Goal #4
Demonstrate knowledge of and ability to plan and implement a variety of instructional strategies and assessment techniques for teaching science at the elementary level
Demonstrate knowledge of and ability to plan and implement a variety of instructional strategies and assessment techniques for teaching science at the elementary level
Artifact 1 – The 5 E’s Lesson Cycle
The 5 E’s of science planning is one of the most important things that I will REALLY REALLY carry with me throughout my time as an educator. The 5 E’s were so difficult to understand in the beginning. Although, when we did our magnet inquiry in class, it clicked! I got it! But when it came down to my turn to write a lesson cycle based on the 5 E’s I needed more help. I had to read and re-read, and re-read what each E meant. Here is what I found out:
Although I claim to be no master of the 5 E’s and I do admit it is still fairly difficult for me to come up with a 5 E’s cycle without support. One of my personal goals is to teach science more often in my classroom this next semester so that I am able to practice all of these skills that I have learned all through this semester. I think by practicing the 5 E’s and having others evaluate my plans and lessons, it will help me to become much better at creating full lesson cycles!
The 5 E’s of science planning is one of the most important things that I will REALLY REALLY carry with me throughout my time as an educator. The 5 E’s were so difficult to understand in the beginning. Although, when we did our magnet inquiry in class, it clicked! I got it! But when it came down to my turn to write a lesson cycle based on the 5 E’s I needed more help. I had to read and re-read, and re-read what each E meant. Here is what I found out:
- Engage: content is introduced and is relevant and real world. Get the students excited, but first the teacher needs to be excited! See what the students know.
- Explore: Students are able to investigate and test their prior knowledge. This is a time were students can collaborate and she their ideas and findings.
- Explain: Students must think about their findings from the previous stage and reflect upon them. How did it change their previous knowledge? With evidence from their exploration, they can them come up with some claims or explanations. At this point the teacher can introduce new vocabulary that they can start using when referring to certain things.
- Extend: Students take their ideas about what they just learned and use them in a new content –very real world. This extensive thinking may go into other subject areas.
- Evaluate: Students show what they know and have learned throughout this entire process. Summative assessments can be used as well as formative assessments that have been going on throughout the lesson cycle.
Although I claim to be no master of the 5 E’s and I do admit it is still fairly difficult for me to come up with a 5 E’s cycle without support. One of my personal goals is to teach science more often in my classroom this next semester so that I am able to practice all of these skills that I have learned all through this semester. I think by practicing the 5 E’s and having others evaluate my plans and lessons, it will help me to become much better at creating full lesson cycles!
emybeth_lesson_cycle.docx | |
File Size: | 146 kb |
File Type: | docx |
Artifact 2 - Resources I use for Assessments
I have fallen in love with Page Keeley and her formative assessment probes! I think that she is a genius and her work appears to be very universal, all the way from elementary to high school grades. I have not had the chance to implement these probes in my internship classroom, but the books are on my wish list (even though Jeni has so nicely let us download hers!). This next semester my goal is to work on science planning and implementing lessons with my CT. My CT knows about these probes and I would like to show my CT how they can be used in our classroom to elicit students ideas as well as assess them.
Another assessment strategy I am in love with using is an exit slip. This is usually a question about what we have learned that day. So, “what are the ways in which we describe properties of matter?” would be an appropriate exit pass that I use with my students. Sometime I have these on sticky notes and sometimes students write them in their science notebooks. When on sticky notes I divide them by students who mastered that question, students who need a little more help, and students who may need some re-teaching.
I have fallen in love with Page Keeley and her formative assessment probes! I think that she is a genius and her work appears to be very universal, all the way from elementary to high school grades. I have not had the chance to implement these probes in my internship classroom, but the books are on my wish list (even though Jeni has so nicely let us download hers!). This next semester my goal is to work on science planning and implementing lessons with my CT. My CT knows about these probes and I would like to show my CT how they can be used in our classroom to elicit students ideas as well as assess them.
Another assessment strategy I am in love with using is an exit slip. This is usually a question about what we have learned that day. So, “what are the ways in which we describe properties of matter?” would be an appropriate exit pass that I use with my students. Sometime I have these on sticky notes and sometimes students write them in their science notebooks. When on sticky notes I divide them by students who mastered that question, students who need a little more help, and students who may need some re-teaching.