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8. REFLECTIVE AND RESPONSIVE PRACTICES:  The teacher develops professionally by enhancing content knowledge and pedagogical skills.  The teacher is supportive of educational improvement goals.

APPR Planning Sheet 2010-2011

For the first time I acted as a cooperating teacher.  I hosted in my science classroom an inservice teacher from Siena College.

Summary of Progresss
At least three times I week I met with my student teacher to discuss lesson planning, pedagogy, and educational philosophy.  Meetings lasted from 15 to 45 minutes.  During the meetings we reflected on our lessons and determined what aspects of lessons made them successful or needed improvement.

One of the bigger lessons we worked on together was with NYSERDA on an energy efficiency activity.  The activity was planned by the student teacher, NYSERDA, and I cooperatively.  We met for one class period together to discuss ideas.  My student teacher constructed worksheets and handouts.  I provided feedback and comments and communicated with the gentlemen from NYSERDA.  They brought most of the materials for the activity.  We had one conference call the day before the activity.

I know that I developed much better interpersonal communication skills working on this activity.  My student teacher and I spent many hours working on the concepts and materials to make sure they matched the curriculum in order to have students learn the needed content.  I have been wanting to do a lab like this for many years but have not had the materials.  Having someone else to collaborate with in developing the lab and working on materials was wonderful.

I enjoyed seeing lessons and techniques that she had developed in her classes at Siena.  We discussed these and there place in the classroom.  We exchanged ideas.  I adapted her practice of using Key Questions at the beginning of a unit along with outline notes.  I had been looking for a new way to rework my PowerPoint notes and it was perfect.  Next year I will be reworking my notes to fit this style which I feel is more questioning and objective driven.

Student at the lightbulb comparison station.  Students tested the wattage consumed by 3 different types of bulbs.
Lightbulb Comparison Station

Students at the appliance station.  Students tested a microwave, hotplate, and electric water kettle.
Appliance station.

NYSERDA Worksheets

Old Version of Magnetism Notes

New Version of Magnetism Notes

Notice, the notes don't start until slide 13.  Daily Thinkers, vocab, and other activities are also included.

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