IPFW Life Science Program Review Rejoinder€¦ · IPFW Life Science Program Review Rejoinder. ... Okasha, Samir, Philosophy of Science: A Very Short Introduction ... 10/21 & 10/23

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IPFW Life Science Program Review Rejoinder

Institution Name: Indiana University Purdue University Fort Wayne (IPFW) Program Reviewed: Life Science Submitted: June 1, 2010 We respond to the three conditions cited by the reviewers: #1, #3, #7, #9, and #10. Though two of the cited numbers, #9 and #10, were actually scored at 100%, we have provided information about field experience (#9) and additional information about our faculty (#10).

1. To what degree are the state content standards adequately addressed within this program?

Great degree All standards are addressed multiple times in multiple courses. X Moderate degree All standards are addressed, but may not be covered in more than one course. X Minimal degree Some standards are addressed within courses.

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Not evident No standards are addressed within courses.

2. Which, if any, content standards are not sufficiently addressed in the program?

Comments/Rationale: (Moderate degree): I would have liked to see more course work from the education requirements listed on the standards alignment matrix. Course descriptions, especially in the education coursework are rather "sketchy" in the on-line version.

(Minimal degree): Beginning coursework doesn't seem to address the content standards to the degree as the latter coursework (M449, Q400). There were attempts at various performance assessments. The standards that were not sufficiently addressed include 3, 7, 8, and 10.

We present here two responses, 1 & 2; 2 has four parts, A-D. 1) The course descriptions are standard for all the Indiana University campuses. We have no authority to augment the descriptions as shown online. 2) An area of concern was the lack of pedagogical content covered in the courses listed. We have addressed this concern in the following ways, A-D below: A) We have worked with the Biology Department to reexamine the (#1) Life Science Content Standards Alignment Matrix with PHIL 315. This is included below. Additional assessments in the matrix are highlighted in red. B) The teacher education methods courses (Q400 and M449) have been taken out of this matrix and are now included in a separate matrix with all the other teacher education courses, entitled (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses. We have also added to the (#2) matrix the methods course for The Middle and Junior High School, EDUC S405. The new assessments in the (#2) matrix are in red, and the methods courses in the (#2) matrix are shaded in yellow, since we had originally included these on the first matrix. Note that in (#1) Life Science Content Standards alignment Matrix courses and assessments earlier in the program now better address the standards with the exception of standard 1.18.

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C) Addition of Philosophy of Science, PHIL 315, to the curriculum: After careful examination of their courses, the Biology Department decided that standard 1.18 was taught, but not assessed in the Biology courses. As a result of this discovery the faculty has agreed to add the following course, Philosophy of Science, PHIL 315, as a requirement as one of two Humanities courses required in the General Education sequence for the Life Science certification program. This will not add credit hours to the program, since it is already a General Education requirement to take two courses in Area IV, Humanities. This was approved by the Biology Department at IPFW in Spring 2010. The course will be offered in Fall 2010, and assessments of the NOS standards will be made. The course description of Philosophy of Science, PHIL 315 is: This course examines topics at the intersection of science and philosophy. Primary topics: fundamental principles of the scientific method; the nature of scientific change; the epistemology of science and the debate over scientific realism; scientific convergence and the future of science; consilience of science with nonscience; science and pseudoscience; science and human values. Secondary topics: the strange world of contemporary physics; ethical issues in scientific research; science and religion; science and education; science and the meaning of life. A syllabus of PHIL 315, Philosophy of Science follows: ___________________________________________________________________________________________________________ PHIL 351-01: Philosophy of Science, fall 2009 (WF, 12:00 - 1:15, CM 40) COURSE DESCRIPTION: What is science and how is it to be distinguished from non-science and “psuedoscience”? Does science progress and if so how? Do the methods and results of the sciences have a privileged epistemic (knowledge) status, such that what scientists say is real is more apt to be real? What is a scientific explanation? What makes one observed regularity but not another an instance of a scientific law? What’s a scientific theory and when does new evidence count as confirmatory of it? Are there fundamental or significant differences between the natural sciences and the social sciences? What does it mean to be objective, and is science (or are scientists) more objective than nonscience (or than nonscientists)? Is science value-free or politically neutral? What are the practical effects of modern science and do the good effects outweigh the bad? Does science have an inherent naturalistic bias? Does science undermine belief in God, religion, or morality? These are some of the questions typically discussed by philosophers of science. Our approach will be to divide the issues into three broad categories: (1) issues about the basic components of science, (2) issues about scientific change and progress, and (3) issues

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about science and values. I may use occasional handouts to supplement the text. These plus the syllabus and any other class documents will be placed on the class’s elearning page. COURSE OBJECTIVES: Upon completion of this course you should be able to (1) articulate and defend several alternative positions on the differences and boundaries between science and nonscience, (2) articulate and defend several alternative positions on the topic of scientific change and scientific progress, (3) articulate and defend several alternative positions in the debate between scientific realists and nonrealists, and (4) articulate and defend several alternative positions on science and values and science and society. More generally you should have improved critical reading and thinking skills in the areas of both science and philosophy and you should be able to integrate philosophical perspectives on the nature of scientific method into your own deliberations about the nature of science and the role it does and should play in contemporary societies. You should be able to think and write clearly on issues such as the relationships between science and philosophy, science and method, science and ethics, science and public policy (politics), and science and the social order, as well as to intelligently discuss the role of science and scientific reasoning in a society that seeks to be both just and wise. Finally, you should have acquired the ability to examine contemporary and perennial problems of science and philosophy in the light of different models of science. TEXTS: I’ll probably have some other handouts for you as well! Required (available in Follet’s Bookstore): Boersema, David, Philosophy of Science, (Pearson/Prentice Hall, New York, 2009) ISBN-13: 978-0-321-43711-2 Optional (available online at amazon.com): Okasha, Samir, Philosophy of Science: A Very Short Introduction (Oxford University Press, 2002) ISBN: 0-19-280283-6 GENERAL EDUCATION STATEMENT: This class satisfies General Education Area IV requirements. Students who have completed the General Education requirements at IPFW are expected:

1. To be familiar with the important modes of human thought that are the foundations of science, philosophy, art and social behavior.

2. To possess effective foundation skills: a. Read, write, and speak with comprehension, clarity, and precision. b. Identify substantive knowledge and disciplinary methods. c. Develop information literacy skills.

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d. Reason quantitatively (as means of gaining and creating knowledge and drawing reliable conclusions) 3. To demonstrate the ability to think critically and to solve problems using the foundation skills:

a. Evaluate their ideas and the ideas of others based upon disciplined reasoning. b. Understand the traditions that have formed one’s own and other cultures. c. Be able to articulate their ideas in appropriate media.

SCHEDULE OF TOPICS READINGS AND EXAMS: Subject to change. W = Wednesday, F = Friday. Week Dates Reading/Topic/Assignment 1. 8/26 & 8/28 Ch. 1: What is Philosophy of Science? 2. 9/2 & 9/4 Ch. 2: Observation and Measurement 3. 9/9 & 9/11 Ch. 3: Experimentation and Realism 4. 9/16 & 9/18 W: Catch-up and Review; F: Exam 1 5. 9/23 & 9/25 Ch. 4: Theories and Models 6. 9/30 & 10/2 Ch. 5: Scientific Explanation 7. 10/7 & 10/9 Ch. 6: Evidence and Confirmation 8. 10/14 & 10/16 W: Catch-up and Review; F: Exam 2 9. 10/21 & 10/23 Ch. 7: Reductionism and Unity of Science 10. 10/28 & 10/30 Ch. 8: Inductivism and Falsificationism 11. 11/4 & 11/6 Ch. 9: Paradigms and Research Programs 12. 11/11 & 11/13 Ch. 9: Paradigms and Research Programs 13. 11/18 & 11/20 W: Catch-up and Review; F: Exam 3 14. 12/2 & 12/4 Ch. 13: Science and Religion (See reference p.51 and p.59 below)

Paper Due 12/4! 15. 12/9 & 12/11 Ch. 14: Science and Society 16. 12/14 Final Exam: Monday, Dec. 14, 10:30 a.m.-12:30 p.m. _________________________________________________________________________________________________________ D) Standards 3, 7, 8, and 10 are best addressed in the School of Education courses, thus, we have added, as noted above, a new matrix, (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses. We note standards 3, 7, 8 and 10 are addressed particularly well in these courses:

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Standard 3 (The teacher of science understands how students differ in their approaches to learning science and created instructional opportunities that are adapted to diverse learner.s): K201/206; P250/253/254; Q400; X401; S405 and M449 Standard 7 (The teacher of science plans meaningful science instruction based upon knowledge of science, students, the community, science curricula and curriculum goals.): K201/206; P250/253/254; Q400; X401; S405 and M449 Standard 8 (The teacher of science understands and uses a variety of authentic and equitable assessments strategies to evaluate and ensure the continuous intellectual, social, and personal development of the learner.): H340, M449, S405 and X401 Standard 10 (In order to support student learning and well-being, the teacher of science fosters relationships with students and their families, colleagues, and concerned others.): K201/206; P250/253/254; H340; X401; S405 and M449 Again, to note: D) In the (#1) Life Science Content Standards Alignment Matrix with PHIL 315 that follows, 1) additional assessments in the matrix are highlighted in red, 2) the teacher education methods courses, (Q400 and M449), have been taken out of this matrix and are now included in a separate matrix with all the other teacher education courses, entitled (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses, and 3) the yellow cells highlighted on Matrix #1 refer the reader to additional assessments reported in Matrix #2. Note that all of the standards and sub-standards are addressed in Matrix #2.

(#1) Life Science Content Standards Alignment Matrix with PHIL 315

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Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Discussion and/or presentation of research, (10) Other.

Life Science Content Standards Indicators

Program Coursework BIOL

117 BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315

SEE TEACHER ED MATRIX FOR FURTHER ASSESSMENTS

Standard #1: The teacher of science understands the central concepts, tools of inquiry, and the history and nature of science in order to create learning experiences that make these aspects of science meaningful for the student. Knowledge Central Concepts: 1. The teacher of science possesses a knowledge and understanding of science appropriate to the developmental level and subject area needs of students.

2,3,5 2,3 2,3,5 2,3,5 2,3,5 1,4,9 M6501

E386 A625

2. The teacher of science understands the unifying concepts and processes of science.

2,3,5 2,3,5 2,5 2,5 2,5 2.5 1,3

3. The teacher of science understands the fundamental concepts and major principles of Physical, Life, and Earth and Space science and the interconnections between these disciplines.

2,3,5 2,3,5 1,2,3

,5 2,5 2,5 2,5

4. The teacher of science understands the abilities of technological design and the relationship between science and technology.

5 5 5 5 5 4,9

5. The teacher of science understands the interrelationship of personal and social perspectives in science.

1,3

6. The teacher of science understands the habits of mind particular to science.

2,3,5 2,5 2,5 2,5

7. The teacher of science knows which science concepts and processes are appropriate at the developmental level at which they teach.

Knowledge Tools of Inquiry:

8



Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


8. The teacher of science understands how to identify questions and concepts that guide scientific investigations.

2,3,5 2,5 2,5 5 5 5 9 1,3

9. The teacher of science understands how to design and conduct scientific investigations.

5 2,5 2,5 5 4 5 9

10. The teacher of science understands how to use technology and mathematics to improve investigations and communications.

5 2,5 5 5 4 5 9

11. The teacher of science knows how to interpret the results of an investigation and make sense of findings using logic and evidence.

2,3,5 2,5 2,3,5 5 5 5 9 1,3

12. The teacher of science understands how to recognize and analyze alternative explanations and models.

2,3,5 5 2,3,5 5 5 5 9 1,3

13. The teacher of science understands how to communicate and defend a scientific argument.

5 5 5 5 5 5 9

14. The teacher of science knows when, where, and how to access needed information.

5 5 5 5 5 5 1,4,9

Knowledge History of Science:

15. The teacher of science knows that the history of science can help students build an understanding of the scientific enterprise.

1,3

9



Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


16. The teacher of science recognizes that some episodes in the history of science have led to major changes in our view of the world.

2 2 1,3

17. The teacher of science knows that science often changes by small modifications in existing knowledge, but that new scientific ideas that lead to major changes in scientific thinking can be slow to be accepted.

1,3

18. The teacher of science knows that science has been practiced by different individuals in different cultures throughout history.

1,3

19. The teacher of science knows that individual scientists and teams of scientists have made significant contributions to our current understanding of scientific principles.

2,3 1,4,9

Knowledge Nature of Science:

20. The teacher of science understands that science is a human endeavor, involving both genders and all social, cultural, and ethnic groups, in teams and alone, that relies on human qualities such as reasoning, insight, energy, skill, and creativity as well as scientific habits of mind such as intellectual honesty, skepticism, and openness to new ideas.

1,3

10



Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315

SEE TEACHER ED MATRIX FOR FURTHER ASSESSMENTS 21. The teacher of science understands

that scientists are influenced by societal, cultural, and personal beliefs.

2 2 1,3

22. The teacher of science understands that the scientific community plays an important role, through public reporting and peer review, in deciding what counts as significant questions and reasonable evidence.

9

23. The teacher of science knows that science is a way of knowing that involves devising the best possible explanations for phenomena in the natural world.

2,3,5 2,3,5 2,3,5 2,3,5 2,5 9 1,3

24. The teacher of science knows that scientific explanations are formulated and tested using observations, experiments, and/or theoretical models.

2,3,5 2,5 2,5 5 5 9 1,3

25. The teacher of science understands that scientists often differ with one another about the interpretation of the evidence or theory being considered, yet also understands that although scientists may disagree about explanations or evidence, they agree that critical evaluation of the results of scientific investigations, models, and explanations is an essential part of science.

2,3,5 2,3,5 2,3,5 2,3,5 2,5 5 9 1,3

26. The teacher of science knows that scientific explanations must be consistent with evidence, make accurate predictions, be logical, be open to criticism, and be public.

2,3,5 2,5 2,5 5 5 5 9 1,3

11



Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


27. The teacher of science knows that scientific knowledge is tentative and subject to change as new evidence or new ways of thinking become available.

2,3,5 2,3,5 2,5 2,5 2,5 5 9 1,3

Standard #2: The teacher of science understands how students learn science and provides science learning opportunities that support their intellectual, social, and personal development.

Knowledge 1. The teacher of science understands commonly held conceptions of students and how these may affect their learning.

2. The teacher of science understands how learning occurs -- how students construct scientific knowledge, acquire inquiry skills, and develop scientific habits of mind -- and knows how to use instructional strategies that promote student learning of science.

3. The teacher of science understands that students' intellectual, social, and personal development influences the learning of science and knows how to address these factors when making instructional decisions.

4. The teacher of science is aware of expected developmental progressions and ranges of individual variation within the students' intellectual, social, and personal development.

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Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


5. The teacher of science understands that students learn best when they experience things that are tangible and directly stimulate their senses --- visual, auditory, tactile, or kinesthetic.

6. The teacher of science understands that the direct sensory experiencing of phenomena are most easily understood when they occur in a way that is relevant to the learner.

7. The teacher of science understands that student difficulties in grasping abstractions are often masked by their ability to recite technical terms that they do not understand.

1

Standard #3: The teacher of science understands how students differ in their approaches to learning science and creates instructional opportunities that are adapted to diverse learners.

Knowledge 1. The teacher of science understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can adapt instruction to the needs of diverse learners.

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2. The teacher of science knows about areas of exceptionality in learning, including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.


Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


3. The teacher of science knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.

4. The teacher of science understands how students' learning is influenced by individual experiences, talents, language, culture, family, and community values.

5. The teacher of science has a well-grounded framework for understanding cultural and community diversity and knows how to incorporate students' experiences, cultures, and community resources into instruction.

6. The teacher of science understands a wide range of cultural and social differences through direct involvement and the study of human interactions.

7. The teacher of science understands that behavior is most often a reflection of many factors.

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Standard #4: The teacher of science understands and uses a variety of instructional strategies to encourage students' development of conceptual understanding, inquiry skills, and scientific habits of mind.

Knowledge

1. The teacher of science understands that inquiry into authentic questions generated from student experiences is the central strategy for teaching science.


Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


2. The teacher of science understands the processes associated with scientific inquiry and how these processes can be developed.

2,3,5 5 3,9 5 5 5 9 1,3

3. The teacher of science understands that science is often a collaborative endeavor and that all science depends on the ultimate sharing and debating of ideas.

3,5 5 5,9 5 5 5 9 1,3

4. The teacher of science understands various teaching models and instructional strategies for helping students develop conceptual understandings.

5. The teacher of science recognizes the need for ongoing assessment of his/her teaching and of student learning in determining appropriate instructional strategies.

6. The teacher of science possesses a repertoire of activities and representations and understands their usefulness and limitations in helping students build conceptual understandings.

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7. The teacher of science knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.

Standard #5: The teacher of science uses an understanding of individual and group motivation and behavior to create science learning environments that encourage positive social interaction and active engagement in learning.

Knowledge Life Science Content Standards Indicators

Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315

SEE TEACHER ED MATRIX FOR FURTHER ASSESSMENTS 1. The teacher of science understands the

dynamics of group behavior and strategies that create a science learning community in the classroom.

2. The teacher of science knows how to encourage both individual and group involvement in scientific inquiry.

5 5 5,9 5,9 5 5 1,9

3. The teacher of science knows how to guide students to establish group and individual goals in their learning of science.

5 5 5,9 5,9 5 5 1,9

4. The teacher of science understands the principles of classroom management and knows how to ensure that all students are purposefully involved in doing and learning science.

5. The teacher of science knows how to select appropriate science activities to engage all students in learning the central concepts and processes of science.

Standard #6: The teacher of science understands and uses a variety of communication techniques to foster equity, inquiry, collaboration, and supportive interaction in the classroom.

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Knowledge 1. The teacher of science understands how cultural and gender differences in communication can lead to differences in science learning.

2. The teacher of science knows questioning and response strategies (e.g., productive questions, wait time) that lead to thinking and doing rather than recalling and reciting.


Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


3. The teacher of science understands that writing, drawing, and speaking can help students clarify their understandings, develop new understandings, and demonstrate their understanding.

3,5 3,5,9 3,5,9 5 5 5 9

4. The teacher of science understands how scientific discourse differs from everyday language and recognizes that students may not see the difference.

3,5 3,9 3,9 2,5 2,5 5 9

Standard #7: The teacher of science plans meaningful science instruction based upon knowledge of science, students, the community, science curricula, and curriculum goals.

Knowledge

1. The teacher of science understands science concepts, learning theory, the nature of science, science curricula, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.

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2. The teacher of science is aware of the variety of curricula and resource materials and knows how to choose and use those materials with the greatest educational value.

3. The teacher of science is aware of the developmental level, aptitudes, interests, and needs of students and knows how to use this information to create effective learning experiences.


Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


4. The teacher of science is aware of community issues, needs, and resources and knows how to use this knowledge to develop educational experiences relevant to his/her students.

5. The teacher of science is flexible and knows how to adjust instructional plans to address the changing needs of students.

Standard #8: The teacher of science understands and uses a variety of authentic and equitable assessment strategies to evaluate and ensure the continuous intellectual, social, and personal development of the learner.

Knowledge

1. The teacher of science understands the various methods for assessment of science learning (e.g., performance tasks, interviews, student presentations, computer simulations, writing science, observations, questions, and standard tests) and how assessment is linked to curriculum and instruction.

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2. The teacher of science knows how to select, construct, and use a variety of assessment strategies and instruments appropriate to learning outcomes.

3. The teacher of science understands that the interactions of teachers and students concerning evaluation criteria help students understand the expectations for their work and give them experience in applying standards of scientific practice to their own and others' scientific endeavors. (p. 42 - National Science Standards)


Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


4. The teacher of science understands measurement theory and assessment-related issues (e.g., validity, reliability, bias, and rubric development).

5. The teacher of science understands that students must be given an opportunity to learn science prior to assessing their learning.

Standard #9: The teacher of science is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, and who actively pursues opportunities to grow professionally.

Knowledge

1. The teacher of science understands methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.

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2. The teacher of science is aware of major areas of research on science teaching and of resources available for professional learning (e.g., professional literature, colleagues, professional associations, professional development activities).

3. The teacher of science is aware that the body of knowledge in all fields of science is continually expanding.

2,3,5 9 9 2,5 2,5 5 9 1,3


Program Coursework

BIOL 117

BIOL119

BIOL217

BIOL218

BIOL219

BIOL437

BIOL491

PHIL 315


Standard #10: In order to support student learning and well-being, the teacher of science fosters relationships with students and their families, colleagues, and concerned others.

Knowledge

1. The teacher of science knows that in order to understand students, his/her relationship with students must extend beyond the classroom.

2. The teacher of science understands that establishing communication with students and their families will foster a strong unified support system for the science student.

3. The teacher of science knows that science teaching is connected and related to the resources and concerns of the community.

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4. The teacher of science understands how factors in the students' environment outside of school may influence their lives and learning.

5. The teacher of science understands that collaboration with students, colleagues, and community influences learning.

6. The teacher of science is aware of student rights and the teacher's responsibility in upholding these rights.

Appendixes A – G may be found on the World Wide Web at: http://www.doe.state.in.us/dps/standards/Scienceteachersapproved4_28_04_2.html

http://www.doe.state.in.us/dps/standards/Scienceteachersapproved4_28_04_2.html�

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(#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses

1. Again, to note, the teacher education methods courses, Q400 and M449, have been taken out of the above displayed matrix, (#1) Life Science Content Standards Alignment Matrix with PHIL 315, and added to the (#2) matrix that follows, (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses.

2. All teacher education courses have been added to this matrix.

3. We have also added to the (#2) matrix the methods course for The Middle and Junior High School, EDUC S405.

4. The new assessments in the (#2) matrix are in red.

5. The methods courses, Q400, S405, and M449, are shaded in yellow, since they were originally included on the (#1) matrix.

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Performance Assessment Examples: (1) Paper, (2) Exams/Quiz: Multiple Choice, T/F, (3) Exam/Quiz: Short Answer, Essay, (4) Project, (5) Lab/Report, (6) Journal Reflections, (7) Lesson Plan, (8) Teaching, (9) Other (specify).


Program Coursework EDUC K201, K206

EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

Standard #1: The teacher of science understands the central concepts, tools of inquiry, and the history and nature of science in order to create learning experiences that make these aspects of science meaningful for the student. Knowledge Central Concepts: 1. The teacher of science possesses a knowledge and understanding of science appropriate to the developmental level and subject area needs of students.

1 7 6,7,8 6,7,8

2. The teacher of science understands the unifying concepts and processes of science.

6 7 6,7,8 6,7,8

3. The teacher of science understands the fundamental concepts and major principles of Physical, Life, and Earth and Space science and the interconnections between these disciplines.

6 6,7,8

4. The teacher of science understands the abilities of technological design and the relationship between science and technology.

6 6,7,8

5. The teacher of science understands the interrelationship of personal and social perspectives in science.

1,6 7 6,7,8 1,6,7,8

6. The teacher of science understands the habits of mind particular to science.

6 7 6,7,8 1,6,7,8

7. The teacher of science knows which science concepts and processes are appropriate at the developmental level at which they teach.

1

66666

7

6,7,8 6,7,8

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EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

Knowledge Tools of Inquiry: 8. The teacher of science understands how to identify questions and concepts that guide scientific investigations.

Indicators

2 7 7 6,7,8 6,7,8

9. The teacher of science understands how to design and conduct scientific investigations.

8 5,6,7,8

10. The teacher of science understands how to use technology and mathematics to improve investigations and communications.

6 5,6,7,8

11. The teacher of science knows how to interpret the results of an investigation and make sense of findings using logic and evidence.

8 1,5,6,7,8

12. The teacher of science understands how to recognize and analyze alternative explanations and models.

1,5,6,7,8

13. The teacher of science understands how to communicate and defend a scientific argument.

6 1,5,6,7,8

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EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

14. The teacher of science knows when, where, and how to access needed information.

1 6 7 6,7,8 1,5,6,7,8

Knowledge History of Science: 15. The teacher of science knows that the history of science can help students build an understanding of the scientific enterprise.

6,9, reading discussion

16. The teacher of science recognizes that some episodes in the history of science have led to major changes in our view of the world.

6

17. The teacher of science knows that science often changes by small modifications in existing knowledge, but that new scientific ideas that lead to major changes in scientific thinking can be slow to be accepted.

6

18. The teacher of science knows that science has been practiced by different individuals in different cultures throughout history.

9 dis-cussions of research

6,9 discussions of research

19. The teacher of science knows that individual scientists and teams of scientists have made significant contributions to our current understanding of scientific principles.

6

Knowledge Nature of Science:

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EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

20. The teacher of science understands that science is a human endeavor, involving both genders and all social, cultural, and ethnic groups, in teams and alone, that relies on human qualities such as reasoning, insight, energy, skill, and creativity as well as scientific habits of mind such as intellectual honesty, skepticism, and openness to new ideas.

1,3 6 8

21. The teacher of science understands that scientists are influenced by societal, cultural, and personal beliefs.

6 1,6

22. The teacher of science understands that the scientific community plays an important role, through public reporting and peer review, in deciding what counts as significant questions and reasonable evidence.

9

23. The teacher of science knows that science is a way of knowing that involves devising the best possible explanations for phenomena in the natural world.

6 1,6

24. The teacher of science knows that scientific explanations are formulated and tested using observations, experiments, and/or theoretical models.

6 1,5,8

26




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

25. The teacher of science understands that scientists often differ with one another about the interpretation of the evidence or theory being considered, yet also understands that although scientists may disagree about explanations or evidence, they agree that critical evaluation of the results of scientific investigations, models, and explanations is an essential part of science.

1,6

26. The teacher of science knows that scientific explanations must be consistent with evidence, make accurate predictions, be logical, be open to criticism, and be public.

6 1,6,7, 8

27. The teacher of science knows that scientific knowledge is tentative and subject to change as new evidence or new ways of thinking become available.

6 1,6,7,8

Standard #2: The teacher of science understands how students learn science and provides science learning opportunities that support their intellectual, social, and personal development.

Knowledge 1. The teacher of science understands commonly held conceptions of students and how these may affect their learning.

1,2 1,3,6,8 6,7 6,7,8 1,6,7,8

27




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

2. The teacher of science understands how learning occurs -- how students construct scientific knowledge, acquire inquiry skills, and develop scientific habits of mind -- and knows how to use instructional strategies that promote student learning of science.

1,2 1,2,3 1,6,7,8

3. The teacher of science understands that students' intellectual, social, and personal development influences the learning of science and knows how to address these factors when making instructional decisions.

1,2 1,3,6 1,6,7,8

4. The teacher of science is aware of expected developmental progressions and ranges of individual variation within the students' intellectual, social, and personal development.

1,2 1,2,3,4,6,8

1,6,7,8

5. The teacher of science understands that students learn best when they experience things that are tangible and directly stimulate their senses --- visual, auditory, tactile, or kinesthetic.

1,2,7 3,8 8 6,7 6,7,8 1,5,6,7,8

6. The teacher of science understands that the direct sensory experiencing of phenomena are most easily understood when they occur in a way that is relevant to the learner.

1,2,7 6,8 8 6,7 6,7,8 1,5,6,7,8

7. The teacher of science understands that student difficulties in grasping abstractions are often masked by their ability to recite technical terms that they do not understand.

1,3,6, 6,7 6,7,8 1,5,6,7,8

28




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

Standard #3: The teacher of science understands how students differ in their approaches to learning science and creates instructional opportunities that are adapted to diverse learners.

Knowledge 1. The teacher of science understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can adapt instruction to the needs of diverse learners.

1,2,7 2,3,8 8 6,7 6,7,8 1,5,6,7,8

2. The teacher of science knows about areas of exceptionality in learning, including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges.

1,2,7 1,2,3,6,8

8 6,7 6,7,8 1,5,6,7,8

3. The teacher of science knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.

6 6 7,8 1,5,6,7,8

4. The teacher of science understands how students' learning is influenced by individual experiences, talents, language, culture, family, and community values.

1,2,7 3,6 3 7 6,7 6,7,8 1,5,6,7, 8

29




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

5. The teacher of science has a well-grounded framework for understanding cultural and community diversity and knows how to incorporate students' experiences, cultures, and community resources into instruction.

1,2,7 6 3 7 6,7 6,7,8 1,6

6. The teacher of science understands a wide range of cultural and social differences through direct involvement and the study of human interactions.

3,6,8 1 6,8 6,7, 6,7,8 1,6

7. The teacher of science understands that behavior is most often a reflection of many factors.

1,2 1,2,3,6,8

1 6,8 6,7, 6,7,8 1,6

Standard #4: The teacher of science understands and uses a variety of instructional strategies to encourage students' development of conceptual understanding, inquiry skills, and scientific habits of mind.

Knowledge

1. The teacher of science understands that inquiry into authentic questions generated from student experiences is the central strategy for teaching science.

7,8 6,7 6,7,8 1,7,8

2. The teacher of science understands the processes associated with scientific inquiry and how these processes can be developed.

7.8 7 7,8 1,7,8

3. The teacher of science understands that science is often a collaborative endeavor and that all science depends on the ultimate sharing and debating of ideas.

2,3,8 7 6,7,8 5,6,7, 8

30




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

4. The teacher of science understands various teaching models and instructional strategies for helping students develop conceptual understandings.

1,2,7 2,3,6,8 7,8 7 6,7,8 6,7,8,9

5. The teacher of science recognizes the need for ongoing assessment of his/her teaching and of student learning in determining appropriate instructional strategies.

2,3,6 7,8 7 6,7,8 7,8,9

6. The teacher of science possesses a repertoire of activities and representations and understands their usefulness and limitations in helping students build conceptual understandings.

7,8 6,7 6,7,8 7,8,9

7. The teacher of science knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.

8 7,8 7 6,7,8 7,8,9

Standard #5: The teacher of science uses an understanding of individual and group motivation and behavior to create science learning environments that encourage positive social interaction and active engagement in learning.

Knowledge

1. The teacher of science understands the dynamics of group behavior and strategies that create a science learning community in the classroom.

1,2 6,7 6,7,8 7,8

2. The teacher of science knows how to encourage both individual and group involvement in scientific inquiry.

6.7 6,7,8 7,8

31




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

3. The teacher of science knows how to guide students to establish group and individual goals in their learning of science.

1,2 6.7 6,7,8 7,8,9

4. The teacher of science understands the principles of classroom management and knows how to ensure that all students are purposefully involved in doing and learning science.

1,2 7,8 6.7 6,7,8 1,6

5. The teacher of science knows how to select appropriate science activities to engage all students in learning the central concepts and processes of science.

1,2,7 7,8 6,7 6,7,8 1,6

Standard #6: The teacher of science understands and uses a variety of communication techniques to foster equity, inquiry, collaboration, and supportive interaction in the classroom.

Knowledge 1. The teacher of science understands how cultural and gender differences in communication can lead to differences in science learning.

1,2 1,2,3,6,8

1 6,7 6,7,8 1,6

2. The teacher of science knows questioning and response strategies (e.g., productive questions, wait time) that lead to thinking and doing rather than recalling and reciting.

1,2,3,6,8

7,8 6.7 6,7,8 1,6

32




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

3. The teacher of science understands that writing, drawing, and speaking can help students clarify their understandings, develop new understandings, and demonstrate their understanding.

1,2 2,3,6 6,7 6,7,8 1,7,8

4. The teacher of science understands how scientific discourse differs from everyday language and recognizes that students may not see the difference.

6.7 6,7,8 1,6,8

Standard #7: The teacher of science plans meaningful science instruction based upon knowledge of science, students, the community, science curricula, and curriculum goals.

Knowledge

1. The teacher of science understands science concepts, learning theory, the nature of science, science curricula, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.

1,6.7 6,7 6,7,8 1,6,7,8

2. The teacher of science is aware of the variety of curricula and resource materials and knows how to choose and use those materials with the greatest educational value.

6 6,7 6,7,8 1,6

33




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

3. The teacher of science is aware of the developmental level, aptitudes, interests, and needs of students and knows how to use this information to create effective learning experiences.

1,2 6 6,7 6,7,8 1,6

4. The teacher of science is aware of community issues, needs, and resources and knows how to use this knowledge to develop educational experiences relevant to his/her students.

1,2 1 1,6,7,8 6,7 6,7,8 1,6,7,8

5. The teacher of science is flexible and knows how to adjust instructional plans to address the changing needs of students.

1,2,7 1,2,3 6,7 6,7,8 7,8

Standard #8: The teacher of science understands and uses a variety of authentic and equitable assessment strategies to evaluate and ensure the continuous intellectual, social, and personal development of the learner.

Knowledge

1. The teacher of science understands the various methods for assessment of science learning (e.g., performance tasks, interviews, student presentations, computer simulations, writing science, observations, questions, and standard tests) and how assessment is linked to curriculum and instruction.

1,2,3,6 7 6,7 6,7,8 7,8

2. The teacher of science knows how to select, construct, and use a variety of assessment strategies and instruments appropriate to learning outcomes.

6,8, 7 6,7 6,7,8 7,8

34




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

3. The teacher of science understands that the interactions of teachers and students concerning evaluation criteria help students understand the expectations for their work and give them experience in applying standards of scientific practice to their own and others' scientific endeavors. (p. 42 - National Science Standards)

6 7 6,7 6,7,8 6

4. The teacher of science understands measurement theory and assessment-related issues (e.g., validity, reliability, bias, and rubric development).

3 6

5. The teacher of science understands that students must be given an opportunity to learn science prior to assessing their learning.

6,7 6,7,8 6,7,8

Standard #9: The teacher of science is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others, and who actively pursues opportunities to grow professionally.

Knowledge

1. The teacher of science understands methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.

6,8 7 6,7 6,7,8 6

35




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

2. The teacher of science is aware of major areas of research on science teaching and of resources available for professional learning (e.g., professional literature, colleagues, professional associations, professional development activities).

6 6,7 6,7,8

3. The teacher of science is aware that the body of knowledge in all fields of science is continually expanding.

6 6,7 6,7,8 9

Standard #10: In order to support student learning and well-being, the teacher of science fosters relationships with students and their family.

Knowledge

1. The teacher of science knows that in order to understand students, his/her relationship with students must extend beyond the classroom.

1,2 6,8 3 7,8 6,7 6,7,8 6

2. The teacher of science understands that establishing communication with students and their families will foster a strong unified support system for the science student.

1,2 6,8 3 6,7 6,7,8 6

3. The teacher of science knows that science teaching is connected and related to the resources and concerns of the community.

6 1 6,7 6,7,8 1,6

36




EDUC P250, P253, P254

EDUC H340

EDUC Q400

EDUC X401

EDUC S405

EDUC M449

4. The teacher of science understands how factors in the students' environment outside of school may influence their lives and learning.

1,2 6 3,1 6,7 6,7,8 1,6

5. The teacher of science understands that collaboration with students, colleagues, and community influences learning.

1,2 1,6 3,1 6,7 6,7,8 1,6

6. The teacher of science is aware of student rights and the teacher's responsibility in upholding these rights.

1,2,3,6 3,1 6,7 6,7,8 1,6

Appendixes A – G may be found on the World Wide Web at: http://www.doe.state.in.us/dps/standards/Scienceteachersapproved4_28_04_2.html

http://www.doe.state.in.us/dps/standards/Scienceteachersapproved4_28_04_2.html�

37

3. To what degree are the state content standards adequately assessed within this program?

Great degree All standards are assessed multiple times in multiple courses. X Moderate degree All standards are assessed, but may not be covered in more than one course. X Minimal degree Some standards are assessed within courses. Not evident No standards are assessed within courses.

4. Which, if any, content standards are not assessed in the program?

(Moderate degree): Standard 1, #18 is not assessed as per the Standards Alignment matrix submitted.

(Minimal degree): Standard 2 was assessed in one class. Standards 3, 7, 8, and 10 were assessed in at least two classes. Standard 4 (indicators 4-7) is addressed in two classes. There was an attempt on the matrix to have a variety of performance assessments. Of the nine program coursework classes only two seemed to regularly assess the content standards.

We present two responses here, in response to the comments above. 1) Standard #1.18 The teacher of science know that science has been practiced by different individuals in different cultures throughout history. Standard 1.18 is now assessed in two School of Education courses, EDUC Q400, Man and his Environment and EDUC M449, Methods of Teaching Science in the Secondary Schools. (See (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses above.) It also will be assessed in PHIL 315, Philosophy of Science. (See (#1) Life Science Content Standards Alignment Matrix with PHIL 315 above.) As noted in our response to the #2 citation above, we are adding Philosophy of Science, PHIL 315, to the curriculum of the Life Science certification program. We will have assessments from that course in Fall 2010. Examples of a possible test and a paper assignment in which Standard #1.18 will be addressed, are:

38

Example Test Assignment in PHIL 315 ____________________________________________________________________________________________________________ Phil. 351, fall 2009, exam 3 Pick one question from each of the following three pairs of questions. A1: Distinguish between ontological and epistemological scientific reduction. What are the requirements of theory reduction in general and of a theory micro-reduction in particular for Oppenhein and Putnam? Why do O & P think that the reductionist vision of science is a good working hypothesis? A2: Distinguish between ontological and epistemological scientific reduction. Unlike his fellow scientific unitists, Oppenheim and Putnam, Fodor thinks that the reductionist vision of science is a bad working hypothesis. Why? (In answering you’ll need to refer to his view of reduction.)

B1: Compare and contrast inductivist and falsificationist models of scientific change. Describe two of Mill’s inductive methods. How has the reliability of inductive inference itself been questioned? B2: Why did Popper reject inductivism, what was his alternate model of how science changes, and what are some criticisms of his model? C1: Describe Kuhn’s views on the nature of science and of scientific change. How do they differ from both inductivist and falsificationist models and why did they raise such a stir? C2: Provide a rough sketch of Lakatos’s model of scientific progress in terms of progressive and degenerative research programs. How does this model combine features of inductivist (Mill, O & P), falsificationist (Popper) and historicist (Kuhn) models?

Example Paper Assignment in PHIL 315 ____________________________________________________________________________________________________________ Term Paper Topics PHIL 315 7-10 pages, double-spaced, standard margins, due in class Friday2/4/09

39

Suggested Topics: In each case I want to see that (1) you understand what the issue really is, (2) you’ve researched the issue, and (3) you have something interesting to say about the issue.

1. Confirmation & Evidence a. Explain the so-called Raven Paradox of confirmation and indicate some solutions that have been proposed, including your

own. b. Explain the so-called Anything Confirms Anything Paradox of confirmation and indicate some solutions that have been

proposed, including your own. 2. Theories & laws

a. Discuss various ways the simplicity criterion for theory choice or preference might be construed in determining, say, whether or not the Copernican model of the solar system was simpler than the Ptolemaic model. Is it simplicity per se that matters or something else we achieve by opting for it?

b. What does Nancy Cartwright mean when she says (in How the Laws of Physics Lie) that the laws of physics lie and do you think she’s right? If not, why not? If so, defend her against proposed criticisms.

3. Realism

a. Explain why some folks think that realism, properly construed, brings a lot to the table in explaining scientific success stories like evolutionary biology or nuclear physics, while others think it brings little or nothing. What’s your take and why?

b. After discussing the case for realism, what genuine alternative to realism (not just a watered-down version of it) do you find preferable to realism and why?

4. Evidence

a. Does evidence for a theory consist primarily in explanations or in predictions? Read Laura J. Snyder’s “Is Evidence Historical?” and Peter Achinsstein’s “Explanation v. Prediction: Which carries More Weight” in Curd & Cover’s PHILOSOPHY OF SCIENCE: THE CENTRAL ISSUES and rationally adjudicate. You can find other sources to include in the provided bibliographies.

5. Feminist Analysis/Critique

a. See Sandra Harding’s “Strong objectivity: A Response to the New Objectivity Question” and see also her 1991 book Whose science? Whose knowledge?: Thinking from Women's Lives. Kathleen Okruhlik has a paper on feminist critique of biology called “Gender and the Biological Sciences. See also the works of Helen Longino.

6. Religion and Science (See reference p.51 and p.59 below)

40

a. Read the “Religion and Science” entry in the Stanford Encyclopedia of Philosophy (online) and, using its content as inspiration and excellent bibliography for additional resources, write a paper on the issue of conflict between religion and science e.g., (from the last section) address the argument that naturalism actually conflicts with science!

____________________________________________________________________________________________________________ 2) Standard 2 was assessed in one class. Standards 3, 7, 8, and 10 were assessed in at least two classes. Standard 4 (indicators 4-7) is addressed in two classes. There was an attempt on the matrix to have a variety of performance assessments. Of the nine program coursework classes only two seemed to regularly assess the content standards. Because we have updated (#1) Life Science Content Standards Alignment Matrix with PHIL 315 and placed all the pedagogy courses in (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses, we are assessing many more of the standards. The new Teacher Education matrix, (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses, indicates where candidates receive instruction in pedagogical educational principles found in standards 2, 3, 4, 7, 8, and 10. All of the required School of Education courses for this degree are listed on the matrix. Three courses, EDUC Q400, Man and Environment: Instructional Methods, EDUC M449, Methods of Teaching Science in the Secondary Schools, and EDUC S405, The Middle and Junior High School, are science education methods courses. Candidates receive the rest of their education pedagogy in courses that are designed to teach general pedagogical concepts with the students applying those concepts to their area of specialization in course assignments. The following chart shows in how many courses each of the standards is assessed:

Courses in which Science Teaching Standards are Assessed

Science Teaching Standards Number of Life Sciences Content Courses that assess this Standard (out of 8 courses)

Number of Life Sciences Pedagogy Courses that asses this Standard (out of 7 courses)

Total Number Life Science Courses in which Science Teaching Standards are assessed (out of 15 courses)

Standard 1 8 6 = 14 Standard 2 (emphasis pedagogy) 1 6 = 7 Standard 3 (emphasis pedagogy) 0 7 =7 Standard 4 8 6 = 14 Standard 5 7 7 = 14

41

Standard 6 7 7 = 14 Standard 7 (emphasis pedagogy) 0 7 = 7 Standard 8 (emphasis pedagogy) 0 5 = 5 Standard 9 8 5 =13 Standard 10(emphasis pedagogy) 0 7 = 7 The data indicate that the total number of courses that assess the standards has substantially increased. While Standards #2, 3, 7, 8, and 10 are still lower with number of courses that assess those Standards at, respectively, 7, 7, 7, 5, 7, they are still much higher than the 2 courses that were previously reported for each of those Standards. The additional assessments done in the Content Courses were generally done in courses that were already high in number of assessments. For example, Standard 1 was assessed in 7 courses; it is now assessed in 8. On the other hand, all the Standards were/are assessed in the expanded format for Pedagogy Courses in multiple ways.

7. How effectively does the coursework provide a candidate the content needed to impact P-12 student learning as it relates to the Indiana Academic Standards?

X Highly effective Course work prepares candidates very well to impact P-12 student learning as related to the Indiana Academic Standards. Moderately effective Course work prepares candidates moderately well to impact P-12 student learning as related to the Indiana Academic Standards. Somewhat effective Course work prepares candidates insufficiently to impact P-12 student learning as related to the Indiana Academic Standards. X Not effective Course work does not prepare candidates to impact P-12 student learning as related to the Indiana Academic Standards.

Rationale: (Highly effective): Biology content standards are presented during participation in several courses. Also, there is provision for elective work in Biology. Education coursework and practical field experiences provide for appropriate preparation in both content and the "art" of teaching. Certainly, preparation in education has increased significantly since I first became a teacher.

42

(Not effective): INTASC standards in their document (PDF File 006) show aggregated summary data for 2005-2006 school years vs. 2006-2007. The INTASC average scores declined in five of the INTASC standards. The areas for concern are adapting instruction, communication techniques, PLANNING (use of IN Academic standards in class setting), and assessments (use of IN Academic standards in class setting), and relation with community. There needs to be more infusion of standards throughout coursework other than end of program courses or student teaching experiences.

We present 5 responses here; 1) a clarification of the INTASC Standards data included in the original Program Review, PDF File 006, 2) Additional Information about the use of INTASC Standards in a course, Q400, Man and Environment: Instructional Methods, 3) New Data about candidates impact on P-12 student learning, 4) an exemplar from a candidate’s portfolio of the assignment about impact on P-12 student learning, and 5) exemplars of candidate data showing their impact on P-12 student learning introduced before Student Teaching in Q400. 1) Clarification: The data on the INTASC Standards comes from the portfolio that the candidates complete during Student Teaching. In the original INTASC Standards matrix we presented, which is included below, only one score declined. See INTASC standard 3 in red. For standards 1, 2, 4, 5, 6, 7, 8, 9, and 10 the scores did not change or they increased. One caution about these data is the limited sample size. The sample size is one student for each of the years there is data. Life Science Certification Data INTASC Standards – Average Score (scale = 0 to 5, with 5 being exemplary) Yr n Std 1

Knwlg. Of Subject

Std 2 CD and Learn

Std 3 Adapt. Instr.

Std4 Instruct Stratg.

Std5 Learning Comm.

Std 6 Comm. Skills

Std 7 Plan

Std8 Assess

Std 9 Reflec

Std 10 Relation w/ Comm.

05-06 1 5 2.5 4.5 5 4 4 2.5 3.5 3.5 4.5 06-07 1 5 4.5 3.5 5 4 5 5 4.5 5 4.5 07-08 0 We include here the updated scores on the INTASC Standards for 08-09 and 09-10: INTASC Standards – Average Score (scale = 0 to 5, with 5 being exemplary) Yr n Std 1

Knwlg. Of Subject

Std 2 CD and Learn

Std 3 Adapt. Instr.


Std5 Learning Comm.

Std 6 Comm. Skills

Std 7 Plan

Std8 Assess

Std 9 Reflec


08-09 0 09-10 2 5 4.5 4 4 5 5 4.5 5 4 5

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The data show that the high averages continue to hold steady at the same level as 2006-2007. We also note that the low number of program completers may impact the data. We also include data, for the first time, on Middle School Science candidates’ evaluation of the INTASC Standards on their portfolios for 2009-2010. Middle School Science Data INTASC Standards – Average Score (scale = 0 to 5, with 5 being exemplary) Yr n Std 1

Knwlg. Of Subject

Std 2 CD and Learn

Std 3 Adapt. Instr.


Std5 Learning Comm.

Std 6 Comm. Skills

Std 7 Plan

Std8 Assess

Std 9 Reflec


09-10 13 3.92 4.04 4.35 4.42 4.23 4.54 4.69 4.27 4.38 4.46 The middle school data, which includes 13 candidates, as opposed to 2 candidates, gives a more reliable assessment of the INTASC Standards. The revised Science Content matrix, (#1) Life Science Content Standards alignment Matrix with PHIL 315, see above, and in the newly added (#2) Life Science Content Standards Alignment Matrix with Teacher Education Courses, see above, show more assessment of the standards earlier in the program. Together they demonstrate assessment of both pedagogical and science content standards throughout the curriculum. 2) Additional information: The INTASC standards are addressed in every course the students take in the School of Education. Course syllabi are required to list the INTASC standards that are connected to the course. See below for an example from the syllabus for EDUC Q400, Man and Environment: Instructional Methods.

__________________________________________________________________________________________________________________________________________

Excerpt from EDUC Q400 Syllabus:

Course Overview The primary goal of this course is to actively engage secondary education students to learn and practice the science process skills and develop community resources. A second goal is to engage secondary education students in an integrated curriculum using environmental issues as a basis for developing and planning curriculum. These goals directly relate to three of the INTASC standards, # 1, 2 and 10. Those standards are:

44

1) The teacher understands the central concepts, tools of inquiry, and the structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2) The teachers understand how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. (10) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. Assessments INTASC #1 INTASC #2 INTASC #10 Individual Original Science Research Project

X

Book Review (Biographies of Scientist)

X

Weekly Readings with journal response

X X

Semester Cloud or Signs of Spring Observation Project

X X

3 Performance Assessments of Science Process Skills

X

Interactive Science Notebook

X X X

Science Festival X X X Field Experience X X X Final X X X The Indiana Professional Standards Board The Indiana Professional Standards Board (IPSB) board governs the licensing of teachers in Indiana. There are 10 science standards for teachers. This class will touch on most of the ten standards, but primarily we will concentrate on parts of the following two standards. Standard #1: The teacher of science understands the central concepts, tools of inquiry, and the history and nature of science in order to create learning experiences that makes these aspects of science meaningful for the student. Standard #7: The teacher of science plans meaningful science instruction based upon knowledge of science, students, the community, science curricula, and curriculum goals. See matrix below.

45

Assessments Standard #1 Standard #7 Individual Original Science Research Project

X

Book Review (Biographies of Scientist)

X

Weekly Readings with journal response

X

Semester Cloud or signs of Spring Observation Project

X X

3 Performance Assessments of Science Process Skills

X

Interactive Science Notebook X X Science Festival X X Field Experience X X Final X X

______________________________________________________________________________________________________________________

3) New data about P-12 Student Learning: In Fall 2009 we instituted a revised Performance-Based Assessment in the Exit Portfolio for Student Teachers. This has allowed us to get data regarding P-12 student learning from our science teacher candidates. Information about the new data our candidates’ impact on P-12 student learning. The explanation of this is available on the SOE website at: http://www.ipfw.edu/educ/resources/taskstream.shtml.

The previous Performance-Based Assessment (prior Fall 2009), for which we have included data in the Program Review, was: ____________________________________________________________________________________________________________

Performance-Based assessment of student teaching (maximum 5 points) 1) Lesson plan __yes___no 2) Assessment from supervisor or cooperating teacher (on the official Student Teaching assessment form.)__yes___no 3) Your reflection about your own performance and effectiveness related to P-12 student learning. Tie your performance and specific examples of student learning (at least 3 examples of student work) to the Habits of Mind and Knowledge categories of the Conceptual Framework and at least one other category

http://www.ipfw.edu/educ/resources/taskstream.shtml�

46

a) Habits of Mind___(0-2) b) Knowledge ___(0-2) Please select on of the other CF categories below: c) Other CF Category___(0-1): Democracy&Community___Pedagogy___Experience___Leadership___ ______ Performance-based total (0-5) ____________________________________________________________________________________________________________

The new assignment for the candidates is: _________________________________________________________________________________________________________

Performance-Based Assessment of your Impact on P-12 Student Learning (maximum 5 points)

during Student Teaching

Required Components: 1) Include a minimum of 2 connected lesson/experience plans or 1 unit; 2) Include an assessment from University Supervisor or Cooperating Teacher of one lesson (on the official Student Teaching

assessment form); 3) Provide the data gathered from the lessons/experiences/unit plan(s) for the entire class in a chart/graph format; 4) Provide actual data (photocopies or scanned) for three selected P-12 students. 5) Write a reflection about your impact on P-12 student learning, including the following points: _____ a.) Explain the data you present in your chart/graph. Discuss why you chose the three students whose work you present as

examples; _____ b.) Analyze what the P-12 students learned during the lessons/unit—using specific evidence from your data chart and P-12

student work—in relation to what you taught; _____ c.) Interpret the P-12 student learning in reference to Indiana Academic Standards; _____ d.) Discuss the teaching-learning process with specific reference to your lessons/unit plan(s), your instructional

strategies/methods, and P-12 student learning data; and _____ e.) Reflect on the implications of the P-12 student learning data on your future teaching and learning plans, and how you will

improve/inform your educational practices. _____ Total (0-5) [If any components are missing, no more than 2 points are possible.]

For each element in the reflection:

1 = Exceeds Expectations; .5 = Meets Expectations; 0 = Below Expectations

47

See Grading Rubric for details of how your work will be assessed. Since you will be doing this Performance-Based Assessment, you only need to have 2 artifacts/ reflections for INTASC

Standard #4, Instructional Strategies; #7, Planning, and #8, Assessment. All other INTASC Standards will still require 3 artifacts/reflections.

________________________________________________________________________________________________________________________________ The rubric for assessing the above assignment is as follows:

____________________________________________________________________________________________________________ Rubric for Assessing Reflection on Candidate’s Impact on P-12 Student Learning

Student Teacher: ___________________________________________________________________________________ Placement: Grade level _________ Subject of lessons taught: ____________________________________ Portfolio Evaluator: __________________________________ Date: ____________________________________

Points

1

.5

0

Criteria

Exceeds Expectations (includes general reflection &

specific examples in each category)

Meets Expectations (includes general reflection)

Below Expectations (missing data or limited

reflection)

Points & Comments

a.) Explain the data you present in your chart/graph. Discuss why you chose the three students whose work you present as examples;

Explains how the chart including data for all students summarizes the assessment of knowledge before and after instruction. Data are graphed to enhance the quality of the data presentation. Three specific examples of student work are included with explanation of why those three students were chosen to provide meaningful account of P-12 student learning.

A chart including data for all students summarizes the assessment of knowledge before and after instruction. Three specific examples of student work are included with minimal explanation of why this student work was selected.

Chart is missing. Student work is missing.

b.) Analyze what the P-12 students learned during the lessons/ unit—using specific evidence from the data chart and P-12 student

Analysis provides a thorough evaluation of what P-12 students learned, specifically referencing the data provided as evidence.

Reflection addresses data and demonstrates knowledge of the role assessment plays when planning and implementing instruction.

Reflection does not address data and/or presents a perception that assessment is not linked to

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work—in relation to what you taught;

Demonstrates how decisions were made during and after instruction to make lesson “better” for the students.

planning instruction.

c.) Interpret the P-12 student learning in reference to Indiana Academic Standards;

Reflection interprets/analyzes P-12 student performance in reference to multiple, appropriate Indiana Academic Standards (IAS)

Reflection includes general interpretations of P-12 student performance in reference to IAS.

Reflection does not include references to the standards.

d.) Discuss the total teaching-learning process with specific reference to your lessons/unit plan(s), your instructional strategies/ methods, and P-12 student learning data.

Reflection provides a comprehensive and thoughtful description of the teaching of the lessons/unit, what methods/ strategies were used, what the students learned, and what the candidate learned. Reflection includes specific examples from the lessons/unit plan(s). Reflects on the experience as a whole.

Reflection provides a thorough description of the teaching of the lessons/ unit, what methods/strategies were used, what the students learned, and what you learned. Reflects on the experiences as a whole.

Reflection reveals that the candidate did not accurately describe the teaching of the lessons/unit, what the students learned, and what the candidate learned. The reflection on the experience as a whole is limited or missing.

e.) Reflect on the implications of P-12 student learning data on your future teaching and learning plans and how you will improve/inform your educational practices.

Reflection demonstrates that candidate can critically analyze his/her own teaching in relationship to the P-12 students’ learning. Provides several specific examples of how this experience will meaningfully inform his/her educational practices.

Reflection demonstrates an ability to consider direct and indirect impacts of his/her teaching on P-12 student learning. Provides few specific examples of how this experience will inform his/her educational practices.

Analysis of his/her own behaviors and suggestions for improving his/her own teaching are limited or missing.

Total =

____________________________________________________________________________________________________________ Data for the 2009-2010 school year follows. The data are provided in the form of averages, as well as frequencies of the rating scores. An analysis of the data follows after the data presentation of first the Life Science Certification candidates, and, then, the Middle School Science Certification candidates.

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Life Science Certification

a.) Explain the data you present

in your chart/graph.

Discuss why you chose the three students whose

work you present as examples;

b.) Analyze what the P-12 students

learned during the lessons/ unit—using

specific evidence from the data chart and P-12 student


c.) Interpret the P-12 student learning in

reference to Indiana Academic Standards;

d.) Discuss the total teaching-learning

process with specific reference to your

lessons/unit plan(s), your instructional

strategies/ methods, and P-12 student

learning data.

e.) Discuss the implications of P-12 student learning data

on your future teaching and learning

plans and how you will improve/inform

your educational practices.

Averages – 2009- 2010 .5 .5 .5 .5 .5 2009-2010 N=2 RATING FREQUENCIES FREQUENCIES FREQUENCIES FREQUENCIES FREQUENCIES

1.0 exceeds

expectations 1 1 1 1 1 0.5

meets expectations

0.0

does not meet

expectations 1 1 1 1 1

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Middle School Science Certification

a.) Explain the data you present

in your chart/graph.

Discuss why you chose the three students whose

work you present as examples;

b.) Analyze what the P-12 students

learned during the lessons/ unit—using

specific evidence from the data chart and P-12 student


c.) Interpret the P-12 student learning in

reference to Indiana Academic Standards;

d.) Discuss the total teaching-learning

process with specific reference to your

lessons/unit plan(s), your instructional

strategies/ methods, and P-12 student

learning data.

e.) Discuss the implications of P-12 student learning data

on your future teaching and learning

plans and how you will improve/inform

your educational practices.

Averages – 2009- 2010 .77 .81 .85 .73 .73 2009-2010 N=13 RATING FREQUENCIES FREQUENCIES FREQUENCIES FREQUENCIES FREQUENCIES

1.0 exceeds

expectations 10 10 11 9 9 0.5

meets expectations 1 1 0 1 2

0.0

does not meet

expectations 2 2 2 3 2

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SUMMARY OF STUDENT LEARNING DURING CANDIDATES’ STUDENT-TEACHING: During the candidates’ student teaching experience during the Fall of 2009 and Spring of 2010, 79 % of our candidates were able to meet or exceed our expectations regarding their analyses of students’ learning in relation to Indiana academic standards, planning and implementing over a series of lessons. The data for the two Life Science Certification candidates are difficult to interpret because there are only two program completers, and because one of the candidates addressed the standards very well, and the other did not, since that candidate submitted the data electronically in an unknown file format which could not be opened or assessed. The data for the 13 Middle School Science candidates document that the candidates scored highest on part c), Interpret the P-12 student learning in reference to Indiana Academic Standards, which the reviewers of our Program Review particularly wanted us to address.

We have found that our candidates have taken to this assignment of documenting their impact on P-12 student learning well. We are in the process of changing our portfolio process even more, so the assignment due during Student Teaching would be an enhanced version of the above, with greater room for differentiation of our assessment of the candidates’ impact on student learning. 4) We include an excerpt from an example of the above assignment for candidates to show their impact on P-12 student learning. The following candidate seeks Middle School Science certification and Life Science certification. She did her student teaching in a 9th grade Biology class. Highlighted in aqua is part c) in which she demonstrates the link of her lessons to the Indiana Academic Standards. Highlighted in green is a section in part e) in which she reflects on the whole teaching/learning experience. She indicates she had a problem dealing with students who had a literal understanding of the Bible, and she notes how much she would have appreciated a class in her program that dealt with these issues. We feel we have made a step toward addressing this challenge by adding PHIL 315, Philosophy of Science to the curriculum. This is one of the topics included in the PHIL 315 syllabus (See p.5 above.) and in the sample paper topics in PHIL 315 (See pp. 39-40 above):

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____________________________________________________________________________________________________________

_______Candidate Performance Based Assessment of Impact on P-12 Student Learning__________________ Performance Based Assessment of Impact on P-12 Student Learning

Freshman Biology

From the Chapter, The History of Life in the Section, The Record of Life By: Life Science and Middle School Science Candidate

Spring 2010 1. Include a minimum of two connected lesson/experience plans or one unit. Lesson Plan 1: Conducted on March 3, 2010

Personal Time Scale Activity Lesson Plan for understanding the Geologic Time Scale

1st: Have students put the events of their life in order 2nd: Have students set up their Personal Time Scale 3rd: Explain relative dating -telling when an event happened in relation to another (before/after) 4th: Have students transfer these events onto their time scale with the most recent at the top 5th: Ask for examples of relative dating using their life events 6th: Explain absolute dating -more specific dates -can use radiometric dating techniques -Carbon14 dating -Potassium-Argon dating 7th: Have students date their life events in terms of how many years ago the events occurred

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8th: Now ask students to give examples of relative dates and absolute dates of events in their lives 9th: Now have students divide their life events into 2 major eras

-like prehighschoolian and highschoolian 10th: Make some comparisons between the students time scale and the geologic time scale -compare when certain life forms arose—relative dating -show absolute dates

-indicate how the eras in their lives are similar to the eras in the geologic time scale 11th: Have students complete the GTS worksheet.

Lesson Plan Two: Conducted on March 4, 2010 Lesson consisted of using a computer program to explore how fossils are formed, what types of fossils exist, and where fossils are found. The following worksheet was completed as part of the lesson.

Name:_________________ Class:_________________

Directions: Go to the website http://www.ucmp.berkeley.edu/education/explotime.html. Click on Getting Into the Fossil Record. Select Level 2. Answer the following questions as you navigate through Getting Into the Fossil Record.

1. What kinds of questions can the fossil record help us to answer? 2. Describe the difference between a body fossil and a trace fossil. 3. Why are organisms that are buried rapidly more likely to fossilize than those that are buried slowly or not at all? 4. Describe two ways an organism can become a fossil without being buried in sediment. 5. How does the environment affect the formation of fossils? 6. Describe three factors that could prevent an organism from long ago from ever turning up in a fossil collection today. 7. How are geologic maps useful to paleontologists? 8. In your own words, explain why the fossil record is not complete.

BONUS: You have been hired by National Geographic Magazine to journey to Inner Mongolia in search of fossils. You have the good fortune to find a site filled with many fossilized leaves, teeth, bones, eggs and even footprints from a variety of creatures. Amidst this treasure trove of ancient life you find no trace of insects. Your research partner concludes that no insects lived here at that time. What other hypothesis might you suggest to your partner?

http://www.ucmp.berkeley.edu/education/explotime.html�

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2. Include an assessment from University Supervisor or Cooperating Teacher of one lesson (on the official Student Teaching assessment form). [Not included here.]

3. Provide the data gathered from the lessons/experiences/unit plan(s) for the entire class in a chart/graph format. Pre-test: Given on March 2, 2010 1. Place the following Eras in order with most recent first and oldest last.

a. Mesozoic Era b. Precambrian c. Cenozoic Era d. Paleozoic Era.

2. The following is a technique used to date fossils:

a. Combined dating b. Speed dating c. Relative dating d. Time dating

3. According to science, life first began during which of the following Eras?

a. Mesozoic Era b. Precambrian c. Cenozoic Era d. Paleozoic Era

4. According to science, when approximately did the first signs of life begin on Earth?

a. 4 million years ago b. 4 billion years ago c. 4 hundred thousand years ago d. 4 thousand years ago

5. Which of the following lists are types of fossils?

a. Granite, sandstone, quartz b. Shell, bone cartilage c. Cuts, dyes, presses

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d. Casts, molds, trace Post-test: Given March 10, 2010

See next page for bar chart showing the results of the five questions on the pre- and post-assessment. Note that question numbers seven through eleven correspond to the questions from the pre-test in the same order.

Percent of Correct Responses in Pre- and Post-Assessments

0102030405060708090

100

# 1 # 2 # 3 # 4 # 5

Question Number

Perc

ent C

orre

ct

Pre-testPost-test

4. Provide actual data (photocopies or scanned) for three selected P-12 students. [Student work not included here.]

5. Write a reflection about your impact on P-12 student learning, including the following points:

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a.) Explain the data you present in your chart/graph. Discuss why you chose the three students whose work you present as examples.

The bar chart displays data I collected from pre- and post-assessments that tested for students understanding of five pieces of

knowledge contained in the section of the Earth’s history chapter that covers the Geologic Time Scale, when life began, and information on fossils. The pre-assessment was given using a PowerPoint with one slide for each of the five questions. Students handed in their answers on their own paper. Copies of the pre-test questions from the PowerPoint slides are posted before the bar chart in number three. The post-assessment consisted of the same five questions and was given as five of the questions on the test for the chapter. A copy of this post-test is also provided before the bar chart in number three.

The green bars represent the percent of students, out of 34, that achieved a correct response for that question in the pre-test and the red bars indicate the percent correct out of 34 students on the post-test. Data was collected only from those students that completed both the pre- and post-assessments. Scores improved in each of the questions from the pre- to the post-assessment. For question one, while only around 17% of the class answered correctly on the pre-test, 74% gave correct responses on the post-test. Similarly, 35% answered question two correctly on the pre-test and 91% answered correctly on the post-test. For question three, the results were 35% on the pre-test and 61% on the post-test. Question four had a better success rate initially with 70% obtaining a correct answer on the pre-test; but there was not a lot of improvement here, with only 78% getting the correct answer on the post-test. Finally, question number five had 26% of correct responses on the pre-test and 74% correct on the post-test. As is reflected in the graph, most of the questions had a vast improvement in terms of the percentage of students that were able to correctly respond to the questions.

I chose three students for inclusion of their work for this project. I will refer to them as students A, B, and C. Student A is a fairly good student in the class. I chose her for this reason as a representative of the higher performing students in the class. She generally turns in all of her assignments and seems to spend a great deal of time studying for the exams. She sometimes has a little difficulty understanding some of the more complex biological processes that we discuss in class but is able to overcome these difficulties with the amount of time that she spends studying. Student B was chosen due to his cultural beliefs about this unit. This chapter begins the unit on evolution. The section that I utilized for this project covered some topics that can be controversial for some of the religious students who interpret the bible literally. This is one of the biggest challenges faced by biology teachers. I decided to include his work as an example of the work that could be expected from individuals facing this dilemma. Finally, student C was chosen because he represents the special education population in the class. Student C has an IEP and works with a teaching aid who plugs into the classroom. He has difficulty getting assignments in on time and seems to benefit from activities completed in class. While he has the potential to do well in the class, it requires a great deal of work on his part.

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b.) Analyze what the P-12 students learned during the lessons/unit—using specific evidence from your data chart and P-12 student work—in relation to what you taught.

From these two lessons, students began to learn about the history of the Earth, how we have knowledge of what occurred, and the

types of life forms that existed based on the fossil record. As illustrated in the drastic increase in percentage of students that answered question number one correctly from pre- to post-test, students learned from these lessons about the four major eras of the Geologic Time Scale and the order in which they occurred. Students were able to observe how the Geologic Time Scale is based on the major events in Earth’s history, just like how their Personal Time Scales were based on the major events in their lives. Take Student A’s Personal Time Scale for example. This student divided her time scale into three major eras based on the natural divisions that occurred in the major events occurring in her life. This, I believe helped the students to understand the importance of these major eras. Students also learned about methods used to date fossils as evidenced in question number two. Students were taught about how relative dating is placing things in the order in which they occurred, like how, for instance, in their Personal Time Scales, they ordered some major events in their lives from most recent to oldest. The percentage of students answering question number three correctly also increased dramatically. Students who answered this question correctly were able to answer during which era life first began. The Geologic Time Scale worksheet that they completed after the first activity helped to reinforce the importance of understanding when some of these major events occurred in the history of the Earth. Most students already had a fairly good understanding of when life first emerged on Earth even before we completed these lessons; though, the percentage who answered this question, number four, correctly did slightly increase. I believe that some of the students that answered incorrectly may have done so for religious reasons. Finally, students learned, from the lessons, about some of the types of fossils that exist. Students were able to see and explore some of these fossil types using the website about fossils as shown in the question sheet that went along with the website. The level of understanding about these fossil types is illustrated in the sharp increase in the percentage of students who answered question number five correctly on the post-test. Overall, I felt as though the lesson was very effective in successfully increasing students understanding of the Geologic Time Scale, fossils, and early life on Earth.

c.) Interpret the P-12 student learning in reference to Indiana Academic Standards With these lessons, I planned to address two of the Indiana Academic Standards relating to biology. The first, B:1:32, states that

students should be able to “explain how natural selection leads to organisms that are well suited for survival in particular environments, and discuss how natural selection provides scientific explanation for the history of life on Earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.” While the lessons that I covered for this project did not yet delve into topics in natural selection, these lessons provided the necessary background to understand the fossil record and its importance in interpreting the past. The lessons conducted for this project also covered information about the history of life on Earth relating to the Geologic Time Scale and when some of the major evolutionary events occurred. The second standard addressed by these lessons, B:1:33, states that students

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should be able to “describe how life on Earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. Note that during the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.” This standard was addressed directly in the first lesson involving the Geologic Time Scale. Students were asked to identify many of the major evolutionary events in the history of the Earth, including when the first organisms emerged on Earth, approximately 4 billion years ago. We also covered when multicellular organisms emerged, almost 2 billion years later, and the sudden onset of diversity that began following the Precambrian era. Students were tested directly on this knowledge on the pre- and post-assessments.

d.) Discuss the teaching/learning process with specific reference to your lesson/unit plan(s), your instructional

strategies/methods, and P-12 student learning data. Prior to the start of this unit, students were given a pre-assessment to measure their level of understanding of some of the primary

topics that were to be covered in the upcoming lessons. Students were not foretold of this pre-test and they were informed there would be no grade associated with the assessment.

The day after this pre-test, I carried out the first lesson plan, included above, on making a Personal Time Scale. Students were given a sheet with various events that would have likely occurred in their lives. Students numbered the events according to the order in which they occurred. Students then divided a blank paper into three columns with the following headings: time interval, numerical time, and sequential time. Students wrote the major events, in order, under the sequential time heading with the most recent event at the top. At this point we discussed, as a class, relative dating techniques using events from their lives as examples and expanded that to include using fossils as a tool for relative dating. Students then provided times in which the events occurred in their lives in terms of numbers of years ago in the numerical time heading. We then talked about absolute dating techniques and how scientists can use radiometric dating to discover a more precise age of a fossil. Finally students were asked to divide their time scale into at least two major time intervals and to develop descriptive names for these intervals or eras. After this activity was complete, students were guided in a comparison of how their Personal Time Scale was similar to the Geologic Time Scale in terms of the components it contained and the fact that it was based on the major events in their lives just as the Geologic Time Scale is based on the major evolutionary events in Earth’s history. Students were then given some time to complete the Geologic Time Scale worksheet which focused on understanding how to interpret the Geologic Time Scale in addition to identifying when some of the major events occurred.

The following day, students completed the lesson involving the exploration of the fossil discovery website. Students were given directions on how to find the website and what was expected of them for this activity. Students found the answers to the worksheet questions throughout the website. Many of the responses required students to think about the material provided and combine that information to

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formulate an adequate response. I circulated the room during this time, helping guide the thoughts of the students attempting to find the correct answers to the questions.

Finally, students were assessed approximately one week after these lessons were conducted using the chapter test. Students were informed of the exam, but did not know that these particular questions would be included.

e.) Reflect on the implications of the P-12 student learning data on your future teaching and learning plans, and how you will

improve/inform your educational practices. I was really very impressed overall in the rate in which the students improved on the test questions from the pre- to the post-

assessment. I was somewhat surprised at what a large increase occurred in some of the questions, like question numbers one and two for example. I had never really understood the value in providing students with a pre-assessment before this experience. I now see this as a great tool for measuring how well I was able to convey the subject material to the students. It is often difficult to tell what kind of impact is made on a class because overall test scores may be quite low. By using a pre-assessment to gauge how much students understand before the lesson, it becomes possible to observe the increase in knowledge that has occurred for many of the students regardless of the actual percentage they received on the exam.

I thought the idea of having students create a Personal Time Line to model the Geologic Time Scale was an excellent method of helping the students understand what the Geologic Time Scale represents and how to interpret the information contained therein. Students had fun making the timelines and discussing the order in which these major events occurred in their lives. Feedback from the special education teacher was also quite positive as she felt having the students relate the information to their own lives was an excellent way to help them recall material later. I have always heard that teenagers are very self-centered by nature, so it seems to me that any activities that can be included in the classroom where students get to focus on themselves will be an activity they will enjoy.

One of the biggest challenges that I faced throughout the course of this chapter was dealing with arguments stemming from conflicts with religious students who interpret the bible literally and therefore have major issues with some of the material being discussed. I think that one thing I should have done to help alleviate these issues would have been to have a class that deals with the scientific method, including what it is and how it works, as well as including information about how scientists utilize empirical data collected using the five senses in order to make discoveries about phenomena that occur in the world. I would also discuss what belief systems are and why they are not addressed in science courses. I feel that spending some time addressing these issues would have allowed more students to participate in learning the material without feeling as though their views were being disrespected.

Both during and after I conducted these lessons I began to think of many more ways in which I could improve or add to the lessons. I think this is natural to do as a teacher. Almost every lesson that I utilized throughout the course of my student teaching involved some level of self-reflection, even if it was just to think that I would not use that lesson again. I feel that teachers are constantly evaluating their teaching

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methods and the effectiveness of their lessons in order to find new ways to insight students’ curiosity and inspire them to learn. I know that I will use constant self-reflection as a means of providing innovative strategies to help students learn and ensure retention of the material.

__________________________________________________________________________________________________________ ________________________________________End of Candidate Work______________________________________________ 5) We are introducing our candidates to ways to document their impact on student learning earlier in the Life Science Program, to help prepare the candidates for the above noted assignment during Student Teaching. We have tried to stress the importance of impacting student learning from the very first course in the professiona education sequence. In Spring 2010 candidates in EDUC Q400, Man and Environment: Instructional Methods, an environmental science methods class, completed field experiences with ninth grade students in which they pre-tested students, taught lessons, and post-tested students. One group of 4 candidates and another group of 6 candidates taught in different schools, in different 9th grade classrooms. The average scores on the pre-and post-tests are included below.

A Project for 4 Candidates in Q400

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Candidates who planned to teach middle and high school science are required to take the course, Man and Environment: Instructional Methods, EDUC Q-400. The course is an environmental education methods course. Four students from this course during Spring semester 2010, created and taught a five day unit on viruses using the backwards design method for curriculum development. These candidates positively impacted P-12 student learning. There is a 5 point increase from the pre test average to the post test average.

A Project for 6 Candidates in Q400

Six additional candidates in Q400 in Spring 2010 using the backwards design method for developing curriculum, created and team taught a two-day lesson about genetically modified organisms. These candidates impacted P-12 learning. There was an increase from the pre test average score of 2.5 to a 3.2 average on the post test score.

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In both of the above settings, our candidates positively impacted P-12 student learning, These experiences indicate that these candidates are better prepared for increasing student learning during Student Teaching and, ultimately, in their own classrooms. We have presented 5 different pieces of evidence…1) a clarification of the INTASC Standards data included in the original Program Review, PDF File 006, 2) Additional Information about the use of INTASC Standards in a course, Q400, Man and Environment: Instructional Methods, 3) New Data about candidates impact on P-12 student learning, 4) an excerpt from a candidate’s portfolio assignment on documenting impact on P-12 student learning by documenting, particularly, the relationship to Indiana Academic Standards and a suggestion to add philosophy of science to the curriculum, and 5) exemplars of candidate data showing their impact on P-12 student learning introduced before Student Teaching in Q400…that illustrate our Life Science candidates and Middle School Science candidates are able to base their lessons on Indiana Academic Standards and analyze student learning from pre and post tests to use for planning future instruction with positive gains.

9. Does the program offer a variety of field experiences for candidates? XX YES NO

Rationale: (YES): Documents designate 93 hours of pre-student teaching experiences as part of several course offerings. Classroom observation is the primary focus and there is a limited opportunity for supervised teaching during some courses. A 16 week student teaching experience is sufficient.

(YES): Ninety-three hours outside of student teaching in four different classes.

Although we have, in fact, received two “yes” evaluations of #9, we include here previous information. Candidates have the opportunity to do 63 hours of observations early in their educational program. Candidates at those points have not taken method courses, and, thus, do not possess the knowledge or skills to plan curriculum. However, before the 16 weeks of Full-Time Student Teaching, they have the opportunity to engage in a 30 hour field experience in their methods course, M449, where they do plan and implement science learning experiences. We include here the required field experiences noted in Document #1 for the Life Science program review.

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Program Field Experiences Chart

Course #/Title or Program Requirement

Purpose of Field Experience

Number of Required Hours in P-12 Classroom

Candidate Required Tasks

M101 (with W200)

Technolgy

Facilitate the use of technology hardware and software with children.

3 Plan, implement, and reflect on using technology (internet activities and software) with children.

M201 (with P250)

Psychology

Supervised field experience during which candidates apply knowledge gained in the college classroom.

30 Use observational data to experience and address the candidates’ understanding of the physical, social, and intellectual environments of secondary classrooms. Demonstrate evidence of applying INTASC standards as well as all information gained in coursework.

M201 (with P253)

Psychology


30 Use observational data to experience and address the candidates’ understanding of the physical, social, and intellectual environments of secondary classrooms. Demonstrate evidence of applying INTASC standards as well as all information gained in coursework.

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M401 (with M449)

Science Methods


30 Plan and implement content experiences; perform formal and informal assessments; other tasks as assigned by Cooperating Teacher. Demonstrate evidence of applying INTASC standards as well as all information gained in coursework.

M470 (ms practicum) Demonstrate the knowledge, skills, and dispositions of a beginning teacher as outlined by the INTASC Standards.

6 weeks Full-Time Candidates engage fully in the planning, implementing, assessing (e.g., student learning), and evaluating of the effectiveness of their teaching. Demonstrate evidence of applying INTASC standards as well as all information gained in coursework.

M480 (student teach) Demonstrate the knowledge, skills, and dispositions of a beginning teacher as outlined by the INTASC Standards.

10 weeks Full-Time Candidates engage fully in the planning, implementing, assessing (e.g., student learning), and evaluating of the effectiveness of their teaching. Demonstrate evidence of applying INTASC standards as well as all information gained in coursework.

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10. Are program faculty adequately trained in the content field? XX YES NO

(YES): I would, however, like to see the instructors from the education department included. If they were included somewhere, I could not find them easily.

(YES): Surprised that none of the faculty had P-12 teaching experience.

Although we received two ”yes” evaluations for #10, we are responding to the suggestion of one reviewer. We have added the instructors from the School of Education to our faculty list, as well as two instructors of Philosophy of Science, PHIL 315. All added faculty from the School of Education and the Department of Philosophy are noted in yellow. All faculty members from the School of Education have P-12 teaching experience.

Faculty Name Highest Degree Attained

Area(s) of Specialization

Courses Taught in Program

Additional Responsibilities in the Program

Years of P12 Experience

Greg Anderson

M.Ed. Educational Psychology

P250 and P253

20

Nancy Bangel

Ph.D. Educational Psychology

P250 and P253

12**

Bernd Buldt Ph.D Philosophy of Science

PHIL 315 Chair, Department of Philosophy

0

Mike Bosela Ph.D. Plant Biology BIOL 219 0 Jeong-il Cho Ph.D. Special

Education K206 1

Sheena Choi Ph.D. Education Foundations

H340 1

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Bill Cooper Ph.D. Animal Behavior

Biol 217 and Biol 491

0

Bill DeMott Ph.D. Ecology Biol 217 0 Bob Gillespie Ph.D. Ecology Biol 117

And Biol 218

0

Jonathan Hilpert

Ph.D. Educational Psychology

P250 and P251

3

Janet Jordan M.Ed. Computer Science Education and Literacy

W200 5

Jane Leatherman

Ph.D. Special Education

K206 Special Education Program Director

7

Kenneth Long M.A. Philosophy of Science

PHIL 315 0

Cheu-jey Lee Ph.D. Critical Reading in the Content Area

X401 3

Carol Lindquist

Ph.D. Critical Reading in the Content Area

X401 Coordinator of M.S.Ed.

8 as teacher, 27 as administrator

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David Linquist

Ph.D. Methods of Teaching Middle School and High School

M443 and M447

30

Provi Mayo Ph.D. Science Education

M449 0

George Mourad

Ph.D. Gentics Biol 218 0

Kathleen Murphey

Ed.D. Education Foundations

H 340 Associate Dean 6

Joe Nichols Ph.D. Educational Psychology

P250 Chair, Ed. Studies

15

Jeff Nowak Ph.D. Science Education

Q400 4

Sharon Parnin

Ed.D

Science Education

Q400

8*

Winfried Peters

Ph.D.

Cell Biology

Biol 119

0

Deborah Ross Ph.D. Microbiology Biol 119 And Biol 437

0

Carol Sebastion

M.S. Special Education

K201 22

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Kirsten Ziembo

M.S. Special Education

K201 and K206

6

*This experience was in informal science education settings, such as hands-on science museums **This experience was in alternative educational settings, such as para-professional and program coordinator for pull-out programs.