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Mentoring Novice Science Teachers and Reflective Teaching

Mentoring Novice Science Teachers

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Mentoring Novice Science Teachers. and Reflective Teaching. WHY ARE YOU HERE?. Journal Reflection: Why am I interested in science mentoring and what’s in it for me? Be Honest. Are you here because:. Your principal told you to attend You need professional development - PowerPoint PPT Presentation

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Page 1: Mentoring Novice  Science Teachers

Mentoring Novice Science Teachers

andReflective Teaching

Page 2: Mentoring Novice  Science Teachers

WHY ARE YOU HERE? Journal Reflection:

Why am I interested in science mentoring and what’s in it for me? Be Honest

Page 3: Mentoring Novice  Science Teachers

Are you here because:Your principal told you to attendYou need professional developmentYou are looking for challenge and growthYou want to guide and nurture young

science teachersQuality teachers are better for our studentsYou want to be apart of a national

conversation about what constitutes best practice.

Page 4: Mentoring Novice  Science Teachers

Journal ReflectionWhat qualities and skills do I bring to mentoring novice teachers?What skills to I need to develop?

Page 5: Mentoring Novice  Science Teachers

Journal Reflection: What qualities and skills do I bring?What skills do I need to develop?

approachable

solutionfinder

knowledgeable

experienced

supportive

developing

rapport

leadership

inspiring

tolerant

goodlistener

organized

reflective

facilitating inquiry

Page 6: Mentoring Novice  Science Teachers

Think back…way back… to your first year or two of teaching.Journal Reflection: Use 5 words to describe your first year or two of teaching.

Page 7: Mentoring Novice  Science Teachers

Teaching is harder than most people think !

Many do not survive

Page 8: Mentoring Novice  Science Teachers

• stressed• overwhelmed• isolated• Under-prepared• challenged• excited

Page 9: Mentoring Novice  Science Teachers

There is so much to master

Science content• Physical• Geological• Biological• Ecological• Math

General teacher skills• Classroom

management• Diverse

learners

Science specific• Managing

safety, equipment

• Inquiry

Page 10: Mentoring Novice  Science Teachers

Classroom management can be a daunting task for any novice!

Page 11: Mentoring Novice  Science Teachers

• safety• materials• resources• technology• lab procedures• routines• use of equipment• managing groups

Management issues specific to science inquiry

Page 12: Mentoring Novice  Science Teachers

Role and RequirementsImprove novice teacher practice by assisting

with design and implementation of inquiryAssist with classroom management issuesObserve each novice at least once and meet

for post observation reflectionsHold 10 meetings throughout the school year

with novice groupPost brief meeting agenda: When, Where,

Who, What Topics discussed, issues, solutions, inquiry work and action items

Page 13: Mentoring Novice  Science Teachers

Facilitating MeetingsAgenda to frame the meetingAddress upcoming topics and lesson ideasAdapt existing lessons into inquiry lessonsAddress issues and barriersEncourage reflection on improving practiceProblem solve: Be solution orientedDraw on evidence Do not allow meeting to focus on complaining

Page 14: Mentoring Novice  Science Teachers

Lead the group toward problem-solving and reflecting on practice

Don’t let meetings turn into whining sessions.

Page 15: Mentoring Novice  Science Teachers

Using Reflective Inquiry as a Model for Problem-Solving with Novicesa. Generation of identifying

questions & background information

b. Design & conduct scientific investigations

c. Confirming hypotheses/answers

d. Recognize & analyze alternative explanations & models

e. Communicate/defend scientific argument

a. Novice describes situation, group identifies the problem

b. Collect data by probing questions and observations

c. Make an action or solution plan

d. Challenge with alternative possibilities; share relevant experiences

e. Novice communicates results of action or solution next time.

Page 16: Mentoring Novice  Science Teachers

Barriers to inquiryTime and covering curriculum (Breadth

versus Depth)TAKS concernsConfidence in content and managementImprovisational nature of inquiryTrust and belief in students’ ability,

interest and engagement (issue of passive learners)

We teach how we were taught

Page 17: Mentoring Novice  Science Teachers

Role-playing ActivityNew mentors pair up with second year

mentorsChoose one of the barriers to inquiryCreate a scenario that a novice teacher might

encounter that relates to that barrier.Role play novice and mentor roles with

another pairGenerate solutionsGroup share

Page 18: Mentoring Novice  Science Teachers

The act of learning is the result of reflection upon experience… Having an experience does not necessarily result in learning; you have to reflect on it. In order to learn, one must be willing to risk exposing oneself to new things, be willing to test the validity of old things in relation to the new, be willing to form new conclusions and be willing to risk exposing oneself to an unknown outcome.

K. King, 1998