Preparing to Teach

| 1 Comment | 0 TrackBacks
In what ways have the subject matter research and concept interviews contributed to your thinking about supporting students' meaningful science learning and scientific inquiry?

The subject matter research and the concept interviews became the basis for the lessons that I will be teaching about magnets.  After completing the subject matter research, I saw the "big ideas" that I wanted my students to get out of the lessons.  These big ideas helped build the framework for each of my three lessons.  The concept interviews helped me see the main misconceptions that my students have about magnets.  This was crucial to my lesson planning because I was able to plan for more hands-on experiences in order for the kids to explore these misconceptions more.

concept interview.doc


The subject matter research was also a very important part in preparing to teach because the knowledge I acquired during my research helped me feel more comfortable when it was time to work with my students.  Some of my students actually had quite a bit of prior knowledge and experience with magnets, so completing the subject matter research really kept me one step ahead of even those students.

FinalSubjectMatterResearch.doc


Justification:
A2 - This subject matter research and concept interview for my magnet lessons demonstrate how I use principles of learning and development, and understanding of learners and learner diversity during planning of instruction and assessment
because I needed to research the different misconceptions that my students had about magnets and their properties in order to keep our science lessons focused, relevant, and engaging. 

No TrackBacks

TrackBack URL: https://blogs.psu.edu/mt4/mt-tb.cgi/25896

1 Comment

Wonderful reflection on your concept interview and subject matter research. I agree that it's really important to know more about your topic than your students, if anything, it gives you more self confidence. I also thought that concept interview was a great indicator of where to start your lesson.

Leave a comment

Search This Blog

Full Text  Tag

Recent Entries

Unit Planning
Before the start of a new unit, the primary division gathers to discuss and plan.  During this unit planning, we…
Math Assessment
Before beginning any new book in Investigations, I look at the End-of-Unit assessment and rubric.  This allows me to plan…
Spring Thaw
This School Yard lesson provided my students with the opportunity to learn and discuss the signs of spring after reading…

Program Outcomes

TEPF Portfolio
The Portfolio uses evidence to showcase the overall capabilities and development of the teacher.
Domain A: Planning And Preparing For Student Learning
The Penn State teacher plans instruction and assessments based upon robust knowledge of subject matter, students and their learning and development, curriculum goals and standards, and the community.
Domain B: Teaching
The Penn State teacher actively encourages students' development and learning by creating a positive classroom learning environment, appropriately using a variety of instructional and assessment strategies and resources, including instructional technologies.
Domain C: Analyzing Student Learning & Inquiring into Teaching
The Penn State teacher continually and systematically inquires into the quality of their teaching and the conditions of schooling in order to enhance student learning and development.
Domain D: Fulfilling Professional Responsibilities
The Penn State teacher exhibits the highest standards of professionalism in all that he/she does.