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Re: [EASCI] Digest Number 88

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  • Ann Doornbos
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    Message 1 of 1 , Dec 4, 2000
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      EASCI@egroups.com wrote:

      >
      > There are 5 messages in this issue.
      >
      > Topics in this digest:
      >
      > 1. Entry #3 and Entry #1
      > From: pgdb77@...
      > 2. Re: VIDEOTAPING
      > From: Anthony Cody <codypren@...>
      > 3. Re: Entry #3 and Entry #1
      > From: Robert Mikell <rmikell2@...>
      > 4. Re: Entry #3 and Entry #1
      > From: Tom Burkett <tburkett@...>
      > 5. Re: Entry #3 and Entry #4
      > From: Anthony Cody <codypren@...>
      >
      > ________________________________________________________________________
      > ________________________________________________________________________
      >
      > Message: 1
      > Date: Sun, 03 Dec 2000 15:24:28 -0000
      > From: pgdb77@...
      > Subject: Entry #3 and Entry #1
      >
      > If I center my Probing Student Understanding entry on technology--its
      > impact on society and individuals, (currently and historically), is
      > it OK to also have a strong technology connection in my Entry #1? In
      > Entry #1 I did a long unit centered on heredity, DNA, and genetics
      > that was strongly tied to technology. For example, we discussed how
      > technology has impacted the research on the nature/nurture aspects
      > related to heredity and genetics, also the impact of the Human Genome
      > Project and genetic engineering and cloning. If these topics come up
      > in my classroom discussion on Entry #3 Probing Student Understanding,
      > will that mean my entry doesn't meet the requirement that this topic
      > elicit students' INITIAL conceptions of an important idea? I plan to
      > direct students toward major technological advancements of the past
      > as well as those taking place today in my Entry #3.
      > Thanks, Pam
      >
      > P.S. Congratulations to all those newly NBC techers out there!
      >
      > ________________________________________________________________________
      > ________________________________________________________________________
      >
      > Message: 2
      > Date: Sun, 3 Dec 2000 08:52:45 -0800
      > From: Anthony Cody <codypren@...>
      > Subject: Re: VIDEOTAPING
      >
      > [This message is not in displayable format]
      >
      > ________________________________________________________________________
      > ________________________________________________________________________
      >
      > Message: 3
      > Date: Sun, 03 Dec 2000 20:29:09 -0600
      > From: Robert Mikell <rmikell2@...>
      > Subject: Re: Entry #3 and Entry #1
      >
      > Does the Entry 3 and 4 videotaping have to concentrate on just one group or
      > what? I am confused as I was told by many to focus on just 1 group but the
      > instructions say to show as many faces as possible and make communications
      > clear enough to be understood. HELP HELP HELP!!!!!!
      > MR. MIKELL
      >
      > ________________________________________________________________________
      > ________________________________________________________________________
      >
      > Message: 4
      > Date: Date header was inserted by LACA.ORG
      > From: Tom Burkett <tburkett@...>
      > Subject: Re: Entry #3 and Entry #1
      >
      > Entry 3 was whole class discussion at the introductory level of a topic.
      > For entry 4 I used a segment of tape in which I worked with about 4 groups
      > during the 20 minute period, my usual procedure in a lab setting. It came
      > out well.
      >
      > Tom Burkett
      >
      > >Does the Entry 3 and 4 videotaping have to concentrate on just one group or
      > >what? I am confused as I was told by many to focus on just 1 group but the
      > >instructions say to show as many faces as possible and make communications
      > >clear enough to be understood. HELP HELP HELP!!!!!!
      > >MR. MIKELL
      > >
      > >
      >
      > ________________________________________________________________________
      > ________________________________________________________________________
      >
      > Message: 5
      > Date: Mon, 4 Dec 2000 06:29:28 -0800
      > From: Anthony Cody <codypren@...>
      > Subject: Re: Entry #3 and Entry #4
      >
      > Take this for what it is worth. Before I give advice, I want to say my
      > scores were not all 4's, and some were not even passing, (though in total I
      > passed). Your portfolio is YOURS, so if you follow someone else's advice,
      > do so without giving up your judgement or ownership.
      >
      > That said, here is my opinion:
      >
      > The topic with Entry 3 is Probing Student Understanding. The goal is to
      > show how you introduce a new topic to students, and how you uncover their
      > prior knowledge. It is supposed to be a whole class discussion, I believe.
      > Before you tape this, you should think about:
      >
      > a. Your topic (of course).
      > b. Key questions you will pose to reveal what students know or think.
      > c. Open-ended questions to get students to explain their thinking.
      > d. How you will follow up this discussion in future lessons.
      >
      > To show as many faces as possible, try to set up the camera to your side,
      > so that as students speak to you their faces are visible, and the camera
      > can capture you as well.
      >
      > For Entry 4, the key is to find an activity that is rich in data. The
      > students are supposed to be finishing up an investigation. You are supposed
      > to show how you draw out the data they have generated and help them make
      > conclusions about it. In my tape, I had about half of it focused on the
      > small groups, then we transitioned to a whole class discussion. You want an
      > activity that features hands-on investigation resulting in the generation
      > of data. Ideally, you want a vigorous discussion within each group as
      > students prepare a graph or something else that finalizes their results.
      > Then a whole class discussion where students are sharing data from group to
      > group, agreeing or disagreeing with one another's conclusions. Remember to
      > make it student-centered.
      >
      > For this one, you need to decide:
      >
      > a. The activity
      > b. The nature of the data being collected.
      > c. How students will present their data to each other.
      > d. Open-ended questions to get students to explain their data. (eg, "How
      > did you arrive at this? What do you think this means? Is your data in
      > agreement with Group C?)
      > d. Questions you will use to make connections between the data and the
      > underlying scientific principles.(How does this relate to density? or
      > whatever.)
      >
      > Anthony Cody, NBCT
      > *********************************************************
      > For Lesson Ideas and News from Oakland, visit
      > Cody's Science Education Zone at
      > http://ousdmail.ousd.k12.ca.us/~codypren
      > *********************************************************
      >
      > ________________________________________________________________________
      > ________________________________________________________________________
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