INSTRUCTIONAL STRATEGIES IN MATH AND SCIENCE:
ELEMENTARY SCHOOL
CI 402/CI 413

Spring 2000

Faculty

Dr. Mara Alagic
Office: 252 CE
Office hours: 10:00 - 12:00 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

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

Note: Weather Cancellations - Call 978 6633 (select 2) to obtain information on weather related class cancellations.

Class Hours
Section #11120/#11155 1:00 - 4:20 MW (251CE)
Section #11127/# 11162 1:00 - 4:20 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 Students who fail to complete this will be administratively withdrawn.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 Connecticut Avenue, NW, Washington, D.C. 20036, and
Project Wild (1995). Western Regional Environmental and Educational Council, Boulder, CO 80302. ($10 in class)
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 and science
Developmentally appropriate practices
Teaching mathematics and science for ALL students - Diversity
Professionalism

Program Goals Addressed
The outcomes of the course reflect the WSU Teacher Education Program Goals of Professionalism #1- 4, Instructor Goals #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 obstacles to teaching in a way that reflects how students learn? What are methods to address these obstacles?

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. Given unlimited resources how would you incorporate technology into teaching mathematics and science?
7. 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 philosophy statement	2b, 2c
Utilize a variety of curriculum projects in lesson planning.	integrated unit, lesson plans, field experience, teaching philosophy statement	2b, 2c
Incorporate technology in teaching and interacting with colleagues.	field experiences, reflections, technology assignments	2b, 2c, 3d
Exhibit professional behavior in educational settings.	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 as part of reflective practice.	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 - attendance
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 (field trip assignment)
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 January 18 - Interview

February 23/24 - Observe in schools/Select topic for Integrated Unit

March 1/2 - Mathematics and Science File due

March 27/28 - April 26/27 - Pre-Student Teaching in schools

May1/2 - 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. You will earn 3 points for class participation each day you attend class for a total of 96 points. If you are present for all classes, you will earn 4 points for a total of 100 points.
If you are absent and want to make up the points, your assignment is to find an article from a science or mathematics education journal in the library, copy the article, and write a paper on how you would use the ideas in the article in teaching mathematics and science. This paper is to be a minimum of one typewritten page and a maximum of 2 pages in 12 point font. You will turn in the copy of the article with the paper.
If you are absent someone in your cooperative group will collect handouts and explain assignments to you. It is suggested that you share phone numbers and email addresses with those in your cooperative group.

It is inappropriate to bring children or to leave them unattended around the building while you are attending class. Any electronic devices are to be turned off during class.

Late Assignment Policy:
Assignments are due at the beginning of class period with the exception of special circumstances.

Final Examination Date
Section #11120 - Monday, May 15, 1:00 - 2:50 p.m. (251CE)
Section #11127 - Thursday , May 11, 3:00 - 4:50 (251CE)

National Council for Accreditation of Teacher Education (NCATE)
Program Standards for Elementary Teacher Preparation
Review and Comment Edition, 9/25/98

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:

Kansas Math Standards http://www.ksbe.state.ks.us/outcomes/math399.html - Web Version

Kansas Math Standards ftp://bonnie.ksbe.state.ks.us/pub/docs/math399.doc - for download Word 6.0 format

Principles and Standards for School Mathematics - National Council of Teachers of Mathematics (NCTM)

http://standards-e.nctm.org/protoFINAL/cover.html

National Science Education Standards http://books.nap.edu/books/0309053269/html/index.html

http://illuminations.nctm.org/

State Science Standards http://www.ksbe.state.ks.us/outcomes/science_12799.html

Wichita Standards http: //www.usd259.com/curriculum/standards/standards-elem.html

World's Largest Math Event (WLME 6) Animals as Our Companions http://nctm.org/about/wlme/

School Improvement and Accreditation Team Homepage http://www.ksbe.state.ks.us/outcomes/outcomes.html

The Math Forum http://forum.swarthmore.edu/
Elementary School Teachers' Place http://forum.swarthmore.edu/teachers/elem/
Ask Dr. Math http://forum.swarthmore.edu/dr.math/
Problems of the Week http://forum.swarthmore.edu/pow/
Mathematics Library http://forum.swarthmore.edu/library/

Recreational mathematics links http://www.ics.uci.edu/~eppstein/recmath.html

http://www.math.csusb.edu/susan/modular/modular.html
Teacher2Teacher http://forum.swarthmore.edu/t2t/
Discussion Groups http://forum.swarthmore.edu/discussions/
Join the Math Forum http://forum.swarthmore.edu/join.forum.html
AIMS Education Foundation http://www.aimsedu.org/
AIMS Puzzle Corner http://www.aimsedu.org/puzzle/
Apple Learning Exchange http://ali.apple.com
Lawrence Hall of Science http://www.exploratorium.edu
National Geographic http://www.nationalgeographic.com/index.html
NASA Education site http://education.nasa.gov/
The Science Page http://www.techplus.com/scipage/general.htm#top
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.
Lesson plans written by Presidential Awardees for Excellence in Mathematics and Science Teaching http://www.ehr.nsf.gov/pres_awards/lessons.htm

National Mathematics Awareness Month http://forum.swarthmore.edu/mam/99

Fairmount Center for Science and Mathematics Education http://webs.wichita.edu/lapo/

Electronic Reference Formats Recommended by the American Psychological Association http://www.apa.org/journals/webref.html (The College of Education at WSU has adopted the APA manual as a guide for the academic writing of education and prospective education students.)

Space Day- May 4, 2000 http://spaceday.com/

REMARK Educational Materials Resource: "Book fine policies are in effect for any materials checked out for this class from the Library Resource Center (LRC) at the Joyce Focht Instructional Support Center (USD 259), 412 S. Main, Wichita. All materials for this class must be returned and fines paid at the LRC by this semester's Study Day before grades for this class will be recorded. NOTE: At the time of check out at the LRC, you will be asked to give your name, social security number, and identify the appropriate WSU class and instructor's name."

Mara's homepage

QUESTIONS?

Maintained by: Mara Alagic
Curriculum and Instruction Department
College of Education
Wichita State University
Wichita, KS 67260-0028

Updated April 5, 2000

Week of January 18	- Interview
February 23/24	- Observe in schools/Select topic for Integrated Unit
March 1/2	- Mathematics and Science File due
March 27/28 - April 26/27	- Pre-Student Teaching in schools
May1/2	- Final draft of Integrated Units due