Public Discussion

  • Icon for: Gerald Kulm

    Gerald Kulm

    Facilitator
    May 16, 2016 | 11:36 a.m.

    Hi. Thanks for the overview. How does your approach to teacher development add to our knowledge about inservice or preservice teacher education. Are there other overlooked or under-emphasized areas of science that are also important (or more important)? Why choose climate change among all of these?

  • Icon for: Dana Veron

    Dana Veron

    Presenter
    May 17, 2016 | 09:15 a.m.

    We chose climate change because it is a pressing issue for our society, and because it is now a topic that is included in the Next Generation Science Standards. We would like to help prepare the pre-service teachers to teach about climate change – a topic that they have not necessarily had in their academic preparation. This effort is part of a larger project focusing on improving climate literacy across our two states (madeclear.org).

  • Small default profile

    Jane Jackson

    Guest
    May 16, 2016 | 05:34 p.m.

    Is this done in a “science methods” course for secondary education? If so, how many 50-minute class periods do you suggest?

  • Icon for: Dana Veron

    Dana Veron

    Presenter
    May 17, 2016 | 09:23 a.m.

    Good question! In our larger research project, we are working to embed climate change content and modeling of activities into regular “science methods” courses. But there is not a lot of wiggle room in the curriculum. So, as Colleen describes, the workshop featured in this film takes place over 1 1/2 days. This would probably be equivalent to 4-5 50-minute class periods since some of the activities like ice breakers and lunch could be skipped.

  • Icon for: Colleen Leithren

    Colleen Leithren

    Co-Presenter
    May 16, 2016 | 09:46 p.m.

    Hello,
    While I defer to Dana Veron regarding some of your questions, I can provide some background information. This model is a professional development workshop presented to pre-service teachers that occurs in addition and separate from any course.

    Over the course of several years and refining of the workshop based on feedback, a model emerged that includes two stages. The first, is a full day workshop which includes instruction with hands on activities and a follow up evening session. One of the workshop activities includes students learning how to write lesson plans. The students are then charged with completing their lesson plans over the course of two weeks and return for a short evening session where they present to an audience that includes both pre-service and in-service teachers who provide vital feedback.

  • Icon for: Brian Drayton

    Brian Drayton

    Co-Principal Investigator
    May 18, 2016 | 07:02 p.m.

    Good project!
    A couple of questions:
    1. Do you include information about (the science behind) some of the key local/regional effects of climate change, esp on the biota?
    2. Given the rapid evolution and complexity of news and research, how are you helping them deal with it all, as well as with the emotional side of climate change?

  • Icon for: Colleen Leithren

    Colleen Leithren

    Co-Presenter
    May 22, 2016 | 09:32 p.m.

    Hello Brian, thank you. The researchers chose focused material due to the limited time frame they had with the students. They also covered claim-based reasoning and instructed the pre-service teachers how to find reputable resources online.

  • Icon for: Michelle Perry

    Michelle Perry

    Facilitator
    May 18, 2016 | 07:54 p.m.

    Thanks for sharing your video. What is one challenge and success encountered when developing this program?

  • Icon for: Colleen Leithren

    Colleen Leithren

    Co-Presenter
    May 22, 2016 | 09:27 p.m.

    Thank you Michelle. One challenge faced by the researchers early on in designing the model was how to bring the pre-service teachers up to speed on climate change in a one day workshop. The first workshop was mostly all lecture and they quickly realized through feedback from the students, it was too much information. Thus, the researchers chose focused material and and more hands on activities which had a lasting impact with the students.
    One success would be the vital feedback the students had from in-service teachers who attended their presentations. Their candid thoughts and observations regarding the lesson plans were well received by the presenters.

  • Icon for: Jeffery Seitz

    Jeffery Seitz

    Professor
    May 23, 2016 | 05:13 p.m.

    This is a very interesting idea. Could the materials that you are developing be incorporated into an Earth Science course that preservice teachers take?

  • Further posting is closed as the showcase has ended.

  1. Dana Veron
  2. Associate Professor
  3. MADE CLEAR
  4. http://www.madeclear.org/
  5. University of Delaware, Delaware State University, MADE-CLEAR
  1. Pat Harcourt
  2. http://www.madeclear.org/
  3. Project Manager
  4. MADE CLEAR
  5. http://www.madeclear.org/
  6. MADE-CLEAR
  1. Colleen Leithren
  2. Owner
  3. MADE CLEAR
  4. http://www.madeclear.org/
  5. inxiFay

Pre-service Teacher Professional Development: A Model for Climate Change
DGE-1239758

Classroom middle school and high school teachers will soon be expected to teach climate change as part of the Next Generation Science Standards. Yet, climate change is not yet a standard part of pre-service science teacher education programs. The MADE-CLEAR project is developing a model for pre-service teacher professional development that bridges this gap in their preparation. The model combines content delivery with hands on activities, lesson plan development, and input from in service teachers.