ESE 6334

Spring Schedule Jan 7: UF Semester begins Jan 7-18: Classes at UF –Global Studies –Seminar (ESE 6344) Jan 21-March 28: Student Teaching (ESE 6945) –Full-time teaching –Classes at night

Student Teaching Jan 21-Feb 8 (3 weeks) –2 classes; 1 prep Feb 11-Feb 22 (2 weeks) –Assume 2 more classes (total 4 classes); 2 preps Feb 25-Mar 21 (4 weeks) –4 classes; 2 preps –Last week: transition back to coop. teacher Mar (1 week) –Observations in other schools (minimum-3) Mar 31- April 4 (1 week) –Science Proteach Spring Break

Framework for Science Ed

Scientific Discourse Science is not something you learn; it is something in which you engage. One of the primary activities of science is engaging in discourse (verbal and written) and inquiry. If we want students to “learn science,” they must become engaged in science which means they must become part of a discourse community which seeks to socially negotiate concepts, data, theories, conclusions, etc.

Establishing Discourse Communities Unfortunately, students are not used to being active participants in discourse communities so establishing these in a classroom can be quite difficult. This is also one of those things which does not lend itself to a tidy list of prescriptions. So, throughout the course, we’ll do things to model the establishment of discourse communities

Helpful Characteristics for members of a Discourse Community Willingness to participate Active listening Being critical when appropriate Addressing other students (not just the instructor)

How does an instructor help foster a discourse community? Expect classroom discourse Provide opportunities for students to engage in discourse. Provide materials that are interesting and thought provoking Explicitly highlight the role of discourse in science Move away from I-R-E (question-answer-evaluation) Consider room arrangement Reinforce appropriate discourse behaviors Model student characteristics