Teacher PreparationTeacher Preparation PI Conference PI Conference

NSF CETP, STEMTP, ATE NSF CETP, STEMTP, ATE ProgramsPrograms

March 14-15, 2004March 14-15, 2004Washington, DCWashington, DC

Connecting Advanced Connecting Advanced Topics to School Topics to School

ClassroomsClassrooms

Robert N. RonauRobert N. Ronau

Joe PetroskoJoe Petrosko

Andy KempAndy Kemp

Joe SteffenJoe Steffen

IntroductionIntroduction

LA_SMARTERLA_SMARTER

Louisville AreaLouisville Area

Science and Mathematics AllianceScience and Mathematics Alliance

forfor

Recruitment in Teacher EducationRecruitment in Teacher Education

LA_SMARTER ComponentsLA_SMARTER Components

Teacher EducationTeacher EducationCourse DevelopmentCourse DevelopmentProfessional Development TeamsProfessional Development Teams

Teacher RecruitmentTeacher Recruitment

Alternative Teacher CertificationAlternative Teacher Certification

LA_SMARTER StructureLA_SMARTER Structure

Project OversightProject OversightPIPIExecutive CommitteeExecutive CommitteeProject ManagerProject Manager

Component OversightComponent Oversight 1-2 Co-PIs1-2 Co-PIsAdvisory PanelAdvisory Panel

LA_SMARTER Structure 2LA_SMARTER Structure 2

Course Development TeamsCourse Development TeamsA&S Faculty member (1)A&S Faculty member (1)Math/Sci Educator (1)Math/Sci Educator (1)Math/Sci Classroom Teacher (1-2)Math/Sci Classroom Teacher (1-2)

Criteria for Course SuccessCriteria for Course Success

Course’s effect on prospective Course’s effect on prospective teachers’ content knowledgeteachers’ content knowledge

Prospective teachers’ satisfactionProspective teachers’ satisfactionProspective teachers’ PRAXIS Prospective teachers’ PRAXIS

PerformancePerformanceProspective teachers’ Teaching Prospective teachers’ Teaching

effectivenesseffectiveness

CoursesCoursesExperimental Botany For TeachersExperimental Botany For TeachersChemistry Education for Secondary Chemistry Education for Secondary

TeachersTeachersStatistics and Probability for Statistics and Probability for

Middle Grades TeachersMiddle Grades TeachersGeometry for TeachersGeometry for TeachersIntroduction to Higher MathematicsIntroduction to Higher MathematicsCellular Biology for TeachersCellular Biology for Teachers

OverviewOverview

Mathematics Course Mathematics Course Geometry for Mathematics TeachersGeometry for Mathematics Teachers

Bob Ronau: College of Ed. & Human Dev.Bob Ronau: College of Ed. & Human Dev.

Science CoursesScience CoursesAndy Kemp: College of Ed. and Human Andy Kemp: College of Ed. and Human

Dev.Dev.

Overview (Page 2)Overview (Page 2)

Science CoursesScience CoursesJoe Steffen: Biology Department: A&SJoe Steffen: Biology Department: A&S

EvaluationEvaluationJoe Petrosko: College of Ed. and Human Joe Petrosko: College of Ed. and Human

Dev.Dev.

Course Development: Course Development: MathematicsMathematics

Geometry for TeachersGeometry for TeachersGoalsGoalsClientele Clientele 30 students30 studentsMiddle and High School TeachersMiddle and High School Teachers Inservice and Preservice TeachersInservice and Preservice TeachersTuesday evenings, 4:30-7:30 School SiteTuesday evenings, 4:30-7:30 School Site

Mathematics Course Mathematics Course ChallengesChallenges

Connecting Advanced Mathematics Connecting Advanced Mathematics to Classroom contentto Classroom content

Mismatch of Expectations (Math Mismatch of Expectations (Math course vs Pedagogy course)course vs Pedagogy course)Applicability to Classroom useApplicability to Classroom useEnhancement of teacher content Enhancement of teacher content

knowledgeknowledgeLevel of emphasis on ProofLevel of emphasis on Proof

Mathematics Course Mathematics Course Challenges 2Challenges 2

Ability Gap in Mathematics for Ability Gap in Mathematics for StudentsStudents

Ability and Training of A&S faculty Ability and Training of A&S faculty to teach in a diverse ability to teach in a diverse ability classroomclassroom

Number of A&S Faculty willing to Number of A&S Faculty willing to focus on teaching this clientele focus on teaching this clientele (Rewards, etc.)(Rewards, etc.)

Mathematics Course Mathematics Course SuccessesSuccesses

Number of students electing to take Number of students electing to take the coursethe course

Number of students with positive Number of students with positive attitudes towards the courseattitudes towards the course

Learning of students in the courseLearning of students in the courseLearning of faculty associated with Learning of faculty associated with

the coursethe courseOpportunity to revise course based Opportunity to revise course based

on experienceon experience

Mathematics Course Mathematics Course Successes 2Successes 2

Team work exhibited by the groupTeam work exhibited by the groupBetter understanding of teachers’ Better understanding of teachers’

content knowledgecontent knowledgeCourse developed for future useCourse developed for future use

SCIENCE EDUCATION COURSESSCIENCE EDUCATION COURSES

Experimental Botany for TeachersExperimental Botany for TeachersCell Biology for TeachersCell Biology for TeachersChemistry Education for Chemistry Education for Secondary TeachersSecondary Teachers

SCIENCE EDUCATION SCIENCE EDUCATION COURSESCOURSES

The Problem:The Problem:

Science teachers are asked to help students develop an Science teachers are asked to help students develop an understanding of the nature of science, especially by understanding of the nature of science, especially by means of inquiry-oriented activities.means of inquiry-oriented activities.

Undergraduate science courses emphasize the content of science, not science as a process. Teacher candidates do not develop deep understanding of the nature of science, nor do they experience many inquiry-oriented activities.

Consequently, pre-service science teachers are often ignorant about the nature of science, and they are not well-prepared to teach science by means of inquiry.

LA-SMARTER SCIENCE COURSE LA-SMARTER SCIENCE COURSE GOALSGOALS

1.1. to increase teachers’ to increase teachers’ knowledgeknowledge of science and the nature of science of science and the nature of science

2. to increase teachers’ abilities to teach science, especially using inquiry-oriented strategies

3. to help teachers understand learners as active constructors of their own knowledge

4. to educate teachers about the possibilities in using experimental models in their own classrooms

5. to help science teachers incorporate educational technologies into their teaching

6. to improve teachers’ attitudes and dispositions towards teaching science by means of hands-on, inquiry strategies

1. Conducting real experiments by:a. making their own hypothesesb. gathering and analyzing their own datac. forming their own conclusionsd. use data from (b) to propose the “next experiment”

2. Explicit discussions about the nature of science, as well as the differences between “real” science and school science

Guide participants understanding of the nature Guide participants understanding of the nature of science and inquiry by:of science and inquiry by:

University of Louisville

BIOL 573

Spring 2003

Experimental Botany Experimental Botany for Teachersfor Teachers

Instructors

•Dr. Arnold Karpoff, Biology Dept.

•Dr. Karen Lind, Dept. of Teaching & Learning

•Sherry Fox, KY Sci. Teachers Association

““Experimental Botany” Course Experimental Botany” Course FormatFormat

Spring Semester Course—2.5 hrs, TuThSpring Semester Course—2.5 hrs, TuTh Students built “light boxes” and sowed Wisconsin Students built “light boxes” and sowed Wisconsin

Fast Plant (WFP) seeds. All students planted Fast Plant (WFP) seeds. All students planted three varieties of WFP—“wild,” “rosette,” and three varieties of WFP—“wild,” “rosette,” and “elongated internode (or EIN)” types. “elongated internode (or EIN)” types.

Later in the semester students conducted Later in the semester students conducted investigations with C-Fern (Ceratopteris richardii)investigations with C-Fern (Ceratopteris richardii)

Course Format (continued)Course Format (continued)

Following the first 2 days, the first hour of class was mainly devoted to making observations and recording data on the growth and habits of the WFP and/or C-Ferns.

Course Format continuedCourse Format continued

The remaining time was used in several ways:The remaining time was used in several ways:

1. Setting up or conducting long-term experiments, e.g., 1. Setting up or conducting long-term experiments, e.g.,

• • Effects of _____ on seed germinationEffects of _____ on seed germination

• • Effects of fertilizer on WFP growthEffects of fertilizer on WFP growth

• • Effects of plant hormones on WFPEffects of plant hormones on WFP

2. Participating in short-term activities, e.g., 2. Participating in short-term activities, e.g.,

• • Gravitropic responsesGravitropic responses

• • Measuring photosynthetic rate in spinach Measuring photosynthetic rate in spinach

• • Examinations of plant anatomy Examinations of plant anatomy

3. Lectures on plant anatomy and physiology 3. Lectures on plant anatomy and physiology

4. Discussions about the nature of science 4. Discussions about the nature of science

5. Discussions about teaching life sciences 5. Discussions about teaching life sciences

6. Special topics and guest speakers 6. Special topics and guest speakers

Work together

Conduct experiments

Students were Students were required to …required to …

Statistically analyze dataStatistically analyze data

A1 A2a A2b A3a A3b A4a A4b A5a A5b A6a A6b A7a A7b

# Flowers#Pods w/Seeds

# Seeds

0

5

10

15

20

25

30

35

40

45

50

Plant

Flower, Pod and Seed Production

# Flowers #Pods w/Seeds # Seeds

Write 3 formal lab reportsWrite 3 formal lab reportsandand

4 or 5 standards-based lesson plans 4 or 5 standards-based lesson plans

Lab report on growth Lab report on growth of wild type +/+ of wild type +/+ and rosette r/rand rosette r/r

  Wisconsin Fast PlantsWisconsin Fast Plants  

Richard RouttRichard Routt  

Biology 571Biology 571  

March 24, 2003March 24, 2003

Biology 571 Lesson Plan

Name: Melanie Hurst Length: 50 minutes

Grade Level(s): 9th grade

Subject: Biology/Botany Topic(s) the seed

Goals: Students will understand the differences between monocot and …

Make a PowerPoint presentation Make a PowerPoint presentation about their experimentsabout their experiments

By:By:

Amanda HigdonAmanda Higdon

C-Ferns PresentationBiology 571

Participation RewardsParticipation Rewards

The growth chambers The growth chambers they had built and used they had built and used in the coursein the course

At the end of the course, students were given …

a starter kit of supplies

a CD that included all class lab reports and lesson plans as well as a sample of PowerPoint botany presentations

Course Implementation: Course Implementation: ScienceScience

INTER-UNIT CHALLENGESINTER-UNIT CHALLENGES

Lack of alignment of policies and Lack of alignment of policies and proceduresprocedures

Turf warsTurf warsDifferent visionsDifferent visions

Course Implementation: Course Implementation: ScienceScience

INTER-UNIT SUCCESSESINTER-UNIT SUCCESSES

Other collaborative grantsOther collaborative grantsOther collaborative projectsOther collaborative projectsEarly start BA/BS/MAT programEarly start BA/BS/MAT program

Course Implementation: Course Implementation: ScienceScience

DEPARTMENTAL CHALLENGESDEPARTMENTAL CHALLENGES

PrioritiesPrioritiesResourcesResourcesNeedNeed

Course Implementation: Course Implementation: ScienceScience

DEPARTMENTAL SUCCESSESDEPARTMENTAL SUCCESSES

Increased faculty interestIncreased faculty interestNew avenues for faculty activityNew avenues for faculty activityCommunity connectionCommunity connectionNew undergraduate trackNew undergraduate track

EvaluationEvaluation

Overall DesignOverall Design

CoursesCoursesCell Biology for TeachersCell Biology for TeachersExperimental Botany for TeachersExperimental Botany for Teachers

Cell Biology for Teachers--Fall Cell Biology for Teachers--Fall 20032003

Strongly D

isagree

Disagree

Undecided

Agree

Strongly A

gree

% % % % % Q1. I have a better understanding of the

underlying concepts of the subject

0% 0% 0% 25% 75%

Q2. I can better explain the concepts to others (e.g., students)

0% 0% 0% 50% 50%

Q3. I have improved my understanding of how the contents of this course relates to other ideas in math or science

0% 0% 0% 50% 50%

Cell Biology for Teachers--Fall Cell Biology for Teachers--Fall 20032003

Strongly D

isagree

Disagree

Undecided

Agree

Strongly A

gree

% % % % % Q4. I could use what I learned on the job

(e.g., teaching my own students).

0% 0% 0% 25% 75%

Q5. I would recommend the course to others.

0% 0% 0% 00% 100%

Q6. The content and pedagogy (instructional methods) of this course fit well together.

0% 0% 0% 25% 75%

Cell Biology for Teachers Fall Cell Biology for Teachers Fall 20032003

Experimental Botany for Teachers Spring 2003Experimental Botany for Teachers Spring 2003

Very L

ittle

Little

Som

ewh

at

A L

ot

A G

reat Deal

% % % % %

I .1. To what extent have your knowledge and/or skills increased as a result of taking this course?

0 0 0 37 63

I. 2. To what extent did the way this course was organized further the course goals?

0 0 0 37 63

Experimental Botany for Teachers Spring 2003Experimental Botany for Teachers Spring 2003

Never

Rarely

Som

etimes

Alm

ost Alw

ays

Alw

ays

% % % % %

I. 3. To what extent did the instructor provide opportunities for students to ask questions?

0 0 0 12 88

Experimental Botany for Teachers Spring 2003Experimental Botany for Teachers Spring 2003

Very low

Low

Mod

erate

High

Very h

igh

% % % % %

I. 4. Overall, my level of satisfaction with this course is: 0 0 0 37 63

QUESTIONS?QUESTIONS?

??

Contact InformationContact Information

Bob Ronau: Bob Ronau: bob@louisville.edubob@louisville.edu

Web Page: Web Page: http://leader.education.louisville.edu/http://leader.education.louisville.edu/edtl/ronau/LA_SMARTER/edtl/ronau/LA_SMARTER/