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Assignment 1 (Diagnostic Science Student Interviews)
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Assignment 1: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to identify gaps in students’
subject matter knowledge. (Critical Task)
Prior to critical task assignment 1, the candidates will:
1.
2.
3.
4.
5.
a) Learn - via experiences (prior to SCE 4310) that helped develop prior knowledge of the selected focus concept(s), and b) learn – via
hands-on, minds-on, inquiry-based instruction and other activities/resources during SCE 4310, fully developed and deep comprehensive
knowledge of selected concepts in science and big ideas for science subject matter knowledge of selected focus topics (e.g., Knowledge
of Life – Interdependence of Life).
create a written list of applicable Florida Standards’ benchmarks to the selected concept(s)/ideas (K-6).
develop understanding of a conceptual framework/model/flow related to selected concept(s)/ideas.
learn how to conduct interviews as structured conversation about focus science subject matter topics to identify individual student
preconceptions and/or alternative conceptions.
learn how to use interview data to diagnose grade-level concept development for individual students and to compare and relate this
information to grade level Florida Standards’ benchmarks and the National Science Education Standards.
Explanation of Assignment 1 (Critical Task) artifact: candidates will assess conceptual understanding of a focus topic (e.g., life science –
Interdependence of Life) for five students in a local school at one grade level (K-6). Candidates will select students to be representative of MiamiDade, Broward, or Monroe County’s diverse population. Selection criteria: boys and girls, range of academic backgrounds, range of cultural
backgrounds, students at-risk, students with disabilities, ESE, and ESOL students. Data, analysis, and reflection will be used to help prepare an
inquiry-based science lesson (i.e., Assignment 2) for children of the same class from which five children were interviewed.
Assignment 1 artifacts include: 1. Written information of the school site including: name of school, name of teacher, grade level,
location in school where the tasks take place, date/time of each interview; 2. A list of key questions used in the diagnostic interviews in
a sequenced order; 3. Information for each of five children (age, gender); 4. Transcript of interviews, including identification of probing
and challenging questions; 5. Summary for each child’s understanding of focus concept(s) including accurate concept perceptions and
alternative conceptions; 6. Comparison of analysis of childrens’ overall understanding to accurate concept perceptions; 7. Discussion of
specific learning activities that teachers could provide to their students to further their concept development; and 8. Reflection
regarding initial thoughts of students’ learning of a concept and how that compares with what has been learned about the concept
development for children in assigned grade level school.
Evaluation Method
A rubric is used in this Evaluation.
Name of rubric: SCE 4310 Diagnostic Science Student Intervies (2 Columns) [View rubric link opens in new window]
Final scoring method: Score is automatically computed based on rubric criteria scores
Note You may wish to change your printer settings to "landscape" mode if you have a rubric with many levels. Send to Printer Now
SCE 4310 Diagnostic Science Student Interviews (2 Columns)
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All Standards:
false
Critical Task
Assignment 1.
The effective
educator
consistently
utilizes a
comprehensive
knowledge of
the subject
taught to
identify gaps
in students’
subject matter
knowledge.
FEAP (a).3.c.
Instructional
Delivery and
Facilitation.
The effective
educator
consistently
utilizes a deep
value: 1.00
value: 0.00
Candidate demonstrates fully developed and
comprehensive knowledge of selected concepts in
science to identify gaps in students’ subject matter
knowledge (grades K-6) via interviewing children,
researching science concepts and planning an
inquiry-based science lesson including description of
science-based experience with dates and times of
the visit(s) to assigned field school and a very indepth complete synthesis of the following
components: written list of applicable Florida
Standards benchmarks to the science
concept(s)/idea(s); understanding of a conceptual
framework/model/flow related to selected
concept(s); process and application of student
interview strategies; and understanding and
capability to lesson plan related to K-6 level
students’ conceptual understandings in science.
Candidate demonstrates limited development of a
comprehensive knowledge of selected concepts in
science to identify gaps in students’ subject matter
knowledge (grades K-6) via interviewing children,
researching science concepts and planning an
inquiry-based science lesson including description of
science-based experience with dates and times of
the visit(s) to assigned field school and a partial
synthesis of the following components: written list of
applicable Florida Standards benchmarks to the
science concept(s)/idea(s); understanding of a
conceptual framework/model/flow related to selected
concept(s); process and application of student
interview strategies; and understanding and
capability to lesson plan related to K-6 level
students’ conceptual understandings in science.
1
Standards
FL- Competencies and Skills Required for Teacher Certification (2009 - 2012)
Subject: Prekindergarten/Primary PK–3
Score/Level
value: 1.00
and
comprehensive
knowledge of
the subject
taught to
identify gaps
in students’
subject matter
knowledge.
value: 0.00
Subtest: SUBTEST 4: SCIENCE
Standard Only: 1. Knowledge of effective science instruction
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
Indicator:
c. Identify gaps in students' subject matter knowledge;
Critical Task
Assignment 1.
Candidate
demonstrates
Sec. 60. S &
T. [24.
Knowledge of
life science].
Candidate demonstrates comprehensive knowledge
of life science concepts.
Critical Task
Assignment 1.
Candidate
demonstrates
knowledge of
Sec. 60. S &
T. [25.
Knowledge of
the Nature of
Science].
Candidate demonstrates comprehensive knowledge
of the nature of science.
Candidate demonstrates limited development of
knowledge of life science.
2
Standards
FL- Competencies and Skills Required for Teacher Certification (2009 - 2012)
Subject: Elementary Education K–6
Subtest: Science
Standard: Knowledge of life science
Subject: Prekindergarten/Primary PK–3
Subtest: SUBTEST 4: SCIENCE
Standard Only: 1. Knowledge of effective science instruction
3
Candidate demonstrates limited development of
knowledge of the nature of science.
Standards
FL- Competencies and Skills Required for Teacher Certification (2009 - 2012)
Subject: Elementary Education K–6
Subtest: Science
Standard Only: Knowledge of the nature of science
Subject: Prekindergarten/Primary PK–3
Subtest: SUBTEST 4: SCIENCE
Standard Only: 2. Knowledge of the nature of science
Score/Level