INSTRUCTIONAL STRATEGIES IN MATH AND SCIENCE:
ELEMENTARY SCHOOL
CI 402/413 - Fall 1999
Syllabus
Faculty
|
Dr. Margaret E. Bolick Office: 252 CE Office hours: 10:00 - 12:00 MW or by appointment Phone: (316) 978 6933 Home phone: (316) 691 1551 Fax: (316) 978 6935 e-mail: margaret.bolick@wichita.edu Web page: http://education.wichita.edu/faculty/margaret_bolick.html |
Dr. Mara Alagic Office: 252 CE Office hours: 9:00 - 11:00 TT or by appointment Phone:(316) 978 6974 Home phone: (316) 634 6456 Fax: (316) 978 6935 e-mail: mara@math.twsu.edu Web page: http://education.wichita.edu/faculty/mara_alagic.html |
Class Hours
Section ************ 12:30 - 3:45 MW (251CE)
Section #10902/# 10944 12:30 - 3:45 TT (251CE)
Catalog Description
Students examine the content and methods of instruction in their subject area and teach
their subject in a variety of elementary school settings.
The field experience allows students to spend an extended length of time in an appropriate
classroom working with a cooperating teacher to plan and implement instruction designed to teach
distinct objectives and evaluate learning outcomes. They also evaluate their own instruction, noting
strengths and weaknesses and planning for improvement.
Prerequisites
Successful completion and posted grades on transcript for Physical and Biological Science;
College Algebra (or higher), Math 501, and Block II.
Concurrent enrollment in CI 413 is required.
Students who do not meet these criteria must file a petition with the Associate
Dean within seven days of the start of the class and give a copy of the completed petition to the instructor.
Students who fail to complete this will be administratively withdrawn.
Purpose
This course encompasses areas involved in the development of scientific and mathematical concepts
appropriate for children in elementary and middle school.
The constructivist learning model will be the major strategy used in this class.
A planned and taught integrated unit that utilizes process skills, inquiry, concept development, and problem solving strategies
that are described in the national, state and local science/math standards will be the end product of this course.
Textbooks and Related Materials
Project Learning Tree, (1995), American Forest Council, 1250 Conneticut Avenue,
NW, Washington, D.C. 20036
Project Wild (1995). Western Regional Environmental and Educational Council, Boulder, CO 80302.
($20 Nature Center)
Course Packet (bookstore)
Math 501 textbook (any version)
NCTM standards based publications (to be announced)
Supplies calculator, logbook of graph paper
Major Topics/Teaching Techniques Modeled:
The major topics include (but are not limited to):
Nature of science and mathematics
National, state, and local mathematics and science standards
Constructivist philosophy of learning
Effective practices and current trends in the teaching of mathematics
Developmentally appropriate practices
Teaching mathematics and science for ALL students - Diversity
Professionalism
Effective teaching practices
Program Goals Addresses:
The outcomes of the course reflect the WSU Teacher Education Program Goals of Professionalism #1- 4,
Instructor Gaols #1 - 8, and Manager Goals #1 - 2.
Student Learning Outcomes
The preservice teacher will experience science and mathematics in the process of constructing
their own philosophy of teaching guided by the following
questions:
How do students learn mathematics and science?
1. What is the teacher's role? What is the student's role? How do these roles fit current ideas of how students learn?
2. What are methods to address obstacles to teaching in a way that reflects how students learn?
How do we construct a teaching practice to reflect the way students learn?
3. Where do you see your teaching in the continuum of teaching methodologies? Explain.
Expository (Direct)------------Guided Inquiry--------------Free Discovery
4. How will multiple diverse perspectives enhance the teaching of mathematics and science in your classroom?
5. How will you use the textbook and worksheets in a way that reflects how students learn?
6. How will you know when students have achieved the outcomes/standards?
| Student learning outcomes In constructing a philosophy of teaching mathematics and science the preservice teacher will: |
Related Assessment | Accreditation Standard (see attachment) |
| Engage in problem solving, inquiry, and process behaviors. | integrated unit, lesson plans, exams | 2b, 2c, 3b |
| Plan and teach mathematics and science to reflect the nature of mathematics and science. | concept map, integrated unit, lesson plans, field experience, teaching philosophy statement | 2b, 2c |
| Write integrated lesson plans and units that are grounded in a constructivist philosophy of teaching, are developmentally appropriate and based on district, state, and/or national mathematics and science standards. | integrated unit, lesson plans, field experience, teaching philosophy statement | 2b, 2c |
| In planning and teaching, display a knowledge of diversity issues. | integrated unit, lesson plans, field experience, teaching phylosophy statement | 2b, 2c |
| Utilize a variety of curriculum projects in lesson planning. | integrated unit, lesson plans, field experience, teaching phylosophy statement | 2b, 2c |
| Incorporate technology in teaching and interacting with colleagues. | field experiences, reflections, technology assignments | 2b, 2c, 3d |
| Exhibit professional behavior in the classroom. | field experiences, reflections, cooperative group assignments | 2b, 2c, 3c, 3d, 5a |
| Strive to overcome biases during teaching and working with colleagues and students. | field experiences, reflections, cooperative group assignments, integrated unit | 2b, 2c, 3a, 3d |
| Reflect on teaching. | field experience, reflections | 2b, 2c, 5a |
| Compile a resource file for mathematics and science. | math/science file | 2b, 2c |
| Use various methods to assess students throughout the teaching experience in terms of stated outcomes. | lesson plans, field experience | 2b, 2c, 4 |
Course Assignments
100 points - homework assignments
25 points - weekly reflective journal (content and pedagogy); writing via e-mail
50 points - Math/Science File
25 points - midterm exam
25 points - pre-unit from Project Wild or Project Learning Tree
25 points - pre-unit from Mathematics
100 points - integrated unit - field experience documentation
50 points - final exam
Grading
| 90 - 100 | A |
| 80 - 89 | B |
| 70 - 79 | C |
| 60 - 69 | D |
| 0 - 59 | F |
|
Academic Honesty Statement:
Academic honesty is essential for any community of scholars.
All graded student work must be that student's original work.
If the instructor becomes convinced by either the student's actions or by the work itself that it is not original,
the instructor may take action as severe as recording a grade of F, explaining why the action was taken.
Special Needs: If you have a physical, psychiatric/emotional, medical, or learning disability that may impact on your ability to carry out assigned course work, I would encourage you to contact the Office of Disability Services (DS). The office is located in Grace Wilkie Annex room 173. (Voice phone number is 978-3309; tty phone number is 978-3067). DS will review your concerns and determine, with you, what accommodations are necessary and appropriate for you. All information and documentation of your disability is confidential and will not be released by DS without your written permission. |
Tentative Course Schedule
| Week of August 23 | - Interview |
| September 1,7/2,8 | - PLT/Project Wild Training, Horace Mann/ Nature Center, 6232 E. 29th St. N |
| To be announced | - Observe in schools/Select topic for Integrated Unit |
| October 13/14 | - Mathematics and Science File due |
| Nov. 1/2 - Dec. 1/2 | - Pre-Student Teaching in schools |
| Dec. 6/7 | - Final draft of Integrated Units due |
Attendance
Daily attendance and punctuality are required attributes for prospective teachers.
You are expected to be involved and stay involved. This means you must be in class.
Each class will add some new dimensions to your ability to teach in the classroom.
There is no way that a class can really be made up.
Any more than 2 absences will result in a reduction of 10 points per absence.
Two tardies or leaving early will be equal to one absence.
If you are absent it is your responsibility to see the instructor to discuss what you missed.
It is inappropriate to bring children or to leave them unattended around the building while
you are attending class.
Late Assignment Policy:
Assignments are due at the beginning of class period with the exception of special circumstances.
Final Examination Date
Section #10895(1:30 - 3:45 MW ) - Monday, December 13, 1:00 - 2:50 (251CE)
Section #10902 (1:30 - 3:45 TT) - Tuesday , December 14, 3:00 - 4:50 (251CE)
1. DEVELOPMENT, LEARNING AND MOTIVATION - Candidates know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation.
2b. CURRICULUM STANDARD - Candidates know, understand, and use the fundamental concepts in the subject matter of science - including physical, life, and earth and space sciences -- as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific literacy.
2c. CURRICULUM STANDARD - Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data.
3a. INSTRUCTION: ADAPTATION TO DIVERSE LEARNERS - Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse learners.
3b. INSTRUCTION: DEVELOPMENT OF CRITICAL THINKING, PROBLEM SOLVING, PERFORMANCE SKILLS - Candidates understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking, problem solving, and performance skills.
3c. INSTRUCTION: ACTIVE ENGAGEMENT IN LEARNING - Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K- 6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.
3d. INSTRUCTION: COMMUNICATION TO FOSTER COLLABORATION - Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
4. ASSESSMENT-- Candidates know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of each elementary student.
5a. PROFESSIONALISM: REFLECTION AND EVALUATION - Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.
Some useful links:
Elementary School Teachers' Place
Lawrence Hall of Science is a public science museum and a center for teacher education,
research, and curriculum development at the University of California, Berkeley. Home of
FOSS,
GEMS and
CHEM.
AIMS
AIMS Puzzle Corner
College of Education
Wichita State University
1845 Fairmount
Wichita, KS 67260
316.978.3322
Maintained by:
Marsha Gladhart
©1999