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Debrief Practicum

Debrief Practicum. Relating Theory and Experience Prepare for Interview Course Requirement. TASK. Join teams for debriefing “ topic ” (e.g., planning or action) Open interview guide. Identify a recorder/reporter. Respond to “ topic ” interview questions (15-20 minutes)

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Debrief Practicum

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  1. Debrief Practicum Relating Theory and Experience Prepare for Interview Course Requirement

  2. TASK • Join teams for debriefing “topic” (e.g., planning or action) • Open interview guide. • Identify a recorder/reporter. • Respond to “topic” interview questions (15-20 minutes) • Report thinking to whole class (2-3 minutes) • Dr. Kniseley’s “critique”

  3. SMALL GROUP DISCUSSION • Teams for : PLANNING • Teams for: ACTION

  4. PLANNING: How do teachers plan a unit? • Backwards design approach – three stages of planning. • Stage 1: Desired Results; Stage 2: Assessment; Stage 3: Planned Learning Experiences • Why is the backwards design approach to planning preferred? • Able to teach with a sense of purpose and direction. • What curriculum materials/resources do teachers use to develop units? • Science kits, text books, district scope and sequence, RI Grade Span Expectations, results of NECAP Science assessments, • Relevant RIPTS 1,2,3,4,5,6,7,8,9,10

  5. PLANNING: How do teachers plan learning experiences (lessons)? • Stage of the backwards design approach • Stage 3: Planned Learning Experiences • Components of a lesson plan • Learning outcomes, formative assessment • Chart: Time allotted– Student Actions-Teacher Actions; • Beginning of lesson (link to prior learning, clarify goals, establish set) • End of lesson (closure, link to future learning); • Materials, accommodations, cooperative learning • 5e model of science instruction • Engage, Explore, Explain, Elaborate, Evaluate • Relevant RIPTS 1,2,3,4,5,6,7,8,9, 10

  6. ACTION: How do student learn science? • Approaches to learning science • Hands on, multi-sensory, pictorial, symbolic, combination of the first three. • Preferred approach • Hands on, multi-sensory  • Why is it the preferred approach? • Developmentally appropriate (Piaget) • Motivating, engaging, stimulates curiosity • Learning is deeper, lasting • More authentic. Students do what scientists do. •  Relates to RIPTS 3 How Children Learn

  7. ACTION: How do teachers teach science? • What models of teaching do science teachers used most often? • Inquiry, Direct Instruction, Presentation • “Centerpiece” of instruction • Inquiry • Why? • Students do what scientists do. Relates to scientific thinking and inquiry. • Instructional materials (curriculum) do science teachers use to teach science? • Science kits – FOSS, STC; Scientist notebooks, Technology (Video streaming), RI GSEs, district scope and sequence • Methods, strategies, and techniques do science teachers use • Effective questioning and responding (wait time), cooperative learning, integrating subjects, field trips, guest speakers • Relevant RIPTS – 1,2,3,4,5,6,7,8,9,10.

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