Welcome to class 10

Intergenerational Perspective An intergenerational perspective implies that decision-making about critical choices facing society must be guided by a long-term rather than short-term view. This theme encourages consideration of the impact of actions on subsequent generations, as far out as 150–500 years into the future.

Intergenerational Perspective Individuals, as well as organizations and governments, would prioritize decisions according to the likely impact on children’s, grandchildren’s, and great grandchildren’s lives. Clearly, the idea of intergenerational responsibility has particular relevance for teachers and teacher educators whose work is directly concerned with intergenerational responsibility already.

What does this image mean to you?

What Future? OAg OAg How has this course changed your thinking about the topic of sustainability?

Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 14 Teachers Negotiating Different Communities ©Routledge/Taylor & Francis 2012

Chapter 14 Topics More Than Just MethodsNegotiating Shifting TerrainsTeachers Negotiating Different CommunitiesThe Goal of Equitable Science TeachingHelping Negotiate Between Communities ©Routledge/Taylor & Francis 2012

More Than Just Methods Knowledge of effective methods of teaching science goes beyond the techniques Being able and willing to engage in science is more than cognitive: There are motivational factors Teaching science always occurs in a context — of children’s ambitions, of family expectations, and of school traditions If there is the sense that some students are “unteachable” perhaps this has the most to do with the particular teacher ©Routledge/Taylor & Francis 2012

Negotiating Shifting Terrains A shift toward teaching science to all studentsEquitable teaching: Not the same as treating all equallyRecognizing differences as opposed to being colorblindNegotiating between schools and families/communities ©Routledge/Taylor & Francis 2012

The Goal of Equitable Science Teaching Equivalent access to resources: Materials, knowledge, and expertise Expectations are ambitious yet appropriate to the individual student In their own way, each and every student is to develop science literacy Short of wanting all students to become scientists, we do aspire for all to become competent at science ©Routledge/Taylor & Francis 2012

Negotiating Different Communities Balance professional science with classroom scienceNegotiating different value systems and beliefsThe essentializing trap: Treating a group as homogeneousSeeking “funds of knowledge” in families and communitiesNegotiating differences within your classroomFairness ≠ Sameness. Do not view differences as deficits ©Routledge/Taylor & Francis 2012

Chapter 14 Summary Effective science teaching demands more from teachers than expertise with instructional methods Science education is changing which requires teachers to always be adjusting to the shifts in context Negotiating between and across various community boundaries is a central aspect of being a teacher The goal of providing equitable science teaching extends beyond treating students as members of groups Negotiations involve becoming knowledgeable about multiple communities and being able to navigate the borders ©Routledge/Taylor & Francis 2012

FA 4 Step One: Decide which standards, benchmarks and indicators will be emphasized. Write the big idea that your group worked on and the concept that you used for your interview. List the New Generation Florida SS: Body of Knowledge, Big Idea, Benchmark(s) Step Two: Determine how you will assess and know if students understand the concept that you are teaching. Pre and post assessments; FA#3 Additional pre-assessment can be in ENGAGE

Lesson Planning  Step Three: Determine what students will know and be able to do as a result of this lesson. What effective instructional techniques will help students meet the standards? How will the concept be developed?  Lesson Summary (short description)  Content outline or Background Info for Teacher  Instructional Procedures -- present as the 5Es  ENGAGE  EXPLORE - Include investigable question; all procedures; and possible questions to guide students  EXPLAIN – Include possible higher order divergent questions you might ask; include your explanation of the concept based on students’ evidence  EXTEND – Include another activity that will have students using the same concept in a different context.

Lesson Planning Step Four: Plan strategies meet the needs of all students. Differentiated Instruction Strategies: Instruction differentiated according to learner needs to help all learners either meet the intent of the specified benchmark(s) or, if the benchmark(s) is/are already met, to advance beyond the specified benchmark(s). Step Five: Think about practical issues and materials needed for instructional planning.  Estimated Time Duration  Materials and Resources Needed  For the teacher:  For the students:  Safety Concerns

INQUIRY LESSON PLAN, TEACH, REFLECT Complete Lesson Planning Worksheet, to me and get approval before you teach. 1.Lesson must be inquiry-5 Es and teach to the concept from FA#3. 2.Field teacher’s verification note and assessment commentary. 3.Reflection: These are essay questions that should be a 5-6 sentence response. 4.Check the rubric.

Concept Maps and Surveys Complete both surveys. Make sure not to skip any of the questions. Draw a concept map. Remember to connect ideas with linking words. SCI-PACKS FINAL ASSESSMENTS ARE DUE THIS WEEK.

MINI LESSON MINI Lesson groups. Work on your mini lesson ideas in your groups. USE FA4 as a guide to creating your mini lesson. Each group member must participate.