Spring Quarter 2010
Directions to OTB - click here
- Session 10 ppt posted - here
HOMEWORK:
- Assignments
Lesson/Activity debrief - Email midnight JUNE 4
- Assessment Analysis - Email 4 p.m. JUNE 9
- Revised Lesson/Activity Plan - Email 4 p.m. JUNE 9
- Graduate Paper - Email 4 p.m. JUNE 9
Complete the COSEE-CA post-survey available here. Please email us when you have completed.
KIT RETURN
Last opportunity: Tuesday, June 8, 5:30 - 6:15.
FINAL (6:30-8:20 p.m. Tuesday, Jun. 8)
ARRIVE EARLY!
Exam 20 min
Presentations - 15 mins (10 mins + 5 min Q&A) = 90 mins.
[NOTE change from 20 mins]
- Session 9 ppt posted - here
- WebQ
- Reading
(1) Ready, Set,
Science. Chp 5: Making Thinking Visible: Talk and Argument.
(2) Zimmerman,
Reeve & Bell (2010) Family Sense-Making Practices in Science Center
Conversations. Science Education 94:478-505
(3) OPTIONAL:
Ready, Set, Science. Chp 6: Making Thinking Visible: Modeling and
Representation, available online
- Elementary Kit
Restock
Lists due Friday May 28th
Restock 1:30 - 2:30 June 2
- Assignments
Lesson/Activity debrief â€" Email midnight JUNE 4
Assessment Analysis â€" Email 4 p.m. JUNE 9
Revised Lesson/Activity Plan â€" Email 4 p.m. JUNE 9
Graduate Paper â€" Email 4 p.m. JUNE 9 - GUIDELINES
- Final
(6:30-8:20 p.m. Tuesday, Jun. 8)
ARRIVE EARLY!
Exam â€" 20 min
Presentations (6) â€" 15 mins (10 mins + 5 min
Q&A) = 90 mins.
[NOTE change from 20 mins]
Session
Materials
The Session 7 ppt, informal evaluation and formal assessment handout are posted
here
Reading
(1) J.
Myron Atkin, Paul Black, Janet Coffey (Eds.) Classroom Assessment and the
National Science Education Standards (2001), Chapter 2: The Case for
Strengthening Assessment in the Science Classroom. http://www.nap.edu/openbook.php?record_id=9847&page=R1
(2)
Surrounded by Science, Chapter 6: Assessing Learning Outcomes
Homework
No WebQ
Work on your lesson plan and assessment piece and bring your new draft on
Wednesday. There will be time dedicated to working on this in class.
Session 6 ppt is posted here
Session 6 Reading
King (2004) research article on questioning strategies
WebQ
Warm-up for Session 7 -
posted here
DUE 1 pm, Wed May 12th
Session
5 ppt and Activity Write-up sheets are posted here
Session 5 Reading
1) Surrounded by Science CH 4. Learning with and from Others
2) Understanding by Design CH 1. What is backward Design?
WebQ
Warm-up for Session 6 - posted here
DUE 1 pm, Wed May 5th
**SYLLABUS CHANGES**
- Assessment Tool and Final Lesson Plan
now DUE one week later - May 26th, not May 19th
- The 'Assessment and Observation' & 'Inquiry and Questions' sessions have
been switched so the next session is 'Inquiry and Questions'.
Session
4 ppt is posted here
Session 4 Reading
1) National Research Council. (2007). Chapter 6: Understanding how scientific knowledge is constructed. In Taking Science To School: Learning and teaching in grades K-8. http://www.nap.edu/catalog.php?record_id=11625
2) Ch3: Design for Science Learning. In Surrounded by Science.
WebQ
Warm-up for Session 5 -
posted at https://catalysttools.washington.edu/webq/survey/ocean592/101443
DUE 1 pm, Wed April 28th
Observation
Observe for ONE HOUR in your school or at
the Aquarium ONCE in Wk 3 & ONCE in Wk 4.
Electronic copies of
the observation sheets are posted here
Session 3 ppt is posted here
Session 3 Reading
Bransford - How People Learn, Chp 1
WebQ Warm-up for Session 4 - posted here
DUE 1 pm, Wed April 21st
DUE start of our next class session (Wed April 21st).
This document briefly describes your idea for a lesson/activity. This is a partner assignment and each set of partners will turn in one Lesson/Activity Proposal that they have developed together. Please feel free to discuss your ideas with the instructors and your classmates before developing your proposal. The target length is 1 page (typed, dbl-spaced, 12 pt font). DUE at start of week 4 meeting (April 21). The instructors will meet with you by appointment to provide feedback on your idea.
We recognize that it may seem a bit early to be proposing the topic of your lesson, but the quarter moves quickly and it's important that you have ample time to modify/change ideas, and get instructor feedback before you begin drafting your lesson.
This is an opportunity to think through your ideas and to get feedback. Background research is not necessary. If you would like to propose more than 1 idea, please limit it to three.
*If you are placed in a classroom: It words best if your lesson topic fits with the others covered in the lessons you will be teaching, so please look through the packet of lessons we distributed yesterday.
*If you are placed at the aquarium: You have more flexibility in your topic. For inspiration think back to the kinds of topics that you were introduced to when you worked with the 'wonder cart' during the orientation. You may also visit the following link for a listing of lessons taught at Lawrence Hall of Science to see the sorts of topics that can be covered: http://www.coseeca.net/programs/communicatingoceansciences/toinformalaudiences/cosiaactivities/
Interesting Events & Links
The UW symposium on teaching and learning is coming up on April and we thought you might be interested in attending. For more information available here
Observation
Observe for ONE HOUR in your school or at the Aquarium ONCE in Wk 3 & ONCE in Wk 4.
Electronic copies of the observation sheets are posted here
Session 2 ppt is posted here
Session 2 Readings
1. Surrounded by Science - Chapters 1 & 2 - read online
2. Ready Set Science - Chapters 1 & 2 - read online
3. Understanding Science 101 section of the Understanding Science Web site
Thought prompts for Session 3
Consider the following three questions during your lectures/lab sessions/tutorials or at the Huskies Weekend "Paws on Science" at the Pacific Science Center. [NB we will reimburse your $11 admission fee]
1- How is information being presented? What are you expected to learn from the presentation? How are you expected to learn it?
2- What is the role of your professor in your learning?
3- What style of presentation is the most useful for you to learn from? Or, what are the teaching methods that enable you to really understand the subject matter?
Additional interesting resources/links
Article in this week's issue of Nature on science learning in informal environments - thanks to Gigi for passing on the link.
All students are required to complete the Communicating Ocean Sciences pre-survey, available here.
The survey should take 15 minutes
to complete. DUE 9:00 AM, Wednesday, April 7.
Email us at
ocean592@uw.edu when you have completed the survey.
Session 1 ppt is posted here
Session 1 Reading
1. Executive Summary: An Ocean Blueprint for the 21st Century, U.S
Commission on Ocean Policy, pp. 1-25, 2004, Public Domain.
Ocean Commission website.
2. The Principles of Ocean Literacy Brochure, available here
OCEAN 592 is for upper level undergraduate and graduate students interested in improving their ability to communicate their scientific knowledge.
The course combines:
- Background in pedagogy and current teaching and learning research
- Hands-on experience with inquiry-based science teaching methods
- Six weeks of outreach at the Seattle Aquarium or in an elementary school
- Mentoring from education and outreach specialists and peers
Instructors
Tansy Clay, COSEE-OLC
Office: OSB 507
Phone: 206-221-4879
ocean592@uw.edu
Raechel Waters, Washington Sea Grant
Office: 3716 Brooklyn Ave NE
Phone: 206-685-8209
ocean592@uw.edu
Last modified: 6/04/2010 3:01 PM