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PBI Mentor Teacher Orientation

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Introductions:

Name
School/Courses Taught

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Big Course Question: How can we plan units that support meaningful science and math learning?

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Course Overview: General

Phenomenon/Problem-Based Instruction is a methods-based course focused on candidate’s continued development of the knowledge and skills necessary to become an excellent, equity- and justice-seeking STEM teacher.

The focal task will be the design and implementation of a weekish long unit implemented in the weeks after Spring Break.

For UGs/post-bacs, this course is designed to be synergistic with Differentiating Instruction, which has the same practicum placement.

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Course Overview: Practicum

6 hours/week for PBI, 4 hour/week for DI = 10 hours/week. Overall goal is ~120 hours for undergraduates/post-bacs and ~530 for MA + students. 10 hours observing a classroom that is focused on students with disabilities or multilingual learners. What counts as a field hour?, Field Hour Log

There are few “formal” observation assignments for PBI, instead candidates are encouraged to observe and contribute to co-teaching in a manner that makes sense for you and your practicum student.

For resources on co-teaching, please reach out to Karla Scornavacco, who works for the Office of Teacher Education, at karla.scornavacco@colorado.edu

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Course Overview: Practicum

Solo teaches in week 5/6 (Feb 10-Feb 14, Feb 17-Feb 21) and 7/8 (Feb 24-Feb 28, Mar 3-Mar 7). Students should send lesson plans to you for review three days before teaching. We are encouraging students to use a planning template that makes sense for them.

Unit Teach in Weeks 9, 10, 11 , 12, or 13 (Right before, during , or after CU Spring Break). This is probably earlier for MA + students because of their MA capstone. Please let your students pick a topic early for their unit and they will be flexible about the week they implement!

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Course Overview: Practicum

Will/Ian will schedule a time to observe students during their unit teach. Field Coaches will be in contact about observing MA + student 4-5 times during the semester.

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Course Overview: Unit Project

Unit grounded in a phenomenon or problem that is connected to students’ interests and identities.

Unit designed to promote coherence from the student perspective.

Lessons designed to promote students figuring out disciplinary ideas through engagement in disciplinary practices and to align with the Colorado Academic Standards.

Storyline approach for science.

Storyline/Problem-Based approach for math.

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Course Overview: Unit Project

Understanding your School and Classroom Setting: Includes analyzing the results of a predesigned student/community interest survey that you can tweak as you desire. Due week 5.

Launch Lesson/Analysis: First lesson of your unit will be implemented with your peers in weeks 7/8/9 and you will reflect on your experience

Planning Instruction: Completion of tools that will prepare you for big picture unit design (standards unpacking, choosing phenomenon, storyline), alongside written commentary. Due right before or after spring break depending on when you are teaching your unit.

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Course Overview: Unit Project

Moderated Discussion: Video-based discussion moderated with your peers in weeks 12/13/14. Assignment includes identifying and reflecting on video tags or other sources of evidence to inform your discussion moderation.

Using Assessment to Inform Instruction: Analysis of student learning during the unit. Also includes providing feedback to three students to inform their future learning.

OR

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Course Overview: AI Design Tool

Introducing Neil, your NGSS design bot.

Please use Neil to support unit design and we will have time in class to interact with the bot.

May be research associated with its usage, more details to come.

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What questions do you have?

How can instructors or the Office of Teacher Education support your work as mentors?

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Science Resources

Syllabus

Weekly Overview (Science)

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Math Resources

Syllabus

Weekly Overview

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Differentiating Instruction Resources

Syllabus