CI 402/CI 413

INSTRUCTIONAL STRATEGIES IN MATHEMATICS AND SCIENCE: preK-8
 SYLLABUS

Dr. Mara Alagic
205 Corbin; Office hours: 11:50 - 12:50 or by appointment
 www.wichita.edu/education/ci/malagic 		Phone: (316) 978 6974; Fax: (316) 978 6935
 mara@math.twsu.edu  

SPRING 2003  Section #19911  / #19956; 8:30 - 11:40  TuTh (251CE)
Office hours: 11:50 - 1:50 TuTh (205CE)

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


Catalog Description
CI 402: Students will examine the content and methods of instruction in their subject area and will teach their subject in a variety of settings. 
CI 413: 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 Students who fail to complete this will be administratively withdrawn.

Course Purpose
This course encompasses areas involved in the development of scientific and mathematical concepts appropriate for children in elementary and middle school. The purpose of a methods course in elementary mathematics and science education is to develop quality pedagogical content knowledge appropriate for the developmental levels of children in elementary settings. This course is intended to help students understand the importance of  knowing how to teach mathematics and science within a variety of contexts of resources and timeframes, and how mathematics and science fit within the elementary school curriculum. 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 mathematics and science standards will be the end product of this course.

Required Texts

  1. National Council of Teachers of Mathematics.(2000). Principles and Standards for School Mathematics. National Council of Teachers of Mathematics. Reston, VA  (also available online at http://standards.nctm.org/document/index.htm ) 

  2. Koch, J. (2000). Science stories, A science methods book for elementary school teachers, 2nd Edition, Houghton Mifflin Company, Boston. 

  3. Math 501 textbook (any version)

  4. Project Learning Tree, (1995), American Forest Council, 1250 Connecticut Avenue, NW, Washington, D.C. 20036 (in class)

Recommended Readings

  1. National Research Council. (1997). National Science Education Standards. National Academy Press. Available at http://books.nap.edu/books/0309053269/html/index.html 

  2. National Research Council (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. 

  3. Daniels, H. & Bizar, M. (1998). Methods that matter: Six structures for best practice classrooms. York, ME: Stenhouse.

 Supplies scientific calculator, 3 ring notebook with dividers, graph and ruled paper, magic markers, scissors, glue stick, ruler, access  to tape recorder, blank tapes, IBM formatted diskettes

The Major Topics/Teaching Techniques Modeled  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
CI 402 provides an opportunity for future teachers to deepen their understanding  of mathematics and science and how to teach mathematics and science for understanding in their classroom.  The preservice teacher will develop and continuously refine instructional experiences in science and mathematics. In the process of developing and formulating their own philosophy of teaching mathematics and science they will be 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:

 Program Goal(s)

Related Assessment

 State Standards

Accreditation Standards  

Engage in problem solving, inquiry, and process behaviors. I-1, I-8 Integrated unit, Math unit, Science unit, classroom activities   (f) 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. M-2, I-6 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/situated cognition  philosophy of teaching, are developmentally appropriate and based on district, state, and/or national mathematics and science standards. I-5, I-6 Integrated unit, Math unit, Science unit, classroom activities, lesson plans, field experience, teaching philosophy statement 2b, 2c
In planning and teaching, display a knowledge of diversity issues. I-2, M-1 Integrated unit, lesson plans, field experience, teaching philosophy statement 2b, 2c
Utilize a variety of curriculum projects in lesson planning. I-5, M-2 Integrated unit, lesson plans, field experience, teaching philosophy statement 2b, 2c
Incorporate technology in teaching and interacting with colleagues. I-6 Field experiences, reflections, technology assignments, evaluating math and science software, interactive math and science games, MicroWorld Pro 2b, 2c, 3d
Exhibit professional behavior in educational settings. P-1, P-2, P-3 Integrated unit, math unit, science unit, cooperative classroom activities and assignments , field experiences, reflections 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. P-1, P-3 Field experience, e-mail reflections, reflections on classroom activities and peer teaching 2b, 2c, 5a
Compile a resource file for mathematics and science. P-4, I-8 Integrated Unit; Class Notebook 2b, 2c
Use various methods to assess students throughout the teaching experience in terms of stated outcomes. I-2, I-3, I-7 Classroom activities, lesson plans, field experience 2b, 2c, 4

 

Course Assignments

Attendance and participation  20 days x 10 points =     200 points
Reading Assignments will be graded in a variety of ways: as part of the participation, quizzes, reflections, ...  
Reflective Journal 10 entries x10 points =    100 points 
Self Evaluations   4 entries x 25 points =    100 points
     
TICKLE Journal  4 assignments x 40 points =    160 points 
     
Mathematics unit  rubric     50 points
Science unit rubric     50 points
Integrated unit - field experience documentation  rubric    200 points
Final exam  rubric    150 points 

TOTAL
*total may change to accommodate changes in course schedule

 XXXX* points

Grading
90% - 100% A   1171 - 1300
80% - 89% B   1041 - 1170
70% - 79% C    911 - 1040
60% - 69% D    781 -  910
0% - 59% F    650 -  780

 
Course Schedule: For details click on CALENDAR 

Attendance and Participation: 
Professional behavior becoming of a future teacher is expected. Enthusiastic participation in class discussion and activities is also expected. 

  • 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. 
  • 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 your responsibility to ask for the information.

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 unless otherwise announced.
NO late work will be accepted. 

Final Examination Date
Tuesday, May 13 8:00 - 9:50 (251CE)
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.

 

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Updated August, 2002

Maintained by:  Mara Alagic

Mathematics Education

Curriculum & Instruction Department

Wichita State University

Wichita, Kansas  67260-0028