Teaching as Principled Practice
EDU 371 : Elementary Science Methods and Materials: Spring 2018
Course URL: http://homepages.gac.edu/~mkoomen/edu371/springsyllabus371.html
Updated: 1.30.18
This syllabus is electronically interactive. As such it will be updated over the course of the semester (look for current updates at the top of the page). Think about this syllabus as a contract; you are responsible for the information in it, even if I never bring it up in class. Reread it regularly over the course of the semester.
Instructor: Michele Hollingsworth Koomen, Ph.D
Gustavus Adolphus College
Education Department, Anderson Hall 225
Phone: Office: 507.933.6057; Mobile:612.669.2319
Email: mkoomen@gac.edu
Website: http://www.gac.edu/~mkoomen
Office hours:
Tuesday from 12:30 to 1:30 pm; other times by appointment.
I encourage you to come and talk with me at any time during the above hours about the course content and your learning, for assistance preparing assignments or making sense out of any readings.
- Course Packet for EDU 371: Science Methods
- The Little Book of Stress Management: What You Need to Know and Do by Gretchen Koehler.
- One inch binder for science methods courses only
- Binder Dividers (1 packets)
- Packet of sticky notes
- Funds in your GAC print account to make copies of documents on Moodle
- Access to the course Moodle site
Access to Education:
Every student has a right to learn and to participate in this class. I recognize that we all learn differently. If you have learning challenges, please see me about how we can work together to support your learning needs. Bring any documentation and suggestions about how I may assist you. We will work together to make this a great learning experience for you.
Disability Services
At its May 2011 Faculty Meeting, the faculty approved changes to Faculty Handbook Section 2.2.7: “Through information provided in syllabi, faculty members will notify students of the availability of disability services at Gustavus and how to access them.” The following statement is recommended for inclusion on all syllabi:
Gustavus Adolphus College is committed to ensuring the full participation of all students in its programs. If you have a documented disability, or you think you may have a disability of any nature (e.g., mental health, attentional, learning, chronic health, sensory, or physical) and, as a result, need reasonable academic accommodation to participate in class, take tests or benefit from the College’s services, then you should speak with the Disability Services staff, for a confidential discussion of your needs and appropriate plans. Course requirements cannot be waived, but reasonable accommodations may be provided based on disability documentation and course outcomes. Accommodations cannot be made retroactively; therefore, to maximize your academic success at Gustavus, please contact Disability Services as early as possible. Disability Services (https://gustavus.edu/advising/disability/) is located in the Academic Support Center. Disability Services Coordinator, Kelly Karstad, (kkarstad@gustavus.edu or x7138), can provide further information.
Help for Multilingual Students
Support for English Learners and Multilingual students is available through the Academic Support Center and the English Learning Support for English learners and multilingual students is available through the Academic Support Center’s Multilingual Learner Tutor (https://gustavus.edu/advising/). The MLL tutor can meet individually with students for tutoring in writing, consulting about academic tasks, and helping students connect with the College’s support systems. When requested, the MLL tutor can consult with faculty regarding effective classroom strategies for English learners and multilingual students. If requested, the MLL tutor can provide students with a letter to a professor that explains and supports appropriate academic arrangements (e.g., additional time on tests, additional revisions for papers). Professors make decisions based on those recommendations at their own discretion. In addition, English learners and multilingual students can seek help from peer tutors in the Writing Center (https://gustavus.edu/writing center/).
Questions about these policies can be directed to Dean Julie Bartley (jbartley@gustavus.edu or x7541) or Dean Micah Maatman (mmaatman@gustavus.edu or x7541).
Title IX
Title IX is federal legislation that makes clear that violence and harassment based on sex or gender are civil rights violations. Gustavus Adolphus College takes incidents of sexual misconduct seriously. Sexual misconduct includes the following: Non-Consensual Sexual Contact, Non-Consensual Sexual Intercourse, Sexual Exploitation (taking non-consensual or abusive sexual advantage of another), Intimate Partner Violence—physical, sexual, or psychological harm by a current or former partner or spouse, Stalking. Please see the student sexual Misconduct Policy in the Gustavus Guide for more details and definitions or online at: https://gustavus.edu/dean of students/policies/gustative/sexual-assault.php
Not all college employees are mandatory reporters. However, all faculty are legally mandatory reporters and must make a formal report to the Dean of Students Office within twenty-four hours. If you have any questions, contact the Title IX Coordinator (Julie Kline, Director of Human Resources, at 507-933-6075) or one of the deputy coordinators (https://gustavus.edu/titleix/titleix.php).
Academic Honesty and Policy
At its November 2006 Faculty Meeting, the faculty approved changes to Faculty Handbook Section 2.2.9: “Through information provided in syllabi and/or other means, faculty members will explain to students how the Honor Code will operate in their respective courses.” The following statement is suggested as a pledge for students to sign on all graded assignments and projects:
“On my honor, I pledge that I have not given, received, or tolerated others’ use of unauthorized aid in completing this work.”
A similar statement may be signed by students at the beginning of a course, indicating that their work for that course will comply with the academic honesty policy and the Honor Code.
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).
Department of Education Conceptual Framework
All components of the Conceptual Framework are embedded within the Capstone Study of Teaching that students complete for EDU 371/373. Students use their knowledge of best practice teaching strategies to plan lessons for their practicum classroom. They teach these lessons to K-6 students while in practice (experience). They video tape their teaching episodes. They analysis their teaching in the episodes using qualitative research methods where they uncover practices in their teaching that were not explicit while they are teaching. This study “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) and to see what is happening “cognitive emotional and social levels” as you work toward improving practice (reconceptualization). This work of a principled practitioner takes place in a context
where candidates are thinking about their thinking as it relates to
their work with students (metacognition), as well as
fostering their students’ higher level thinking; exploring cultural
connections and influences on their learners (culture) and considering the ways in which we communicate about the knowledge that is being learned (discourse).
The co-constructed (teacher candidates and instructor) goals
for the science methods are:
Gustavus Education 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.
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 science in the elementary school. To facilitate your reading, each week, a reading assignment, based on guided reading principles, will be distributed at two-three week intervals. 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.
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 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. Your participation includes consistent small group and whole class contributions.
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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 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. See each individual assignment description for more details. (65 points)
- Science and Math autobiography to Michele: 5 points. (Due: via e-mail by Tuesday, February 27
- 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 Plan 1, 2 and or 3 (due 2 full school days before you teach it in your classroom). (25 points for all science lessons)
Developing a
purposeful, systematic inquiry into practice through the Study of Teaching due on Friday, May 22, 2018 (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.
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 Courses
- Do your science notebook when you are supposed to.
- Do not freak out about Taskstream. The teachers will help you. 2’s will do!!
- Do not freak out about final projects, the teachers give you plenty of time to get all of the work done.
- Communicate well with your partners.
- Ask questions form the teachers to clarify anything that is going on. From Jessica Keenan & Adam Nuebarth, Fall 2015
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!
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. 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.
Standards
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.
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 4 (Instructional Strategies): A teacher must understand and use
a variety of instructional strategies to encourage student development of critical thinking,
problem solving, and performance skills. The teacher must:
4.A understand Minnesota's graduation standards (*note these are the Minnesota Academic Standards) and how to implement them;
4.F design teaching strategies and materials to achieve different instructional purposes and to meet student needs including developmental stages, prior knowledge, learning styles, and interests;
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)
Click here for MN Academic Standards in Science (2009) Word file |
