Download - Methods II – Science EDU 346/656
Methods II – ScienceEDU 346/656Beth Kroa and Betsy Villareal
Week 6Course Introduction
Writing Objectives
Discuss quote from text p. 4
“Most people with a college degree feel that they can teach. This view is reasonable because it has been formed as a result of at least 16 years in the classroom…A common belief among these educated people is ‘I can teach, probably better than most of the teachers who have taught me.’”
Qualities of a Good Teacher Positive Negative
Qualities… Could it be that we have different definitions
of a “good” teacher? Could it be that we only think of what we can
see as teaching? (e.g., direct instruction)
Chapter 1 – Thoughts and Actions of Beginning Science Teachers Five Areas of Competence You Must
Develop Purpose Planning Assessment Teaching Management
KWL- Purpose, Planning, Assessment, Teaching, Management What do we know? What do we want to
know?What have we learned?
Science Teaching Inventory Consider text page 11.
AB
Chapter 2 – The Purpose of Teaching Science Determining the purpose of teaching science
has, to a large degree, been taken from the role of the classroom teacher. Good Bad
Development of the Modern Day Perspective on the Purpose of Teaching Science National Society for the Study of Education, 1947
(text p. 17) Context: on the heels of atomic bomb ending WWII
and the beginning of the cold war Knowing facts Understanding concepts Understanding principles Acquiring skills Adjusting attitudes Fostering appreciations Furthering interests
Development of the Modern Day Perspective on the Purpose of Teaching Science
Project Synthesis, 1982 (text p. 17) Context: Increase science teachers’
understanding beyond content and skills of science exclusively Understanding personal needs Examining societal issues Preparing adequately academically Shaping career education
Development of the Modern Day Perspective on the Purpose of Teaching Science
National Research Council, 1996 (text p. 17) Created the National Science Education Standards Focuses on producing a scientifically literate society
Background in various sciences: facts, concepts, principles, laws, theories, models.
Describe, explain, and predict natural phenomena. Evaluate society’s issues from a scientifically literate point of
view – distinguishing valid vs. unsubstantiated scientific information.
Curious, asks questions, develops methods, determines answers.
American Association for the Advancement of Science, Project 2061 (text p. 19)
Science for All Americans, 1990 Issues that will be faced this century Recommendations
Less content; more process Receive science instruction from an interdisciplinary viewpoint Develop habits of mind
Benchmarks for Science Literacy, 1993 “Mile markers” for Grades 2, 5, 8, and 12
Development of the Modern Day Perspective on the Purpose of Teaching Science
Data on US Test Performance TIMSS (p. 22) PISA (pp. 22-23, Table 2.2) NSTA Standards for Science Teaching PSSA’s
Discussion p. 25, Question 1 Read p. 24, Figure 2.1
Where do you feel you have been taught and assessed in these standards? (Where are you “advanced” or “proficient”?)
Where do you have concerns that you may be “basic” or “below basic”? How do you hope this course will address those concerns?
Purposeful Lessons Everyday How often have you caught a fish without a
hook? relevance of the content to student’s lives not just
to the standards Developmentally appropriate content Pace (less is more) Knowledge of curriculum, scope and sequence
Chapter 3 – Planning to Teach Science Whom are you planning to teach? What are you planning to teach? How are you planning to teach? How are you planning to manage the science
learning environment? How are you planning to assess student
learning?
“Whom” Considerations in 2009 Considerations on p. 31
“What” Considerations in 2009 Considerations on p. 34 and p. 37 Figure 3.3
“How” Considerations in 2009 Figure 3.2
“Manage” Considerations in 2009 Wong text
“Assess” Considerations in 2009
An exercise in competencies: Jigsaw method
Part I: purpose, planning and teaching Part II: assessment
Scenario It is the first week of school, you need to teach
scientific inquiry to a 9th grade biology class PA Standard 3.2.10C Apply the elements of
scientific inquiry to solve problems Your class consists of 29 students
6 are IEP students 3 are ESL 20 scored basic or below basic on the 8th grade
PSSA science test last year.
Part I: Purpose, Planning, and Teaching
In your jigsaw group (by color), determine: The objective or purpose for your lesson. What materials will you need? How much time will this take? What assumptions are you making about your students
prior knowledge? Or means to find out How will you determine whether or not the objective has
been met? Everyone in the group should complete the handout.
Part II: Assessment In your jigsaw group (by number) :
Share your plans for teaching scientific inquiry. Agree on one plan that best exemplifies
competency in purpose, planning, and teaching strategy.
As a group, write a small assessment to verify whether or not the objective/purpose has been met.
Task RubricCompetency Not addressed Partially
addressedFully addressed
Purpose
Planning (materials, time, scope /sequence)
Teaching(variety of strategies - meet target audience )
Assessment(reflect the purpose)
Management( in teaching, in assessment)
Logistics Scheduling & documenting observations Lesson Plans
See Albright College “Student Teacher Handbook” version Jan. 2008
First page of appendix PA Standards AND ANCHORS.