1. UTeach STEP 1- Class #2  Welcome!  Please sign in  Pick up your folder and name card  Find your schedule & sit with your partner  Sign out a computer & power plug  Log on to Bb

2. Administrative AGENDA Review Bb tabs & HW submission Login to Bb (select the tab: My Grades) 57737 57750Submit to 57737 57760 Upload Chemical Safety Training FortneyB_ChemSafety [Either Excel, PDF, or TXT] Syllabus; Assignments; External Links Overview of brianfortney.com Workroom introduction (very short)

3. Field Experience - Dates Observation 1 = February 7-11, 2011 Teach Lesson 1 = Feb. 28-Mar. 4, 2011 Observation 2 = March 7-11, 2011 Teach Lesson 2 = March 21-25, 2011*** Teach Lesson 3 = April 11-15, 2011

4. Daily Agenda Demonstration Lesson #1 Reading Discussion (Science Labs: Beyond Isolationism) Introduction to the “5E” Lesson Plan Design Evaluation & Feedback activity (Teaching Technique: “Knowledge Draw”) Analyze Demo Lesson 1 (Engage and Explore only) (Teaching Technique: Walk-the-Walls activity) Homework

5. Reading #2: Simplifying Inquiry Instruction: Assessing the Inquiry Level of Classroom Activities (Bell, Smetana, and Binns) Guiding Questions: Using the levels suggested by Bell, Smetana, and Binns, Where would you place the two sample lessons (linked to our website)? (10 minutes or less) Please evaluate two lesson plans (Engage & Explore sections ONLY) and decide which best fits these questions: 1. Which lesson introduced the topic better? (Engage) 2. Which lesson allowed students to be creative? (Explore) 3. Decide: What feedback will you give to each group?

6. Reading Discussion #1 Science Labs: Beyond Isolationism (Cavanagh) 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?

7. Point of Today’s Class The point of today’s class: (Please notice that…) INQUIRY lessons are different from LECTURES. Inquiry Lessons Lectures Generative (allow students to be creative) Teacher (usually) gives information Role of the teacher changes (teacher as teacher/teacher as learner/teacher as mind reader) Students (often) passive learners Student roles change Information (usually) flows one way

8. Demonstration Lesson #1 (Engage) 1.What is in the bag? (Use your powers of observation-don’t “guess”) 2. Predict/Draw 3. Discuss as a table (Choose one that you agree works and set it aside) 4. Test it. (Using the materials given, build yourself a flashlight.) 5. What are the crucial components?

9. Demonstration Lesson #1 (Engage) 1.Individual Challenge!! Who can make a light bulb light using the FEWEST components? Don’t start yet … (!)

10. Demonstration Lesson #1(Explore) 1.Fold (white) Xerox paper in HALF Write your name, and unique number at the top. Label: Top Half: “Things that worked.” (Draw 2 diagrams) Label: Bottom Half: “Things that did not work.” (Draw 2 diagrams) 2. 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 by drawing them on your paper.

11. Demonstration Lesson #1(Explore) 1.(Teacher) How does this flashlight work? 2.(Teacher) What causes this to happen? 3. Your charge: Using the same materials (one battery, one wire, and one bulb) how many DIFFERENT ways can you get the light bulb to light? Another way to phrase this: How many different configurations can you find that make the light bulb light?

12. Demonstration Lesson #1 (Explain) 1.(Explain Part A) What did you find? (How did you get the bulb to light?) Show me using: Document camera Chalk board (with visuals) 2.How does a flashlight work? 3.(Explain Part B) 1.TEACHER explains teaches new content-USING STUDENT WORDS (etc.) 2.THEN the teacher introduces new vocabulary.

13. Demonstration Lesson #1 (Elaborate) Last task: 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? 4. What question would you like to explore further (that uses equipment in the bag)?

14. Engagement Students mentally focus on: An object, problem, situation, or event. Students make connections to past (& future) activities, and activate prior knowledge of the topic Techniques: Ask a question, draw picture, pose BRIEF challenge, define problem, show discrepant event, acting out problematic situation.

15. Exploration Gives all students common, concrete experiences to build concepts, processes, and skills. This provides something for students to talk about, and helps students make sense of information presented in the next section (Explain)

16. Pedagogical Content Knowledge (PCK) Contextual Knowledge (CK) General Pedagogical Knowledge (PK) Subject Matter Knowledge (SK) (PCK) Knowledge needed for Classroom Teaching Teacher’s task: Selectively draw upon independent knowledge bases of: Subject Matter Pedagogy Context “Teaching depends upon the presentation of content to students in some context using an appropriate form of instruction.” (Gess-Newsome, 1999, p. 11)

18. The 5 E’s (Based On Learning Cycles) 5 E Lesson Cycle 5 E Lesson Plan Engage; Explore; Explain; Elaborate; Evaluate

19. Activity (10-minute Homework) (Teaching Technique) Have students apply what they just learned to a new situation. Given two lesson plans, look at the Engage & Explore sections ONLY Using the rubric, which best represents the Engage section? Which best represents the Explore section? What feedback would you give each?

20. Reading: Science Labs… (By Cavanagh) Two Minute Write (Teaching Strategy) On your index card, write your full name, unique number, and BRIEFLY answer in complete sentences: What is the main point of this reading? Think-Pair-Share (Teaching Strategy) Think to yourself Pair with a partner at your table and compare what you wrote. Revise as necessary-Do NOT erase your original answer!! Share within whole group discussion

21. Reading: Science Labs… (By Cavanagh) Two Minute Write (Teaching Strategy) On your index card, write your full name, unique number, and BRIEFLY answer in complete sentences: Write a BRIEF statement linking the Cavanagh reading, the Light Bulb Activity, and the 5E lesson plan framework. How do they all relate? Think-Pair-Share (Teaching Strategy) Think to yourself Pair with a partner at your table and compare what you wrote. Revise as necessary-Do NOT erase your original answer!! Share within whole group discussion

22. Demonstration Lesson #1 (D2) Check in: How many different ways did you find that made the light bulb light?

23. Homework (10 minutes or less) Please evaluate two lesson plans (Engage & Explore sections ONLY) and decide which best fits the criteria in the rubric. Decide: What feedback will you give to each group?

24. Homework COMPLETELY read through your lesson materials (This will help you prepare for beginning to write your lesson next week) (10 minutes or less) Please evaluate two lesson plans (Engage & Explore sections ONLY) and decide which best fits the criteria in the rubric. Decide: What feedback will you give to each group?