The co-constructed (teacher candidates and instructor) goals
for the science methods are:
- We would like to learn how to develop lessons that meet all the learning types and ability levels of our students.
- We would like as teachers to gain a better appreciation toward science and math.
- We would like to find ways to encourage students to be engaged in science and math!
- We would like to make math and science interactive (not just sitting at a table and doing math worksheets); going outside; using manipulatives.
- We would like to become knowledgeable about the content to answer students’ questions.
- We would like to feel comfortable in teaching math and science lessons.
- We would like to put together engaging, fun, free (!) resources for teaching math and science.
- We would like to assist students in understanding the “why” of their learning.
- We would like to learn how to present the content in a variety of ways.
- We would like to use what we learned in EDU 246/247 and take that knowledge and make fun and creative lessons.
- We would like to become great teachers!
- We would like to come to methods classes everyday well prepared and with smiles on our faces!
- We would like to work well with others and not be afraid to ask questions.
- We would like to learn how to be better organized with our materials and preparation for teaching.
- We would like to learn how to organize and manage a classroom using a variety of materials and activities.
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 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.
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): (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 Thursday, February 21, 2013 (by 12:30 pm).
Practicum Science Lesson Plan 1 (due by 7:50 am, April 11), 2 and or 3 (due 2 full school days before you teach it in your classroom).
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, including one from Building Bridges and one from May Day.
Dialog with Michele...
- Participating as a mentor in the presentation of EDU 247 experiments on Thursday, April 25, 2013 from 3:30-5:00pm
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 3 (three) focal students in practicum
- Completion of BOT SEP #4 & 7 before final reading day (Tuesday, May 23) with revision completed by Final (Tuesday, May 27)
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.
purposeful, systematic inquiry into practice through the Study of Teaching due on Tuesday, May 27, 2013 (30 points)
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 due on May 27, 2013 (20 points). More information on this final 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).
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 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)