The Level of Effective Teaching Standard and the Global Completion of Teaching - Essay Example

Science Teacher Professional Development Program Modern professional science development is an essential part of helping teachers, rise to the level of effective teaching standard to meet the current expected teaching professionalism. The challenges most teachers face is the involvement ineffective professional teaching programs. They have proved to be inadequate, Brown (1973). Most professional development programs are inadequate because they are ill designed to meet the global completion of teaching. They deny the science teachers the technique and skill required. The reason for their inadequacy is because of the following reasons. In their preparation process, they were prepared haphazardly; no quality time was given to the actual development of the programs. Also, they do not reflect, the practices of the teachers. Professional scientific development programs should be developed in such a way that: it increases the teachers knowledge that promotes instructional practices and that improves the students learning. The students learning is boosted through analysis of the class room instruction (Brown 123). Rationale Professional science development program refers to the formal activities, for instance mentorship of teachers, to enhance their growth of skills and techniques of teaching. Commonly professional development can be referred to staff development. This point to the professional development of teachers and if they are non-credentialed, they are then referred to as pre-service. Sometimes, workshops and institutes are taken to mean professional development. Professional development for teachers should refer at equal matter, the development for other professionals, or their fellow teachers. In training to be a professional science, it entails three levels. First through pre-service, then through undergraduate years, and lastly, at the professional careers. It should be noted that science is actively changing, in knowledge base and it is relevance in the society. This means that, for teachers to keep to the standard of these changes, “They need ongoing opportunities to build their understanding and ability”, (p. 123). Teachers also should have an experience on how students with diverse interests, abilities and establishments base the attitudes on scientific ideas. In case, of the unexpected as a teacher from the student with wrong attitude to science, what do you to support such student? This experience should stretch further, if the teacher cans guide the students well depending on their need and perception on science. Science teachers need to do a lot of surveys and research on the teaching styles and standards, if deliverance in teaching methodology is something to come by. After their research, they should share their findings with their colleagues if they want to make impact in science disciplines (Brown 127). For this reason it is the teacher responsibility to involve the students in the learning the science subject. Most often eager students will tend to read text if at all they will be motivated to do so. It is for this requirement that teachers should use new design in the motivational challenges for the students to learn more from science. One way of doing is the adoption of 5E’S model. This model is particularly designed to boost the students need to learn and think more on scientific methods in text books(Brown 130). Teaching with 5E institutional models will aid teaches to effectively adopt Gizmos, which is heavily used in the 5E model for scientific instructions. This is a course that combines hands-on activities and Gizmo simulations to enhance students’ engagement in understanding. The course has a format designed as a six-hour onsite session. Students will discuss the 5E model and arrive at it is benefits. The teacher can then “demonstrate how the Gizmos can be used in the context of the 5Es”. This will help the students to work individually or in small groups, to help the aid in text reading and understanding (Brown 135). There are expected outcome, which include: teachers will understand the 5E model and also, learn the best practices of the 5E model. It will also help them plan science lessons using the 5E and share the lesions with the colleagues. The 5E instructional model enables the sciences teachers to help students to build and construct new knowledge on science ideals. They will also, “inculcate new science facts and ideas on what already they know each of the 5E’s describes the phase of learning, and each phase begins with the E”. The five areas of each stagy will represent each professor on each Saturday summing up the whole program in five weeks (Jan – Feb) to complete the workshop (Brown 138). Week 1: Engagement The science teacher should help the students the prior knowledge and help them become fully engaged with the new concepts through the involvement of short activities. These activities will stimulate their curiosity and elicit their knowledge. These activities should address the past and the present learning experiences and expose their prior conceptions. This will ensure that students think toward the outcomes. It involves note taking (Brown 140). Week 2: Exploration Exploration will provide with students common base of activities within which current concepts. This will help them identify their skills and conceptual changes. For instance after the lab, students can start to be creative as they explore new horizons. They will also be involved in some of the preliminary activities. The time for the work shop is Saturday 10- 2 PM (Brown 143). Week 3: Explanation This will help student to discern their conceptual frame work. It draws attention of students some of the most important aspects of exploration experiences and provide skills for conceptual understanding, process skills and behavior development. An explanation from the teacher to the student will assist the student unfold critical issues in science. Saturday 10-1 PM (Brown 145) Week 4: Elaboration At this level, it is the teachers’ task to take through the students, to understand the basics and then the general skills of the subject. Through new ideas the student will develop new meaning and reach great horizons. It will also help students apply new skills learnt. Saturday 10-2 PM, (Brown 148) Week 5: Evaluation “The evaluation phase encourages students to assess their understanding and abilities and provides opportunities for teachers to evaluate student progress toward achieving the educational objectives”. This is easily demonstrated down-here. Saturday 10-2 PM (Brown 153) Source: The influence of the Science Curriculum Improvement. 1973 Descriptions of the proposed programs Goals Provide Training that shifts school cultures from isolation to collaboration Engage teachers in their professional learning using inquiry-based practice Provide for teacher ownership of “professional development through research-based best practice”. Objectives: Teachers should have the ability to establish peer-recognized expertise in the teaching. They should have the ability to articulate this expertise by formulating and solving student’s problems. Teachers should have the “ability to engage in sustained learning through participation in workshops (5Es model)”. They should be able to help students analyze the scientific knowledge during textbooks. They should enable students to “collect, organize, analyze, interpret and present quantitative and qualitative data and incorporate them into the broader context of scientific knowledge’ (Brown 148). Group Presentations: In this activity students will be divided into groups of 4 each and assigned certain topics from the textbook to learn and present to the entire class. In this activity, students will read the textbooks as well as go through other information sources. They will have to make their presentations thorough, yet interesting and interactive enough for rest of the class to understand the concepts (Brown 156). Debate: Debates are one of the best modes of generating students’ interests and engaging them in class discussions to shed light on different topics. Every month, there will be one debate session on any topic and class will have to prepare beforehand the debate (Brown 158). A science Exhibition: Students love to learn through practical experiences. Students will be asked to build science projects to show how they have learned in theory and whether they are able to comprehend it and apply in a practical setting. This activity will be prepared for in February and will be executed in the third week of March (Brown 160). Below is the timeline for these activities: Programs Development stage February March W1 W2 W3 W1 W2 W3 W4 W1 W2 W3 W4 Teacher’s preparation Group presentation Class Debate Science Exhibition = Preparation/ Develop = Execution Source: The influence of the Science Curriculum Improvement. 1973. Work cited Brown, T. W. The influence of the Science Curriculum Improvement: Study on affective process development and creative thinking. Dissertation Abstracts International 34(6): 3175A. 1973. Read More