1. TLPI Spring 2008 Secondary Math/Science 02/04/08 ► Red Binder Questions ► Pair-Share DEJ Notes ► Why Teach? ► Assessment ► Map of Pedagogical Knowledge ► Teaching Diverse Students ► English Learners (more next week) ► Developing a personal mission statement ► Ethnographic Narrative Part I and APA format ► For next week...

2. Red Binder Questions ► Answer the “easy ones” in class– TEIP personnel and Lisa Loop will answer the rest ► Possible question categories  Assignments  Faculty advisors  Observation hours  Job related questions  Internship Teaching Experience  Financial Aid  Other

3. DEJ Sharing—Week 1 Readings ► Timed Pairings  Task = Content + How To’s ► Debrief  What worked?  Concerns?  Remember, due next week = readings/DEJ notes + personal mission statement

4. Why Teach? ► Different teachers, different philosophies  Think of your favorite teacher or professor? How did he/she communicate his/her philosophy of teaching to you? How did that impact your engagement and achievement in the class? ► Use a variety of instructional strategies  Brainstorm the instructional strategies you have experienced. What makes an instructional strategy effective? Focus, if possible, on your own STEM class experiences. ► Use a variety of assessment strategies  How have you been assessed as a math/science student? Consider the form, function, variety of these assessments. What makes an assessment effective?

5. Map of Pedagogical Knowledge ► Bloom’s Taxonomy of Educational Objectives = another hierarchical model Bloom’s Taxonomy of Educational Objectives Bloom’s Taxonomy of Educational Objectives ► In small groups, assemble the map as you best agree it might look ► Debrief

6. Assessment ► What is assessment? (collecting, synthesizing, interpreting info) ► Why assess?  Assessment is feedback for both teachers (effectiveness of instruction/improve) and students (what has/hasn’t the student learned/improve)  Ultimately, assessment drives student learning and achievement ► Different forms of assessment  Formative (during instruction)  Summative (after instruction)  Informal versus formal ► Various assessment strategies  Observation, Q&A, rubrics, concept maps, portfolios, quizzes/exams, peer review, oral presentations, written reports, performance assessments, journals, blog entries...

7. Teaching Diverse Students ► Beliefs Inventory + presentations ► Types of diversity ► Web article  http://www.naesp.org/ContentLoad.do?contentId=1845 http://www.naesp.org/ContentLoad.do?contentId=1845 http://www.hreoc.gov.au/youthchallenge/art/pics/kids3.jpg

8. English Language Learners (more next week) ► Web article http://www.ncela.gwu.edu/pubs/pigs/pig19.htm ► Helping ELLs in the math classroom  http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_math. phtml http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_math. phtml http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_math. phtml ► Helping ELLs in the science classroom  http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_scienc e.phtml http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_scienc e.phtml http://www.glencoe.com/sec/teachingtoday/subject/help_ELL_scienc e.phtml

9. Developing a Personal Mission Statement or Credo ► Purpose  Statement of your personal teaching beliefs  What you hope to contribute  Touchstone—what will motivate you to continue ► Domain  Specific to your discipline—why teach math or science?  Reflect CGU’s TEIP vision (red binder)  Be mindful of California Standards and TPEs (red binder) ► Tone ► Format  APA—pocket guide + web sites on next slide ► Due next week, 2/11

10. Ethnographic Narrative Part I ► Content Guidelines in reader, p. 69 ► Assessment Rubric in reader, p. 71 ► APA format—pocket guide + web sites ► http://owl.english.purdue.edu/owl/resource/560/01/ http://owl.english.purdue.edu/owl/resource/560/01/ ► http://www.cs.vu.nl/~faai/Online%20Writing%20Lab.htm http://www.cs.vu.nl/~faai/Online%20Writing%20Lab.htm  Title page (running head, pagination begins on)  1” margins, TNR, 12 point font, double spaced  In text citations http://www.wisc.edu/writetest/Handbook/DocAPA.html http://www.wisc.edu/writetest/Handbook/DocAPA.html  References http://www.wisc.edu/writetest/Handbook/DocAPA.html http://www.wisc.edu/writetest/Handbook/DocAPA.html ► 1 st draft due 2/18/08 (Session 4) so start writing tomorrow and write or brainstorm every day

11. Due next week (Session 3)... ► Double entry journal entries (**Do only 1 quote and commentary for each reading/chapter=ONE page**)  Lopez article (from course reader)  Reyes et al article (from course reader)  Cruickshank, Chapter 2 & 3 ► Personal Mission Statement/Credo ► Looking ahead  Due 2/18 (Session 4) ► Ethnographic Narrative Part I 1 st draft ► Letter of Introduction to Parents ► Parent Partnership Plan  Due 2/25 (Session 5) ► Professional Goals  Begin to brainstorm ideas for your thematic unit ► Lisa Loop Q & A

12. Return http://educationforum.co.uk/HA/bloom.htm