CI 413/CI402  Mathematics/Science Field Experience  
Calendar and
Course Syllabus Outline
Fall 2003 

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

CALENDAR

Tuesdays and Thursdays 8:30 – 3:45

October 9 . . . . . . . . . . . . . . . . . . . . . . . . .      Visitation day

October 30 . . . . . . . . . . . . . . . . . . . . . . . .       Begin in schools

On or before November 13 . . . . . . . . . . .  .        First Reading/Language Arts observation

                                                                            First Mathematics/Science observation

On or before November 25 . . . . . . . . . . .  .        Second Reading/Language observation

                                                                            Second Math/Science observation

December 04. . . . . . . . . . . . . . . . . . . . . . .       Final evaluation form

December 04. . . . . . . . . . . . . . . . . . . . . . .       Last day in schools

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Catalog Description (Duplicates Syllabus of CI 413 related to CI 322)

Prerequisites: Concurrent enrollment in CI 402; successful completion and posted grades on transcript for Physical or Biological Science; College Algebra (or higher), Math 501, and Block II.

Major Topics (Duplicates Syllabus of CI 413 related to CI 322)

• Plan and teach mathematics and science to reflect the nature of mathematics and science. (M-2, I-6)
• 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)
• In planning and teaching, displays knowledge of diversity issues. (I-2, M-1)
• Utilize a variety of curriculum projects in lesson planning. (I-5, M-2)
• Incorporate technology in teaching and interacting with colleagues. (I-6)
• Exhibit professional behavior in educational settings. (P-1,2,3)
• Strive to overcome biases during teaching and working with colleagues and students. (P-2, I-1, I-4, M-1)
• Reflect on teaching as part of reflective practice. (P-2, P-3)
• Use various methods to assess students throughout the teaching experience in terms of stated outcomes. (I-2, I-3, I-7)

The pre-student teacher is required to plan and teach a total of 12-14 lessons, six (6) language arts/reading lessons, 3-4 mathematics lessons, and 3-4 science lessons. WSU's teacher education program encourages pre-student teachers to integrate content areas. This means that they can teach an integrated math/science lesson, a social studies lesson that emphasizes a reading concept (such as, development of a timeline), a science lesson that emphasizes a reading concept (such as, sequence of events/procedures), etc.

In addition, the pre-student teacher is to design and display a bulletin board in the classroom, develop a one-page newsletter and distribute to the parents of the students in your room, and develop a computer-generated instructional aid into at least one of lesson that is taught in your classroom.

All lessons, bulletin board, instructional aids, and newsletter are to be discussed and planned with the cooperating teacher to insure that their efforts support the instructional objectives of the classroom. Cooperating teachers determine how much direction they want to give the pre-student teacher.

Are the pre-student teachers to teach whole class, small groups, etc.?

            We believe our pre-student teachers are equipped to teach in a variety of formats. Cooperating teachers can choose to use them initially helping individual students and teaching small groups. We encourage cooperating teachers to allow pre-student teachers to teach whole class since they will be student teaching during the spring of 2004.

What is required of the cooperating teacher?

            We require a minimum of 4 lessons evaluated by the cooperating teacher with written feedback and a final evaluation at the end of the experience. We also hope that the cooperating teacher will provide as much mentoring as they are able.

• Attendance:

• If absent from any field experience due to an emergency, you must make arrangements with the cooperating teacher to make up the full amount of time. The cooperating teacher, your CI 413 supervisor, and the building principal must be notified prior to any absence. These people should be contacted at their place of work, unless you have made special arrangements to call them at home.
• The pre-student teacher may also be required to attend on-site individual or group conferences called by the cooperating teacher, the principal, or the CI 413 supervisor.
• Inservice days and other special events during school hours do not constitute free time for the pre-student teacher. In agreement with the cooperating teacher they may either participate or make arrangements to make up the time..

• Notebook Guidelines:

• (Introduction duplicates Syllabus of CI 413 related to CI 322)

• Part 1: Observation Log (Duplicates Syllabus of CI 413 related to CI 322)
• Part 2: Lesson Plans, Reflective Logs, and Observations (Duplicates Syllabus of CI 413 related to CI 322)

Assessment:
The course grade will be S/U. The following criteria must be met to receive an "S" grade in this course.

1. Required attendance
2. Satisfactory completion of
   1. Classroom Observations
   2. Lesson Plans
   3. Instruction
   4. Reflections
3. Completed observations
   1. Two observations in the area of science and mathematics by cooperating teacher
      • If the student is also enrolled for language arts, there will be two additional observations in that area.
   2. One observation by the university supervisor
      • If the student is also enrolled for language arts, the supervisor's observation may be in either mathematics, science, or language arts.

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Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University. (WSU Student Handbook)

ADA: If you have a physical, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the office of Disability Services (DS), Grace Wilkie Annex, room 173. (Voice phone number 978-3309; tdd/tty phone number 978-3067.) DS will review your concerns and determine, with you, what accommodations are necessary 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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Practice Teacher Work Sample (PTWS)

A Teacher Work Sample is a performance assessment in which a teacher or a teacher candidate provides evidence of his or her ability to facilitate learning.

What we are doing is Practice Teacher Work Sample so that you develop skills to do TWS, when necessary. Rubrics, directions and requirements are adaptations of work from the Renaissance Partnership for Improving Teacher Quality Project  (http://fp.uni.edu/itq).

Guide to Practice Teacher Work Sample:
Practice Teacher Work Sample is a written document that includes

A. Mini integrated mathematics unit (3 lessons; language arts integration explicit; other integration ideas recommended)

 

B. Written documentation organized according to the following sections (if you click on the section title you will be able to access an outline for that section):

1. Contextual Factors

2. Learning Goals

3. Assessment

4. Design for Instruction

5. Instructional Decision Making

6. Analysis of Student Learning

7. Self-Evaluation and Reflection

	Teacher work sample
	Renaissance Partnership for Improving Teacher Quality Project: http://fp.uni.edu/itq
	Renaissance Teacher Work Samples (RTWS): http://fp.uni.edu/itq/RTWS/index.htm
	Scored TWS Exemplars Produced by Student Teachers : http://fp.uni.edu/itq/Scored_TWS/index.htm

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QUESTIONS?

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

Updated
October 2003