SCE 4311 U02
CLASS SITE: ZEB 115
Adv. Teaching Elementary Science(03 credits) SPRING, 2017

SCE 4311Section U02 Class Number:17469Tuesdays: 5:00 pm – 7:40 pm

Dr. George E. O’Brien
Phone: (305) 348-2599

E-mail address:

Office Location: ZEB 257A
Office hours: Tuesdays 1:45-4:45 pm;Thursdays1:45 -3:45 pm; or by apt.

SYLLABUS PART 2 [Curriculum Framework/Background and Class Project/Field Assignments Details]

Every course in the Undergraduate Program in Elementary Education has been developed to deliver both the College and Program Outcomes. The COE/School of Education Conceptual Framework forms the curriculum framework for all programs and courses within the programs. Likewise, the Program Outcomes form the frame-work for all courses in the program. Thus a one-to-one relationship does not exist between College and Program Outcomes and the outcomes of any course.

The syllabus for every course in the Undergraduate Elementary Education Program provides students with the Conceptual Framework, the Program Outcomes, and all three State standards/ outcomes. Further, each syllabus shows how the objectives and activities of the course relate to the three sets ofFlorida standards.

Course textbook:
What's Your Evidence?: Engaging K-5 Children in Constructing Explanations in Science (Pearson Professional Development) [Paperback]byCarla L. Zembal-Saul, Katherine L. McNeill Kimber Hershberger

--Bound Composition Notebook (100 sheets), wide ruled

--3 inch or 3-1/2 inch portfolio binderor paper folder

Work in SCE 4311 will be linked with three sets of Florida Standards:

  1. Florida Educator Accomplished Practices, Pre-professional Level (FEAPs).
  2. Florida Teacher Certification Examination (FTCE) Kindergarten to Grade 6 Outcomes/Competencies in Science & Technology
  3. Florida ESOL Professional Standards.

In addition to the science subject area competencies, it is expected that every student graduating with a degree will be able to demonstrate competencies in general teaching skills and in other abilities as reflected in theSchool/College of Education Conceptual Framework, Elementary Education Program Outcomes, and ESOL Professional Standards listed below.

The College’s Conceptual Framework (Vision/theme, Mission, Unit Outcomes)

The College of Education believes that it is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, and professional learning community. (Vision Statement of the Conceptual Framework of the College of Education – Revised, 2007). The theme for the College of Education is: facilitating personal, intellectual, and social renewal within diverse populations and environments (Theme of the Conceptual Framework of the College of Education – Revised, 2007). Our charge is to prepare professionals who have the knowledge, abilities, and habits of mind to facilitate and enhance learning and development within diverse settings; promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning; and, develop professional partnerships in the larger community (Mission Statement of the Conceptual Framework of the College of Education – Revised, 2007).

Three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College. These outcomes include: a) Unit Content Outcome: Stewards of the Discipline (Knowledge); b) Unit Process Outcome: Reflective Inquirer (Skills); and c) Unit Dispositions Outcome: Mindful Educator (Dispositions). The desired performance learning outcomes are aligned with state and other professional standards.

The learning outcomes for all candidates in the COE unit (initial and advanced) are guided by content, process and dispositions outcomes. These outcomes may be considered as the road map for the unit to achieve its vision; they provide the conditions through which the unit strives to reach its ends. The learning outcomes, therefore, may be construed as the characteristics of the way of life the unit envisions for its graduates.

The Content Outcome – the concepts, knowledge and understandings candidates must have in their respective field of study. This may be visualized metaphorically as stewards of the discipline in which candidates are expected to:

  • Know their content and pedagogical content.
  • Know how to use this knowledge to facilitate learning.
  • Engage in cross-disciplinary activities to ensure breadth and depth of knowledge.
  • Know how to experiment with pedagogical techniques through inquiry, critical analysis, synthesis of the subject, and the integration of technology.
  • Know how to evaluate the results of their experimentation.

The Process Outcome– the requisite generic skills needed to be able to apply the content and pedagogical content - reflective inquirers. This means that candidates’ professional development in the unit as reflective inquirers is shaped by their ability to:

  • Reflect on practice and change approaches based on own insights.
  • Reflect on practice with the goal of continuous improvement.
  • Think critically about issues through a form of inquiry that investigates dilemmas and problems and seek resolutions that benefit all involved.
  • Be sensitive to and understand individual and cultural differences among students.
  • Collaborate with other professional educators, families, and communities.
  • Foster learning environments that take into account technological resources.
  • Use the richness of diverse communities and an understanding of the urban environment to enhance learning.
  • Use knowledge to help learners foster global connections.

The Dispositions Outcome– the dispositions, that is, habits of mind (intellectual, and social) that render professional actions and conduct more intelligent. These dispositions, i.e., habits of pedagogical “mindfulness” and thoughtfulness (reflective capacity) create a form of interconnectedness by which the unit’s candidates have a disposition toward enhancing the growth of all learners through the application of their thinking to things already known (content, process skills) for the purpose of improving social conditions. This requires that teachers and other school personnel demonstrate commitments to patterns of intellectual activity that guide their cognitive and social behavior in educational settings with students, colleagues, families, and communities, thus enhancing their conduct in the world of practice – mindful educators.

These dispositions/habits of mind that make professional conduct more intelligent include candidates:

  • Adopting a critical eye toward ideas and actions (Being Analytical).
  • Withholding judgment until understanding is achieved by being thoughtful in his/her actions. (Managing Impulsivity).
  • Working to see things through by employing systematic methods of analyzing problems (Persisting).
  • Thinking about his/her own thinking (Reflective Thoughtfulness).
  • Thinking and communicating with clarity and precision (Communicating Accurately).
  • Showing curiosity and passion about learning through inquiry (Being Inquisitive).
  • Showing a sense of being comfortable in situations where the outcomes are not immediately known by acting on the basis of his/her initiative and not from needing a script (Taking Responsible Risks).
  • Recognizing the wholeness and distinctiveness of other people’s ways of experiencing and making meaning by being open-minded (Being Open-minded).
  • Taking time to check over work because of his/her being more interested in excellent work than in expediency (Striving for Accuracy).
  • Abstracting meaning from one experience and carrying it forward and applying it to a new situation by calling on his/her store of past knowledge as a source of data to solve new challenges (Applying Past Knowledge to New Situations).
  • Showing sensitivity to the needs of others and to being a cooperative team member (Thinking Interdependently), and,
  • Showing a sense of care for others and an interest in listening well to others (Empathic Understanding) (Costa & Kallick, 2004).

Program Outcomes

Upon completion of the undergraduate program in elementary education, participants will demonstrate knowledge and use of:

1. social and psychological foundations of education as specifically related to the needs of the learner in the multicultural, multi-linguistic, urban society of today’s schools.
2.generic and specific teaching skills and techniques related to the curricular areas of art, health and physical education, literacy, mathematics, music, science, and social studies. These include effective planning, selection of content to be taught, use of appropriate objectives, identification and preparation of instructional materials, sequencing of lessons, and assessment.
3.effective classroom management skills including the formulation and consistent enforcement of rules, the use of a progressive sequence of consequences for rule infractions, the effective use of praise, the ability to successfully attend to multiple instructional tasks simultaneously, and the ability to give clear and concise directions.
4.effective human relations skills and group dynamics, particularly those appropriate for a multiethnic, pluralistic society.
5. effective assessment of student progress and of teaching performance; including the purpose of testing and of how the results will be used, appropriate test formats, appropriate physical settings for administering tests, techniques to minimize test anxiety, the value of positive feedback, and the use of assessment results to give direction to future instructional plans.

Florida Educator Accomplished Practices (FEAPS): Pre-professional Level

The Florida State Standards Commission has established the following 6 Educator Accomplished Practices as the competencies teacher candidates need to demonstrate upon successfully completing a pre-service program.

(1) Purpose and Foundational Principles.

(a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems.

(b) Foundational Principles. The Accomplished Practices are based upon and further describe three essential principles:

1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.

3. The effective educator exemplifies the standards of the profession.

(2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

(a) Quality of Instruction.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge.

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural, linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics. 1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

d. Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues; and

e. Implements knowledge and skills learned in professional development in the teaching and learning process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession.

Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. History–New 7-2-98; Amended 12-17-10.

FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010

Domain 1: Culture (Cross-Cultural Communications)

Standard 1: Culture as a Factor in ELLs’ Learning

Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

Performance Indicators

1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

1.1.b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels.

1.1.c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction.

1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels.

1.1.e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families (e.g., Parent Leadership Councils (PLC).

1.1.f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels.

Domain 2: Language and Literacy (Applied Linguistics)

Standard 1: Language as a System

Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English.

Performance Indicators

2.1.a. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system.

2.1.b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs’ development of listening, speaking, reading, and writing (including spelling) skills in English.

2.1.c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning.

2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.

2.1.e. Identify similarities and differences between English and other languages reflected in the ELL student population.

Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning.

Performance Indicators

2.2.a. Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels.

2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English.

2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ learning of English.

2.2.d. Understand and apply knowledge of the role of individual learner variables in the process of learning English as a second language.

Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning.