Syllabus for EDUC 392
Elementary Math/Science
Buena Vista University
Fall 2007
INSTRUCTOR: STAN BOCHTLER CREDIT: THREE SEMESTER HOURS
OFFICE: SMITH 317 OFFICE NUMBER: 749-2113
HOME NUMBER: (712) 732-2430 E-MAIL:
COURSE DESCRIPTION
Education 392 is one of the required methods courses in the Elementary Education program. Normally this class is taken during the junior or senior year AFTER Math 125 (Math for Elementary Teachers).
This course also contributes to one becoming a “reflective practitioner,” the integrating theme of the teacher education program at Buena Vista University.
Education 392 is a study of instructional strategies that promotes students’ development of critical thinking, problem solving and performance skills in mathematics and science; characteristics and benefits of authentic assessment; teaching practices that promote understanding of concepts, principles, and themes of science as well as the processes of science; the role of investigation and collaboration; a constructivist approach to teaching and learning; teaching strategies that encourage students to think mathematically.
COURSE COMPETENCIES/DEMONSTRATIONS
COMPETENCIES: DEMONSTRATIONS:
1. The student understands and uses a variety of 1. Lesson plans and presentations
instructional strategies to encourage learners’ Journal
development of critical thinking, problem solving,
and performance skills. (INTASC 4)
2. The student understands the characteristics, 2. Reflective Paper: How is
uses, advantages and limitations of different student understanding
types of assessments for evaluating how assessed in elementary
learners learn, what they know and are able science? (Characteristics
to do, and what kinds of experiences will and benefits of authentic
support their further growth and development. assessment)
(INTASC 8)
3. The student understands how young learners 3. Project Wild Workshop
can be taught to develop a meaningful Lesson plan and presentation
understanding of the concepts, principles, Article reports/reviews from
and themes of science as well as the processes of SCIENCE AND CHILDREN
science Exams and quizzes
4. The student is familiar with strategies that 4. Lesson plan and presentation
encourage young learners to explore important Critiques of videotaped lessons
and meaningful questions through a process of Book report
investigation and collaboration.
5. The student understands how he or she can 5. Journal
assist elementary/middle school learners in Article reports/reviews from
building a strong mathematical foundation by TEACHING CHILDREN
helping them to actively construct knowledge, MATHEMATICS
develop concepts and applications of Exams and quizzes
mathematics, discuss and write about their
work, and solve many different kinds of
problems
6. The student is familiar with strategies 6. Critiques of videotaped lessons
that encourage young learners to think Journal
mathematically, logically, visually, and Lesson plan and presentation
creatively.
The course competencies align themselves with the principles set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC, 1992). These principles are based on the premise that “an effective teacher must be able to integrate content knowledge with pedagogical understanding to assure that all students learn and perform at high levels.”
Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Knowledge: The teacher can relate his/her disciplinary knowledge to other subject areas.
Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge: The teacher understands the characteristics, uses, advantages and limitations of different types of assessments for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
TOPIC SEQUENCE
August 28/30 The Science Education Imperative
September 4 Science Education Today
September 6 The Processes of Science
September 11 Constructivism in Elementary Science Education
September 13 Inquiry
September 18 Quiz/Learner Differences
September 20 Learner Differences/Assessment
September 25 Assessment/The Elementary Science Classroom
September 27 Reading, Writing, and Interdisciplinary Approaches
October 2 Quiz/Technology in Elementary Science Education
October 4 Concept Mapping in Elementary Science
October 9 The Elementary Science Education Professional
October 1i A Model of Teaching by Listening
October 16 Exam
October 18 Learning About Learning/Thinking About Thinking
October 18 Problem Solving/What’s Math Anyway?
October 23 No Class—Fall Break
October 25 Getting Ready for a Good Beginning
October 30 Base-Ten Numeration System
November 1 Addition and Subtraction
November 6 Quiz
November 8 Multiplication and Division
November 13 Assessing Teaching and Learning/Predicting Student Difficulties
November 15 Number Theory
November 20 Rational Numbers
November 22 No Class--Thanksgiving
November 27 Geometry
November 29 Quiz/Measurement
December 4 Making Numbers Count
December 6 Technology and Teaching
December 6 Teaching in the Real World
December 10--13 Final Exams
COURSE REQUIREMENTS
1. Participate in Project Wild/Aquatic Wild/Project Learning Tree Workshop. Submit a 1-2 page typed reaction paper based on the experience.
2. Write two lesson plans. One must be at the primary level (K-3) and one at the intermediate/middle school level (4-6). Prepare teaching aids for these plans. Present both plans to the class. Involve all students during the lesson presentations.
3. Read texts and perform satisfactorily on the quizzes and exams.
4. Write four article reports/reviews, two from TEACHING CHILDREN MATHEMATICS and two from SCIENCE AND CHILDREN. (Science article reports are due September 13 and the math article reviews are due November 8.)
Note: You should make an effort to use recent issues of these two periodicals (2006 or later).
5. Read Phoenix Rising and write a book report, connecting the book to teaching elementary/middle school science. (Due Date for Book Report: October 4).
6. Submit a paper on authentic assessment in elementary science.
7. Adhere to the Academic Honesty policy standards as presented in the BVU
Catalog. “. . . honesty in all academic matters is expected from all students. Actions contrary to academic integrity will not be tolerated. Any attempt to cheat, misrepresent someone else’s work as one’s own, receive credit for work one did not do, obtain an unfair advantage over other students, or aid another student to do the above will be considered a breach of academic integrity.” (Buena Vista University’s Undergraduate Academic Catalog, 2006-2007, pages 16-18). Refer to the Catalog for the entire text of the “Academic Honesty” policy.
TEXTBOOKS
Martin, D. J.. 2006. Elementary science methods: a constructivist approach,
4th Edition. Belmont, CA: Thomson/Wadsworth.
Troutman, A. P. and B. Lichtenberg. 2003. Mathematics: a good beginning. Florence,
KY: Thomson/Wadsworth.
Required Trade book:
Hesse, K. 1994. Phoenix rising. Holt.
EVALUATION
Four quizzes 200 points
Two exams 200 points
Presentations 60 points
Lesson plans 20 points
Workshop and report 50 points
Reflective paper on assessment 20 points
Article reports/reviews 40 points
Phoenix Rising report 10 points
Journal 20 points
Miscellaneous (class participation, completing assignments on time, etc.) 20 points
(Range: 576-640 = A, 512-575 = B, 448-511 = C, 384-447 = D, 383 or less = F)
Pass/Fail Option: Pass = A, B, C; Fail = D, F
GENERAL INFORMATION:
Attendance Policy: Attendance/participation is a very important component in this class. Excessive absences will be reflected negatively in the final grade.