Transcript Document
Interdisciplinary
Science Workshop
Project TEACH
& Interdisciplinary
Science
Teacher Education Alliance of
Colleges and High Schools
Keith Clay, Co-Director
For further information…
Keith Clay: [email protected]
Interdisciplinary Science:
www.ivygreen.ctc.edu/ids
Project TEACH:
www.projectteach.org
This presentation:
www.ivygreen.ctc.edu/kclay
Project TEACH
The Full Cycle of Teacher Preparation
1. High
School
4. K12
Beginning
Teacher
Mentoring
2. Community
College
3. University
College of
Education
Teacher Education
Is there a shortage?
In the next 10 years, America needs to
hire 2.8 million new teachers. (DOE, 2002)
Washington had 3000 vacancies for
elementary and 5000 vacancies for
secondary in 2001-2002.
(OSPI)
But recent grads of elementary
teacher education programs have had
trouble finding jobs. (Seattle Times, Daily Olympian)
Teacher Education
The Need in Washington
Rural schools report shortages in all areas
Top 5 teaching shortages forecast ‘02 – ‘07
Special Education 72%
Mathematics 51%
Science – Chemistry 44%
Science – Physics 38%
Science – Biology 38%
Washington now has a MS Math & Science
endorsement with no programs in place
Districts are recruiting elementary & middle
school math/science specialists
Project TEACH
“Strategy 3”
To strengthen math and science for
elementary schools.
Mathematics for elementary
teachers course sequence
3-qtr., Interdisciplinary Science
course sequence
Courses model interactive teaching
and active learning
Project TEACH
Math Curriculum
Three quarter sequence covers foundations of:
Arithmetic
Geometry
Probability and statistics
Content class taught through interactive
methods
Students are introduced to WA State’s
Essential Academic Learning Requirements
Linked to mentored field experiences with
exemplary elementary teachers
Project TEACH
Interdisciplinary Science
Three-quarter sequence
for elementary education
and other liberal arts majors
Interdisciplinary approach
includes biology, geology,
physics, and chemistry
Inquiry-based with little lecture
Projects introduce education students to
national standards and/or EALRs
Interdisciplinary Science:
The Student Challenge
Attract
future elementary teachers to a new
yearlong science course
Integrate
biology, chemistry, geology, and
physics into an inquiry lab setting
Make
it cohesive, cumulative, and interesting
Make
it challenging, not intimidating
Interdisciplinary Science:
The Student Challenge
MYTH: Elementary ed majors won’t take more
science courses than absolutely necessary.
REALITY: Almost all of our elementary ed
students stick around for two quarters and many
are staying for three.
We have 55 IDS students now, of which 45 claim
a primary interest in elementary ed.
Interdisciplinary Science:
The Curriculum Challenge
Inquiry-based and Hands-on:
Less than 20% of time in lecture
Students are often self-guided
Coherent & Cumulative:
GRCC uses a “Climate” theme
Links to the “real world”
Interdisciplinary Science:
The Curriculum Challenge
Get
your science faculty together
Make
Be
a list of “key topics”
prepared to throw the list away
Your
students will show you what they
need to learn
Interdisciplinary Science:
The Curriculum Challenge
Length, Area,
Volume: is this science?
Heat
radiation, Vapor pressure, Plate
tectonics, Photosynthesis: are these?
Can your students learn about the second
group of subjects without the first?
Interdisciplinary Science:
The Curriculum Challenge
So be creative…
Rainfall
–
What’s an inch of rain?
If an inch of rain falls on the
rain gauge at the right, how
deep will the water be?
Interdisciplinary Science:
The Curriculum Challenge
And be more creative…
Hydrology – what’s the
discharge of a river?
Interdisciplinary Science:
The Curriculum Challenge
Textbooks?
We write our own
www.ivygreen.ctc.edu/ids
Physics by Inquiry, McDermott and PEG
Geology Lab manuals (loaned to students)
Biology text to be determined
Interdisciplinary Science:
The Instruction Challenge
Who’s gonna teach it?
Team teach if you can
Teach it the way that
your students will teach
Hang on to your faculty
Build
consensus among administrators,
instructors and non-participating faculty
Interdisciplinary Science:
The Instruction Challenge
What if we just lecture?
Arizona State U (Wyckoff, Hestenes):
There is a direct correlation between
learning and a lack of lectures
Montana State U (Francis, Adams):
Students in inquiry-based classes are
better problem solvers and retain more
factual knowledge one year after the class.
Interdisciplinary Science:
The Instruction Challenge
What if we just lecture?
“I was a volunteer at a public
school. I took IDS because I
needed a science credit. When I
saw people teaching science the
way I wanted someone to teach
my kids, the way I wanted to
teach, I decided to become a
teacher and changed my major.
Now I’m thinking of becoming a
middle school science teacher.”
Lori Epperson
IDS alumna
Interdisciplinary Science:
The Instruction Challenge
Teaching by Inquiry is a lot of work!
(for the students and for the teachers)
The payoff for these students is huge.
Some instructors just don’t get it.
Cherish the ones that do.
Interdisciplinary Science:
The Results
Students show improved
scores on general science
tests.
Students score significantly
higher on the Science
Attitude Inventory (Moore
and Foy, Miami University)
Lori Epperson
Presenting about Project TEACH
At a national AACC/NSF convention
Interdisciplinary Science:
The Results
IDS students helped create
an elementary education
degree with a minor in
science
IDS and GRCC math alums
now lead the charge for the
middle school math and
science endorsement.
Debbie Hanninen
Helped to lobby CWU to create
the elementary ed/science option
Project TEACH
Associate Pre-Professional
Degree in Elementary Education
English
Science
ENGL 110 – College Writing
IDS 101 – Interdisciplinary Science I
ENGL 111 – Writing in the Humanities
IDS 102 – Interdisciplinary Science II
ENGL 180 – Children’s Literature
IDS 103 – Interdisciplinary Science III
Humanities/Fine Arts
Mathematics
SPCH 100 – Basic Speech Communication
MATH 170 – Foundations of Elementary Math I (Number
Theory)
10 credits from ART, MUSIC, DRAMA or DANCE
MATH 171 – Foundations of Elementary Math II (Geometry)
Social Science
PSYCH 100 – General Psychology
or PSYCH 210 – Developmental Psychology
ANTHR 202 – Cultural Anthropology
or AMES 100 – American Ethnic & Minority Studies
10 credits from courses with prefixes of:
HIST, GEOG, POLI SCI or ECON
Fitness/Wellness
PE – Fitness Course
HL ED 190 – First Aid and Personal Safety
MATH 172 – Foundations of Elementary Math III (Prob. &
Stats)
Professional Core/Practicum
EDUC 170 – Introduction to Education
EDUC 172.1 – Tutoring in the Elementary Schools
EDUC 110 – Child Development
EDUC 197 – Introduction to Special Education
EDUC 270 – Teacher Portfolio Review
CWU at GRCC
Six quarters - Fall, 2002 to Winter, 2004
Classes taught at GRCC and local schools
14-16 credits per quarter
Run through Continuing Education - CWU
Elementary education major, science
education minor, and K-8 certificate
CWU faculty advisor travels from main
campus
CWU at GRCC
3rd and 4th Year Program Specifics
Fall, 2002
PE 334 - PE Methods
SCED 322 - Science Methods
PSY 314 - Human Development
EDF 302 - Students with Exceptionalities
Summer, 2003
SCED 301 - Interdisciplinary Science
EDRD 421 - Teaching Children's Lit.
EDRD 308 - Reading I
SCED 495 - Science Ed. Research
Winter, 2003
MUS 326 - Music Methods
SCED 422 - Advanced Science Methods
EDCS 311 - General Teaching Methods
PSY 315 - Educational Psychology
Pre-Autumn
EDCS 300 - Pre-autumn Experience
Spring, 2003
EDEL 420 - Social Science Methods
EDRD 420 - Language Arts Methods
ART 330 - Art Methods
HED 446 - Health Methods
EDCS 316 - Educational Technology
Fall, 2003
EDEL 323 - Math Methods
EDRD 309 - Reading II
EDCS 444 - Ed. Issues and the Law
SCED 420 - Science Practicum
Winter, 2004
EDCS 442 - Student Teaching
Bibliography
IDS Website: www.ivygreen.ctc.edu/ids
Physics by Inquiry: PEG at UW
(and check out the workshop)
Explorations in Physics, Laws, et al
Atlas (etc.) of Science Literacy: Proj2061
National Science Standards and Inquiry
Asking the Right Questions, Browne and
Keeley
www.projectteach.org