Welcome to class 10
Intergenerational Perspective
• An intergenerational perspective implies that
decision-making about critical choices facing
society must be guided by a long-term rather
than short-term view.
• This theme encourages consideration of the
impact of actions on subsequent generations,
as far out as 150–500 years into the future.
Intergenerational Perspective
• Individuals, as well as organizations and
governments, would prioritize decisions
according to the likely impact on children’s,
grandchildren’s, and great grandchildren’s lives.
• Clearly, the idea of intergenerational
responsibility has particular relevance for
teachers and teacher educators whose work is
directly concerned with intergenerational
responsibility already.
What does this image mean to you?
What Future?
• http://www.youtube.com/watch?v=K7u_iFVt
OAg
• How has this course changed your thinking
about the topic of sustainability?
Teaching Science to Every Child:
Using Culture as a Starting Point
Chapter 14
Teachers Negotiating
Different Communities
©Routledge/Taylor & Francis 2012
©Routledge/Taylor & Francis 2012
Chapter 14 Topics
More Than Just Methods
Negotiating Shifting Terrains
Teachers Negotiating Different Communities
The Goal of Equitable Science Teaching
Helping Negotiate Between Communities
©Routledge/Taylor & Francis 2012
More Than Just Methods
Knowledge of effective methods of teaching science goes
beyond the techniques
Being able and willing to engage in science is more than
cognitive: There are motivational factors
Teaching science always occurs in a context—of children’s
ambitions, of family expectations, and of school traditions
If there is the sense that some students are “unteachable”
perhaps this has the most to do with the particular teacher
©Routledge/Taylor & Francis 2012
Negotiating Shifting Terrains
A shift toward teaching science to all students
Equitable teaching: Not the same as treating all equally
Recognizing differences as opposed to being colorblind
Negotiating between schools and families/communities
©Routledge/Taylor & Francis 2012
The Goal of Equitable Science Teaching
Equivalent access to resources: Materials, knowledge, and
expertise
Expectations are ambitious yet appropriate to the individual
student
In their own way, each and every student is to develop science
literacy
Short of wanting all students to become scientists, we do
aspire for all to become competent at science
©Routledge/Taylor & Francis 2012
Negotiating Different Communities
Balance professional science with classroom science
Negotiating different value systems and beliefs
The essentializing trap: Treating a group as homogeneous
Seeking “funds of knowledge” in families and communities
Negotiating differences within your classroom
Fairness ≠ Sameness. Do not view differences as deficits
©Routledge/Taylor & Francis 2012
Chapter 14 Summary
Effective science teaching demands more from teachers than expertise
with instructional methods
Science education is changing which requires teachers to always be
adjusting to the shifts in context
Negotiating between and across various community boundaries is a
central aspect of being a teacher
The goal of providing equitable science teaching extends beyond treating
students as members of groups
Negotiations involve becoming knowledgeable about multiple
communities and being able to navigate the borders
©Routledge/Taylor & Francis 2012
FA 4
Step One: Decide which standards, benchmarks
and indicators will be emphasized.
Write the big idea that your group worked on and the
concept that you used for your interview.
List the New Generation Florida SS: Body of Knowledge, Big Idea,
Benchmark(s)
Step Two: Determine how
you will assess and
know if students understand the concept that
you are teaching.
Pre and post assessments; FA#3
Additional pre-assessment can be in ENGAGE
Lesson Planning
 Step Three: Determine what students will know and be able
to do as a result of this lesson. What effective instructional
techniques will help students meet the standards? How will
the concept be developed?
 Lesson Summary (short description)
 Content outline or Background Info for Teacher
 Instructional Procedures -- present as the 5Es
 ENGAGE
 EXPLORE - Include investigable question; all procedures; and
possible questions to guide students
 EXPLAIN – Include possible higher order divergent questions you
might ask; include your explanation of the concept based on
students’ evidence
 EXTEND – Include another activity that will have students using the
same concept in a different context.
Lesson Planning
Step Four: Plan
strategies meet the needs of all
students.
Differentiated Instruction Strategies: Instruction differentiated according to
learner needs to help all learners either meet the intent of the specified
benchmark(s) or, if the benchmark(s) is/are already met, to advance beyond
the specified benchmark(s).
Step Five: Think
about practical issues and materials
needed for instructional planning.
 Estimated Time Duration
 Materials and Resources Needed
 For the teacher:
 For the students:
 Safety Concerns
INQUIRY LESSON PLAN, TEACH, REFLECT
Complete Lesson Planning Worksheet, email to
me and get approval before you teach.
1. Lesson must be inquiry-5 Es and teach to the
concept from FA#3.
2. Field teacher’s verification note and
assessment commentary.
3. Reflection: These are essay questions that
should be a 5-6 sentence response.
4. Check the rubric.
Concept Maps and Surveys
• Complete both surveys. Make sure not to skip
any of the questions.
• Draw a concept map. Remember to connect
ideas with linking words.
SCI-PACKS FINAL ASSESSMENTS ARE DUE THIS
WEEK.
MINI LESSON
• MINI Lesson groups.
• Work on your mini lesson ideas in your
groups.
• USE FA4 as a guide to creating your mini
lesson.
• Each group member must participate.