Transforming Geoscience Preparation for K-8 Pre-Service Teachers at St. Norbert College

1. Transforming Geoscience Preparation for K-8 Pre-Service Teachers at St. Norbert College

3. Next Generation Science Standards (NGSS) • Used the NGSS to develop a common content vocabulary framework • Language between disciplines are very different • ESS1 – Earth’s place in the universe • ESS2 – Earth’s systems • ESS3 – Earth and Human Activity

4. inTASC Standards • The model core teaching standards were created by the Interstate Teacher Assessment and Support Consortium (inTASC) • The learner and learning (3 standards) • Learner development • Learning Differences • Learning Environments • Content Knowledge (2 standards) • Content Knowledge • Application of Content • Instructional Practice (3 standards) • Assessment • Planning for Instruction • Instructional Strategies • Professional Responsibilities (2 standards) • Professional learning and Ethical Practice • Leadership and Collaboration

5. Needed Common Language Wrote down goals independently

6. Knowledge Science Content Students will know: • deductive vs inductive reasoning • hypothesis vs. theory • age and origin of universe • age and origin of solar system • early earth history • basics of plate tectonics • basic mineralogy • basic introduction to rocks • major divisions of geologic time • absolute versus relative dating • basics of running water • basics of groundwater • basics of glacial geology • history of Pleistocene • basics of structural geology • basics of earthquakes • basics of climate change • geologic history of Wisconsin Science Methods Students will know: • Levels of compentecy in learning • Science vocabulary • Teaching and learning vocabulary • Brain Physiology • Engagement and engagement levels • Teacher Standards and Dispositions • Common Core Math Standards • Next Generation Science Standards • STEM philosophy and framework • Educational Developmental Levels • Bloom’s Taxonomy • Teaching Styles and Strategies • Learning Styles in relation to Teaching Styles and Strategies • Unit Planning • Outcomes and Summative Assessments • Lesson Planning • Objectives and Formative Assessments • Classroom management techniques • Communication techniques to use with colleagues, administration, and parents/guardians

7. Understandings Science Content Students will understand that: • we use the scientific method • we live in the age of scientific discovery • earth is a dynamic planet • Isostacy • surface area to volume as related to the natural world • relationship of rocks and minerals to plate tectonics • the nature of deep time • evolution vs extinction through time • water as a human resource • relationship of earth structures and earthquakes to plate tectonics • relationship of humans to climate change Science Methods Students will understand that: • Knowing what you don’t know is the first step to learning • Mathematics has a conceptual framework • Science has a conceptual framework • Nature of science • Professional teachers use proper academic language • The way the brain works affects how we are engaged in our learning • Teaching standards provide a conceptual framework for their future learning • Standards provide a framework for the students’ learning • We all go through an educational development of learning • The activities and the questions we pose need to be planned and engage the students at Bloom’s higher order levels of thinking • There are many learning styles and you must plan for differentiating your instruction. • You must plan for classroom management • Communication is essential to have as a teacher • Developing and using resources and manipulatives assists you in differentiating instruction

8. Skills Science Content Students will develop the skills to: • debate scientific concepts • find access to science articles • identify basic minerals • identify basic rocks • read topographic maps • read basic geologic maps Science Methods • Students will develop the skills to: • Synthesize and self-assess a learning experience by generating and testing hypotheses using technology • Synthesize and self-assess a unit plan with appropriate outcomes and summative assessments • Synthesize and self-assess lesson plans with appropriate objectives and formative assessments • Design and use resources and manipulatives in mathematics and science

10. What did the research tell us? • Many or most K-8 teachers are unprepared or unqualified to teach physical science. • Many or most K-8 teachers are disinterested in physical science. • Many or most do not understand the nature of science and have not been scientists. • There is a shortage of science teachers. • Teaching supplies and access to relevant information are a concern. • The lack of conscious integration between pedagogy and content at the college level is a concern. • The expected measureable outcomes would include: increase in geosciences content knowledge, dispositional increase in the efficacy of science instruction, and the ability to design effective, engaging, laboratory experiences. • Most importantly, we wanted to design an experience for them that would increase their passion for science.

11. How do we proceed? Maybe we can combine courses? We should incorporate a field trip We can write an NSF grant

12. What are our outcomes/goals Project Goals (P-goals) There are three inter-related P-goals to this program. 1. Integrate the Education curricula and faculty with the Science curricula and faculty. 2. Identify the best model of student learning. 3. Build a framework for replicability and dissemination in other geoscience programs, in other science areas, and other institutions. Learning Goals (L-goals) There are three inter-related L-goals to this program. 1. The students will be able to understand and relate to the themes of science, nature of science, and the knowledge, skills, and dispositions needed to be a scientist. 2. The program will increase the number of teachers who can teach science in the classroom consistent with the goals and mission provided by the NSF. 3. The students will increase their attitudes and dispositions towards teaching and learning science to become better citizens and advocates of science.

13. Assessment of the course Science Attitude Survey Critical thinking Assessment Test (CAT) from Tennessee Tech University Focus group questions Course grades in science unit plans