1. Reflect upon your instruction in your placement classroom. What did you learn about science teaching during this experience? What did you do well? What will you do differently during future instruction? When teaching through the 5E model in the classroom, I learned that students really enjoyed exploring and discovering their learning. I was really amazed and surprise by the outcome of teaching by using the 5E model. After teaching my first lesson using that model I actually had a lot of my students asking me if I was going to become a science teacher. I was really happy when the students were telling me that as I felt as I did a good job teaching the lesson. Something that I did well through the development of my 5E lesson, is that I came up with good activities for my explore portion of the lesson. I feel that my explore activities were …show more content…
How did your lesson plan and instruction change since the beginning of ELED 4311? How have you ensured that you have met your students’ science learning needs? My lesson instruction changed since the beginning of ELED 4311, as I now know the different components needed to create a 5E lesson. When I was in ELED 4311, I had some trouble creating my lesson as I did not fully understood what was expected for the students to do at the different levels. Now I can say that I know what each of the sections of the lesson entails. I have ensured that I meet my students’ science needs by assuring that the material needed to be cover in the class was covered. Furthermost, the students are able to learn from exploring, which is different from teaching the students how to and giving them the information needed. The students were still able to learn the material needed to be covered by discovering the content.
5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to
Day 2: The teacher will begin the instruction period with a short review of the previous day’s lesson. The review will be student centered, with the teacher asking students, “What were some important points from yesterday’s lesson?” “Who were some of the key oilmen of Oklahoma?” “Why was Tulsa called the Oil Capital of the World?” “What is the largest oil reserve in the Southwestern part of Oklahoma called?”
Teachers and students provide the following feedback to the Secondary Science Education Department at the University of Nebraska:
I observed a first-grade science lesson at Moore Elementary in Pasadena ISD on a Monday February 5, 2018 from 1-3pm. The class is a general education with 11 boys and 10 girls in the class it also has a five ESL (English as the Second Language) students. In the lesson the students were learning about the four different seasons. The first thing the teacher did to introduce the lesson was have the students watch a brain pop video about the four seasons. After the video the teacher went over the different seasons and asked the students what season we are currently and what season come next until they have covered all four seasons. Next, the teacher had the students do two different interactive board activities. The first interactive board activity
This project focused on one first grade classroom. It was selected because the science teacher also acts as the homeroom teacher. As the homeroom teacher, the teacher spends an additional thirty minutes with this first grade class. Students see the science teacher during breakfast and morning meeting. The class then was able to have more time to discuss and review homework expectations. This homeroom has three Latin American students, one of which is an English Language Learner, and twenty African American students.
Section 5: Artifact 1-2 are lesson plans that evidence my ability to create a cognitive interactive plan using the given curriculum for instruction in Science
The case study that I chose was the case of “The Solar System”. Out of all the three lesson plans, I found Mr. Johnson’s lesson plan to be the most interesting and elaborate. It also included innovative ways to touch on multiple learning styles using both text and visuals.
List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
I believe that the most important thing in teaching and learning is to insure the future success of the students. That’s why I am committed to placing the needs of the learner at the centre of everything I do. My teaching goal is to link course performance with the development of general learning skills, general chemical science skills, and specific subject matter skills.
On my journey to become a science teacher, the development of my personal philosophy of teaching has provided me with the foundation that structures my teaching vision and values. I am committed to create a learning environment that models democratic values and embraces diversity to educate students to become responsible, productive and lifelong learners in a multicultural society. Furthermore, I am dedicated to develop my students’ language, literacy and numeracy using a wide range of teaching strategies and resources across all phases of learning, but, particularly, in the context of the science and technology. My teaching principles include my life time
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach
They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.