|
date
|
discussion topics
|
assignments due today
|
assigned today
|
|
Sept. 12
|
What is effective Teaching/learning?
Ontario Curriculum Guidelines
How to find chemistry information
|
|
‑
write a personal essay entitled "What I know about teaching"
‑
read Skemp, [intelligence & undersanding], prepare personal
example in science
‑
start looking for chemistry topic to teach
‑do
search and explain your process
|
|
Sept.19
|
Motivation, Intelligence and Understanding
mapping ideas for teaching
|
‑ hand in essay
‑ search results
‑ share learning
example
‑ find Chemistry applications
|
‑ read Skemp
‑ read Kamii
‑ think of a pos or neg school experience
‑watch Dead Poet Society from teacher ethics
perspective
|
|
Sept. 26
|
developing
independence; independent thinking
teacher responsibility
and ethics
|
share experience
|
‑read Eisner
‑choose one of: [water, light, wind, motion,
time]
and prep.micro lesson that expresses meaning
and is interactive
|
|
Oct. 3
|
stating vs
expressing meaning
Arts based
techniques in teaching science
|
share experience, share teaching example
|
‑read Deporter ‑discover personal learning
style
‑read Miller, prep a visual metaphor for the 3Ts, apply to science
|
Oct. 10
|
Thanksgiving, no classes
|
|
|
|
Oct. 17
|
learning styles
3Ts
|
‑share visual metaphor of 3Ts
‑share an example of
how you process info with ref. to learning style
|
read Jacobs on Polanyi
|
|
Oct. 24
|
‑how is scientific knowledge constructed?
‑Lesson plans
‑Constructivist strategies
|
‑share micro lesson
|
‑ read about Merton & Kuhn.
‑ personal example of how you changed your understanding of a
(scientific) concept
|
|
Oct. 31
|
the construction of scientific knowledge:
Merton’s norms
Kuhn’s definition of the construction of
scientific knowledge; ‘paradigm’
|
‑share personal example of paradigm shift
‑ participate in debate on Polanyi vs Kuhn
|
prep lessons, handouts, props
|
|
Nov. 7
|
dress rehearsal
|
run through, all lessons, incl. all props
|
|
Nov. 14
Nov. 21
Nov. 21
|
gr. 2 lesson on liquids & solids
gr. 1 lesson, weather
gr. 3 lesson, forces & movement
|
|
-self eval. on lesson, e-mail feedback to
presenters
-prepare for debate
|
Nov 28
|
debriefing on teaching experiences
Polanyi vs Kuhn debate
|
self eval. on lesson
|
‑ read assigned sections of Nadeau &
Desautels
‑ pt. form summary (max 1 page, copies for class)
‑ activity based on your section
‑finish scientific proposal for 1st lesson
- read Osborne and write response, prepare for debate: Polanyi vs.
Kuhn
|
Dec. 5
|
Epistemology & the teaching of science
|
‑ orally summarize N&D section for the
class
‑ hand out summary sheet
‑ share activity
|
- read Osborne and write response
|
Dec. 22 - Jan.
9 Winter Holidays, no classes
|
|
Jan. 9
|
debate(s) on Polanyi vs Kuhn
|
Osborne response
ideas for gr 7 lesson
|
revisit Nadel & Deschatels article, prepare
a relevant mini lesson
|
Jan. 16
|
present your mini lesson with ref to Nadeau
& Deschatels,
start discussions on gr 7 lesson
|
Nadeau & Deschatels presentaion
|
‑ read Solomons
‑ think of a visual metaphor for a chemical concept
|
|
Jan. 23
|
Developing the link between action, thought
and image
|
‑ share visual metaphor
|
‑ read Masters & Nott
‑ ‘micro’ teach a skill that needs implicit knowledge
|
|
Jan. 30
|
Implicit Knowledge
|
‑ micro lesson
‑ anotated lesson plan for 1st lesson
|
read Skemp
|
|
Feb. 6
|
Perception and use of Symbols
|
‑share example and activity
|
|
|
Feb.- Mar-
|
prepare gr 7/8 lessons
teach as scheduled
|
|
self eval on lesson and e-mail feedback to
presenters
|
|
Apr. 10
|
wrap-up
|
essay [personal teaching
philosophy]
|
|
