Biology Teaching
BIO 380  3 Crs.
2008

(Dr. John Rushin, Professor of Biology, Missouri Western State University)

Bio 380 students (from left) Brenda Warner, Jennifer Toalson, Nicole Shiflett, Charlie Bacon and Josh Calloway meeting with Mr. Dennis Reule and his high school science investigations class.

(Dennis Reule and Bio 380 students interacting with science investigations students.)

 

Biology Teaching Bio 380 is a course designed primarily for pre-service science teachers enrolled in the Natural Science/Biology Degree for Secondary Teachers.  In this course connections are made between concepts, theories and techniques learned in science classes and pedagogical approaches and methods learned in education classes.  Lectures and discussions concentrate on biology teaching methods with connections to educational theories. Bio 380 includes practical teaching experiences through student involvement in Principles of Biology (Bio 101) labs, science fairs, science academies, etc. A professional science teaching portfolio is one of the primary requirements of this course.  Biology Teaching Bio 380 is normally a part of PHASE II or PHASE III (below) of the Teacher Education Program at Missouri Western State University.

 

.

The standards and dispositions listed below are your primary goals in Bio 380 and they should be also the primary goals of your Science Teaching Portfolio.  Your portfolio should also contain evidences pertaining to the leadership behaviors, use of technology and student/faculty diversity issues addressed on the MWSU Deoartment of Education Website (below under "Other Links").

Missouri Western State University Teacher Education Program Standards - (a combination of the Missouri Standards for Teacher Education Programs - MoSTEP, and , Interstate National Teachers Support Consortium - INTASC, and MWSU standards):

1. Develop the conceptual concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and create learning experiences that make these aspects of a subject matter meaningful for students.
2. Understand how students learn and develop, and provide learning opportunities that support intellectual, social and personal development of all students.
3. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
4. Recognize the importance of long-range planning and curriculum development and develop, implement and evaluate curriculum based upon student, district, and state performance standards.
5. Use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
6. Develop an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
7. Model effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
8. Understand the use of formal and informal assessment strategies to evaluate and insure the continuous intellectual, social and physical development of the learner.
9. Develop teaching skills as a reflective teacher who continually assesses the effects of choices and actions on others.
10. Foster relationships with colleagues, parents and educational partners in the larger community to support student learning and well being.
11. Understand the theory and application of technology in educational settings and develop adequate technological skills to create meaningful learning opportunities for all students.
12. Understand the Historical philosophical and social foundations of education and make connections between the foundations and current practices to include awareness of the individual, ethical, and legal responsibilities.

Missouri Western State University Teacher Leadership Dispositions:

1. Self-awareness (emotional self-awareness, accurate self-assessment, self-confidence)
2. Self-management (self-control, transparency, adaptability, achievement, initiative, optimism)
3. Social Awareness (empathy, organizational awareness, service)
4. Relationship Management (inspiration, influence, developing others, change catalyst, conflict management, teamwork and collaboration)

(For further information about the teacher leadership dispositions go to Dr. Cindy Heider --->  then under SED 304 ---> select Western Teacher Leadership Dispositions)

The above standards and dispositions are very important for evaluation of teacher training programs by the Missouri Department of Elementary and Secondary Education (DESE) and the National Council for Accreditation of Teacher Education, NCATE.

** Check the Campus "O" Drive under Bio380ScTeaPortfolios in the Biology folder for a short Power Point Presentation about Portfolio Development.

Other Links:

Biology/Chemistry Lab Coordinator Vicky Sample (far left) conducting a lab safety lesson with Bio 380 students Christina McCabe, Jennifer Puckett, Pat Gentry and Elizabeth Manley.)

Missouri Department of Conservation Education Consultant Stacy Davis leads a discussion with Bio 380 students.

Bio 380 student Nicole Shiflett (far left) works with Bio 101 student in lab.