Synthesis Paper - Matthew Kobe

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Running Head: LEARNING TO TEACH
Learning to Teach
Matthew Kobe
Michigan State University
LEARNING TO TEACH
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Learning to Teach
Acceptance
My story is different than most. When I was accepted to the MATC program, I was not
an experienced teacher returning to school to master his craft. Instead, I was a biologist who
wanted to learn to teach. I had obtained my bachelors degree from Central Michigan University
(CMU) in biology with a focus in microscopy and a chemistry minor. I then decided to return to
CMU to pursue conservation biology as a graduate student. During my time as a graduate
student at CMU, I had the privilege to teach introductory biology labs to undergraduates. This is
when I received my first taste of teaching.
I continued teaching introductory labs for two years and as my time at CMU started to
wind down, I was finding it hard to stop teaching. I started exploring options to go back to
school, but could not justify spending three more years in college before I would be certified to
teach. I decided to start substitute teaching instead to scratch the itch. While substitute teaching,
I quickly landed a job as a paraprofessional at the local Regional Education Service District. I
now had the privilege of teaching Moderate Cognitive Impaired MOCI high school students. It
was a different type of teaching, but I enjoyed it just as much.
After working for the Gratiot-Isabella Regional Education Service District for several
months, I could not fight the desire to return to school to become a teacher. I began researching
various schools and programs that would enable me to fulfil my new dream. During my search, I
stumbled across the Woodrow Wilson Teaching Fellowship. It was an answer to my prayers.
The program allowed people like me who had a degree in a STEM field to go back to school to
become a teacher. Better yet, the program was designed in such a way that I could actually be
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certified to teach after one year and obtain my masters degree after two years. I could not
believe it. I immediately applied to the program.
Fast forward a few months, I was selected to present a lesson plan and be part of an
interview that would determine if I was an acceptable candidate for the program. I accepted the
invitation, presented my lesson plan, and partook in the interview process. A month later I was
officially offered one of the spots in the Woodrow Wilson Fellowship. I then had to select which
university I would like to attend to receive the proper education and training that would allow me
to be a successful teacher. After doing a tremendous amount of research, I decided on attending
Michigan State University as a graduate student in the MATC program.
School Begins: The MATC Standards
After my first day of the MATC program, I quickly realized I had a lot to learn. I learned
that what I had thought was teaching was far from it. I was simply presenting lessons plans
that had been designed and prepared by others. Teaching at the high school level was far more
complex and complicated. I started to be bombarded by terms, concepts, and ideas that I had
never heard before; it was almost like a foreign language. After the initial feeling of being
overwhelmed, the ideas and concepts began making sense and I started to better understand what
it truly means to be a teacher. Early on in the start of my education at MSU, I was introduced to
the six standards of the MATC program. The development and focus of these standards
throughout my time at MSU has helped me become the teacher I am today.
The first standard of the MATC program emphasizes the importance of a teacher having
an understanding, acceptance, and commitment to all students and their diversity. This means
teachers should strive to build relationships with all students and respect and encourage their
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individuality. The teacher should also be committed to helping students achieve their academic
potential and development as productive members of society. This can be done in several ways,
but definitely needs to be incorporated within the classroom and lesson plans.
One activity that helped me become proficient within this standard was the assignment in
TE 803 that required me to incorporate diversity within one of my science lessons (Appendix A).
It is often stated that the science field is dominated by white men. While this is mostly true,
there are many scientists out there today who do not fit this mold. There are many women and
non-white ethnicities that are making profound discoveries in science daily. It is extremely
important that students recognize this to ensure they are aware that they too can become a
scientist. By utilizing the lesson plan developed in TE 803, I was able to reinforce and promote
acceptance of diversity within my classroom.
Another aspect of the MATC program relating to the first standard that was eye opening
for me came through the readings in TE 822: Issues of Culture in Classroom and Curriculum. I
am a white male that went to a predominantly white school system. The concept of white
privilege was foreign to me, even though I had experienced it my whole life. Reviewing articles
that explained the depth and impact of white privilege was alarming. Furthermore, when I
learned about the multitude of challenges facing minority students in urban education I was
devastated. It took me quite some time to wrap my head around the magnitude of the challenges
associated with culture and race within the education system. This information further
reinforced the idea that every student has a unique story and they should be treated as such. TE
822 really made me cognizant of the challenges that many of my students face on a daily basis. I
see my students through a new lens that would have not have been possible without my exposure
to these issues in the MATC program. I use this lens to drive the way I teach, lesson plan, and
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interact with my students. My goal is to continually be aware of the inequalities found within the
education system and to make others aware of the issues as well.
The second standard highlights the importance of a teachers understanding of subject
matter, how to teach it, and how to design curriculum, instruction, and assessment to foster
students understanding. In my opinion, this standard was one of the most emphasized aspects of
the MATC program. Unit/lesson planning is arguably the biggest and most important skill a
teacher must develop. It is not an easy task and it most certainly cannot be learned overnight.
Well thought out and strategic lesson plans requires a teachers understanding of his students, the
subject matter, and the teaching standards. Bringing these three realms together is definitely a
skill and a science.
The MATC program helped me become proficient within this standard by reinforcing
what proper unit/lesson planning looked like (Appendix B). I am now able to create exceptional
lesson plans that not only facilitate student learning, but are engaging as well. One of the most
memorable experiences for me during the MATC program that challenged me to really apply
myself was the three day lesson plan in TE 860. This was challenging for me because my
expertise is in biology, but my partner was a physics major. I drew the short straw and we
focused on the relationship between mass, weight, and gravity. To make the situation worse, we
were going to be teaching the lessons to biologists. The challenges at the time turned out to be a
blessing because they really made me focus on the fine details of lesson planning. I first had to
ensure that I had a complete understanding of the topic and standard that I would be teaching. I
then had to design a lesson plan that would allow the students to obtain the same understanding,
but in an engaging way. This required designing lesson plans that were quite creative, as I am
unable to manipulate gravity here on Earth. I was also required to create formative and
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summative assessment questions to evaluate student understanding. I will admit, I struggled

through this assignment due to my lack of experience in the subject, but I am glad I went through
the experience.
The extensive practice required throughout the MATC program helped me develop the
skills necessary to create effective and engaging lesson plans. In my experience, many novice
teachers struggle creating engaging lesson plans that help students learn the material. Prior to
my experience in the MATC program, I was in the same boat as I did not have the slightest idea
of how to create a lesson plan, let alone a unit plan or curriculum. However, because of my
participation in the MATC program, I am now confident in my ability to create lesson plans.
Not only do my students benefit from these lesson plans, but so do my colleagues as I am often
asked for feedback or ideas for lesson plans.
Standard three focuses on the understanding and use of theoretical perspectives and
conceptual frameworks to situate and analyze issues and problems of practice and policy. The
scope of this standard is all encompassing and includes social, political, historical, local, and
classroom contexts. Teachers need to familiarize themselves with the various practices, theories,
frameworks, and perspectives in an attempt to optimize their curriculum and teaching. In doing
this, teachers provide their students with the highest probability of becoming successful learners.
One of the most beneficial assignments that helped me develop my expertise within this
standard was the action research plan I developed in TE 861C (Appendix C). This assignment
facilitated my growth as a teacher researcher. I was able to develop the skills necessary to
identify and research problems in common practice. After I had selected a single problem, I was
able to begin creating an action research plan using the knowledge I had obtained by researching
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the common theories and practices associated with the problem. Knowing where to find
information that focuses on specific problems associated with teaching is an invaluable asset to
have. Taking the information gathered and designing my own action research plan that was
specific to my students and my situation was vital in helping my students become successful.
Standard four can also be linked to my action research plan (Appendix C), as standard
four aims to help teachers develop a reflective, systematic inquiry, and refinement of ones
practice. This means that good teachers should constantly analyze how their beliefs,
assumptions, and practices affect their students ability to become successful learners. As
mentioned above, action research is an excellent way to ensure this is happening. Not only are
teachers learning about what the most current research shows, but they are also designing
research that is specific to them and their students. This practice needs to be done consistently
on multiple scales (hourly, daily, weekly, monthly, semesterly, yearly, etc). Without this
constant analysis of ones work, teachers run into the risk of becoming stagnant and limiting
their growth. Action research provides teachers with data that can drive changes that address
problems in common practice and thus, increasing student success. My action research plan not
only helped me fine tune the skills and knowledge I needed to carry out such a task, but it also
showed me the power it has to make a difference in students lives.
I continue to use action research regularly in my current position. I am currently working
on an action research plan investigating the impact of weekly phone calls to parents providing
them with an overview of how their student is doing in school. I want to determine whether or
not this type of parental involvement can increase student success in my course. My study has
just started, but I am hopeful to find that a simple phone call a week can have a tremendous
impact on student success.
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Standard five of the MATC program stresses the importance of teachers having exquisite
communication skills and information literacy. Teachers are constantly reading research and
analyzing data. Teachers then need to be able to synthesize the information and present it in a
way that their audience will understand. A teachers audience changes frequently and includes
students, colleagues, parents, etc. A teacher needs to be able to communicate clearly and
efficiently to all audiences at all times.
One assignment that depicts my success within this standard is the critical analysis of the
High School Content Expectations (HSCEs) that was required in TE 822 (Appendix D). The
purpose of the paper was to analyze the HSCEs and highlight some of the ways it falls short,
ensuring that all students are able to reach a basic understanding of science. The paper was
written in a way that any audience would be able to understand all aspects of the paper. My
ability to do this shows that I am able to take information that was written for specific audiences
and re-word it in a way that is easily understood by everyone.
Because of my excellent communication and writing skills, I have been put in charge of
the science department at my school. The current department chair is leaving after this semester
and the administration thought I would be a good candidate to take over for him. Reading and
reflecting on the academic articles and research that I have been exposed has given me a broad
understanding of education. I attribute this achievement to the MATC program helping me
develop the skills necessary to be considered for such as position so early in my career.
Standard six emphasizes the importance of teachers to demonstrate proactive
participation in collaborative initiatives, professional learning community, professional
organizations, and teacher leadership beyond the classroom. This means that teachers should
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continue their education within the teaching field and their content area, even after obtaining a
job. Teachers may not approach their potential as educators until they have five or more years
experience. This is because there is simply too much to learn in a short amount of time. Adding
to the complexity is the fact that the teaching field is constantly changing (curriculum, state
testing, evaluations, courses being taught, standards, etc.). Because of this, it is extremely
important that teachers continue to learn and adapt. The best way for a teacher to reach their
potential is to take advantage of professional development opportunities, PLC groups, and
getting involved in teacher organizations. Additionally, teachers should be meeting with
colleagues to share what they have learned in an attempt to help each other grow.
The assignment that reflects this standard is the PLC group reports that were
implemented in TE 804 (Appendix E). The PLC groups were designed to allow us to observe
and critique one anothers teaching practices. I found the PLC group to be extremely beneficial
because it provided me the opportunity to grow through peer mediation and provided a different
perspective of my teaching practices. It also provided me the opportunity to visit other schools
and experience multiple school cultures. Additionally, it forced me to develop skills to
communicate with colleagues in a critical, yet positive, manner. These skills will be valuable as
I continue to help my coworkers reach their potential as educators.
Prior to my time at MSU, I had never participated in a PLC group. I had very little
knowledge of what they were, their purpose, or how they worked. After completing the MATC
program, I now have a more comprehensive understanding of PLCs. I even lead one of the many
PLCs at my school. I attribute my knowledge of PLCs to the activity mentioned above in TE
804, as well as the readings that focused on PLCs and their implementation in TE 872.
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Conclusion
My participation in the MATC program at MSU has helped me become the teacher that I
am today. Before I entered the program, I did not have a complete understanding or appreciation
of the teacher profession. Because of the development of the six priority standards, the activities
associated with these standards, and MSUs commitment to ensure that all future educators are
proficient in these standards, I can confidently say that I am equipped with the knowledge and
skills required to be a successful educator in todays education system.
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Appendix A
Lesson Plan
Subject
Biology
Unit
Introduction to Biology
Topic
Diversity in Science
Date:
Standards
Days
Needed
Students Will Be Able To:

SWBAT
1. Demonstrate an understanding of the diversity in the field of science.
Summary of Tasks
Many students are misled to think that the field of science is dominated by white males.
This may have been true in the past, but times are changing. This lesson will require
students to investigate and report on an individual involved with science who is NOT a
white male. Students are welcome to use a scientist from any field of science
(astronomy, medicine, biology, physics, chemistry, geology, meteorology, genetics,
ecology, etc). Students will work in pairs to research the scientist they choose and
create a PowerPoint presentation to present to the class. Within the PowerPoint
presentation, students must include details about the scientists: early life, academics,
field of study, contributions to science, and where they are now. Students will be
encouraged to share any other relevant information that they find about the scientist
they choose. By the end of the lesson, students will be able to recognize that the field
of science is for all people, regardless of race or ethnicity.
Key Questions to Keep in Mind
Who has/can be successful in science?
Materials and Equipment
Computers
Projector with PowerPoint
Internet access
References and Useful Links
http://www.famousscientists.org/
Take Home Tasks

Students will be given class time to complete the assignment, but some groups may
need to do some research or complete PowerPoint presentations outside of class.
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Accommodations will be made for students who may not have computer/internet access
at home.
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Appendix B
TE 860: UNIT PLAN

Names & contributions: Matthew Kobe and Jacob Sable
I. Information about the Unit

Topic
The Law of Universal Gravitation and Orbits
Abstract
Students will investigate the consequences of the law of universal gravitation. Students will
investigate the difference between weight and mass and the common misconceptions between
the two. Building upon their knowledge of mass and gravity, students will use a simulation to
help them inquire about the nature of orbits. Students will be given an opportunity to apply their
learning to orbits through the simulation. In this application, students will compare and contrast
their findings to experiments performed in the classroom to experiments performed by astronauts
on the International Space Station. Students will then demonstrate their understanding of the
weightlessness experienced by the astronauts by using vector and free body diagrams. This topic
must be taught after students show competence in solving equations for Newtons Three Laws
and before students learn about energy.
II. Clarifying Your Goals

Big Ideas
Gravity is a force of attraction between two objects. All objects with mass exert gravitational
force. Gravity acts similar to the way two magnets do when interacting with one another. The
gravitational force of the Earth pulls objects that do not have enough kinetic energy to escape the
gravitational force of the Earth. All of the planets, stars, and moons of the universe have gravity.
Even human beings have gravity. However, the gravity of the Earth is far greater than the
gravity of individuals. Therefore, the gravitational force of humans does not have a noticeable
effect on the earth.
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All matter has mass. Weight is actually the result of gravity pulling on the mass. The mass of an
object would remain the same on a different planet, but the weight of the object would vary
depending on the gravity of the planet. Additionally, the acceleration in which objects fall to a
planet is inherent to the planet. When ignoring air resistance, objects of varying masses and
weights all have the same acceleration of gravity on Earth (9.8 m/s/s).
When one object revolves around another, it is referred to as an orbit. The moon orbits the Earth
and the Earth orbits the sun. Many other planets within the solar system have moons that orbit
them. Additionally, all of the planets within our solar system orbit the sun. Humans have placed
objects in Earths orbit, including the International Space Station and many other satellites.
In accordance with the Law of Universal Gravitation, the mass of a satellite does not matter in
determining the satellites orbit. When the mass of the satellite changes, so does the magnitude
of the gravitational force. Furthermore, the change in gravitational force is directly proportionate
to the mass of the satellite. When creating equations to describe the acceleration of the satellite,
two equations will be used. These two equations consist of Newtons second law and the Law of
Universal Gravitation. The mass of the satellite will eventually cancel itself out of the equations
that are set equal to each other because both equations will contain the mass of the satellite;
showing how the mass of the orbiting object does not matter.
The closer two objects become to each other, the stronger the force of gravity is between the two
objects. The force of gravity increases at a squared factor as the distance decreases. As the more
massive object increases in mass, the time it takes for the less massive object to orbit the more
massive object decreases. The velocity of the less massive object increases as the more massive
object gains mass.
Student Practices
P1.1f: Predict what would happen if the variables, methods, or timing of an investigation were
changed.
P1.1D: Identify patterns in data and relate them to theoretical models
Students will focus on the structure of PEOE (Predict, Explain, Observe, Explain). For example,
students will use a program to simulate the orbit of the Earth around the sun. They will be asked
to predict changes to Earths orbit when the mass of the of the sun is altered and when the mass
of the Earth is altered. Students will have to explain their predictions using previous knowledge.
The students will then run the simulation with specified alterations and record their observations.
They must then explain the reasoning behind what they observed and how it was different or
similar to what they expected.
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Students will repeat this process with experiments they will perform in the classroom and
compare to the same experiment performed by astronauts on the International Space Station.
Objectives for Student Learning

Michigan Objective(s) Content
P1.1f: Predict what would happen if the variables, methods, or timing of an
investigation were changed.
Inquiry
P1.1D: Identify patterns in data and relate them to theoretical models
Identify
P3.6A: Explain Earth-moon interactions (orbital motion) in terms of forces.
Using
P3.6B: Predict how the gravitational force between objects changes when
the distance between them changes.
Using
P3.6C: Explain how your weight on Earth could be different from your
weight on another planet.
Using
P3.6d: Calculate force, masses, or distance, given any three of these

quantities, by applying the Law of Universal Gravitation, given the value of
G.
Using
P3.6e: Draw arrows (vectors) to represent how the direction and magnitude
of a force changes on an object in an elliptical orbit.
Using
Synthesized objectives
1. Define and apply the Law of Universal Gravitation to solve for force, mass, and distance
given the value of the universal gravitational constant (G).
2. Apply vectors (force with magnitude and direction) to gravity and orbits.
3. Investigate the difference between mass and weight.
4. Investigate the change in orbits with their corresponding forces when masses of objects
are altered.
Examples, observations, data

Dropping balls of different weights
Objectives covered
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Define and apply the Law of Universal Gravitation to solve for force, mass, and
distance given the value of the universal gravitational constant (G).
Apply vectors (force with magnitude and direction) to gravity.
Investigate the difference between mass and weight.
Procedure
Obtain two balls of different weights. Make sure one ball is quite heavier than the
other one, but as close to the same size as possible. Ask students which ball
would hit the ground first if dropped from equal heights. Pass the balls around the
class to allow students to make observations and predictions. When the students
have developed their hypothesis and justified their reasoning, perform the
experiment. Give students time to record what they saw and attempt to explain it.
Show students this video: https://www.youtube.com/watch?v=_mCC-68LyZM.
The video depicts the common misconceptions of weight, gravity, and free fall
using the the same experiment mentioned above. After watching this video, the
teacher should lead an in class discussion to gauge students understanding and
rationale pertaining to the experiment. Use the Law of Universal Gravitational to
prove why both balls hit the ground at the same time and help students
understand the results. Draw free body diagrams uses vectors to show the forces
acting on each ball.
Men on the moon
Objectives covered
Apply the Law of Universal Gravitation
Procedure
Show students the video https://www.youtube.com/watch?v=RMINSD7MmT4
that depicts men walking on the moon. Ask students to record what they
observed and compare how the astronauts movements may be different on Earth.
Encourage students to apply what they have learned in physics class to account
for the differences. Discuss the students idea as a class. Use the Law of
Universal Gravitation to justify the differences between what is observed on the
moon and what is observed on Earth. Be sure to point out that the mass of the
astronauts is constant and does not change. As a class, draw the free body
diagrams to represent the forces experienced by the astronauts caused by gravity
on the moon and on Earth.
Black holes
Objectives covered
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Procedure
Ask students to use their knowledge pertaining to the Law of Universal
Gravitation to predict what black holes are and how they come to be. Make a list
of the ideas the students have as a class. Show the video
(https://www.youtube.com/watch?v=3pAnRKD4raY) that breaks down the theory
of black holes and explains it at a high school level. After the video, the class
should revisit the list that was constructed and determine what on the list was
accurate and what was not. Have students brainstorm what would happen to our
solar system if the sun burnt out and became a black hole. What would happen to
the planets?
Computer simulation depicting orbits in regard to the sun, Earth, moon, and satellites.
Objectives covered:
Investigate the change in orbits with their corresponding forces when masses of
objects are altered.
Procedure:
Students will be given the opportunity to investigate the relationship between orbits,
force, and mass in a inquiry based computer simulation. The program used simulates the
orbit of the Earth around the sun, the moon around the Earth, and a satellite around the
Earth. The simulation will have diagrams that show the force vectors and students will
be asked to observe how the force vectors change when the radius of orbit changes.
Students will be asked to use the program to change the mass of the Earth and sun and
observe how the orbits would change. Students will make predictions and explain their
reasoning before changing the masses. Next students will manipulate the program,
observe what actually happened, and explain how their predictions were different than
what was observed. Students will be able to work in groups to formulate their hypothesis
on what the precise relationship is between mass and the radius of orbits.
(http://phet.colorado.edu/en/simulation/gravity-and-orbits)
The weight of an object varies from planet to planet.

Objectives covered:
Investigate the difference between weight and mass.
Procedure:
Students will use their previous knowledge of planets to predict whether their
weight will increase or decrease if they traveled from planet to planet. The
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teacher should use this activity to emphasize that the individuals mass will not
change, but their weight will. After making their predictions, student will read the
article (http://www.universetoday.com/35563/weight-on-other-planets/). This
article explains how the weight of an individual would change from planet to
planet based on planet mass and density.
Use of rockets to escape the Earths gravity.
Objectives covered:
Procedure:
Show students the video (https://www.youtube.com/watch?v=OnoNITE-CLc) and
ask them to explain the process of propelling a space shuttle to outer space. Ask
student to focus on why rockets are need and why they have to be so powerful.
Students should also be able to identify that the space shuttle has to overcome the
gravitational force being applied to it by the Earth. Students could share their
ideas within a small group and then share as a class.
Everything is effected by gravity (living things, air, water, etc.)
Objectives covered:
Procedure:
Have students brainstorm what life might be like if someone flipped a switch and
turned gravity off. How would some of their daily activities be affected? Allow
students to make a list and share with a small group. When the students have
finished, show them the video
(https://www.youtube.com/watch?v=nGfeJ3bRLcc) that depicts some daily
activities of astronauts in space (eating, drinking, brushing hair, static electricity,
sound, etc.)
Everything has gravity, including humans. However, ours is so small that it is negligible.
Objectives covered:
Procedure:
Students can be shown the history and basic principles behind the Cavendish
experiment, which was performed to define the universal gravitational constant.
Tides
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Objectives covered:
Apply vectors (force with magnitude and direction) to gravity and orbits.
Procedure:
The teacher can use the students previous knowledge with tides from middle
school earth science courses. (Students can watch video, view pictures, read
articles, and even view their middle school textbook) Students will also discuss
how tides can help create and maintain circular orbits.
Pendulum
Objectives covered:
Procedure:
This experiment can do be done over several class periods and students can be
make their own connection as a homework assignment or in class group work. A
simple pendulum can be made by students by attaching an object on a end of a
string. Students will be able to see for themselves that the period of oscillations is
independent of the mass of the object, but is only dependent on the length of a
string.
Astronauts falling towards Earth, but missing repeatedly
Objectives covered:
Procedure:
Astronauts are falling towards Earth, but missing Earth repeatedly. Students must
keep this in mind when comparing the experimental results that the students
received to the results that the astronauts received in the International Space
Station. Students will make the connection between an ever present gravitational
force and satellite orbits when they are asked to draw free bodies diagram
describing the forces on the satellite. Students will discuss the differences and
similarities between experiencing weightlessness and truly living in a universe
that would be free of gravity.
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III. Classroom Activities and Assessment

Assessment
Objective:
Assessment:
An astronaut has a mass of 61 kilograms. What is his weight in Newtons on planet Earth ( gravitational
acceleration = 9.8 m/s/s)?
The same astronaut travels to Mars. Mars has a gravitational acceleration of 3.7 m/s/s. What is the mass
and weight of the astronaut while he is on Mars?
Follow Up Questions:
Based on your calculations, does the mass of the astronaut change? Does the weight of the astronaut
change? Explain what principles account for the observed changes. (You can use free body diagrams to
illustrate your explanation).
Objective:
Apply the Law of Universal Gravitation to calculate force, mass, or distance.

Assessment:
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Use the Law of Universal Gravitation to calculate the the force exerted on each object in the above
diagram. Calculate the acceleration that each object will experience at this moment.
Follow Up Question:
How will the accelerations of each object change as time passes? For each object, make a free body
diagram.
Calculate the gravitational acceleration on a surface of a planet that is four times more massive
than earth and has a radius that is two times larger than earths radius. The gravitation
acceleration on earth is 9.8 m/s/s.
Bonus question: Calculate the gravitational force on an object that is at the center of the earth.
Objective:
Investigate the change in orbits with their corresponding forces when masses of objects are
altered.
Assessment:
How will the orbit of the Earth around the sun change if the Earth suddenly loses 58% of its
mass? How will the magnitude of the gravitational force between the sun and earth change?
(Think back to the simulation in class)
If the mass of the sun increases to the 3 times its current mass, how will the the orbit of the earth
change? How will the magnitude of the gravitational force between the sun and earth change?
(Think back to the simulation in class)
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Follow up question:
Use Newtons second law of motion to explain your answer.
Activities
Objectives
Define and apply the Law of Universal Gravitation to solve for force, mass, and distance
given the value of the universal gravitational constant (G).
Procedure
Obtain two balls of different weights. Make sure one ball is quite heavier than the other
one, but as close to the same size as possible. Ask students which ball would hit the
ground first if dropped from equal heights. Pass the balls around the class to allow
students to make observations and predictions. When the students have developed their
hypothesis and justified their reasoning, perform the experiment. Give students time to
record what they saw and attempt to explain it. Show students this video:
https://www.youtube.com/watch?v=_mCC-68LyZM. The video depicts the common
misconceptions of weight, gravity, and free fall using the the same experiment mentioned
above. After watching this video, the teacher should lead an in class discussion to gauge
students understanding and rationale pertaining to the experiment. Use the Law of
Universal Gravitational to prove why both balls hit the ground at the same time and
help students understand the results. Draw free body diagrams uses vectors to show the
forces acting on each ball.
Objective:

Procedure
The teacher will present various videos found at http://education.ssc.nasa.gov/massvsweight.asp.
Students will observe experiments performed on the International Space Station in a weightless
environment that demonstrates the differences between mass and weight. Students will repeat
these experiments in the classroom and compare and contrast their results to the results obtained
by the astronauts. Through inquiry based learning, students will make observations to develop a
better understanding of the differences between mass and weight.
http://education.ssc.nasa.gov/mvw_stretching_mass_video.asp
http://education.ssc.nasa.gov/mvw_accelerating_mass_video.asp
Objective
LEARNING TO TEACH
23
Investigate the change in orbits with their corresponding forces when masses of objects
are altered.
Procedure:
Students will be given the opportunity to investigate the relationship between orbits, force, and
mass in a inquiry based computer simulation. The program used simulates the orbit of the Earth
around the sun, the moon around the Earth, and a satellite around the Earth. The simulation will
have diagrams that show the force vectors and students will be asked to observe how the force
vectors change when the radius of orbit changes. Students will be asked to use the program to
change the mass of the Earth and sun and observe how the orbits would changed. Students will
make predictions and explain their reasoning before changing the masses. Next students will
manipulate the program, observe what actually happened, and explain how their predictions were
different than what was observed. Students will be able to work in groups to formulate their
hypothesis on what the precise relationship is between mass and the radius of orbits.
http://phet.colorado.edu/en/simulation/gravity-and-orbits
Objective
Apply the Law of Universal Gravitation to calculate force, mass, or distance.
Procedure:
Class will open with the teacher showing the students the video of astronauts walking on the
moon. The teacher will then transition and facilitate a scientific discussion to assess the students
understanding of gravity. This discussion will act as a pre-assessment and help identify common
misconceptions students may still have. The teacher will then present a PowerPoint to explain the
Law of Universal Gravitation to the students. The teacher will be able to reference the simulation
that students worked with in the prior class. Students will have already observed the effect of
gravity in orbits, and the Law of Universal Gravitation will allow students to organize their
finding algebraically. Particular attention by the teacher will be directed at clarifying that gravity
still exists on the International Space Station, but it experiences weightlessness because it
continuously falling towards Earth and missing. At the end of the PowerPoint, students will be
asked to apply what they have learned by answering various scientific problems related to the
Law of Universal Gravitation.
LEARNING TO TEACH
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Appendix C
Analyzing the Effectiveness of Guided Notes in an Online High School

Matthew Kobe
Michigan State University
LEARNING TO TEACH
25
Analyzing the Effectiveness of Guided Notes in an Online High School
At the beginning of the 2015-2016 school year, I was hired by an online public high
school to help increase student performance in science courses. I was specifically put in charge
to teach the biology courses, a class in which students had consistently underperformed year
after year. This pattern held true for the first several weeks I was there as 27% of my biology
students were failing the course. After speaking with many of these students, I quickly identified
a major problem. The students were not taking notes as they were progressing through the
lessons. Students claimed that they had not been taking notes for several reasons. Some of these
include: not being able to identify key ideas and vocabulary, lack of motivation, lack of
knowledge as to how to take notes, the time required to take notes, and because taking notes was
not required. Without notes, students were having a difficult time recalling information and did
not possess any resources to study from. This was having a direct effect on student performance
that was observed in their test and quiz scores.
Literature Review
The importance of note taking and its effect on student success has been documented by
academic researchers (Boyle, 2001; Carrier, 1983; Lazarus, 1996). Students are often exposed to
readings, discussions, and lectures in which they must sift through the material and record the
main points and key concepts (Kreiner, 1997; Seitz, 1997). The students will later be tested on
these points and concepts; thus, it is pivotal that the students record accurate and concise notes to
study from (Boyle, 2001). This skill will be developed throughout the students high school
careers and is necessary to be successful if and when they transition to college.
LEARNING TO TEACH
26
Research confirmed what my students had been telling me. Students refrain from taking
notes because it is time-consuming and/or they find it difficult to determine the pertinent
information to record (Stringfellow & Miller, 2005). These challenges are magnified for students
that have learning disabilities or are in special education programs (Hughes & Suritsky, 1994;
Suritsky & Hughes, 1991). Ultimately, these challenges are too much for the student to
overcome and result in the student abstaining from taking notes (Hamilton, Seibert, Gardner, &
Talbert-Johnson, 2000).
To help students overcome these challenges, educators have provided students with
guided notes (Cook, 2009). Guided notes are teacher-prepared handouts that guide a student
through a lecture with standard cues and prepared space in which to write the key facts, concepts,
and/or relationships (Heward, 1994, p. 304). Educators have successfully utilized guided notes
for students of all ages, abilities, ethnicities, and learning styles (Austin, Lee, Thibeault, Carr, &
Bailey, 2002; Hamilton, Seibert, Gardner, & Talbert-Johnson, 2000; Lazarus, 1991; 1993;
Patterson, 2005; Sweeney, Ehrhardt, Gardner, Jones, Greenfield, & Fribley, 1999).
Table A1. Characteristics of academic studies and their findings.

Authors, Year
Setting
Students
Findings
LEARNING TO TEACH
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Hamilton, Seibert,
Gardner, & TalbertJohnson, 2000
Medium security
detention center
Lazarus, 1991
General education
science classroom
7 African American
male students (1318 years old).
6 of 7 students
identified with a
learning disability
(IQs 81-119)
1 of 7 students
enrolled in general
education
5 males, 1 female
(16-17 years old)
Lazarus, 1993
General education
in urban high
school
Patterson, 2005
General education
4th grade science
classroom
Sweeney, Ehrhardt,
Gardner, Jones,
Greenfield, & Fribley,
1999
American history
summer course in
an urban high
school
Mean quiz score:

42%71%
Accuracy of notes:
35.7%84.6%
6 of 7 students
preferred using
guided notes
Mean test score

range: 1438%57-66%
Teacher reported an
increase in student
engagement
5 males, 1 female
(16-17 years old)
4 of 6 students
identified with a
learning disability
(IQs 90-110)
1 of 6 students
identified with a
behavioral disorder
Mean test score

range: 2540%59-85%
8 African American
males (9-10 years
old)
7 of 8 students
identified with a
behavioral disorder
1 of 8 students
identified with a
learning disability
Mean quiz score:

33%91%
Accuracy of notes:
64%95%
Teacher reported an
increase in student
engagement
3 female students
1 of 3 students had
a developmental
disability
2 of 3 students were
enrolled in an ESL
program
Mean quiz score:

36%64%
3 of 3 students
preferred guided
notes
LEARNING TO TEACH
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Table 1 summarizes a few of the studies that were analyzed for this proposal. The
purpose of Table 1 is to highlight the key aspects of each study. These include the setting,
students, and academic gains observed by employing guided notes.
The settings in which guided notes have been successfully utilized include: urban high
school, elementary school, summer school, and juvenile detention. This variation in the settings
of the study suggests that regardless of the setting, the use of guided notes can increase student
performance (Konrad, Joseph, & Eveleigh, 2009). This makes me optimistic that using guided
notes in an online setting has a high chance of increasing student performance.
Table 1 also shows that regardless of the types of students using the guided notes, they
always show an increase in academic performance. These studies were performed on students
ranging in age from 9-17 years old. These students included: males, females, general education
students, special education students, students with learning disabilities, students with behavioral
disorders, and ESL students. Even with the broad range of students and the challenges that they
face, guided notes consistently increased student performance (Konrad, Joseph, & Eveleigh,
2009). It is encouraging to see that guided notes were used effectively on all variations of
students, as I have students that face a wide variety of challenges.
Lastly, Table 1 shows the vast impact that guided notes had on student performance.
Often, students scores almost doubled by simply implementing guided notes. This, in and of
itself, provides evidence that suggests guided notes should be used in all classrooms.
Furthermore, guided notes also increased note taking accuracy and student engagement. Many of
the students reported that they preferred guided notes over taking notes by themselves (Konrad,
LEARNING TO TEACH
29
Joseph, & Eveleigh, 2009). These added gains are additional arguments for the implementation
of guided notes.
However, it is important to be cognizant of the limitations of the studies presented in
Table 1. One of these limitations is it is unclear how the students were tested or how their guided
notes were formatted. It is possible that teachers simply created assessments that reflected the
students ability to memorize information. Nowadays, teachers assess student understanding
based on a demonstration of standards. Because of this, we need to be cautious of how the
guided notes are utilized and how students are assessed.
Research Context
The biggest difference between these studies and my action research plan is the setting in
which the guided notes will be utilized. My action research plan will be carried out at an online
public charter high school (grades 9-12) that is funded and overseen by Central Michigan
University. There are about 800 students at the school with ages ranging from 14-19 years old.
As it is an online school, the students are spread out across the state of Michigan. Some students
live in large urban areas like Flint and Detroit, while others live in rural areas in the northern
Upper Peninsula. The ethnic diversity at the school is as follows: 7% Hispanic or Latino, 7%
multiple races, 13% African-American, 71% White, 1% Asian, 1% American Indian or Alaskan
Native, and 0% Native Hawaiian or other Pacific Islander. The student body comprises of 61%
females and 39% males. The school is listed as a Title One school, with 55% of families that
qualify for free or reduced lunches, 31% that did not qualify, and 14% that refused to report their
income.
LEARNING TO TEACH
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The academic level ranges greatly from student to student. Some of the students at the
school have a 4.0 GPA, consistently score in the upper percentile in state testing, and are offered
scholarships by top universities in the country, such as Harvard, Yale, Stanford, etc. However,
many other students have enrolled because they have been unsuccessful in a traditional brick and
mortar high school. They transfer to the school with no high school credit, even though they have
been attending high school for a year or more. Every student has a different situation that can
include lack of motivation, learning disabilities, medical disabilities, teen pregnancy,
dysfunctional family life, poverty, etc.
The curriculum that is used is developed by Pearson Education. The curriculum utilizes
many different forms of media to keep students engaged. Students are often redirected to outside
sources to read articles, watch movies, take part in models/simulations, etc. The curriculum
includes an online text book containing questions and worksheets that allow the students to
practice what they are learning. The teachers have limited control over the curriculum and are
only allowed to modify 25% of each course. Instead, their role is to use Live Lessons to
supplement the curriculum and support student learning. Live Lesson attendance ranges from
one student to as many as 70 students. These sessions take place over the internet and resemble
an academic version of Skype in which teachers have access to an electronic white board, screen
sharing, document sharing, poll taking, etc. Live Lessons are done in small groups and/or oneon-one with students. Due to the inability of teachers to meet with students face-to-face, heavy
emphasis is placed on Live Lessons and student attendance is strongly encouraged, but not
required.
Study Methods
LEARNING TO TEACH
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The research question that I plan to investigate is: How will the implementation of guided
notes affect student perception and academic performance in an online setting? To do this, I will
focus on the 175 students enrolled in my spring semester Biology B course. For most of these
students, this will be their second semester at this school. However, there are others who have
been at the school for longer and may be retaking the course because they were unsuccessful in
passing it the first time they took it. Others have recently transferred and this will be their first
semester in an online setting. The majority of the students are 14 or 15 years old and considered
freshmen academically, but some may be as old as 18. These students will not know that they are
part of the action research project. No permission will be necessary, as the students will not be
subjected to any abnormal school-related experiences or materials. The action research project
will continue throughout the semester, but will be evaluated constantly.
Group A will consist of 20 students selected at random from a list of students that failed
the first semester of biology. These students will have their Personal Learning Plan (PLP)
adjusted to include the use of guided notes for their biology class. These students will be
required to use the guided notes for the second semester of biology. Their progress and use of the
guided notes will be monitored closely. Students will be instructed by their teacher as to how to
properly use the guided notes for the first unit. After the first unit, the teacher will start to fade
away explicit instruction and allow the students to use the notes on their own. Before a student
can take the unit exam, he/she must show the teacher their completed guided notes. This is
another checkpoint to ensure that the students are indeed using the guided notes.
Group B will consist of 20 students selected at random from a list of students that failed
the first semester of biology. These students will not have their PLP adjusted to include the use
of guided notes. Instead, they will continue through second semester just as they did in the first
LEARNING TO TEACH
32
semester. They will be treated as every other student in the class. It is important to note that
neither group will receive any additional instruction that is not made available to all other
students. Group A will serve as an experimental group, where each student will receive guided
notes. Group B will serve as the control group, where each student will take their own notes. It is
important to note that the students previous semester scores in their Biology A course will be
used as baseline data for the analysis portion of this study.
Analysis
At the end of the semester, the following ANOVA (a statistical test used to determine if a
statistically significant difference exists between the means of three or more data sets) will be
performed to test for significance between:
1. Group A first semester test and quiz scores vs. Group A second semester test and
quiz scores. If the results are not statistically significant, this would suggest that
guided notes had no effect on Group As performance from first semester to
second semester. If the results are statistically significant, data will indicate a
change in academic performance in Group A from first semester to second
semester. The change may be caused by the implementation of guided notes.
2. Group B first semester test and quiz scores vs. Group B second semester test and
quiz scores. If the results are not statistically significant, this would imply that
Group Bs academic performance was consistent from semester to semester.
Statistically significant data would indicate that some other variable, besides the
variation in notes, caused a change in student performance, as Group Bs type of
note taking will be held constant from first semester to second semester.
LEARNING TO TEACH
33
3. Group A first semester test and quiz scores vs. Group B first semester test and
quiz scores. If the results are not statistically significant, this would suggest that
Group As and Group Bs academic performance are equal when provided with
the same type of notes. If the results are significant, this would imply that Group
A and Group B are not academically equivalent.
4. Group A second semester test and quiz scores vs. Group B second semester test
and quiz scores. If the results are not statistically significant, this would suggest
that the type of notes does not have an impact on student performance. If the
results are statistically significant, this would suggest that the type of notes does
affect student performance.
A survey will also be given to the two groups of students (see Appendix A). The survey
will ask students to rank statements in an attempt to assess students perception of their biology
knowledge, the difficulty level of the course, and their attitude toward taking notes. The purpose
of this survey is to determine if guided notes affect the way students feel toward note taking and
their biology course. A Students t-test (a statistical test used to determine if a statistically
significant difference exists between the means of two data sets) will be performed comparing
Group As and Group Bs answers for each question in order to test for significant differences in
students perceptions of their biology course and the use of notes within the course among the
two test groups.
Action Plan
After the study has been carried out and the data has been analyzed, the findings will be
reported to determine whether or not guided notes should be provided to all students. Based on
LEARNING TO TEACH
34
the research that has already been done, I hope to see a massive increase in student performance
by implementing the use of guided notes within my biology course. If this is the case, I will
begin to provide all of my students with guided notes. I will also be sure to report my findings to
my fellow teachers and administrators in hopes that they too will adopt this practice and help
students reach their full academic potential.
LEARNING TO TEACH
35
References
Austin, J.L., Lee, M.G., Thibeault, M.D., Carr, J.E., & Bailey, J.S. (2002). Effects of guided
notes on university students responding and recall of information. Journal of Behavioral
Education, 11, 243-254.
Boon, R.T., Foce, C. & Rahseed, S. (2007). Students attitudes and perceptions toward
technology-based applications and guided notes instruction in high school world history
classrooms. Reading Improvement, 44(1), 23.
Boyle, J.R. (2001). Enhancing the note-taking skills of student with mild disabilities.
Intervention in School and Clinic, 36, 221-224.
Carrier, C. (1983). Notetaking research: Implications for the classroom. Journal Instruction
Development, 6, 19-26.
Cook, S.L. (2009). Accommodations and modifications: Help your child access general
curriculum. Learning Abled Kids.
Hamilton, S.L., Seibert, M.A., Gardner, R. & Talbert-Johnson, C. (2000). Using guided notes to
improve the academic achievement of incarcerated adolescents with learning and
behavior problems. Remedial and Special Education, 21(3), 133-140.
Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student
response during group instruction. In R. Gardner, D.M. Sainato, J.O. Cooper, T.E. Heron,
W.L. Heward, J. Eshleman, & T.A. Grossi (Eds.), Behavior analysis in education: Focus
on measurably superior instruction (pp. 283-320). Monterey, CA: Brooks/Cole.
Hughes, C.A. & Suritsky, S.K. (1994). Note-taking skills of university student with and without
learning disabilities. Journal of Learning Disabilities, 27, 20-24.
LEARNING TO TEACH
36
Konrad, M., Joseph, L.M., & Everleigh, E. (2009). A meta-analytic review of guided
notes. Education and Treatment of Children, 32(3), 421-444.
Konrad, M., Joseph, L.M., & Itoli, M. (2010). Using guided notes to enhance instruction for all
students. Intervention in School and Clinic, 46(3), 131-140.
Kreiner, D.S. (1997). Guided notes and interactive methods for teaching with videotapes.
Teaching of Psychology, 24, 112-127.
Lazarus, B.D. (1991). Guided notes, review, and achievement of secondary students with
learning disabilities in mainstream content courses. Education and Treatment of
Children, 14, 112-127.
Lazarus, B.D. (1993). Guided notes: Effects with secondary and post secondary students with
mild disabilities. Education and Treatment of Children, 16, 272-289.
Lazarus, B.D. (1996). Flexible skeletons: Guided notes for adolescents with mild disabilities.
Teaching Exception Children, 28, 36-40.
Patterson, K.B. (2005). Increasing positive outcomes for African American males in special
education with the sue of guided notes. Journal of Negro Education, 74, 311-320.
Seitz, E.R. (1997). Using media presentation to teach notetaking, main idea, and summarization
skills. Journal of Adolescent & Adult Literacy, 40, 562-563.
Stringfellow, J.L. & Miller, S.P. (2005). Enhancing student performance in secondary
classrooms while providing access to the general education curriculum using lecture
format. TEACHING Exceptional Children Plus, 1(6), 2-16.
Suristsky, S.K. & Hughes, C.A. (1991). Benefits of note-taking: Implications for secondary and
postsecondary students with learning disabilities. Learning Disabilities Quarterly, 14, 718.
LEARNING TO TEACH
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Sweeny, W.J., Ehrhardt, A.M., Gardner, R., Jones, L. Greenfeild, R. & Fribley, S.(1999). Using
guided notes to with academically at-risk students during a remedial summer social
studies class. Psychology in the Schools, 36(4), 305-318.
End of Semester Survey

1. I understand the concepts presented in my biology class during the second
semester.
1
Disagree
Neutral
5
Agree
Comments:
2.
Using notes helped me understand the concepts presented in my biology class during
the second semester.
1
Disagree
Neutral
5
Agree
Comments:
3.
The second semester of biology was easier than the first semester of biology.
1
LEARNING TO TEACH
38
Disagree
Neutral
Agree
Comments:
4.
I enjoyed taking notes in my biology class.

1
Disagree
Comments:
3
Neutral
5
Agree
LEARNING TO TEACH
39
Appendix D
A Critical Analysis of Michigans High School Content Expectations: Science

By: Matthew Kobe
TE 822: Issues of Culture in Classrooms and Curriculum
June 1, 2014
Running Head: LEARNING TO TEACH
40
The state of Michigan has accomplished a tremendous task constructing the High School
Content Expectations: Science (HSCE). These standards were established in 2006 in a
collaborative effort between Governor Jennifer Granholm, the State Board of Education, and the
State Legislature in an attempt to equip all of Michigans high school graduates with the
knowledge and skill needed to succeed in the 21st Century. The standards were finalized after
the team performed extensive research in high schools, universities, businesses, industries, and
scholarly articles in an attempt to identify universal content and standards (Michigan Department
of Education, 2006).
Standards can be found under the following four disciplines: earth science, biology,
physics, and chemistry. Each standard consists of three parts. The first part is a statement that
describes how students who meet that standard will engage in identifying, using, inquiry, or
reflecting for that topic. The second part of the standard consists of content statements that
describe prerequisite, essential, core, and recommended science content important to
understanding that standard (Michigan Department of Education, 2006). Prerequisite science
content is defined as content that all students should bring as a prerequisite to high school
science class. Essential science content is defined as content that all high school graduates
should master. Core science content is defined as content that high school graduates need for
more advanced study in the discipline and for some types of work. Recommended science
content is defined as content that is desirable in preparation for more advanced studying in the
discipline, but is not required for credit.
The third part of the standard consists of performance
expectations that describe performances for that standard (Michigan Department of Education,
2006). The Michigan High School Content Expectations outline the minimum requirements that
all students are required to know and be able to do before graduating high school.
LEARNING TO TEACH
41
The HSCE are based on the intellectual development design, but are interlaced with
school subject design and hidden design. Intellectual development design focuses on building a
fundamental understanding of concepts and relationships in the learner. The goal of this is not
only to provide students with fundamental knowledge, but also to enable students to connect and
apply this knowledge to solve problems (Thornton, 2010). School subject design refers to the
process in which some academic disciplines are altered or removed from a curriculum to make
room for other disciplines that are deemed more important based on the current way of thinking.
Hidden design refers to goals or objectives that are not directly taught, but are implicitly learned
by students (Thornton, 2010).
These three design types can clearly be seen in the statement made by the developers of
the HSCE in an attempt to summarize their beliefs. The statement reads as follows:
Students who have useful and connected knowledge should be able to
apply knowledge in new situations; to solve problems by generating new
ideas; to make connections among what they read and hear in class, the
world around them and the future; and through their work, to develop
leadership qualities while still in high school. In particular, high school
graduates with useful and connected knowledge are able to engage in four
key practices of science literacy (identifying science principals, using
science principals,
scientific inquiry,
and
reflection
and
social
implications) (Michigan Department of Education, 2006).

This summary clearly states that the developers are attempting to facilitate a learning style that
will provide students with the ability to take what they learn and apply it in the future. More
emphasis is being placed on application and understanding, and less on memorization.
LEARNING TO TEACH
42
As stated earlier, the content of the HSCE are based on present day research of high
schools, university, businesses, and industries. This means that the curriculum has been founded
on disciplines and topics that are central to society today, as well as in the near future. This
foundation is an example of school subject design. The goal that students will develop
leadership qualities throughout this curriculum is an example of a hidden design. The developers
are hoping that these students will implicitly develop these skills throughout their high school
career. The incorporation of these three different curriculum designs provides great strength and
validity to the HSCE.
While the HSCE are an excellent start to raising the level of education received in the
state of Michigan, the expectations fail to address critical problems in the education system. For
example, they do not attempt to provide a solution for the achievement gap or education debt
described by Gloria Ladson-Billings in her writing titled From the Achievement Gap to the
Education Debt: Understanding Achievement in the U.S. Schools. The achievement gap refers
to the observed, persistent disparity of educational measures between groups of students,
especially groups defined by socioeconomic status, race, ethnicity, and gender (Ladson-Billings,
2006). This gap can be observed on a variety of measures, including standardized test scores,
grade point average, dropout rates, college enrollment, and completion rates. Ladson-Billings
defines the education debt as the discrepancy between whites and minorities that has
accumulated over time via historical, economic, sociopolitical, and moral components (LadsonBillings, 2006). It is educational debt accumulated due to the negligence of addressing the
achievement gap. The HSCE make no attempted to address the achievement gap or education
debt.
LEARNING TO TEACH
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Another issue that goes unaddressed in the HSCE is how to identify and incorporate the
various cultures present in the classroom. In another article written by Ladson-Billings, she
emphasizes the importance of bringing education to culture, instead of bringing culture to
education. She explains the importance of the students ability to relate to the material being
taught. In order to do this, the cultures in the classroom need to be identified (Ladson-Billings,
2006). In the article Culture in Society and in Educational Practices, Fredrick Erickson attempts
to define culture. He argues that culture is everywhere and consists of knowledge, beliefs, art,
morals, laws, customs, and any other capabilities and habits acquired by man as a member of
society (Erickson, 2009). He also states in its scope and distribution, culture is personal,
familial, communal, institutional, societal, and global. Erickson believes that every person is
multicultural, consisting of a unique recipe of cultures encounter throughout their lives
(Erickson, 2009). Using Ericksons definition of culture, it is pivotal to be able to identify and
adapt the HSCE to ensure each and every student is able to learn all of the standards regardless
of their culture.
Because the HSCE do not supply or define the techniques and skills necessary to
successfully teach the material, this responsibility falls on the teachers. The HSCE are written to
include all students, so the teacher must also teach in a way to include all students. Teachers
must teach in a way that is not only relatable and interesting, but be able to identify and be
sensitive to the array of cultures in the classroom. Not every student is going to learn the same
way. Not every student comes from the same background. Different students face different
challenges every day. Teachers must be willing to, and know how to, adapt their teaching style
to meet the needs of every student. Currently, too many students are being allowed to pass
through high school without achieving a complete education. Explanations as to why this is
LEARNING TO TEACH
44
allowed to happen vary, but are often related to race, culture, language, or socioeconomics. The
HSCE outline the topics that are important for students to learn, but it is the teachers
responsibility to ensure the students are successful.
The HSCE are a great foundation of the essential knowledge that must be obtained by
high school graduates, but they fail to emphasize topics that are critically important in the future
for students and Earth as a whole. For example, in the current HSCE, Standard B3.4x: Human
Impact is listed as a core science content topic (Michigan Department of Education, 2006). This
implies that only the high school students who plan on working in this field or furthering their
education in the field of biology should be required to know this information. Moreover, the
subtopics found within Standard B3.4x are written as follows: B3.4d: Describe the greenhouse
effect and list possible causes and B3.4e: List the possible causes and consequences of global
warming (Michigan Department of Education, 2006). While the subtopics that are listed are
extremely important, they fail to provide a complete understanding of the topic. One major flaw
is that they only mention global warming as a human impact. The subtopics never mention three
of the most severe human impacts on biodiversity: habitat destruction and degradation,
introduction of exotics species, and overexploitation. Additionally, there seems to be one
imperative subtopic missing that should be focused on small and large scale solutions to the
problems caused by human impact on ecosystems and biodiversity. Without these additional
subtopics as pieces to the human impact puzzle, students will not be given the opportunity to see
the whole picture. It is of utmost importance that Standard B3.4x: Human Impact is
recategorized as essential knowledge that all high school students must obtain before they
graduate. Furthermore, it is essential that additional subtopics are added on to the current
standard that emphasize other human impacts such as overexploitation, introduction of exotic
LEARNING TO TEACH
45
species, and habitat destruction and degradation. Lastly, a subtopic that focuses on solutions to
the problems caused by human impacts on the ecosystem and biodiversity is pivotal to conserve
the planet for the future generations. When all students are given the opportunity to see the
destructive impact humans are having on the earth and given the tools to identity and fix the
problems, only then will conservation efforts be successful.
The implementation of the HSCE is a pivotal step in the attempt to improve secondary
education in Michigan. It is unfathomable to think that these standards would be viewed in a
completely negative manner. This is not to say that these standards will be easily achieved and
are perfect in the way they are currently written. In reality, the opposite is true. To achieve these
standards is going to be extremely difficult. School districts may need to be examined and
restructured. Teachers may be required to put forth a stronger effort. Some teachers may need
to examine and redevelop their teaching techniques. Other teachers may need to expand their
own knowledge. Students may need additional help learning certain material. The standards
may need to be revisited from time to time and altered to keep up with societys expectations and
the economy. There will be a tremendous amount of obstacles in the near future. However, this
should not avert any schools from adopting these standards as quickly as possible. If educators
strive to achieve the goals set forth by the HSCE, many great things can happen. No longer will
there be students that fall through the cracks. All students will achieve a basic understanding of
science. This would allow students of all races, cultures, genders, and social class to have an
opportunity to succeed throughout their lives. Science and technology would have the potential
to grow like never before. This growth would result in the creation of countless jobs, allowing
the United States economy to become the power it once was years ago. Unemployment and
LEARNING TO TEACH
46
poverty would be greatly reduced. Society would be reformed and shaped in a way that is only
imaginable today.
Works Cited
Erickson, F. (2009). Culture in society and in educational practices. In Banks, J. A., & Banks, C.
A. M. (Eds.). Multicultural education: Issues and perspectives. (pp. 33-56). John Wiley
& Sons.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant
pedagogy. Theory Into Practice, 34(3), 159-165.
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding
achievement in US schools. Educational researcher, 35(7), 3-12.
Michigan Department of Education. (2006). High school content expectations: Science.
Thornton, S.J. (2010). Curriculum design. In Kridel, C. (Ed). Encyclopedia of Curriculum
Studies (pp. 199-202). Thousand Oaks, California: SAGE Publications, Inc
LEARNING TO TEACH
47
Appendix E
Danielson Observation Form

Educator: Matt Kobe
School: City Middle High School
Grade Level(s) / Subject:
Biology Freshman
Observer: Mike Bertsch and Anthony
Date: 4/21/15
Start
Time: 1:14 End Time: 2:02
Summary of Lesson:
Students watched Crash Course - Taxonomy as a review of the taxonomy unit. Students were
then introduced to dichotomous keys and were required to apply the concepts to practice
worksheets in class. Students will be required to demonstrate their understanding while
completing their taxonomy project.
Domain 1: Planning and Preparation
Component
Unsatisfactory
Novice/Needs
Improvement
Proficient
Excellent
The educators plans and

The educators
practice reflect extensive
plans and practice
knowledge of the content
reflect solid
and the structure of the
knowledge of the
discipline. The educator
content, prerequisite actively builds on
relationships
knowledge of prerequisites
between important
and misconceptions when
describing instruction or
concepts, and the
seeking causes for student
instructional
misunderstanding.
practices specific to
that discipline.
Proficient - Matt was able to provide outside sources that supplement the material (Crash Course Video) they are covering in class.
Wrapping up the video he was able to further explain the video and connect the new content to the content recently covered. The class
recently covered evolution, and Matt connected the varying traits, needing to be classified, by connecting it to their knowledge of
evolution. Also, in the worksheet, there was a question asking the students to apply their knowledge of insect and their traits to break
down the phylum insectica into three orders based on characteristics.
1a
Demonstrating
Knowledge of
Content and
Pedagogy

practice display little
knowledge of the content,
prerequisite relationships
between different aspects
of the content, or the
instructional practices
specific to that discipline.
1b
Demonstrating
Knowledge of
Students
The educator demonstrates

little or no knowledge of
students backgrounds,
cultures, skills, language
proficiency, interests, and
special needs, and does not
seek such understanding.

practice reflect some
awareness of the
important concepts in the
discipline, prerequisite
relationships between
them, and instructional
practices specific to that
discipline.
The educator actively seeks

The educator
knowledge of students
actively seeks
backgrounds, cultures,
knowledge of
skills, language proficiency,
students
interests, and special needs
backgrounds,
from a variety of sources,
cultures, skills,
and attains this knowledge
language
for individual students.
proficiency,
interests, and
special needs, and
attains this
knowledge for
groups of students.
Proficient - At the beginning of the hour, he acknowledged that he knows that students are periodically absent around this time of year
due to the M-STEP testing. He said that deadlines are more flexible than normal because of this, and that if you need more
review/help, he is still willing to review with them after school. He also was able to direct his attention as the students were working on
worksheets to the students who would need more clarification or explanation.
Component
1c
The educator indicates the

importance of
understanding students
backgrounds, cultures,
skills, language
proficiency, interests, and
special needs, and attains
this knowledge for the
class as a whole.
Unsatisfactory
Novice/Needs
Improvement
Proficient
Instructional outcomes are
Instructional outcomes are of
Instructional outcomes
Excellent
Instructional outcomes
LEARNING TO TEACH
48
Setting
Instructional
Outcomes
unsuitable for students,

represent trivial or lowlevel learning, or are
stated only as activities.
They do not permit viable
methods of assessment.
moderate rigor and are

suitable for some students,
but consist of a combination
of activities and goals, some
of which permit viable
methods of assessment.
They reflect more than one
type of learning, but the
educator makes no attempt
at coordination or integration.
are stated as goals

are stated as goals that
reflecting high-level
can be assessed,
learning and
reflecting rigorous
curriculum standards.
learning and curriculum
They are suitable for
standards. They
most students in the
represent different types
class, represent
of content, offer
different types of
opportunities for both
learning, and can be
coordination and
assessed. The
integration, and take
outcomes reflect
account of the needs of
opportunities for
individual students.
coordination.
proficient - At the beginning of the lesson, he said that students should be able to write a scientific name, and will be able to make their
own dichotomous key. The outcomes were very assessable. They will be working on a worksheet using real and fake scientific names,
and going back and forth. The students will also be able to make their own dichotomous key, showing how well they understand the
process.
1d
Demonstrating
Knowledge of
Resources
The educator
demonstrates little or no
familiarity with resources
to enhance own
knowledge, to use in
teaching, or for students
who need them. The
educator does not seek
such knowledge.
The educator demonstrates

some familiarity with
resources available through
the school or district to
enhance own knowledge, to
use in teaching, or for
students who need them.
The educator does not seek
to extend such knowledge.
The educator is fully

aware of the
resources available
through the school or
district to enhance
own knowledge, to
use in teaching, or for
students who need
them.
The educator seeks out

resources in and beyond
the school or district in
professional
organizations, on the
Internet, and in the
community to enhance
own knowledge, to use in
teaching, and for
students who need them.
excellent - Crash Course video shown as an introduction demonstrated that Matt researches
various resources to compliment the material his students are learning in class.
1e
Designing
Coherent
Instruction
The series of learning

experiences is poorly
aligned with the
instructional outcomes
and does not represent a
coherent structure. The
experiences are suitable
for only some students.
The series of learning

experiences demonstrates
partial alignment with
instructional outcomes, some
of which are likely to engage
students in significant
learning. The lesson or unit
has a recognizable structure
and reflects partial
knowledge of students and
resources.
The educator
coordinates
knowledge of content,
students, and
resources to design a
series of learning
experiences aligned to
instructional outcomes
and suitable to groups
of students. The
lesson or unit has a
clear structure and is
likely to engage
students in significant
learning.
The educator coordinates

knowledge of content,
students, and resources
to design a series of
learning experiences
aligned to instructional
outcomes, differentiated
where appropriate to
make them suitable for
all students and likely to
engage them in
significant learning. The
lesson or units structure
is clear and allows for
different pathways
according to student
needs.
proficient - Students started studying evolution a couple of weeks ago, which then transitioned into
evidence for evolution (fossil records), and tying together how genetics make traits, and those
traits are selected for in various environments based on what is advantageous or not. After all of
that, they are now covering taxonomy, which is the classification of organisms based on their
traits.
Component
1f
Designing
Student
Assessments
Unsatisfactory
Novice/Needs
Improvement
Proficient
The educators plan for

assessing student learning
contains no clear criteria or
standards, is poorly aligned
with the instructional
outcomes, or is inappropriate
for many students. The
results of assessment have
minimal impact on the

student assessment is
partially aligned with the
instructional outcomes, is
without clear criteria, and is
inappropriate for at least
some students. The
educator intends to use
assessment results to plan
The educators plan

for student
assessment is
aligned with the
instructional
outcomes, uses clear
criteria, and is
appropriate for the
needs of students.
The educator intends
Excellent
student assessment is
fully aligned with the
instructional outcomes,
with clear criteria and
standards that show
evidence of student
contribution to their
development.
Assessment
LEARNING TO TEACH
design of future instruction.
49
for future instruction for the
class as a whole.
to use assessment
results to plan for
future instruction for
groups of students.
methodologies may have

been adapted for
individuals, and the
educator intends to use
assessment results to
plan future instruction for
individual students.
excellent - The assessment of having a dichotomous key to make on their own will be a really
good application of what they learned during the video. The objective of being able to use and
create dichotomous keys is easily seen in both of the assessments. For the first worksheet having
them use a di key to classify alien looking creatures. For the second part of the objective, it was
met by the project that will be ongoing in the next few days.
Domain 2: The Classroom Environment
Component
Unsatisfactory
Novice/Needs
Improvement
2a
Creating an
Environment of
Respect and
Rapport
Classroom interactions, both

between the educator and
students and among
students, are negative,
inappropriate, or insensitive
to students cultural
backgrounds, and
characterized by sarcasm,
put-downs, or conflict.
Classroom interactions, both

between the educator and
students and among
students, are generally
appropriate and free from
conflict, but may be
characterized by occasional
displays of insensitivity or
lack of responsiveness to
cultural or developmental
differences among students.
Proficient
Excellent
Classroom
interactions, both
between educator and
students and among
students, are polite
and respectful,
reflecting general
warmth and caring,
and are appropriate to
the cultural and
developmental
differences among
groups of students.
Classroom interactions
among the educator
and individual students
are highly respectful,
reflecting genuine
warmth and caring and
sensitivity to students
cultures and levels of
development.
Students themselves
ensure high levels of
civility among
members of the class.
Proficient - As Matt started the class the students showed respect for him in the way they quieted
down to listen to what he had to say. They were also attentive to the direction to remain quiet
during the video, and later to work well with their groups. Anthony and I were sitting in student
seats and were able to listen to productive conversations of students. Matt was able to remind
them to continue work if they were off task.
Component
2b
Establishing a
Culture for
Learning
Unsatisfactory
Novice/Needs
Improvement
Proficient
The educators attempts to

create a culture for learning
are partially successful, with
little educator commitment to
the subject, modest
expectations for student
achievement, and little
student pride in work. Both
educator and students
appear to be only going
through the motions.
The classroom
culture is
characterized by high
expectations for most
students and
genuine commitment
to the subject by both
educator and
students, with
students
demonstrating pride
in their work.
Excellent
High levels of student

energy and educator
passion for the subject
create a culture for
learning in which
everyone shares a belief
in the importance of the
subject and all students
hold themselves to high
standards of
performancefor
example, by initiating
improvements to their
work.
When watching a video about taxonomy (~10 minutes), students were facing the screen, not talking, and not distracted by their cell
phones. Students were also on task when working on the assignment (majority of discussion was about the assignment and solving the
problems posed to them, minimal off task discussion).
2c
Some instructional time is
Students contribute to
Much instructional time is
Little instructional
lost because classroom
the seamless operation
Managing
lost because of inefficient
time is lost because
routines and procedures for
Classroom
classroom routines and
of classroom routines of classroom routines
transitions, handling of
and procedures for
Procedures
procedures for transitions,
and procedures for
supplies, and performance of
transitions, handling of
handling of supplies, and
transitions, handling
The classroom environment
conveys a negative culture
for learning, characterized
by low educator
commitment to the subject,
low expectations for student
achievement, and little or
no student pride in work.
LEARNING TO TEACH
performance of noninstructional duties.
50
non-instructional duties are
only partially effective.
of supplies, and
performance of noninstructional duties,
which occur
smoothly.
supplies, and
performance of noninstructional duties.
Evidence:
proficient: Students knew when it was appropriate to talk and when it wasnt, along with when to
turn in the assignment. There was a little bit of lost time toward the beginning of the class.
However this is most likely due to the irregular schedule. Some students trickled in late from the M
STEP, and he needed to catch them up as they came in. It could have helped to have a system in
place for students coming in late to know what to do without interrupting the flow of the class.
2d
Managing
Student
Behavior
There is no evidence that

standards of conduct have
been established, and little
or no educator monitoring
of student behavior.
Response to student
misbehavior is repressive or
disrespectful of student
dignity.
It appears that the educator

has made an effort to
establish standards of
conduct for students. The
educator tries, with uneven
results, to monitor student
behavior and respond to
student misbehavior.
Standards of conduct are

clear, with evidence of
student participation in
setting them. The
educators monitoring of
student behavior is subtle
and preventive, and the
educators response to
student misbehavior is
sensitive to individual
student needs. Students
take an active role in
monitoring the standards
of behavior.
Proficient: When handed the assignment, students worked together to answer the questions on the worksheets. students were well
behaved throughout the lesson. The only corrections to behavior was to remind students to pay attention to the video.
Component
Unsatisfactory
Novice/Needs
Improvement
2e
Organizing
Physical Space
The physical environment

is unsafe, or some
students dont have access
to learning. There is poor
alignment between the
physical arrangement and
the lesson activities.
The classroom is safe, and

essential learning is
accessible to most students;
the educators use of physical
resources, including computer
technology, is moderately
effective. The educator may
attempt to modify the physical
arrangement to suit learning
activities, with partial success.
Standards of conduct
appear to be clear to
students, and the
educator monitors
student behavior
against those
standards. The
educator response to
student misbehavior
is appropriate and
respects the
students dignity.
Proficient
Excellent
The classroom is safe,

The classroom is safe,
and the physical
and learning is
environment ensures
accessible to all
the learning of all
students; the educator
students, including
ensures that the
those with special
physical arrangement
needs. Students
is appropriate for the
contribute to the use or
adaptation of the
learning activities. The
physical environment to
educator makes
advance learning.
effective use of
Technology is used
physical resources,
skillfully, as appropriate
including computer
to the lesson.
technology.
excellent: Students sit at tables that are set up in small groups (4 people). They can face each other and the front of the classroom. The
tables are big enough for working space, and to have a shared space between table partners. The class is very clean and organized. I
notice there was a few chemical spill cleaners in the class.
Domain 3: Instruction
Component
Unsatisfactory
3a
Communicating
with Students
Expectations for learning,

directions and procedures,
and explanations of content
are unclear or confusing to
students. The educators
use of language contains
errors or is inappropriate for
students cultures or levels
Novice/Needs
Improvement
Proficient
Excellent
Expectations for learning,

directions and procedures,
and explanations of content
are clarified after initial
confusion; the educators
use of language is correct
but may not be completely
appropriate for students
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Communications are
appropriate for
students cultures and
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
The educators oral and
written communication is
clear and expressive,
appropriate to students
LEARNING TO TEACH
of development.
51
cultures or levels of
development.
levels of development.
cultures and levels of

development, and
anticipates possible
student misconceptions.
excellent: Expectations for learning were outlined in lecture, along with outlined on each of their assignments. While students were
working, Matt would circulate through the room and check in with each table group (~once every 5 minutes).
Most of the educators
Questions reflect high
questions elicit a
expectations and are
thoughtful response,
culturally and
and the educator
developmentally
allows sufficient time
appropriate. Students
for students to answer.
formulate many of the
All students participate
high-level questions and
in the discussion, with
ensure that all voices are
the educator stepping
heard.
aside when
appropriate.
Novice: The example of how to write a proper scientific name was Canis familiaris. Matt then asked his student what the common
name of the organism was. He gave them hints until they were able to figure it out. With it being an introductory lesson to a newer unit,
there were more surface level questions, leading to low-level responses.
3b
Using
Questioning and
Discussion
Techniques
The educators questions

are low-level or
inappropriate, eliciting
limited student participation
and recitation rather than
discussion.
Some of the educators

questions elicit a thoughtful
response, but most are
low-level, posed in rapid
succession. The educators
attempts to engage all
students in the discussion
are only partially
successful.
3c
Engaging
Students in
Learning
Activities and
Activities and
Students, throughout the
Activities and
assignments, materials,
lesson, are highly
and groupings of students and groupings of students
intellectually engaged in
and groupings of
are partially appropriate
are fully appropriate for
significant learning and
students are
for the instructional
the instructional outcomes
make material
inappropriate for the
outcomes or students
and students cultures and
contributions to the
instructional outcomes or
cultures or levels of
levels of understanding.
activities, student
students cultures or
understanding, resulting
All students are engaged
groupings, and
in moderate intellectual
in work of a high level of
materials. The lesson is
levels of understanding,
engagement. The lesson
rigor. The lessons
adapted as needed to
resulting in little
has a recognizable
structure is coherent, with
the needs of individuals,
intellectual engagement.
structure but is not fully
appropriate pace.
and the structure and
The lesson has no
maintained.
pacing allow for student
structure or is poorly
reflection and closure.
paced.
Excellent: Activity created requires students to be actively thinking while answering questions. The activity has a mix of words and
pictures to allow for different level of engagement. Also, during the video most students were visibly engaged in the way they postured,
or moved themselves into a good position to see the video.
3d
Assessment is
Assessment is regularly
Assessment is used in a
Assessment is not used
occasionally used in
used in instruction,
sophisticated manner in
Using
in instruction, either
instruction, through some
through self-assessment
instruction, through
Assessment in
through monitoring of
monitoring of progress of
by students, monitoring of
student involvement in
Instruction
progress by the educator
learning by the educator
progress of learning by the establishing the
or students, or feedback
and/or students.
educator and/or students,
assessment criteria, selfto students. Students are
Feedback to students is
and high-quality feedback
assessment by students,
not aware of the
uneven, and students are
to students. Students are
monitoring of progress
aware of only some of the fully aware of the
by both students and the
assessment criteria used
educator, and highto evaluate their work.
to evaluate their work.
to evaluate their work.
quality feedback to
students from a variety
of sources.
proficient: The questions prompted on the worksheet allows for students to be challenged and ask Matt questions about their own
understanding. He could then address their individual learning by responding to their questions.
3e
Demonstrating
Flexibility and
Responsiveness
The educator adheres to

the instruction plan, even
when a change would
improve the lesson or
The educator attempts to

modify the lesson when
needed and to respond to
student questions, with
The educator promotes

the successful learning of
all students, making
adjustments as needed to
The educator seizes an

opportunity to enhance
learning, building on a
spontaneous event or
LEARNING TO TEACH
52
moderate success. The

address students lack of
instruction plans and
student interests. The
educator accepts
interest. The educator
accommodating student
educator ensures the
responsibility for student
brushes aside student
questions, needs, and
success of all students,
success but has only a
questions; when students
interests.
using an extensive
limited repertoire of
experience difficulty, the
repertoire of instructional
strategies to draw upon.
educator blames the
strategies.
students or their home
environment.
excellent: Student asked if creating a dichotomous key was similar to using a field guide to tree identification, and Matt responded with
yes, exactly like that.
Domain 4: Professional Responsibilities

Component
Unsatisfactory
Novice/Needs
Improvement
4a
Reflection on
Teaching
Educator does not accurately

assess the effectiveness of
the lesson, and has no ideas
about how the lesson could
be improved.
Educator provides a partially

accurate and objective
description of the lesson, but
does not cite specific
evidence. Educator makes
only general suggestions as
to how the lesson might be
improved.
Proficient
Excellent
Educator provides an
accurate and
objective description
of the lesson, citing
specific evidence.
Educator makes
some specific
suggestions as to how
the lesson might be
improved.
Educators reflection on
the lesson is thoughtful
and accurate, citing
specific evidence.
Educator draws on an
extensive repertoire to
suggest alternative
strategies and
predicting the likely
success of each.
Proficient - Matt adjust his teaching/lesson plans throughout the day as he teaches each class. If
something does not go smoothly the first time he teaches it, he is sure to address it for the next
class. Matt is also sure to note aspects of lesson that went well and address aspects of lessons
that could use improvement.
4b
Maintaining
Accurate
Records
The educators systems for

maintaining both instructional
and non-instructional records
are either nonexistent or in
disarray, resulting in errors
and confusion.
The educators systems for

maintaining both
instructional and noninstructional records are
rudimentary and only
partially effective.
The educators
systems for
maintaining both
instructional and noninstructional records
are accurate, efficient,
and effective.
The educators systems

for maintaining both
instructional and noninstructional records are
accurate, efficient, and
effective, and students
contribute to its
maintenance.
Proficient: As the video was playing, Matt was going through the classroom checking in with
students who had missing work, or had forgotten to put their name on the work when they had
turned in. It seemed as though this was something that the students would not do on their own,
but would need prompting, the only gap between proficient and excellent.
4c
Communicating
with Families
The educators
communication with families
about the instructional
program or about individual
students is sporadic or
culturally inappropriate. The
educator makes no attempt
to engage families in the
instructional program.
The educator adheres to

school procedures for
communicating with families
and makes modest attempts
to engage families in the
Communications are not
always appropriate to the
cultures of those families.
The educator
communicates
frequently with
families and
successfully engages
them in the
Information to families
about individual
students is conveyed
in a culturally
appropriate manner.
The educators
communication with
families is frequent and
sensitive to cultural
traditions; students
participate in the
communication. The
educator successfully
engages families in the
instructional program,
as appropriate.
Proficient - Matt is quick to respond to any concerns parents have regarding their students. Matt
also leads parent teacher conferences as well as reaches out to parents when students are
exceeding expectations or falling behing.
LEARNING TO TEACH
53
Component
Unsatisfactory
Novice/Needs
Improvement
Proficient
Excellent
4d
Participating in
a Professional
Community
The educator avoids

participating in a
professional community or
in school and district events
and projects; relationships
with colleagues are
negative or self-serving.
The educator becomes

involved in the professional
community and in school
and district events and
projects when specifically
asked; relationships with
colleagues are cordial.
The educator
participates actively in
the professional
community and in
school and district
events and projects,
and maintains positive
and productive
relationships with
colleagues.
The educator makes a

substantial contribution
to the professional
community and to school
and district events and
projects, and assumes a
leadership role among
the faculty.
Proficient - Matt attends all professional development meetings and even attends conferences
outside of school. Matt has attended MSELA, MSTA, and the Woodrow Wilson conference within
the past year. This shows that he is devoted to learning new techniques to bring back to his
school, share with his colleagues, and apply to his classroom. Matt also makes it a priority to work
with other teachers within his subject matter in sharing and hearing new ideas.
4e
Growing and
Developing
Professionally
The educator does not

participate in professional
development activities and
makes no effort to share
knowledge with colleagues.
The educator is resistant to
feedback from supervisors
or colleagues.
The educator participates in

professional development
activities that are convenient
or are required, and makes
limited contributions to the
profession. The educator
accepts, with some
reluctance, feedback from
supervisors and colleagues.
The educator seeks

out opportunities for
professional
development based
on an individual
assessment of need
and actively shares
expertise with others.
The educator
welcomes feedback
from supervisors and
colleagues.
The educator actively

pursues professional
development
opportunities and
initiates activities to
contribute to the
profession. In addition,
the educator seeks
feedback from
supervisors and
colleagues.
Proficient - Matt attends all professional development meetings and even attends conferences
outside of school. Matt has attended MSELA, MSTA, and the Woodrow Wilson conference within
the past year. This shows that he is devoted to learning new techniques to bring back to his
school, share with his colleagues, and apply to his classroom. Matt also makes it a priority to work
with other teachers within his subject matter in sharing and hearing new ideas.
4f
Showing
Professionalism
The educator has little

sense of ethics and
professionalism and
contributes to practices that
are self-serving or harmful
to students. The educator
fails to comply with school
and district regulations and
time lines.
The educator is honest and

well intentioned in serving
students and contributing to
decisions in the school, but
the educators attempts to
serve students are limited.
The educator complies
minimally with school and
district regulations, doing
just enough to get by.
The educator displays

a high level of ethics
and professionalism in
dealings with both
students and
colleagues and
complies fully and
voluntarily with school
and district
regulations.
The educator is proactive

and assumes a
leadership role in making
sure that school
practices and procedures
ensure that all students,
particularly those
traditionally underserved, are honored in
the school. The educator
displays the highest
standards of ethical
conduct and takes a
leadership role in seeing
that colleagues comply
with school and district
regulations.
LEARNING TO TEACH
54
Excellent - Matt really embraces the lead by example approach. He dress professionally in
dress clothes and a tie every day. He treats his students with respect by call them sir/maam and
even by calling them by their last name like they are expected to do to him. Matt gives his all and
tries his best in everything that he does. Matt is always looking out for his school, students, and
colleagues.
TE804 PLC-Based Assignment: Teacher Evaluation

Critique of the evaluation tool.
What aspects of teaching practice did the evaluation tool reveal?
The tool is meant to evaluate teachers on their use of strong teaching practices.
Techniques such as designing a lesson based on learning objectives, reflecting
and modifying teaching based on evidence, and plans to gain necessary
evidence of learning are all evaluated by this tool. This is pretty brief. What
about these categories did the tool reveal?
It also assesses what teachers are doing outside of the classroom to better
themselves & their students.
What aspects of teaching practice did the tool hide or ignore?
The tool did not seem to take into account the way the content was taught. It
asks if students are engaged, but not how they are engaged. For example: if a
teacher has students paying attention while they are taking notes all day, that
could receive the same grade as a teacher who has all students actively
participating in an inquiry lab. Both of these examples serve different purposes in
learning, but it doesnt account for differentiation in how the content is presented.
The tool does not ask anything about what the students have already covered or
understand to get to what they are learning that day.
The evaluation tool does not take into account the teachers ability to form
relationships with students. This is a huge aspect of being a successful teacher.
Teachers who take the time required to build relationship with students tend to
earn respect that allows for positive communication between all parties. That
positive communication can be a driving force for helping students succeed.
It looks more at the practices used and not the design of the unit/curriculum.
The tool does not take into account other challenges that face students and
teachers in inner city schools. For example, the rubric has a category that asks
how technology is being utilized in the classroom. However, there are some
schools that do not have the funding needed to purchase technology to use in
the classroom. In these instances, what are these teachers suppose to do?
The tool does not take into account challenges that some teachers may face as
an inner city teacher. Almost every educator recognizes that teaching in a poor
inner city school is much different than teaching in a wealthy suburban school.
Inner city students tend to have more challenges pertaining their personal life
outside of school. These challenges carry over to the classroom and teachers
are forced to deal with them. This rubric does not level the playing field for
suburban teachers and inner city teachers. This is something that should be
examined.he design of the unit/curriculum.
LEARNING TO TEACH
55
How does the professional vocabulary of the tool that you used compare with the
vocabulary you are familiar with from your teacher preparation program?
They are fairly similar. There is less jargon in the evaluation form than in the
preparation program. Oftentimes the high leverage practices are a variation in
wording from the Danielson rubric. For example: designing student assessment
on Danielson is correlated with selecting and using particular methods to check
understanding and monitor student learning and composing, selecting,
interpreting, and using information from methods of summative assessment from
the high leverage practices.
Response from the host. This response should address the observers notes using the
tool and should address the following as well:
To what extent did the observation and the tool help think about aspects of your
teaching that you could improve? What were they?
While I was designing the lesson plan, I was
consciously thinking about specific details addressed in the evaluation
tool that I could incorporate within my lesson plan. One example of
something that I purposefully put in my lesson plan was the use of
technology. I allotted time in the beginning of class to show my students
a Crash Course video that complimented the material we were covering
in class. Another example would be how I incorporated assessments
throughout the unit. I structured the unit in such a way that students will
turn in several short worksheets that would be used as formative
assessments. Eventually, students will complete a taxonomy project in
which they must demonstrate their knowledge of the material in order to
complete the project at a high level. Overall, using the tool as a rubric
explaining how II would be graded as a teacher, helped me improve my
lesson planning by giving me specific areas to focus on.
Did using this evaluation tool raise any questions or concerns about teacher
evaluation? If so, what?
As mentioned above, I find it very concerning that a
teacher is evaluated on two lessons. I feel like they should be evaluated
on two UNITS, not LESSONS. I think it is impossible to determine
whether a teacher is effective or not based on two observations. I think
teachers should be observed at least a dozen times. I also think
observing teacher throughout consecutive days would be beneficial
because one could observe how the teacher ties
ideas/units/projects/lesson plans together. Being able to tie everything
together and helping students see the big picture is one of the most
important aspects of being a successful teacher.
Any other reflections/observations/thoughts.
My observation took place during a week in which
my students were taking the MSTEP test. City High is having all the
students take the MSTEP on the computer. However, the school does
not have enough computers for the students to take the test all at the
LEARNING TO TEACH
56
same time. Because of this, I have been consistently missing one-third of

each class as the school calls them down by last names. This added an
interesting dynamic that I had to account for in planning the unit and my
lesson plan that I would be teaching while being observed. I tried to plan
my lesson to highlight a majority of the aspects associated with the
evaluation tool, but I was somewhat limited as I was trying to catch
students up that missed the previous class, while at the same time
teaching new material to students who were present for the previous
class. To alleviate some issues with students missing class, the unit was
based on many packets and notes that students could work through on
their own pace. My concern is that the tool does not address issues such
as these within the evaluation process. Normally, I would not teach a unit
based on packets, but I feel like I had no choice considering the
circumstances.
Lesson Plan
Subject
Unit
Topic
Standards
Days
Needed
Date: 4/21/2015
8th Grade MYP Biology
Taxonomy
Dichotomous Key
HSLS4-1
Communicate scientific information that common ancestry and

biological evolution are supported by multiple lines of empirical
evidence.
1 of 1
Students Will Be Able To:

Use and create a dichotomous key
Outline of Tasks
Introduction (5 min)
- Welcome MSU interns
- Announcements
- Student Questions
Crash Course Taxonomy Video (12 minutes)
- This video will revisit some of the ideas we have covered in class and introduce some
new ideas that the students will be learning
LEARNING TO TEACH
57
Taxonomy, Classification, and Dichotomous Key and Interpreting Graphics Taxonomy

Worksheets (30 minutes)
- Students will be reminded of the Taxonomy Project that is due and be encouraged
- These worksheets should be used as a reference to help complete the project
- Students will be able to work together to complete the worksheets
Taxonomy Project (--minutes)
- If students finish early, they should began working on their Taxonomy Project
Conclusion (2 minutes)
- Clean up
- Remind students to be working on the Taxonomy Project
- Answer any lingering questions
Materials and Equipment
Interpreting graphs Worksheet

Taxonomy, Classification, and Dichotomous Key Worksheet
Key Questions to Keep in Mind

How do scientists go about organizing organism? How do scientists identify organisms that
they are not familiar with?
Assessment
Informal Formative Assessment: Both the worksheets will be used to gauge student
understanding of the material. Areas in which students struggle will be focused on in future
lesson plans.
Formal/Informal Summative Assessment: Students will be turning in a Taxonomy project in
which they will demonstrate their understanding of the material. This project will count as the
test grade for the unit.
Grade 4.0

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Running Head: LEARNING TO TEACH

summative assessment questions to evaluate student understanding. I will admit, I struggled

Students Will Be Able To:

References and Useful Links

Take Home Tasks

TE 860: UNIT PLAN

I. Information about the Unit

II. Clarifying Your Goals

Objectives for Student Learning

P1.1D: Identify patterns in data and relate them to theoretical models

P3.6A: Explain Earth-moon interactions (orbital motion) in terms of forces.

P3.6d: Calculate force, masses, or distance, given any three of these

Examples, observations, data

The weight of an object varies from planet to planet.

III. Classroom Activities and Assessment

Apply the Law of Universal Gravitation to calculate force, mass, or distance.

Investigate the difference between mass and weight.

Analyzing the Effectiveness of Guided Notes in an Online High School

Table A1. Characteristics of academic studies and their findings.

Mean quiz score:

Mean test score

Mean test score

Mean quiz score:

Mean quiz score:

End of Semester Survey

I enjoyed taking notes in my biology class.

A Critical Analysis of Michigans High School Content Expectations: Science

Running Head: LEARNING TO TEACH

The third part of the standard consists of performance

implications) (Michigan Department of Education, 2006).

Danielson Observation Form

The educators plans and

The educators plans and

The educator demonstrates

The educators plans and

The educator actively seeks

The educator indicates the

Instructional outcomes are

Instructional outcomes are of

unsuitable for students,

moderate rigor and are

are stated as goals

The educator demonstrates

The educator is fully

The educator seeks out

The series of learning

The series of learning

The educator coordinates

The educators plan for

The educators plan for

The educators plan

methodologies may have

Classroom interactions, both

Classroom interactions, both

The educators attempts to

High levels of student

There is no evidence that

It appears that the educator

Standards of conduct are

The physical environment

The classroom is safe, and

The classroom is safe,