INSTRUCTIONAL STRATEGIES IN MATH AND SCIENCE:
CI 402/CI 413
Section #18756/# 18783; 1:00 - 4:10 TT (251CE)
Dr. Mara Alagic
Reaching for excellence!
This course is always work in progress :)
Note: Weather Cancellations - Call 978 6633 (select 2) to
obtain information on weather related class cancellations.
Students will examine the content and methods of instruction in their subject area and will teach their subject in a variety of 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.
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 Students who fail to complete this will be administratively withdrawn.
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
(available in the classroom for the classroom use)
Supplies calculator, 3 ring notebook with dividers, graph and ruled paper, magic markers, scissors, glue stick, ruler
Major Topics/Teaching Techniques Modeled
The major topics include (but are not limited to):
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 and formulating their own philosophy of teaching mathematics and science 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 Course Assignments
Engage in problem solving, inquiry, and process behaviors.
Integrated unit, Math unit,
Science unit, classroom activities
The study of the use of methods, materials, and technology to teach skills
in the subject areas normally found in an elementary school curriculum;
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
Write integrated lesson plans and units that are grounded in a constructivist/situated
cognition philosophy of teaching,
are developmentally appropriate and based on district, state, and/or national mathematics and science standards.
Integrated unit, Math unit,
Science unit, classroom activities,
lesson plans, field experience, teaching
In planning and teaching, display a knowledge of diversity issues.
Integrated unit, lesson plans, field experience, teaching philosophy statement
Utilize a variety of curriculum projects in lesson planning.
Integrated unit, lesson plans, field experience, teaching
Incorporate technology in teaching and interacting with colleagues.
Field experiences, reflections, technology assignments,
evaluating math and science software, interactive math and science games,
2b, 2c, 3d
Exhibit professional behavior in educational settings.
P-1, P-2, P-3
math unit, science unit, cooperative classroom activities and assignments , field experiences,
2b, 2c, 3c, 3d, 5a
Strive to overcome biases during teaching and working with colleagues and students.
P-2, I-4, I-2, M-1
Field experiences, reflections, cooperative group assignments, integrated unit
2b, 2c, 3a, 3d
Reflect on teaching as part of reflective practice.
e-mail reflections, reflections on classroom activities and peer teaching
2b, 2c, 5a
Compile a resource file for mathematics and science.
Use various methods to assess students throughout the teaching experience in terms of stated outcomes.
I-2, I-3, I-7
activities, lesson plans, field experience
2b, 2c, 4
100 points - attendance and participation
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 - math unit
25 points - science unit
100 points - integrated unit - field experience documentation
50 points - final exam
Student learning outcomes: In constructing a philosophy of teaching mathematics and science the preservice teacher will:
|90% - 100%||A||450-500 points|
|80% - 89%||B||400 - 449 points|
|70% - 79%||C||350-399 points|
|60% - 69%||D||300 - 349 points|
|0% - 59%||F||less than 300 points|
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 15||- Interview|
|February 27||- Observe in schools/Select topic for Integrated Unit|
|March 13||- Mathematics/Science File due|
|March 27 first day in schools
May 1 last day in schools
|- Pre-Student Teaching in schools|
|May 3||- Integrated Unit due|
Attendance and Participation
Professional behavior becoming of a future teacher is expected. Enthusiastic participation in class discussion and activities is also expected.
Any electronic devices are to be turned off during class. 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.
Final Examination Date
Thursday, May 10 3:00 - 4:50 (251CE)
Student Information Form
Lesson Plan for this Week
Some Useful Links
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."
|Updated February, 2001||
Maintained by: Mara Alagic
Curriculum & Instruction Department
Wichita State University
Wichita, Kansas 67260-0028