1. Arizona Science Conference October 8, 2011 Dr. Donna Andrews Maria Newsome Martin Casillas California State University, Stanislaus

2. To be or not to be a teacher To be or not to be a teacher

3. William Butler Yeats “Education is not the filling of the pail but the lighting of a fire.”

4. Survey Survey We surveyed 165 college students regarding their high school experience. We surveyed 165 college students regarding their high school experience. We were interested in qualities in highly effective instruction and learning strategies that prepared them for the transition to college.

5. Attributes of an Effective Teacher Attributes of an Effective Teacher Enthusiastic Content Knowledge Sense of Humor Compassionate Respectful 50%

6. Strongest Motivator for Students to do well in School Strongest Motivator for Students to do well in School Self- Motivation Getting in College Parental Approval Peer Approval Teacher Approval 50%

7. Most Helpful Instructional Strategies Most Helpful Instructional Strategies Discussions LectureHands-on Activities Group Activities Student Presentations 50%

8. Most Helpful Assessments of Learning Most Helpful Assessments of Learning Research Papers Objective Tests Individual Projects Group Projects EssaysIn Class Essays 50%

9. GPA FACTS: Above 4.0 = Knowledge of subject matter not as high as other attributesAbove 4.0 = Knowledge of subject matter not as high as other attributes 4.0 = Lecture4.0 = Lecture 3.5 - 4.0 = Hands on Activities3.5 - 4.0 = Hands on Activities 3.0 - 3.5 = Hands on Activities3.0 - 3.5 = Hands on Activities

10. Instruction by GPA CategoryHands-On Activities Class Discussion Lecture 4.0 and Above 20%31% 3.5 - 3.933%21% 3.0 - 3.422%13% 45% 35%

11. COLLEGE LEVEL: T-test Results: The current college level was recoded into a new dichotomous variable with categories of lower division and upper division. Lower division included freshmen and sophomores and upper division included juniors and seniors. Independent t-tests were performed to test the null hypothesis of no differences between the mean of lower division students and the mean of upper division students on the 10 attribute (dependent) variables. All t-tests were not significant. In all cases the null hypothesis was accepted. There were no significant differences in the 10 dependent variables between lower division students and upper division students. T-test Results: The current college level was recoded into a new dichotomous variable with categories of lower division and upper division. Lower division included freshmen and sophomores and upper division included juniors and seniors. Independent t-tests were performed to test the null hypothesis of no differences between the mean of lower division students and the mean of upper division students on the 10 attribute (dependent) variables. All t-tests were not significant. In all cases the null hypothesis was accepted. There were no significant differences in the 10 dependent variables between lower division students and upper division students. Interpretation: Based on a ranking scale of 1-10, with 1 being the most important quality for a high school teacher to possess in promoting learning, the results indicate that lower division students and upper division students rank each of the qualities equally.

12. GENDER: T-test Results: Independent t-tests were performed to test the null hypothesis of no differences between the mean of males and the mean of females on the 10 attribute (dependent) variables. Only one t-test was significant which resulted in rejection of the null hypothesis. There was a significant difference on the dependent variable enthusiasm / passion for teaching between males and females. The mean of males was significantly higher than the mean of females on the dependent variable enthusiasm / passion for teaching. (T=2.32, DF=99.122, p < 0.05). The test of equality of variances was significant. Variances are unequal. (F value = 2.27, P=0.0003). Interpretation: Based on a ranking scale of 1-10, with 1 being the most important quality for a high school teacher to possess in promoting learning, the results indicate that females, as a group, rank the quality of enthusiasm / passion for teaching much more importantly than do males. Interpretation: Based on a ranking scale of 1-10, with 1 being the most important quality for a high school teacher to possess in promoting learning, the results indicate that females, as a group, rank the quality of enthusiasm / passion for teaching much more importantly than do males.

13. HIGH SCHOOL GPA: T-test Results: The high school GPA variable was recoded into a new dichotomous variable with categories of GPA above 4.0 and below 4.0. Independent t-tests were performed to test the null hypothesis of no differences between the mean of high school GPA above 4.0 and the mean of high school GPA below 4.0 on the 10 attribute (dependent) variables. Only one t-test was significant which resulted in rejection of the null hypothesis. There was a significant difference on the dependent variable knowledge of the subject matter between high school GPA above 4.0 and below 4.0. The mean of high school GPA below 4.0 was significantly higher than the mean of high school GPA above 4.0 on the dependent variable knowledge of the subject matter. (T=-1.98, DF=163, p < 0.05). The test of equality of variances was not significant. Variances are equal. (F value = 1.06, P=0.8349). T-test Results: The high school GPA variable was recoded into a new dichotomous variable with categories of GPA above 4.0 and below 4.0. Independent t-tests were performed to test the null hypothesis of no differences between the mean of high school GPA above 4.0 and the mean of high school GPA below 4.0 on the 10 attribute (dependent) variables. Only one t-test was significant which resulted in rejection of the null hypothesis. There was a significant difference on the dependent variable knowledge of the subject matter between high school GPA above 4.0 and below 4.0. The mean of high school GPA below 4.0 was significantly higher than the mean of high school GPA above 4.0 on the dependent variable knowledge of the subject matter. (T=-1.98, DF=163, p < 0.05). The test of equality of variances was not significant. Variances are equal. (F value = 1.06, P=0.8349). Interpretation: Based on a ranking scale of 1-10, with 1 being the most important quality for a high school teacher to possess in promoting learning, the results indicate that students with a high school GPA above 4.0 rank the quality knowledge of the subject matter much more importantly than do students with a high school GPA below 4.0.

15. Four Kinds of Workplace Tasks Routine Cognitive (filing, bookkeeping)Routine Cognitive (filing, bookkeeping) Routine Manual (assembly line work)Routine Manual (assembly line work) Expert Thinking (identifying and solving new problems)Expert Thinking (identifying and solving new problems) Complex Communication (eliciting critical information and conveying a convincing interpretation of it to others)Complex Communication (eliciting critical information and conveying a convincing interpretation of it to others)

19. Tony Wagner The Seven Survival Skills for Careers, College, & Citizenship in the 21st Century The Seven Survival Skills for Careers, College, & Citizenship in the 21st Century From The Global Achievement Gap by Tony Wagner

20. Seven 21 st Century Skills 1. Critical Thinking and Problem Solving 2. Collaboration Across Networks and Leading by Influence 3. Agility and Adaptability 4. Initiative and Entrepreneurship 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

21. Ideas for Science Projects * Investigate the impact of genetic engineering of crops on global and local food production, and populations. *Test and analyze results of local water systems. Share the results of an investigation of water quality with neighboring communities in order to increase public awareness.

22. Ideas for Math Projects Use graphing calculators and probes to collect and analyze environmental data (e.g., pH of streams) or contextual data (e.g., speed of cars in school zones).Use graphing calculators and probes to collect and analyze environmental data (e.g., pH of streams) or contextual data (e.g., speed of cars in school zones). Select and research a stock listed on the New Stock Exchange. Estimate the projected outlook and profit margin, track, document, and offer rationale for its gain or loss over a period of time. Select and research a stock listed on the New Stock Exchange. Estimate the projected outlook and profit margin, track, document, and offer rationale for its gain or loss over a period of time.

23. Podcasting in Geometry Project with a Geometry class from Upper Arlington High School in Columbus, Ohio and the teacher credential students at California State University, Stanislaus

24. Final Score Your final grade will be calculated by multiplying my score by three (75 points total). The other 25 points will come from the evaluation by Pre-Service Teachers in California. Your total score will be out of 100 points.

25. Rubric Score: Podcast 5The podcast is accurate mathematically. The student has made the material easy to understand and has correctly emphasized the most important concepts. The presentation is well rehearsed and appropriate for all learners. 3The podcast is generally accurate and is most appropriate for a high school math student. 1The podcast contains some accurate information and would be most appropriate for our Geometry math class.

26. Rubric Score: Visual Component 5The accompanying visual(s) is accurate and clearly explains the concepts being addressed. Even without the audio, the visual(s) can assist any learner to understand the concept presented in the podcast. 3The accompanying visual(s) is generally accurate and reasonably helpful for a high school math student. 1The accompanying visual(s) contains some accurate and/or helpful information and would be most appropriate in our Geometry math class.

27. Rubric Score: Links 5The websites provided have accurate and useful explanations that further clarify the topic presented in the podcast for anyone with a general math background. 3 The websites provided have generally accurate information and would be best for high school math students. 1The websites provided would be most appropriate for our Geometry class.

28. Rubric Score: Upload to Wiki 5The student has uploaded everything to the wiki correctly. The links, MP3 file and PDF are all active and able to be viewed by any person with Internet access. 3The student has uploaded a majority of the components to wiki correctly. Users can open the files and/or links with access to the specific software. 1 The student has attempted to upload to the wiki.

29. Rubric Score: Professional Audience 5The tutorial is easy to navigate and appropriate for all Internet users. 3 The tutorial can be navigated and would be most beneficial to a high school math student. 1The tutorial is accessible and would benefit a member of our Geometry class.

30. Thank you!!!! Maria Newsome Maria Newsome Dr. Donna Andrews dandrews@csustan.edu dandrews@csustan.edu 209-667-3217 209-667-3217