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Clinical Field Experience A: Observing Student Engagement in Science and Health

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Clinical Field Experience A: Observing Student Engagement in Science and Health
Objectives:
1. Design instruction using a variety of teaching strategies that promote the development of critical thinking and problem solving skills of elementary students. [ACEI 3.1, 3.3; InTASC: 1(d), 5(d), 5(f), 5(g), 5(i), 5(m), 5(o), 6(f), 7(a), 7(b), 7(k), 8(j), 8(l), 8(i)]
2. Examine the use of instructional strategies to connect students’ prior knowledge to key science concepts, through the application of major standards-based concepts and modes of inquiry. [ACEI 2.2, 3.3; InTASC 2(c), 2(j), 4(d), 4(e), 4(f), 4(j), 4(k), 7(d), 8(a), 8(e)]
3. Create learning opportunities that support student interdisciplinary skills development. [ACEI 3.1, 3.4; InTASC 5(a), 5(b), 5(e), 5(h), 5(j), 5(n), 5(s), 7(h)]
Assessment Descriiption
Allocate at least 3 hours in the field to support this field experience.
Part 1: Observation
Observing a classroom environment can provide much needed detail and understanding of students’ learning needs and continued progress.
Observe a K-8 classroom during a science lesson. If possible, observe a lesson that integrates health, PE, or nutrition. During your observation of the lesson, complete the “Clinical Field Experience A: Science Observation” form.
With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Ask your mentor teacher for the unit and standards the class is currently learning, in order to develop the pre-assessment for Clinical Field Experience B and inquire about implementing a science pre-assessment during Clinical Field Experience B.
Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.
Part 2: Reflection
Maintain your documentation to develop an instructional approach with students. As a follow up to your observation, reflect on your observation experience.
Following your observation, discuss the science lesson with your mentor teacher. In 250-500 words, summarize your observation and discussion with your mentor teacher, and describe how you will apply what you have learned to your future professional practice.
Your discussion should answer the following questions:
• How do you engage students in learning opportunities specific to science?
• How do the science lessons promote critical thinking and problem solving skills?
• How did the students respond and engage during instruction and independent work?
• How do you modify or adjust instruction based on response from students?
• How do you prepare to teach instruction in the content area (vocabulary, knowledge of material, content standards, resources)?
Submit the “Clinical Field Experience A: Science Observation” form and reflection as one deliverable.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
• Expand All RubricExpand All
• expand Observation Notes assessment
• Observation Notes
• 7.5 points
• expand Reflection assessment
• Reflection
• 7.5 points
• expand Future Implications assessment
• Future Implications
• 2.5 points
• expand Mechanics of Writing assessment
• Mechanics of Writing
Recources:
5E Model for Teaching Inquiry Science, View the “5E Model for Teaching Inquiry Science,” located on the BioED
Teaching Science to Culturally and Linguistically Diverse Elementary Students , Read Chapters 2 and 4. https://bibliu.com/app/#/view/books/9780132733595/epub/OPS/xhtml/toc.html
Five Essential Features of Inquiry, Review the “Five Essential Features of Inquiry,” located on the Mining Gems website.
Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies, Read “Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies,” by Smith, from Education Sciences (2014).
Teaching Strategies, Explore “Teaching Strategies,” located on the K12 Science website.
Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration, Read “Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration,” by Yilmaz, from the International Journal of Research in Education and Science (2017).

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