PDTs next have an opportunity to “Show What You Know,” where they start relating the concepts of the unit to their own teaching situation. In this specific unit, they are asked to record 5-10 minutes of their own teaching and then use the SATIC Code Checklist to evaluate their own questioning interaction patterns with students and reflect on the results. Other Application assignments in this course include revising one of their own tests to reflect the model nature of science; write an outline and rationale for a textbook chapter about how scientists really work; and create a lesson plan for a Learning Cycle lesson. All of these can be used by the PDT in his/her classroom.
The final part of the unit, the Integration, in these courses is called “Closing the Circle.” This is where PDTs can re-consider the original dilemma, review postings of their peers about that
development experience for high school biology and chemistry teachers, but to also apply it to other science, technology, engineering, and mathematics professional development in the future.
You may enroll in either or both of these courses (“Biology for All Online” and “Chemistry for All Online”) at www.learnport. org .
References
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. A link to the original article for your review is
http://mdavidmerrill.com/ Papers/firstprinciplesbymerrill.pdf
The Framework for K-12 Science Standards and the Next Generation Science Standards (NGSS) are available online from the National Science Teachers Association at
www.nsta.org/ngss.
Dr. Peggy E. Gaskill is a consultant to the Michigan Virtual University who serves as a Project Manager in the Product Development group guiding the design of online student courses for the Michigan Virtual School® and online professional development courses for Michigan LearnPort. She may be contacted at
pgaskill@mivu.org .
Dr. Gaskill would like to recognize the contributions to the development of these online courses by the MVU team of science teachers, teacher educators, and instructional designers including: Peter Arashiro, Jan Eberhardt, Andrew Vanden Heuvel, Ken Bergwerff, Crystal Bruxvoort, Jim Jadrich, Jennifer Koning, Norman Hoekstra, Paula Geller, Roberta Jacobowitz, Jonathan Langdon, and Casey Swan.
2012
dilemma on the Social Network that accompanies these courses, and reflect on how their thoughts and practices in their own classroom will change as a result of the work of the unit.
These courses also incorporate the use of a social network to extend the learning beyond the time length of a professional development course. The STEM for All Social Network was built using the Ning social networking platform.
PDTs are able to post coursework on the social networking site and interact with both course and non-course biology and chemistry teachers to discuss issues, practices, resources, and exchange successful lessons based on various best practices such as scientific models, scientific inquiry, how to promote student thinking, and the learning cycle of the professional development courses. These experiences will continue and expand the learning of those who have had the online courses. You can view a STEM related social network example (and join if you’d like) at our Algebra 4 All Social Network (
http://a4a.learnport.org ).
We’ve taken the liberty in this article to speak to the science aspect of “STEM in the Classroom,” and share an approach to online professional development that supports STEM learning in the classroom. With the approach described in this article, we hope to not only provide an engaging and effective professional
16 | FALL 2012
M i c h i g a n D i g i t a l L e a r n i n g C o n f e r e n c e Innovations in Student Centered Learning
November 15–16, 2012
Macomb Intermediate School District Clinton Twp., Michigan
November 15 – Preconference Sessions November 16 – Keynote and Conference Sessions
Featuring Leslie Fisher Learn more at
macul.org | MACULJOURNAL
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