Funded by Mathematics Science
Partnership Initiative Grant awarded by the NH Department of Education
A. To receive the $250
stipend:
1.
Attend a minimum
of 5 monthly meetings scheduled September 2007 through April 2008
2.
Post a
descriptive vignette/episode of learning and teaching in science. Vignettes should
illustrate the complexities of learning and teaching in science. Listed below
are some possible ways to focus your vignette. [StudentWorldTeacher.net]
a.
Describe a
question or situation that you presented to students at the outset of an
activity and the responses that the situation elicited. Share what you think
the responses indicate about student thinking.
b.
Describe a
performance task that you presented to students and the different ways that
students went about the task. Share what you think the different investigations
reveal about their thinking.
c.
Describe
classroom dialogue that illustrates an example of genuine student inquiry or a
moment of student confusion about a physical phenomenon. Share a moment in which a student expressed an
unanticipated insight.
d.
Share an episode
in which you are pleased with how you responded to a situation, statement or
question posed by a student.
e.
Share a situation
in which you were unsure of how to respond to a student or situation. Say how
you did respond.
f.
Share a dilemma
of teaching that is something that you find yourself returning to. Share what
you have done and tried. Share your questions and uncertainties.
B.
To receive graduate credit: Ed 909: Physical Science:
Student Inquiry
(3.0
graduate credits; cost $425.00)
a.
Attend all three
days of the Summer Institute and a minimum of 5 monthly meetings.
b.
Post a vignette
(see above)
c.
Pilot a Science
Performance Task and gather student
work generated by the task.
i.
The Performance
Task can be drawn from the bank of released items or be the product of your own
thinking.
ii.
While the focus
of attention for 2007-2008 is student learning in physical science, the task
can, if necessary, be drawn from the earth/space sciences or life science.
iii.
Task should Note
(a) the relevant Physical Science Strand and Grade Span Expectation (b) the
Science Process Skill and Grade Span Expectation
d.
Provide a written
analysis of what the student work reveals about student understanding.
e.
Make an edited
videotape of students engaged in the science performance task. Prepare a
written analysis of what you see in the videotape. Choose a lens for analysis
(e.g., gender, student interactions, student understanding)