MET6104 Eswatini

Section outline

• Select section MET6104 PSI-PMI Field Experience II

  MET6104 PSI-PMI Field Experience II

  Go to section MET6104 PSI-PMI Field Experience II

  
  

  Welcome to Field Experience II

  • Background: Online
  •      Grading     
  • Pedagogy     
  • Course Materials

  This is the second of two field experience courses in which candidates teach at least one section of PSI Physics, Chemistry, Biology, MS Science, PMI Mathematics, or Computer Science to students. Learners will continue to deepen their understanding of PSI, PMI, or Computer Science content and teaching methods. 

  Content topics will be drawn from prerequisite coursework in MET6121. 
  

  Prerequisite: 

  All Students: MET6102: Field Experience 1

  Important Course Information:

  Unlike other courses, this course does not contain direct instruction, mastery exercises, labs, or tests.  This course is more of a source for you to upload and share evidence of your learning. To that end, you will complete three portfolio projects each for module 2, module 3, and module 4. Please make a careful note of the due dates as listed throughout the course. 

  A pre-submission reflection must be completed before lesson videos are submitted; they can be found within each appropriate module. 

  Additionally, each of the 3 videos must be recorded on different days, over time (not consecutive days), and after the first video is submitted, subsequent videos should not be submitted until after you and your coach have debriefed and you have the approval to submit your next video.  

  The last module, module 4, requires the submission of  a 500 to 750-word paper (APA format).

  Grade Distribution:

  Portfolio Project (Video Uploads)	75%
  Written Reflections	25%

  
  

  
  

  This course serves as a repository for you to share your application-based learning from your own classroom and builds upon what you learned in your prerequisite coursework, MET6121 (Teaching Methods), MET6102 (Field Experience I), and other content-specific courses for each NJCTL Program.  

  
  

  There are nine (9) Course Learning Outcomes:

  1. Evaluate which technology and materials will best allow you to incorporate the PSI-PMI methodology and address PSI or PMI subject matter in your classroom.* 
     
  2.  Demonstrate the use of effective protocols to support classroom processes. 
     
  3. Combine short direct instruction with demos and hands-on activities that engage learners in risk-taking and growth as they learn about PSI or PMI subject matter. 
     
  4. Demonstrate the use of various questioning techniques designed to elicit rich classroom discussion and evidence of student understanding of PSI or PMI content. 
     
  5. Justify the use of formative assessment as a critical teaching tool that is used to guide both teaching and learning of PSI or PMI content from the first content course(s) in each NJCTL Program.
     
  6. Develop and utilize ideas for managing behavior and maximizing social constructivism in your classroom.  
     
  7. Justify the selection and use of various reflexive teaching strategies designed to match instruction with student readiness to learn about PSI or PMI subject matter. 
     
  8. Demonstrate mastery of, and fluency with, PSI or PMI content from the first content course(s) in each NJCTL Program.
     
  9. Demonstrate mastery of the use of PSI- or PMI-specific activities from the first content course(s) in each NJCTL Program.
     

  You should familiarize yourself with the Teacher Self-Reflection Checklist available just below these tabs.  If you need a refresher on any of the elements that are briefly highlighted in this Checklist, be sure to re-visit MET6121, available in your Moodle course dashboard.

  
  

  Required & Recommended Course Materials Include:

  • Google Drive Account:  You will use your account to create shareable links to a variety of materials, including release forms and video artifacts.  

  • Mobile Device with Camera: Likely, a smart phone, which you will use to capture video evidence of your mastery of PMI application.

  • Bluetooth Microphone: A bluetooth headset that is connected to your video recording device will capture quality audio of your teaching, and is required. You can purchase one from Amazon, BestBuy, etc. for about $20-$30, if you do not have one already.

  • Mobile Device Bracket & Tripod: These are optional but may help you to gain better quality recording

  
  

  • Select activity Endorsement Written Response Rubric

    

    Endorsement Written Response Rubric File
  • Select activity Video Rubrics

    

    Video Rubrics File
  • Select activity Teacher Self-Reflection Checklist

    

    Teacher Self-Reflection Checklist URL
  • Select activity How To Video: Creating & Uploading Links for Field Experience Courses

    

    How To Video: Creating & Uploading Links for Field Experience Courses URL
  • Select activity Groups and Assignment Due Dates

    

    Groups and Assignment Due Dates File
  • Select activity Announcements

    

    Announcements Forum
• Select section Module 1: Introduction and Philosophy

  Module 1: Introduction and Philosophy

  Go to section Module 1: Introduction and Philosophy

  
  

  • Topic Overview
  •      For Your Success
  •      Learning Outcomes     
  • Required readings:

  Introduction and Philosophy

  The New Jersey Center for Teaching and Learning (NJCTL) is a nonprofit that provides a simple, scalable solution for our nation's massive STEM teacher shortage and the great social injustice that comes from depriving underserved students access to STEM education and the important opportunities this learning provides. NJCTL empowers teachers of every academic and cultural background to effectively teach K-12 mathematics and science to all students with the Progressive Science Initiative® (PSI®) and the Progressive Mathematics Initiative® (PMI®).  As materials are developed in other subjects all materials will become available as free, open-source resources. 

  In this module, you will have the chance to reflect on what you have learned in previous coursework, develop your own professional development plan, and demonstrate your learning through a short reflection. 

   

  This module’s written reflection assignment asks you to introduce yourself, reflect on the PSI or PMI topics that you have learned, and set up goals for yourself related to the Teacher Self-Reflection Checklist.  The checklist is available at the top of this course under the course resources.
  

  Your written submission should be no more than 500 words (about one page).  Refer to the Endorsement Written Response Rubric posted at the top of this course for more information on expectations of this assignment.

  1. Reflect on intentional shifts in practice through incorporation of PSI or PMI content.
     
  2. Articulate a plan to continue to apply NJCTL’s PSI programs, methodology, and pedagogy.
     
  3. Refine a plan for professional growth that is based on the Teacher Self-Reflection Checklist.
     

  None.

  Activities: 2
• Select section Module 2: Direct Instruction and Formative Assessment

  Module 2: Direct Instruction and Formative Assessment

  Go to section Module 2: Direct Instruction and Formative Assessment

  
  

  • Topic Overview     
  • For Your Success
  •      Learning Outcomes
  •      Required readings:

  Direct Instruction and Formative Assessment

  Consider your learning and the application of direct instruction and formative assessment in your classroom. 

  
  

  This module includes both a portfolio project piece as well as a short pre-submission reflection.

  For the portfolio project, you will upload your first of three videos for this course. 

  
  

  1. Demonstrate reflexive teaching that addresses clear, two-way communication (teacher to student, and student ability to explain) what, why, and how for each lesson
  2. Demonstrate planning related to lesson structure that focuses on deliberate questioning and discussion strategies.
     
  3. Demonstrate the use of an established structure and routine that includes student use of responders and note-taking.
  4. Utilize NJCTL and supplemental materials in ways that elicit evidence of student understanding of concepts at various depths of knowledge and engage students in rigorous discussion.
  5. Exhibit deliberate use of heterogeneous student grouping into small groups based on students’ areas of strength and need.
  6. Reflect on how adjustments to communication and procedures used in the classroom relate to field experience goals and support one’s professional growth in the classroom.

  
  

  None.

  
  

  Activities: 0
• Select section Module 3: Polled Formative Assessment and Facilitating Classwork or Labs using Social Constructivism

  Module 3: Polled Formative Assessment and Facilitating Classwork or Labs using Social Constructivism

  Go to section Module 3: Polled Formative Assessment and Facilitating Classwork or Labs using Social Constructivism

  
  

  • Topic Overview
  •      For Your Success
  •      Learning Outcomes     
  • Required readings:

  Polled Formative Assessment and Social Constructivism

  Consider your learning and the application of your understanding related to assessment for learning in your classroom, particularly through the use of polled-formative assessment, and social constructivism. 

  
  

  This module includes both a portfolio project piece as well as a short pre-submission reflection.

  For the portfolio project, you will upload your second of three videos for this course.  

  
  

  1. Demonstrate regular use of embedded formative assessments questions as assessment for learning.
     
  2. Use a variety of strategies that support assessment for learning in the classroom.
     
  3. Utilize re-polling techniques to be sure of student mastery before moving to new content.
     
  4. Provide choices of more challenging examples for all students, encouraging more advanced students to choose these activities,
  5. Reflect on how adjustments to assessment for learning strategies used in the classroom relate to field experience goals and support one’s professional growth in the classroom.

  
  

  None.

  
  

  Activities: 0
• Select section Module 4: PSI-PMI Instructional Exemplar Video: Direct Instruction, Polled Formative Assessment, and Facilitating Classwork or Labs using Social Constructivism

  Module 4: PSI-PMI Instructional Exemplar Video: Direct Instruction, Polled Formative Assessment, and Facilitating Classwork or Labs using Social Constructivism

  Go to section Module 4: PSI-PMI Instructional Exemplar Video: Direct Instruction, Polled Formative Assessment, and Facilitating Classwork or Labs using Social Constructivism

  
  

  
  

  • Topic Overview
  •      For Your Success
  •      Learning Outcomes
  •      Required readings:

  PTI Instructional Exemplar

  Consider your learning and the application of your understanding related to all of the methods and content you have learned to demonstrate and teach.

  
  

  This module includes both a portfolio project piece as well as a short pre-submission reflection.

  For the portfolio project, you will upload your final of three videos for this course. 

  
  

  
  

  1. Demonstrate use of reflexive teaching strategies to address student misconceptions, skip content already mastered, and provide additional practice where needed.
     
  2. Demonstrate differentiation for learning based on students’ needs.
  3. Continue to self-monitor and work towards goals for whole group lecture/small group and practice work (80%/20%).
  4. Demonstrate various approaches to student engagement strategies and “learning persistence steps.”
  5. Continue to refine the use of adjustments to reflexive teaching techniques used in the classroom.

  
  

  None.

  
  

  Activities: 0
• Select section Module 5: Final Reflection

  Module 5: Final Reflection

  Go to section Module 5: Final Reflection

  
  

  • Topic Overview
  •      For Your Success
  •      Learning Outcomes
  •      Required readings:

  Culminating reflection on instructional planning and pacing.

  
  

  This module’s written reflection assignment asks you to reflect on specific elements of your learning.

  Your written submission should be 2-3 pages typed, double-spaced, with 1" margins and should follow all standard APA conventions.  Refer to the Endorsement Written Response Rubric posted at the top of this course for more information on expectations of this assignment.

  
  

  
  

  1. Demonstrate use of reflexive teaching strategies to address student misconceptions, skip content already mastery, and provide additional practice where needed.
     
  2. Utilize re-polling techniques to be sure of student mastery before moving to new content.
     
  3. Provide choices of more challenging examples for all students, encouraging more advanced students to choose these activities.
     
  4. Reflect on how adjustments to reflexive teaching techniques used in the classroom relate to field experience goals and support one’s professional growth in the classroom.

  
  

  None.

  
  

  Activities: 0