Science Presentation Debriefing Forms Formatted

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Science Presentation Debriefing Forms Formatted

  1. 1. MMSTLC SCIENCE SESSION PRESENTATION DEBRIEFING Session Topic Presenters Stated: Goals Implied (after session is done): Did the goals align? Was this a good or bad thing? Quickly summarize the activities that were used in the professional Activities development session (not as activities for students, but activities the presenters used in this session) What science content was presented or used in this activity? Was this Science presented or used in a way that aligns with participant understanding or needs? Were connections to other science content topics presented as Content examples? How did the activity present specific challenges or issues related to Science student learning or instruction of science? Specific Pedagogy
  2. 2. Higher-order Thinking in Science: (How) Did the activities address the Student Misconceptions or Skills Specific to the Content or Process: following Curriculum or PD Planning Issues: Instructional Challenges for Learning Specific Science Content: How did the activities support learning and reflection by participants? Approach to (i.e. small group discussion around an artifact, solving a task, etc.) Professional Learning Does the activity support ongoing learning? Did elements of the planned activity lend themselves to inappropriate participation or practice? Are there assumptions about what the participants know? Did the activities address different learning styles? How? Were there opportunities to provide ongoing feedback to the presenter(s) to allow for modest modifications in the plan?
  3. 3. MMSTLC SCIENCE SESSION PRESENTATION DEBRIEFING
  4. 4. Session Topic Presenters Stated: Goals Implied (after session is done): Did the goals align? Was this a good or bad thing? Quickly summarize the activities that were used in the professional Activities development session (not as activities for students, but activities the presenters used in this session) Did the activities provide practices that encourage quality instruction? Pedagogical Did they provide a chance to reflect on personal teaching practices? Were they feasible to use for teachers or students? Content What science content was presented or used in this activity? Was this Science presented or used in a way that aligns with participant understanding or needs? Were connections to other science content topics presented as Content examples? How did the activity present specific challenges or issues related to Science student learning or instruction of science? Specific Pedagogy
  5. 5. Higher-order Thinking in Science: (How) Did the activities address the Student Misconceptions or Skills Specific to the Content or Process: following Curriculum or PD Planning Issues: Instructional Challenges for Learning Specific Science Content: Did the activities make use of resources that are easy to use or readily Resources and available for instruction for the audience? Artifacts Were participants introduced to new tools or resources that might support instruction and learning in the future in their situation? Did the participants create something that may be of use to them? How are they able to use it? Could the resources created during the session be used to evaluate the participant’s understanding of the topic or issues? How? Did the activity appropriately use the time and schedule of the day to Context address the topics required? Are there opportunities for ongoing learning from the activity?

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