Mentoring Novice Science Teachers and Reflective Teaching
Feb 22, 2016
Mentoring Novice Science Teachers
andReflective Teaching
WHY ARE YOU HERE? Journal Reflection:
Why am I interested in science mentoring and what’s in it for me? Be Honest
Are you here because:Your principal told you to attendYou need professional developmentYou are looking for challenge and growthYou want to guide and nurture young
science teachersQuality teachers are better for our studentsYou want to be apart of a national
conversation about what constitutes best practice.
Journal ReflectionWhat qualities and skills do I bring to mentoring novice teachers?What skills to I need to develop?
Journal Reflection: What qualities and skills do I bring?What skills do I need to develop?
approachable
solutionfinder
knowledgeable
experienced
supportive
developing
rapport
leadership
inspiring
tolerant
goodlistener
organized
reflective
facilitating inquiry
Think back…way back… to your first year or two of teaching.Journal Reflection: Use 5 words to describe your first year or two of teaching.
Teaching is harder than most people think !
Many do not survive
• stressed• overwhelmed• isolated• Under-prepared• challenged• excited
There is so much to master
Science content• Physical• Geological• Biological• Ecological• Math
General teacher skills• Classroom
management• Diverse
learners
Science specific• Managing
safety, equipment
• Inquiry
Classroom management can be a daunting task for any novice!
• safety• materials• resources• technology• lab procedures• routines• use of equipment• managing groups
Management issues specific to science inquiry
Role and RequirementsImprove novice teacher practice by assisting
with design and implementation of inquiryAssist with classroom management issuesObserve each novice at least once and meet
for post observation reflectionsHold 10 meetings throughout the school year
with novice groupPost brief meeting agenda: When, Where,
Who, What Topics discussed, issues, solutions, inquiry work and action items
Facilitating MeetingsAgenda to frame the meetingAddress upcoming topics and lesson ideasAdapt existing lessons into inquiry lessonsAddress issues and barriersEncourage reflection on improving practiceProblem solve: Be solution orientedDraw on evidence Do not allow meeting to focus on complaining
Lead the group toward problem-solving and reflecting on practice
Don’t let meetings turn into whining sessions.
Using Reflective Inquiry as a Model for Problem-Solving with Novicesa. Generation of identifying
questions & background information
b. Design & conduct scientific investigations
c. Confirming hypotheses/answers
d. Recognize & analyze alternative explanations & models
e. Communicate/defend scientific argument
a. Novice describes situation, group identifies the problem
b. Collect data by probing questions and observations
c. Make an action or solution plan
d. Challenge with alternative possibilities; share relevant experiences
e. Novice communicates results of action or solution next time.
Barriers to inquiryTime and covering curriculum (Breadth
versus Depth)TAKS concernsConfidence in content and managementImprovisational nature of inquiryTrust and belief in students’ ability,
interest and engagement (issue of passive learners)
We teach how we were taught
Role-playing ActivityNew mentors pair up with second year
mentorsChoose one of the barriers to inquiryCreate a scenario that a novice teacher might
encounter that relates to that barrier.Role play novice and mentor roles with
another pairGenerate solutionsGroup share
The act of learning is the result of reflection upon experience… Having an experience does not necessarily result in learning; you have to reflect on it. In order to learn, one must be willing to risk exposing oneself to new things, be willing to test the validity of old things in relation to the new, be willing to form new conclusions and be willing to risk exposing oneself to an unknown outcome.
K. King, 1998