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1 .<-NARRATOR:->Listen to part of a conversation between a student and his professor.
1 .<-FEMALE PROFESSOR:->Hi Mathew, I'm glad you could come in today.
2 .You've been observing Mr. Grabell's third-grade class for your Approaches to Education paper, right?
1 .<-MALE STUDENT:->Um… yes…I go over to Johnson elementary school.. you know to watch Mr. Grabell teach the children in class.
2 .It's been amazing, I mean, I'm just learning so much from just watching him.
3 .I'm so glad the classroom observations are a requirement for the education program.
4 .I mean it's like the best thing ever to prepare you to be a good teacher.
1 .<-FEMALE PROFESSOR:->Well, I'm glad to see you feel that way, Mathew. You know, that's the goal.
2 .So … I’ve been reading over your observation notes, and I’m quite interested in what’s going on—in particular with the astronomy unit he’s been teaching.
1 .<-MALE STUDENT:->[questioning, not sure where it’s leading] The astronomy unit?
1 .<-FEMALE PROFESSOR:->It seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we've been talking about in class.
1 .<-MALE STUDENT:->Oh, OK. [trying to think of an example] Yeah, so like when he was teaching them astronomy … he didn’t just teach them the names of the planets. He used it as way to teach mythology.
1 .<-FEMALE PROFESSOR:->Really? so, how did he do that?
1 .<-MALE STUDENT:->Well, some of the students could already name the planets, but they didn't know that the names had any meaning - the stories behind them.
1 .<-FEMALE PROFESSOR:->[Leading] So he…
1 .<-MALE STUDENT:->He introduced Greek and Roman mythology as a way of explaining.
2 .Like, you know, how like Jupiter's the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right?
3 .So since Jupiter, the planet, is the largest planet in our solar system, it's like the king of the planets, like Jupiter was the king of all the gods.
1 .<-FEMALE PROFESSOR:->Oh Matthew, that’s a great example!
1 .<-MALE STUDENT:->Yeah … and each student chose a planet, and then did research on it to write a report and make a presentation.
2 .They went to the library to do the research. Then they made presentations about the planet they chose.
1 .<-FEMALE PROFESSOR:->So in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report, and practiced their oral presentation skills?
1 .<-MALE STUDENT:->Exactly! He used this one topic to teach third-graders all that stuff - how to use the books in the library, to write reports, and even how to speak in public.
2 .Plus they had a great time doing it.
1 .<-FEMALE PROFESSOR:->You know, Mathew, this is just what we've been talking about in our class. and I’m sure everyone could learn something from your experience, [pause]
2 .You know, Mathew, I'd love for you to talk about this astronomy unit in class on Wednesday.
1 .<-MALE STUDENT:->Really? Um … cuz I don’t really think I’ll have any time to write my paper by then …
1 .<-FEMALE PROFESSOR:->Oh, you won't need to write anything new just yet. For Wednesday, use your class observation notes, and explain the things we’ve discussed today.
1 .<-MALE STUDENT:->Ok, that sounds all right.