To Continue . . .| Purpose |
The purpose of theis assignment is to allow candidates to discuss and share ideas focused on topics that relate directly to their teaching. The discussions will focus on the use of vignettes. Vignettes are cases, studies, descriptions, or stories about a situation (in this case teaching science), and describe phenomena that are normal, unusual, or enticing.
| Learning Objectives |
| Standards |
No specific science content standards.
NC Standards for 9-12 Science Teachers
Science teachers research and learn to apply best practice in science education and participate in the dissemination of those ideas.
ISTE
Standard 2: Planning and Designing Learning Environments and Experiences – Teachers plan and design effective learning environments and experiences supported by technology. Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
Standard 3: Teaching, Learning, and The Curriculum – Teachers will implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
Standard 6: Social, Ethical, Legal, and Human Issues – Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
| Assignment Directions |
Go to Discussion Forum and locate Vignettes. Read the vignette and question located in the first message or 'thread.' Start your conversation by replying to the first comment or answering the discussion questions with a new 'thread.' The following vignettes are only 3 samples.
Vignette 1:
In class, the teacher wanted to start a unit on cells. The teaching style to be initiated was a lecture format followed by an assignemnt via a worksheet and reading. The worksheet was based upon knoweldge gained through reading the text. Several students in the class were reading 4 to 6 grade levels below the other students.
What are some of the accommodations and adaptations as a teacher you can implement for these students in this classroom? How would these accommodations allow you as a teacher to better instruct all students in your classroom? What personal examples in your current classroom can you provide to help others in answering these questions?
Vignette 2:
The goal for an inquiry lesson was to find a method by which students could measure distance, without using a standardized measuring device (ruler, tape measure, etc.). On the first day of class, the students were allowed access to a tape measure, but from that day forth, they had to be able to measure distances using only what they’d devised. During class discussion of the idea, students seemed to understand; coming up with ideas of using dental floss, shoes, stride, and broom sticks to measure distance. Once they got outside to put their theory into practice, errors were rampant. Students were making calculations in inches when they should have been using the artificial units; they weren’t quite doing the right calculations. Many of the students’ measuring techniques were going to have 20-50% errors in them. The teacher did not want to hand the answers to the students, nor did she want them to have entirely unsuccessful results.
When involvded with inquiry lessons, how does one find the line between helping too much and helping too little? Is this line the same for all students? What experiences have you had in implementing and trying inquiry-based activities and labs?
Vignette 3:
For this online Vignette discussion you will read more of the EJSE article. Click on http://unr.edu/homepage/jcannon/ejse/ejse.html and find Article Two on cases. In particular you need to read Appendix B pages 21-26 and Appedix D pages 33-37. Compare the cases tht you read with the tables in the earlier part of the article. These two cases describe the teaching of the topic thermodynamics from two different perspectives; chemistry and physics.
Your online discussion will contain two separate but related parts.
1) During weeks 1 and 2 you need to discuss the teaching pedagogy. What the pedagogy appropriate, why or why not?
2) During weeks 3 and 4 you need to discuss the teaching of the subject matter. How and hwy is the teaching of the same topics different in two different science classrooms? Are there other topics similar to this that are taught differently across science disciplines? Why is there a difference?
Each candidate is required to respond substantially at least two times each week to each vignette during the 4 week period. It is expected that you will use examples from your teaching and classroom situations to enhance the validity of your comments.
| Assessment |
The online discussions are worth 40 points (20 points for each individual vignette), and will be graded on the following criteria:
| Criteria | Exemplary (5) | Accomplished (4) | Compliant (2) | Undirected (1) |
| Think | Gathers information from a wide variety of sources and relates to the topic, and posts them regularly. Comments show depth of thought and lead to further discussion. | Gathers information from sources other than assigned reading materials, and most information are relevant to topic. Thought given before posting is evident. | Gathers information necessary to post on topic. Only uses instructor given materials. Most posts are in direct response to existing posts. | Does not research discussion topic prior to posting. Information does not relate to topic. Posts show little or no connection to discussion topics. Posts show no advanced preparation. |
| Value | Responds to others' messages in a thoughtful manner, comparing and contrasting own viewpoint. Integrates others' postings and outside materials or examples. | Often responds directly to pints made by others. Effort has been shown to consider other viewpoints and opinions. | Reads and responds to others' messages, but does not adequately consider other viewpoints. Posts "blunt" messages. Gives some consideration to the topic thread in responses. | Posts rude or discourteous responses. There is evidence that other posts were not read prior to responding. Attacks other opinions, and is argumentative. Is dismissive of others' opinions. |
| Communicate | Consistently answers questions posted by others in creative and insightful manner. Encourages additional discussion on related topics. Comments are clearly expressed. | Consistently answers questions posted by others, and encourages others to participate. Comments are clearly expressed. | Meets minimal posting requirements. Occasionally posts in direct response to questions expressed by others. Ideas are satisfactorily expressed. | Very little participation. Does not see or respond to needs or questions expressed by others. Poorly constructed posts. Posts ramble and are not clear. |
| Act | Exceeds participation requirements as established by the instructor. Responds promptly, and demonstrates and fosters cross-communication among others. | Meets participation requirements as established by the instructor, and responds promptly to most posts. | Meets minimal participation. Deadlines are often last minute. Posts demonstrate attendance in discussion, but little else. | Does not participate in activity. Posts sporadically. |
To Continue . . .Click on the "Ok" button to return to the Session 2 section.