Browsing All Posts published on »September, 2010«

Use of New Pedagogical Knowledge in Designing Assessment

September 30, 2010

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The intent of this rubric area is that the participant will provide evidence of using their new pedagogical knowledge in their classroom assessments. Passing: 1) Evidence: A minimum of Baseline and 2 Later pieces of evidence should be provided. Before evidence may be from Baseline Teaching Portfolio or other ‘before’ assessments. Pieces of evidence are […]

Use of New Pedagogical Knowledge in Designing Instruction NOT FINISHED

September 30, 2010

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The intent of this rubric area is that the participant will provide evidence of using their new pedagogical knowledge in their classroom practice but not including assessments. Passing: 1) Evidence: A minimum of Baseline and 2 Later pieces of evidence should be provided. Before evidence may be from Baseline Teaching Portfolio or other ‘before’ materials, […]

Reflective Practice NOT FINISHED

September 30, 2010

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The intent of this rubric area is that the participant has conducted, and come to understand the importance of continuing to conduct, classroom research. Passing: 1) Evidence: Later evidence will be selection(s) from participant’s classroom research project(s). Before evidence may be from participant’s Baseline Teaching Portfolio or other lessons but needs to relate to their […]

Understanding of Science Education Theory & Literature

September 30, 2010

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As I look back on my entire time in the MISEP program, there is one thing that I think really defines my experience, and even though it is not part of the course work, or part of any of the projects that we had to do, I feel that my change in School Districts after […]

Use of New Science content Knowledge in Designing Instruction

September 30, 2010

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Along the way in my education, I believed that I was going to be a history teacher, but this science thing kind of caught my attention. The history geek really never left me, so I have tried to integrate history into my science lessons. Some people would believe that there is no real time for […]

Application of Scientific Concepts

September 30, 2010

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The intent of this rubric area is that the participant applies science content learning to real life and/or practical problems, not that the content is applied to their teaching. Passing: 1) Minimum of 3 real life/practical applications of science concepts (MISE – from both physical and non-physical science disciplines; MCE – from several courses; BOTH […]

Synthesis of Scientific Concepts Across Science NOT FINISHED

September 30, 2010

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The intent of this rubric area is for the participant to select broad concepts such as energy, the use of models, the importance of bonding, scale, systems, time, scientific method, etc., not small scientific facts, and to be able to synthesize content learning around this idea. Note – no growth must be demonstrated. Passing: 1) […]