EDUC 648

I. Course Title: Early Field Experiences in Teaching Science Grades 6-12

II. Course Number: EDUC 648

III. Credit Hours: 3 credits

IV. Prerequisites: Admission into the Teacher Education Program

V. Course Description: 

This field experience is taken in conjunction with the methods course EDUC 558 Methods for Science Instruction Grades 6-12.  The purpose of early field experiences is to provide teacher candidates with real-world perspectives of teaching, learning, and school community while integrating educational theories with practice. Early field experiences in science provide teacher candidates with opportunities to understand the principles of learning, the application of skills in science-specific methodology, effective communication with and among students, the selection and use of materials/technologies, and the evaluation of student performance. Teacher candidates observe, perform non-instructional tasks, and engage in some closely supervised delivery of instruction. Through regularly scheduled seminar sessions, teacher candidates use an academic lens to reflect upon their observations and contributions within the classroom while considering the early field experience’s impact on their future teaching.

VI. Detailed Description of Content of the Course:

This is a clinical, field-based course. Students will spend 15-20 hours per week at their school placement site. Weekly seminars are scheduled to enhance the professional development of candidates enrolled in this field experience and include, but are not limited to the following topics: 

• Classroom management 
• Teaching diverse learners 
• Professional growth, reflection, and evaluation 
• Communicating with families
• Professional behaviors
• Applications of instructional planning, pedagogy, and assessment

VI. Detailed Description of Conduct of Course:

During this clinical experience, candidates are placed in a middle/secondary (grades 6-12) science classroom with a certified cooperating teacher. The semester begins with the candidate completing observations of both the teacher and the students, learning about the school culture, and assisting the teacher as needed with day-to-day classroom tasks. As the semester progresses the candidate is given additional instructional responsibilities with students – individually and in small and large groups. The candidate also takes pedagogy classes and completes assignments in their classroom setting throughout the semester, culminating in a multi-day, candidate designed instructional sequence. During this time, the candidate teaches and assesses an instructional unit of study that they have planned. Candidates’ practices will utilize the Virginia Department of Education standards and the National Research Council’s Framework for K-12 Science Education for planning and instruction.

VII. Goals and Objectives of the Course:

Goal 1: Understand how to effectively implement the instruction and assessment cycle. 

Teacher candidates will be able to…

1. Describe different types of instruction (explicit, direct instruction, teacher-centered, student-centered, constructivist, problem-based, inquiry), including the benefits and challenges associated with each as related to developing knowledge, skills, and sustained intellectual curiosity in science learning.
2. Use the backward design process of instructional planning to organize key science content, skills, and practices into meaningful units of instruction that actively engage students in hands-on science activities and learning as well as incorporating the presentation of ideas in writing.
3. Design instruction reflecting learner achievement of the goals of the Virginia Science Standards of Learning, including measurable objectives, appropriate teaching activities and assessments.
4. Conduct formative, summative, formal, and informal assessments of student learning and examine and use student data to reflect upon and improve instruction.
5. Describe the relationship among assessment, instruction, and monitoring student progress to include student performance measures in grading practices.
6. Interpret and analyze valid, standards-based assessments to make decisions about how to improve instruction and student performance.

Goal 2: Engage with science practices as a way to develop scientific curiosity and problem solving.

Teacher candidates will be able to…

1. Design and implement lessons that use the Nature of Science, crosscutting concepts and science practices as foundational to students’ learning in the natural and physical sciences.
2. Design and implement inquiry-based lessons that incorporate scientific practices and advance students’ science content knowledge and competence.
3. Design and conduct systematic field investigations using the school grounds, the community, and regional resources
4. Design and implement lessons that address classroom, field, and laboratory safety rules and procedures and ensure that students take appropriate safety precautions.

Goal 3: Meet the diverse needs of learners to engage them in scientific thinking and activities.

Teacher candidates will be able to…

1. Evaluate and incorporate instructional materials, technologies, manipulatives, and activities for the purpose of engaging all learners across ability and achievement levels and enhancing student performance.
2. Design instruction to meet the needs of diverse learners, including students with disabilities, gifted students, and students with limited proficiency in English and children with diverse cultural needs.
3. Use a variety of methods including differentiated instruction, flexible grouping, models and modeling, productive talk strategies, and concept mapping.

Goal 4: Communication & reflection

Teacher candidates will be able to…

1. Engage in communication between schools and families as a way to increase family engagement in student learning at home and in school.
2. Examine their instructional practices and use student data to reflect upon and improve their lessons.

VIII. Assessment Measures:

Assessment of teaching in the early field experience is both formative and summative and is collaboratively completed by the by the classroom teacher and University faculty. Evaluation is based upon the INTASC Standards for Beginning Teachers which are embedded in the Teacher Candidate Evaluation forms. Assessments will include but are not limited to:

• Key CAEP Performance Assessment: Lesson Plan Assessment
• Key CAEP Performance Assessment: Impact on Student Learning
• Key CAEP Performance Assessment: Professional Characteristics and Dispositions form
• Key CAEP Performance Assessment: Teacher Candidate Evaluation form

 

Other Course Information

None

 

Review and Approval

March 01, 2021