Shaw University Department of Education

EDU-453-01

Teaching 3-6 Science and Math in the Elementary Schools

Fall 2010

(3 Credits)

Instructor: Dr.Jennifer Locklear
Office: TOS 313
Telephone: (919) 278-2668 / Office Hours:
Monday 2:30-4:30
Tuesday: 1:00-4:00
Wednesday 9:30-12:30
Thursday: 10:00-12:00
E-mail: / Class Time: Wednesday 6:00-8:30
TOS

Conceptual Framework Theme

The theme/purpose of the conceptual framework undergirding the Department of Education’s programs is: to produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and professional dispositions needed to function as effective teachers in a diverse world.

Required Text(s)

Koch, J. Science Stories: Science Methods for elementary and middle school teachers. 4th ed. Wadsworth

Centgage Learning. 2005

Reys, R., Lindquist, M., Lambdin, D., &Smith, N. Helping children learn mathematics. 8th ed. John Wiley& Son, Inc. 2007

Technical Support: Moodle

General Course Description

This course provides instruction in the concepts, methods, and materials that are important to the science curriculum at the elementary level. Emphasis is given to diagnosis, exploration of alternate ways of solving problems, “hands-on” experience, research findings on teaching effectiveness, keeping students’ achievement high, and the integration of science across the curriculum. This course provides the candidate the opportunity to demonstrate professional dispositions necessary to become an effective teacher.

STUDENTS MUST USE THEIR SHAW UNIVERSITY EMAIL FOR EMAIL COMMUNICATION. I WILL SEND ALL COMMUNICATION VIA EMAIL TO YOUR SHAW EMAIL, NOT A PERSONAL EMAIL SUCH AS YAHOO OR HOTMAIL, ETC.

*Moodle Required Check Weekly for Communications

*High Speed Internet Access –DSL

*Students must be proficient in the use of Moodle

*Students must have access to a computer that can run video clips, has a multi media player feature and has an Adobe Reader 9.0

* Additional readings may be assigned in class.

Department of Education Mission Statement

The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations. Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.

Departmental majors may choose a specific concentration from four different specialty areas. Each student is encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year.

Birth through Kindergarten Education (B-K)

Elementary Education (K-6)

Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education.

[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content areas. The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.]

Program Learning Outcomes(PLOs)

1. to align the institutional mission and goals with state, regional, national, and departmental standards and

requirements;

2. to prepare candidates to work in schools as teachers who know and can demonstrate the content,

pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;

3. to implement an assessment system that collects and analyzes data on applicant qualifications,

candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;

  1. to collaborate with school partners to design, implement, and evaluate field experiences and clinical

practiceso that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;

  1. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the

knowledge, skills, and dispositions necessary to help all students learn;

  1. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and
  1. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.

NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs.

Student Learning Outcomes (SLOs)

At the completion of this course, the student will (from an Elementary Education Platform):

  1. demonstrate high ethical standards (NCDPI-1e)
  2. embrace diversity in the school community and in the world by appropriately using materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures; incorporates different point of view in instruction, and understands the influence of diversity and plans instruction accordingly. (NCDPI-2b-1,2,3)
  3. adapt their teaching for the benefit of student with special needs by using research-verified strategies to provide effective learning activities for students with special needs (NCDPI-2d-2)
  4. align their instruction with the North Carolina Standard Course of Study by developing and applying lessons based on the North Carolina Standard Course of Study(NCDPI-3a-1)
  5. know the content appropriate to their teaching specialty by demonstrating an appropriate level of content knowledge in the teaching specialty and encouraging students to investigate the content area to expand their knowledge and satisfy their natural curiosity(NCDPI-3b-1,2)
  6. recognize the interconnectedness of content areas/discipline by demonstrating knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines and relating global awareness to the subject (NCDPI-3c-1,2)
  7. make instruction relevant to students by integrating 21st century skills and content in instruction (NCDPI-3d-1)
  1. facilitate learning for their students by: knowing the ways in which learning takes place, and knowing the appropriate levels of intellectual, physical, social, and emotional development of their students (NCDPI-4a)
  2. use a variety of appropriate methods and materials to meet the needs of all students (NCDPI-4c)
  3. integrating technology with instruction to maximize students’ learning (NCDPI-4d)
  4. helping students develop critical-thinking and problem-solving skills (NCDPI-4e)
  1. help students to work in teams and develop leadership qualities (NCDPI-4f)
  2. use a variety of methods to assess what each student has learned (NCDPI-4h)
  3. function effectively in a complex, dynamic environment (NCDPI-5c)
  4. have the knowledge and understanding of mathematical conventions and processes skills relative to: number sense, numeration, numerical operations, and algebraic thinking; spatial sense, measurement and geometry; patterns, relationships, and functions; and data analysis, probability and statistics.(NCDPI Elementary Standard 2 Mathematics)
  5. knowledgeable in and are able to design and implement mathematical tasks that involve:
  • problem solving, reasoning and proof, communication, connection, and representation.
  • number sense, numeration, and numerical operations.
  • spatial sense, measurement and geometry.
  • patterns, relationships, and functions and algebraic thinking.
  • data analysis, probability and statistics.
  • mathematical tools and manipulatives.(NCDPI Elementary Standard 2 Mathematics a-f)
  1. have the knowledge and understanding of scientific inquiry, process skills, concepts and applications relative to the life, physical, and earth sciences (NCDPI Elementary Standard 3 Science)
  2. knowledgeable in and are able to design and implement science learning activities that:
  • demonstrate appropriate safety practices and procedures to ensure the welfare and safety of all students and living organisms in the learning environment, including proper maintenance and disposal of materials.
  • use the unifying concepts and processes in the life, physical, and earth sciences.
  • involve the nature of science, the historical development of scientific thought, the process of scientific inquiry, and the reciprocal relationship between science and society.
  • involve the application of science skills, equipment and processes, technological tools and mathematical knowledge and skills.
  • allow students to develop and apply content knowledge and critical thinking skills that lead to the development of scientific literacy. NCDPI Elementary Standard 3 Science a-e)

Student Learning Outcomes (SLO) and Program Learning Outcomes (PLO)

This section list what students are expected to know, demonstrate and value upon completion of the course

Student Learning Outcomes
At the completion of this course, students will be able to: / Assessment of Student Learning Outcomes / Linkage to Program Learning Outcomes
demonstrate high ethical standards (NCDPI 1e) / Professional Disposition Reflection Paper / PLO 1,2,
align their instruction with the North Carolina Standard Course of Study by developing and applying lessons based on the North Carolina Standard Course of Study (NCDPI-3a-1)
know the content appropriate to their teaching specialty by demonstrating an appropriate level of content knowledge in the teaching specialty and encouraging students to investigate the content area to expand their knowledge and satisfy their natural curiosity (NCDPI-3b-1,2)
recognize the interconnectedness of content areas/discipline by demonstrating knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines and relating global awareness to the subject (NCDPI-3c-1,2)
make instruction relevant to students by integrating 21st century skills and content in instruction (NCDPI-3d-1) / Microteaching/Demonstration Teaching
Library Component
Elementary Research Project
Exams; participation in Moodle Discussion Forums / PLO 1,2, 4
have the knowledge and understanding of mathematical conventions and processes skills relative to: number sense, numeration, numerical operations, and algebraic thinking; spatial sense, measurement and geometry; patterns, relationships, and functions; and data analysis, probability and statistics.(NCDPI Elementary Standard 2 Mathematics)
knowledgeable in and are able to design and implement mathematical tasks that involve:
problem solving, reasoning and proof, communication, connection, and representation.
number sense, numeration, and numerical operations.
spatial sense, measurement and geometry.
patterns, relationships, and functions and algebraic thinking.
data analysis, probability and statistics.
mathematical tools and manipulatives. (NCDPI Elementary Standard 2 Mathematics a-f)
have the knowledge and understanding of scientific inquiry, process skills, concepts and applications relative to the life, physical, and earth sciences (NCDPI Elementary Standard 3 Science)
knowledgeable in and are able to design and implement science learning activities that:
demonstrate appropriate safety practices and procedures to ensure the welfare and safety of all students and living organisms in the learning environment, including proper maintenance and disposal of materials.
use the unifying concepts and processes in the life, physical, and earth sciences.
involve the nature of science, the historical development of scientific thought, the process of scientific inquiry, and the reciprocal relationship between science and society.
involve the application of science skills, equipment and processes, technological tools and mathematical knowledge and skills.
allow students to develop and apply content knowledge and critical thinking skills that lead to the development of scientific literacy. NCDPI Elementary Standard 3 Science a-e) / Class Discussion, Participation in Moodle Discussion Forums, Micro Teaching Demonstrations, Exams, and Field Experiences / PLO 1, 2

Measurement of Student Learning Outcomes

Students will achieve mastery of Learning Outcomes with at least 80% of the final grade. This will be assessed by the instructor using a variety of methods; Exams, Quizzes, Micro Teaching Lessons, , In-School Field Experience Projects, Journal Reviews, Assignments and Rubrics

Course Procedures: A variety of methods will be adopted, including lectures, discussions, role-playing resolution of problem-solving scenarios, and peer demonstration teaching.

Assignments

1. Library Component.

The librarian (Mrs. Mair) from the Curriculum Materials Center will make a presentation to the class to help students with library skills. The presentation will include:

  • How to write, using the APA style (Publication Manual of the American Psychological Association, 6th ed.)
  • How to search databases to locate sources
  • How to locate sources in the Curriculum Materials Center
  • Tips on how to use Microsoft Word

To provide feedback on this library component, students will be asked to complete an evaluation form.

2. Evaluating Professional Dispositions

You are to read the syllabus and write a reflection paper on your thoughts about the Professional Disposition and the Course Expectations. After reading Shaw University’s professional dispositions and course expectations, “How would you incorporate the Professional Dispositions and Course Expectations within your classroom?”

NCDPI Standard 1e

3. Elementary Research Project

The Elementary Education Research Project is designed to show evidence that the candidate can produce rigorous scholarship to demonstrate depth of understanding and application of content knowledge in the specialty area of science. All elementary education candidates in the undergraduate program will complete this project during the required science methods course. The candidate will identify relationships within the concept as well as identify the most important key concepts for students at a particular grade level. The research will also include the identification of the building blocks necessary for successful mastery of the content. The candidate will formulate predictions on potential student misconceptions or problem areas in the classroom and how to address those misconceptions and problem areas.

The candidate must complete the following requirements for the elementary education research project:

1) Select a science concept from the North Carolina Standard Course of Study for K-6

2) Review literature on the science concept to document a minimum of 10 books, 10

magazines or peer reviewed journals, and 10 websites

3) Develop an outline for the paper and for the PowerPoint presentation

4) Submit a final research portfolio which will consist of a paper of at least 10-12 full-length pages

including a clear explanation of how the science concept is linked to the North Carolina Standard Course of Study. The paper will also include the outline and an annotated bibliography of the sources consulted during the research. The paper must be in APA style according to the current Edition of the Publication Manual of the American Psychological Association.

5) Prepare a PowerPoint that visually presents the concept researched and present that power point to

classmates and education faculty at a public session.

The research project will challenge the candidates to develop knowledge and skills in 21st century technology and presentation formats and provide an authentic audience to validate their work.

NCDPI 3b

NCDPI Elementary Science Standard 3 a-e

4.Demonstration Teaching and Microteaching.

Demonstration Teaching: There will be discussions on and/or use of the evaluation instruments used in North Carolina public schools. Each student will be given the opportunity to teach one lesson. Demonstration teaching is the presentation of a lesson to the entire class in which the teacher uses the six-point lesson plan. Students will use the criteria that North Carolina public school teachers use in their classroom. NCDPI standards and indicators must be included with the presentation.

Microteaching: Each student will be given an opportunity to plan and teach two brief lessons to his/her peers. This activity will provide an invaluable experiential opportunity to learn how to teach, as well as to consolidate teaching knowledge and skills. The six-point lesson plan format will be used in developing the lesson. Microteaching is a scaled down teaching situation in which a 10-15 minute mini-lesson is taught to a few students. NCDPI standards and indicators must be included with the presentation.

Directions:

1.Select topics from your discipline for the two lessons you will teach. (See Topical Course Outline)

2.Prepare lesson plans for the lessons you plan to present to the class. Use the Lesson Plan Format presented in class as a guide for preparing the microteaching and lessons.

3.Make sure you incorporate instructional technology into your presentations.

4.Submit how you plan to teach each lesson, such as lesson plans, questions, materials, etc., at least one week prior to the scheduled teaching.

5.An evaluation instrument based on a set of criteria established to judge mastery of the desired skills or behaviors will be used. This analysis will help to identify specific teaching skills that need improvement, as well as to develop the skills needed to study teaching behavior for purposes of self-improvement. The microteaching activities will be videotaped. You are expected to view the videotapes and evaluate your teaching. A self-analysis sheet is required for each microteaching activity.

**ALL STUDENTS WILL BE REQUIRED TO COME TO SHAW’S CAMPUS TO DO THEIR MICRO-TEACHING AND DEMONSTRATION TEACHING LESSONS.

NCDPI Standard 3a, 3b, 3d

NCDPI Elementary Math Standard 2 a-f

NCDPI Elementary Science Standard 3 a-e

5.Field Experience:

For this course you will be asked to spend 20 hours working with elementary school students over the course of the semester (this is approximately 2 hours per week for 12-15 weeks). Ideally, you would be working with students in an elementary classroom setting. However, any setting where you will get some experience working with elementary school children in math is acceptable.

NCDPI Standard 3a, 3b, 3d

NCDPI Elementary Math Standard 2 a-f

NCDPI Elementary Science Standard 3 a-e

*The Department of Education will schedule this experience for you.

6. Experience Sharing and Documenting.

We will devote (2) class sessions to having everyone share an experience from his/her field experience. We will ask each person to write a page-long reflection about the total experience, insight, idea, or incident involving your placement. You will also submit a written log at end of the semester that includes an interview of a reading teacher and write (3) reflections of your actual teaching experiences. This will include the (3) lesson plans. At the end of the semester, you will be asked to submit a one page reflection of the total experience, (3) reflections of the actual teaching experiences, and your log sheet documenting your field experience hours.

NCDPI Standard 3a, 3b, 3d , 5a

NCDPI Elementary Math Standard 2 a-f

NCDPI Elementary Science Standard 3 a-e