Students enrolled in this class, click here.

a) SPRING, 2008 SCE 4310 (U03) CLASS UPDATES -  Posted after each class---Brief Description of what takes place during each class.

Week 1 (1/10/08): Ideas and concepts in today's activities primarily related to the first chapter of the Peters and Stout textbook:  Nature of Science and Inquiry. The class activities included: Intro Activities--"Pond Walk";  "Nature of Observation(s)"; Resources; Brief Course overview; Class Homepage; Development Portfolio; The SCE 4310 Reflection Model; Class Syllabus; Using the textbook: See assignments below.

Week 2 (1/17/08): Ideas and concepts in today's activities primarily related to the first chapter of the Peters and Stout textbook--Nature of Science and Inquiry.  The class activities included: individual/small groups discussion & presentations, "Draw a Scientist" and elementary school science experiences; viewing the Search for Solutions - Understanding Science video episode- focused on the voices of Scientists; Resources--CD ROM Mr. McKnight activities, sample, p. 5 Peters and Stout text; pre-activity--Earthworms; designing earthworm investigations from student questions,  click here for a guiding framework of pre-activity questions. Dr. O'Brien addressed students' questions from the syllabus and text materials.  He collected homework from students.

Week 3 (1/24/08): Ideas and concepts in today's activities primarily related to the first two chapters of the Peters and Stout textbook--Nature of Science and Inquiry & Constructing Science Experiences.  First, students joined cooperating groups and shared researchable questions and designs for investigating the student questions concerning Earthworms.  The student groups conducted their investigations and/or science experiments concerning live earthworms.  Some groups conducted more than one investigation.  Each group member wrote up the activity individually for inclusion in the developmental portfolio.  Class discussion included making connections to big ideas including: identification of science process skills in regards to the study of earthworms; making connections to understanding of the nature of science and inquiry in conducting the science activities; science teaching methodologies/strategies; and interactivity of students with one another and with the instructor.  Dr. O'Brien returned graded homework to the class.

Second, students completed pre-assessment questions related to follow-up activities: 1) What causes the seasons on Earth? 2) What is your understanding of the phases of the moon?/What causes the phases of the moon? These questions related to a video presentation later in the class lesson, field assignments (including FA3), and the reading from chapter 2 in the Peters text. Next, the students viewed the "Private Universe" video produced by the Harvard University Department of Astrophysics.  The classic film is about students' science misconceptions/alternative theories (e.g., reasons for the seasons, phases of the moon) and how difficult it is to help students to develop (or bridge) to meaningful understanding of scientific conceptions.  Student interviewing strategies are evident and the nature of constructivism & social constructivism as related to chapter 2 readings were evident. Essential elements of the interview protocols included: 1) selection of focus content topic, 2) one-on-one interviews with no audience, 3) creation of several key/feature interview questions, 4) design the interview as an open inquiry to find out what the child actually knows, or if there might be a scientific misconception, 5) probing after each Q/R, 6) emphasis on finding out what is known/understood by child, not to teach the child, and 7) having props (such as hands-on materials/manipulatives and writing pad/board) to allow students to express their conceptual understanding. The professor led a brief discussion concerning implications of the information provided by the video. A small class discussion relating the "Getting To Know You" survey that SCE 4310 students completed and its relation to the types of questions that should be selected for the FA2 activity ensued.  These discussions should be linked to the descriptions of FA2 & FA 3 in the field assignment section of the class home page.

Week 4 (1/31/08): Ideas and concepts in today's activities primarily related to the first two chapters of the Peters and Stout textbook--Nature of Science and Inquiry & Constructing Science Experiences and the reading "Chapter Organization & Need for the Standards; Sampler, pp. 1-4."  First, students completed a Concept Map (see pp. 130-133, Peters and Stout text) related to individual scientific understanding about the earthworm (based on prior knowledge and related work in class and homework). Next, students exchanged each individual concept map with another student to find out if each student derived meaning and understood information about earthworms from the concept map.  One student demonstrated the use of  Inspiration ©, a Concept Map tool useful in science education planning/learning/assessment.  Take note, students will work with concept maps throughout the semester. Students might work withInspiration © and/or Kidspiration © in the COE Technology labs. also, students can download a free trial of Inspiration ©, at http://www.inspiration.com/

Also, students can link to a site to discover more about the concept map: See Dr. Joseph D. Novak and Dr. Bob Gowin's Concept Map showing the key features and ideas that underlie concept maps (adapted with Inspiration © from Learning How to Learn, Cambridge University Press, 1984, p.14), click here.

Each student re-joined cooperating groups and shared concept maps and related information researched by students for homework. A discussion led by the professor helped identify important ideas from Chapter 2, Peters and Stout concerning the nature of constructivism, student learning, and instruction and assessment tools such as interviewing and concept mapping.  Students shared their understanding of constructivism, the processes of learning, and relationships to teaching practices.

Next, each student viewed the CD-ROM video, from p. 29 Peters & Stout text, concerning Social Learning.  Students reponded to questions in this "Visit an Inquiry Section" and submitted this work along with other portfolio work from today to the instructor for assessment.  Connections to the Florida Educator Accomplished Practices (FEAPs) were discussed  and examples of how assignments and next week's Quiz #1 will work were provided.

Next, students reviewed important concepts from the Chapter Organization & Need for the Standards; Sampler, pp. 1-4.Students submitted homework and in-class work. The professor responded to all questions concerning in-class work, homework, and field assignments.

Additionally, the professor asked students to think about "How does one see?"  The students viewed part of a  video called "Minds of their Own" concerning the Investigating of Young Learners' Ideas.  Connor, a grade 5 child was interviewed by his teacher: "Seeing an Apple" interview.  The interview strategy was the same as demostrated last week for the FA3 assignment. Students will do more follow-up activities starting next week.

Week 5 (2/7/08):  Professor O'Brien began class with an Invitation to Inquiry [Constructivist Learning Model, (CLM) p. 38.]  What will you find at the FIU Preserve?  After providing some contextual background, including examples of the Florida Everglades concerning the meaning of Preserve and preservation, & communicating the location of the Preserve on UP campus, students responded to this question by writing her/his prospective of what would likely be found (living & nonliving things and their relationships.)  Each student drew  her/his individual concept map related to what the student thought would be observed in the Preserve. Next week, students will meet at the Preserve at 5:00 pm. RESOURCES for next week's class include: FIU Preserve web-page,(click here).
Download and bring next week to the Preserve, the PDF file Field Guide to the Hardwood Hammock Nature Trail from the web **NEW (2/13/08) click here.

Next, students completed Quiz #1 related to study in Chapter 1 of Peters and Stout text, Mr. McKnight video case, p. 12 of text. The second part of the quiz was completed in groups, to identify scaffolding and cooperative group learning, as has been accomplished during other science activities in class.  Next, Dr. O'Brien handed back work and collected assignments.

Next, students were provided another Invitation to Inquiry: can you light the bulb with one wire, one battery, and one wire? Six groups worked together and tried to find out ideas, questions, and solutions to the problem.

Week 6 (2/14/08): The class met at the FIU Preserve Hardwood Hammock Nature Trail at 5:00 pm. There we conducted our e-folio activity "Hardwood Hammock Nature Trail Investigation."  Students worked in pairs to identify living and non-living components of the FIU Preserve.  When students came back to the ZEB 115 classroom, a summary and review of e-folio activity was completed.  See e-folio instructions,click here.  Nature Trail Study Questions.
 

Next, Dr. O'Brien passed back Quiz #1 and briefly reviewed the resulkts. All students might be ablbe to include more analyses and responses to the quiz questions Check with theQuiz 1 Collecting and Using Data self study.

Next, Dr. O'Brien handed back work and collected assignments. He discussed ways to address e-folio FEAP and Mr. McKnight CD-ROM video case FEAP analyses connections.  To assist in learning and devopment of understanding of making FEAP connections, students discussed CD-ROM, p. 25, "Inquiry Learning," and responded to the questions, FEAP/Personal Professional Development component during the in-class discussion.

Week 7 (2/21/08): Ideas and concepts in today's activities related to the first four chapters of the Peters and Stout textbook--Nature of Science and Inquiry, Constructing Science Experiences, Planning for Inquiry, and Developing Inquiry Skills.  First, students reviewed their work and understanding of the e-folio activities related to the FIU Preserve Hardwood Hammock Nature Trail. Dr. O'Brien responded to all questions concerning the efolio assignment.Next, students were asked to have a discussion with the professor and write notes concerning their e-folio related activities and the four phases of the Constructivist Learning Model (CLM) (see Chapter 2, Peters & Stout).  Students presented their ideas relating to matching of activities in the e-folio sequence of events to each of the four phases of the CLM, i.e., Invitation, Exploration, Proposing Explanations and Solutions, and Taking Action.  Furthermore the activities of the e-folio were related to The Learning Cycle (TLC) (see Chapter 4, Peters and Stout) instruction model.  The nature of these two constructivist approaches were compared, and Dr. O'Brien shared with students how the INQUIRY LESSONS (at the end of the text) combine (or merge) approaches.  Both are basically student-centered and inquiry-based instruction approaches.

Next, students continued with their invitation to inquiry activity concerning batteries and bulbs.  Can you light a bulb with one bulb, one battery, and one wire? Six groups worked together and tried to find out ideas, questions, and solutions to the problem. This led to INQUIRY ACTIVITY 120/121 (Peters & Stout text), "How to Make a Bulb Light.  Students, working in groups, completed the Invitation, Exploration, Concept Invention, and Concept Application phases of the inquiry.  Students wrote up their individual activity (investigation) notes and asked/responded to additional questions such as what is happening in the set-up that allows the bulb to light?  or not to light?  Students handed in individual work to Dr. O'Brien to be assessed for understanding of concepts/ideas.

Next, students were provided a mirror problem invitation to inquiry, Question: Imagine you see your face in a small mirror mounted flat against the wall.  If you wanted to see your whole body, would you move back from the mirror or move forward, or does it matter?

After writing how they each thought about these questions, the students viewed the first 20 minutes of the video "Minds of Our Own," produced  by the Harvard University Department of Astrophysics.  The video concerned how children construct their own scientific reasoning, how difficult it can be to change pre-conceptions, new research in learning & teaching, and teaching strategies that seem to help students confront their misconceptions. The particular focus was on electrical circuits, a mirror problem, and aspects of human "seeing" and student scientific misconceptions.  Students will see the next 20 minutes of the video next time.  Students are reminded when viewing the video about student interviewing strategies that are evident and the nature of constructivism & social constructivism as related to chapter 2 readings. Essential elements of the interview protocols (FA3) should include: 1) selection of focus content topic, 2) one-on-one interviews with no audience, 3) creation of several key/feature interview questions, 4) design the interview as an open inquiry to find out what the child actually knows, or if there might be a scientific misconception, 5) probing after each Q/R, 6) emphasis on finding out what is known/understood by child, not to teach the child, and 7) having props (such as hands-on materials/manipulatives and writing pad/board) to allow students to express their conceptual understanding. The professor led a brief discussion concerning implications of the information provided by the video. The video re-enforced learming in the battery and bulb & mirror activities.

Next, students passed in assigned work and Professor O'Brien passed back graded assignments.

Next week there will be a quiz #2, focusing on a couple of topics (see NSES Sampler book, pp. 5-11 and Chapter 3 Reading pp. 53-57 Inquiry Teaching, including Visit to an Inquiry Classroom--Learner Centered Teaching, p. 53 & Table 3-1, p. 54, Peters and Stout text.  Quiz #2 will be open textbook.

Week 8 (2/28/08): First, students were introduced to the class agenda for the day.

Then Dr. O'Brien introduced the next topic, i.e., follow-up, of last weeks battery, bulb, and wire inquiry and the first 20 minutes of the video "Minds of Our Own."  The video concerned how children construct their own scientific reasoning, how difficult it can be to change pre-conceptions, new research in learning & teaching, and teaching strategies that seem to help students confront their misconceptions. The particular focus was on electrical circuits, and hs students misconceptions. Students are reminded when viewing the video about student interviewing strategies (FA3) that are evident and the nature of constructivism & social constructivism as related to chapter 2 readings.

The film served as another form of concept introduction in TLC and as a liason activity to the next inquiry activity.

 Then students completed Quiz #2.

Next, TA Mr. Victor Maxwell led a modeling inquiry-based activity concerning electricity and magnetism.  Students worked in collaborative groups during the different phases of the interactive activity.  Students will continue their work on this inquiry during next class.

Finally, students passed in assigned work and Professor O'Brien passed back graded assignments.

Week 9 (3/6/08): First, TA Mr. Victor Maxwell continued leading a modeling inquiry-based activity concerning electricity and magnetism.  Students worked in collaborative groups during the different phases of the interactive activity.  An interactive, inquiry discussion followed the hands-on, heads-on activity. Work related to INQ 142, text.

Next,  Professor O'Brien passed back graded assignments includind Quiz #2, and initiated discussion concerning elements of the quiz #2 that are challenging and often difficult to learn concerning Constructivist Learning/Teaching Approaches such as level and variation of inquiry and student self-directedness.  Dr. O'Brien collected all of the students out-of-class assignments and FAs.

Next, students were prompted to think about the SCE 4310 Reflective Model for todays instructional sequence.  Then students worked with e-folio artifacts creating new portfolio entries related to: a) review & critique of each other's post-visit to the Preserve Concept Map; b) identify instructional approach and components used by Dr. O'Brien to lead the inquiry activities during SCE 4310's e-folio activity sequence; and c) use of Table 3-1, text to identify level of inquiry and student self-directedness during the e-folio lessons.  Students worked in small groups during this activity and discussion.

Week 10 (3/13/08):  First, each student created a concept map concerning  personal understandings of electricity and magnetism.  Students shared and critiqued each other's concept maps.  Each student assessed the approach of concept mapping for its usefulness as an assessment tool for this in-class activity in SCE 4310.  Results were discussed in class.

Next, students observed an Annenberg/CPB science education case study (module I, II, and III ) of grade 5, first year teacher Tom, concerning Assessment.  Discussion centered on some of the key questions (click here.)

Next,  Professor O'Brien passed back graded assignments and initiated discussion concerning elements of the particular assignments that are challenging and often difficult to learn about Constructivist Learning/Teaching Approaches such as level and variation of inquiry and student self-directedness.  Dr. O'Brien collected all of the students out-of-class assignments and FAs.

Next, Professor O'Brien addressed some students' questions concerning the Florida Educator Accomplished Practices (FEAPs), particularly what is expected for each type of assignment in respect to FEAP and intended use in practice, i.e., Personal Professional Development Practices [PPDP]. These ideas relate heavily to the study of both the National Science Education Standards and the Florida Sunshine State Standards. Some examples and connections with assignments were presented with extensive details by the professor.  Next the professor led a detailed presentation and discussion concerning work and outcome expectations for the SCE 4310 course including the assignments: e-folio, FA 3, FA 4, FA 5, and FA 6.

Week 11 (3/27/08): Professor O'Brien announced Quiz #3 for next week on the Topic--"Assessment."  Bring both books to class.  He reviewed ideas related to assessment as part of designing lessons with The Learning Cycle and the Constructivist Learning Model.  He related his examples to in-class work and FAs.

Next, students began the constuctivist-based lesson concerning simple pendulums in context to the Tarzan & Cheetah dilemma.  Students, in teams, conducted experiments and made presentations using white boards concerning the Tarzan & Cheetah problem.

Next, students were reminded of their viewing of the Annenberg/CPB science education case study (module I, II, & III ) of grade 5, first year teacher Tom concerning Assessment, last time.  Students wanting extra credit should respond in electronic format to the questions (click here.)Pass in this work next week during class to receive extra credit.

Finally, students passed in assigned work and Professor O'Brien passed back graded assignments.

Week 12 (4/3/08): Professor O'Brien addressed student questions concerning assignments and activities.  He updated students concerning the e-folio projects.

Next, students continued the constuctivist-based lesson concerning simple pendulums in context to the Tarzan & Cheetah dilemma.  Students, in teams, conducted teacher-directed experiments and conferred concerning their ideas related to the Tarzan & Cheetah problem.

Next, students passed in assigned work and Professor O'Brien passed back graded assignments.

Finally, students completed Quiz #3 "Assessment".

Week 13 (4/10/08): Professor O'Brien presented a context to review course materials for the semester for the final exam as well as future professional development in the areas of early childhood, elementary, and science education.  The review ideas centered on the SCE 4310 Course Reflection Model, its relationship and linkages to ECE and El Ed programs/courses, along with big ideas in the SCE 4310 course: Nature of Science; Inquiry; Constructivism; Constructivist teaching/learning models such as, TLC, CLM, 5E's, and GLM; Assessment; Teaching of All Students; and Technological & Community Resources.  Students were requested to reflect on all of the SCE 4310 course experiences, especially field assignments (FA1- FA6) to select pertinent experiences/discoveries that can be identified as Benchmark/Key experiences central to individual development of a possible one page philosophical/rationale paper that highlights student's understandings thus far in the course. Students worked in groups to share these type of experiences as a precursor to writing a one page statement during class-time.  Some students volunteered and shared these discoveries with all of their classmates.  Professor O'Brien linked some of the student themes to connections to the FEAPs, NSES, FL SSS, and future experiences including student teaching. He noted the impending State of FL SSS changes, new NSES in the next couple of years, and how these events set up a dis-equilibrium in schools in the near future, that SCE 4310 students should find challenging but not insurmountable when beginning their teaching careers.

Next, students were given activity cards, summary sheets (pendulum concepts), and description of the Generative Learning Model, another constructivist, inquiry-centered instructional approach experienced by SCE 4310 students working with pendulums and the Tarzan & Cheetah Dilemma.  Students learned science concepts, science experimental design techniques, and ways to both motivate and help learners construct knowledge over time.

Professor O'Brien passed back graded assignments and Quiz#3.

During the above class activities, students were provided time to update and add to their student development portfolios for SCE 4310.

Students passed in assignments including their development portfolios.

Week 14 (4/17/08):

Professor O'Brien presented information concerning the final examination and study guide.  The final exam is scheduled for Thursday, April 24th 6:30-9:15 pm in ZEB 115.  See the study guide link below in the posted weekly assignments.

Professor O'Brien provided information concerning upload of e-folio, go to

Student Instructions for Uploading to Efolio Spring 2008.

Also see info from today about upload of field log hours, go to:

 New Upload for Field Log Experiences on 4-17-08.

Students were given back their developmental portfolio with scores and comments.

Dr. O'Brien provided feedback for any questions, and the students turned in assignments.

Dr. O'Brien left class, and students evaluated the course.

Week 15 (4/24/08): Final Exam 6:30 -9:15 pm

b) SPRING, 2008 SCE 4310 (U03) Posted Weekly Updates of Assignments
(work is due the following class unless specified differently).
 
 

Class Date Section U03	(Outside Class)
1/10	Reading assignment: Reading Assignment due Week 2--Chapter 1, Peters & Stout text; Chapter Introduction NSES Sampler, pp. v-vii; In addition: Review class homepage materials and class online syllabus. Additional Assignment: Complete Portfolio Ideas Activity #2, p. 18 in the Peters and Stout Text, "Personal Elementary Science Experiences."  Also, complete the "Getting to Know You" survey that was passed out in class. For next class, bring printed copies of your syllabus and syllabus part 2 (Developmental Portfolio). Note: Bring questions concerning course materials.
1/17	Reading assignment: No additional readings assigned this week. On-going Field Assignment: Start with FA1. Additional Assignment: Continue in-class activity by developing some researchable questions about earthworms.  Design an investigation to answer your questions. Bring in ideas next time related to setting up and conducting an investigation concerning one or more of the questions. Note: Bring any questions concerning course materials.
1/24	Reading assignment: Reading Assignment due Week 4--Chapter 2, Peters & Stout text; Chapter Organization & Need for the Standards; Sampler, pp. 1-4.  Additional Assignment: 1) Find information from resources related to your researchable questions and investigations concerning Earthworms, and bring these sources/info and citations to class. 2) Complete the activity questions for Earthworm Conversations, to find information,click here. On-going Field Assignment: Start with FA1. Note: Pass homework in next time & for future assignments in a file folder as shown in class.
1/31	Reading assignment: Reading Assignment due Week 5--Chapter 3, Peters & Stout text; Chapter Science Teaching Standards; Sampler, pp. 5-11.  Additional Assignment: 1) Find information from resources related to your FA 3 interview questions for one of the Spring Semester Topics to be studied by children at your field school. Get info as part of FA 1 assignment.  2) Study and review for Quiz #1, focus Chapter 1, see CD-ROM connections with Mr. McKnight. On-going Field Assignment: Working with FA1 and FA 2.
2/7/08	Reading assignment: Reading Assignment due Week 6--Chapter  Standards for Professional Development for Teachers of Science; NSES Sampler, pp. 12-17. Review for deeper understanding, Chapters 1-3, Peter & Stout text. Additional Assignment: 1) Find information from resources related to your FA 3 interview questions for one of the Spring Semester Topics to be studied by children at your field school. Get some of these ideas from teacher responses as part of the FA 1 assignment.Try to create some preliminary questions for the children's interviews.  2) In addition, for next class: a) complete write-up of two CD-ROM videocase studies of Mr. McKnight, p. 25 "Inquiry Learning," and p. 33 "Zone of Proximal Development," Peters and Stout text. Provide responses to each question related to the case, including all CW questions & activities.  In addition, for each inquiry case, include a written connection to one of the FEAPs and your intended use in practice (See FEAP booklet or e-folio home page.) 3) Make predictions concerning the mirror problem and then test out your ideas.  Write responses for developmental portfolio and bring to class next time. For next week: For class, we'll meet at the South End Entrance of the FIU Preserve at 5:00 pm for our exploration of the FIU [Ecosystem] Preserve Hardwood Hammock Nature Trail. On 2/7, the class began its e-folio activity related to the FIU Preserve(click here)visit. Next week, unless it is raining, we will be going out to the FIU Preserve (click here) to undertake the second part of the e-folio activity.  Bring note pads and printout of the Study Guide to the Hardwood Hammock Nature Trail. Please dress appropriately. See e-folio instructions,click here. On-going Field Assignment: Working with FA1 and FA 2.
2/14/08	Reading assignment: Reading Assignment due Week 7--Chapter 4, Peters & Stout text;Chapter  Assessment Standards; NSES Sampler, pp. 18-22. In addition, interview strategies related to FA2 were discussed, see "Getting to Know You" Survey, for ideas concerning questions for FA2:click here. Additional Assignment: 1) Continued--Find information from resources related to your FA 3 interview questionsfor one of the Spring Semester Topics to be studied by children at your field school. Get some of these ideas from teacher responses as part of the FA 1 assignment, Parts 1 a, b, & c. .Try to create some preliminary questions for the children's interviews.  2) In addition, for next class: a) complete write-up of two CD-ROM videocase studies of Mr. McKnight, p. 34 "Scaffolding," and p. 39 "Invitations to Learn," Peters and Stout text. Provide responses to each question related to the case, including all CW questions & activities.  In addition, for each inquiry case, include a written connection to one of the FEAPs and your intended use in practice, i.e., Personal Professional Development Practices [PPDP] (See FEAP booklet or e-folio home page.) For week 9: Complete draft for e-folio assignment, see e-folio instructions,click here. On-going Field Assignment: Working with FA1 and FA 2.
2/21/08	Reading assignment: For week 8: No additional readings assigned this week.  Review all prior reading assignments and focus for Quiz #2 elements. Additional Assignment: 1) Continued--Find information from resources related to your FA 3 interview questions for one of the Spring Semester Topics to be studied by children at your field school. Get some of these ideas from teacher responses as part of the FA 1 assignment, Parts 1 a, b, & c. Try to create some questions for the children's interviews.  2) In addition, for next class: a) complete write-up of one CD-ROM videocase study of Mr. McKnight, p. 53 "Learner-Centered Teaching," Peters and Stout text. Provide responses to each question related to the case, including all CW questions & activities.  In addition, for the inquiry case, include a written connection to one of the FEAPs and your intended use in practice, i.e., Personal Professional Development Practices [PPDP] (See FEAP booklet or e-folio home page.) Remember, Quiz #2 next week, focusing on a couple of topics (see NSES Sampler book, pp. 5-11 and Chapter 3 Reading pp. 53-57 Inquiry Teaching, including Visit to an Inquiry Classroom--Learner Centered Teaching, p. 53 & Table 3-1, p. 54, Peters and Stout text.  Quiz will be open textbooks, but with no other resources, nor partnering with other students. You will work alone for Quiz#2.  For week 9: Complete draft for e-folio assignment, see e-folio instructions,click here. On-going Field Assignment: Working with FA1, FA 2, and FA3.
2/28/08	Reading Assignment: due Week 9--Chapter 5, Peters & Stout text; Chapter  Science Content Standards; NSES Sampler, pp. 23--33. Additional Assignment for next class: a) complete write-up of one CD-ROM videocase study of Mr. McKnight, p. 87 "The Learning Cycle--Exploration," Peters and Stout text. Provide responses to each question related to the case, including all CW questions & activities.  In addition, for the inquiry case, include a written connection to one of the FEAPs and your intended use in practice, i.e., Personal Professional Development Practices [PPDP] (See FEAP booklet or e-folio home page.) b) For week 9: Complete draft for e-folio assignment, see e-folio instructions,click here. On-going Field Assignment: Working with FA1, FA 2, FA3, and FA 4.
3/6/08	Reading Assignment: due week 10--Chapter 6, Peters & Stout text; continue Chapter  Science Content Standards; NSES Sampler, pp. 23--33. Additional Assignment for next class: a) complete write-up of each CD-ROM videocase study of Mr. McKnight, p. 88 "The Learning Cycle--Concept Invention," and p. 89 "The Learning Cycle--Concept Application," Peters and Stout text. For each case, provide responses to each question related to the case, including all CW questions & activities.  In addition, for each inquiry case, include a written connection to one of the FEAPs and your intended use in practice, i.e., Personal Professional Development Practices [PPDP] (See FEAP booklet or e-folio home page.) On-going Field Assignment: Working with FA1, FA 2, FA3, and FA 4.
3/13/08	This is an opportunity to catch up on all assignments and plan ahead for the remainder of the semester!
3/27/08	Reading Assignment: due week 12--Review Chapter 5, Peters & Stout text; Review Chapter  Assessment Standards; NSES Sampler, pp. 18-22 for Quiz #3. Additional Assignment for next class: complete write-up of two CD-ROM videocase studies of Mr. McKnight, from p. 115 Peters and Stout text, Visit an Inquiry Classroom--Ongoing Assessment and from p. 120 Peters and Stout text, Visit an Inquiry Classroom--The Teacher's Role in Assessment. For each case, provide responses to each question related to the case, including all CW questions & activities.  In addition, for each inquiry case, include a written connection to one of the FEAPs and your intended use in practice, i.e., Personal Professional Development Practices [PPDP] (See FEAP booklet or e-folio home page.)  On-going Field Assignment: Working with FA 4 and FA5.
4/3/08	Reading Assignment: due week 13--Chapter 7, Peters & Stout text;  Chapter  Science Program Standards; NSES Sampler, pp. 34--37. Additional Assignment for next class: complete write-up of two CD-ROM videocase studies of Mr. McKnight, from p. 153 Peters and Stout text, Visit an Inquiry Classroom--Special Needs Adaptation and from p. 179 Peters and Stout text, Visit an Inquiry Classroom--Science Technology and Society. For each case, provide responses to each question related to the case, including all CW questions & activities.  In addition, for each inquiry case, include a written connection to one of the FEAPs and your intended use in practice, i.e., Personal Professional Development Practices [PPDP] (See FEAP booklet or e-folio home page.) Note: Due April 10th, Student Developmental Portfolio (Completed Binder), see attachment click here. On-going Field Assignment: Working with FA 5 and FA6.
4/10/08	Reading Assignment: due week 14--Chapter 8, Peters & Stout text;  Chapter  Science System Standards & Conclusions; NSES Sampler, pp. 38--45. Additional:Complete all course work, including field assignments and field logs. Note: Info concerning student uploading of e-folios will be provided next week.
4/17/08	All assignments not already turned in to the Professor, should be turned in on the Final Exam date. Next up: Prepare for the Final Exam to be given on Thursday, April 24 6:30-9:15 pm in ZEB 115. Access to Study guide was provided thru 4/24/08 9:15 pm.
4/24/08	SCE 4310 Completed.  Enjoy Break & the Summer!