IV.+Pedagogy+Principle


 * 4. PEDAGOGY PRINCIPLE **


 * 4.1 Candidates are familiar with a wide array of instructional strategies consistent with professional, NYS and WS program standards, and understand their potential uses, values and limitations for achieving specific learning goals. **

 A lot of instructional strategies deal with classroom management issues. To be an effective teacher you need a wide knowledge of instructional strategies that you can utilize and implement to reach the learning goals, which are linked to the standards. Group activities provide students opportunities to take on leadership roles, and they also provide contexts for collaboration and community building. Stations provide a benefit to student learning because they provide numerous contexts for multiple topics to be investigated and compared (Chiappetta & Koballa, 2000). They work best when you have a large number of standards to cover in a short amount of time. Lab investigations can be extended off of these group activities and stations, or students can begin a lab investigation from the beginning. There are multiple forms of inquiry that a teacher can plan to incorporate into their lesson that will influence how these investigations are learned. These include direct inquiry, guided inquiry, or open inquiry (Colburn, 1997; Chinn & Malhotra, 2002; Chiappetta & Koballa, 2000; Bell, 2002). Materials management was very important for this set-up. A teacher needs to know how to effectively pass out and collect papers, how to set-up or instruct students to take out equipment and return it after the completion of an activity, and how to address safety issues (Baker, Lang, & Lawson, 2002; Sterling, 2009; Lawson, 2000; Wolfgang, 2009; Sampson, 2004). Demonstrations are often a great way to introduce a concept or an activity that students will get to investigate first hand. These demonstrations are perfect places to use student volunteers and provide a space to address social justice and equity issues (Chiappetta & Koballa, 2000). Review games are a great way to reinforce concepts and provide clarity in understandings that students have experienced in previous activities (Chiappetta & Koballa, 2000). Scientific journals allow students the space to make field observations, record questions, and reflect on data collection to form arguments and evaluations. This journaling can be extended to a classroom blog or wiki for a more community based discourse and dialogue (Chiappetta & Koballa, 2000). Additionally, research projects can be assigned and then presented to the class, or the larger community, that address scientific topics of interest to each student and align with the learning goals and standards the teacher is trying to achieve (Chiappetta & Koballa, 2000).


 * 4.2 Candidates are able to use a variety of teaching and learning strategies and classroom structures to achieve the learning goals articulated in relevant professional, NYS and WS program standards. **

 I have used a variety of those teaching and learning strategies discussed under principle 4.1 in my classrooms. Demonstrations were often done to introduce concepts, as stated above, and I included a predict, observe, explain (POE) assessment with most of these. For instance, during my series of three I taught a lesson on inertia. To introduce the topic I had a POE that included four demonstrations students would experience, two i would get volunteers for, one they would all do individually or in small groups, and one more that I would demonstrate (4.2a). This POE was developed to get at the performance indicator 5.1i in the New York State standards, so that students would realize inertia is related to an objects mass. I incorporated a lesson where I assigned groups to investigate projectile motion. Groups were assigned by a random generator according to grades, such that there was a mix of high, middle, and low achieving students in each group. This lesson had students assigned to a task of ridding monkeys from a New Delhi with tranquilizer darts. Students had to aim a dart gun at the monkey such that when the dart was shot it would hit the monkey in free fall. Each group was given a budget and had the period to tranquilize their monkey (4.2b). A lab that I made with my cooperative teacher at Wilson Commencement incorporates a perfect example of stations and materials management. We had four stations set up to investigate light. At each station students had instructional prompts for what they needed to do (4.2c). Materials were placed at each station on specific sheets that had shapes marked out with the name of the equipment that should be returned their written inside the shape (4.2d). Review games were used during my placement at Edison to reinforce concepts and allow students to self-assess their areas of need. These review games were made to be a jeopardy powerpoint, and were accompanied by students using portable white boards to record their answers for each question (4.2e).


 * 4.3 Candidates understand the potential values as well as problems and limitations of using technology in instruction. **

 Flick and Bell (2000) propose that technology should be used by a science teacher in five contexts. First, technology should be introduced in the context of science content, meaning the incorporation of technological skills is planned and implemented to be a part of scientific learning. Second, technology should address worthwhile science with appropriate pedagogy, meaning that activities should not just use technology because it makes those activities a possibility. Instead, the technology should involve and support student development, process skills, and critical-thinking during the inquiry process. Third, technology instruction in science should take advantage of the unique features of technology, meaning technology should be used to extend instruction to deeper observations “in more interactive ways” (44). Fourth, technology should make scientific views more accessible, meaning they should “provide representations of concepts that are difficult to represent in everyday experience “ (45). Fifth, technology instruction should develop students’ understandings of the relationship between technology and science, meaning teachers should plan lessons that identify the reciprocal nature of science and technology and how advances in one fuel advances in the other. There is also an importance of knowing the benefits and limitations of technology. Not only can technology benefit in terms of time and effort, by minimizing both in order to access the same information, but they can also come with risks in regards to their efficiency and retrieval of information (47). I have had several experiences learning about the benefits and limitations of certain technologies. During EDU 486 the cohort participated in a mini-Professional Development on technologies and new literacies. I gave a mini presentation on [|Keynote]and the benefits and limitations of this software for use in the classroom (4.3a). From the other members of the cohort I learned about the benefits and limitations of Google Earth, wikis, blogging, voice thread, inspiration, iFlips, palm pilots, GPS, and Vernier LabQuest and probes (4.3b).


 * 4.4 Candidates are able to use technology in a variety of ways to support student learning within specific content areas. **

 I have used technology in several contexts to support student learning. I incorporated the use of motion detectors and Vernier LabPro software during an investigation of free fall and terminal velocity. Students used the motion detectors to graph velocity versus time and distance versus time graphs. These graphs were analyzed to show free fall in terms of acceleration, leading up to terminal velocity, which would produce a constant velocity on the velocity versus time graph (4.4a). I used an Elmo to display the building of a circuit, set-up of a multimeter to measure current and voltage, and the method of using the multimeter to measure both current and voltage. Students each had their own multimeter and circuitry equipment to follow along and gain experiential use with the technology as I presented the discussion and visual with the Elmo (4.4b). During STARS we had our students measure pH with Vernier LabQuests and pH probes. This was to understand how harmful each of the diluted solutions they were watering their plants with (4.4c). Powerpoints were used in mostly all lessons to facilitate a class or group discussion after students had the opportunity to investigate the science. These were presented on a smartboard, which was utilized for internet access during a couple lessons. The smartboard also provided the space to display video to the entire class and extend the discussion on specific concepts (4.4d). I used computer simulations a couple times as well to provide students with internet skills. The OhmZone simulation was used to compare series and parallel circuits. The simulation was used in order to provide more time for exploration. The time to build the circuits and to measure each element would have extended the lesson and investigation into two days (4.4e).

**NSTA – Pedagogy Principle **

 * 5.a Candidates vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding. **

 I have varied my teaching actions and strategies several times during my student teaching placement. At Wilson Commencement I explored many teaching strategies and methods of instruction. My paired placement partner and I planned a lesson surrounding heliocentric and geocentric models. This lesson incorporated two strategies. First, students received roles to learn about a specific figure in history that contributed to the development of these models. Students were then divided into two groups by the heliocentric and geocentric models, which were decided based upon which model their historical figure favored. They then participated in a debate where they presented the argument of their assigned historical figures to assess, which model is better. This lesson was extended to include a human model of the geocentric and heliocentric models. Each student was given a planet to represent and then asked to position themselves according to that model and move in the motions described by the theories of the historical figures (5.a_a). I also incorporated many types of inquiry in my instruction. At the beginning of my placement I made lessons surrounding more guided inquiry, as is seen by my friction lab and terminal velocity lab. I moved later into labs surrounding open inquiry, where students designed their own question and procedure for investigating the science. This is evidenced by pictures from the conservation of momentum lab and circular motion lab (5.a_b).

 At Edison I incorporated a more sequential order to my lessons. This order began with student investigations of scientific pheonmena, which could have been made through laboratory activities, stations, or demonstrations. These investigations were followed up by class discussions, that were often facilitated by powerpoint presentations and incorporated questions and data that reflected the science investigations students just made. Following this discussion, students either revisited the science concept they previously investigated, but now in a new and/or deeper context, or they participated in a review lesson designed to reinforce conceptual knowledge and process skills. An example of such a sequence is found in the lessons introducing electric circuits, electric current, and conservation of charge (5.a_c).


 * 5.c Candidates successfully organize and engage students in collaborative learning using different student group learning strategies. **

 I have used collaborative learning throughout my teaching and have explored some variations in how I decided to utilize student groups. I tried to assign groups during a laboratory investigation on projectile motion, where students had to work as a team to come up with a solution of how to tranquilize monkey’s that have been infesting New Delhi. They were assigned based off of their current grades, such that there was a mixture of high, middle, and low achieving students in each group (5.c_a). I also used groups during my lesson to introduce Newton’s Laws of Motion. This included rearranging the physical environment so that desks were in tables. Students could choose what group they decided to sit at when they entered the classroom. The groups were used later in the lesson to have students participate in one of the inertia demonstrations that accompanied the predict, observe, explain (POE) assessment. Each group member had to attempt to solve the challenge of getting an index card out from underneath a quarter on top of a flask (5.c_b).


 * 5.d Candidates successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science. **

<span style="font-family: 'Times New Roman',Times,serif;"> I have used Vernier probeware and LabPro Software to extend scientific investigations throughout my teaching. During Get Real! Science Camp students used pH probes to test the water samples they took from the six different locations of water they were investigating (5.d_a). During STARS students also used pH probe to measure the pH of the diluted solutions they made to water their plants (5.d_b). In my student teaching I used motion detectors to allow students to make velocity versus time and distance versus time graphs to observe the motions of dynamic carts on a table and coffee filters in free fall (5.d_c). I also used a microphone during a lesson on waves, to show the characteristics of amplitude and frequency (5.d_d).

<span style="font-family: 'Times New Roman',Times,serif;"> I used simulations twice during my placements. The first simulation was conducted on a field trip to the University of Rochester. It was designed to facilitate a lesson on extrasolar planetary detection, as well as the understanding of habitable zones. This information was a link between the material learned about extrasolar planets during the field trip to the summative project, where students had to design their own habitable planet and write a paper discussing how they know it is habitable based on its composition, orbital eccentricity, size and distance from the planet’s star (5.d_e). The second simulation was at a website called OhmZone. This simulation was implemented to save students time in building circuits and to provide an alternative method to measure voltage and current besides using multimeters. Students were asked to compare series and parallel circuits and how voltage and current work in each of the circuit elements of those circuits (5.d_f).


 * <span style="font-family: 'Times New Roman',Times,serif;">6.a Candidates understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards. **

<span style="font-family: 'Times New Roman',Times,serif;">The National Science Education Standards have developed a set of eight categories of content standards that “students should know, understand, and be able to do in the natural sciences over the course of K-12 education” (NRC, 1996, 6). These eight categories include unifying concepts and processes in science, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspective, and history and nature of science. The categories are further divided across grade levels to address the abilities and understandings that should be developed at those ages.

<span style="font-family: 'Times New Roman',Times,serif;"> During my student teaching placements I had several opportunities to create educational activities and resources that were consistent with these standards. I designed a laboratory along with my cooperative teacher that focused on light. The lab included four stations, with two incorporating historical investigations conducted by Isaac Newton and William Herschel (6.a_a). The lessons on light were extended during our astronomy unit to talk about extrasolar planetary detection. In this lesson we also unified concepts of motion and orbits to understand planetary transits and detection methods (6.a_b).

<span style="font-family: 'Times New Roman',Times,serif;"> During STARS students were given the opportunity to develop their own science inquiry investigation. Our girls decided to investigate how do common household chemicals affect the growth of plants. In their investigation students used diluted solutions of chemicals such as eco-friendly detergent, regular detergent, bleach, and comet to water their plants and determine health and growth over a couple weeks. In order to understand how harmful the chemicals were the girls used a Vernier LabQuest and pH probe to measure the pH of each diluted solution to determine if they were acidic or basic (6.a_c). Students discovered that most of the chemicals killed or harmed their plants growth, with slight exception for the eco-friendly detergent, leading them to suggest the use of these alternative chemicals over more harmful ones (6.a_d). Students presented these findings at the University of Rochester to their family and the public (6.a_e).

|| Light Stations || || Reinforcement Review Game PPTs || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> [] || EDU 486 - Cohort Mini PD || [|IMG_0904.JPG] || Terminal Velocity pictures || [|2010.03.11_-_Electric_Current_23_-_Turkett.JPG] [|2010.03.11_-_Electric_Current_17_-_Turkett.JPG] || Elmo Pictures || [|Picture_4.png] [|Picture_1.png] || STARS - pH probe pictures || [|IMG_1060.JPG] [|IMG_1061.JPG] || Heliocentric and Geocentric Human Models || [|IMG_0934.JPG] [|IMG_0957.JPG] || Conservation of Momentum and Circular Motion pictures || || Lesson Plans - Electric circuits, electric current, and conservation of charge || [|20091125-SeriesOfThreeLessonPlan-Newton-Turkett.doc] || Inertia POE and Lesson Plan || [|P7270030.JPG] || Get Real! Science camp pH probe pictures ||
 * EVIDENCE**
 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 4.2a || [[file:20091116_POE-Inertia(Newton)_Turkett.doc]] || Inertia POE & Demonstrations ||
 * 4.2b || [[file:2009Monkey and Hunter Activity.doc]] || Monkey and the Hunter Lab ||
 * 4.2c || [[file:Light Lab Stations.pdf]]
 * 4.2d || [[file:Station Keeping.pdf]] || Light Stations Materials Management ||
 * 4.2e || [[file:2010 - Jeopardy Circuits REVIEW - Turkett.ppt]]
 * 4.3a || [|2009.07_-_Mini_PD_Rubric_-_Turkett.JPG] || EDU 486 - Keynote Mini PD Rubric ||
 * 4.3b || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> []
 * 4.4a || [|IMG_0916.JPG]
 * 4.4b || [|2010.03.11_-_Electric_Current_24_-_Turkett.JPG]
 * 4.4c || [|Picture_5.png]
 * 4.4d || [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/20091211-Momentum.ppt"]] [|20091211-Momentum.ppt] || Powerpoints that used video ||
 * 4.4e || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/2010.03.25+-+OhmZone+-+Turkett.doc"]] [|2010.03.25 - OhmZone - Turkett.doc] || Ohm Zone Simulation ||
 * 5.a_a || [|IMG_1057.JPG]
 * 5.a_b || [|IMG_0936.JPG]
 * 5.a_c || [[file:2010.03.10 - Introduction to Circuits LP - Turkett.doc]]
 * 5.c_a || [[file:Wilson Commencement Dec 14-18 Jan 4-15.doc]] || Monkey and the Hunter Lesson Plan ||
 * 5.c_b || Reference evidence 4.1a
 * 5.d_a || [|P7270029.JPG]
 * 5.d_b || Reference evidence 4.4c || STARS pH probe pictures ||
 * 5.d_c || Reference evidence 4.4a || Terminal Velocity pictures ||
 * 5.d_d || [[file:2010.03.28 - Introduction to Mechanical Waves - Turkett.doc]] || Edison - Waves Lesson Plan ||
 * 5.d_e || [[file:2010.01.05 - Extrasolar System Project.doc]] || Habitable Zone simulation and Habitable Planet Project ||
 * 5.d_f || Reference evidence 4.4e || Ohm Zone Simulation ||
 * 6.a_a || Reference evidence 4.2c and 4.2d || Light Lesson Stations Design ||
 * 6.a_b || [[file:2010.01.05 - Extrasolar Planets.ppt]] || Astronomy Powerpoint ||
 * 6.a_c || Reference evidence 4.4c || STARS pH probe pictures ||
 * 6.a_d || [|STARS Blue Team Video] || STARS video ||
 * 6.a_e || [|DSC07652.JPG] || STARS presentation ||


 * //References//**

<span style="font-family: 'Times New Roman',Times,serif;">Baker, W., Lang, M., & Lawson, A. (2002). Classroom management for successful student inquiry. The Clearing House, 75(5), 248-252.

<span style="font-family: 'Times New Roman',Times,serif;">Bell, B. K. (2002). Recognizing inquiry: Comparing three hands-on teaching techniques. Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom, Foundations monograph series Washington DC: National Science Foundation, (2). []

<span style="font-family: 'Times New Roman',Times,serif;">Chiappetta, E.L., & Koballa, T.R. (2010). Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills. New York: Allyn & Bacon.

<span style="font-family: 'Times New Roman',Times,serif;">Chinn, C.A., and B.A. Malhotra. (2002.) Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education 86(2): 175–218.

<span style="font-family: 'Times New Roman',Times,serif;">Colburn, A. (1997). How to make lab activities more open ended. CSTA Journal, []

<span style="font-family: 'Times New Roman',Times,serif;">Flick, L., & Bell, R. (2000). Preparing tomorrow’s science teachers to use technology: Guidelines for science educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.

<span style="font-family: 'Times New Roman',Times,serif;">Lawson, A. (2000). Managing the inquiry classroom: Problems & solutions. The American Biology Teacher, 62(9), 641-648.

<span style="font-family: 'Times New Roman',Times,serif;">National Research Council. Olson, S., & Loucks-Horsley, S. (Eds.). (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington D.C.: National Academy Press.

<span style="font-family: 'Times New Roman',Times,serif;">Sampson, V. (2004). The science management observation protocol. The Science Teacher, 71(10), 30-33.

<span style="font-family: 'Times New Roman',Times,serif;">Sterling, D. (2009). Classroom management: Setting up the classroom for learning. Science Scope, 32(9), 29-33.

<span style="font-family: 'Times New Roman',Times,serif;">Wolfgang, C. (2009). Managing inquiry-based classrooms. Science Scope, 32(9), 14-17.

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