Workshop in Education

Module 1

Part I Curriculum

Readings that define curriculum number in the thousands. Since this course is focused on creating a unit of study I will attempt to give you a general overview of curriculum, the process of curriculum development and some of the philosophy behind curriculum design. To do that you will read a Wikipedia entry Information you gleam from this reading will give you a foundation for Tyler’s piece “Basic Principles of Curriculum and Instruction.”


Part II             Next Generation Science Standards

NESS Introduction videos: View videos to get an overview and a sense of why we have standards by viewing the two videos at this link.

Now that you have a sense of why we have the standards and what the writers hope to accomplish you will now view a video on how to read the standards.

How to read the NGSS video-

Use the printable page “How to Read the Standards” to follow along.

Go to the document NESS DCI Combined 11.6.13

  1. Create a document titled “NGSS Foundation for Curriculum: Your course name here”
  2. Find and review the standards specific to the courses you will teach in the fall
  3. What are they? List with page number
  4. Skim to get a sense of the scope and depth
  5. Identify the Disciplinary Core Ideas (DCI) that are the match to what you are learning in your lab experience
  6. What are they? Copy & Paste into your document. These DCIs will be the foundation for the curriculum you will develop during this course.

Summarizing Blog Post- Share your thoughts on the design and content of NGSS in a post of 300 to 500 words. How do the standards reflect what and how you are currently teaching? What features of the NGSS do you find particularly useful? Discuss. Do you think the standards as written will be useful as you design and implement your teaching unit? How so? Can you think any other uses you will have for the NGSS? Based on what you now know about curriculum and what you have read in the NGSS what and how should science instruction look in your classroom? Share your response with your colleagues and instructor. Please read your colleagues’ posts and be prepared to respond at our next f2f or Google Hangout meeting.


Video Tape Project

While everyone recoils at the idea of looking at him or herself on tape, it can be one of the most instructive experiences in teaching. The point is to capture on tape a small part of your teaching style and classroom life, and in turn, to be able to see the same of other students who share their tapes. From seeing others and ourselves we learn how we and others appear, talk, move, and interact. What we think is happening may not be what is actually going on. We may hear ourselves repeating words or making strange facial expressions. On the other hand, we might find that we present ourselves for more effectively and assuredly that we imagined. At any rate, so much is going on in a classroom that often viewing tapes allows us to get a handle on how the class is going.

Class selection and length
You are required to videotape highlights of the lesson (s) you created for your HERO-T Workshop in Education course. Tape the lesson(s ) and then create a summary showing aspects that you wish to highlight.

Camera Operation
Most schools own a camera and remote microphone that you can borrow for the taping. If not, a camera is available for loan in the ITC and the portable microphone can be borrowed from Media Support Services. Ask your media specialist to work the camera. While you and your actions are interest, please make sure that the camera operator scans the room. Capturing student reaction and behavior is important as well.

Let your students and possibly the administration know why you are taping and what it is for. Assure them that the tape will not be viewed by anyone outside your seminar and is intended for educational purposes only. If necessary, secure written permission. See attachment.

Video Tape Presentation
After taping, you will need to view it repeatedly and try to get a perspective on what you see. You want to decide what is important and instructive for others to see. In a 25-30 minutes class presentation, you will show a 10-15 minute segment of the videotape and participate in a 10-15 minute discussion of what was shown. The 25-30 minute presentation should include:

1. Introduction (1 minute) – this is a brief introduction to the subsequent tape in which you explain the context, what your peers are about to view, and what you want them to look for.

2. Video show (15 minutes) – show summary that is reflective of your teaching experience. Do not talk or answer questions during the show. Let your introduction and the tape itself do the talking.

3. Brief discussion (10-15 minutes) – Ask your peers what they saw and what comments they have. First, listen to their responses without replying. Then, ask them if they have experienced similar situations. Finally tell your peers what you learned from teaching the lesson (s) and viewing the tape.

Reflective Commentary
This two to three-page paper is a logical companion to the videotape in which you reflect on and analyze what meaning you give to the tape. Remember to consider:

• students’ actions – attentiveness, responsiveness, motivation, body language, verbal responses, tone, what they see to be learning, others you observe.

• the lesson itself – what were the lesson objectives and were they achieved; reflection on each segment of the lesson, including the lesson opening and closing; overall success of the instructional plan itself, including changes you might make; moments in the lesson you liked and disliked and why.

• overall comments about what you learned from viewing the lesson on tape and from the discussion with your peers.

NOTE: Please to be sure to include both self-critical and praising remarks. However, the focus of the paper should be an analysis of what you see, not a judgment.