Tue., Aug. 27

Management, history, objectives (C3)

READ:

Collette and Chiopeta, Chapter 1; Kibler, Barker, and Miles, Chapter 4.  Try the examples and come with any questions you have. Skim Science Process Skills as it is a good summary of many higher level skills in science.

ASSIGN:

1.

Be prepared to put a brief outline of the history of science/math education on the board, labeled by decade.

2.

Begin a list of management techniques and procedures you have observed in your student teaching classroom.

CLASS:

Discuss history.  Begin consideration of classroom management and practice writing objectives.

Tues., Aug. 27

Philosophy and National Standards (C3)

READ:

Science for All Americans – v-xiii (stop at “Chapters”), Chap. 1,12,13.  Science Education Standards, pp. 1-4, and chap. 2 and 3 skipping Standard C.

ASSIGN:

Write a one-page draft of your philosophy for teaching physical science.

Fri., Aug. 30

Assessment (G1-5)

READ:

National Science Education Standards, pp. 37-43, 75-100, Performance Assessment:  Everyone Talks About It, But What Is It?

ASSIGN:

Write two objectives at each level using material for the unit you will write for this course.

CLASS:

Review assessment standards on student teacher rating form.  These are from Wiggins.

Tues., Sept. 3

Questioning/Discourse (D)

READ:

Jacobsen, Chapter 6,  Science Ed. Standards 175-181.  Cases:  Lost in Translation, On and On It Goes

ASSIGN:

Write the assessment portion of your unit plan.

CLASS:

Analyze video of classroom discussion.

Thur., Sept. 5

Strategies for Instruction (D)

READ:

Models of Teaching, chap 3 and 4, Discrepant Events, Learning Cycle, Search, Solve, Create. Johnson and Johnson, Circles of Learning-chap 1.  Cases:  Caught in Between, It’s Time for a Tail.

Fri., Sept. 6

Strategies for Instruction (D)

READ:

Inductive Thinking (concept maps), A Cognitive Approach to Teaching Physics.

ASSIGN: 

Write a two-page description of the relevant characteristics of the students for whom you are preparing a unit.

Tue., Sept. 10

Multicultural, nonsexist infusion, career education infusion, STS and values.

READ:

Kahle and Meece, “Research on Gender Issues in the Classroom”, Koch, “Breaking the Mold” Iowa Department of Education Multicultural, Non-sexists guide, pp. 34-36.

ASSIGN:

Objectives and assessment.  Revised philosophy and goals.

Thur., Sept. 12

Curricula

READ:

Reading in the Science Classroom, noting especially strategies to use with students who struggle with science text reading.

ASSIGN:

Review the four assigned curricula using the curriculum evaluation guide provided.  Calculate the readability of each text.

Fri., Sept. 13

No class.

ASSIGN:

First three lessons on unit plan.

Tue., Sept. 17

Safety and Liability

READ:

NSTA position on laboratory work. Garner, Gerald J., Science Safety Handbook for California High Schools.

CLASS:

Laboratory safety and legal liability.

ASSIGN:

Find a relevant article in the Science Teacher and summarize it.

Thur., Sept. 19

Resources

REVIEW:

Review resource books in curriculum library.  Examine NSTA & other science catalogs.  Review two web sites.

CLASS:

Finish discussion of models of instruction.

ASSIGN:

Bring resources to share.

Fri., Sept. 20

Classroom Management

READ: 

Just Let Me Survive Today, Mark Richman

Tue., Sept. 24

 Role of Misconceptions in Physics

READ: 

Driver and Squires, Making Sense of Secondary Science, sections 2 and 3,  Cases:  Learning Newton’s Third Law, A Pressure Packed Problem, Social Constructivism

Thur., Sept. 26

No reading. Discuss any cases or readings we have left.

Fri., Sept. 27

Final unit lesson plans due.