EDUC-E328 Science in the Elementary Schools

Transcription

1 1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall mbenus@iun.edu Hours: Mon 4-6, Wed 1-3 Phone: (Office) Cell: 219-xxx-xxxx I. COURSE DESCRIPTION Bulletin Description: EDUC E 328 Science in the Elementary Schools (3 cr.) Prerequisites: Admission to the Teacher Education Program and appropriate arts and sciences prerequisites. The focus is on developing teacher competencies in writing performance objectives, question asking, evaluation, and sequencing. Those competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children. Expanded Description: The National Science Education Standards (NRC, 1996) recognize that inquiry is central to learning science and builds on students natural inquisitiveness. Scientific inquiry is more than science as exploration and experiment but rather science as argument and explanation (NRC, 2000) where evaluation of evidence is a principle activity. During all phases of the inquiry process the learning community negotiates what data, claims, and evidence count towards developing their knowledge. Students enrolled in E-328 will also enroll in M-304 for an elementary school field experience. In M-304 students observe and participate in the use of methods and materials of elementary schools and reflect on how they relate to the diversity of learners. II. SCHOOL OF EDUCATION MODEL This course is part of the IU Northwest School of Education's Teacher Education Program. This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a "Reflective Professional." Reflective Professional (Initial) Agents of Change Conceptual Framework Outcomes Course Objectives 1. Communication Skills A, H, J, K, L, M 2. Higher Order Thinking Skills A, H, J 3. Instructional Media and Technology B, E, F 4. Learning and Development A, B, D, H 5. School Culture and Diversity D 6. Instructional Design and Delivery * A, B, C, D, E, F, G, I, K 7. Classroom Management G 8. Assessment and Evaluation C, D, H, J, K 9. Professional Development I, L

2 2 *This course provides an opportunity for students to create artifacts addressing the Instructional Design: Integrated Unit Plan 6(1) rubric. This rubric is linked to National Science Teacher Association (NSTA) and IDOE Standards and is attached to this syllabus. The content and developmental standards are available on the web at And This course also reflects the principles of the Interstate Teacher Assessment and Support Consortium (InTASC) and the Grade Level Standards of the Indiana Department of Education. See Sections VII and VIII. Course Objectives/Competencies Student in EDUC-E328 will: 1. Distinguish among dimensions of scientific inquiry AND articulate ways you plan to promote classroom discourse, both small group and whole class, and science activities that authentically reflect the nature of science (e.g. science as argumentation [questions, claims, and evidence] and as both subjective and tentative). 2. Use appropriate resources and strategies, including concept mapping, to develop an in-depth understanding of the science concepts you will teach during course fieldwork and the unit that will be developed for this class. 3. Systematically collect formative and summative assessment data about children s science learning and use it to analyze the effectiveness of your teaching and ability to prepare for future instruction. 4. Recognize and be sensitive to the natural curiosity of diverse learners about the way the world works AND articulate ways you plan to support, incorporate, and assess this curiosity into your instructional plans. 5. Locate high-quality resources for science teaching, integrate with other content areas, AND incorporate them into your instructional plans. 6. Evaluate technology applications to enhance/support science learning and teaching AND incorporate at least one technology application into your science unit plan. 7. Develop various strategies (science centers, materials management, etc.) for orchestrating the environment to maximize science learning. 8. Make written claims supported with evidence from in-class experiences, field experiences, course readings, and reflections on questioning and discussion, assessment, learning, and science inquiry in the elementary science classroom.

3 3 9. Become familiar with the aims of contemporary reform efforts in science education at the national, state and local levels AND use and align standards documents to organize your teaching. 10. Make written critiques of claims & evidence made by others that explore questioning and dialogue, assessment, learning, and science inquiry in the elementary science classroom. 11. Make a claim examining why the instructional strategies you have chosen were or were not pedagogically powerful for young learners during your field experience. Justify and support this claim with evidence from the artifacts you collected and the course reading materials. 12. Develop a philosophy for teaching science supported by contemporary literature. 13. Demonstrate initial program dispositions and articulate positive dispositions toward science teaching and learning. Initial Program Dispositions The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your IU Northwest classroom participation and in your school-based field activities: 1. Attends regularly, is punctual, has a professional appearance, and conducts him or herself professionally with students, peers, parents, and all P-12 and University personnel. 2. Uses knowledge of students family and community to connect learning to the students world. 3. Believes all students can learn and differentiates instruction so that all students do learn. 4. Aligns instruction with state and professional standards. 5. Organizes instruction to engage students in active learning. 6. Expresses ideas clearly and appropriately both verbally and in writing. 7. Uses multiple teaching approaches and technology. 8. Uses positive approaches to teach students self-discipline and responsibility; treats all students with respect and care. 9. Treats all people fairly, equitably, and with dignity and respect. 10. Cooperates in the classroom and throughout the school and community. 11. Monitors students progress carefully, regularly, and in multiple ways, and reports that progress clearly and systematically, while making needed adjustments. 12. Demonstrates commitment to teaching by receiving and acting upon constructive criticism. Any time an SOE candidate is assigned a field or student teaching experience, that candidate s dress, behavior and speech must meet high professional standards Any candidate who is assigned a field or student teaching experience is there for one reason to facilitate the learning of P-12 students. Everything a candidate does during his/her assignment must support that mission.

4 4 III. MATERIALS Required Texts: Hand, B. & Norton-Meier, L. (2011). Voices from the Classroom: Elementary teachers' experience with argument-based inquiry. The Netherlands: Sense Publisher. Kwan, T., & Texley, J. (2002). Exploring safely: A guide for elementary teachers. Arlington, VA: NSTA Press. (see class website for digital copy) Norton-Meier, L., Hand, B., Hockenberry, L. & Wise, K. (2008). Questions, claims, & evidence: The important place of argument in children s science writing. Portsmouth, NH: Heinemann. Other selected reading and course information can be found on: oncourse.iu.edu IV. ASSIGNMENTS AND COURSE ACTIVITIES Assignment Points 1. Claim/Evidence Paper Claim/Evidence Paper Critique Science Learning Center Reflection Paper from Class and Fieldwork Initial philosophy of how you will teach science 2 6. Active and ongoing participation of in class discussions 2 7. Initial concept maps of fieldwork and unit plan 2 8. Write-up on difference between science and religion 2 9. Active and ongoing participation online discussions Unit Plan 45 Total possible points 100 Course Assignments Weekly Journal You will submit a weekly journal entry about how your understanding on teaching science in the elementary school is developing. This entry is not graded. However, this is an essential component of your final reflection assignment. Not doing this weekly entry will lower the score of your reflection assignment because you will lack sufficient data that you need to adequately complete the assignment. Journals should be submitted online by

5 5 Friday of each week. Your teacher may comment and dialogue with you about your weekly entries. Quality of entry is more important than length of entry. Submit this online. Claim/Evidence Paper You will write a claim and evidence paper for any two of the following topics (a) questioning and classroom dialogue in elementary science, (b) assessment in elementary science, (c) "big ideas"/storyline in elementary science, (d) science as inquiry. The paper is to be no more than one page typed, times 12-point font, with 1.5 spacing, and 0.75-inch margins. Clear and concise writing is essential for this assignment. At least three peer-reviewed references should be used from course materials or other appropriate resources. You will submit one of your claim/evidence papers for critique by classmates. Additional guidelines and scoring rubric will be provided. Submit an electronic copy to course website. (10% of grade) Claim/Evidence Paper Critique You will complete two critiques. These critiques will be constructive and help you to understand teaching and learning. Your critique will take place in an online discussion forum for this course and will address these four elements: Part One: Sufficient Evidence - Explain if and/or how the evidence sufficiently supports the claim. Explain your answer. Part Two: Additional Evidence - Provide at least one line of evidence or counterevidence that would add to or refute the claim/evidence presented. In all cases provide referenced source citation(s). Part Three: Claim Revision - How could the claim be revised to help enhance the relationship between the claim and evidence. Saying it is a good or bad claim is not enough. Provide an edited or revised claim that is supported by the evidence they have provided. Part Four: praise - feedback - criticism - What did the author do well? How is the overall written quality of this paper? Was the writing level and quality acceptable? What could the author do to improve future submissions? (10% of grade) Science Learning Center You will develop a science-learning center that augments the science learning experiences in the classroom where you are completing your fieldwork. Students should be able to use this learning center in support of their conceptual and science content development. This learning center is expected to integrate language arts and other content areas. You are required to take pictures of the learning center(s) and provide evidence of its effectiveness in supporting student learning. Rubric and guidelines will be provided online. (10% of grade) Reflection Paper from Class and Fieldwork You will provide written evidence showing how your fieldwork advanced your understanding as a beginning professional educator. You will also show evidence that

6 6 students learned science from the lesson you created and implemented. You will especially focus on the two or three students you followed throughout your fieldwork. You will also interview the teacher near the start of your field placement. In your paper you will cite your own data and include assigned methods reading and other peer-reviewed articles to support your claims. You will also revise your philosophy of how you will teach science. You are expected to include the evaluations by your host teacher, self-evaluations, research you completed to learn about how to teach the lesson and the ways in which the community of science talk about these topics, notes from student interviews, your written evidence how you studied and engaged in the science content, copies of some student artifacts, journal entries related to this, lesson plans, and pictures of learning center in your philosophy. Rubric and guidelines will be provided online. This document with artifacts should be submitted electronically to the course website. (15% of grade) Other small assignments Initial philosophy of how you will teach science (2% of grade) Active and ongoing participation of in class discussions (2% of grade) Initial concept maps of fieldwork and unit plan (2% of grade) Write-up on difference between science and religion (2% of grade) Active and ongoing participation online discussions (2% of grade) Unit Plan You will design a series of lessons around a "big idea" in science. First, you will talk with your host teacher about what science unit(s) will be talking place while you are student teaching. Then, you will agree on a unit. Research this unit and write at least a three page paper that demonstrates your content understanding about this idea and what the science education literature says about how to best teach this topic. Develop a concept map around this "big idea". Interview age appropriate students to understanding their initial understanding about the topic. The interviews will take place only after the host teacher has been given an opportunity to review the questions you want to ask students. Develop resources that will support your ability to help learners engage with and support this "big idea". Align the unit plan to state and national standards. One or more lessons should include integration with math, technology, reading, and issues of science safety. Lesson plans should include the sorts of questions you and your students may ask and what you will do to develop questions during whole class dialogue. Material list for lessons should also be included and lessons should sufficiently be outlined so that someone looking at the plan will be sufficiently clear on where instruction was yesterday and where it can go tomorrow. How you will use both formative and summative assessment should be explained and developed in your unit plan. This unit should bring together resources so when evaluated there is sufficient evidence you will be successful in implementing this unit during your student teaching experience. Rubric and guidelines will be provided online. You will present this unit plan to class after receiving critiques from your classmates via our online discussion page. (45% of grade)

7 7 Course Activity Course Communication All class correspondence will take place on Oncourse or via . Please update your Oncourse profile with a current phone and address so that you may be reached in the event of an emergency. Attendance In the event that you must miss a session, it is expected that you will inform and negotiate this need with the instructor. You are expected to attend every class meeting unless you have an excused absence (see IUN student handbook for acceptable excused absences). This course is performancebased, emphasizing active learning through daily class activities and assignments. Class experiences are cumulative, with each class preparing you for the next. Therefore, a missed class/classes or skipped assignments will almost certainly lower the quality of your overall performance, limiting your learning and your grade in the course. Student Rights, Responsibilities, and conduct Students are expected to honor the Indiana University s Code of Student Rights, Responsibilities, and conduct ( and IUN s Initial Programs/ The Reflective Professional Dispositions ( Late Policy Any assignment turned in after the designated due date is subject to a 30% reduction in earned grade. English Proficiency Policy All written and oral communication will be evaluated for the following characteristics: - Uses effective communication strategies (oral and written) in conveying ideas and information in an articulate, organized, coherent, intelligent, and persuasive fashion. - All submitted documents should be proofread and formatted using appropriate technologies. - If the above two statements are not followed, up to 50% of the assignment grade will be deducted. Plagiarism Plagiarism is academic dishonesty and strictly prohibited. Please see this website to help you understand plagiarism: If you re still uncertain about what constitutes plagiarism, ask your instructor. Your instructor may also submit papers that may have been plagiarized to Turn It In, an anti-plagiarism website. Plagiarize will be reported and receive a grade of 0 on the assignment additionally it can result in course failure and university dismissal. In cases of suspected plagiarism, University and SOE policy will be followed. If you are a student with a verified disability, a Disability Services Coordinator at IU Northwest

8 8 can help arrange accommodations for you. Students who have a disability, or think they have a disability (e.g., psychiatric, attention, learning, vision, hearing, physical, systemic) are invited to contact a Disability Services Coordinator for a confidential discussion. Undergraduates call Graduates call or consult the web at V. GRADING AND EVALUATION SYSTEM All assignments will be some multiple of 4 points. Your average score will determine your grade over all assignments. Grading Scale A % A % B % B 83 86% B % C % C 73 76% C % D % D 63 66% D % F Below 60% Most students should expect grades ranging between B and C-. Quality, not quantity counts. Effort alone does not guarantee an average grade. Grades for assignments are based on the level of detail, the soundness of justification of your ideas, and the quality of writing. Assignments must be well organized and demonstrate that you have considered alternatives and have solid evidence for your ideas. VI. BIBLIOGRAPHY National Research Council. (1996). National Science Education Standards. Washington, D.C., National Academy Press. (see class website for digital copy) National Research Council. (2000). Inquiry and the National Science Education Standards. Washington, D.C.: National Academy Press. (see class website for digital copy) VII. InTASC STANDARDS

9 9 VIII. INDIANA DEVELOPMENTAL STANDARDS School Setting Elementary This course addresses the Indiana Department of Education Developmental/Pedagogy standards. These standards can be found on the web at: Teachers of Elementary Childhood Course Objectives 1. Student Development and Diversity A, B, D 2. Learning Processes A, B, D, G, K 3. Instructional Planning and Delivery A, B, C, D, E, F, G, H 4. Assessment H, J 5. Learning Environment A, G, L 6. The Professional Environment H, J, K, M Interstate Teacher Assessment and Support Consortium (InTASC) Core Teaching Standards Standard Course Objectives The Learner and Learning 1. Learner Development 1, 2 2. Learning Differences D, G, K 3. Learning Environments A, G, L, M Content 4. Content Knowledge A, B 5. Application of Content B, D Instructional Practice 6. Assessment C, H, J 7. Planning for Instruction A, B, C, D, E, F, G, K 8. Instructional Strategies A, B, D, E, G Professional Responsibility 9. Professional Learning and Ethical Practice H, I, J, K 10. Leadership and Collaboration M

10 10 IX. SCHEDULE Note: This schedule is tentative and WILL change as the semester unfolds. You will be notified of changes. Date and Time Topics Addressed Assignments Due August 29, 9 a.m. to 3:45 Science as Inquiry philosophy of teaching science September 12, 9 a.m. to 3:45 Science as Inquiry Claim/Evidence paper September 19, 9 a.m. to 3:45 Science as Inquiry Critique September 26, 1:00 to 3:45 Science as Inquiry Claim/Evidence paper October 3, 1:00 to 3:45 Science as Inquiry Critique October 10, 1:00 to 3:45 Science as Inquiry Claim/Evidence paper October 17, 1:00 to 3:45 Science as Inquiry Critique October 24, 1:00 to 3:45 Focus on the field - listening first Concept Map to our students October 31, 1:00 to 3:45 Focus on the field - aligning Science and Religion November 7, 1:00 to 3:45 November 14, 1:00 to 3:45 November 21, 1:00 to 3:45 November 28, 1:00 to 3:45 December 5, 1:00 to 3:45 December 12, 1:00 to 3:45 objectives with assessment Focus on the field - Developing Questions Focus on the field -Listening first skills / Using 'experts' / unit planning Focus on the field - Lesson planning and classroom safety Focus on the field - Classroom safety and Simulations Unit Plan Lesson Presentation Unit Plan Lesson Presentation Science Learning Center Unit Plan Due Critiques of Unit Plan Due Reflection Paper from Class and Fieldwork

11 11 X. OTHER Artifact Score Sheet - -- Initial Program Class: Student: INSTRUCTIONAL DESIGN: INTEGRATED UNIT PLAN 6 (1) E328, E343, E516, E541, M446, M459, M469, M483, M430, S508 4 = Excellent (clear, convincing, and consistent evidence) 3 = Quite Satisfactory (clear and convincing evidence) 2 = Needs Revision (limited evidence) 1 = Unacceptable (little or no evidence) 1. Displays knowledge of content and accurately identifies major concepts to be taught 2. Designs units that include strategies for the incorporation of teaching multiple disciplines in meaningful ways 3. Designs units that include a variety of instructional strategies (e.g., direct instruction, inquiry, Socratic lessons, group instruction) for promoting higher order thinking and is clearly identified in the lessons 4. Designs units that include teaching materials (e.g., physical models, various technologies) 5. Clearly delineates sequences of lessons and/or includes an appropriate teaching schedule 6. Includes guided or independent practice 7. Includes an assessment plan 8. Overall plan of instruction is sensitive to cultural and learning differences 9. Teacher/student friendly 10. Uses a standard academic format, appropriate spelling, grammar, punctuation and referenced citations Score Artifacts must also pass IU Northwest Writing Competency standards. See Web: ARTIFACT: SCORE: Reviewer's Signature: DATE: