California Baptist University
EDUCATION DEPARTMENT
EDU 405/505 - Elementary Curriculum and Instruction: Math & Science
Fall 2013 Syllabus
September to December
Section A
PROFESSOR: Joseph E. De Vol, M.S. Home Phone: 760 -772-9781
CLASS TIME: Thursday 7:00 – 9:30 pm Office Phone: 951-343-4324
OFFICE: Yeager B-237 E-mail:
CLASSROOM: Yeager TBA Cell Phone: 760 - 834-1200
Office Hours: Tuesday and Wednesday 2:00 – 4:00 pm and Thursday 3:00 – 6:00 pm
I. OVERVIEW
PURPOSE OF THE COURSE: This course is designed to prepare future teachers to meet the School of Education program student outcomes (SLOs) which are closely aligned with California State and national requirements for certification in mathematics and science and to equip students with knowledge and skills necessary for the successful teaching of these subjects. Integrated lesson planning and unit development with appropriate assessment will also be a strong component of the course content. This course is also designed to provide opportunity to demonstrate use of critical thinking and informed decision making concerning teaching and learning.
COURSE DESCRIPTION: This course consists of the study of current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. A minimum of 20 hours of observation and participation in Math and Science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings.
COURSE OBJECTIVES: By the end of the semester, students will be able to:
1. Gain in depth knowledge in the content areas of Math/Science. (TPE 1) (See BB for TPEs)
2. Demonstrate knowledge of skills and theory involved in teaching mathematics and science. (TPE 1)
3. Plan six math/science lesson plans. (TPE 1, 3,4, 7, 9 & 10)
a. Three math lessons: Computational/math procedures and logic/problem-solving.
b. Three science lessons: Life science, Earth science, and Physical science.
c. Lesson Plan Formats: Concept Attainment, Direct Instruction (modified Hunter), Inquiry,
Guided Discovery, Induce-A-Generalization and the SIOP model (Sheltered Instruction Observation Protocol)
d. Identify key elements of the Common Core for math and science frameworks and select standards for the math and science lesson plans. (TPE 1, 4 & 9)
e. Integrate science and ELD/ELA standards into each lesson. (TPE 9)
f. Specify how to modify instruction (SDAIE) for EL and students with special needs in the lesson plan. (TPE 7) (*NOTE: SDAIE means Specially Designed Academic Instruction in English.)
4. Understand and develop appropriate assessment strategies for math and science. (TPE 2)
5. Give, score, and interpret a diagnostic math test of arithmetic computation. (TPE 2, 3, & 8)
6. Assess student error patterns to gain information for instructional planning. (TPE 2, 3, 8 & 9)
7. Demonstrate the use of rubrics to evaluate projects. (TPE 3 & 5)
8. Identify the current student achievement. Teach a lesson on a given math concept, then give a post-test to evaluate effectiveness of the instruction. (TPE 2, 3, 5, 8, & 9)
9. Show how to relate lesson planning to students’ prior knowledge of math. (TPE 1, 4, 5, 7 & 9)
10. Demonstrate the ability to use best practice teaching strategies to support the learning for all students. (group presentation) (TPE 1, 5, 6, 7, 9, 10 & 11)
11. Demonstrate knowledge of effective teaching strategies (SDAIE) for linguistically and culturally diverse students, students at varied levels of ability/disability, and of different genders. (TPE 1,4, 5, 6, 8 & 7, 9, 10)
12. Demonstrate the use of constructed manipulatives and “hands-on” activities in teaching math and science. (TPE 6 & 7)
13. Identify, design, and model cooperative learning activities/lessons that facilitate problem-solving and critical thinking skills in the math/science classroom. (TPE 1, 5, 6 & 11)
14. Demonstrate ability to use models/technology in the teaching of math/science. (TPE 1)
15. Participate in Project Aquatic Wild and earn the certificate upon completion. (TPE 1)
16. Gain teaching insights as students complete 20 hours of observations in the public classroom and complete the fieldwork activities. (TPE 5, 8, 10 & 11)
17. Students are expected to successfully complete fieldwork activities which include the following: observe/participate in math tutoring with individuals, investigate math assessment procedures, identify helpful curriculum resources, evaluate effectiveness of SDAIE strategies, and learn classroom management techniques. (TPE 1, 2, 3, 6, 7, 8, 9, & 10)
18. Explain how effective math/science instruction can promote responsible behavior and understand the balance and responsibility of teaching religious and moral education in public schools. (TPE 4, 5, 12 & 13)
20. Demonstrate how to correct computational errors that are commonly made in addition, subtraction, multiplication and division by elementary students.
II. REQUIRED TEXTS
1. Van de Walle, J (2013) Elementary and Middle School Mathematics (8th edition) Boston: Pearson Education Inc. http://wps. Ablongman.com/ab_vandewalle_math_6/
2. Van de Walle, J (2010) Field Experience Guide (3rd edition). a free resource from the Publisher.
3. Martin, R., Sexton C., and Franklin, T., (2009) Teaching Science for All Children (5th edition) Boston, MA: Pearson Education Inc. http://wps.ablongman.com/ab_martin_teaching sci_4/236054/1549880.cw/index.html
4. Echevarria, Jana, Vogt, MaryEllen and Short, Deborah, (2010) The SIOP Model for Teaching Mathematics to English Learners, Boston, MA: Pearson.
5. Carr, J. (2004) A Map for Teaching and Assessing California’s Standards for English
Language Development (5th edition), San Francisco: WESTED. 6. Ashlock, R.B. (2010) Error Patterns in Computation (10th edition) Boston: Allyn & Bacon.
7. Live Text
PORTIONS OF COMMON CORE STANDARDS (DO NOT PRINT ENTIRE SITE!! [400 PAGES] WAIT FOR ASSIGNMENT!!)
Science Framework for California Public Schools
See website: http://www.cde.ca.gov/board/pdf/science.pdf
Math Framework for California Public Schools.
See website: http://www.cde.ca.gov/board/pdf/math/pdf
REQUIRED MATERIALS:
A student calculator
Student whiteboard and marker (BIG LOTS, Dollar Store or 99 cent Store)
Recommended but not required:
· Ed. Stephen B. McCarney Ed.D., Kathy Cummins Wunderlich, M.Ed., Edited by S. N. House PRIM Pre-Referral Intervention Manual 4th
· Brown, W. (2012) In the Beginning: Compelling Evidence for Creation and the Flood (8th edition).
· Strobel, L. (2004) The Case for a Creator, Grand Rapids, MI: Zondervan
· Quick Glance, Common Core Standards 2013; Rightway Company, Riverside, Ca.
· Cuisenaire’s Manipulative Starter Kit available on-line
III. ASSIGNMENTS AND GRADING SYSTEM
Grades are assigned within the following areas:
1. ATTENDANCE & PARTICIPATION
2. JOURNAL & ACTVITIES
3. LESSONS PLANS
4. TEACHING MINI-LESSON PLAN
5. FIELDWORK & OBSERVATIONS
6. PORTFOLIO & RESEARCH
IV. GRADING POLICY:
A = (100 - 93%) C = (76 - 73%)
A- = (92 - 90%) C - = (72 - 70%)
B+ = (89 - 87%) D+ = (67 – 69%)
B = (86 - 83%) D = (66 - 63%)
B- = (82 - 80%) D - = (62- 60%)
C+ = (79 - 77%)
V. COURSE ASSIGNMENTS
Course Assignments - Points Possible / Points / My ScoreMath Autobiography and Integrated lesson model Clay Boats/Graphing / 10 each = 20
Cooperative Learning Jigsaw of New Common Core Standards Math and Science / 20 each = 40
TPA #1 Draft
TPA #2 Draft / 50 points
50 points
Elementary and Middle School Math (#1) Text Journal of Writing: Summary or Activity (10 points/Chapter) 18 x 10 =180
Week 1 1______, 2______, 3______
Week 2. 4 _____, 5______, 6 ______
Week 3. 7______, 8______, 9______
Week 4. 10_____,11______,12______
Week 5. 13_____,14______,15______
Week 6. 16_____,17______,18______
The SIOP Model Textbook (#2) Prepare a Student Quiz of five questions per chapter for class discussion. (2 points per question = 10/chapter.
Read Appendix A (pp. 133 – 138) ______
Chp. 1 Academic Language ______
Chp. 2 SIOP Lesson Planning ______
Chp. 3 Activities & Techniques/LP, BB ______
Chp. 4 Strategies/Interaction/Practice/appl.______
Chp. 5 Lesson & Unit Design K - 2 ______
Chp. 6 Lesson & Unit Design Grades 3 – 5______
Chp. 9 Pulling it All Together ______
Error Patterns in Computation (#3)
10 pts/chapter = 80 points
Chp. 1 ______Chp. 2 ______
Chp. 3 ______Chp. 4 ______
Chp. 5 ______Chp. 6 ______
Chp. 7 ______Chp. 8 ______/ Textbook #1 180
Textbook #2 80
Textbook #3 80
Math Lesson Plan #1 (Direct Instruction) / 100
Math Lesson Plan #2 (Concept Attainment) / 100
Math Lesson Plan #3 (Generalization) / 100
Math Assessment Packet for your math lessons (math inventory, pretest, diagnostic, post test, authentic rubric, informal checklist with full rationale for each assessment tool and a report card. / 50
Field Trip / 100
Science Responses to Chapters (1-10) Answer 1 question per chapter from the “Reflect & Respond” or 1 myeducationlab activity.
Chp. 1 ______Chp. 2 ______
Chp. 3 ______Chp. 4 ______
Chp. 5 ______Chp. 6 ______
Chp. 7 ______Chp. 8 ______
Chp. 9 ______Chp. 10 ______/ 100
Life Science Lesson Plan # 1 Project Aquatic Wild (SIOP) / 100
Physical Science Lesson Plan # 2 (Inquiry) / 100
Earth Science Lesson Plan # 3 (Guided Discovery) / 100
Math or Science Lesson In-class Mini-Presentations (12-15 min) plus Self Reflection / Lesson Presentation 50
Lesson Reflection 50
Creation/Evolution Paper / 50
Science Fieldwork & Hours (10 hours) / 100
Portfolio 3 Ringed Binder of Course work / 100
E-Unit in Live Text and bound copy (50 pts each) / 100
Class Participation/Attendance/In-class assignments / 140
GRAND TOTAL FOR CLASS= / 1940
Note: Dates of Absences or Tardy/Leaving Early 1. 2. 3.______4.______5.______6.______7.______8.______9.______10.______11.______12.______13.______14.______
VI. Assignment Explanations and Expectations
1. Attendance, Work, Participation, & Professionalism 140 points
This is a Graduate/Master’s level course, which is also part of the California Multiple Subject Credentialing Program requirements. You are now a member of the education profession. Professionalism at the highest level is expected in all areas.
Attendance
· Come to class on time, and be prepared for discussion and activities. (Participation points 10 per class session and 5 points for each half session.) Missing a class means missing points for in-class assignments, group work and attendance. (These points cannot be made up)
· If you have more than two unexcused absences, your grade will drop a full letter. ______
· If you are having a problem that is affecting your class performance, please see your professor as soon as possible.
· An “incomplete” will be awarded only in cases of dire emergency as described by University policy.
· An “SP” (Satisfactory Progress) is given when fieldwork is not complete and all other work is completed.
Thank you for helping to make our learning journey valuable and exciting!
In-Class Conduct/Participation
As a professional, you are expected to collaborate with your colleagues during in-class activities, and respect one another with exemplary listening skills during presentations and class discussions. Professionalism would also require supporting all members of the class with positive body language and verbal communication. Please silence all cell phones and other electronic devices. (see Disposition Checklist for more details)
Plagiarism
No plagiarizing. Plagiarism will result in a zero for the assignment on the first offense, and a grade of “F” for the course thereafter. Therefore, be sure to give credit for supplemental worksheets or major lesson ideas from books, Internet sites, etc. See www.plagiarism.com for additional information.
Work Due
In keeping with the standards of professionalism, work must be typed using APA format, edited and spellchecked, and submitted when due. Late work will be awarded 50% of the points. If you know you must miss a class notify the instructor and ask someone in the class to collect all handouts and apprise you on class proceedings. Please arrange this before the class in question if possible.
Revising work
Not all students get it "right" on the first try! The grade of the first and last submission will be averaged.
2. Math Autobiography (In class activity) 10 points Write a description of your experiences as a math student, good and bad, interesting and boring. What kind of teachers did you have? What methods of teaching do you recall? How did your experience with math change as you got older? Do you consider yourself to be a math person? These will be shared in small groups and a class discussion will follow.
3. Common Core Math Framework Assignment (Cooperative Learning) 20 points
In teams, you will be assigned a grade level or part of the Common Core Californian Math Framework to summarize and then present the most important information. You will tutor your team on your section; teams will then compete in a Jeopardy Game. Type your notes (2-3 page minimum) and make copies for your team members to use during the competition.
4. Common Core Science Framework Assignment (Cooperative Learning) 20 points
In groups, you will summarize a grade level or part of the Common Core California Science Framework and then present the most important information. You will tutor your colleagues on your section; your group will then compete against each other. Type your notes (2-3 page minimum) and make copies for your team members.
5. Math Activities & Journal Responses (10 pts/chp) 180 points
For Chapters with math activities use the following steps.
1. First state the problem. If possible, identify standards and benchmarks addressed. Identify the grade level.
2. Explain how you solved the problem and show your work.
3. Note new math learning and deeper understanding or applications for math teaching you may have gained as you worked through the activity.
· Did your thinking change due to the activity?
· What do you need to remember to tell students in order for them to do
this type of problem/activity?
· How will this activity help students learn?
· Are there any unanswered questions or wonderings that this activity brings to mind? (*** VERY IMPORTANT!!)
· What modifications can you suggest for Focus students? (see PRIM textbook)
4. Prepare and bring the manipulative/model that will help you teach this activity to your group members.
5. Place all your Journal entries into a three-ring binder.
For Chapters that do not have activities, respond to one of the “Writing to Learn” questions or “For Discussion and Exploration” or google an author/article/online resource topics at the end of each chapter (prepare a summary ½ page minimum)