Probing Questions

Teacher: Chris Gleason

Interview

Overview

Principles of Learning

Information Processing

Content Standards

Tenets of Democracy

Questions

Interview: Previewing Questions

1.            Review Gleason’s lesson plan. What are the purposes of her activity?

2.            In the video you are about to watch, the teacher is conducting a year-long study of water quality over different seasons. What are the advantages of conducting a study that last a whole year with this age group? Can this enhance learning? How?

3.            Read Gleason’s methods of assessment for different seasons on the web: Water Quality Seasonal Analysis Guidelines and Assessment for Fall, Water Quality Seasonal Analysis Guidelines and Assessment for Winter and Water Quality Seasonal Analysis Guidelines and Assessment for Spring. Now create your own Web Page Assessment.

Interview: Post-viewing Questions

1.            In this lesson, Gleason takes her students to the stream to experience science outside of the classroom walls. Do you feel it is important for children to link the concepts they learn in the classroom with real experiences from life?

2.            What are the methods Gleason uses to assess student learning? What other methods would you use to assess your students in a science lesson?

3.            Gleason states in her lesson plan that as part of the grant between the University of Michigan and the Concord Consortium, “the choice of materials was made for them”. How do you think the lesson would have been different if the teacher had been able to choose her own materials?

Overview: Previewing Questions

Overview: Post-viewing Questions

Principles of  Learning: Previewing Questions

1.            Gleason’s students are actively involved in their own learning by directly experiencing science where it happens, in nature. Think back to your own school experiences. How did your teachers actively involved you in different experiments?

2.            Review the checklist of observable behaviors for  Direct Experience. In your opinion, does direct experience impact learning more than having the teacher pass the information to the students? Explain.

3.            Do you think it is important for both the teacher and the students to take time out of the classroom and perform activities in an informal setting? How can this affect learning?

Principles of  Learning: Post-viewing Questions

1.            How can working in groups motivate the children’s Active Involvement in the learning process? How does Gleason monitor her groups?

2.            During this activity, the students look for patterns as they analyze their data during the fall, winter and spring seasons. In what ways do you think this process would encourage the students make connections between different data they collected? Why might this be important?

3.            How does Gleason encourage the process of Reflection in her lesson? How is this related to discerning Patterns and Connections between different elements of learning?

Information Processing: Previewing Questions

1.            What role does the Presearch stage of Information Processing play in the further development of a lesson? Why do you think it is important that the teachers activate their students’ background knowledge prior to a lesson?

2.            Read Gleason’s lesson plan. Notice how she states that Communication continues beyond the lesson as students have constructed Web pages for the first time. Connect to this and view their work. Describe what you learned.

3.            How can Communication positively impact the process of learning?

Information Processing: Post-viewing Questions

1.            Gleason explains to her students how to calibrate the pH probes they will use to test the steam water, leading her students in the Search stage of Information Processing. In what other ways does she create opportunities for her students to experience the Search stage of Information Processing?

2.            In what ways do Gleason’s students develop a real Appreciation of their study? How does Gleason facilitate student appreciation?

3.            How did the students interpret their data? Brainstorm other ways of Interpretation.

Content  Standards: Previewing Questions

1.            Do you think that all the Content Standards should be required for teachers to fulfill within the year or only a part of them? Explain why or why not.

2.            Review the Science Standards and at the English Language Arts Standards. Pick one of each and say how you would include both of them in the lesson.

3.            Review the Science Standards A1 and A2 for Grades 5-8 and explain what techniques could be used to integrate them.

Content  Standards: Post-viewing Questions

1.            How did Gleason’s lesson make possible the implementation of  Science Standards A1 and A2 for Grades 5-8? What do these standards deal with?

2.            Gleason integrates Science Standard G2 for Grades 5-8, which deals with formulating and testing explanations of nature using observations, experiments and theoretical models. How does the implementation of this standard facilitate student learning?

3.            Gleason’s lesson use theoretical and mathematical models, observations and experiments to test explanations of nature. How can math concepts be used to learn about nature?

Tenets of Democracy: Previewing Questions

1.            Assume the role of a teacher. How would you deal with intolerance in the classroom? Give specific examples of how intolerance can negatively affect learning.

2.            How does Power Sharing impact student learning? Is it a good idea for a teacher to emphasize power sharing in the classroom? Why or why not?

3.            What are some methods that teachers can use to encourage students who lack social skills to Think Together and Make Meaning with their classmates?

Tenets of Democracy: Post-viewing Questions

1.            What are the ways in which Gleason’s students display Tolerance in the class? How can a teacher emphasize the importance of tolerance?

2.            How do Gleason’s students Think Together and Make Meaning? Explain how Gleason leads them into these stages.

3.            Gleason demonstrates Empowerment by engaging the students in a practical hands-on activity. How is Critical Thinking displayed by the students ? How is empowerment related to critical thinking?

Technology: Previewing Questions

1.            What are the things teachers must take into consideration when searching for technological equipment? Name at least three.

2.            Why should teachers be familiar with the latest technology equipment in order to pass the information to his/her students?

3.            How might Preservice Teacher Technology Competency Number 9, the use of electronic Information Sources, impact student learning? Do you think this competency is important for students to learn effectively? Explain.

Technology: Post-viewing Questions

1.            In her lesson plan, Gleason states that one of the teacher’s goals is to incorporate technology into their project based on the curriculum. How does she incorporate technology in her science class? How would you have done it?

2.            Name three different technological tools Gleason utilized in her lesson and explain how each of them facilitated learning.

3.             How is Technology Competency Number 3 (Trouble-Shooting), demonstrated in Gleason’s lesson? How might this impact student learning?

Teacher Knowledge : Previewing Questions

1.            If you were a teacher, how would you relate the learning process with the mobility needs of your students?

2.            Do you think it is important for the teachers in classes other than P.E. to address their students’ physiological characteristics?

3.           Reflect on one of your previous science classes in which your teacher involved you in a hands-on project that required the use of your bodily/kinesthetic intelligence. Explain how this improved learning.

Teacher Knowledge : Post-viewing Questions

1.            In this lesson, the students work in pairs to calibrate their pH probes. How does this instructional strategy demonstrate Teacher’s In-Depth Content Knowledge?

2.            How can Gleason’s questioning strategy facilitate student learning? How would you engage your students through using the questioning strategy?

3.            How does Gleason address the physiological characteristics of her students? How does this demonstrate Gleason’s Knowledge of Student Characteristics?

Teacher Behavior: Previewing Questions

1.            How can linking specific prior knowledge with daily life applications maximize learning?

2.            How can a teacher model good learning skills? How can a teacher encourage his students to listen while someone is speaking?

3.            Do you think that making students responsible for their investigation and giving them a measure of control over can facilitate their learning? Why or why not?

Teacher Behavior: Post-viewing Questions

1.            Gleason’s lesson encompasses environmental science, chemistry and physical science. How does she implement Pedagogy in this curriculum design?

2.            How does Gleason encourage her students to make connections between their prior knowledge and the current task? How does this demonstrate good Pedagogy?

3.            How is effective Classroom Management demonstrated in the way Gleason assigns homework to her students?