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TLPI Spring 2008 Secondary Math/Science 02/04/08. Red Binder Questions Pair-Share DEJ Notes Why Teach? Assessment Map of Pedagogical Knowledge Teaching Diverse Students English Learners (more next week) Developing a personal mission statement Ethnographic Narrative Part I and APA format

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tlpi spring 2008 secondary math science 02 04 08

TLPI Spring 2008Secondary Math/Science02/04/08

Red Binder Questions

Pair-Share DEJ Notes

Why Teach?

Assessment

Map of Pedagogical Knowledge

Teaching Diverse Students

English Learners (more next week)

Developing a personal mission statement

Ethnographic Narrative Part I and APA format

For next week . . .

red binder questions
Red Binder Questions
  • Answer the “easy ones” in class– TEIP personnel and Lisa Loop will answer the rest
  • Possible question categories
    • Assignments
    • Faculty advisors
    • Observation hours
    • Job related questions
    • Internship Teaching Experience
    • Financial Aid
    • Other
dej sharing week 1 readings
DEJ Sharing—Week 1 Readings
  • Timed Pairings
    • Task = Content + How To’s
  • Debrief
    • What worked?
    • Concerns?
    • Remember, due next week = readings/DEJ notes + personal mission statement
why teach
Why Teach?
  • Different teachers, different philosophies
    • Think of your favorite teacher or professor? How did he/she communicate his/her philosophy of teaching to you? How did that impact your engagement and achievement in the class?
  • Use a variety of instructional strategies
    • Brainstorm the instructional strategies you have experienced. What makes an instructional strategy effective? Focus, if possible, on your own STEM class experiences.
  • Use a variety of assessment strategies
    • How have you been assessed as a math/science student? Consider the form, function, variety of these assessments. What makes an assessment effective?
map of pedagogical knowledge
Map of Pedagogical Knowledge
  • Bloom’s Taxonomy of Educational Objectives = another hierarchical model
  • In small groups, assemble the map as you best agree it might look
  • Debrief
assessment
Assessment
  • What is assessment? (collecting, synthesizing, interpreting info)
  • Why assess?
    • Assessment is feedback for both teachers (effectiveness of instruction/improve) and students (what has/hasn’t the student learned/improve)
    • Ultimately, assessment drives student learning and achievement
  • Different forms of assessment
    • Formative (during instruction)
    • Summative (after instruction)
    • Informal versus formal
  • Various assessment strategies
    • Observation, Q&A, rubrics, concept maps, portfolios, quizzes/exams, peer review, oral presentations, written reports, performance assessments, journals, blog entries . . .
teaching diverse students
Teaching Diverse Students
  • Beliefs Inventory + presentations
  • Types of diversity
  • Web article
    • http://www.naesp.org/ContentLoad.do?contentId=1845

http://www.hreoc.gov.au/youthchallenge/art/pics/kids3.jpg

english language learners more next week
English Language Learners(more next week)
  • Web article

http://www.ncela.gwu.edu/pubs/pigs/pig19.htm

  • Helping ELLs in the math classroom
    • http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_math.phtml
  • Helping ELLs in the science classroom
    • http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_science.phtml
developing a personal mission statement or credo
Developing a Personal Mission Statement or Credo
  • Purpose
    • Statement of your personal teaching beliefs
    • What you hope to contribute
    • Touchstone—what will motivate you to continue
  • Domain
    • Specific to your discipline—why teach math or science?
    • Reflect CGU’s TEIP vision (red binder)
    • Be mindful of California Standards and TPEs (red binder)
  • Tone
  • Format
    • APA—pocket guide + web sites on next slide
  • Due next week, 2/11
ethnographic narrative part i
Ethnographic Narrative Part I
  • Content Guidelines in reader, p. 69
  • Assessment Rubric in reader, p. 71
  • APA format—pocket guide + web sites
      • http://owl.english.purdue.edu/owl/resource/560/01/
      • http://www.cs.vu.nl/~faai/Online%20Writing%20Lab.htm
    • Title page (running head, pagination begins on)
    • 1” margins, TNR, 12 point font, double spaced
    • In text citations http://www.wisc.edu/writetest/Handbook/DocAPA.html
    • References http://www.wisc.edu/writetest/Handbook/DocAPA.html
  • 1st draft due 2/18/08 (Session 4) so start writing tomorrow and write or brainstorm every day
due next week session 3
Due next week (Session 3) . . .
  • Double entry journal entries

(**Do only 1 quote and commentary for each reading/chapter=ONE page**)

    • Lopez article (from course reader)
    • Reyes et al article (from course reader)
    • Cruickshank, Chapter 2 & 3
  • Personal Mission Statement/Credo
  • Looking ahead
    • Due 2/18 (Session 4)
      • Ethnographic Narrative Part I 1st draft
      • Letter of Introduction to Parents
      • Parent Partnership Plan
    • Due 2/25 (Session 5)
      • Professional Goals
    • Begin to brainstorm ideas for your thematic unit
  • Lisa Loop Q & A
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