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ESE 6334

ESE 6334. Spring Schedule. Jan 7: UF Semester begins Jan 7-18: Classes at UF Global Studies Seminar (ESE 6344) Jan 21-March 28: Student Teaching (ESE 6945) Full-time teaching Classes at night. Student Teaching. Jan 21-Feb 8 (3 weeks) 2 classes; 1 prep Feb 11-Feb 22 (2 weeks)

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ESE 6334

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  1. ESE 6334

  2. Spring Schedule • Jan 7: UF Semester begins • Jan 7-18: Classes at UF • Global Studies • Seminar (ESE 6344) • Jan 21-March 28: Student Teaching (ESE 6945) • Full-time teaching • Classes at night

  3. Student Teaching • Jan 21-Feb 8 (3 weeks) • 2 classes; 1 prep • Feb 11-Feb 22 (2 weeks) • Assume 2 more classes (total 4 classes); 2 preps • Feb 25-Mar 21 (4 weeks) • 4 classes; 2 preps • Last week: transition back to coop. teacher • Mar 24-28 (1 week) • Observations in other schools (minimum-3) • Mar 31- April 4 (1 week) • Science Proteach Spring Break

  4. Framework for Science Ed

  5. Scientific Discourse • Science is not something you learn; it is something in which you engage. • One of the primary activities of science is engaging in discourse (verbal and written) and inquiry. • If we want students to “learn science,” they must become engaged in science which means they must become part of a discourse community which seeks to socially negotiate concepts, data, theories, conclusions, etc.

  6. Establishing Discourse Communities • Unfortunately, students are not used to being active participants in discourse communities so establishing these in a classroom can be quite difficult. • This is also one of those things which does not lend itself to a tidy list of prescriptions. • So, throughout the course, we’ll do things to model the establishment of discourse communities

  7. Helpful Characteristics for members of a Discourse Community • Willingness to participate • Active listening • Being critical when appropriate • Addressing other students (not just the instructor)

  8. How does an instructor help foster a discourse community? • Expect classroom discourse • Provide opportunities for students to engage in discourse. • Provide materials that are interesting and thought provoking • Explicitly highlight the role of discourse in science • Move away from I-R-E (question-answer-evaluation) • Consider room arrangement • Reinforce appropriate discourse behaviors • Model student characteristics

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