SCI 4040-- Teaching Secondary
Science
Call Numbers: 10992 –
Tuesday?Thursday 9:00 – 12:00AM
1127 Wood Hall
Summer
2007
|
Instructor Marcia
Fetters 2425
Sangren Hall Kalamazoo,
MI 49008 Phone: 269/387-3538 FAX: 269/387-2882 e-mail: marcia.fetters@wmich.edu Homepage: http://homepages.wmich.edu/~mfetters |
Office Hours Monday/Tuesday 1:30-3:00 Additional hours by appointment. |
Teacher-in-Residence
WMU PhysTEC Project
Teacher In Residence 2005-2006
2221 Everett Tower
Kalamazoo, MI 49008
269-387-4938
e-mail: drew.isola@wmich.edu
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.
Recommended
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 childrenÕs
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 Òwell-started beginner,Ó 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 Òhidden structureÓ that is more cyclical
than linear, and that you must master in order to promote your studentsÕ
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 studentsÕ 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 Òknowing the content;Ó 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 ÒinterestingÓ and ÒrelevantÓ 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 (NewtonÕs 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 donÕt 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 Òcover.Ó If
you think about the variety of ways that your own teachers have used textbooks,
though, it should be clear that Òcovering the textbookÓ 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.
Making connections.
We
will sometimes talk about understanding as involving Òusefulness and
connectedness.Ó 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 Òtrue factsÓ 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 Òtruth.Ó
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 ÒcontentÓ 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 couldnÕt 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 AssociationÕs 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
environment.
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.
Expectations
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.
|
Grading Scale |
|||
|
95 -- 100% 89 – 94.99% 83 – 88.99% 77 – 82.99% |
A BA B CB |
71 – 76.99% 65 – 70.99% 60 – 64.99% 59 ˆ 0% |
C DC D E |
IV. Tentative Course Schedule – version1
|
Date |
Lesson Topic 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. |
|
May 8 |
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 |
|
May 10 |
Learning to move from knowledge as
facts to knowledge as tools
"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 ÒUnitÓ 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) |
|
May 15 |
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 Òculturally relevantÓ 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) |
|
May 17 |
Curriculum Format
Issues in Science Education Cooperative Learning Styles and
Students/Multiple Intelligences Block Scheduling 3 students present
first microteaching lessons Readings and Tasks: SI – Chapter 6 Assessing
Science Lessons- #Õs 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
TylerÕs grade (respond to 1 of the reflection questions) |
|
May 22 |
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 |
|
May 24 |
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 Readings and Tasks
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 womenÕs issues (respond to 1 of the reflection questions) |
|
May 29 |
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
NewtonÕs 3rd law through linquine (respond to 1 of the reflection
questions) |
|
May 31 |
Laboratory Safety 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 reflection
questions) |
|
June 5 |
Technology
in the classroom – for Inquiry and Presentation 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 |
|
June
7 |
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) |
|
June 12 |
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 itÕs my turn IÕll be able to teach my way! |
|
June 14 |
Formal Presentations
of Inquiry Results and Modification of
activities to make them inquiry based |
|
June 19 |
Presentation of Units/ Units Due Questions/concerns
and panics Technology Assignment Due
Professional Organizations/Technology
assignment
Portfolios due on iWebfolio |
|
June 21 |
Finals
week – exit interviews by appointment in my office
|
Notes and
modifications of schedule