1. Welcome to UTS 101 – STEP 1, Week #1 Instructor: Brian Fortney  Please sign in  Pick up a copy of each handout  Please do not sit at back 2 tables  Make a tri-fold name tent (see Instructor’s example-Name on Both Sides, Please)  Begin filling out the white pages first  Read over the syllabus (do not write on it)  We will begin with Introductions shortly

2. Hand in your Release of information form  Release of Personal Information  Pictures on wall in hallway  Replication sites/Examples of student work (de- identified)  Introductions  Who are you? Why are you taking this course?  Background Check-Online  (Background check-Required for AISD) UTeach Course Introduction

3. Our Syllabus – Answer the Following Questions: In the next few minutes, formulate an answer for the following (Be ready to raise your hand): How can you contact any of the instructors or our TA? What is our TA’s name? Where can you find an electronic copy of the syllabus? Does the syllabus say anything about missing a teaching assignment ? How about rescheduling? Is there a dress code for observing and teaching? Does attendance count in this class?

4. Homework Access the readings through Bb (Documents): Suggestion: Download all 5 readings now. Please read the following article: Science Labs: Beyond Isolationism Be ready to answer questions (next slide) [Postings Due: Tuesday evening @ 11:59 PM.] Be prepared to discuss this article next class meeting. No written answers today.

5. READING DISCUSSION Science Labs: Beyond Isolationism 1. How does the lab described in this lesson compare to those you have experienced in high school? 2. What does the teacher do first? 3. What is his purpose in doing this first? 4. How does the “ABC” approach impact student learning? 5. How is vocabulary introduced? 6. What does this have to do with our class?

6. Agenda-Week One  Overview of Step 1 Syllabus  Please bring questions next week, or by email  bfortney@austin.utexas.edu bfortney@austin.utexas.edu  Course website: brianfortney.com & BlackBoard (ALL assignments submitted via Bb)  Course Outline  Assign teaching teams  Demo Lesson #1

7. BlackBoard (Bb) Go to https://courses.utexas.eduhttps://courses.utexas.edu Unique # - 57720; 57730; 57740 Click on the “assignments” tab Look for Chemical Safety Training REQUIRED File name: FortneyB_Safety(txt, excell, or pdf are OK) (A) FortneyB_KimE_Matching.doc Components All paperwork & assignments may be accessed via: Bb and brianfortney.com

8. Student Scheduling Information This sheet will be used to form teams Completely fill out the form with your class schedule, only. (You can schedule work around these five required components. Problems? We will solve them together.)

9. Teaching Teams (Teams of Two) Please be flexible and efficient! To find a partner: ** Waitlisted students-please don’t participate in this step. ** 1.Are you a driver? Stand on the perimeter of the classroom. Hold your colored card (indicating major) and schedule so that they are visible to all. 2.Non-drivers: Locate a partner that has a similar schedule. 1.Maximize open times (2+ hours at a time/multiple days.) 3.No luck? 1.Repeat as necessary 2.Perhaps look for partner in different major 4.Success!!?? 1.Sit with your new partner & shade in your common times.

11. “Matching Teams with Mentor Teachers” Form Complete the top half of this information sheet. It is used for: coordinating schedules, sharing materials, or contacting members of the team. (BOTH partners need to have a copy.) List blocks of time on specific days that you and your partner are available to teach. Times should only include the time that you are available to actually teach NOT the travel time. The elementary school day begins at 7:45 and ends at 2:45. Please watch as I do an example Upload this to Bb/Assignments/Matching Schedules

12. Demo Lesson #1 1.Fold (white) Xerox paper in HALF Write your name, and unique number at the top. Label: Top Half: “Things that worked.” Label: Bottom Half: “Things that did not work.” Your charge: Using only one battery, one bulb, and one wire, can you get the light bulb to light? As you work on lighting the bulb, you are to keep track of configurations that did work, and configurations that did not work.

13. Have a great week! Extra time? Work Room Tour!

14. Demo Lesson Last: Write three (brief) paragraphs (using complete sentences) on the back of your paper: 1. What did I already know about simple circuits? 2. What did I learn about simple circuits? 3. What is confusing about making the light bulb light? Please turn in your paper as you leave.

15. Homework Access the reading via: Electronic Reserves (Bb-External Links Tab) Please read the following article: [Due: Beginning of next class.] Science Labs: Beyond Isolationism Be ready to discuss your answers to the following questions on the next slide Be prepared to discuss this article next class meeting. No written or electronic assignment submission.

16. READING DISCUSSION 1. Science Labs: Beyond Isolationism 1. How does the lab described in this lesson compare to those you have experienced in high school? 2. What does the teacher do first? 3. What is his purpose in doing this first? 4. How does the “ABC” approach impact student learning? 5. How is vocabulary introduced? What does this have to do with our class?

17. Reading Postings Science Labs: Beyond Isolationism