TEP 175 Science Methods
UCSD Teacher Education Program
Instructor: Jose Smith
(619) 534-1683
Email: josesmith@ucsd.edu


Lecture Schedule

6/17 Monday 10 am - 1pm Methods overview
Jose Smith, TEP UCSD

6/18 Tuesday 10 am - 1pm Physics Education
Dr. Willa Ramsey, NSTA Regional Director, San Diego Unified Mentor Teacher

6/20 Thursday 10 am- 11 am Classroom Management
Pat Vreeland, TEP Adjunct Faculty-San Diego Unified Resource Teacher

11 am - 1 pm Sheltered Instruction
Bonnie Mendenhall, Olive Peirce Middle School Sheltered Science Teacher,
1995 SDSEA Science Teacher of the Year
San Diego County Office of Education Sheltered Science workshop presenter

6/21 Friday 10 am - 1 pm Science Education for Public Understanding Program
Mike Reeske, Lawrence Hall of Science Curriculum Developer,
Vista High School Science Teacher

6/24 Monday 10-11 am Sheltered Instruction using Icons
Tony Sandoval Wilson Academy, San Diego Unified School District and former
UCSD Science Intern

6/25 Tuesday 10am - 11am Management
11am - 1pm student planning session of management plans/expectations
Pat Vreeland, TEP Adjucnt Faculty-San Diego Unified Resource Teacher

6/27 Thursday 10 am - 1 pm Teaching Portfolio/ Assessment, Jose Smith

6/28 Friday 10- 1 pm Internet Science Education Projects
Randy Souviney - Vis Earth,
Hillary Haugen - KidSat & WebSite Development

7/1 Monday 10- 1pm , Media Day with Daryl Stermon, TEP

Tuesday 10- 11:30 a.m. Interactive Slide Activities
Ron Benovitz, Olive Peirce Middle School
11- 1 pm Student Portfolio Presentations

Required texts:
With Different Eyes edited by Faye Peitzman and George Gadda from
the UCLA Writing Program
Addison-Wesley Publishing Company, 1994
ISBN 0-8013-1282-5

Recommended texts:

National Science Standards

California Science Framework

Pathways to the Science Standards, High School Edition
Published by the National Science Teachers Association
ISBN 087355-144-3

Invitation to Science Inquiry by Tik L. Liem
Improving Science Education edited by Barry Fraser and Herbert J. Walberg
Published by The National Society for the Study of Education, 1995
ISBN 0-226-260984

Handbook on Research on Science Teaching and Learning edited by Dorothy L Gabel
A Project of the National Science Teachers Association
MacMillan Publishing Company, 1994
ISBN 0-02-897005-5

ASSIGNMENT

TEP Intern Teaching Portfolio

Starting with the summer methods classes, TEP Interns will be expected to maintain a teaching portfolio -- a portfolio for and about teaching. The teaching portfolio is different from the professional portfolio which was a ³showcase portfolio² prepared during the pre-internship year as part of the admissions process and the placement interview process. It is also different from the TEP Learning Record, which is a kind of ³growth portfolio² which will be developed during the internship year.
Unlike the professional portfolio, which is developed to showcase a pre-intern¹s accomplishments for an audience of potential employers, and the TEP Learning Record, which will be developed collaboratively by interns and their supervisors as a vehicle for documenting growth as a teacher, the teaching portfolio is developed as a resource for the intern. A kind of personal teaching handbook to which interns are likely to turn frequently while teaching, it will continue to grow during the internship year with added experience.
A first installment of the teaching portfolio is a requirement in each of the three content-area methods classes. Instructors will respond to it, and it will figure into the summative assessment for each class. In all of the three methods classes, the first installment of the teaching portfolio will include the following required components:

1) a table of contents
2) a reflective introduction which you explain where you are at this point as a teacher and explain how the various elements of your portfolio illustrate such things as
a) what you understand and/or believe about teaching various aspects of your content area (or teaching in general)
b) questions and/or concerns you have about teaching various aspects of your content area

In addition, each content area instructor will designate additional required components and provide opportunities for generating optional components from which you may choose in order to make your teaching portfolio most useful to you.
Preparation of the first installment of the teaching portfolio should help you clarify your thinking about teaching and give you confidence in the first weeks and months of teaching, and you will find it to be a concrete and practical resource. In addition, it will be an integral part of the internship seminar. The teaching portfolio will not only become a valuable personal resource during your internship year, it will also become an integral part of the internship seminar as a vehicle for sharing ideas with your fellow interns. In other courses you take during the summer and internship year, instructors will assist you in developing useful artifacts from those classes to add to your teaching portfolio.

Ideas for optional/ additional required components:

1. glossary of specific teaching strategies

--gathered from various sources:
--personal trial and error experience
--from cooperating teachers
--from methods or other classes
--from reading in the professional literature
--from conference, workshop attendance
--shared by intern colleagues

--organized/analyzed (somewhat like a data base):

--name of strategy/technique
--description of how to do it
--rationale (what is it for? why do it?)
--when it would be useful
--notes on your own experience with it

2. --key articles, chapters, (or passages) from professional reading

--inspirational
--provide rationale for what you do
--practical

3. --a few lessons, complete with necessary handouts and overheads to be used on special occasions or when the xerox breaks down or the AV equipment becomes unavailable (or for substitute plans)

4. --list of journal topics, quotes, warm-ups, or other ³sponge² activities

5. --artifacts associated with classroom management and organization

6. --artifacts associated with discipline

7. --artifacts which represent your knowledge and understanding of various aspects of your content area (e.g. framework, etc.)

CLASS MEMBERS, 1996 - 1997 Science Interns

  • Armand
  • Alyson
  • Bud
  • Brian
  • David
  • Erik
  • Ingrid
  • Jenn
  • Lee
  • Mandy
  • Monika
  • Richard
  • Steve
  • Ui

    CLASS SHELTERED SCIENCE PORTFOLIO

    WEBPAGE Construction Resources

    Yahoo Science Education info search