|
Instructors: Office: Phone: E-Mail: Office Hours: |
Paula Messina Duncan Hall 307 408/924-5027 T 2:00 – 3:00 PM, Th 10:00 – 11:00 AM, and by Appointment |
Emanuel Sousa Duncan Hall 224 408.924-5269 T 2:00-4:00 pm, Th
3:00-4:00 pm, and by appointment |
Course Web Page:
(tentative) http://geosun.sjsu.edu/paula/sced/173
Catalog Description:
Theory and practice, instructional techniques, and materials for science in the
secondary schools. [3 units].
Course Objectives: This
course will focus on theory, practice, instructional techniques, and materials
for teaching science in the secondary schools. As an integral part of the
single-subject credential program, participants will develop strategies, master
techniques, and gain hands-on experience in the promotion of learner-centered
inquiry-based classrooms.
The purpose of our Methods class is to set you upon the path of becoming first, an effective, and later, an outstanding science teacher, one who is caring and dedicated as well as one who:
The course is designed to meet California Teaching Performance Expectations (TPE) for:
Conceptual Overview of the Course Content:
l. The nature and purposes of science and science teaching (TPE 1, 4, and 6)
a. Philosophy and vision statements in science teaching.
b. Example lessons on the nature of science.
c. Teaching science process skills through inquiry-based lessons.
d. How the brain learns and brain
compatible teaching.
2. Science curricula, present and future (TPE 1, 4, and 6)
a. Common science course patterns and content.
b. Global conceptual organizations and themes.
c. Integrated science.
d. Holistic models
e. State-adapted academic science content standards
3.
Teaching skills and strategies (TPE 1, 4, 5, 6 , 7, 9 and 10)
a. Teaching science process lessons and thinking skills that serve to illustrate science concepts, and principles, scientific investigation, and experimentation.
b. Student-centered lessons, e.g. laboratory activities, co-operative learning groups and peer teaching, field trips, science clubs and fairs, debates and the study of controversial issues, science projects and model building, computer-assisted science learning,
c. Teacher-centered lessons - how and when to give directed instruction. (Lecture, story telling, etc.), how and when to use instructional technologies, including the use of Power Point presentations or similar presentation programs, in conjunction with CDs, DVDs, or Laser Discs as well as Internet sources, and when to lead effective m
discussions.
d.
Provides instruction in content-based reading and writing skills for
all students, including students with varied reading levels and language backgrounds.
4. How to promote, evaluate, and assess student
active learning (TPE 2 and 3).
a. Discuss, understand, and use a variety
of informal and formal assessment strategies to monitor, determine, evaluate
and support student’s learning in achieving state-adopted content standards
as well as to plan instruction.
b. Discuss different learning styles.
c. Discuss and develop various formal and informal
literacy strategies for reading and writing as well as study skills for increasing
content knowledge.
5.
Classroom management, discipline, seating,
safety, etc. (TPE 2, 3, 10 and 11)
a. Discuss, develop, and maintain clear expectations for academic and social behavior and create a positive climate for learning.
b. Prepare and write a student discipline plan
c. Discuss, develop, establish, and promote laboratory safety, risk assessment and personal safety considerations and policies.
6. Teaching English learners, multi-cultural classroom instruction, sensitivity issues, motivational techniques, etc. (TPE 5, 6, 7, and 11)
a. Discuss, know and apply pedagogical theories, principles and practices for the development of academic language, comprehension, and knowledge in the core curriculum. Use instructional strategies and practices for comprehensive instruction of English learners, including reading, writing, listening and speaking skills.
b.
Discuss, develop and promote multi-cultural, student equity, sensitivity
issues, controversial scientific issues and other related issues.
7. Your role as a professional science
teacher. (TPE 12 and 13)
a. Discuss the professional and legal obligations of a teacher, including the professional relationship with students, parents, staff, administration, local and state laws. Act in accordance with ethical considerations and model ethical behaviors.
b. Continuously reflects on your own teaching practices, subject matter knowledge, and teaching effectiveness.
c. Improve teaching practices and effectiveness in planning, teaching, reflecting, discern problems and applying new strategies.
Required Texts:
Recommended:
Science Framework for California Public Schools:
Kindergarten Through Grade Twelve, California
State Department of Education, 2000.
Benchmarks for Science Literacy, Project 2061, Oxford University Press, 1993. http://www.project2061.org//tools/benchol/bolframe.html
National Science Education Standards, National Academy Press, 1996.
http://www.nap.edu/readingroom/books/nses/
The Exploratorium: Science Snackbook,
http://www.exploratorium.edu/snacks/snackintro.html
(Focuses on the physical
sciences).
A Sourcebook for the Biological Sciences, Morholt, Brandwein, and Joseph, Harcourt, Brace, and
World, Inc.
700 Science
Experiments for Everyone, UNESC
Publishers, any edition.
Assessment:
Lesson Intro 5%
Powerpoint Presentation 5%
Field Trip Presentation 5%
Lesson 10%
Participation/Discussion/Evaluation 25%
Papers 15%
Semester Project 30%
Completed Portfolio 5%
Grading Policy: All papers (graded and ungraded) must be submitted on or before their due dates. Papers will be read and returned with comments. Late papers will forfeit their opportunity for revision.
Attendance: You are expected to attend every class session. Since this class is designed as a practicum, non-attendance will result in non-participation in group and individual activities. For that reason, this class may not be added after September 11, 2002. Since active participation is required, attendance is essential. Please contact one of the instructors if an unforeseen emergency prevents you from attending class, or causes you to be late.
Please
note: It is the policy of the
University and this Program that a course may not
be dropped after September 13. After September 13, dropping a course is permissible only for serious and compelling reasons. No one may add this class after September 11, 2002. See Schedule of Classes for details.
Readings:
(All refer to Rominger, et al.)
Reading 1: Before 9/18, read Chapters 1, 3, 5, 11, and 13
Reading 2: Before 10/9, read Chapters 14, 16, 17, 18, and 19
Reading 3: Before 11/6, read Chapters 6, 7, 8, 9, and 10
Any modifications to this schedule will be announced in class, and posted to the course Web Page.
All changes to the printed green sheet are indicated in red.
|
8/28/02 |
•Introductions •Review of Green Sheet/Registration Concerns •Walker/Scharberg: Overview of the Science Education Program •Messina: Lesson Intro #1 •Sousa: Lesson #1 •Messina: Learning Science Through the Inquiry Method •Assignment
of readings from Your First Year as a High School Teacher •Assignment of Paper #1: The Nature of Science •Closing Activity |
| 9/4/02 |
Paper #1 Due: What is the Nature of Science? (Draft) •Opening Activity •Julio Soto: Teaching in a CLAD environment •Messina: Lesson Intro #2 •Distribution of Flinn Scientific “First Year Teachers’ Survival Kits” •Developing
a Classroom Safety Plan •Assignment of Paper #2: My Classroom Safety Plan •Closing Activity |
| 9/11/02 |
Paper #2 Due: My Classroom
Safety Plan
(Draft) •Dan Walker: Brain-Compatible Teaching •Messina: Difficulties with the English Language •Sousa: Note-Taking Strategies •Messina/Sousa:
Sign up for Lesson Intro Time Slots •Assignment of readings: Your First Year as a High School Teacher •Closing Activity |
| 9/18/02 |
Student papers returned;
discussion of Papers 1 and 2 •Opening Activity •Messina: Footprints Lesson •Group: discussion of Your First Year as a High School Teacher, reading 1 •Sousa: Open-ended investigation, Introduction •Sousa/Messina: Internet Resources (Computer Lab) •Sousa: Lesson Intro #4 •Messina: Rubric for Lesson Intros •Messina: Assignment of Educational Field Trip and Report •Closing Activity |
|
9/25/02
Sousa, only |
Paper #2 Due: My Safety Plan (Final Form) •Opening Activity •John Matson: Perception and Learning •Sousa: Mystery Boxes Lesson •Sousa: Lesson Intro #5 •Student-participant Lesson Intros; discussion and evaluation •Assignment
of Paper #3: Classroom Management/Discipline Plan (Draft) •Closing
Activity |
| 10/2/02 |
Paper #3 Due: Classroom Management/Discipline Plan (Draft) •Opening Activity •Student-participant Lesson Intros; discussion and evaluation •Messina: A Private Universe—Are students really learning what we think we’re teaching? •Group: Strategies for student progress assessment •Closing Activity |
| 10/9/02 |
Student
papers returned; discussion of Paper #3 •Opening Activity •Mid-semester review •Group:
discussion of Your First Year
as a High School Teacher, reading 2 •Student-participant Lesson Intros; discussion and evaluation •Semester Project: Expectations •Closing Activity |
|
10/16/02
Sousa, only |
Paper #3 Due: Classroom Management/Discipline Plan (Final Form) •Opening Activity •TBA •Student-participant Lesson Intros; discussion and evaluation •Semester Project Practicum, Part I •Group: Development of a lesson plan and performance evaluation rubric •Sousa: Sign up for Participant lessons •Assignment of Paper #4: How is the SCED 173 Suiting Your Needs? •Closing Activity |
| 10/23/02 |
Paper #4 Due: How is the SCED 173 Suiting Your Needs? •Opening Activity •Jean Beard: Controversial Issues (Evolution, reproduction, etc.) •Student-participant Powerpoint Presentations on Independent Investigations •Student-participant Lesson Intros/lessons; discussion and evaluation •Closing Activity |
| 10/30/02 |
Preliminary resources for Semester Project Due Return/discussion of Paper #4 •Opening Activity •Student-participant Lesson Intros/lessons; discussion and evaluation •Internet Resources (Intel Lab or DH210) •Student-participant Powerpoint Presentations on Independent Investigations •Semester
Project Practicum: Part II •Closing Activity |
| 11/6/02 |
Return and discussion of preliminary resources for the Semester Project. •Opening Activity •Student-participant Lesson Intros/lessons; discussion and evaluation •Discussion of Your First Year as a High School Teacher, reading 3 •Elizabeth McGee: Primate Lesson •Closing Activity |
|
11/13/02
Sousa, only |
•Opening Activity •Student-participant Lesson Intros/lessons; discussion and evaluation •Sousa: Global Concepts •Semester Project Practicum, Part III •Introduction to Frameworks & Standards •Closing Activity |
| 11/20/02 |
•Opening Activity •TBA •Student-participant Lesson Intros/lessons; discussion and evaluation •Messina:
Professional Organizations/Activities •Closing Activity |
| 11/27/02 |
Semester Project Due •Opening Activity •Student-participant Lesson Intros/lessons; discussion and evaluation •Class field trip reports •TBA •Closing Activity |
| 12/4/02 |
Paper #1 Due: What is the Nature of Science? (Final form) •Opening Activity •Student-participant Lesson Intros/lessons; discussion and evaluation •Class field trip reports •Closing Activity |
| 12/11/02 |
•Opening Activity •Return/Discussion of Projects /Paper #1 •Student-participant Lesson Intros/lessons; discussion and evaluation •Class field trip reports •End-semester questionnaire •Closing Activity |
| 12/18/02 | •Semester Wrap-Up |
Dates to Remember
9/4/02: Paper 1 due (draft)
9/11/02: Paper 2 due (draft)
9/25/02: Paper 2 due (final)
10/2/02: Paper 3 due (draft)
10/16/02: Paper 3 due (final)
10/23/02: Paper 4 due
10/30/02: Preliminary resources for semester project due
11/27/02: Semester Projects due
12/4/02: Paper 1 due (final)