March/April 2017 – Vol. 29 No. 6

Getting Ready for Student Teaching

Posted: Monday, October 19th, 2015

By Susan Gomez Zwiep

Your credential classes have prepared you for this! You are ready to begin your apprenticeship into one of the most important professions out there, teaching. During student teaching you have the support of expert teachers to guide you into your first full teaching experiences. Your time as a student teacher is an opportunity to find your own style as you develop your science teaching expertise. Here are some suggestions for how to make the most of this time.

Keep a journal or notebook. There is a great deal to capture during your student teaching – lesson ideas, methods of facilitating discussions about natural phenomena, classroom environment or management that support science exploration, how to manage materials for scientific investigations- all are just a few possible areas to keep track. You need a place to capture your ideas before they are lost in the chaos of day-to-day teaching. Use your journal to jot down ideas quickly during the day and then set aside time each week to go through your notes and reflect on things more carefully. At the end of student teaching, this notebook will be full of valuable insights and ideas for your own science classroom.

Look for opportunities to engage with students. Even before you begin teaching lessons on your own, start listening to your students. What types of things are they saying to their teacher? What are they saying to each other? This will give you some insight into the age group you are working with and how they see the natural world. If the lesson involves working in small groups, try asking groups a few questions to find out how they are interpreting science concepts and their ideas about what is happening in the investigations, what science ideas, concepts or practices they seem to grasp easily and what ideas are still developing. Expert teachers have great questioning skills. This is your opportunity to develop your ability to motivate and push student thinking about the natural world through the questions you ask. Keep track of what types of questions seem to work to reveal student thinking.

Expert teachers can make it all look effortless, but quality teaching is always grounded in preparation and planning. Talk to your Master Teacher about the way they planned a lesson, the materials they used during science investigations, their moves during the lessons like the questions they asked, materials they passed out, or even the time of day they chose to place the lesson. Once you start to teach your own lessons, ask for specific feedback. There is a wide range of skills to science teaching. Rather than trying to be great at everything from the beginning, focus on one area at a time. Then, ask your Master Teacher to provide feedback on that set of skills.

Gather some good science teaching resources such as the National Research Council’s Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). These documents provide a roadmap for what science students should know and be able to do. They can be downloaded free as a PDF or purchased in paper version. The first draft California Science Framework is about to be released for public review this October. Be ready to provide input during the public review time. Even though you have not been teaching long, you still can provide valuable input into the new science framework. You can also check out the CSTA and NSTA websites for new webinars, publications and conference opportunities.

Written by Susan Gomez-Zwiep

Susan Gomez-Zwiep serves an an Associate Professor of Science Education at California State University, Long Beach. She is also a Regional Director for the K-12 Alliance in the Southern California area, and is CSTA’s 4-Year College Director.

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Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Written by California Science Teachers Association

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CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Written by California Science Teachers Association

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CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.