STUDENT TEACHING and ANALYSIS OF TEACHING SCIENCE Education 107 03 108 03 and 207 03 208 03 Fall 2007 Lawrence Wakeford Education Department 21 Manning Walk Box 1938 Office Hours Monday 3 00 5 00 by ChrisCaflish

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									                         STUDENT TEACHING
                                and
                   ANALYSIS OF TEACHING: SCIENCE
                               Education 107:03/108:03
                                  and 207:03/208:03

                                         Fall 2007

Lawrence Wakeford                       Office Hours: Monday, 3:00-5:00
Education Department                           or by appointment
21 Manning Walk                         Telephone: 863-3428
Box 1938                                E-mail: Lawrence_Wakeford@brown.edu

Class hours: Wednesday, 4:00-6:20
Location:    TBA

   ―There is no end to the delights and joys of teaching, no limit to the challenges we will
continue to face in order to serve children well, and no limit to the creativity and love adults
  can and should bring to helping children grow through teaching, which is at its heart the
                                      discipline of hope.‖
                                                                        Herbert Kohl
                                                                        The Discipline of Hope


                                 I touch the future. I teach.
                                                                  Christa McAuliffe



                          COURSE ESSENTIAL QUESTIONS


   How can we create science classrooms in which all students can succeed?
   What are the goals of a successful science course?
   How can we continually improve our own practice?

The weekly Analysis seminar and your student teaching are intricately connected.
The purpose of the Analysis of Teaching course is to provide support in your
student teaching, to discuss the experiences you are having in your classroom and
school, and to relate them to some of the accepted principles of effective science
teaching -- a chance to blend practice and theory.
The course is built on a number of premises:
 --there is a body of knowledge concerning the teaching of science;
 --successful teaching is a creative endeavor;
 --careful reflection about one's teaching is essential for growth.

TEXTS:
All the texts are the same ones we used during the summer.
 McTighe/Danielson         Integrating Differentiated Instruction and
                                    Understanding by Design
   AAAS Project 2061.      Benchmarks for Science Literacy
   Perrone, Vito           Lessons for New Teachers
   Brooks and Brooks       In Search of Understanding: The Case for
                            Constructivist Classrooms
   Bransford, John         How Students Learn—Science in the Classroom
   Gallagher, James        Teaching Science for Understanding
   NRC                     Inquiry and the National Science Education Standards
   Cushman, Kathleen       Fires in the Bathroom

REQUIREMENTS
     1. Keep a daily journal.
     2. Submit a weekly reflection based on prompts provided.
     3. Spend one period per day observing another teacher.
     4. Keep of a log of daily observations.
     5. Maintain a binder of all lesson plans, hand-outs, assessments, etc.
     6. Construct a science teaching unit.
     7. Conduct a “personal inquiry project.”
     8. Write a midterm self-assessment based on Practice-Based Standards.
     9. Write a letter of application and resume for a teaching position.
     10. Refine your philosophy/rationale for teaching science.
     11. Assemble a portfolio of your teaching experience.
     12. Make a final presentation of your personal inquiry to fellow
         MATs/UTEPs, clinical faculty, cooperating teachers, and other guests in
         the week following the completion of your student teaching.

Journal: The journal is your personal account of what is happening in your teaching,
in the classrooms you visit, and in your school. More importantly, it is a record of
your reflections on all of the above. It should provide you the chance to put in
writing your evolving view of teaching and learning.
Weekly reflection: Each week-end set aside a time to read over your daily journal
entries for the week. Then, each Monday, submit to Mycourses a reflection using
the prompts provided. (See attached list of prompts.) In addition to your response
to the prompt include in your reflection other issues, questions, or concerns that
appear in your journal. In other words, you are not limited to responding to the
prompt. The reflection is one way for us to keep in touch about your student
teaching placement and any issues or questions you want to raise. I will respond to
your reflection each week.

Observations: At first, you will observe your cooperating teacher. Then you should
expand to observe other science department members and teachers in other
disciplines. Your cooperating teacher will help you arrange these visits. Use these
as an opportunity to learn about the school. Ask questions about what you see. You
may want to set up an interview with an administrator, a guidance counselor, a
special education teacher, or other support personnel. You should keep a log of
these observations and interviews.

Log: Use the forms provided to keep your log. During and after each observation,
note down a few significant things you saw in the class or questions that were
raised. The log must be submitted at the end of the semester. It becomes part of
your permanent record of meeting one of the Brown program requirements.

Binder: You will maintain a binder of all your lessons plans, hand-outs, assessments,
and other teaching materials arranged chronologically. This binder should be
available for review when I do classroom observations.

Mid-semester Self-Assessment: At the mid-semester conference you will share
your self-assessment with your cooperating teacher and me. This assessment is
based on the seven Practice-based Standards. The assessment can be a first draft
of your overview statement for each of the standards for your portfolio.

Science Teaching Unit: You will prepare a unit of 3-5 weeks duration. This should
be a unit that you will use during the latter part of your student teaching. We will
discuss the contents of the unit early in the semester.

Letter of Application and Resumé: This should be a letter of application for a
science position. Also, you should construct a resumé which would accompany your
letter of application.

Personal Inquiry/Essential Question/Final Presentation: Throughout your student
teaching, you will be asking and answering many questions about teaching, learning,
students, schools, etc. As a way of focusing your inquiry, you will identify one
essential question to pursue throughout the semester. We will spend time in some
Analysis sessions helping you to shape your question and learn about the questions
your peers are asking. You will make a final presentation in May in which you share
the results of your inquiry.

Portfolio: Your portfolio is a record of your year in the program, representing what
you have done and learned and how you have grown during the year. We will discuss
portfolio contents regularly in Analysis class. The feedback you will receive on your
summer portfolio should provide guidance and direction for the writing of the fall
version of your portfolio.

COURSE OBJECTIVES AND THE BROWN PRACTICE-BASED STANDARDS
        The objectives of the course are aimed at providing opportunities for the
MATs and UTEPs to meet the Brown Practice-based Standards (PBSs). These
standards are based on the Rhode Island Beginning Teacher Standards.
        The standards are extensive and the goal is that at the end of the program,
all students will meet all the standards. The complete standards can be found in the
Teacher Education Handbook; below is a list of the seven standards.
      Standard 1 Roles and Relationships
      Standard 2 Students as Learners
      Standard 3 Planning
      Standard 4 Classroom Practice
      Standard 5 Assessment
      Standard 6 Professional Knowledge and Growth
      Standard 7 Engagement with Subject Matter
The teacher education program is designed to insure that you will be able to meet
the standards. Throughout the syllabus there are notations to indicate which
standard(s) are relevant. For example, if you see (PBS3), this would indicate that
this class, activity, task, etc. is linked to Standard 3, Planning.
CALENDAR – Education 108/208                   Fall 2007               Analysis of
Teaching--Science
The Analysis Seminar will meet each Wednesday from 4-6;20 P.M. A continuing topic for
each session will be problem-solving of current issues in your classes. The schedule below is
subject to change, especially in the case of guest speakers or joint meetings with the other
two seminars.
(The various reading assignments come from the texts, WebCT, or separate hand-outs. We
will not always be able to discuss each reading, but I encourage you to bring issues up in our
class discussion which you wish us to address.)


(Joint Analysis classes will meet in the Dewey Conference Room.)


DATE         TOPIC                              READINGS                ASSIGNMENT
9/5  Planning (joint session 1st                                       Bring the Teacher
           half)                                                       Education Handbook
#1
                                                                       to class AND
                                                                       Differentiated
           (PBS #1, 2, 3, 4, 5, 6, 7)
                                                                       Instruction and
                                                                       Understanding by
                                                                       Design



9/12       Managing Your                   Review the early            An assignment for
           Classroom and Planning          chapters of McTighe and     planning is attached
 #2
                                           Tomlinson and read          to syllabus and on
                                           Chapter 9.                  WebCT.
            (PBS #1, 2, 3)
                                           ―Creating a Positive
                                           Climate and Reducing
                                           Classroom Conflict‖—
                                           Dodd (WebCT)

                                           Perrone, Chapter 1

                                           Fires in the Bathroom,
                                           Chapters 1-3


9/19       Laboratory                      ―The Sisyphean Question     Bring three copies of
           Activities/Laboratory           in Science Education‖--     a lab activity that you
#3
                                           Bybee                       have already done or
           Safety
                                           ―The Role of the            are planning to do
                                           Laboratory in Science       soon.
           (PBS #3, 4, 7)                  Teaching‖--Blosser
                                      ―Using Three Types of
                                      Outcomes to Design Lab
                                      Activities‖--Wilson
9/26    PIP preparation                ―The Personal               Questioning Analysis
           (joint session 1st half)   Inquiry…‖—Landay             Task is attached and
#4
                                      (WebCT)                      on WebCT.
        Questioning
                                      ―What if…‖—Vincent
        (PBS #3, 4, 5)                ―Systematic
                                      Questioning‖—Gilbert
                                      ―Classroom Questioning‖-
                                      -Cotton


10/3    Assessment                    Perrone, Chapter 10          Resume and cover
                                                                   letter (optional)
#5
                                      Tomlinson and McTighe,       Assessment
        (PBS #2, 3, 4)                Chapter 8                    assignment is
                                                                   attached and on
                                      Black and Wiliam, ―Inside    WebCT.
                                      the Black Box…‖              Bring six copies of an
                                      (WebCT)                      assessment that you
                                                                   have used in class.
10/10   Classroom Management          Perrone, Chapter 9           First draft of the
                                                                   Teaching Unit due.
#6
                                      ―Playing School or Telling
        (PBS #3, 4, 5)                the Truth?‖- Metzger
                                      (WebCT)

                                      Fires in the Bathroom,
                                      Chapters 4-6
10/17 Special         TBA                                                     Assignment
        Education                                                             is attached
#7
                                                                              and on
            (joint
                                                                              WebCT.
        session)

        (PBS #1, 2,
        3, 4, 5)



10/24 Dissections     ―Dissecting Student Objections‖ – Snyder (WebCT)        Revision of
        and Living                                                            your
#8
                      ―The Importance of Dissection…‖ –Offner (WebCT)         teaching
        Animals in
                                                 ―Politics and Prejudice…‖—   philosophy.
        the           Gilmore (WebCT)
        Classroom

        (PBS #1, 4,
        6, 7)



10/31 Literacy        TBA                                                     TBA

#9         (joint
           session)

        (PBS #2, 3,
           4)




11/7    Technology ―Technology’s Tendency…‖—Olson and Clough (WebCT)          Review and
                                                                              demonstrate
#10     in the
                                                                              one piece of
        Science
                                                                              software.
        Classroom

        (PBS #2, 3,
        4, 6, 7)



11/14   Standards     Perrone, Chapter 12                                     TBA
#11      and
         Testing



         (PBS #3, 4,
         5, 6)



11/21    Science        ―Unburdening the Curriculum‖
         Education      http://www.project2061.org/publications/designs/ch7.pdf
#12
         Reform
                        Selections from Horace’s Compromise (WebCT)
         and School
         Reform         Perrone, Chapter 2 and 3


            (PBS #1,
            2, 6, 7)

12/5     Wrapping       Perrone, ―Epilogue‖

#13      Up




       Friday, December 7 is the last day of Student Teaching. During the weeks
of December 10 and 17 you will be making your final presentations. The date of
your final presentation will be determined as soon as possible in the semester.
Please do not make plans to leave early until you know the date.


                    The art of teaching is the art of awakening.

								
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