Weekly+Tasks

=Weekly Tasks=

For December 14th
VIDEO As we discussed in class, please video record yourself one more time during the next 2 weeks using the CER framework to teach science. Select a 3-5 minute clip that demonstrates some aspect of your science teaching for which you feel you have made progress since the beginning of the year. Be prepared to share your video and discuss your development. Your written reflections on developments in your practice will be the focus of the final journal entry (due last day).

CONTENT STORYLINE During our last session we will share video of science teaching and you will submit your content storyline for teaching science as explanation. I sent an electronic version of the document I shared in class (with the correct final page) via email. If you are taking the course for credit, complete the entire document as your course project. Otherwise, you can just submit Step 3: Planning Matrix + your ideal student explanation.

December 7th
Working Session

For November 30th
Hope you had a nice Thanksgiving!

For our next meeting... 1. Read Ch. 5 from What's Your Evidence?

2. Focus on the instructional sequence. Journal: Which aspects of the sequence do you regularly use as part of your science teaching? Which aspects of the sequence would you like to focus on improving and why?

3. Bring samples of students' explanation writing. Try to include 2 strong samples, 2 average samples, and 2 samples from struggling writers.

For November 9th
It's hard to believe, but we are 1/2 way through the semester. We've examined the role of explanation in contemporary science education reform, introduced to the CER framework and science content storyline, and attempted a first pass at Question / Claim / Evidence sequence for use in the classroom. Last week we shared several talking and writing scaffolds. Here are the assignments for next time.

1. Video!! If you did not get you initial video to Mark yet, please do that as soon as possible. Also, video record yourself again now that we are 1/2 way through the semester. My preference would be for you to try to capture a science talk in which you attempt to use the CER framework and possibly some of the talk moves from the handout from class. Be prepared to submit that video to Mark on the 9th.

2. I am sending Ch. 4 on scaffolding science talking and writing. Craft an appropriate writing scaffold for something that you are teaching using CER. Explain which model from the chapter you used to guide development. If you had a chance to try it, then talk about what did and didn't work.

3. **Required if you are taking the study group for credit:** (a) Read Ch. 5 from Ready, Set, Science! on making thinking visible. Make connections to CER and things you are trying with your students. (b) Add an example of something you have tried in your classroom to the Examples page of the wiki. It can be something you've shared in your journal. The idea is to make these examples more public.

My sense is that we need to slow down a bit and focus more on CER and content storyline in the context of what you are planning for your classroom science teaching. Because the storylines are so different -- some are planning for the entire year, some for an entire unit, and others for a short sequence -- we may need to adjust our grouping. This is just a heads-up. I'm not sure quite how to pull this off in a way that is productive for everyone yet.

For October 26th
1. Read Chapter 3 of What's Your Evidence

2. Plan one Question / Claim / Evidence sequence for something you are currently teaching. Give it a try! Video record your attempt if you are able.

3. Reflective Journal – Share the Q/C/E sequence you developed. Reflect on on the planning process. Where did things come together? Where did you encounter difficulty? If you had an opportunity to teach the sequence with your students, analyze how it went.

For October 12th
1. Read Chapter 2 of What's Your Evidence

2. Reflective Journal

Talk about an area or topic in your current science curriculum where you could consider doing an investigation that focuses on claims, evidence, and reasoning. Why do you feel this topic would work well? Describe how you might conceptualize the investigation. **__ OR __** Talk about a new investigation that you did with your students that had a focus on claims, evidence, and reasoning. Where did this investigation fit into your larger curriculum? What went well? What would you change for next time?

For September 28th
1. Read Chapter 2 - Ready, Set, Science

2. Video record a typical science lesson and bring it in a form that can be submitted (USB, DVD, etc).

3. Reflective Journal

__Previous Class Attendees__ Please reflect on your experiences in the teacher learning community last year. Describe the dynamics of the community. How did participation impact your science teaching? Why are you back this year?

__New Class Attendees__ Why did you decide to join this science teacher learning community? What do you hope to get out of this experience? Do you have any initial concerns and/or questions?