turning teacher preparation “upside down” a practice-based, videocase-centric science methods...

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Turning teacher preparation “upside down” A practice-based, videocase- centric science methods course (and beyond) The Association for Science Teacher Education (ASTE) International Meeting San Antonio, TX Jody Bintz, Science Educator, BSCS Connie Hvidsten, Science Educator, BSCS

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Page 1: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Turning teacher preparation “upside down”A practice-based, videocase-centric science methods course (and beyond)

The Association for Science Teacher Education (ASTE) International MeetingSan Antonio, TX

Jody Bintz, Science Educator, BSCSConnie Hvidsten, Science Educator, BSCS

Page 2: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Opening

What is your relationship to teacher preparation?

Page 3: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Focus Questions

• What is the ViSTA Plus practice-based approach to preservice teacher education?

• How could a practice-based approach transform preservice teacher education?

Page 4: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Research Study

• Results of ViSTA and STeLLA

• Major components of the online ViSTA Plus program

• ViSTA Plus research questions

Page 5: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Getting to Know the ViSTA Plus Methods Course Decomposition

Videocases

Videocase Analysis: The Student Thinking Lens

Content Deepening: Matter cycles and energy flows

Practice Assignments

Water Cycle Videocases

Videocase Analysis: The Science Content Storyline Lens

Content Deepening: Matter, molecules, and the water cycle

Practice Assignments

Page 6: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Science Content Storyline: Strategy D

STUDENT

THINKING

SCIENCE

CONTENT

STORYLINE

Strategies for Effective Science Teaching: Using the Student Thinking and Science Content Storyline Lenses

ViSTA Plus Conceptual Framework

Learning to analyze science teaching through two lenses

allows you to learn and use strategies for more effective science teaching.

SCIENCE TEACHING

STRATEGIES TO REVEAL, SUPPORT, AND

CHALLENGE STUDENT THINKING STRATEGIES TO CREATE A COHERENT SCIENCE

CONTENT STORYLINE

1. Ask questions to elicit student ideas and predictions

2. Ask questions to probe student ideas and predictions

3. Ask questions to challenge student thinking

4. Engage students in analyzing and interpreting data and observations

5. Engage students in constructing explanations and arguments

6. Engage students in using and applying new science ideas in a variety of ways and contexts

7. Engage students in making connections by synthesizing and summarizing key science ideas

8. Engage students in communicating in scientific ways

A. Identify one main learning goal

B. Set the purpose with a focus question or goal statement

C. Select activities that are matched to the learning goal

D. Select content representations matched to the learning goal and engage students in their use

E. Sequence key science ideas and activities appropriately

F. Make explicit links between science ideas and activities

G. Link science ideas to other science ideas

H. Highlight key science ideas and focus question throughout

I. Summarize key science ideas

Read the first four (4) paragraphs on p. 1 of the Strategy D Document for:• Purpose

• Key features

Be prepared to share

Page 7: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Video Analysis: The Basics• Viewing Basic #1: Look past

the trivial, the little things that “bug” you.

• Viewing Basic #2: Avoid the “this doesn’t look like my classroom” trap.

• Viewing Basic #3: Avoid making snap judgments about the teaching or learning in the classroom you are viewing.

• Analysis Basic #1: Focus on student thinking and the science content storyline.

• Analysis Basic #2: Look for evidence to support any claims.

• Analysis Basic #3: Look more than once (video and transcript).

• Analysis Basic #4: Consider alternative explanations and teaching strategies.

Page 8: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Video Analysis: Ms. Kawamura Lesson 3 Sun’s Effect on Climate and Seasons

• How does Ms. Kawamura help students make their thinking visible using content representations/ models?

• How does engaging students in the use of content representations/models (Strategy D) promote deep student thinking?

Page 9: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Group Conversation

• What are the benefits of using video analysis to ground a methods course in a practice-based approach to preservice teacher education?

• What do you see as the promise of the ViSTA Plus practice-based approach for teacher education (i.e., from university through early career)?

Page 10: Turning teacher preparation “upside down” A practice-based, videocase-centric science methods course (and beyond) The Association for Science Teacher Education

Thank you!To download this presentation visit BSCS.org/presentations