ED 4010
Fall 2008
2101
Sangren Hall TR
9:30 am Section #40092 TR
11:00 am Section #40094 |
Instructor: Dr. Paul Vellom Office: 2441 Sangren Hall Phone: 387-3511 E-mail: paul.vellom@wmich.edu Web page: http://homepages.wmich.edu/~pvellom |
Office Hours: T
3:30 – 5:00pm, and by appointment (email is best here).
Mailbox
located in 2444 Sangren Hall.
Department Office: 2112 Sangren (across from 2103 classroom),
Office Associate: Mrs. Marijo Elwell.
REQUIRED TEXT AND MATERIALS:
1. National Research Council (2000) Inquiry
and the National Science Education Standards Washington, D.C.: National
Academy Press. ISBN: 0-309-06476-7 Available
at www.nap.edu
2. Vellom, R. P. (2008). Teaching Elementary Science: Designs for
Inquiry and Interaction. Plymouth,
MI: Hayden-McNeil Publishing. ISBN:
978-073802600-8 Available at WMU
bookstore.
3.
National Research Council (2001) Classroom Assessment and the National
Science Education Standards. Washington, D.C.: National Academy Press. ISBN:
0-309-06998-X Available at www.nap.edu
4. Kwan, T., Texley, J., (2003) Exploring
Safely: A Guide for Elementary School Teachers Arlington, VA, NSTA
Press. ISBN: 0-87355-200-8 Available
at www.nsta.org
RECOMMENDED MATERIALS:
1. Websites & books with collections
of age-appropriate science activities
COURSE DESCRIPTION:
This
course is designed to introduce students to an inquiry-based sampling of the
elementary school science program.
Emphasis will be given to the exploration of science concepts,
techniques, philosophies, and teaching strategies that form current “best
practices” being used in the elementary school science classroom.
The
course will introduce preservice teachers to effective methods for helping
children to understand fundamental science concepts while they simultaneously
develop an interest in and an appreciation for science. A constructivist approach to learning will
form the foundation for all aspects of this course.
The
course includes in-class inquiry activities, development of a grade-specific
unit plan aligned with the Michigan Grade Level Content Expectations,
microteaching episodes, online analysis of teaching episodes, and development
of an electronic teaching portfolio.
DIVERSITY STATEMENT:
The
College of Education’s commitment to a strong and sustained commitment to the
diverse and unique nature of all learners will be reflected in this course by
the actions of instructor and students. This commitment means I hold high
expectations for every student in terms of her/his ability to learn and to
apply learning in meaningful ways, and I expect students to embrace these
expectations also.
In
class and on group projects, every student should strive to learn from their
own experiences and the experiences of others, particularly seeking to
understand alternative points of view, approaches, and cultural
backgrounds. This kind of border-crossing,
while uncomfortable and difficult, supports the fullest meaning of commitment to diversity.
COURSE OBJECTIVES:
Upon completion of
this course, the successful teacher candidate will be able to:
1. Utilize the Michigan Science
Benchmarks and other resources to plan effective science instruction to meet
the needs of a diverse student population.
2. Design inquiry-based science units
which engage students in higher-level cognitive activity while creating
artifacts of their evolving understandings of fundamental science concepts,
processes, and facts.
3. Create a classroom in which inquiry
underlies all activity, including a constructivist philosophy of teaching that
values the development of ideas and understandings of complex systems,
relationships, and concepts.
4. Understand the value of and need for
developing scientific literacy in all people, and effectively represent the
scientific enterprise as varied sets of attitudes, practices, and ways of
seeking knowledge about the natural and created world.
5. Seek out, evaluate, appropriately
modify, and use a variety of resources for science teaching, including
manipulatives and web-based, text-based, and visual media.
6. Identify genuine safety hazards and
issues that are inherent in science instruction and plan and/or modify
instruction to ensure the personal safety of all.
7. Plan instruction to incorporate and
manage new technologies across a variety of social arrangements including
individual, small-group, and whole-class work.
During
this course, each teacher candidate should strive to:
·
Learn
how to design thematic instruction, and how to effectively integrate science
with other curricular areas.
·
Design
instructional events which facilitate a variety of learning styles and
individual differences.
·
Learn
how to set goals and objectives which are appropriate for a variety of age
groups and learning styles.
·
earn
how to use a variety of strategies for assessing student knowledge, skill
development, and attitudes toward science.
·
learn
to use discrepant events as a means of motivating children to become engaged in
thought-provoking science activities.
·
learn
how to use a wide variety of strategies and activities that facilitate the
development of science concepts in children (constructivism).
·
develop
a wide variety of strategies for teaching scientific attitudes and scientific
processes (thinking skills).
·
improve
your questioning skills in ways which allow you to motivate students via
thought-provoking questions.
·
learn
strategies for organizing and managing cooperative learning groups which are
engaged in thought-provoking hands-on science activities.
·
learn
how to incorporate and manage new technologies in your discovery-based
classroom.
·
learn
techniques of self-monitoring that allow you to improve your questioning and
listening skills.
·
develop
an appreciation for science, and a positive attitude regarding science
instruction.
·
learn
about professional science and science-teaching organizations that promote and
support continual improvement in the teaching of science.
·
realize
that learning how to become a better teacher of science is a continuous and
life-long process.
EVALUATION AND GRADING:
1.
Each
of us will be creating knowledge as members of a learning community. It will be impossible for you to meet course
objectives if you are often absent or late and do not participate in class
sessions fully. Therefore, missing class sessions without making up work or frequent
tardiness/leaving early will result in a lower grade for you. In keeping with University guidelines,
documentation of excused absence will be required before makeup work can be
accepted. [Attendance &
participation is 50 pts per day; approximately 1 min = 1 pt for tardiness]
2.
In
the event you are absent, you are to contact me by phone (269)387-3511 or email
paul.vellom@wmich.edu as soon as you can. You
are responsible for:
·
1)
contacting others in the class to find out what you missed and 2) doing
assigned work, including supporting your group members’ efforts to complete
group assignments
·
providing
documentation for your absence (not doing so means it will count as unexcused,
and therefore making up points will not be possible).
·
completing
work and submitting it as soon as practical after the absence, and
communicating effectively with your instructor about this.
Grading
will be based on accumulated points in a number of categories of work as
indicated below (a weighted category system).
Approximate percentages for each category of activity are listed
below. Adjustments may occur due to
adaptations in schedule and instructional path as determined by the
instructor. Course participants are
encouraged to use the Grade Record Sheet supplied by the instructor so that
they can easily track progress in the course. The weighted category method ensures that
each category approximates the percentage noted below in column 2.
Course
participants are urged to address questions regarding work quality or grades
with the instructor during office hours or by appointment.
|
ACTIVITY |
Approx % |
Points detail |
|
1. Attendance, Active Participation, In-class Work, Written Homework
(includes some unit plan materials) |
40 |
50 pts/day |
|
2. Written Reflections & Online Discussions Readings & Class
Topics |
6 |
25 pts/reflection |
|
3. Online Video Analysis using LessonLab |
3 |
25 pts/discussion |
|
4. Microteaching (Knowledge Builder) Plans, Presentations, Critique |
16 |
25 pts/ea. lesson plan |
|
5. Unit Plan (electronic and paper versions) Parts I and II |
20 |
50 pts/e-plan |
|
6. Teaching Portfolio (electronic format: iWebFolio) & Notebook |
5 |
10 pts/artifact |
|
5. Final Reflection, Final Experience |
10 |
50 pts/ea. part |
NOTE: You should expect that checking homework and
assignments will occur both during class meetings and between them. You are responsible for meeting deadlines,
and should communicate effectively with Dr. Vellom when you cannot do so. If you cannot meet a deadline you must speak
with the instructor about your need to turn it in late. Failure to do so will
result in a maximum grade of 50% of the available points on that
assignment. You are urged to
periodically review your progress in the course against other commitments in
order to plan effectively and maintain your work flow. Please address scheduling and deadline issues
proactively.
On
some assignments, I will ask to see a product in order to give credit for
completion (rather than collecting and grading intensively). On these occasions, this means that I am less
likely to catch misunder-standings in the content of the work. For this reason, we will use a variety of
peer-review approaches to find issues that beg clarification. However, YOU are
also responsible for identifying areas in which you need additional
instruction, clarification, or support.
You are strongly urged to bring questions to the instructor so that your
needs can be met. Generally, a short
office visit will provide the support you need.
|
Grade |
Significance
|
Dr. V’s %
|
Honor Points
|
|
A |
Outstanding,
Exceptional |
95
-100 |
4.0 |
|
BA |
|
89
- 94.99 |
3.5 |
|
B |
Very
Good, |
83
- 88.99 |
3.0 |
|
CB |
|
77
- 82.99 |
2.5 |
|
C |
Satisfactory,
Acceptable |
71
- 76.99 |
2.0 |
|
DC |
|
65
- 70.99 |
1.5 |
|
D |
Poor |
60
- 64.99 |
1.0 |
|
E |
Failing |
Below
60 |
0.0 |
Final
grades will be determined by the instructor’s best professional judgment, based
on information available at the time grades are due.
Important Note: You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate (pp. 274-276) [Graduate (pp. 26-28)] Catalog that pertain to Academic Integrity. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing.
***You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.***
Source: National Science Teachers Association
Content: Content refers to concepts and principles understood through science; concepts
and relationships unifying science domains; processes of investigation in a
science discipline; and applications of mathematics in science research.
1.a. Know and understand the major concepts and
principles of the teaching discipline(s) as defined by state and national
standards of the science education community.
1.b. Know and understand major concepts and principles
unifying science disciplines. (See National Science Education Standard -
Unifying Concepts).
1.c.
Design, conduct and report investigations within a science discipline.
1.d.
Apply mathematics in problem-solving and scientific investigation.
2.a. Know and understand the philosophical nature
of science and the conventions of scientific explanation.
2.b. Engage K-12 students effectively in studies of
the nature of science and conventions of scientific explanation.
3.a. Know and understand scientific inquiry and its
relationship to the development of scientific knowledge.
3.b. Engage K-12 students effectively in scientific
inquiry appropriate for their grade level and abilities.
4.a. Know and understand the relationship of science to other human
values and endeavors.
4.b. Engage K-12 students effectively in the study
of the relationship of science to other human values and endeavors.
4.c.
Relate science to the personal lives, needs and interests of K-12 students.
Skills of Teaching: Skills of Teaching refers to science teaching actions, strategies and methodologies;
interactions with students that promote learning and achievement; effective
organization of classroom experiences; use of advanced technology to extend and
enhance learning; and the use of prior conceptions and student interests to
promote new learning.
5.a. Use diverse and effective actions, strategies and methodologies to
teach science.
5.b. Interact effectively with K-12 students to
promote learning and demonstrate student achievement.
5.c.
Organize and manage science activities effectively in different student
groupings.
5.d.
Use advanced technology to teach K-12 students science.
5.e.
Use prior conceptions and K-12 student interests to promote learning.
Curriculum: Science curriculum refers to an extended
framework of goals, plans, materials, and resources for instruction and the
instructional context, both in and out of school, within which pedagogy is
embedded
6.a. Develop coherent, meaningful goals, plans, and materials and find
resources.
6.b. Relate plans and resources to
professionally-developed state and national standards, including the National
Science Education Standards.
6.c. Plan and develop science curriculum addressing
the needs, interests and abilities of all preK-12 students.
Social Context: The social context of science teaching refers to the social and
community support network within which science teaching and learning occur;
relationship of science teaching and learning to the needs and values of the
community; and involvement of people and institutions from the community in the
teaching of science.
7.a. Know and understand
the values and needs of the community and their effect on the teaching and
learning of science.
7.b. Use community human
and institutional resources to advance the learning of science in the classroom
and field.
Assessment: Assessment refers to the alignment of goals, instruction and outcomes; measurement
and evaluation of student learning in a variety of dimensions and the use of
outcome data to guide and change instruction.
8.a. Align science goals,
instruction and outcomes.
8.b. Know and use a variety
of contemporary science assessment strategies to determine preK-12 student
needs and levels of learning and
development.
8.c. Use assessment
appropriately to determine, guide and change science instruction.
Environment of Learning: Learning environments refers to the physical spaces within which
learning of science occurs; psychological and social environment of the student
engaged in learning science; treatment and ethical use of living organisms; and
safety in all areas related to science instruction.
9.a. Create and maintain a psychologically
and socially safe and supportive learning environment.
9.b. Manage the activities
and materials of science safely in storage areas, labs and field.
9.c. Keep and use living
organisms as in the classroom in a safe, ethical and appropriate manner.
Professional Practice: Professional practice refers to knowledge of, and participation in,
the activities of the professional community; ethical behavior consistent with
the best interests of students and the community; reflection on professional practices
and continuous efforts to ensure the highest quality of science instruction;
and willingness to work with students and new colleagues as they enter the
profession.
10.a. Know and participate
in professional organizations and activities of the science education community
beyond the classroom.
10.b. Behave ethically and
in best interests of preK-12 students and the community.
10.c. Engage in reflective
practices and make continuous efforts to improve in practice.
10.d. Work willingly with
peers, supervisors and others in a professional manner.