College handbook science teaching

In addition, students planning to license in physical science are strongly encouraged to participate in independent investigative research, such as summer research projects or independent study projects.

Please see your major advisor for suggestions. Obtaining a license in Teachers of Science-Physics has always and still does require the successful completion of a physics major. See below for specific courses within the physics major sequence that the licensure program is requiring based on the current Board of Teaching standards. Please see the physics department or your advisor for the complete course sequence beyond the above requirements.

In addition, students planning to license in physical science are strongly encouraged to participate in independent investigative research,. The licensure requirements in life science are by and large identical to the requirements for a biology major at Carleton. Basically, those requirements are the following.

See the College Catalog for course sequencing, grade requirements, and other information. The successful completion of 9 courses in biology is required of all majors. These courses include the following:. Licensure for teaching social studies requires an approved major, supporting work in each of the social sciences outside the major, and a minimum of 42 credits in education. Included within the social sciences are: anthropology, economics, history, political science, psychology and sociology. Carleton students may also choose to major in religion or in an interdisciplinary program such as American Studies, so long as one-third of the total baccalaureate work falls within the realm of the social sciences.

Students interested in obtaining licensure in social studies should consult with Deborah Appleman of the Educational Studies Department. A program fulfilling the requirements for both a Carleton major in art and licensure for teaching art follows:. Students interested in obtaining licensure in art should consult with the chair of the Art Department and with Deborah Appleman of the Educational Studies Department.

Native speakers and others who demonstrate fluency and sufficient upper division coursework in the target language may license in that language without majoring in it. See the chair of the Educational Studies Department for further information.

Students interested in obtaining licensure in modern languages should consult with the appropriate language department chair and with Deborah Appleman of the Educational Studies Department. What Should We Search? Search all of Carleton. Campus Directory A-Z Guide. The required courses in professional education are designed to augment disciplinary preparation in the following ways: To assist prospective teachers in developing a set of beliefs which can guide them in making the decisions teachers must make; To help them gain an understanding of the educational process—its intellectual, psychological, sociological and political components; To provide opportunities for them to acquire skills and knowledge related to the establishment of effective teaching-learning situations in the classroom; and To give them a sufficient amount of actual field and teaching experience to prepare them for their first teaching position.

Statement of Philosophy Carleton College views the development of teachers as an important contribution to our society. Student Teaching as Critical Internship Student teachers are placed with master teachers of the very highest quality. Subject Matter. A teacher must understand the central concepts, tools of inquiry and structures of the discipline s taught and must be able to create learning experiences that make these aspects of subject matter meaningful for students.

Student Learning. Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student. Reflection and Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.

Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. Admission Procedure Students who wish to obtain a teaching license must formally apply to the Teacher Education Committee for admission to the teacher education program. Interview When your application materials are complete, you will be scheduled for an interview with one member of the Educational Studies Department and one member of the Teacher Education Committee.

The student may then request formation of an appeal committee with the following membership agreed upon by the student and the chairperson of the Educational Studies Department none of these may be a member of the Teacher Education Committee : A faculty member A representative of the Dean of Students Office A public school teacher An undergraduate student If there remains an unresolved dispute between a student and the Teacher Education Committee, the student may appeal directly to the Minnesota Board of Teaching for assistance in the resolution of the dispute, as per Minnesota Board of Teaching rule A.

Requirements for Teacher Licensure To become licensed through Carleton College you must complete the following requirements: Gain admission to the Teacher Education Program.

Candidates should apply for admission during their junior year. Criteria and procedures are described in the next section of this Handbook. Ordinarily, only students who have been admitted to the program may take the methods courses or register for student teaching. Complete a major in an area in which Carleton offers teaching licensure: communication arts and literature, mathematics, science, social studies, world languages and cultures French, German, and Spanish only , and visual arts.

Content area requirements appear later in this handbook. Note that additional courses, beyond those required for the Carleton major, may be required to complete a program that qualifies for Minnesota licensure.

These standardized examinations provide objective measures of academic achievement for college students completing their training programs. The tests are required for Minnesota licensure and are given several times during the year at a variety of locations. Registration and information are available on the Minnesota Teacher Licensure Examination website. Your edTPA portfolio will be submitted and scored through Pearson. Details can be found on the edTPA website.

Recommended Sequence of Courses A student who plans to become a licensed teacher must complete the requirements for licensure listed in the previous section, in addition to other graduation requirements.

First Year Discuss your teaching interests with at least one member of the Educational Studies Department as soon as possible.

Places are reserved in Introduction to Educational Studies each year for first year students. Other required courses open to first-year students are Educational Psychology and Multicultural Education You may also take Multicultural Education or Educational Psychology Junior Year You should apply to the teacher licensure program during your junior year see requirements for admission. Dee-Lucas, D.

Organization and comprehensibility in scientific proofs, or ''Consider a Particle p. Dressel, P. On Teaching and Learning in College.

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Joshi, B. Electronic reports and grading templates for multiple section freshman chemistry laboratories. Teaching 10 3 Kandel, M. Grading to motivate desired student performance in a descriptive laboratory course.

Teaching 18 4 Katz, D. Science demonstrations, experiments, and resources: a reference list for elementary through college teachers emphasizing chemistry with some physics and life science. Koballa, T. Children's attitudes toward learning science.

Kolodny, A. Colleges must recognize students' cognitive styles and cultural backgrounds. Chronicle Higher Educ. Kozma, R. The technological revolution comes to the classroom. Change 23 1 Lambert, L. Preparing Graduate Students to Teach. Laws, P. Calculus based physics without lectures. Physics Today Dec Lehman, J. Carter, and J. Concept mapping, vee mapping, and achievement: results of a field study with black high school students.

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Ithaca, N. McDermott, L. A perspective on teacher preparation in physics and other sciences: the need for special science courses for teachers. J Phys. What we teach and what is learned—closing the gap. Rosenquist, and E. Van Zee. Student difficulties in connecting graphs and physics: examples from kinematics. Shaffer, and M. Research as a guide for curriculum development: an illustration in the context of the Atwood's machine.

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Resnick and L. Klopfer, eds. Moog, R. Farrell, Journal of Chemical Education. Educational Leadership. Online Submission. English Journal. Clearing House. Phi Delta Kappan. Teaching of Psychology. College Teaching. Improving College and…. Teaching English in the….

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Guskey, Thomas R. Jung, Lee Ann. Brookhart, Susan M. Whalen, D. Townsley, Matt. Johnson, Martin. Prather, James E. Bloxham, Sue. Handleman, Chester. Marsh, Herbert W. McMillan, James H. Follman, John. Lucas, John A. Marzano, Robert J. Sadler, D. Airasian, Peter W. Astin, Alexander W. Blackburn, Barbara R.

Bursuck, William D. Elbow, Peter. Friedlander, Jack. Friedman, Stephen J. Journal Articles. Reports - Research. Reports - Descriptive.

Guides - Classroom - Teacher. Reports - Evaluative. Opinion Papers. Guides - Non-Classroom. Information Analyses. Guides - General. Guides - Classroom - Learner.

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