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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