Biology Section 9 Methods for Instruction
Describe how candidates are prepared to teach in the specific content area.
In addition to fulfilling the science and math requirements for the teaching major, candidates complete the Professional Studies courses including BIOL 403: Methods for Secondary Biology. This course is taught by a faculty member in the Biology Department whose area of expertise is in biology and science education, with 7-12 certification in biology and chemistry and experience teaching middle and high school. Candidates seeking the Biology minor may take this course as an elective in addition to the designated methods course required for their major.
BIOL 403 stresses mastery of the key concepts and unifying principles of biology, applications of the scientific method and independent inquiry, methodology for teaching secondary science (with emphasis on the constructivist approach, multiple learning styles, thinking maps, and classroom safety) and working in cooperative settings. Students are required to design lessons in each of the 5 content standards for life science under Strand III. of the Michigan Benchmarks and teach lessons to peers and students at West Middle School and Ypsilanti High School. Assessment plans must also be created and implemented for their lessons to document evidence of student learning. To ensure candidates have a clear understanding of science process skills and the skills of inquiry, students design independent research projects and present them in a science-fair format at the conclusion of the semester. Students also participate in Academic Service-Learning projects (see section 5b. collaboration/partnerships). Several professional speakers are invited to class to speak on current topics and issues in biology education (e.g. No Child Left Behind, Teaching Evolution in Michigan secondary schools). To prepare for the MTTC exam #17, students take the Educational Testing Services’ national exam in biology. The Biology Department also uses this test information for program and instructional improvement.
Undergraduates are also encouraged to participate in laboratory and field research directed by faculty members in the Biology program. Three of our candidates have recently presented their work at the Undergraduate Research Symposium at EMU. (For a list of faculty who are funded with external grants and have recently published their work, refer to the Instructional Faculty Form.)
Candidates completing the Biology program for secondary education have learned to be caring professional educators of science for a diverse and democratic society. Throughout the Biology program, students demonstrate they meet the following outcomes and benchmarks:
I. Caring educators are committed to all students learning within supportive learning communities. They are student-focused and persistent in pursuing high and appropriate expectations for all students.
A. Set realistic high expectations for learning and persist in helping all students to reach them.
B. Develop (K-12) student cooperation, interpersonal skills and self-esteem in a safe environment.
C. Know the importance of interacting positively with (K-12) students and their families.
II. Professional Educators are knowledgeable regarding content, pedagogy, and educational technologies.
D. Understands the major concepts, tools of inquiry, and organization of the content in the discipline of life science and across science disciplines, including mathematics. Knows the key ideas, principles and generalizations in cell biology, characteristics and life processes of living organisms, heredity, evolution, and ecology. (Content)
E. Have knowledge of district, state and national curriculum standards.
F. Establish learning goals that are appropriate for (K-12) students and emphasize critical thinking, creativity, and problem solving.
G. Understand the theoretical and applied aspects of the teaching-learning process in science. (Pedagogy)
H. Create meaningful learning experiences that are appropriate for (K-12) students and guide students to successful achievement of critical thinking, creativity and problem solving goals both within and across disciplines.
I. Design activities using a variety of instructional strategies.
J. Use traditional and alternative assessment strategies continuously to ensure (K-12) student learning and refine teaching practices.
K. Use instructional technology to enhance learning and person/professional productivity.
III. Professional Educators are reflective in their practice.
L. Consider a wide variety of factors when making instructional decisions (e.g. context, students, content, methods, research, learning theory, policies, prior experiences, current societal issues, etc.).
M. Use systematic means to inquire into the relationship between teaching actions and student success.
IV. Professional Educators demonstrate professional dispositions and communication skills.
N. Know the importance of fostering relationships with school colleagues and agencies in the larger community to support (K-12) student learning and well being.
O. Communicate clearly and effectively in interpersonal situations.
P. Communicate clearly and effectively in writing.
Q. Understand ethical dimensions of teaching in a culturally diverse democratic society.
R. Demonstrate professional dispositions: adherence to professional ethics, collaboration, commitment to diversity, commitment to teaching, emotional maturity, initiative, responsibility, responsiveness to professional feedback, self-reflection, and student-focus.
V. Educators for a diverse and democratic society celebrate diversity in schools and communities. They prepare students for active participation in democracy through nurturing critical thinking, creative thinking and problem solving within communities.
S. Adapt instruction and assessments to meet the diverse needs of learners (e.g., backgrounds, experiences, learning styles, developmental levels, etc.).
T. Create opportunities to encourage (K-12) students to value and respect diversity.
U. Articulate an informed and thoughtful position on the purpose of schools in a culturally diverse democratic society.
V. Clarify, monitor and assist (K-12) students in achieving standards of student conduct in a democratic environment.