Scribd Logo
Upload

Welcome to Scribd!

  • 22 views

    Blank Cores and Instruction

    Uploaded by

    Alifa Irna Mooie
    This document discusses the key aspects to consider when developing big ideas for teaching a science topic. It notes that teachers typically identify between 5-8 big ideas for a given topic. Developing these big ideas is a time-consuming process that requires thought and debate. The document then outlines a template for unpacking these big ideas which includes: (1) what students should learn, (2) why it is important, (3) additional teacher knowledge, (4) difficulties, and (5) influences on teaching such as student thinking and other factors.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Blank Cores and Instruction

    Uploaded by

    Alifa Irna Mooie
    22 views5 pages
    This document discusses the key aspects to consider when developing big ideas for teaching a science topic. It notes that teachers typically identify between 5-8 big ideas for a given topic. Developing these big ideas is a time-consuming process that requires thought and debate. The document then outlines a template for unpacking these big ideas which includes: (1) what students should learn, (2) why it is important, (3) additional teacher knowledge, (4) difficulties, and (5) influences on teaching such as student thinking and other factors.

    Original Description:

    content analysis guideline

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses the key aspects to consider when developing big ideas for teaching a science topic. It notes that teachers typically identify between 5-8 big ideas for a given topic. Developing these big ideas is a time-consuming process that requires thought and debate. The document then outlines a template for unpacking these big ideas which includes: (1) what students should learn, (2) why it is important, (3) additional teacher knowledge, (4) difficulties, and (5) influences on teaching such as student thinking and other factors.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    22 views5 pages

    Blank Cores and Instruction

    Uploaded by

    Alifa Irna Mooie
    This document discusses the key aspects to consider when developing big ideas for teaching a science topic. It notes that teachers typically identify between 5-8 big ideas for a given topic. Developing these big ideas is a time-consuming process that requires thought and debate. The document then outlines a template for unpacking these big ideas which includes: (1) what students should learn, (2) why it is important, (3) additional teacher knowledge, (4) difficulties, and (5) influences on teaching such as student thinking and other factors.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    N

    Aspect/Idea

    the Big Ideas which refers to the science ideas that the teacher(s) see as
    crucial for students to develop their understanding of the topic. In some cases
    a big science teaching idea may be the same as a big science idea but the two
    are not necessarily synonymous, as the interaction between content and
    teaching impacts how teachers conceptualize these big science teaching ideas.
    There is no defined number of big ideas, but typically, in a given topic, we
    have found that teachers generally settle on between 5 8 big ideas. Too few
    big ideas suggests that too much may be
    encompassed in a single big idea whilst too many big ideas suggests the topic
    may be being broken down into chunks of information that appear
    unconnected. Therefore, developing the big ideas can be quite a time
    consuming task and requires considerable thought and debate.
    What you intend the
    This is the first prompt in the vertical axis of a CoRe and is a starting point
    students to learn about for unpacking the big ideas.
    this idea
    Why it is important
    for students to know
    this

    What else you know


    about this idea that
    you do not intend the

    Idea 1

    students to know yet


    Difficulties/limitation

    In the multitude of competing curricular decisions that teachers face, deciding


    what to teach must be linked to why it is important to be taught. relevant to
    students everyday lives, so that they can create meaningful ways of
    encouraging students to grasp the essence of the ideas/concepts at hand.
    Often, though, the reason why it is important for students to know about these
    ideas/concepts is linked to other curricular aims.

    Idea 2

    Idea 3

    s connected with
    5

    teaching this idea


    Knowledge about
    students thinking
    which influences your

    teaching of this idea


    Other factors that
    influence your

    This prompt in the CoRe is aimed at unpacking teachers contextual knowledge about students as
    well as their general pedagogical knowledge in order to explore how these might influence the
    manner in which they approach and construct their teaching.

    teaching of this idea


    Teaching procedures
    (and particular
    reasons for using
    these to engage with

    this idea )
    Specific way of
    ascertaining students
    understanding or
    confusion around this
    idea (include likely

    range of response)
    The use of technology

    10

    in teaching the idea


    How to compensate

    Teachers constantly monitor students understanding and progress (both formally and informally).
    This prompt is designed to explore how teachers approach this aspect of their teaching in the topic
    in order to gather different perspectives on the effectiveness of their teaching as well as
    adjustments to their thinking about the same, or similar, situations in the future.

    the absence of
    technology

    Energy
    Submitted to fulfill the task of School Science 2

    Lecturer :
    Rika Rafikah Agustin S.Pd., M.Pd
    Ikmanda Nugraha S.Pd, M.Pd

    Written by:
    Wijil Septiandari

    1202333

    INTERNATIONAL PROGRAM ON SCIENCE EDUCATION


    FACULTY OF MATEMATICS AND SCIENCE EDUCATION
    INDONESIA UNIVERSITY OF EDUCATION
    BANDUNG
    2015

    You might also like