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RAFTing with Raptors: Connecting Science with Common Core

Control #: 15863
Program Book Number: 1118
CEU Code: YX-14
Date: 11/8/2012

Goals:
The purpose of this session is to link science content to Common Core ELA and Mathematics Standards including Reading Standards for Literacy in Science and Technical Subjects 6–12. Using bird field guides, participants will analyze information, make logical inferences, and cite specific evidence to support conclusions drawn from informational text. We will use a Role, Audience, Format, Topic (RAFT) strategy to demonstrate in-depth understanding of a topic in a nontraditional yet informational written format.

Rationale:
This We Believe states that in developmentally responsive middle schools, the curriculum is designed to advance skills and knowledge and is clearly based on established standards. In addition, the curriculum must be challenging, exploratory, integrative, and relevant. This session aligns curriculum with Common Core Standards, integrates two or more content areas, and promotes literacy and writing across the curriculum.

Activities:
Participants will investigate raptors including owls and hawks. They will handle wing and talon specimens and use field guides to analyze information and cite specific evidence to support conclusions drawn from the text. Participants will experience how using a Role, Audience, Format, Topic (RAFT) strategy encourages creative thinking and demonstrates a thoughtful, in-depth understanding of a topic. Participants will receive access to samples of interdisciplinary RAFTs and a RAFT rubric.

Program Book Description:
Silent flight; a curved, hooked beak; and sharp, powerful talons are some of the adaptations that enable birds of prey to survive at the top of the food chain. Participants use field guides to analyze information, make inferences, and cite evidence to support conclusions drawn from informational text. Using a Role, Audience, Format, Topic (RAFT) strategy encourages creative thinking and demonstrates an in-depth understanding of a topic. This lesson links science and Common Core standards.

Deborah H. McMurtrie, University of South Carolina Aiken
Gary J. Senn, University of South Carolina Aiken
Bridget K. Coleman
, University of South Carolina Aiken

Links:

Early Field Experiences for Pre-service Teachers

Control #: 15707
Program Book Number: 2241
CEU Code: JQ-17
Date: 11/9/2012

Goals:
The purpose of this session is to demonstrate how an effective early field experience can significantly impact undergraduate students. Following a 20-hour service-learning placement in a middle school classroom, a number of undergraduates made comments such as, "I never thought I would be interested in teaching middle school until I did this service-learning project," and changed their majors. This presentation will help others implement similar early field experiences for pre-service teachers.

Rationale:
This We Believe states that educators value young adolescents and are prepared to teach them. Effective middle-level educators must understand the developmental uniqueness of this age group and need specific preparation before they enter middle-level classrooms. NMSA's Standards for Initial Middle-level Teacher Preparation advocate early and continuing middle-level field experiences. This presentation will describe an effective, early service-learning placement for pre-service teachers.

Activities:
This presentation will show how the CE-MIST Early Field Experience project impacted over 120 undergraduates during a three-year period. Participants will review quantitative and qualitative data collected during this project. They will receive a detailed description of the project and tools to help them implement a similar project including release forms, scheduling tips, and evaluation forms for pre-service teachers and cooperating teachers.

Program Book Description:
South Carolina's Center of Excellence in Middle-level Interdisciplinary Strategies for Teaching (CE-MIST) has a focus on early pre-service teacher preparation. Undergraduates enrolled in an adolescent development class were paired with cooperating teachers in their content areas for a 20-hour service-learning project at a middle school. This session will describe how the project was implemented, evaluated, and restructured to become an effective early field experience for pre-service teachers.

Bridget K. Coleman, University of South Carolina Aiken
Deborah H. McMurtrie
, University of South Carolina Aiken
Nancy Ruppert, University of North Carolina Ashville
Gary J. Senn, University of South Carolina Aiken

Links:

RPSEC Logo USC Aiken Logo CE-MIST Logo

URL = http://rpsec.usca.edu/Presentations/AMLE2012/ (October 2012)