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Transcript of Welcome! Elementary Methods for Teaching Science Boot up a computer. You’ll need to access the...
Welcome!
Elementary Methods for Teaching Science
Boot up a computer. You’ll need to access the syllabus on MyStritch
Please find a seat wherever you’re comfortable.
Group Norms?
Does everyone bring their own food or do you sign up?
Breaks? How often, how long? Feedback? How have you gotten your
rubrics? Timing?- starting and ending Dress? Summer or professional? Anyone else new?
Pacing… we’ll go fast
Why am I teaching this? Or: Who are you and why should we care
Certified as a teacher in Michigan in 2003.
Moved to Milwaukee to teach for MPS
Taught 2 years at Sarah Scott Middle School (no longer exists)
Job was cut, moved to Shorewood
Been a 7th-8th grade Science teacher there since.
Got MEd. at Stritch in 2006.
Recently became National Board Certified
Been teaching this class for 3 (?) years.
Who is Mrs. Steiner (Kelly)
One possible way to introduce yourself to students while encouraging “scientific” observation.
Choose questions that highlight your similarities to students.
After we're done you’ll roll the dice to answer one about you.
Please be patient while I try to balance modeling classroom instruction with treating you as adults.
Who is Mrs. Steiner?
• What color are Mrs. Steiner’s eyes?
• Is Mrs. S. married?• Does Mrs. S. have
any kids? If so, how many?
• What type of music is Mrs. S’s favorite?
• What is Mrs. S.’s favorite food?
• Does Mrs. S. play any sports? If so, what?
• What does Mrs. S. do for fun?
• Did Mrs. S. go to college? If so, where?
• How many siblings does Mrs. S. have?
Who is Mrs. Steiner- in pictures
Now about you… Either roll the dice to
pick a question to answer
1) Funny thing happened to me
2) Knew I wanted to be a teacher when
3) Crazy job I’ve had
4) I’ll bet I’m the only one who…
5) My family is so crazy that …
6) Your choice
Or… answer: What are we celebrating today? Thankful for Funny Good news Compliment a
classmate
Source: Hal Urban
What are we doing/ Should we doUnderstanding by design:By the end of the course we need to:
How will we know if you know it?
What is a scientist?
On a piece of scrap paper please draw:
A sketch (or stick figure) of a scientist (stop)
What gender was your picture? How old is the person in your
picture? What are they doing?/ where? What makes a scientist? Line up from “I’m confident that
I’m a scientist” to “Yikes! Science”
A true scientist…
While we’re up…
Line up in order of comfort with using technology to teach
Line up between “I like my classes to be easy” to “I like my classes to challenge me”
WHY SCIENCE IS THE BEST SUBJECT EVER
A running commentary by Kelly Steiner
All the good stuff
Play for work
It’s right to be wrongProcess is as important as product
Hands and minds on
Kids are naturals
Never the same thing twice or a dull moment
Themes by Week:
Week 1: Life Science/ Environmental content (standard
F) How to connect lessons to standards
Week 2: Physical Science content (Standard D) How to improve constructivism in lessons.
Week 3: Process standards Scientific Method and gender/culture in
science Week 4:
Earth Science Content (Standard E) Sharing lessons
Technology we’ll try
Wiki for discussions and sharing files Classmarker.com for online assessments
(?) Google docs for sharing documents (?) Surveymonkey for evaluation surveys SMARTResponse clickers Delicious Prezi (?) Glogster (?)
(or after our outside activity, your choice…)
Dinner Time
Observing Teaching of Science
What have you seen in your placement about teaching science?
What types of activities are done? What resources are used? How are supplies managed? Where do the supplies come from? How are students grouped?
Managed? Other?
Activity: “Oh Deer” Meets standard F.8.8 (populations and
ecosystems) Notice: how students design what they'll
look for (and how I get it to be what I want)
That we explore before explain, and uncover the ideas before giving it terminology.
Activity comes from Project WILD (great source for life science/ environmental science activities.
Whole mini-unit is posted on website.
Analyzing Content Standards Why this is important... Jigsaw and use white boards (discuss
classroom uses) Everyone- skim all the standard areas. In your group- summarize the standard
in a1-2 sentences on a white board the standards you're assigned.
Pull out keywords that will help us find activities tied to these standards.
Think about your K-W-L on these topics.
KWL of Standards
What do you feel comfortable with in the standards?
What do you want to know more about of the standards?
What have you learned about the standards?
Notebook File- Use response NOTE: If not available, can use ClassMarker.com
Go Over the Syllabus and Resource Sheet
Assignment 1: Reflective Journal Assignment 2: annotated bibliography
8 resources (1 per standard) that you'd use to make each standard exciting/ relevant
Assignment 3: lesson evaluation 1ish page paper with found lesson
attached. Assignment 4: Learning Lab
Share some information/lesson with your classmates
Annotated Bibliography
Discuss requirements
Look at wiki
RESOURCE SHEETFeel free to shop though samples.
Fork-Bird Lab
Meets standard F.8.2 (Structure and Function)
Notice: management of supplies (getting the students to do some of the work), using affordable materials to model concepts.
Ramp up and Ramp down of same lab
Management Challenges/ Tips from the Teenagers
Bins- assigned by group Student jobs- set up/ clean up/
materials manager/ supervisor Time of day- after a break- first thing or
after recess Teaching safety- not all at once,
brainstorm as you introduce a lab. Assigning groups Differentiation
Tips From the Teens
Plan Ahead Try It Yourself Lots of Visuals/ Drama (voices, etc.) Lots of Labs and Hands-On Explain Over and Over Homework to Reinforce- not to stretch Labs- Plan more time than you think
you’ll need.
Next Class (we’re not done yet, just previewing) Special guest: Anthony Strancke, Principal Shorewood
Intermediate School: How to get a job and best practice roll play.
Preview Share annotated bibliography Discuss Physical Science (Standard D) Ramp up and ramp down lessons (by level and $$) Address Science teaching fears Discuss constructivism in Science Learn about the 3 types of labs and the 5 E model Do a sample lesson evaluation Work on your lesson evaluation
Homework bookmark
Three Types of Labs
Discovery- explore big concepts
Exploration- further examine ideas
Verification- re-enact established information
Most Constructivist, Most student control
Most Traditional, Most teacher control
A preview for next week
The 5 E Model for Teaching Science
The 5 E'sEngage- catch the interest, create
questions
Explore- discover the big concept
Explain- connect the concept to information
Elaborate- go further in depth
Evaluate- assess student understanding
Let’s research together… In your team (2-4 people), you will roll
for a keyword from Standard F. You then draw a card to get a grade
level. You must find a QUALITY activity that fits
the keyword and the level. Use this in your annotated bibliography.
Source ideas: Delicious (demonstrate), exchange.smarttech.com, book, Science Scope
Ask for help if you need it.