Preparing Students to Serve As Effective, Reflective and Caring Teachers s11

ST. PETERSBURG COLLEGE

COLLEGE OF EDUCATION

"Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS

SCE 3945

Interactive Projects that Promote Learning in Science

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: / SCE 3945
Section #: / Enter section number.
Credit Hours: / 3
Co-requisites:
Pre-requisites: / Admission to: BSCED-BS or MGSED-BS or Pre or Corequisite:SCE 3941
Day, Time and Campus: / Choose an item. / Enter Time / Choose an item.
Modality: / Choose an item.
Professor: / Click here to enter text.
Office Hours: / Click here to enter text. / Click here to enter text.
Office Location: / Choose an item. / Click here to enter text.
Office Phone: / Click here to enter text.
Email Address: / Click here to enter text.

ACADEMIC DEPARTMENT: College of Education

Dean: / Kimberly Hartman, Ph.D.
Office Location & Number: / Tarpon Springs / BB 101

[Faculty will insert a welcome message to students here. Remove this stock language when you insert your welcome message.]

I. COURSE DESCRIPTION

Topics for this course include; cognitive needs of middle school students, objective based lesson planning, Inquiry science, effective communication, and classroom management. This course is designed to integrate science courswork with practicual experience for students preparing to in a middle school science classroom, and students must be enrolled in the field based co-requisite course SCE 3941. The course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, and pedagogy pertinent to the discipline and required for certification.

II. MAJOR LEARNING OUTCOMES

1. The student will analyze the science content objectives from the Next Generation Sunshine State Standards and/or Common Core State Standards for students in grades 6-8 by: a. Writing lesson plans aligned with student achievement for state and national objectives. b. Demonstrating teaching strategies aligned with state and national objectives. c. Writing assessments aligned to state and national objectives.
2. The student will analyze effective delivery of classroom content instruction by: a. Evaluating videos of effective and ineffective science classroom instruction. b. Comparing a variety of lesson plan templates and requirements for common attributes that support coherent instruction. c. Writing lesson plans that support effective instruction in science.
3. The student will investigate planning and delivery of laboratory instruction in support of student inquiry skills by: a. Evaluating literature on inquiry learning in middle school. b. Analyzing lesson plans for laboratory instruction. c. Writing and implementing lesson plans for laboratory instruction in the methods classroom. d. Evaluating peer laboratory instruction delivered in the methods classroom.
4. The student will explore effective use of web based instructional technology to support student achievement in science by: a. Identifying and reviewing a collection of web based internet sites that are aligned with specific Next Generation Sunshine State Standards and/or Common Core State Standards pertinent to science. b. Writing student directions and classroom procedures to support the use of specific internet sites.
5. The student will implement team building and cooperative learning structures to enhance the learning environment by: a. Evaluating literature on cooperative learning strategies used to support student directed learning. b. Modeling use of cooperative learning strategies in the methods class. c. Evaluating peer use of cooperative learning strategies in the methods class.
6. The student will model strategies for engaging students and probing for student's understanding and learning in science by: a. Categorizing questions by cognitive levels. b. Writing questions appropriate to specific cognitive levels. c. Practicing “wait time” to encourage participation. d. Practicing redirection to probe for understanding.

III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Textbook(s) / Required : Jorgenson, O., Cleveland, J. & Vanosdall, R. (2014). Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction; 9780873552325
Membership to NSTA for access to journals
Recommended :

Students using eBooks must have access to the eBooks during class sessions.

B. Supplemental Material

Resources:
Materials:
Library: / http://www.spcollege.edu/libraries/

C. Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D. Supplies

IV. COURSE REQUIREMENTS & EXPECTATIONS

A. School Based Hours Course Requirements

This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

B. ALL Course Assignments

1. Inquiry Activity for the Middle School*: The student will design an activity suitable for delivery in a middle school classroom. This should be a hands-on activity for small group cooperative engagement. It should be designed to foster student understanding of scientific concepts and critical thinking This lesson will be presented in class & shared with classmates, and the student will conduct the activity in the middle school classroom as part of the practicum experience. As well as a lesson plan, the student will provide appropriate handouts and an assessment with a detailed rubric for scoring student work.
2. Assessment Instrument from the Inquiry Activity for Middle School* The student will provide appropriate handouts and a detailed rubric for scoring student work from the Inquiry activity lesson plan. This is part of the Inquiry Activity explained above and included in your practicum experience. Note that the assessment and instrument will be uploaded to Chalk & Wire as part of the practicum.
3. Lesson Adaptation for Diverse Student Populations*. Lesson plan adaptation for diverse student populations (RUBRIC): this will be lesson plan that will feature modifications to make the activity suitable for use in an inclusion classroom. The student will include details of management for materials, for student movement, and for providing assistance
· Assume 50% of the students are ESE, and an inclusion teacher is part of the team. The lesson must be activity based, and identify details of management. How will the materials be distributed? How the lesson has been modified? This may include how instructions are delivered, variations on the student tasks, individualized differential assessments, and or provision for assistance to allow participation students who have a specific learning disability, and/or emotional handicap. Danielson format must be used.
4. Review of Interactive Web Sites/Annotated Bib: Selection of sites that can be used in the middle school science classroom. Each identified interactive web site must include a narrative identifying how the web site will be used for instruction, what objectives will be introduced or reinforced, and how the student work will be evaluated. This will be featured on your web site that you created in SCE 4330.
· Each of these must provide the opportunity for students to actively engage with the learning materials (rather than just reading, or looking).
· For each site:
A) Provide a paragraph describing the material that is explored on the site, and why you think it is a quality web page for use with middle school students. Identify where it will fit into your curriculum.
B) Provide paragraph with directions that would be provided to students that will be using the site. (What should they do on the site, what will they produce for grading, and how will it be graded?)
5. Exam on readings
6. Homework will include readings/postings/work to be completed outside of class and turn into instructor on select dates. On postings, you do not have to reply –we are using the discussion post as the venue for submission of comments/responses to reading and submission of any written work (as attachments to the post) as appropriate.
There are a total of 12 homework assignments due this term – each worth 25 points total for all part(s) of the assignment as appropriate. Please read the syllabus calendar for details on homework each week!

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.

For courses with lesson planning:

Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A. COE SYLLABUS STATEMENTS

https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B. SPC Syllabus Statements

http://www.spcollege.edu/addendum/

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

VI. CALENDAR AND TOPICAL OUTLINE

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VII. Uniform Core Curriculum Assignments

VIII. Assignment Title / C & W Required / FEAP
SCE 3945 Lesson Plan / Yes / 1.a

Syllabus Coordinator: Meg Delgato Master – SCE 3945 1 of 5

2016-2017