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Assignment #6 (Part 1): Science Observation Journal (Parts 1-5) – Post in Blackb
Assignment #6 (Part 1): Science Observation Journal (Parts 1-5) – Post in Blackboard & Chalk and Wire- Due:4/23/2024 – 10 points
This journal is a culmination of the 4 weeks of classroom science teaching observations that began in March. Please do not observe your own science classroom teaching for this assignment. A colleague from another classroom or grade level is appropriate, or a school you have chosen.
Your reflective journal should contain four journal entries (Weeks 1, 2, 3, and 4) describing your 5 hours of required field observation in a classroom where science is being taught, with a reflection on the total experience for the fifth week. By submitting this assignment to Chalk & Wire, you will be reporting your 5 hours of classroom observation.
Remember: Do not conduct your observation in your own classroom if you are the teacher in charge of teaching the science lesson. This is part of your required fieldwork for the course. You final journal (Weeks 1-5 and the Reflection) will first be submitted to Blackboard under the Assignment tab as usual, followed by Chalk & Wire.
Your paper will be organized as a journal with 5 Headings (Journal entries): Context, Student Diversity, Student Diversity, Science Instruction, and Reflection. Each section will contain the responses to the prompts listed under each of the headings. An appropriate number of pages for the completed Journal is 5-6 pages of written material.
You will be graded on each section in your journal, 2 points per section.
Specific Directions:
Try to focus in on the particular topic suggested for each week during that week’s observation, and direct your writing to describe these elements directly. Remember to use these headings in your paper. You are required to observe approximately 1 hour per week in a classroom where science was being taught in order to complete the journal. You were advised earlier in the semester to type your thoughts/observations soon after your time in a field experience, approximately at 2-3 paragraphs per prompt within each Heading. For example, if there are two prompts with areas to cover for each prompt under Week 1, a minimum of 4 – 5 paragraphs for that week would contain the necessary information to respond adequately to each of the specific questions listed under the 2 prompts.
SUGGESTION: If you complete the weekly observation, note-taking in the field, and write-up for that Heading area WEEKLY, then the 5th week can be spent on writing the final Reflection.
Below are the weekly Headings and their prompts for your time in the field and for composing your observation journal entries.
Week 1– Observation Focus: Context: (Observe a min. of 1 hour and focused on finding the responses to each of the prompts listed below.)
Please list the name of the school, and the days and times your observed.
What is the context of the school: student body make-up, grades, general classroom demographics, the school environment, classroom setting, school morale, physical environment, social environment of the school and classroom you are observing, etc.? What is the name and type of science curriculum being used in the classroom?
Week 2– Observation Focus: Student Diversity: (Observe a min. of 1 hour and focused on finding the responses to each of the prompts listed below.)
Who is a student least/most like me? How do I teach science for this student, and other students of linguistic, cultural, academic, and social diversity? How different are the students I am observing and will teach? How can you assess what students know and understand in science? What kinds of assessment practices are being used in their science classroom?
Week 3– Observation Focus: Science Instruction: (Observe a min. of 1 hour and focused on finding the responses to each of the prompts listed below.)
Is science being taught? How is science being taught? How are students learning and understanding science? What teaching strategies is the teacher using? Do students really understand science? What are students learning in other areas that can be used for making science more relevant and easier to understand? Where could you see science integrated into the regular classroom curriculum?
Week 4– Observation Focus: Science Communication: (Observe a min. of 1 hour and focused on finding the responses to each of the prompts listed below.)
How well do students talk about science in the classroom? How well do students make connections between personal talk and language and the language of science? Record some specific examples of what students say in the science classroom where they are communicating their science understanding. How can you help students talk about science in ways that build their understanding of science?
Week 5– Reflection: Re-read your four journal entries. Synthesize a response based on these questions:
What did you learn about elementary science from observing and working in this classroom?
What did you learn from the classroom teacher and the science teacher?
What factors seem to be important in teaching and learning science?
How will this field experience aid you in preparing for the microteaching lesson?
Dr. Mumford’s Rubric for Assessment:
Grading Rubric for Science Journal Assignment:
5-6 Page Submission free from grammatical and spelling errors –
Response
Section 1: School Context: student body make-up, grades, general classroom demographics, the school environment, classroom setting, school morale, physical environment, school’s social environment, classroom school curriculum-
Response:
Week 2: Student Diversity: student least/most alike and science teaching methods for that student? Teaching ideas for linguistic, cultural, academic, and social diversity? Classroom science assessment practices
Response:
Week 3: Instruction: Is and how is science being taught? Are students learning and understanding science? Teaching strategies being used? Do students really understand science? How can you see? Is science integrated into the regular classroom curriculum?
Response:
Week 4: Science Communication: Are students talking about science? in the classroom? Are students making connections between personal talk and language and the language of science? Was there a record of Dialogue submitted and does it demonstrate science student talk? Did grad student list ways to elicit student science talk?
Response:
Reflection: What was learned? From Classroom Science Teacher? What factors important? Impact field experience has on upcoming teaching experience.
Response:
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