Methods II – ScienceEDU 346/656Beth Kroa and Betsy Villareal

Week 6Course Introduction

Writing Objectives

Discuss quote from text p. 4

“Most people with a college degree feel that they can teach. This view is reasonable because it has been formed as a result of at least 16 years in the classroom…A common belief among these educated people is ‘I can teach, probably better than most of the teachers who have taught me.’”

Qualities of a Good Teacher Positive Negative

Qualities… Could it be that we have different definitions

of a “good” teacher? Could it be that we only think of what we can

see as teaching? (e.g., direct instruction)

Chapter 1 – Thoughts and Actions of Beginning Science Teachers Five Areas of Competence You Must

Develop Purpose Planning Assessment Teaching Management

KWL- Purpose, Planning, Assessment, Teaching, Management What do we know? What do we want to

know?What have we learned?

Science Teaching Inventory Consider text page 11.

AB

Chapter 2 – The Purpose of Teaching Science Determining the purpose of teaching science

has, to a large degree, been taken from the role of the classroom teacher. Good Bad

Development of the Modern Day Perspective on the Purpose of Teaching Science National Society for the Study of Education, 1947

(text p. 17) Context: on the heels of atomic bomb ending WWII

and the beginning of the cold war Knowing facts Understanding concepts Understanding principles Acquiring skills Adjusting attitudes Fostering appreciations Furthering interests

Development of the Modern Day Perspective on the Purpose of Teaching Science

Project Synthesis, 1982 (text p. 17) Context: Increase science teachers’

understanding beyond content and skills of science exclusively Understanding personal needs Examining societal issues Preparing adequately academically Shaping career education

Development of the Modern Day Perspective on the Purpose of Teaching Science

National Research Council, 1996 (text p. 17) Created the National Science Education Standards Focuses on producing a scientifically literate society

Background in various sciences: facts, concepts, principles, laws, theories, models.

Describe, explain, and predict natural phenomena. Evaluate society’s issues from a scientifically literate point of

view – distinguishing valid vs. unsubstantiated scientific information.

Curious, asks questions, develops methods, determines answers.

American Association for the Advancement of Science, Project 2061 (text p. 19)

Science for All Americans, 1990 Issues that will be faced this century Recommendations

Less content; more process Receive science instruction from an interdisciplinary viewpoint Develop habits of mind

Benchmarks for Science Literacy, 1993 “Mile markers” for Grades 2, 5, 8, and 12

Development of the Modern Day Perspective on the Purpose of Teaching Science

Data on US Test Performance TIMSS (p. 22) PISA (pp. 22-23, Table 2.2) NSTA Standards for Science Teaching PSSA’s

Discussion p. 25, Question 1 Read p. 24, Figure 2.1

Where do you feel you have been taught and assessed in these standards? (Where are you “advanced” or “proficient”?)

Where do you have concerns that you may be “basic” or “below basic”? How do you hope this course will address those concerns?

Purposeful Lessons Everyday How often have you caught a fish without a

hook? relevance of the content to student’s lives not just

to the standards Developmentally appropriate content Pace (less is more) Knowledge of curriculum, scope and sequence

Chapter 3 – Planning to Teach Science Whom are you planning to teach? What are you planning to teach? How are you planning to teach? How are you planning to manage the science

learning environment? How are you planning to assess student

learning?

“Whom” Considerations in 2009 Considerations on p. 31

“What” Considerations in 2009 Considerations on p. 34 and p. 37 Figure 3.3

“How” Considerations in 2009 Figure 3.2

“Manage” Considerations in 2009 Wong text

“Assess” Considerations in 2009

An exercise in competencies: Jigsaw method

Part I: purpose, planning and teaching Part II: assessment

Scenario It is the first week of school, you need to teach

scientific inquiry to a 9th grade biology class PA Standard 3.2.10C Apply the elements of

scientific inquiry to solve problems Your class consists of 29 students

6 are IEP students 3 are ESL 20 scored basic or below basic on the 8th grade

PSSA science test last year.

Part I: Purpose, Planning, and Teaching

In your jigsaw group (by color), determine: The objective or purpose for your lesson. What materials will you need? How much time will this take? What assumptions are you making about your students

prior knowledge? Or means to find out How will you determine whether or not the objective has

been met? Everyone in the group should complete the handout.

Part II: Assessment In your jigsaw group (by number) :

Share your plans for teaching scientific inquiry. Agree on one plan that best exemplifies

competency in purpose, planning, and teaching strategy.

As a group, write a small assessment to verify whether or not the objective/purpose has been met.

Task RubricCompetency Not addressed Partially

addressedFully addressed

Purpose

Planning (materials, time, scope /sequence)

Teaching(variety of strategies - meet target audience )

Assessment(reflect the purpose)

Management( in teaching, in assessment)

Logistics Scheduling & documenting observations Lesson Plans

See Albright College “Student Teacher Handbook” version Jan. 2008

First page of appendix PA Standards AND ANCHORS.