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 via course readings, class presentations and class discussion, through experience in teaching science to peers and K-6 students in the practicum classroom and through a comprehensive reflection of teaching and learning in the capstone project for both the science and math methods course, the Study of Teaching. Throughout the iterative process that is at the heart of the cycle of learning (knowledge, experience and reflection) teacher candidates will think 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)."
Think of this class as roughly divided into thirds: a third focused on readings, presentations and class discussions (knowledge), a third focused on implementing that quilled into the classroom (experience) and a third focused on reflecting on your own teaching through your study of teaching.
Goals and Purpose of EDU 371
The co-constructed (teacher candidates and instructor) goals
for the science methods are:
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 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.
E-mail:
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. One of my many expectations for you is that you illustrate courtesy and respect by responding with a simple e-mail to the instructor upon receipt of class information or returned feedback/evaluation on a project.
Time Commitment
There is extensive reading and writing for this class. Plan to spend at least 1-2 hours outside of class for every hour of class. Some weeks will require more time (especially during practicum).
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 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 or in class, 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 principled, inclusive, cooperative, and environmentally sustainable 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: 40 points).
- Introduction/Science and Math autobiography to Michele
(Due: via e-mail by Today, February 14, 2012 (by 12:30 pm).
- Practicum Science Lesson Plan 1 (due by 7:50 am, Friday, March 22), 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 Tuesday, April 5, 2012 at 5:30 pm by e-mail to mkoomen and your student peer.
- Sci/Math Notebook, including:
- Processing of course readings (Course packet, Barton and research articles).
- Developing greater science, math and environmental science literacy with attendance at three (3) lectures or seminars at Gustavus this spring. Reading for pleasure...
- Dialog with Michele...
- Taking care of yourself
- Developing as a principled teacher of inquiry and inclusive science teaching
Resolving an informational or research question with inquiry
Using experimental design
Practice embedding literacy skills within inquiry methods with small groups
Supporting diverse leaners in science by developing a plan of support for 1 student in practicum
- Responding with a quick e mail return upon the receipt of course or class updates or feedback/evaluation of assignments and projects is expected and is part of the overall points earned under this part of the overall course evaluation.
- 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.
Developing a
purposeful, systematic inquiry into practice through the Study of Teaching due on Friday, May 18, 2012 (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 a Final Science/Math Autobiography and Conversation on May 18, 2012 (20 points). More information on this final assignment to come.
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.
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
Words of Advice, Tips and Wisdom from former students:
Katie Guthermueller: It is going to be probably one of the busiest semesters of your life! Just know that you will be more than prepared to continue your journey to Student Teaching. It will be hard to see while you are in methods the end results and just how much you are going to grow throughout, but stay focused and you will make it through! Take time for yourself. Get to know your practicum partner outside of working on lesson plans all the time. This will help you to not go crazy and get upset over little things because being with someone all the time can get over whelming and frustrating! You are almost there! After this semester, so many of your questions will be answered of how a classroom will be run and so on. Just remember that the professors are always there for you if you need.
Jenny Story: Remember, no matter how stressful things get and no matter how large the list of things to do grows, you will get through it. Its not going to be easy, but it is totally and completely worth every minute you put into it. Remember to smile, laugh, and spend time with friends, you only get to experience this once so make the best of it that you can. Love your students and take the time to really get to know them, its worth it! Grow close with your classmates, they will become the best friends you have.
Sarah Bradley: Make sure that you stay on top of things and don’t leave everything until the last moment, but with that being said, make sure that you have time during the week to spend with your friends/roommates/etc. or to take a night off to stay sane. Have one binder where you keep all of your lesson planning things – it makes it a lot easier if everything is in one place. Get to know your classmates, you will spend more time with them than your roommates. Have fun
Alisha Thompson: This semester teaches you how to manage your time. You’ll never realize how important checking your e-mail is until you are done. You will also realize how amazing it is to have free time…because you will feel like you never have any. Don’t get down when you notice that your friends have less work than you to do. You’ll be able to handle it all, just go out to party with your fellow Ed. Majors. This semester proves that hard work pulls you together as friends…and as a family. But be careful because this semester can be stressful, handle your stress well.
