Case-based study
Case-based study
Embedded Files
The Case-Based Study schema supports the development of TAs’ pedagogical content knowledge (PCK) by analyzing real classroom cases. These cases are selected to represent varied teaching situations that TAs’ may encounter at different points in the laboratory curriculum, with a goal to simulate authentic classroom challenges. Some cases are more guided and structured, while others are more open-ended.
TAs analyze cases related to students’ participation in science practices, such as developing hypotheses, interpreting data, or refining models. Activities focus on noticing the thinking students exhibit while engaged in science practices, identifying productive teaching moves, and making decisions. Over time, TAs are encouraged to bring in cases from their own teaching practice, reinforcing the schema’s emphasis on context-based, reflective learning.
building hypotheses - closed Targeted
building hypotheses - closed Targeted
TAs were asked to work in groups to consider a selection of student-generated hypotheses. These hypotheses were for a AIM-Bio curricular task they would be teaching in the following week. Hypotheses were selected to scaffold learning of collective PCK about the scientific practice of hypothesis generation. PD developers selected hypotheses to elicit know challenges of this curricular task. PD facilitators led a whole-group discussion, based on TAs ideas.
Week 9 Handout_Testable Hypothesis Activity.docxData interpretation - Open-ended, complex
Data interpretation - Open-ended, complex
TAs rotated in pairs to visit four different stations with samples of student work. Various classroom authentic classroom artifacts were assembled to present TAs with a complex scenario at each station. A worksheet scaffolded TAs learning process, but TAs were expected to notice different aspects of each case and to develop personal PCK that might be useful for teaching students about data interpretation. Each station showcased student work from the same day of the AIM-Bio curriculum, which was the same day of instruction that TAs were preparing to lead the following week.
Week 10 handout_Chlamy_scenarios_worksheet.docxWeek 10 handout_Scenario2.docxExperimental design - open-ended complex
Experimental design - open-ended complex
This task provided TAs with an opportunity to reflect on their own students' experimental designs and was intended to scaffold their development of Personal PCK for this scientific practice. TAs examined their student work, answered reflection questions and selected two samples of student work to share with their peers via "chalk posters." TAs sketched quick "posters" on their lab bench using chalk to elicit discussion from their peers. TAs rotated to other benches for a "chalk poster session."
Page updated
Report abuse