Philosophy
The conceptual framework is grounded in a belief that learning is largely constructivist, that is, the learner constructs knowledge based upon background knowledge, cultural frames of reference, experience, instructional influences, and reflective processes. Action, performance, or experience is then central to learning [and teaching]. These beliefs are founded in Dewey (1938) [a cycle of impulse, observation, knowledge, judgment, and purpose] and Kolb (1984) [a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation].
Knowledge Base
To simplify and focus the work of the education department, the conceptual framework is communicated in a three-part cycle of learning -- knowledge > experience > reflection. This course will model the three part cycle of learning through a development of knowledge of science teaching methods that promote learning of all students, through experience in teaching science to peers and students in the practicum classroom and through reflection of learning in daily classes.
The three part learning cycle will unfold in three distinct ways across the semester in science methods. Preservice teachers will build their knowledge about science teaching through course readings and classroom discussions and activities; the experience part of the three part cycle will be directly associated with the teaching 5th grade students during Education for Nobel; finally, the reflection aspect of the three part cycle will be most apparent in the capstone research project that is part of the SCI/Math methods courses: the Study of Teaching.
Goals and Purpose of EDU 371
The purpose of this course is to create opportunities for you to develop an emerging knowledge base in the teaching and learning of science at the elementary level that encompasses both theoretical and practical pedagogies. Inquiry (both investigative and informational) as a practice of science and interdisciplinary and inclusive methods of teaching science will be the foundation that builds our pedagogy together and guides us in fulfilling this purpose.
A second goal of this course aims to enable you to become a confident, intentional and self-directed teacher of science in the elementary school by continuing to build a solid foundation of the science. As you achieve this goal you will become familiar with assessment, explore resources and materials of science and apply concepts of cognitive clarity. We would like to know how to teach students to understand how to apply their inquiry skills to the changing landscape that is science. We would like to learn ways to make science more engaging and appealing to students.
The third goal of this course aims to develop a community of scholarship and practice in which each and every member of this class contributes to our learning. Realization of this goal hinges on your thoughtful preparation for each class and requires that each of us contribute thoughtfully and verbally to our class conversations.
The fourth goal is to learn how to teach ALL students in science using differentiated instruction as well as using modifications of lessons to support the diversity of students in our classrooms, including students with exceptionalities.
The fifth goal is that we would like to show students that science is something that applies to their real life, not just in books. We also strive to understand how to move students to accurate conceptions of science.
Course Requirements
Attendance
Attendance is expected and anticipated from each student for every class. Of course, unavoidable absences sometimes occur. If possible, please notify me ahead of time. If that is not possible, contact me as soon as possible afterward. Due to the participatory nature of this course, it will not be possible to completely "catch up" what you have missed (and what the rest of us have missed because you were not able to contribute), but we will do our best to help.
Assigned Readings
Assigned readings are a vital aspect of the course. Your readings in the course textbooks, course packet, research articles and handouts have been carefully selected to provide you with the depth and breadth that you will need as you teach mathematics in the elementary school. To facilitate your reading, each week, a reading assignment, based on guided reading principles, will be posted to the course Moodle site. It is expected that you will carefully read all assigned readings required for the class session. It is also expected that you will review these readings after class and as you prepare assignments and projects for this class. Some will provide background information for what we do in class, others will elaborate afterwards, and a few provide insights about things we do not have time to adequately explore in class. The readings for this course are the frame for the "knowledge" portion of the Department of Education's Conceptual Framework and represent the theory behind "best" practices. Assigned readings will be important for your participation in our classroom conversations. Reference to readings (properly cited: APA) are expected in each assignment.
Email:
I will be using electronic mail to send you assignments, feedback, and other important documents, thus my expectation is that you check your Gustavus e-mail daily. Knowledge and application of sending, receiving, and attaching documents to e-mail is assumed for all students in this course.
Evaluation and Assignments
The emphasis in this course is on learning, understanding, and application of pedagogical knowledge in relation to the teaching and learning of science at the elementary school level. Expectations are high for all students in terms of the quality, integrity and consistency in completion of all assignments. It is also assumed that learning in this course occurs from a continuing process of discourse (whether it be written or verbal). Expectations are equally high for all students in terms of active, purposeful, and thoughtful participation in both whole and small group context with continued efforts to support the cooperative learning of all.
Note about electronic grading:
The majority of your assignments will be turned in electronically through e-mail. It is your responsibility to keep complete copies of all electronic assignments until your final grade is posted at the end of the semester.
Developing a community of scholarship and practice (10%)
What might this look like?
- You are punctual and ready for class each and every day: supplies and books ready to go and out; food and snacks are put away; cell phone is off; hats removed.
- You exhibit a high level of professionalism and integrity in your thoughtful preparation and attendance for all classes. This includes consistent evidence that you have thoughtfully completed assigned readings for each session.
- Gracious and thoughtful participation in class discussions on a regular or consistent basis. This means that you are not only participatory, but, you listen to others as well. Your "air time" is proportional to the other students in this class.
- You appear interested and engaged in the math methods course content. This means that you are not doing assignments for this class nor other classes, attending to e-mail or text messaging during class, and are "present" in the class session. Class conversations center on the content of the math course.
- Collaboration and Cooperative learning: Demonstration of the five components of cooperative learning: Positive Interdependence, Individual Accountability, Face to Face Promotive Interaction, Interpersonal and Small Group Skills, and Group Processing.
- Demonstration of personal and professional behaviors and affect as designated on the Department of Education's Statement of Professionalism.
Developing as a principled, inclusive, cooperative, and environmentally sustainable practitioner of math: Expectations are high that completion of each and every one of the pieces below will be completed with high integrity (Pass/Fail: 40 points).
- Introduction/Science and Math autobiography to Michele
(Due: via e-mail by Monday, September 13, 2010 (by 12:30 pm).
- Practicum Math Lesson Plan 1 (due by 7:30 am, Thursday, October 28),2 and or 3 (due 2 full school days before you teach it in your classroom).
- Peer review and feedback of science lesson plan 1: Due Friday, November 5, 2010 at 10:30 pm by e-mail to mkoomen and your student peer.
- Sci/Math Notebook
- Processing of course readings (Course packet, Barton and research articles).
- Service learning (Science Conference with Experimental design projects in EDU 246 on Thursday, October 28, 2010, from 3:45 to 5:00 pm)
- Developing greater science, social studies and environmental literacy with attendance at two lectures of Nobel and attendance of one additional speaker/seminar at Gustavus.
- Reading of literature books: Including: Teaching Science for Social Justice and Math Phobia.
- Reading for pleasure...
- Dialog with Michele...
- Continuing your stewardship of our Earth
- Developing as a principled teacher of mathematics:
1. Small group informal mini-lesson (2) of selected math topics with manipulatives.
2. Practice embedding literacy skills within mathematics methods with small groups
3. Supporting diverse learners in math by developing a plan of support for 1 student in practicum
- Consistent observance as a student and a future science/math teacher of environmentally friendly behaviors and a demonstration of growth in sustainable practices. This means that that you are printing on both sides or printing on reusable paper (i.e. back side is used), your beverage containers are refillable, and you are incorporating environmentally sustainable practices into your teaching and classroom management (i.e.: flicking lights on and off is not a sustainable practice) such as car pooling to practicum.
Research of teaching due on Tuesday, December 14, 2010, 2010 (30 points)
Each one of us is building an understanding of teaching as a journey of learning and process. The purpose of this assignment is develop “mindful educational practice to gain depth and purpose” toward our teaching. This assignment will use phenomenological inquiry, a research method and study that are designed to “awaken teachers to see beyond their habituated perceptions, and in so doing become more mindful of individual children, classroom dynamics and their teaching practices.” (Kesson, K., Traugh, C. & Perez, F. 2006). The intent of your study of your teaching is to become more mindful of what is happening in the classroom on “cognitive emotional and social levels” as you work toward improving your own practice.
Final: Bringing Together a Semester of Science and Math with Final Science/Math Autobiography Friday, December 17, 2010 at 10:30am (20 points). More information on this assignment to come.
Wisdom from Former Students from the Science and Math Methods Courses
Remember to smile and have fun, you'll be doing this type of work for the rest of you life, if you don't like it now... get out while you can. No matter how silly or pointless a reading or activity seems, remember that everything that the methods teachers have you do has a point behind it...learn from everything you do in class, it will help you better prepare for the students you have in your future. You'll be busy, but plan your time wisely and get things done when you can...DO NOT procrastinate!! Life itself is one big lesson, have a goal to learn something new everyday. Remember to have fun along the way, create a balance. Enjoy the times when you do get to teach and use them as a learning experience (Laura Hillman).
Stay on top of your work- especially your science notebook. You will be much less stressed if you know what is due when. Organize your life. Make sure you are always looking ahead at dates of when stuff is due and know where to find all of your materials. Don't overcommit yourself. Methods is a busy semester and you need to focus on your schoolwork. If you have too many other things going on, you will overextend yourself. Take the semester to really focus on your school work as this is the major foundation laid for your career as a teacher. I know I learned so much this semester, probably more than I have in all of my other semesters combined. Remember professors are humans too. If you need help/have a concern, go talk with them. They are there to help. Actually read the material. Yes, there is a lot sometimes, but you will be much better prepared for class when you have read it. Ask questions. If you don't understand something, ask (Sara Scholin).
Don't be afraid to contact people for advice. The professors and previous Methods students are very willing to help! Manage your time! You will need lots of sleep while teaching so work as much as you can in the daytime! Read ahead when you have free time; you won't always have the time later (Paige Roth).
