Professionalism, Science/Math Ed Minor, Cases, Intro to Constructivism

Professionalism  As a volunteer, you represent yourself, UF, the College of Education & TDS  You need to present yourself as a professional educator; NOT a student

Professionalism-Key Issues  Punctuality & Reliability  Attire Present yourself as a professional NO jeans, t-shirts, flip flops Dress conservatively  Relationships with students  Language  Facebook & other web-based material  If you are not sure about a conduct issue, talk to TDS!

Math/Sci Ed Minors  Developed originally through the HHMI-UF Science for Life Program; New support from Florida Teach  18 credit hour program  Includes course work & field placements (local HS & MS)  Prepares participants for Math or Science Teaching Certification (grades 6-12)  All science & math majors are eligible for the program

Curricular Elements  EDG 4930 (MAE 2364): Explorations  RED 3312: Reading in content areas  MAE XXXX: Knowing & learning in math & science  SCE 4360: Sec. Science Teaching I MAE 4320: Middle school Math methods  SCE 4363: Sec. Science Teaching II MAE 4330: Seconday math methods  MAE 4941: Practicum in teaching science & math

What do I do next?  Take the other “prereq courses” whenever possible 1) Reading Course (RED 3312) 2) Knowing & Lrng in Math & Science (MAEXXXX) 3) If #2 is not developed in time, consider an alternative elective:  TSL 4320: ESOL Strategies for Content Area Teachers  SCE 4342: Environmental Education Methods  EDF 3110: Human Growth and Development  EDF 3132: The Young Adolescent  EDF 3135: The Adolescent  EDF 3210: Educational Psychology  EDF 3214: Learning and Cognition in Education

Next…  Complete the math/science ed sequence over: Methods I (fall)  SCE 4360 or MAE 4320 Methods II (spring)  SCE 4363 or MAE 4330 Practicum- MAE 4941 (summer A)

Questions???  General information: COE Office of Student Services/Student Advising: Norman G416  Math Ed Dr. Pape:  Science Ed Dr. Sadler:

The Minor doesn’t work for me... What are my options  Science PROTEACH 12 month certification/master’s program Contact: Dr. Linda Cronin Jones with questions:

Chapter 1-Case book  What is a teaching case? Why are cases useful for teacher education?  What do the authors mean by the following contrasts: Thoughtful practice v. “tricks of the trade” Education v. training Technical reflection v. critical reflection (pp. 7-8)  Are cases in this book designed to show you what you should do as a teacher? If not, why are they useful? (p. 10)

Case 2.3  Comments, questions…

Thinking about thinking…  A group of children who think the world is flat…  A teacher tells the children that the earth is round. What do the children envision? Earth like a pancake  A teacher tells the children that the earth is a round sphere? The pancake is on or in a sphere Vosnaidou & Brewer, 1989

 How do people come to know things?  What are some metaphors for learning?

Constructivism  A theory for explaining how individuals come to gain knowledge.  Individuals actively construct their understandings. Resulting constructions are dependent on pre- existing ideas.  Individuals are NOT passive recipients of knowledge.

Constructivism is NOT  An instructional strategy  Equivalent to: Hands-on learning Discovery learning Student centered

 Constructivism is a theory that helps explain learning. While learning theory can influence how we think about instruction, it does not necessarily prescribe a particular mode of teaching.