Contents

Appendices
Curriculum Vita
Selected Manuscripts
Teaching Evaluations
Peer Evaluations
Ivy Tech: Physics
Elem. Science
4th, 5th grade
Intro. Astronomy
Course Syllabi
ED128: Teaching with
Technology
ED300: Secondary
Science Methods E328: Elem. Science
Intro. Astronomy
Computer Methods

Appendix C: Evidence of Quality Teaching

Peer Evaluations

Judy Morran, 4th and 5th grade teacher, Ellettsville Elementary I have worked with Michael Barnett for the past seven years as a collaborating teacher. He graciously accepted my request for a graduate physics student to help with an early morning 5th grade science enrichment class for gifted and talented students. The class met weekly at 7:30 in the morning in preparation for a field trip to the Brownsburg Challenger Center to simulate a space mission. Michael helped in the planning, teaching and executing of the lessons and field trip, particularly the physics and space science concepts. He has continued this role for the last seven years, often as a volunteer. As his interest in education grew, he expanded his time with my classroom. Last year he designed, taught and assessed a techno-science unit that stressed biodiversity and wildflowers. Using his technology expertise, he helped develop this online class and then organized the classroom, students and school equipment within the parameters of the technological unit. Using past teaching experiences and educational methodology, Mike focused on hands-on experiences and inquiry-based learning. He introduced content both within the botanical aspect and computer instruction to prepare the students. He made sure students had adequate time and room to record observations, data, and reflections. Mike's manner with students is energetic, calm, and accepting. He feels very comfortable engaging students in inquiry, and guiding them to reach conclusions. He never projects the image of " sage on the stage", but instead skillfully questions or demonstrates until the students reach the conclusions or know where to go to find out. He is patient, but pushes students to think and to ask questions. When he first began teaching with me, he was a student intere sted in helping children learn. He was fascinated with the students' learning process. Now, he is a skilled teacher who not only is interested in students' learning, he knows how to guide that learning. And, he knows how to plan, teach, and assess so the student feels affirmed, valued and knowledgeable. Lisa Yamagata-Lynch, Assistant Professor of Instructional Technology, University of Utah As a member of a research team I spent numerous semesters during 1998 to 2000 observing Michael Barnett's undergraduate virtual solar system course. During those semesters Michael has presented himself as a well-prepared and patient instructor to his students. In this project-based course, Michael was very aware of when to let students explore their ideas, and when to give them a just-in-time lecture to encourage further student investigations of astronomical concepts. Students in his class enjoyed the relaxed atmosphere and did not seem to be hesitant of being in charge of their own learning. Kurt Squire, Research Manager, Games-to-Teach Project Comparative Media Studies, Massachusetts Institute of Technology Over the past 3 years, I have had the opportunity to observe Mike teaching in several contexts. In the spring and summer 1998, I observed Mike teaching the virtual solar systems course as a part of our research. I attended each of Mike's courses, and watched and coded tapes of Mike's teaching over the entire semester. Second, I observed Mike while teaching in Ms. Judy Morran's science classroom. In both cases, I was struck by Mike's caring teaching style and genuine concern for his students. Obviously, Mike has an impressive, deep understanding of science that spans several fields and a solid grasp on effective science education methods. However, Mike also has an enthusiasm and passion for each that is infectous. Mike establishes a classroom culture where inquiry, exploration, and creative expression is the norm. In the Virtual Solar System class, for example, Mike struck an amazing balance between allowing students' activities to drive the classroom and sharing his experience and enthusiasm for science. In a typical exchange, Mike would approach a group, observe their activities, assess what kinds of supports students might need, and then offer a just-in-time explanation or lecture for students. Mike's vivid examples struck a chord with students (and with myself), as Mike used stories from the history of science or compelling metaphors to illustrate a concept. Perhaps more impressively, Mike also frequently chose to stay out of student's way, allowing them to struggle with a concept or explore ideas on their own. Mike brought the same enthusiasm, concern for students, and pedagogical values to his work in Ms. Morran's class. Mike's caring, sensitive side came though with these younger kids. I observed Mike facilitating several discussions, working with kids with technology, and leading students in conducting field work. Mike patiently answered students' questions and seemed to really enjoy the chance to listen to kids share ideas about science. Unlike many academics who enter elementary classrooms, Mike showed a real sensitivity to classroom constraints and seemed to find great joy in interacting with kisd. Finally, I'd be remiss if I didn't share how much I've learned from Mike over the past four years. Whether it was observing Mike while teaching, discussing concepts in designing curriculum, or just discussing science over lunch, I found Mike to be among the most genuinely unselfish, unegotistical academics I have ever met. Mike has almost no ego about his vast knowledge of science, and is always eager to do whatever he can to help you understand a scientific concept or principle. Mike is one of the most valued colleages I've ever had, and he's taught me a tremendous amount about teaching both through example and his scholarship. It's a great pleasure to recommend Mike for whatever teaching position he applies for -- whether it's working with elementary, high school, college, or graduate students. Any staff will be greatly improved by adding Mike to its staff. If you have any questions, please don't hesitate to contact me at ksquire@mit.edu.