UTeach STEP 1- Class #2

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FortneyB_ChemSafety [Either Excel, PDF, or TXT] Syllabus; Assignments; External Links Workroom introduction (very short)

Homework

Reading #2: Simplifying Inquiry Instruction: Assessing the Inquiry Level of Classroom Activities (Bell,

Smetana, and Binns) Guiding Question: How are the levels of Inquiry similar or

different?

Demonstration Lesson #1 (Engage)

1. (Teacher) How does this flashlight work?

1. (Teacher) What are the “critical” components?

1. (Teacher) On the FRONT side of the paper (regardless of the column) DRAW a picture of how you will put the critical components together to make the light bulb light.

1. [Label your drawing PREDICTION.]

Demonstration Lesson #1 (Explore)

1. (Teacher) How does this flashlight work?2. (Teacher) What are the “critical” components?3. Make a prediction of how you will construct the flashlight using

the least number of critical components.

3. Your charge: Make a flashlight using as few critical components as possible. As you work, keep track of the different ways you tried to make a flashlight. Use the paper provided.

4. How many DIFFERENT ways can you make the light bulb light?

Demonstration Lesson #1 (Explain)

1. I would like a team to volunteer to come up to the document camera and explain how they made the flashlight using the fewest critical components.

Reading Discussion #1Science Labs: Beyond Isolationism (Cavanagh)1) How does the lab described in this lesson

compare to those you have experienced in high school?

2) What does the teacher do first?3) What is his purpose in doing this first?4) How does the “ABC” approach impact student

learning?5) How is vocabulary introduced?6) What does this have to do with our class?

The 5 E’s

(Based On Learning Cycles)

5 E Lesson Cycle

5 E Lesson Plan

Engage; Explore; Explain; Elaborate; Evaluate

Point of Today’s ClassThe point of today’s class: (Please notice that…)

INQUIRY lessons are different from LECTURES.

Inquiry Lessons Lectures• Generative (allow students to be creative) • Teacher (usually) gives information

• Role of the teacher changes (teacher as teacher/teacher as learner/teacher as mind reader)

• Students (often) passive learners

• Student roles change • Information (usually) flows one way

Field Experience - Dates

Observation 1 =

Teach Lesson 1 =

Observation 2 =

Teach Lesson 2 =

Teach Lesson 3 =

Daily Agenda Demonstration Lesson #1 Reading Discussion (Science Labs: Beyond Isolationism)

Introduction to the “5E” Lesson Plan Design Evaluation & Feedback activity (Teaching Technique: “Knowledge Draw”)

Analyze Demo Lesson 1 (Engage and Explore only) (Teaching Technique: Walk-the-Walls activity)

Homework

Demonstration Lesson #1 (Explore)

1. Fold (white) Xerox paper in HALFWrite your name, and unique number at the top.

Label: Top Half: “Things that worked.” (Draw 2 diagrams)

Label: Bottom Half: “Things that did not work.” (Draw 2 diagrams)

2. Your charge: Using only one battery, one bulb, and one wire, can you get the light bulb to light?

      As you work on lighting the bulb, you are to keep track of configurations that did work, and configurations that did not work by drawing them on your paper.

Demonstration Lesson #1 (Engage)

1. (Predict/Draw) Draw the insides/inner workings of a flashlight.

2. Test it. (Using the materials given, build yourself a flashlight.)

4. Redesign/Redraw

5. Retest

6. Discuss as a table(Choose one that you agree works and set it aside)

7. What are the crucial components?

Demonstration Lesson #1 (Explain)

1. (Explain Part A) What did you find? (How did you get the bulb to light?)• Show me using:

• Document camera• Chalk board (with visuals)

2. How does a flashlight work?3. (Explain Part B)

1. TEACHER explains teaches new content-USING STUDENT WORDS (etc.)

2. THEN the teacher introduces new vocabulary.

Demonstration Lesson #1 (Elaborate)

Last task:

Write three (brief) paragraphs (using complete sentences) on the back of your paper:

1. What did I already know about simple circuits?

2. What did I learn about simple circuits?

3. What is confusing about making the light bulb light?

4. What question would you like to explore further (that uses equipment in the bag)?

Engagement

• Students mentally focus on:• An object, problem, situation, or event.

• Students make connections to past (& future) activities, and activate prior knowledge of the topic

• Techniques: Ask a question, draw picture, pose BRIEF challenge, define problem, show discrepant event, acting out problematic situation.

Exploration

• Gives all students common, concrete experiences to build concepts, processes, and skills.

• This provides something for students to talk about, and helps students make sense of information presented in the next section (Explain)

PedagogicalContentKnowledge (PCK)

Contextual Knowledge

(CK)

GeneralPedagogical

Knowledge(PK)

Subject Matter Knowledge (SK)

(PCK)Knowledge needed

for Classroom Teaching

Teacher’s task:Selectively draw upon independent knowledge bases of:

Subject MatterPedagogyContext

“Teaching depends upon the presentation of content to students in some context using an appropriate form of instruction.” (Gess-Newsome, 1999, p. 11)

Activity (10-minute Homework)

(Teaching Technique) Have students apply what they just learned to a new situation.

Given two lesson plans, look at the Engage & Explore sections ONLY

Using the rubric, which best represents the Engage section?

Which best represents the Explore section?

What feedback would you give each?

Reading: Science Labs…(By Cavanagh)

Two Minute Write (Teaching Strategy) On your index card, write your full name, unique

number, and BRIEFLY answer in complete sentences: What is the main point of this reading?

Think-Pair-Share (Teaching Strategy) Think to yourself Pair with a partner at your table and compare what you

wrote. Revise as necessary-Do NOT erase your original answer!!

Share within whole group discussion

Reading: Science Labs…(By Cavanagh)

Two Minute Write (Teaching Strategy) On your index card, write your full name, unique number, and

BRIEFLY answer in complete sentences: Write a BRIEF statement linking the Cavanagh reading, the Light

Bulb Activity, and the 5E lesson plan framework. How do they all relate?

Think-Pair-Share (Teaching Strategy) Think to yourself Pair with a partner at your table and compare what you wrote.

Revise as necessary-Do NOT erase your original answer!! Share within whole group discussion

Demonstration Lesson #1 (D2)

Check in:

How many different ways did you find thatmade the light bulb light?

Homework

(10 minutes or less) Please evaluate two lesson plans (Engage &

Explore sections ONLY) and decide which best fits the criteria in the rubric.

Decide: What feedback will you give to each group?