Tlpi spring 2008 secondary math science 02 04 08
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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