Telling Stories Relating Theory & Practice Oral Communication

1. To review concepts of teaching science 2. To relate theory and practice of teaching science 3. To demonstrate critical thinking and oral communication of theory and practice of teaching science.

1. Select two themes in Interview Guide 2. Review guiding questions. 3. Review rubric (criteria for performance) in Interview Guide. 4. Prepare to “tell a story” about the theme. Take notes. 5. Map the story:  Beginning: Define the concept and it’s significance.  Middle: Relate to a practical experience (Show evidence in Portfolio)  End: Reflect on learning about the concept; relate to theory, RIPTS, Conceptual Framework.

II. Middle –Practical Experience (C&W evidence – Imp les plan )  Handheld Digital Microscope Lesson ◦ First, Desired Results – SLOs and RIGSEs ◦ Next, Assessments – Target Criteria ◦ Then, Planned Learning Experiences – Establish Set, Direct Instruction, Materials for Hands on Approach, Questioning, Closure II. Middle –Practical Experience (C&W evidence – Imp les plan )  Handheld Digital Microscope Lesson ◦ First, Desired Results – SLOs and RIGSEs ◦ Next, Assessments – Target Criteria ◦ Then, Planned Learning Experiences – Establish Set, Direct Instruction, Materials for Hands on Approach, Questioning, Closure I. Beginning – Define/Significance  Planning is a phase of PAR Model.  Planning is decision-making.  Encompasses all RIPTS. I. Beginning – Define/Significance  Planning is a phase of PAR Model.  Planning is decision-making.  Encompasses all RIPTS. III. End –What I Learned About the Concept of Planning  Planning is continuous and iterative.  Teachers reflect in the moment and make adjustments in their lesson plan based on how students are learning. III. End –What I Learned About the Concept of Planning  Planning is continuous and iterative.  Teachers reflect in the moment and make adjustments in their lesson plan based on how students are learning.

1. RIPTS RIPTS 2. FSEHD Conceptual Framework FSEHD Conceptual Framework 3. Practicum – Unit and Lesson Plans, Reflection 1, Science Learning Artifact, Science Learning Center 4. Bb Class Presentations and Materials 5. Bass et. al. text; Other Readings

 Organization ◦ Prepared with a “map” that guides delivery of information. ◦ Clear beginning, middle, and ending. ◦ Verbal cues to signal beginning, middle and end (first, next, then, finally) ◦ Additional evidence from e-portfolio.

 Oral Communication ◦ Conveys passion and enthusiasm ◦ Speaks in complete sentences, not in “bulleted” responses in phrases. ◦ Minimizes distracting speech patterns (Um’s, Ah’s, And, Like, So…)

 Body Language ◦ Appears confident, not arrogant ◦ Firm handshake when enters the room ◦ Uses eye contact and smiles