“On my honor, I pledge that I have not given, received, or tolerated others’ use of unauthorized aid in completing this work.”
Full descriptions of the Academic Honesty Policy and the Honor Code can be found in the Academic Catalog (online at https://gustavus.edu/general_catalog/current/acainfo). For more information about the Honor Code, contact Dean Julie Bartley (jbartley@gustavus.edu or x7541).
The co-constructed (teacher candidates and instructor) goals
for the science methods are:
Course Requirements
Gustavus Education Department Attendance Policy
1) Cumulative absences (excused or not excused) equaling 15% or more of scheduled class meetings will result in a lowering of the grade by one letter grade. Cumulative absences (excused or not excused) equaling 25% or more of scheduled class meetings will result in a D grade. This will require a retake to remain in the education program. Excused absences are those that come with written documentation. Illness excuses must be communicated to the instructor at least one half hour prior to the start of the class period. Extenuating circumstances may be considered by the instructor.
2) Five or more late entrances into class (for one hour classes) and two or more late entrances (for longer classes) will result in a decrease of the final grade by one letter grade.
3) Absences from any practicum requirement for this course without prior contact (at least a half hour prior to the start of the placement experience) with the instructor and the placement teacher will result in a decrease in the final grade by one letter grade. All visits will be verified with the practicum teacher or site coordinator. In addition, more than one excused absence must be made up by the student on the student’s own time, with a signed statement form the placement teacher/site manager attesting to the additional visit(s), returned to the course instructor before the end of the semester.
Passed May, 2014
Gustavus Education Department Policy Regarding Syllabi
A syllabus for a course is a contract with expectations for students enrolled in the class. Changes of due dates or expectations may only be negotiated between the entire class and the instructor. As an individual intending to work in schools as an educator, it is important to recognize the contractual nature of a syllabus. Due dates are final, and work is expected to be completed on time. All course expectations, as defined in the syllabus, are to be met by the student, with work to be documented and/or evaluated by the instructor and results reflected in student grades. Failure to meet the deadlines specified in the syllabus (except in emergency situations or extreme situations which have been discussed with the instructor early in the semester) identifies the individual as someone who is not able to meet the professional responsibilities of the teaching profession. Therefore, any such breach of contract may be cause for dismissal from the education department. Passed August, 2015
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 or sent via email to the class list. 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.
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. In addition, I generally respond to email within 24 hours and I usually read and respond to email from 6-7am and 7-8PM.
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.
Professionalism (Dispositions): (15%)
What might this look like?
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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 turned on silent and stowed away; hats removed.
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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.
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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.
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You appear interested and engaged in the science 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.
- It is clear that you regularly read and respond to email from the instructor.
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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 mind full practitioner of science: Expectations are high that completion of each and every one of the pieces below will be completed with high integrity (Pass/Fail: 65 points).
- Science and Math autobiography to Michele: 5 points. (Due: via e-mail by Tuesday, September 25)
- Inquiry investigations (15 points)
- Informational inquiry
- Investigative Inquiry with engineering
- Modeling inquiry and disciplinary literacy with Oobleck
- Phenology: 5 points
- Completion of BOT SEP #4: 5 points
- Practicum Science Lesson Plans due 2 full school days before you teach it in your classroom). (25 points for all science lessons)
Developing a
purposeful, systematic inquiry into your teaching practice through the Study of Teaching: due on Friday, December 15 (20 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.
Evaluation and Grading:
The emphasis of this course is on the learning of pedagogy and practices for the teaching of mathematics in the elementary classroom. Learning is demonstrated by various means including your affect and disposition in class, your participation in the cooperative and collaborative learning with others, and assignments completed with integrity.
Turning in late assignments: Students who have taken this course before do well by working ahead. Late assignments are assignments that are turned in after the due date established in class or on the assignment description. For each day an assignment is late, you will earn less points, up to a full letter grade on that assignment if it is more than two days late.
Total points for class: 100 points.
A = 94 -100 total points
A- = 90-93.99 points
B+ = 87.5-89.99 points
B = 84-87.49 points
B- = 80-83.90 points
C = work less than 79.9 total points
Wisdom from Former Students from the Science and Math Methods Course
Ali Hoffman:
- Be prepared for being in class many hours a week and adding more hours working on lesson plans with you practicum. Love your partner with all of your heart.
- Have fun!
- Stay on top of your work! You know that you will have a lot of work to do but if you stay on top of them, you will be just fine :)
- Get to know your classmates, because they will be there everyday all day for you for the entire semester
- Be interactive with your practicum students! They love to hang out with you and they will want to hang out with you! (Spring 2016)
Sara Scholin: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.
Melissa Dahl and Rachel Malo: Prepare for your lessons well in advance. Do not be afraid to communicate with your cooperating teacher and ask a lot of questions. Face your math phobia. Stay caught up with your science notebook and readings. HAVE SOOOO MUCH FUN!!!!!!!!!! Spend as much time with your practicum students as possible. Eat lunch with them, go outside for recess, and attend specials with them. You will learn so much about them and will build such a great relationship with them, which will then carry into the classroom. Spring 2016
Board of Teaching Standards of Effective Practice
Link here to find out how specifically the Minnesota Board of Teaching (BOT) Standards of Effective Practice are embedded in EDU 371: Science Methods and Materials. For a list of all BOTs and Indicators, click here.
Teacher candidate Portfolio and Key Assessments: Teacher candidates will provide evidence for the following BOT Standard and indicators (two) through coursework and the application of that course work into their practicum classrooms.
BOT Standard 7, Planning Instruction
A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must:
E. design lessons and activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress;
F. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired;
Link here to find Evidence of Learning And Assessment Opportunities for Teachers of Elementary Education with a Speciality (PEPER II: Form I-D) in EDU 371: Elementary Science Methods and Materials.
Minnesota Academic Standards in Science (MAS)
