Academic
Year 1 ~ 2005-2006
CHEM 511- PHYSICAL
BASIS OF CHEMISTRY
COURSE DESCRIPTION – A most
significant challenge to a science teacher in the subject of chemistry
is to explain chemical phenomena to students in a way that is
understandable and can induce interest for further exploration.
This course will provide the knowledge base for teachers to understand
why chemical processes occur as they do, and subsequently to be able to
use this knowledge to explain and inspire. The course content
will include the discovery and description of atomic and molecular
structure, interactions between molecules that determine the structure
and properties of matter, and the principles that guide chemical
equilibrium.
NOTEWORTHY COURSEWORK
-
The final
project was an assignment in
which we had to write an essay on a
discovery, concept or invention related in some way to Chemistry. It
also had to have a
classroom
activity
that incorporated our story.
Cartoon by Nick D Kim, nearingzero.net. Used by permission.
EDUC 536
-
TEACHING AND LEARNING MIDDLE
SCHOOL SCIENCE
COURSE DESCRIPTION
–
Pedagogy for science in the middle grades is typically taught as part
of an elementary or secondary methods course in teacher preparation
programs. In this course, participants look squarely at aspects
of teaching and learning which are unique to grades five through
eight. This includes elements of psychology (i.e., the behavior
and social needs of the early adolescent), effective approaches to
curriculum and integrating science with other content areas (especially
mathematics and language arts). Participants approach these
topics through reading of and reflection on scholarly research, model
lessons and the sharing of their own classroom experiences. The
integration of learning into professional practice is facilitated
through structured conversations that include close examination of
student work. Extensive use is made of the science curriculum
collection at GSE, enabling participants to access
nationally-developed, standards-based level science programs and
consider issues involved with their enactment. A core goal
of the course is to establish and maintain a community of learners of
science and middle level science education.
NOTEWORTHY COURSEWORK-
We had to write a
Sample
Letter to a
Parent of a Disabled Student. My letter addressed the
accommodations
I would make if I had a student with dyslexia in my classroom.
The following assignments were completed throughout the academic year.
I
chose to focus on the Rock Cycle. These assignments were very powerful
in terms of effective science pedagogy. My Pre-Assessment
and Misconceptions Report
shows how a pre-assessment can indicate what students misunderstand
about a topic so that instruction can be tailored to address common
misconceptions. I then designed a unit about rocks using the
Understanding By Design or Backwards Design method. My instructor gave
us a UBD
Template to guide us through
it. My UBD
Unit Plan was an awesome
venture, unlike any
unit I have ever designed before. Some specific Lesson
Plans within the unit are
described along
with References.
The 5E's
of teaching science was something I learned from my instructor. I want
to include this reference that I used to help me design my lessons.
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