TLPI Spring 2008 Secondary Math/Science 02/04/08 ► Red Binder Questions ► Pair-Share DEJ Notes ► Why Teach? ► Assessment ► Map of Pedagogical Knowledge ► Teaching Diverse Students ► English Learners (more next week) ► Developing a personal mission statement ► Ethnographic Narrative Part I and APA format ► For next week...
Red Binder Questions ► Answer the “easy ones” in class– TEIP personnel and Lisa Loop will answer the rest ► Possible question categories Assignments Faculty advisors Observation hours Job related questions Internship Teaching Experience Financial Aid Other
DEJ Sharing—Week 1 Readings ► Timed Pairings Task = Content + How To’s ► Debrief What worked? Concerns? Remember, due next week = readings/DEJ notes + personal mission statement
Why Teach? ► Different teachers, different philosophies Think of your favorite teacher or professor? How did he/she communicate his/her philosophy of teaching to you? How did that impact your engagement and achievement in the class? ► Use a variety of instructional strategies Brainstorm the instructional strategies you have experienced. What makes an instructional strategy effective? Focus, if possible, on your own STEM class experiences. ► Use a variety of assessment strategies How have you been assessed as a math/science student? Consider the form, function, variety of these assessments. What makes an assessment effective?
Map of Pedagogical Knowledge ► Bloom’s Taxonomy of Educational Objectives = another hierarchical model Bloom’s Taxonomy of Educational Objectives Bloom’s Taxonomy of Educational Objectives ► In small groups, assemble the map as you best agree it might look ► Debrief
Assessment ► What is assessment? (collecting, synthesizing, interpreting info) ► Why assess? Assessment is feedback for both teachers (effectiveness of instruction/improve) and students (what has/hasn’t the student learned/improve) Ultimately, assessment drives student learning and achievement ► Different forms of assessment Formative (during instruction) Summative (after instruction) Informal versus formal ► Various assessment strategies Observation, Q&A, rubrics, concept maps, portfolios, quizzes/exams, peer review, oral presentations, written reports, performance assessments, journals, blog entries...
Teaching Diverse Students ► Beliefs Inventory + presentations ► Types of diversity ► Web article
English Language Learners (more next week) ► Web article ► Helping ELLs in the math classroom phtml phtml phtml ► Helping ELLs in the science classroom e.phtml e.phtml e.phtml
Developing a Personal Mission Statement or Credo ► Purpose Statement of your personal teaching beliefs What you hope to contribute Touchstone—what will motivate you to continue ► Domain Specific to your discipline—why teach math or science? Reflect CGU’s TEIP vision (red binder) Be mindful of California Standards and TPEs (red binder) ► Tone ► Format APA—pocket guide + web sites on next slide ► Due next week, 2/11
Ethnographic Narrative Part I ► Content Guidelines in reader, p. 69 ► Assessment Rubric in reader, p. 71 ► APA format—pocket guide + web sites ► ► Title page (running head, pagination begins on) 1” margins, TNR, 12 point font, double spaced In text citations References ► 1 st draft due 2/18/08 (Session 4) so start writing tomorrow and write or brainstorm every day
Due next week (Session 3)... ► Double entry journal entries (**Do only 1 quote and commentary for each reading/chapter=ONE page**) Lopez article (from course reader) Reyes et al article (from course reader) Cruickshank, Chapter 2 & 3 ► Personal Mission Statement/Credo ► Looking ahead Due 2/18 (Session 4) ► Ethnographic Narrative Part I 1 st draft ► Letter of Introduction to Parents ► Parent Partnership Plan Due 2/25 (Session 5) ► Professional Goals Begin to brainstorm ideas for your thematic unit ► Lisa Loop Q & A
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