The first part of the assignment is to articulate some of your instructional plans. The second part of the assignment is to gather some ideas and resources that you can utilize. Part One • Course Description: What content and themes will the course examine?
What science skills will be addressed during this course (academic or other)? What do you hope to accomplish with the students during this course – what do you hope they leave the course thinking about, having achieved, better able to do, more interested in, etc.?) •
Schedule of Units: List the units of the course you anticipate, and the approximate time allotted for each. (If you don’t have this from your student teaching mentor teacher yet, ask your clinical field work mentor teacher for a sample spring timeline for one of their courses.) Indicate which unit you are most excited to teach, which one you feel most confident about teaching, and which one you feel like will be your biggest challenge. •
Classroom Expectations: What are some of the routines and procedures students will be expected to follow while in your class? What are some of your classroom norms/rules/expectations for everyone to follow?
What should students expect from you? • Rationale, Research & Theory: What educational theories/theoretical/conceptual frameworks inform your instructional practice? What research informs your instructional practice? Explain.
You are encouraged to look back to your summer courses that introduced educational theory, as well as fall courses and any research, readings, frameworks you have been introduced to that resonated most. You should include citations to readings from this semester as well as to other sources you find valuable. The Rationale is a chance to reflect on what influences your instructional practice and is preparation for your impact project next semester. •
Recommended word count = 750-1750 words.
Part 2
Create a digital resource collection for your semester. You can make this with Google Slides, Word, Canva, or whatever other format you choose. Collection Requirements: Collection should consist of at least 10 resource cards. Within this: – At least 1 card must include ideas for a hands-on lab-based activity. – At least 1 card must include ideas for engineering – At least 1 card must include ideas for involving students in data analysis – At least 1 card must include ideas connected to a socio-scientific issue and/or social justice theme – At least 1 card must include ideas for formative or summative assessment Individual Resource Card Requirements: Each card should follow the example provided and include the following components: • Resource Name (call it what you will remember it by) • Summary (140-character “tweet” summary) • Topic or Big Idea • Learning Objectives What is the purpose?
Consider utilizing the Sample Student Actions as guidance or inspiration. • Connections (SEP, CCC, DCI connection if applicable; Social Justice Theme, if applicable, WIDA standard if applicable) • Source (include any web links needed to find it again) (if the idea was completely original, write “self”; if the idea came from someone, put their name) • Idea (1 paragraph summarize how and when you will use this, why you chose it, etc.) • Modifications (summarize any modifications or alternative uses you would like make or want to remember as options for the future) • Additional (optional) Attach or link a copy of any other materials that you might want to have available if you were to use this resource, or anything else you wish to include Reflection Statement: Respond to the following reflection questions after completing your collection. Aim for one paragraph for each question.
1. Describe your process for collecting resources. What have you learned about sources you can go back to in the future? Are there any sources that you would not go back to? Explain.
2. Write two goals for yourself for student teaching related to planning and instruction?
How will you know if you are successful?
3. What do you think are your two biggest strengths going into student teaching? What is one challenge you hope to work on while in student teaching, prior to having your own classroom?
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