Methods II – Science EDU 346/656

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

2. Week 6 Course Introduction Writing Objectives

3. 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.’”

4. Positive Negative Qualities of a Good Teacher

5. 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)

6. Chapter 1 – Thoughts and Actions of Beginning Science Teachers • Five Areas of Competence You Must Develop • Purpose • Planning • Assessment • Teaching • Management

7. KWL- Purpose, Planning, Assessment, Teaching, Management

8. Science Teaching Inventory • Consider text page 11. A B

9. 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

10. 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

11. 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

12. 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.

13. Development of the Modern Day Perspective on the Purpose of Teaching Science • 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

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

15. 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?

16. 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

17. 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?

18. “Whom” Considerations in 2009 • Considerations on p. 31

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

20. “How” Considerations in 2009 • Figure 3.2

21. “Manage” Considerations in 2009 • Wong text

22. “Assess” Considerations in 2009

23. An exercise in competencies: • Jigsaw method • Part I: purpose, planning and teaching • Part II: assessment

24. 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.

25. 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.

26. 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.

27. Task Rubric

28. Logistics • Scheduling & documenting observations • Lesson Plans • See Albright College “Student Teacher Handbook” version Jan. 2008 • First page of appendix • PA Standards AND ANCHORS.