate into your unit
SI – Chapter 12 Science, Technology and Society - #1 Page 195
SI – Chapter 13 Laboratory Work and Fieldwork - #6 page 221 – develop as part of your unit
Investigating Safely – Read Chapter 9
CS 5.2 – Help can sometimes lead to problematic situations (respond to 1 of the reflection questions)
CS 9.2 Learning about Newton’s 3rd law through linquine (respond to 1 of the reflection questions)
3 students present second microteaching lessons
Reading and Tasks
SI – Chapter 14 Safety in the Laboratory and Classroom -- #2 & #6 Page 242
Inquiring Safely – Have read this book prior to this date for use in class discussion – Identify 4-5 new things learned or questions
CS. 7.1 A Pressure Packed Problem (respond to 1 of the reflection questions)
CS 7.2 Expect the Unexpected When Teaching Science Outdoors (respond to 1 of the
4 students present second microteaching lessons
Reading and Tasks
CS 4.3 - Be prepared! (respond to 1 of the reflection questions)
SI – Chapter 15 Computers and Electronic Technologies – no additional assignment addressed in Technology Assignment
SI – Chapter 16 Long-term Planning and Assessment - #5 Page 280 as part of unit
CS 9.1 Does world wide web surfing guarantee learning?
CS 9.3 Making the most of limited computer technology with at-risk middle school students
Using Community Resources to teach science
Using outside sources/
Field trips -- Real and virtual
CS 5.1 – Where is the science? (respond to 1 of the reflection questions)
Being a professional and member of the science education community
Paper 3 Due
CS 11.1 Walking the tightrope between the world of academia and the world of work
CS 11.3 When it’s my turn I’ll be able to teach my way!
Formal Presentations of Inquiry Results and
Modification of activities to make them inquiry based
Presentation of Units/ Units Due
Questions/concerns and panics
Technology Assignment Due
Professional Organizations/Technology assignment
Portfolios due on iWebfolio
Finals week – exit interviews by appointment in my office
Notes and modifications of schedule