CI 454S 1Wichita State University

College of EducationCourse Syllabus

CI 454S: Instructional Strategies, Assessment, and Management (ISAM): Secondary and Middle Level Science Methods

3 credit hours

Semester: Fall 2008

Class Time: Mondays, 3:30-6:00 Location: Corbin (CE) #251

Faculty Member: Daniel Bergman, Ph.D., M.A. (Ed Admin), M.A. (C&I)

Office Address: 117 Corbin Education Center, Campus Box 28, WSU, Wichita, KS 67260

Office Hours: Mondays, 2:00-3:30, & Wednesdays, 2:00-4:30; other times by appointment

Office Telephone: (316) 978-6387Note: Weather Cancellations – Call 978-6633 (select 2) to obtain information on weather related class cancellations. Unless WSU is officially closed or the printed class schedule indicates, class will be held.

E-mail Address: daniel.bergman@wichita.edu

Catalog Description: This course addresses concepts and skills related to classroom instruction, management, and assessment or adaptations for specific students for secondary education in science, including biology, chemistry, earth and space science, physics, and middle level science.

Prerequisites: CI 423, CI 424 and CESP 433. Concurrent enrollment in CI 412S or CI 413S

Textbook(s) and Related Material:

Chiappetta, E.L., & Koballa, T.R. (2002). Science instruction in the middle and secondary schools (5th Edition). Upper Saddle River, NJ: Merrill/Prentice Hall. (required)*

King, K.P. (2007). Integrating the National Science Education Standards into classroom practice. Upper Saddle River, NJ: Merrill/Prentice Hall. (required)*

Student Membership of Kansas Association of Teachers of Science (KATS) and National Science Teachers Association (NSTA) (both required)

* Information contained in all texts/resources will be helpful in the completion of the Practice Teacher Work Sample (PTWS) and the Teacher Work Sample (TWS).

CI 454S 2Major Topics: Each guiding principle, associated with a major topic, is addressed and assessed in this course:

Major Topics

Guiding Principles from the Unit Conceptual Framework*

Prof

essi

onal

ism

and

R

efle

ctio

n (P

R)

Hum

an D

evel

opm

ent

and

Div

ersi

ty (H

DD

)

Con

nect

ion

of T

each

ing

Expe

rienc

es a

nd

Ass

essm

ent (

CTA

)

Tech

nolo

gy (T

)

Con

tent

Kno

wle

dge,

Pe

dago

gica

l Con

tent

K

now

ledg

e, a

nd

Alig

nmen

t with

St

anda

rds (

CK

S)

Col

labo

ratio

n (C

)

Educational Goals for Students × × ×Research-Based Framework for Teaching Science

× × ×

Inquiry-Based Science Teaching and Learning × × × ×Nature of Science × × × ×Appropriate Content, Materials and Activities for Students

× × × ×

Effective Teacher Classroom Behaviors × × × × × ×Self-Evaluation × × × × × ×Standards and Assessment × × × × × ×Professional Organizations × × × ×Science Laboratory Safety × × × × ×* http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03.pdf

Technology Expectations: Students are expected to be familiar with all of the technology expectations of the Core I Technology Integration Plan. In addition, students should check their WSU e-mail account at least every other day for messages. Technology awareness and applications play a major role in this course. Students are expected to approach all learning with an open attitude; this is especially true of learning in the technological area. For Undergraduate Teacher Education also see the course outline for the Technology Integration Plan Requirements.

Students are expected to word process formal written materials. Document and Internet research are BOTH required for formal written assignments. E-mails will be answered in a timely manner during the workweek.

A Note about Confidentiality:Maintaining the confidentiality of Birth-to-Grade 12 pupils with whom WSU field placement students work is extremely important and is a legal requirement.  It is also important to remember that our field placements exist because WSU maintains good working relationships with schools.  Thus, it is critical to maintain confidentiality with respect to children, teachers and other school personnel. 

You are encouraged to use your good judgment using non-identifying pseudonyms to refer to your placement sites, cooperating teachers, and students in your classes in all of your written communications (including journals, personal blogs, Facebook, etc.) and in public conversations (e.g. on a bus, in a restaurant, etc.).  Learner Outcomes (assessments, guiding principles and KSDE standards):

CI 454S 3

Course Outcomes Related AssessmentGuiding Principles from

the Unit Conceptual Framework

(PR, HDD, CTA, T, CKS, C)

KSDE Program Standards

The teacher is a reflective professional.

ParticipationResearch-Based Framework

Oral DefensePct Teacher Work Sample

Self-Evaluation

PR, CTA S9-K1, S13-K4All Science Standards

The teacher knows human development and promotes the ideals of human diversity.

ParticipationResearch-Based Framework

Oral DefensePct Teacher Work Sample

Self-Evaluation

HDD, CKSS2-K3, S3-K2-3-5, S5-K5,

S6-K1-2All Science Standards

The teacher connects teaching experiences with assessment.

ParticipationResearch-Based Framework

Oral DefensePct Teacher Work Sample

Self-Evaluation

HDD, CTA, T, CKSS3-K1, S4-K3, S5-K1, S7-K4,

S8-K1-2All Science Standards

The teacher is technologically skilled by knowing different kinds of technology tools and techniques and the roles these play in enriching learning opportunities, enhancing professional development, and facilitating professional productivity.

ParticipationResearch-Based Framework

Oral DefensePct Teacher Work Sample

Self-Evaluation

PR, T S12-K1-2-3All Science Standards

The teacher is knowledgeable about both content and pedagogy and how to align both with standards.

ParticipationResearch-Based Framework

Oral DefensePct Teacher Work Sample

Self-Evaluation

HDD, CTA, CKS

S1-K1, S2-K1, S4-K2-4, S5-K3-4-6, S6-K 3-4, S7-K1-2-3,

S8-K3, S11-K1-2-3-4All Science Standards

The teacher works collaboratively to understand how schools are organized and function within the larger community context and the importance of collaboration among all stakeholders to promote maximum learning.

ParticipationResearch-Based Framework

Oral DefensePct Teacher Work Sample

Self-Evaluation

C S10-K1, S10-K2All Science Standards

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Have you ever really had a teacher? One who saw you as a raw but precious thing, a jewel that, with wisdom, could be polished to a proud shine? If you are lucky enough to find your way to such teachers, you will always find your way back. Sometimes it is only in your head. Sometimes it is right alongside [them].

- Mitch Albom, Tuesdays with Morie

CI 454S EXPECTATIONS

1. Middle/Secondary Science Methods is scheduled from 3:30 pm to 6:00 pm Monday afternoons. As a prospective professional educator you must report, in ADVANCE, any difficulty meeting

CI 454S 4this obligation. Failure to do so is perceived as unprofessional and very poor judgment. Emergencies do occur, but be certain that your perception of an emergency will be seen as such (I will use the same criteria that my supervisors used throughout my teaching career). Appropriate compensation for lost time is expected in all cases, but does not necessarily excuse the missed time. Consequences for missed classes are addressed under grading criteria and rubric.

2. Teaching is an academic professional endeavor. Thus preservice students are expected demonstrate high academic and professional behaviors.

3. You will show respect to one another and to the instructor.

4. You will respect each others right to learn, and my right to teach.

5. Assignments must be thorough and turned in on time.

6. Students will complete the assigned readings on time and participate extensively and constructively in class discussions and activities.

7. You will need access to an audio- or video-recorder throughout the semester.

Substantial commitment to this course is necessary as it is directed at creating a research-based framework for teaching that provides the foundation for reaching the desired state in science education. The readings, discussions, activities, research-based framework paper and the oral defense are designed to have you build a deep and robust understanding of learning and teaching. Although I attempt to bring in activities and experiences that are enjoyable and worthwhile, learning is often times, by its very nature, hard work. Some individuals believe that if something isn't fun, it's not worth doing, but I find this attitude counterproductive. Too many students use this as an excuse for performing poorly or not doing an assignment at all. Calvin Coolidge is often quoted as saying that “Nothing is more common than unsuccessful people with a great deal of potential.” Remember, the most pleasing things in life are rewarding, but not always fun.

I have never looked upon ease and happiness as ends in themselves - this ethical basis I call the ideal of a pigsty.

Albert Einstein

We do this not because it is easy, but because it is hard!

John F. Kennedy

Major Activities

CI 454S 51. Research-Based Framework for Teaching Science—Written & Oral: Your paper is

due via Blackboard by 11:59 p.m. on Saturday, December 13, and oral defenses occur the week of December 15-19. Your paper MUST be double-spaced and word-processed on a computer. All items on the schematic (See end of syllabus) should be addressed and your claims extensively supported with citations from relevant literature. Papers are typically 15 to 25 pages long, contain more than 30 references, and, in addition to addressing all the components on the schematic, should include: why science should be taught; why you have chosen to teach science; how you will provide evaluation of your program, students, and yourself; and a list of your references in APA format. Each item above must include comments justifying why you will do what you describe. Research support should be extensive! This research support should indicate you have learned a great deal this semester and should include both literature provided in class and additional significant items you have located on your own.

2. Practice Teacher Work Sample (PTWS): The Practice Teacher Work Sample (PTWS) contains seven teaching processes identified by research and best practice as fundamental to improving student learning as well as an expectation of clarity of writing. A ninth section (Section IX) has been added that pertains solely to secondary science. Each teaching process and the writing guide are followed by a TWS Standard, the Task, a Prompt, and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics will be used to evaluate your PTWS. The Prompts (or directions) help you document the extent to which you have met each the standard. The underlined words in the Rubric and Prompts are defined in the Glossary.

You are required to teach a comprehensive unit or subunit (minimum of 4-5 class periods) during this semester at your placement school. Before you teach the unit, you will describe contextual factors (Section I), identify learning goals based on your state or district content standards (II), create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment) (III), and plan for your instruction (IV and IX). As you teach the unit, you will document your implementation skills (V). After you teach the unit, you will analyze student learning (VI) and then reflect upon and evaluate your teaching as related to student learning (VII).

The PTWS is the primary focus of your experience in the schools. The section submission deadlines are as follows:

Section I – Monday, September 8Section II – Monday, September 22Section III – Monday, October 6Section IV and IX – Monday, October 20Section V, VI and VII – Monday, December 1

3. Self-Evaluation of Teaching Behaviors: Before Friday, November 21, you should arrange to audio- or video-tape your teaching of an entire class session in your field placement. After listening/viewing this recording, you are to write critical analysis of the class session. This must be a thorough quantitative and qualitative assessment of your teaching. Consider your strengths and weaknesses and what you might do to improve and progress toward your desired state of teaching. The recording and analysis are due at the beginning of class on Monday, November 24. (Do not wait to begin recording yourself! Record yourself multiple times to ensure you secure a recording available for analysis.)

4. Presentation of Research-Based Framework (RBF) for One Student Goal: In preparation for the research-based framework paper and oral defense, you will put together a presentation addressing one student goal, congruent student actions, appropriate activities and

CI 454S 6teacher behaviors, and the relevance of particular learning theories. These presentations will begin in class on November 3, and be followed by questions. Please model effective teaching behaviors and appropriate strategies when sharing with the class.

5. Class Attendance and Participation: Extensive readings and topics concerning science education will be regularly assigned. You are expected to enthusiastically contemplate and discuss the ideas addressed in and out of class. You are also expected to respectfully consider alternate interpretations knowing that not all opinions carry equal weight. Take notes, ask questions, think, consider what others contribute, and behave like a professional teacher. Because this course is directed at preparing effective science teachers, you must be actively engaged—mentally, verbally, and physically—in class discussions and activities. I understand that some students are shy, quiet, or simply do not like engaging in public discourse. However, your enrollment in this course means you have chosen to become a science teacher, a career that demands you engage in extensive public dialogue.

6. Portfolio/Resource File: Begin collecting artifacts and documentation that demonstrate what you have learned and your commitment to the teaching profession. Your portfolio should be self-explanatory, and say much about you. Ensure that your portfolio truthfully portrays you, your professionalism, energy, and commitment to teaching. This portfolio will be invaluable to you when you begin interviewing for positions. This portfolio is considered part of your class participation, but its significance lies in its value to you in acquiring a position and continuing your professional development. One helpful reference is the book Developing a Teaching Portfolio by Ann Adams Bullaock and Parmalee P. Hawk. Your portfolio/resource file must be used as evidence in your grade defense during oral interviews and is due at that time.

Relative Significance of Each Assignment:

Research-Based Framework for Teaching Science:Written Paper (25%)Oral Defense (25%)

Self-Evaluation of Classroom Teaching (20%)Practice Teacher Work Sample (20%)Presentation of RBF for One Student Goal (5%)Class Attendance and Participation (5%)

Please note: Students must earn grade of B or better for placement in student teaching.

Format of Written Work: The faculty of the College of Education has chosen the style guide of the American Psychological Association as the manual to be followed when submitting written work. It is the responsibility of the student to follow the guidelines set forth in this manual. If questions arise, please refer to the manual FIRST, and then to the COE WEB site; the instructor should be consulted ONLY after all references. Specific assignments may offer some suggestions for APA format.

CI 454S 7

Grade Definitions and Rubric

Students are expected to thoroughly complete all assignments, attend all classes, and extensively participate in class. Depending on the circumstances, those who do not will be asked to drop. Missing a single class session is as serious as it would be to “miss” a day as a teacher. Our society needs excellent teachers with a passion for helping children mature and succeed in a very complex world. Consider your priorities and if you cannot justify this commitment, then I will respectfully urge you to choose another profession. At the end of your exit interview you will be asked to state and justify a final grade using the following grade definitions and rubric. Your final grade for the course will be determined by your performance compared to the grade definitions and rubric standards, how accurately you assess your teaching and needed growth, and your professional behavior. A ll criteria under a particular grade definition must be met to defend that grade . Minor discrepancies demand a minus. Exceeding the grade definitions may justify a plus.

“A” This individual is extremely well-qualified as evidenced by 1) clearly stated student goals informed by literature, 2) thorough research-based framework for teaching science (both written and oral) that indicates a robust understanding of learning and teaching, and 3) extensive and accurate self evaluation showing an understanding of the desired state, discrepancies, and recommendations to move progressively towards the desired state. All assignments are thorough, show great effort and are turned in on time. This person demonstrates excellent and thorough lesson planning, excellent student rapport, a strong command of subject matter, and discusses issues and research in science education. All of these have been well demonstrated through active participation in class sessions. This person never gives the impression of learning simply by listening. This person uses research findings to support statements and exhibits a passion for teaching. This individual is a formal operational teacher. Typically, few students meet the standards for an “A” at the end of Secondary Science Methods.

“B” This individual is well-qualified as evidenced by 1) student goals informed by research, 2) research-based framework for teaching science (written and oral) that indicates an understanding of learning and teaching, and 3) self evaluation showing an understanding of the desired state, discrepancies, and recommendations to move towards the desired state. All assignments are thorough, show very good effort, and are turned in on time. This person has a good grasp of subject matter, demonstrates very good lesson planning, good student rapport, and discusses issues and research in science education. All of these have been demonstrated through participation in class sessions. This person rarely gives the impression of learning simply by listening. This person uses research findings to support most statements, but misses other appropriate opportunities. A strong commitment to teaching is always exhibited. This individual is in transition between concrete and formal. The “B” student, with effort, shows every sign of one day becoming an “A” teacher.

“C” This individual shows the basic competencies necessary for secondary science teaching. This student may be quite successful in some areas and not so successful in others. Special attention during student teaching will likely be required to ensure effective teaching that matches the desired state. The “C” student has a research-based framework for teaching science, but has difficulty making clear the connections between student goals, student actions, teacher behaviors/strategies, content and materials, and education research. All assignments are turned in, but they sometimes are skeletal or late. This person has a sufficient grasp of subject matter, demonstrates satisfactory lesson planning and student rapport, but is sometimes cynical towards education research. This individual demonstrates a satisfactory commitment to teaching, but is concrete-operational as a teacher.

“C-” or above students must consistently demonstrate effective communication (i.e. correct grammar, spelling, punctuation, and verbal communication) required of a secondary teacher. This requirement supersedes all other grade criteria.

CI 454S 8

RUBRIC FOR SCIENCEMETHODS

Formal Operational Teacher

Grade = A

Transitional Between Concrete and Formal Operational Teacher

Grade = B

Concrete Operational Teacher

Grade = C

Contributions To Class Discussions

Constructive comments contributed each class without hindering other students from speaking.+ influence on discussion.

Constructive comments contributed sporadically. Does not hinder other students & creates a + atmosphere for discussion.

Mostly contributes when called upon. Sometimes takes discussion off task and contributions are sometimes not positive.

Attendance Misses class only in a true emergency. Does not arrive late or leave early.

Misses two or less classes. Almost never arrives late or leaves early.

For any reason misses three or more classes. Sometimes arrives late or leaves early.

Attitude Very positive attitude and always enthusiastic about teaching. Demonstrates a sense of humor and is always professional.

Positive attitude, cordial, and is usually enthusiastic about teaching. Most always professional.

No general attitude may be discernable. May exhibit cynicism, complaining or anger. Often professional.

Work-Ethic Always prepared for class. Constantly working in class. Takes on unassigned tasks. Most always vigorous and altruistic.

Not always prepared for class. Not always working in class. Rarely takes on unassigned tasks. Usually vigorous and altruistic.

Often not prepared for class and/or unproductive. Simply does what is assigned. Rarely vigorous and altruistic.

Goals Always remembers goals and frequently refers to their interactions.

Has goals but does not always refer to them and their interactions.

Has goals but often ignores them. Rarely addresses interactions.

Self-Reflection And Open To Criticism

Always accurately critiques self and seeks others critique to improve. Not defensive!

Usually accurately critiques self. Usually seeks others critique. Rarely defensive.

Sometimes accurately critiques self. Sometimes seeks others critique. Sometimes defensive.

Research-Based Framework For Teaching Science

All student goals reflect the consensus reached in the sci. ed. community. Each goal is taken through the schematic using extensive & specific research-based strategies. Reflection is extensive. *

Student goals reflect the consensus reached in the sci. ed. community. Has trouble at times taking goals through the schematic and applying research. Research and reflection are lacking in some areas.

Some student goals reflect the consensus reached in the sci. ed. community. Has difficulty taking goals through the schematic. Important research support is missing. Little attention to class & relevant topics.

Exit Interview Clearly articulates the important aspects of a research-based framework for teaching science. Shows understanding of complex interactions. Responses and examples are relevant and to the point.

Omits a few important aspects of a research-based frame-work for teaching science. Understanding of complex interactions is unclear. Responses and examples are sometimes vague and not to the point

Omits critical aspects of a research-based framework. Understanding of complex interactions not often evident. Responses and examples are often vague, not to the point, and portray shotgun approach.

*RBF Paper: Cites many specific examples demonstrating a clear picture of the desired state of science teaching and what YOU will do in the classroom to make this a reality. Student goals are taken through the schematic using extensive evidence showing a robust understanding of the fundamental issues in the teaching profession. A rationale paper should reflect contemporary learning theories, questioning, wait-time, responding behaviors, learning cycle, cooperative learning, highly interactive teaching, assessment, etc. Citations demonstrate additional student research.

CI 454S 9

The Formal Operational Teacher

by

John E. Penick

An Unpublished Paper, 1985

Modified by Michael Clough, 1996

In considering a continuum of teaching skills, aptitudes, and knowledge, the teacher at the highest level of that continuum might well be considered as “formal operational” in their approach to the teaching/learning process. Using this analogy, the teacher at the lower end of the continuum might well be considered “concrete operational.” The formal operational teacher would be contrasted to the more concrete operational teacher by possessing the following traits:

1. Sees teaching as a dynamic, integrated activity of a multifaceted, multivariate nature;2. Is proactive rather than reactive;3. Uses premeditated behaviors (that is, considers the desired state of teaching, thinks in advance

what would create that state, and then proceeds to do it);4. Uses high level questions (those that require made up answers, cause students to analyze,

evaluate, and speculate, and which lead students to a robust understanding of the subject);5. Demonstrates a high acceptance of diversity by: a) accepting a broad range of student

behaviors, aptitudes, and attitudes; b) encouraging and accepting diverse student responses; c) acknowledging and acting on the presence of other learning and teaching styles, d) using a broad range of curriculum materials;

6. Has a well-thought-out rationale for teaching which includes carefully formulated goals and a well-justified set of behaviors to obtain those goals. These behaviors are based the best available knowledge about how children learn, the effects of teachers on students, and the nature of science;

7. Has self-confidence as evidenced by their research-based framework, articulation of it, extensive and ongoing self-evaluation, and non defensiveness;

8. Provides a classroom in which students are doing a significant portion of responding, reacting, structuring, and soliciting rather than predominantly responding to teacher moves;

9. Shows a high tolerance for risk;10. Is highly creative in approach;11. Accepts responsibility for a) necessary changes, b) student and personal welfare and c)

providing an excellent learning environment;12. Equates teaching and learning;13. Maintains discipline and reacts to discipline provoking situations with a universal ethical

orientation that emphasizes the reciprocity and equality of human rights and respects the dignity of human beings as individuals. This teacher would not base their actions solely on authority and maintaining social order, nor on action governed by duty or fixed rules;

14. Is an effective communicator;15. Provides a learning environment which is warm, caring and humane.

CI 454S 10Course Policies:

* Papers will be word processed, APA style, and submitted as Word (not docx) documents via your individual Group File Exchange with Dr. Bergman on Blackboard.

* All work is due no later than 11:59 p.m. on the given date. Late papers will not be accepted. Technology failure is not a valid excuse. Please back up your work.

* Please turn off all electronic devices (laptop, cell phone, music, PDA, etc.) during class.

Certification Requirements: Both the state of Kansas and national accreditation requires that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive satisfactory ratings on certain required assessments, many of those assessments are embedded within program’s coursework.

One such assessment required for all professional education courses is The Teacher Education Professional/Dispositions Rubric. At a minimum, this rubric is to be completed by the instructor at the conclusion of a semester for each student. The proficiency required of candidates is a 3 or higher in each area of the rubric. A copy of that rubric is attached to the 412/413S syllabus.

One or more of those additional required assessments occur in this course. A title/description of any assessments and associated rubrics and passing criteria follows:

Practice Teacher Work Sample with 70% or better on each section

Students failing to attain a satisfactory rating on a required assessment may be provided special assistance. The university is not able, however, to recommend individuals for licensure who fail to attain a satisfactory rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

Information on program Transition Point requirements can be found in the program handbook. Candidates unable to successfully meet Transition Point criteria will ordinarily be assigned remediation, which may affect progress in the program (e.g., not proceeding to next semester’s coursework). It is necessary to meet Transition Point criteria in order to secure licensure recommendation or graduation even though general GPA requirements may be met.

Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty constitutes dismissal from the University (Please see WSU Student Code of Conduct).

Special Needs: ADA – If you have a physical, perceptual, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173.  (Voice/TDD 978-3309).  ODS will review your concerns, confirm your disability, and determine, with you, what accommodations are necessary.  All information and documentation of your disability is confidential and will not be released by DS without your written permission.

Educational Materials Resource: Book fine policies are in effect for any materials checked out for this class from the Library Resource Center (LRC) at the Joyce Focht Instructional Support Center (USD 259), 412 S. Main, Wichita. All materials for this class must be returned and fines paid at the LRC by this semester's Study Day before grades for this class will be recorded. NOTE: At the time of check out at the LRC, you will be asked to give your name, WSU student identification number, and identify the appropriate WSU class and instructor's name.

CI 454S 11COPY COPY COPY COPY COPY COPY

TEACHER EDUCATION PROFESSIONALISM/DISPOSITIONS RUBRIC

Student name ____________________________ Course ____________________________ Sem ester _______________________________ Instructor __________________________

CRITERIONSCORE

5 POINTS 3 POINTS 1 POINT -1 POINT

RESPECTRecognizes and respects multiple perspectives (verbally and nonverbally)

COE Conceptual Framework Proficiency/Disposition = C3

Communicates with a problem-solving attitude, asking for clarification, checking understanding of the other position before stating and justifying an alternative position

Communicates disagreement/ disapproval of others’ statements, states an alternative position, and provides justification for that position

Communicates disagreement/ disapproval of others and/or their statements while providing an alternative solution

Communicates disagreement/ disapproval of others and/or their statements rudely and disrespectfully

JUSTIFICATIONJustifies and supports statements (Communicates specific observable behaviors, established theories, and/or literature to support conclusions and/or personal opinions rather than stating judgments)COE Conceptual Framework Proficiency/Disposition = CTA3

Explains connections between personal opinions and/or judgments through behavioral observation, established theories, research literature, and/or course content

Bases personal opinions and/or judgments in behavioral observations, established theories, research literature, and/or specific course content

Provides limited justification or support for personal opinions and/or judgments (when questioned)

States personal opinion or makes judgments without justification or support

PARTICIPATIONParticipates in activities and discussionsCOE Conceptual Framework Proficiency/Disposition = C3

Consistently contributes in ways that support group members and extend the group’s work

Often makes verbal and/or nonverbal contributions related to activity/discussion

Seldom makes contributions related to activity/discussion

Does not participate in class discussion or activities

ATTENDANCEAttends class and pays attention in classCOE Conceptual Framework Proficiency/Disposition = C3

Attends class regularly, arrives on time to class, is attentive and well- prepared, does not leave early.

Attends class regularly, arrives on time, is attentive in class, does not leave early.

Attends class regularly, arrives on time, is inattentive in class, leave early.

Misses class or arrives late; is inattentive in class, and leaves early.

COMMITMENTValues both the learning process and the information garnered in the processCOE Conceptual Framework Proficiency/Disposition = CKS2

Demonstrates an eagerness for the information presented in classes as well as for the learning process

Makes statements that reflect a sense of value in the material covered in education courses and for the learning process

Shows neither positive nor negative attitude toward information presented in course work and for the learning process

Expresses disdain for information presented for courses and/or learning processes

PROFICIENCY: Score of 3 or higher in each area

Comments/Questions (place on the back of this sheet)Approved by Professional education Program Committee 4/4/05

COPY COPY COPY COPY COPY COPY

CI 454S 12

The sower may mistake and sow his peas crookedly;The peas make no mistake, but come up and show his line.

- Ralph Waldo Emerson

Knowing trees, I understand the meaning of patience.Knowing grass, I can appreciate persistence.

- Author Unknown

Education is the most powerful weapon which you can use to change the world.

- Nelson Mandela

If we don’t model what we teach, we are teaching something else.

- Author Unknown

In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.

- Eric Hoffer

Education is not a problem. Education is an opportunity.

- Lyndon B. Johnson

The greatest accomplishment is not in never falling, but in rising again after you fall.

- Vince Lombardi

Silence is one of the greatest arts of conversation.

- Hannah More

People don’t dislike change. They dislike being changed.

- Mike Basch

If someone is going down the wrong road, he doesn’t need motivationto speed him up. What he needs is education to turn him around.

- Jim Rohn

CI 454S 13

CI 454S 14

Clough, M.P. & Berg, C.A. (2006). Promoting effective science teacher education and science teaching: A visual framework for teacher decision-making. Proceedings of the International Meeting of the Association for Science Teacher Education. Portland, OR: January 12-15.

The above schematic illustrates a research-based framework (RBF) for teaching. It highlights aspects that are critical to consider when making decisions in the classroom. All teaching decisions should consider multiple knowledge bases, grounded in educational research. Developing these knowledge bases is itself a difficult task; using them is yet another. Push yourself to do both. Our students deserve it!