Hattori 1

Alignment readings
Table of Contents

Act of Teaching Ch.6 . pg.2

Act of Teahing Ch.7 .. pg.5

Act of Teaching Ch. 8 pg.9

Stepping Stones Ch.7 ........ pg.13

Entry Points Ch.8 ...... pg.16

Brophy ....pg.20
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Act of Teaching: Chapter 6

Outline
Outline
Pros and Cons of Instructional Planning
Planning Is Especially beneficial for New Teachers
Deciding What to Teach
Instructional Objectives
Writing Specific Objectives
Preparing Instructional PLans of Varying Duration
Some Final Thoughts

Notes
Pros and Cons of Instructional Planning
- Instructional Planningis the process by which teachers decide (1) what to teach, (2)
how to teach it (3) how they will determine if students learned and were satisfied.
- Be a bussinesslike (precise) and adaptable/flexible teacher.

Planning Is Especially beneficial for New Teachers

- Spend a lot of time to planbecause...
- 4 reasons:(1) No prior experience to draw upon. (2) Apprehensive and unsure of self
and teaching skills. (3) No idea about what students can and are expected to do. (4)
Help be more creative and fun.
- Motto: Overplan!

Deciding What to Teach

- Determine what to teach.
- Check: State requirements, Social Expectations, The nature and needs of learners, and
Professional Societies with interest in education.
- State standards are powerfulbecause..
- 2 reasons:(1) Proficiency Test (2) standards influence curriculum
- Formal Curriculumis what the state and local disctricts require learners to know
and be able to do.
- Taught Curriculum includes items from the Formal Curriculum teacheers actually
teach plus anything else deemed important by the teacher.

Instructional Objectives
- Instructional Objective
describes what learners must know and be able to do.

- Set specific objectives. They inspire (1) Congnitive (2) Humanistic (3) behovioral
learning.
- Objectives are: (1) General or (2) Specific.
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- Cognitive Domain(Bloom) has..

- 3 intellectual tasks:(1) Recall (2) Analyze (3) Indentify.
- 6 levels of intellectual complexity:(1) Knowledge (2) Comprehension (3)
Application (4) Analysis (5) Synthesis (6) Evaluation

- Affective Domain (Bloom) has..

- 5 levels:
(1) Receiving or attending (2) Responding (3) Valuing (4) Organization (5)
Characterization.

- Psychomotor Domain(Bloom) has..

- 7 levels:(1) Perception (2) Set (3) Guided Response (4) Mechanism (5) Complex or
over response (6) Adaptation (7) Origination.

- Five groups of learning outcomes(Gagne and others, 2014) has..

- 5 groups:(1) Verbal information (2) Intellectual skill (3) Cognitive strategies (4)
Motor skills (5) Attitudes.

Writing Specific Objectives

- A, B, C, and D!
- A: The audience of the objective.
- B: Behavior expected of the learner.
- C: Condition
- D: Degree of proficiency or correctness the learner must display.

- Have clear, specific learning objectives and communicate to the learners.

Preparing Instructional PLans of Varying Duration

- Ask: how much and
what kind of instruction is needed to accomplish the objectives?
- Plan long, intemediate, and short-range.

- Unit planning involves decisions about how course can be broken into chunks, parts,
or units, each with a particular theme.
- Long range plans: Unit, semester.
- Set 3 things: (1) Your objective (2) Your timeline (3) Needed resources.

- A Unit planhas..
- 6 parts:(1) Title (2) Introduction (3) The general objectives and preassessment of
students prior knowledge (4) Body Topical outline, activities, resources, time frame
(5) Assessment (6) Bibliography.
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- A Lesson plan describes specifically what and how something will be learned within
a brief period, usually one or few class hours.
- 7 parts:(1) Objectives (2) Resources (3) Set induction (4) Methodology (5)
Assessment (6) Closure (7) Reflection.

- Teacher-team planning occurs when courses of study or units are being prepared.
Two or more teacher heads are better than one.
- Teacher-pupil planning students guide and direct theri own learning because they hae
the motivation and ability to do so.

Some Final Thoughts

Reflection
I agree that teachers, especially new teachers, should almost over plan their lessons.
When I created my lesson plans last year when I was a freshman, I did not understand the
importance of making a detailed plan. However, the student teaching experience at SPH
Lippo Village changed everything. If I did not plan in detail the day before, my lesson
became chaotic. I was not able to control my classroom and I was making my students
confused because I did not have a lesson that was aligned. An incomplete lesson plan also
made me unconfident because I did not know what and how to teach. Lesson planning
helped me think of the different domain, especially to achieve my objectives. I still struggle
with aligning my lesson. My goal is to create a lesson plan that every part of the lesson
directs the student to learn the objective. This chapter helped me review that knowledge I
learned in the Alignment class and the experience I had during the practicum.
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Act of Teaching: Chapter 7

Outline
Presentations: Teaching as Telling and Showing
Conversation Starters
Discussion: Learning through Informative Interaction
Independent Study: Teaching as Giving and Guiding Seatwork and Homework Assignments
Individualized or Differentiated Instruction: Tailoring Teaching
Matching Instructional Alternatives to Learners
Overview of 31 Instructional Alternatives
Using Technology in Teaching
Some Final Throughts

Notes
- This chapter is about
how to teach.
- Instructional Alternatives
- Most common instructional alternativesare.. (1) Presentation (2) Discussion (3)
Independent study (4) Individualized instruction.

- Teacher-centered strategiesassume that learning is best accomplished when

teachers provide learners with knowledge: facts, concepts and understandings.
- Learner-centered strategy based on the belief that students can learn best through
discovering or coming to know for themselves and through problem solving.

Presentations: Teaching as Telling and Showing

- Presentation is an informative talk a more knowledgeable person makes to less
knowleadgeable person.
- The purpose of presentation is to inform and audience of certain facts, ideas,
concepts, and explanations.

- Similar to the Socratic technique using questions like (1) What do you think? (2) Why
do you think that?

- A Good presentation has..

- 3 factors:(1) Preparation (2) Delivery (3) Closure.
- Preparation includes..
- 3 factors:(1) Establishing the topic for the presentation and the learning objectives
(2) Collecting and reviewing information to be presented (3) Organizing and planning
delivery.

- Delivery..
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- Focus student attention, present learners with the learning objectives, use an advance
organizer, present information in an organized/step-by-step manner, explanations are
complete/accurate/clear, use examples/non-examples when teaching a new concept.

- Handouts..
- (1) Provide questions that help you focus on points (3) Outline of the main points (3)
Include a quiz to check for understanding.

- Closure..
- Tell students what they have learned.

- Use presentations when. .

- (1) Students do not know much about the topic (2) The new knowledge is not
available in a better, more understandable form (3) the knowledge need not be
remembered for a long time (4) the knowledge is a basis for what will be explored
later in depth. *Mostly for literacy and math lessons.

Conversation Starters

Discussion: Learning through Informative Interaction

- Discussion is a situation wherein students, or students and a teacher, converse to
share information, ideas, or opinions or work to resolve a problem.
- 5 purposes:(1) Review what students have learned (2) Encourage students to reflect
on their ideas or opinion (3) explore and issue (4) resolve a problem (5) improve
face-to-face communication skills.

- The role of the teacher..observer, recorder, facilitator, moderator etc. according to

the situation.

- Good discussion leaders:(1) Believe that students desire to communicate with

others. (2) Believe the purpose of discussion: review and extension of what students
have learned, examination of ideas and opinions, problem solving, increased
interpersonal skills. (3) Believe that with guidance, students will employ higher-level
cognitive skills such as application, analysis, synthesis, and evaluation. (4) Believe
that involving students in a well-conceived group experience will enhance their
psychological and social growth.
- Must be a facilitator, human relations expert, clarifier, and summarizer.

- Good discussion: (1) Preparation: Should you use it and why? Are students ready?
What is my role as a teacher in the discussion? (2) Delivery: Do students understand
the purpose of the discussion? (3) What is the connection with students previous
knowledge or something that is upcoming? (4) Have I informed students the questions
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and potential information sources they can use for preparation? (5) Did I organize the
participants? *Give students a purpose, a plan, and freedom to operate.

- Closure: The teacher will pull the learning all together.

- Use discussion when..(1) Reviewing information (2) Examine ideas and opinions
(3) Solve problems (4) improve oral communication skills.
- For..
long term memory, higher-order thinking, motivation, attitue change, or moral
reasoning.
- When.. It best meets students social and psychological needs.

- Disdvantage of discussion..
less effective to acquire factual knowledge.

Independent Study: Teaching as Giving and Guiding Seatwork and Homework Assignments
Individualized or Differentiated Instruction: Tailoring Teaching
- Independent study is any assignment learners complete more or less on their own.
(seatwork or homework).
- Purpose of independent study (1) Students need to rehearse or practice something.
Teacher wants to be certain that students gain specific knowledge or skills. (2)
Encourage students to acquire study skills that will serve them throughout life. Ex:
locate, synthesize, and evaluate information. *Do not use to keep students busy.

- Teachers role..
Guide and monitor students work.

- Good independent study leaders: (1) Valence and challenge arousal: the ability to
engender curiosity and enthusiasm in students and to get them involved in the
independent work. (2) Variety and challenge involves the ability to identify and
assign independent study assignments that vary enough to be interesting and are
challenging enough to maintain attention. (3) Withitness is the ability to communicate
to learners that we know what they are doing even when we are not nearby or looking
at them.
(4) Overlapping
is the teachers ability to attend to more than one thing at a
time.

- Delivery..
be alert, be on your feet, move, monitor, interact with learners, and
diagnose their progress. / Protect students from each others needless, distracting
interruptions.
- Closure..close the deal Collect assignments, assess, count, and give feedback.
Reteach if necessary.
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- Use independent study when.. (1) Learners need to rehearse or practice information
or a skill to get it into long term memory. (2) When learners need to learn how to
learn independently.

- Differentiated instruction is when teachers work to accommodate and build on

students diverse learning needs.

- 5 variables of individualized instruction.. (1) Goals of instruction (2) Learning

activities (3) Resources (4) Mastery level (5) Time

- Limitations.. time consuming.

Matching Instructional Alternatives to Learners, keep presentations short, expect/solicit pupil

interaction in the form of questions/comments.

Overview of 31 Instructional Alternatives

Using Technology in Teaching
Some Final Throughts

Reflection
Before I went to SPH for student teaching, I did not realize how difficult independent
learning is if I wanted it to be effective, especially if there is a huge range of types and levels
of learners. I remember seeing my cooperative teacher trying her best to help each student
learn more according to their pace. Most of the time, she aimed to pull up the low student to
the average level during this time. Sometimes, she gave different individual tasks to students
while she had one on one sessions with one student. I think she had control over the students
because she set the objectives and was clear on what she wanted the students to accomplish.
However, when I did the individual instruction, I felt like I was just trying to make my
students do busy work with the worksheets that I prepared. I often failed to even provide an
activity that assessed each students learning. I think this approach is my weakness, so I want
to improve in this area.
 Hattori 9

Act of Teaching: Chapter 8

Outline
Cooperative Learning: Teaching Learners to Like and Care for One Another
Conversation Starters
Discovery Learning: Figuring Things Out for Yourself
Constructivist Teaching and Learning: Problem Solving under Teacher Guidance
Direct Instruction: Teaching in the Most Efficient and Effective Way
Is There a Single Best Instructional Alternative?
Some Final Thoughts

Notes
Cooperative Learning: Teaching Learners to Like and Care for One Another
- Cooperative learning is the term used to describe instructional procedures whereby
learners work together in small groups and are rewarded for their collective
accomplishments.
- Key attributes.. (1) The way groups or teams are made up (2) The kinds of tasks
characterized by (3) the groups rule of behavior (4) motivation and reward system.

- Variations on the theme of Cooperative learning..

(1) Student, Teams,
Achievement Divisions / STAD (2) Teams, Games, Tournaments / TGT (3)
Team-Assisted Individualization and Team-Accelerated Instruction / TAI (4) Jigsaw
(5) Cooperative Integrated Reading and Composition / CIRC

- Good leaders of cooperative learning..

- Responsible to present information, create suitable group/independent work
assignments, establish/maintain cooperating groups, monitoring individual/group
progress. convening/teaching small groups of learners. devise/maintaining progress
reports, and providing rewards.
- Subscribe to the all for one, one for all philosophy.
- Organize heterogenous teams, make sure all members value cooperative/collaborative
learning.
- Have organizational skills to plan, monitorr, facilitate, and track work.
- Identify and help students when they encounter problems.
- Make sure high-achieving students do not dominate.

- Essential skills for cooperative learning team members.. (1) Know and trust one
another (2) Communicate clearly and accurately (3) Support one another through
praise and encouragement (4) Resolve conflicts constructively.

- Delivery
(1) Teachers presentation (2) Initiation and monitoring of the teamwork.
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- After presentation..the teacher will (1) Set the team goal (2) Prepare students for
teamwork (3) Give the teams the assignments (4) Monitor the teams. (5) Quiz the
students (6) Score the quizzes (7) Recognize team accomplishment.

- Closure..
review what students have learned, connect the new information with the
old, and give opportunities to apply the information.

Conversation Starters

Discovery Learning: Figuring Things Out for Yourself

- Discovery/Inquiry learning refers to learning that takes place when students are
asked to find out or figure out something for themselves.
- 3 purposes..(1) Learners will know how to think and find things out for themselves.
(2) Learners will see for themselves how knowledge is obtained. (3) Learners will use
their higher-order thinking skills.

- 4 Characteristics.. (1) The role of the teacher is not to impart knowledge but rather to
create classroom experiences in which learners engage in order to discover
knowledge. (2) As learners engage in inquiry, the teacher encourages them to think
deeply. (3) Learners accept the challenge of finding something out for themselves
rather than having the teacher give them the answer. (4) Learners operate at high
cognitive levels as the teacher asks questions such as What do you think? How can we
find out? How will we know?

- Good facilitators of discovery learning.. believesin its purposes: (1) To get students
think for themselves, students have the ability to think for themselves. (2) To get
learners to find out how knowledge is constructed. (3) To get learners to develop their
higher-order or critical thinking skills. /
Has certain qualities(1) Enjoy inquiry
yourself (2) believe that learners are or can be curious. (3) Be nurturing, thoughtful,
patient, and accepting learners ideas while holding high expectations for them.

- Delivery..
(1) Get students attention (2) Present a situation that would challenge
students (3) Ask questions (4) Make sure students have a clear idea of how to
investigate the question (5) Monitor students as they observe, collect data, analyze
etc.
- Closure..
Help students conclude.

- Use discovery learning when.. instructional goals coincide with its main purposes:
(1) To get students think for themselves. (2) To help them discover how knowledge is
created (3) Promote higher-order thinking.
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- Limitations.. Too complex, time consuming, no experience, students make errors

(unless errors are corrected, students will be seriously confused.)

Constructivist Teaching and Learning: Problem Solving under Teacher Guidance

- Constructivism is a teaching that emphasizes the active role of the learner in
building understanding and making sense of information (Woolfolk; 2009); learners
construction of knowledge as they attempt to make sense of their environment.
(McCown, 2001); and learning that occurs when learners actively engage in a
situation that involves collaboratively formulating questions, explaining phenomenon,
addressing complex issues, or resolving problems (Gagnon & Collay, 2001). *Mostly
used in science, social studies, and math lessons. *Dewey, Piaget, Montessouri,
Vygotsky.

- Purpose..
to help students to acquire information in ways that make that information
readily understood and usable.

- Characteristics..(1) Active learning (2) Learning takes place best in communities of

learners (3) Learners should engage in authentic and situated activities (4) Learners
should relate new information to that which they already have. (5) Learners should
reflect or think about what is being learned. (6) Rather than present information to
learners, teachers facilitate its acquisition. (7) Teachers must provide learners with
scaffolding assistance needed for them to progress. (8) Students are expected to
resolve what they thought they knew with new information that may be contradictory.

- Good facilitators.. (1) Believe in the purpose of constructivism (2) Want learners to
draw their own conclusions and form their own opinions (3) Have high respect for
constructivist principles including active learning, and reflection (4) Willing to help
all students understand by intervening and providing support or scaffolding.

- Good constructivist learning.. Preparation(1) Determined the purpose of the lesson

(2) Describe how the purpose will be attained (3) Decide how the grouping will be
used (4) Decide how to link new learning to the old. (4) Collect useful resource
materials (5) Decide how reflection will accor.
Delivery(1) Ensure groups are
pursuing lesson goals and interacting humanely with others (2) Ensure learners are
together and contributing
ClosingDetermine what learners now understand and the
extent to which the understanding is new or different in some way.

Direct Instruction: Teaching in the Most Efficient and Effective Way

- Direct instruction is a variation of the theme of teacher presentations in that it is
teacher-dominated and directed.
- Purpose..to help students learn basic academic content such as reading, mathematics,
and so forth in the most efficient, straightforward way.
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- Key characteristics..(1) Teacher centrality/domination (2) Task orientation (3)

positive expectations (4) student cooperation/accountability (5) non-negative affect
(6) established structure.
- Teacher centrality means that teachers exert strong direction and control over what
is to be learned and how.
- Task orientationmeans that the primary task is academic learning of basics such as
reading and math.
- Positive expectations indicates that students are held accountable for their academic
work and. furthermore, they are expected to assist one another and to share
materials.
- Non-negative affect means teachers ensure learners feel psychologically safe and
secure/not threatened.
- Established structure refers to the fact that teachers establish class rules and insist
they are followed.

- Good leaders.. Enthusiastic, warm/accepting, humorous, supportive, encouraging,

businesslike, adaptable/flexible, knowledgeable, holders of high expectations for
student success.

- Two kinds of direct instruction..

- Researched-based derived from observations of effective teachers.
(1) Basic practice
(2) Explicit teaching (3) Active teaching
- Learning theory-based derived from what is known about learning (1) Mastery
teaching (2) DISTAR

Is There a Single Best Instructional Alternative?

- No.
Some Final Thoughts

Reflection
When I only learned about the knowledge content of the different approaches of
teaching, I did not really understand how important it is for me to know these skills. Again, I
think everything changed when I went to SPH for my student teaching. I learned to think of
the best way to achieve the objective of the lesson. I think I enjoy the discovery learning
approach and I am most used to direct instruction. Rereading this chapter reminded me that
there are no instruction method that is perfect and that there is no approach that a teacher
could do without careful planning and thought. Even a question in a discussion needs to be
pointing to a direction and goal. Even a worksheet needs to be made so that students will be
able to achieve the objective. I am challenged, but excited to explore the different teaching
strategies.
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Stepping Stones Ch.7

Planning Classroom Units
Outline
Nine Steps in Planning Classroom Units
1. Consider the significance and relevance of a topic
2. Brainstrom ideas
3. Formulate your unit focus
4. Design and choose learning activities
5. Incorporate government standards
6. Plan a schedule
7. Select resources
8. Plan student assessment
9. Review the effectiveness of your unit
Adapting Units for Your Classroom
Reviewing the Main Points

Notes
- Unit is a portion of the curriculum that focuses on a particualar theme.
- Integral Unit is a portion of a course or program that has a clear thematic focus.
- An integral unit has.. (1) Internal unity (2) External Consistency (3) Includes
pertinent and meaningful aspects of reality that are related to, and may even go
beyond, the main discipline focus of the unit.

Nine Steps in Planning Classroom Units

1. Consider the significance and relevance of a topic
- Ask: (1) How can the topic advance understandings needed for responsible and
responsive leadership? (2) How is the topic relavant to my students? (3) Can the topic
meet students learning needs?
2. Brainstrom ideas
- How to brainstorm.. (1) Make a Web Diagram (2) Consider which aspects of reality
are part of the topic and issues.

3. Formulate your unit focus

- Thematic Statement describes the overall approach that will frame your units
teaching and learning. It describes your overall goals.
- The statement includes..(1) Basic values, dispositions, commitments that you want
to foster. (2) The enduring understandings, major concepts, and key skills that you
want students to acquire.

- A rationale
is a thematic statement that begins by giving a justification for a unit.

- Guiding Questions
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- Extended learning outcomes: (1) Content outcomes (2) Ability outcomes (3) Value
and dispositional outcomes (4) Expressive-creative outcomes.

4. Design and choose learning activities

- Questions to guide your thinking about learning activities
- 6 questions: (1) Does each learning activity contribute to my unitsthematic and
ILOs?(2) Will the activities help meaningful learningto take place? (3) Do the
activities include a r
ange ot pedagogical strategies ? (4) Do the activities encourage the
learning of enduring understandings, worthwhile skills, important values, and higher
level thinking skills at a
high but attainable level of achievement ? (5) Are there
motivational introductory activities
based on students experiences taht se the stage
for the unit? Are there culminating activitiesthat review and pull together the main
themes? (6) Will the necessary resourcesbe available?

5. Incorporate government standards

6. Plan a schedule

7. Select resources

8. Plan student assessment..

- (1) Assessment of student learning an integral part of your unit design. (2)
Emphasize formative assessment feedback. (3) As much as possible, align learning
outcomes, learning activities, student products, and assessment strategies. (4) Use
varied assessment strategies. (5) Use state standardized tests as only one of a broad
array of assessment strategies. (6) Remember that not all intended learning outcomes
can be assessed immediately. Learning activities may have outcomes that are
unintended.

9. Review the effectiveness of your unit

Adapting Units for Your Classroom

Reviewing the Main Points

Reflection
During my student teaching at SPH, I learned the significance of a Unit Plan. It was a
guide that my cooperating teacher checked everyday to keep the lessons aligned. This
semester was my first time to ever plan a Unit on my own in the Alignment class. I struggled
so much from the beginnig until the end. I found it hard to find the significance and relevance
of the topic. I think this was because I did not have a manual like a standard to follow for my
Plant Unit, but it helped me consider what a grade three student could do, think, learn about
Plants. I also struggled with guiding questions, especially because I tend to guide students to
 Hattori 15

the wrong direction. I learned that my questions should be specific with what I want students
to learn, act, value, and believe through the questions. On the other hand, I enjoyed planning
activities. I learned that there are so many teaching strategies on the internet that are useful. I
learned how to in a way steal ideas from other teachers who already taught something similar
in the past. I also enjoyed hearing what worked and what did not from experienced teachers.
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Entry Points
Outline
Chapter 8: Science
Introduction
1. Aims of Schience teaching
Aims for Christian science teaching
Aims for science teaching in primary school
A discussion of the aims of science in the National Curriculum

2. The nature of science

2.1 Assumptions and misconceptions
2.2 Interpretation of scientific data
2.3 Different kinds of knowledge
2.4 Alerting students to reductionism
Four different kinds of explanation
Key Questions
Reductionism
The uses of Science
Understanding the riches of creation
2.5 Understanding the interdependence of creation

3. The role of faith in science

3.1 Intelligent design
3.2 The world is knowable
3.3 Other main assumption
3.4 Founded on faith

4. Using Biblical beliefs to understand science

5. Science - a human calling

Responsibility
Stewardship
An extract form work on ecosystems
Using biographies

6. Using science to illustrate Biblical beliefs

The conservation of mass
Invisible and real?
An assembly on faith
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Notes
Introduction
- Science has controversies.. Ex: Science vs Religion/Creation vs Evolution
- Fundamental issues..(1) The nature of reality (2) The nature of human beings (3)
The nature of knowledge.

1. Aims of Schience teaching

Aims for Christian science teaching: (1) God is the source of all things (2) Help
students make sense of Gods world, understanding the diverse roles of everything
God has created. (3) Show the world is a consistent and ordered creation, whose
lawfulness reflects the faithfulness of God. (4) Unfold the diversity within unity of
creation, celebrating its richness in both structure and function. (5) Create sense of
awe and wonder that leads to worship to God. (6) Law and purposes are
distorted/creation is misused and abused. (7) Restoration and wholeness (8) Address
our four-fold responsibility to God, in both scientific research and technological
application: to God, to ourselves, to our fellow human beings, and to the rest of
creation. (9) Creation-Fall-Redemption-Restoration. (10) Promote the idea that
science provides important tools for the study and development of Gods creation by
those who are responsible stewards of it. (11) Regard science as dealing with
particular aspects of reality but not with the whole. (12) View science as a human
activity, by its very nature, can only be tentative, approximate and fallible. (13)
Promote equal worth and opportunities, actively combating false stereotypes of race,
sex, age, class or status. (14) Expose the myth that science is morally and religiously
neutral and show that scientific activity is always governed by the worldviews of the
scientists and embodies their values.

Aims for science teaching in primary school

A discussion of the aims of science in the National Curriculum

2. The nature of science

2.1 Assumptions and misconceptions
2.2 Interpretation of scientific data
2.3 Different kinds of knowledge
2.4 Alerting students to reductionism
*Sample lessons

Four different kinds of explanation: (1) Interpretive: What is it? (2) Descriptive:
How is it constructed? (3) Reason-giving: How does it work? (4) Reason giving: Why
was it invented? What was the creators purpose or intention?
 Hattori 18

Key Questions:(1) Where are we? What is the nature and purpose of the world? (2)
Who are we? What is the nature, purpose and task of human beings? (3) What is
wrong? (4) What is the remedy?
- Other questions for aspects of creation: (a) What is it? What is the purpose or role
it was designed to fulfill? (b) What is the human task? What are our responsibilities in
the network of relationships in which we are located?

Reductionism
The uses of Science
Understanding the riches of creation
2.5 Understanding the interdependence of creation
*Examples given

3. The role of faith in science

3.1 Intelligent design
3.2 The world is knowable
3.3 Other main assumption
3.4 Founded on faith

4. Using Biblical beliefs to understand science

- 3 beliefs: (1) Ontology: God is the ultimate reality. All else is created - depends on
Him for both existence and meaning. (2) Anthropology: We are Gods creatures.
made to live in relationship with Him. In Christ we are His new people, the focus of
His purpose for His creation, called to be truly human as children and heirs of God.
(3) Epistemology: We know because God created us with the capacity to do so, and
because He actively communicates with us (revelation).

5. Science - a human calling

- Show students.. (1) How scientific discoveries have been intertwined with their
political, cultural, historical, spiritual and social contexts, (2) how certain scientific
theories have been preferred for religious and philosophical reasons, (3) that questions
of ethical limitations on scientific research and on the use of scientific discoveries are
a pressing issue, (4) that scientific knowledge and skills can be used properly in the
service of God and man.

Responsibility
- Ex: Sacrificial and loving use of scientific tools to help the needy.

Stewardship
- We are responsible to God for how we live and act with respect to God, ourselves, our
fellow human beings, and the rest of creation.
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An extract form work on ecosystems

Using biographies

6. Using science to illustrate Biblical beliefs

The conservation of mass
Invisible and real?
An assembly on faith

Reflection
I enjoyed learning about how to teach science as a Christian teacher. I also enjoyed
making a unit plan along with 10 lesson plans about plants. Throughout the lessons, I focused
on Gods creation, the laws, the order, the uniqueness, and the students responsibility as the
steward to take care of creation. I honestly do not know how my lessons will work until I
actually teach science one day to my students. However, I am thankful that through this
reading, ITC has challenged me to become a teacher who would see science through a
Biblical perspective. As I read this chapter, I wished my teachers from kindergarten to
highschool taught science to me from the kind of perspectives written in this chapter. Now I
believe and see science as a way to worship God and say how amazing His creation is.
 Hattori 20

Brophy
Outline
Introduction
1. A supportive classroom climate
2. Opportunity to learn
3. Curricular alignment
4. Establishing learning orientation
5. Coherent content
6. Thoughtful discourse
7. Practice and application activities
8. Scaffolding students task engagement
9. Strategy teaching
10. Co-operative learning
11. Goal-oriented assessment
12. Achievement expectations
Conclusion
References

Notes
Introduction
1. A supportive classroom climate
- Students learn best within cohesive and caring learning communities.
- How? (1) Display personal attributes: cheerful, friendliness, emotional maturity,
sincerity, caring for students as individual and learners. Display concern and care. (2)
Connects lesson with students prior knowledge and experiences. (3) Extend learning
to home. (4) Establish collaborative relationships with parents. (5) Tell the objectives
(6) Treat mistakes as a learning process. (7) Encourage students to ask questions.

2. Opportunity to learn
- Students learn more when most of the available time is allocated to
curriculum-related activities and the classroom management system emphasizes
maintaining their engagement in those activities.
- Effective teachers.. Use time effectively: begin and end class on time, keep transitions
short, teach students how to start quickly and maintain focus. (2) Good planning. (3)
Activities and assignments stimulate students. (4) Clear and consistent (5) Monitor the
classroom etc.

3. Curricular alignment
 Hattori 21

- All components of the curriculum are aligned to create a cohesive programme for
accomplishing instructional purposes and goals.

4. Establishing learning orientation

- Teachers can prepare students for learning by providing an initial structure to clarify
intended outcomes and cue desired learning strategies.
- (1) Set the objectives before lesson. (2) Call attention to activity goals. (3) overview
main ideas or major steps. (3) Pre-tests and pre-questions. (4) Ask questions that
stimulate students thinking.

5. Coherent content
- To facilitate meaningful learning and retention, content is explained clearly and
developed with emphasis on its structure and connections.

6. Thoughtful discourse
- Questions are planned to engage students in sustained discourse structured around
powerful ideas.

7. Practice and application activities

- Students need sufficient opportunities to practise and apply what they are learning
and to receive improvement-oriented feedback.

8. Scaffolding students task engagement

- The teacher provides whatever assistance students need to enable them to engage
learning activities productively.

9. Strategy teaching
- The teacher models and instructs students in learning and self-regulation strategies.

10. Co-operative learning

- Students often benefit from working in pairs or small groups to construct
understandings or help one another master skills.

11. Goal-oriented assessment

- The teacher uses a variety of formal and informal assessment methods to monitor
progress towards learning goals.

12. Achievement expectations

- The teacher establishes and follows through on appropriate expectations for learning
outcomes.
 Hattori 22

Conclusion
References

Reflection
All of the things that I read in Brophy were the things that I tried to accomplish during
my micro-teachings and teaching practicum. It was so much more difficult than I expected.
I thik I struggle most with coherant content and thoughtful discourse. During my teaching
experience, I was reminded that I needed to be more clear and specific with my explanations
and directions during class. I learned that thinking that I know what I am talking about does
not mean that others, especially my students, know what I mean. I also need to work on the
structure of my lessons. Questions I need to ask are things like is the order of teaching
appropriate and do the previous lessons connect with the new. I also need to practice and just
try thoughtful discourse. I think it is more of lack of experience that makes me weak with this
aspect just because I am still learning about how children in a specific age range understand
and articulate concepts.