- Inquire Within by Douglas Llewellyn
- Teaching Science for Social Justice by Angela Calabrese Barton
- The Better World Shopping Guide by Ellis Jones (Optional)
- Course Packet
- Large 2 inch binder for science and math methods courses only
- Binder Dividers (2 packets) for both courses.
- Jump (thumb) electronic drive with USB port for transfer of electronic files and documents.
* There are other readings provided by the instructor on either the class schedule or via the Internet.
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, 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. As you achieve this goal you will become familiar with the processes that are science, explore resources and materials of science and apply concepts of cognitive clarity.
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.
Attendance
Attendance is expected and anticipated from each student for every class. Please be punctual and prepared. Part of your grade is based on attendance.
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 science in the elementary school. 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
It is a requirement for this course that you are able to use basic e-mail features. I will use electronic mail to send you assignments, feedback, and other important documents. Knowledge and application of sending, receiving, and attaching documents to e-mail is assumed for all students in this course. If you are not familiar with these e-mail functions, please see me as soon as possible. All students will be required to format e-mail using subject specific criteria that will be defined for each assignment.
Honesty Policy
This course will abide by the Gustavus Adolphus Honor Code. Ethical behavior is a must for teachers. Plagiarism will not be tolerated. Please review this web site for an overview of plagiarism.
Department of Education Conceptual Framework
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. Lesson plans, reflections before and after teaching and Developing as a Teacher of Inquiry (Inspiration assignment) all emulate the three part cycle of learning.
Selected evidence that illustrates how the Conceptual Framework is embedded in EDU 371: Science Methods and Materials and EDU 373: Mathematics Methods and Materials.
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 (including writing). 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 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; food and snacks are put away; cell phone is off.
- 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 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 a quick break, and are "present" in the class session. Class conversations center on the content of the science 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 Teacher of Science (55%)
- Attendance at one session (at least) of the May Day Conference or one Friday Science/Math Seminar or lecture in Nobel Hall or Alumni Hall.
- Peer review and feedback of science lesson plan 1 (10%): Due either March 30 or April 10, 2007.
- Practicum Science Lesson Plan 2 (15%): Due 3 full school days before you teach it in your classroom.
- Learning the basics of inquiry based science teaching using the Inquiry Cycle (five steps are: Inquisition, Acquisition, Supposition, Implementation, Summation and Exhibition) and Experimental Design (including data collection and analysis through graphs or histograms and use of descriptive statistics (mean, median and mode) and discussion of replicating, controlling variables and determining consistent and constant methods) with seeds/plants, dinosaurs and global climate change (15%): Due dates for each component will be announced in class.
- Partnered development as a teacher of inquiry in practicum (15%): (Due three days after second science lesson in Practicum, and no later than Friday, May 11, 2007).
Developing as an inclusive, equitable, cooperative, reflective and environmentally sustainable practitioner of science (20%):
What does this look like?
- Written and verbal evidence of preparation for each class including responses and reflections for daily readings (posted on course schedule). Your thoughtful response to these questions create an opportunity for you to process the theoretical and practical pedagogies that are science teaching and learning. Accountability for this section will vary. Sometimes you will turn in selected responses, other times I will spot check your responses. Every class day I will look for evidence that you have responded to the guiding questions.
- Introduction letter to Michele
(Due: via e-mail by Friday, February 9, 2007 (10:30 am).
- Reflections on teaching episodes (peer and practicum): Due after practicum teaching episodes.
- Engaging in at least one private conversation with Michele in her office over the course of the semester regarding teaching and learning in science and your own personal growth outside of your comfort zones (before May 4th). A sign-up sheet will be posted outside my office door. No reminders during class time.
- Letter that describes your journey to a randomly selected colleague in this class about your growth as a teacher of science who is just (social justice), equitable and inclusive: Due on Reading Day: May 17, 2007 and not before the last day of SCI/Math classes.
- 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 you are printing on both sides or printing on reusable paper (i.e. back side of paper), 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.
Final (15%): Friday, May 18 (1:00 or 2:45)
The final exam for the Science and Mathematics Methods courses is comprehensive. You will meet on the final exam day with a small group (5 peers) for a 90 minute discussion and conversation around the theoretical and practical pedagogies of science teaching. More information to come.
A note about writing: In addition to all of the above expectations, it is assumed that in this class, written assignments will be carefully edited, checked for grammar and spelling and consist of high quality writing that is expected in our teaching profession. APA is the standard for this class. Click here for more information on APA style.
Evaluation and Grading:
The emphasis of this course is on the learning of pedagogy and practices for the teaching of science 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 and grounded in the course readings.
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
There is no grading on a curve. Grades less or equal to a C do not meet the standards of the Education Department at Gustavus Adolphus College.
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. For a list of all BOTs and Indicators, click here.
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 (May 2004) PDF file.
|
