Grades in (Gerencher's section of) Ed. 228
were determined by the following:
Period
Examinations:
Each of the three examinations will be primarily essay, with emphasis on
science content which was covered in lecture, the readings, and in instructor-
and student-led demonstrations.
Emphasis is on explaining demonstrations and concepts in the physical
sciences. The three period exams are
not comprehensive. Copies of some
previous examinations are kept on reserve in the library for use as study
guides.
Learning Center: An activity-oriented learning center on any
topic for any elementary grade will be constructed by each student and set up
in the laboratory. The centers should
be attractive, inviting, fun, success enhancing, safe, non-disruptive, and
scientifically accurate. Instructions
for the children should be clear, efficient, and appropriate for the
educational context that is chosen.
Children of elementary school ages will be invited to “play” and learn
at the centers. The centers will be
critiqued for the class by the instructor.
Classroom demonstration: A demonstration of a science concept, from eight to twelve
minutes in length, will be conducted for the class at the level of fifth grade
or above, and on a topic that has already been covered during a previous class
period. The teaching is genuine;
science content from student demonstrations will appear on each of the
examinations. Demonstrations will be
critiqued by the instructor either immediately after the conclusion of the
demonstration or at the end of the class period during which it was presented.
Piagetian
Interview: Each student will conduct an interview with a child of
elementary school age to determine how the child has structured his knowledge
of some aspect of the natural world.
The interview should be taped (audio or video), transcriptions made of
selected portions of the interview, and a critique/analysis of the interview
should be submitted (along with the tape and transcript).
In-school teaching experiences: Students will be organized into teams of 3 or 4 and journey to
local elementary schools to conduct hands-on science activities on topics that
were selected by the regular classroom teachers. The elementary classes, that may range from K through 8, are
divided into thirds or quarters so hands-on activities can be conducted in
small-group settings. Portions of the
hands-on lessons are observed by the instructor and a grade is assigned near
the end of the semester based upon individual performance. Aspects that affect the performance include
the following: scientific accuracy of the explanations and discussions; variety
and quality of the materials which support the activities; projected interest,
enthusiasm, and knowledge of the topic; adequate preparation and practice with
the materials and presentation techniques; ability to be spontaneous, natural,
and engaging; ability to affect interest, direct activity, and manage behavior;
and, of utmost importance, the concern for the safety and welfare of the
children. Teams that work cooperatively usually have members that all benefit
individually from the tighter organization and better preparation that
results. Materials and/or suggestions
are available if requested; otherwise no direct help will be given. Teams must appear at the correct locations
at the scheduled times. Assignments
normally will be given to the teams at least one week prior to the teaching
date, but circumstances sometimes prevent adherence to this time line. Assigned topics and grade levels are
intentionally mixed so teams experience the largest variety of both that is
practical. Although this is a graded
activity, the value to the student is primarily intrinsic; it is actual
teaching of science content to children via hands-on activities in varied
school environments under circumstances that have great potential for success
and little risk for failure. Children
enjoy being active learners as they manipulate materials in small group
settings.