Gail Richmond & Charles W. (Andy) Anderson, Michigan State University

1. Designing scaffolded university- and field-based assignments to promote analytical & reflective teaching practice Gail Richmond & Charles W. (Andy) Anderson, Michigan State University Jennifer Cartier, University of Pittsburgh

2. Acknowledgement of Support • The work of GR and AA is made possible in part by grants from the Knowles Foundation and the U.S. Department of Education • Assisted by Barb Neureither, Judy Ruddock, In-Young Cho, Kelly Grindstaff, Shinho Jang, and Ajay Sharma

3. Overview of Secondary Teacher Preparation Program • Five-year program • Application/admission in sophomore year • BA/BS degree in 4 years • Fifth-year internship w/certification • Field- and university-based experiences • Diverse placements

4. Overview of Courses • TE 150 (pre-admission) • TE 250 (pre-admission) • TE 301 (Junior year) • TE 401, 402 (Senior or Pre-internship year) • TE 501, 502, 801, 802, 803, 804 (Internship year)

5. Overview of Assignments • Readings • Teaching cycle assignments: Lesson & Unit Plans and Reports • Clarifying goals • Planning/teaching activities • Assessment, reflection, revision • Sharing teaching resources • Websites & teaching portfolios • Studies of diverse students • Teaching investigations

6. Conceptual framework

7. Identity & Core Values • Respect • Interest and motivation • Connection to students • Science learning

8. Problems of Practice • Relearning science content & developing goals for students’ content understanding • Understanding students & assessing their learning • Developing teaching strategies • Accessing/managing resources & relationships

9. Scientists’ and Students’ Knowledge & Practice

10. A few explanations Dozens of patterns in experience Millions of experiences in the material world Scientists’ Knowledge: Experiences, Patterns, Explanations

11. Scientists’ Practices: Inquiry and Application

12. Students’ Knowledge • Facts & definitions • Problem-solving algorithms • Diagrams & sequences of events

13. Students’ Practices: Performance-for-grade exchange • Reproduction of facts, definitions, diagrams, and sequences of events • “Plug & chug” algorithms

14. Teacher Candidates’ Approaches to Content and Learning Problem • Facts, Definitions, and Algorithms • Science Appreciation • Application and Inquiry

15. Expectations are clearly defined Assessment is easy Similar to their experiences as students Provides little opportunity to see science as sense-making Facts, Definitions, & Algorithms

16. Interest in getting to know students on a personal level Focus on selecting activities to increase engagement and motivation Providing diverse activities No engagement in the process of learning with understanding Science Appreciation

17. Mirrors how scientists make sense of the world Requires re-learning content learned in science courses in school and college It’s hard work! Application and Inquiry

18. Questions to consider What approach does each candidate seem to use (Facts, definitions, algorithms; Science appreciation, Application & inquiry)? Do you see similar patterns in students with whom you work? Visit our Website at: http://SciRes.educ.msu.edu/TEScience/Index.htm