|Type of Product:||e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
|Grade Level:||High School
Problem: You feel shaky about being assigned to teach upper-level science and math and need to get up to speed—fast. Solution: Follow this concise book’s tried-and-true methods, which you can integrate into your classroom and lesson plans starting from the first day of class.
You Want Me to Teach What? avoids long discussions of education theory and specific lesson plans. Instead, it concentrates on general techniques for approaching a variety of problems and enhancing your teaching skills in science and math. It covers student psychology, classroom management, planning, instruction, problem-solving techniques, laboratory methods and reporting, assessment, and professional development. Without feeling inundated, you’ll find a wealth of sensible guidance—whether you’re a preservice education major wanting to teach physical science or mathematics, a new teacher looking for practical methods to integrate into your instruction, or an experienced teacher in search of fresh ways to improve in the classroom.
|Intended User Role:||High-School Educator, Professional Development Provider
Preface: Why This Book and Why Should You Listen?
About the Author
Chapter 1: Inside the Teenage Noggin
The Research Findings
What About the Effect on Learning?
Chapter 2: Conquering Culture and Psychology
I Remember My Physics or Precalculus Course in High School or College … Shudder!
Did the Problem Originate With the Material? The Teaching Methods? The Teachers?
Dr. LaFave, How Will This Ever Be Relevant to My Life?
Actively Observing Students Is Essential
Remembering That the Material Is Challenging
The Problem of Insufficient Prerequisite Knowledge
The Importance of Safety Nets
Remembering That the Subject Is Not Important to All Students
Caring for Your Students: Building Trust and Confidence
Students Come to Class With Their Own Experiences
Chapter 3: Yes, Virginia, Study Habits and Learning Techniques Are Key!
The Importance of Lower-Order Thinking Skills: Memorization
Why Taking Notes Is Important
Studying for Tests
Maps on Paper = Maps in the Head
Less Homework, More Class Work!
Don’t Throw Away Anything!
Safety in Numbers: Group Work!
The Digital Child
All Hail the 5E Learning Cycle
The Joy of Modeling Instruction
Wow, There Is a Reason They Taught Me Algebra!
Students Can Build Calculation and Analytical Skills (Despite Themselves)
Chapter 4: From Concepts to Principles to Processes to Equations
The Wagon Wasn’t Invented Before the Wheel: Learning in the Correct Order
Principles From Concepts
Processes Before Equations
Understanding Equations the Correct Way
Chapter 5: Doing Calculations the Right Way
Did You Ever Watch a Student Solve a Word Problem?
Every Problem Is Treated Like It Is Unique
Getting Students to See the Big Picture
How to Calculate: The Method
The Steps of The Method
OK, So You Have Taught The Method …
Examples of The Method in Action
Subprocesses for Specific Problem Types
Chapter 6: How to Analyze: Building the Perfect Laboratory Rat
Scientific Method: Yeah, So What?
So Why Are You Doing This Lab?
The Processes of Being a Good Rat
Three Parts of Every Number
Two Measurements Are Better Than One. Three Is Even Better. Four? Even Better!
The Processes of Data Presentation and Analysis
Conclusions From the Data
The Laboratory Report
Rat Engineering: The Importance of Projects
Chapter 7: OK, Now All My Students Will Love Science and Math, Right?
Keep It as Relevant as Possible
Demonstrations: Make Some Magic!
The Joy of Projects
Dealing With GT Students
Chapter 8: But I Still Don’t Feel Comfortable Teaching This
The Importance of a Lesson Plan
Get Ahead and Stay Ahead
Take a Class
Expand Your Tool Set
Chapter 9: You Are Important!
Appendix A: Naive Conceptions in Physics
Appendix B: Interactive Notebook Rubric
Appendix C: Equation Map Rubric
Appendix D: Key Terms and Key Problems for Physics Principles
Appendix E: Key Terms in Mathematics and Their Meanings
Appendix F: Problem-Solving Rubric
Appendix G: Laboratory Report Rubric
Appendix H: Project Rubric
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National Standards Correlation
This resource has 11 correlations with the National Standards.
- Process Standards for Professional Development
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Address issues, events, problems, or topics significant in science and of interest to participants. (NSES)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Applies knowledge about human learning and change. (NSDC)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Develop a framework of yearlong and short-term goals for students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Teachers provide students with the time, space, and resources needed to learn science.
- Structure the time available so that students are able to engage in extended investigations.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Ensure a safe working environment.
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