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UTCH 200 Sample Syllabus

Morehead State UniversityColleges of Education and Science

MSUTeach Program

Knowing & Learning in Mathematics and ScienceUTCH 200-001 (3 credit hours) Fall 2016

TTh 2:00-3:15; Lloyd Cassity 109

Dr. David E. Long601-G Ginger HallEmail: [email protected] Phone: 606-783-2397

Course Description: Knowing and Learning in Mathematics and Science (3-0-3) (K&L) K&L focuses on knowing and learning in secondary mathematics and science as understood from a multi-disciplinary perspective. This course is not simply a general survey of theories. Instead, the primary goal is to provide students with the opportunity to identify theories and employ these theories to guide their own practice. K&L is committed to the idea that practice and theory build on each other. Any teaching practice is guided by some theory of how people learn. If students are not aware of this, they are likely to adopt teaching practices without considering the full implications of theory behind them.

Required Field Experience Hours: Two clinical interviews

Conceptual Framework Outcomes (CFOs): The Unit and the faculty within individual programs assess the degree to which its graduates:

1) Master the content knowledge, professional and the twenty – first century skills need to make an optimal contribution to “whole” student learning in education settings.

2) Are competent in the collection and use of data to inform decision – making and to demonstrate accountability for student learning.

3) Demonstrate professional dispositions4) Are culturally competent and understand the regions from which they have come utilizing

knowledge and experiences to effectively “bridge the gaps” (economic, achievement, and geographic) ensuring optimal learning for all students.

5) Engage in authentic field experiences in collaboration with committed school – based partners and are empowered to improve the quality of education throughout this region and beyond.

Course Objectives and Student Learning Outcomes (SLOs): The overall goal of this course is to help mathematics and science educators develop the knowledge, dispositions, and skills needed to be effective teachers in middle and high schools.

After completing the required readings and participating in class activities, the prospective mathematics or science educator will be able to do the following:

1) Articulate various standards (e.g., Common Core State Standards or New Generation Science Standards) for knowing mathematics and science and articulate the implications of these standards for assessment, especially standardized assessment. (InTASC Standard 4: Content Knowledge; InTASC Standard 6: Assessment; NCTM Standard 1: Content Knowledge;

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UTCH 200 Knowing & Learning in Mathematics & Science Sample Syllabus

NCTM Standard 2: Mathematical Practices; NCTM Standard 5: Impact on Student Learning; NSTA Standard 1: Content Knowledge; NSTA Standard 5: Impact on Student Learning)

2) Describe the various theories used to explain mathematical and scientific knowing and learning and be able to apply these approaches in understanding and structuring classroom practice. (InTASC Standard 1: Learner Development; InTASC Standard 2: Learning Differences; NCTM Standard 6: Professional Knowledge and Skills; NSTA Standard 6: Professional Knowledge and Skills; and ILA Standard 1: Foundational Knowledge)a) Use the clinical interview method to make sense of someone’s reasoning about a topic in

mathematics or science. b) Articulate what it means to know and learn relative to cognitive structures and describe

how what people know change and develops.c) Explore the affordances offered by various technologies in supporting knowing and

learning in mathematics and science.3) Identify sources of educational inequity (e.g., mismatches between students’ home cultures

and school culture) and describe strategies for fostering learning environments that are equitable for all students (e.g., making expectations explicit). (InTASC Standard 9: Professional Learning and Ethical Practice; NCTM Standard 6: Professional Knowledge and Skills; NSTA Standard 6: Professional Knowledge and Skills)

4) Express informed opinions on current issues and tensions in education, especially as they relate to mathematics and science instruction. (InTASC Standard 4: Content Knowledge and InTASC Standard 9: Professional Learning and Ethical Practice; NCTM Standard 1: Content Knowledge; NCTM Standard 6: Professional Knowledge and Skills; NSTA Standard 1: Content Knowledge; NSTA Standard 6: Professional Knowledge and Skills)

Required Textbooks:You will read articles from various journals and chapters from different books during this course. It is important to note that these materials are copyrighted and must be used in compliance with U.S. Copyright Law. Under that law, you may view these materials on your computer but these materials may not be saved to your computer, revised, copied, or distributed without permission. They are to be used in support of the instructional activities required by this course only and shall be limited to the duration of the course, unless otherwise specified by the instructor or owner of the material. You may download or print materials only at the direction of your instructor, who knows which materials are copyrighted and which are not.

If this course requires field experience and/or a critical performance, then students are required to purchase a Folio 180 account.

To purchase Folio180 online or through the MSU Bookstore:1. Purchase Folio180 at the MSU Bookstore and follow the instructions included with that

purchase.2. To purchase online, go to http://www.folio.com/msuky/coe3. Complete registration and payment information. Your login information will be emailed to

you.4. You will be able to continue using your Folio180 account through any graduate programs

you might enroll in through MSU.5. NOTE: students must have purchased or activated their Folio180 account by midterm or they

will receive an "E" at midterm per TEP policy.

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http://www.folio.com/msuky/coe


Course Evaluation:Course grades will be determined based on your performance in five categories:

1. Participation (includes daily attendance, assigned note-taking, and research)2. Reading quizzes / journal (ILA Standards 2, 5, 6)3. Midterm exam (ILA Standards 1, 4, 5, 6)4. Clinical Interview 1: Expert/novice interview (ILA Standards 1, 2, 4, 6)5. Final project: Clinical Interview 2 and Lesson Design, Enactment, and Evaluation (ILA

Standards 1, 2, 3, 4, 5, 6)

Grading Scale:A = 100% - 90%B = 89% - 80%C = 79% - 70%D = 69% - 60%E = 59% and below

1. Participation (total 15% of class grade)

Your participation grade in this course is dependent on two activities:

1. Daily active participation in all class sessions (10% of class grade). You are expected to actively participate in small- and large-group discussions. The purpose of these discussions is to help us as individuals, and as a group, develop meaningful interpretations of the ideas conveyed in the readings. Being a full participant means that you come to class having carefully read the articles and that you are prepared with questions, comments, and criticisms based on the readings. It also means that you solicit and carefully consider the ideas of others, and build on them in a generative way. Aside from the attendance policy described above, part of the participation grade will be dependent on assessment of your classroom behaviors, using the Presentation Rubric below.

Participation Rubric

Points Attendance Preparedness Participation

3 Present and prompt.

Has clearly read the reading assignments prior to class.Has reflected upon the assignments and is prepared to discuss them.

In small and large group discussions, participates frequently and appropriately.Comments are insightful and contribute positively to the perspectives and ideas of classmates.

2 Arrives within the first 10 minutes of class.

Has clearly read the reading assignments prior to class, though has not reflected on them or is only moderately prepared

In small and large group discussions, sometimes participates, and participation is generally appropriate.Comments are sometimes insightful and contribute positively to the discussion. Generally, though not always, respects and

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Points Attendance Preparedness Participation

to discuss them. listens to the perspectives and ideas of classmates.

1 More than 10 minutes late to class.

Has skimmed the reading assignments or has not read them and is clearly unprepared to discuss them.

Does not participate in class discussions, or participation is inappropriate.Comments are off-topic or otherwise do not contribute positively to the class discussion.

0 Absent from class.

2. Note-taking (5% of class grade). You will be assigned a day to take notes for 1–2 class periods during the semester. After class, you should write up the notes with care, highlighting and summarizing important activities, points of discussion, explanations that other students and your instructor(s) gave, personal insights, definitions, theorems, formulas, outstanding questions, points of disagreement, etc. A copy of these notes in Microsoft Word form must be emailed to your section instructor(s) within 24 hours of the class. The instructor(s) will review these notes, possibly edit them, return them to you for revision if necessary, and make them available on the course Blackboard site.3. Reading Quizzes (15% of class grade)

2. Reading Quizzes (20% of class grade)Before each class period, answer quiz questions on the assigned readings; submit answers via Blackboard. The lowest 4 of these grades will be dropped before the final overall quiz grade is calculated.

3. Midterm Exam (15% of class grade)At mid-semester, you will engage with questions central to the course readings and discussions in a formal, open-ended exam.

4. Clinical Interview 1: Expert/Novice Interview (15% of class grade)You will complete one clinical interview assignment in which you compare an expert’s and a novice’s knowledge and reasoning patterns. A clinical interview is an extensive process of formally interviewing a subject engaged in a problem-solving activity. You will record the interviews, transcribe them, and then analyze the activity using the theories introduced in class and supported by relevant academic literature.

5. Final Project (total 35% of class grade)To inform this final project, pairs or groups of three students will select a big idea from mathematics or science and choose a set of objectives that address this idea from the Common Core State Standards (or State Standards or Next Generation Science Standards). Following this, they will investigate what is known about student learning regarding this topic and search for effective ways to teach it. This work will form the basis of two class assignments.

Clinical Interview 2: Mapping Student Learning (15% of class grade)After selecting a topic and learning objectives, groups will use the relevant literature to design a set of interview questions that will access student knowledge and reasoning about this topic.

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Two students from our class section (ideally novices in the field) will be selected for two interviews. Group members will record the interviews, transcribe, and analyze them. The purpose of this set of interviews is to analyze student knowledge using findings from the related literature to understand what students know about this topic to focus the target of lesson to be taught. The findings from this paper should heavily inform the design of the lesson for the Lesson Design, Enactment, and Evaluation project.

Lesson Design, Enactment, and Evaluation (20% of class grade)After selecting a topic and learning objectives, groups will design a whole class assessment of students’ knowledge of this topic to be administered before and after instruction. Findings from the literature and analysis of the pre-assessments will be used to design and teach in class an effective lesson that employs the learning theories discussed in the course. The paper created for this assignment will include the lesson plan, a rationale for the design of the plan using the relevant literature, the quantitative evaluation of the learning of the class with a discussion that employs the learning theories explored in the course, and a reflection on what was learned to inform future teaching. The purpose of this assignment is to investigate what is learned as a result of instruction, and these findings should be used to revise and explain students’ knowledge of teaching.

Course Grades SummaryCourse grades will be based on the assignments described above. Additional description for each assignment will be discussed in class and can be found in the course Blackboard website. The requirements will be weighed as follows.

Activities Percentage Points

Participation (includes daily participation, research participation, and assigned note taking)

15

Reading Quizzes (includes journaling and instructional models) 20Midterm Exam 15Clinical Interview 1: Expert/Novice Interview 15Final Project 35TOTAL 100

Attendance Policy:Because a majority of the learning in this course hinges on group work done during the class time, attendance is of utmost importance. Attendance and participation are crucial to this class. Attendance will be taken every class period. If an absence occurs, the missed work can be made up with no penalty if the absence is excused. Excused absences include documented illness, deaths in the immediate family and other documented crises, call to active military duty or jury duty, religious holy days, and official University activities. In accordance with University policy, accommodations for these excused absences will be made in a way that does not penalize students who have a valid excuse. Consideration will also be given to students whose dependent children experience serious illness.

Regular attendance and active participation at all class sessions and in online assignments is required and will greatly enhance your ability to be successful. Regular attendance is expected with no more than one unexcused absence from class for the semester. You must provide, when

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possible, advance notice of absences as well as relevant documentation regarding absences to the instructor(s) as soon as possible following the illness or event that led to an absence. Regardless of whether an absence is excused or unexcused, you are responsible for making up all work that is missed. Participation in class includes, but is not limited to, coming to class prepared with the required assignments completed and engaging in thoughtful and reflective class discussion and activities. Violation of the attendance and participation policy will result in a grade reduction of 3 points from the final course grade per unexcused absence beyond the one “free” unexcused absence. Participation is assessed daily (see the Participation Rubric in the Grading/Evaluation section below). Field activities are considered class activities.

TechnologyYou must be able to use technology for timely and appropriate communication with your instructor, TA, mentor teacher, partner, and classmates:

Check email daily. Access the course website to post assignments and discussion board topics. Use online collaborative tools and/or use technology in educational settings. If you need assistance to meet these requirements, please see the instructor. Help is

available!

ProfessionalismProfessionalism includes being on time, appropriately dressed, and well prepared for all field experiences. As representatives of MSUTeach and visiting teachers in local school districts you are expected to:

be professional when participating in your field experiences for this class. You are expected to observe all school district rules, policies, and procedures. Sign in at the front office of the school each day that you visit. All schools will provide

you with a sticker or badge that identifies you as a visitor. Wear it. Dress professionally. The school district has a dress code for teachers, student teachers,

and others in field placements. As guest teachers, you are expected to follow all parts of the school district dress code. Of particular note is the restriction against wearing jeans, flip flops, jewelry in visible pierced areas other than the ear, t-shirts, shorts, warm-ups, or exercise clothing. For a complete description of this policy, please see [school district URL on dress code].

Practice every aspect of your lesson before you teach it. Decide exactly how you and your partner will share the teaching responsibilities. Make a plan for how you will transition from each part of the lesson to the next. Arrive to your classroom, not the school, at least 15 minutes before your scheduled

teaching time. Set-up time is a function of the lesson. You are responsible for starting on time. Signing in at the front office requires additional time.

Be prepared for the lesson and bring all required materials. Use nametags or name tents so you can call students by their names throughout your lesson. This is an easy and effective classroom management technique!

Academic Honesty Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read the Eagle: Student Handbook or ask your

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instructor. An example of plagiarism is copying information from the internet when appropriate credit is not given. The policy is located at http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html

Americans with Disabilities Act (ADA) Students with disabilities are entitled to academic accommodations and services to support their access and safety. The Office for Disability Services in 109-J Enrollment Services Center coordinates reasonable accommodations for students with documented disabilities. Although a request may be made at any time, services are best applied when they are requested at or before the start of the semester. Please contact Disability Services at 606-783-5188 or [email protected] or visit their website at www.moreheadstate.edu/disability.

Campus Safety Statement Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the semester if you have special needs or will require assistance during an emergency evacuation. Students should familiarize themselves with emergency response protocols at http://www.moreheadstate.edu/emergency

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http://www.moreheadstate.edu/disability

mailto:[email protected]

Knowing and Learning in Mathematics and Science

Schedule

Week LP Topic from LP Objectives Key Assignments at the End of This Class Readings for the Next Class

week 1a 1

Examining What It Means to Know Science and Mathematics

Examine basic aspects of their mathematical and scientific knowledge.Recognize the limitations in their ability to apply even basic ideas in mathematics and science.Begin to problematize both their knowledge and the practices used to construct that knowledge in schools.

Review the PISA data on mathematics and science literacy. Before reading, ask students to predict where the U.S. students will fare in comparison to other industrialized countries.Clinical Interview 1: Look over the description of Clinical Interview 1 and examine the examples posted on the course website. Post questions about this assignment on the website. Begin discussing this assignment with classmates, as next week they will each need a partner to work with.

Bruer, J. T. (1993). Schools for thought (pp. 1-7). Cambridge, MA: MIT Press.National Center for Education Statistics. (2012). PISA data. Science literacy: Average scores. http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_4a.aspNational Center for Education Statistics. (2012). PISA data. Mathematics literacy: Average scores. http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_3a.aspStigler, J. W., & Hiebert, J. (1999). Refining the images. In The teaching gap (pp. 55-72). New York: The Free Press.

week 1b 2

NAEP and Mathematical and Scientific Proficiencies

Recognize the status of the U.S. educational system in comparison to other industrialized countries.Apply concepts of mean and median in a real-world setting.Analyze samples of student mathematical work, making conjectures about students’ reasoning and understanding.Examine the strands of mathematical and scientific proficiencies and their implications for teaching.

Post group members for Clinical Interview 1 on Blackboard.

Stigler, J. W., & Hiebert, J. (1999). Teaching as a cultural activity. In The teaching gap (pp. 85-101). New York: The Free Press.MATH ONLY: National Research Council. (2001). The strands of mathematical proficiency. In Adding it up: Helping children learn mathematics (pp. 115-155). Washington, DC: National Academies Press.SCIENCE ONLY: Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Goals for science education. In Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.

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http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_3a.asp




Knowing and Learning in Mathematics and Science Schedule


week 2a 3

Testing and Learning in Math and Science Classrooms

Examine the strands of mathematical and scientific proficiencies and their implications for testing and learning.Identify standards for mathematical/scientific and engineering practices in video-based lessons.

Continue building Clinical Interview 1: “Choose a topic within your discipline and search for this topic in the state math or science standards—what is your big idea? What makes this an important or foundational idea in the discipline? Why is this idea important to know?”Have student pairs/groups post their answers to these questions on Blackboard before the next class.Complete the Electrical Circuits Assessment. This is a pre-assessment for the activities they will complete during the next class period.

Minstrell, J. (1989). Teaching science for understanding. In L. Resnick & L. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 129-149). Alexandria, VA: Association for Supervision and Curriculum Development. [Students may have begun reading this article during class.]Popham, W. J. (2003). The seductive allure of data. Educational Leadership, 60(5), 48-51.Rose, C. M., & Arline, C. B. (2009). Uncovering student thinking in mathematics: Grades 6-12. Thousand Oaks, CA: Corwin Press. (What Do You Mean? The Probe and Teachers' Notes, pp. 136-141).MATH ONLY: Common Core State Standards for Mathematics. Read pages 3-8; focus on the Standards for Mathematical Practice on pages 6-8.SCIENCE ONLY: A Framework for K–12 Science Education. Chapter 3: Dimension 1: Scientific and Engineering Practices.

week 2b 4

Using Research to Examine Learning

Examine and participate in an investigation of the effectiveness of different instructional approaches.Become familiar with research into mathematics and science instruction.Recognize the difference between student-centered and teacher-centered instructional approaches.Develop questions to be pursued about student learning.

For Clinical Interview 1, begin generating group of questions or problems to assess a learner’s proficiency in this topic (examine example interview protocols under the Assignment button to get a sense of what those questions should look like). Remember, the questions should assess the learners’ proficiency and practices using a BROAD understanding of math or science ability—that is, you cannot simply assess only one strand of proficiency.

MATH ONLY: Slavin, R. E., Lake, C., & Groff, C. (2008). Effective programs in middle and high school mathematics: A best evidence synthesis. Baltimore, MD: Johns Hopkins University, Center for Data-Driven Reform in Education.SCIENCE ONLY: Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496.Blanchard, M. R., Southerland, S. A., Osborn, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 1-40.Tschinkel, W. R. (2010). Concerns about background knowledge in our majors.

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week 3a 5

Student-Centered Instruction and Classroom Assessment

Conceptualize division of fractions by linking physical models and symbolic representations.Examine the interplay between student-centered instruction and classroom assessment.

For Clinical Interview 1, schedule interviews with an expert and novice in their big idea.

McTighe, J., & O'Conner, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), 10-17.Philipp, R. A. (2000). Unpacking a conceptual lesson: The case of dividing fractions. San Diego: Center for Research in Mathematics and Science Education, San Diego State University.Ginsburg, H. (1997). Guidelines for clinical interviews. In Entering the child's mind: The clinical interview in psychological research and practice. Cambridge, MA: Cambridge.National Council of Teachers of Mathematics. (2000). The next instructional move. Mathematics assessment: Cases and discussion questions for grades 6-12 (pp. 83-85). Reston, VA: Author.

week 3b 6

Learning Trajectory with an Eye to the Big Idea

Choose appropriate statistical tools.Apply statistical tools accurately.Analyze data and use results to draw and support conclusions.Examine the use of classroom assessment to inform instruction.Identify learning progressions/trajectories in science/mathematics for a specific topic.

Continue work on Clinical Interview 1. The interview transcripts are due at the beginning of the Topic 8 class session. Once the interviews are conducted, begin transcribing them using the directions posted in the course assignment. Post these (using the appropriate transcription format) as soon as possible for review.

Bakker, A., & Gravemeijer, K. (2003). Planning for teaching statistics through problem solving. In H. Schoen & R. Charles (Eds.), Teaching mathematics through problem solving: Grades 6–12 (pp. 105-117).Duschl, R., Schweingruber, H., & Shouse, A., (Eds.) (2007). Taking science to school: Learning and teaching science in grades K-8 (Chapter 8: Learning Progressions, pp. 219-247). Washington, DC: National Academies Press. http://www.nap.edu/openbook.php?record_id=11625&page=213Leahy, S., Lyon, C., Thompson, M., & William, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 19-24.Wiggins, G., & McTighe, J. (2006). Understanding by design (2nd ed.) (pp. 65-75, starting from “What exactly is a big idea” and going to “The teacher’s ‘new clothes’”). Upper Saddle River, NJ: Association for Supervision and Curriculum Development.

week 4a 7 Who needs to

Be Proficient

Examine the public’s need for proficiency in mathematics and

Continue work on Clinical Interview 1. The interview transcripts are due

Brooks, D. (2009, April 30). Genius: The modern view. New York Times.

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http://www.nap.edu/openbook.php?record_id=11625&page=213




in Science and Mathematics

science.Problematize the notion that math and science is only for an elite few professionals.Recognize that current teaching practices have maintained achievement gaps.Identify the possible causes of the achievement gaps that are under a teacher’s control.

at the beginning of the Topic 8 class session.

http://www.nytimes.com/2009/05/01/opinion/01brooks.html?_r=0Haberman, M. (1995). Pedagogy of poverty versus good teaching. Phi Delta Kappan, 92(2): 45-52.Manouchehri, A. (2007). Inquiry-discourse mathematics instruction. Mathematics Teacher, 101(4), 290-300.Weinberg, R. A. (1989). Intelligence and IQ: Landmark issues and great debates. American Psychologist, 44(2), 98-104.Choose one:

Maxwell, L. A. (2014, Jan 5). New Science standards designed for wide range of learners. Education Week. http://www.edweek.org/ew/articles/2013/06/28/36science_ep.h32.htmlYoung, W. H. (2013, Sept 5). Common Core State Standards: The achievement gap. National Association of Scholars. http://www.nas.org/articles/common_core_state_standards_the_achievement_gap

week 4b 8

The Cognitive Revolution and Understanding Memory

Become familiar with the field of cognitive science and organizations that foster this field of inquiry.Recognize and begin to apply the central tenets of theories about memory acquisition, storage, and retrieval.

Bring in a graphic that ties together everything they know about memory. They can use the optional readings for the next class and/or visit the websites listed in the PowerPoint.Begin comparing their expert and novice: “How are their responses different? How could what you have learned today about memory processes help you understand your data?”

Almarode J. & Almarode D. (2008). Energizing students. The Science Teacher, 75(9), 32-35.Bell, R. L., Smetana, L, & Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom activities. The Science Teacher, 72(7), 30-33.Bransford, J., Brown, A., & Cocking, R. (2000). How people learn. Washington, DC: National Academy Press. (Chapter 1: Learning: From speculation to science, pp. 6-27—start at the section titled Development of the Science of Learning.)Woolfolk, A. (2007). Educational psychology (10th ed., pp. 250-268). Boston: Allyn and Bacon.

week 5a 9 Learning and

Transfer

Apply and extend their knowledge of how memory works.Recognize the difficulties humans experience in transferring

Look over your data. Look for patterns in the responses (within a transcript and between the two transcripts). Using some of the ideas

Bransford, J., Brown, A., & Cocking, R. (2000). How people learn. Washington, DC: National Academy Press. (Chapter 3: Learning and Transfer, pp. 51-78).Resnick, L. (1987). The 1987 Presidential Address: Learning in

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http://www.nas.org/articles/common_core_state_standards_the_achievement_gap

http://www.nas.org/articles/common_core_state_standards_the_achievement_gap

http://www.edweek.org/ew/articles/2013/06/28/36science_ep.h32.html

http://www.edweek.org/ew/articles/2013/06/28/36science_ep.h32.html

http://www.nytimes.com/2009/05/01/opinion/01brooks.html?_r=0

http://www.nytimes.com/2009/05/01/opinion/01brooks.html?_r=0



knowledge, particularly science and mathematics knowledge learned in school.Explore the implications this difficulty has for the manner in which teaching should be structured.

that we’ve discussed (cultural scripts, proficiencies, confidence, memory processing models), explain the patterns that you’re finding.

school and out. Educational Researcher, 16(9), 13-20.Wilburne, J. M., & Peterson, W. (2007). Using a before-during-after model to plan effective secondary mathematics lessons. Mathematics Teacher, 101(3), 209-213.

week 5B 10

How Experts Differ from Novices

Recognize the difficulties humans experience in transferring knowledge, particularly science and mathematics knowledge learned in school.Be able to explain how prior knowledge influences our perception, using ideas drawn from theories and models of memory processing.Recognize there are fundamental differences in the way experts and novices organize and apply their knowledge.

Remember Clinical Interview 1 analysis due dates.

Adams, W., Wieman, C., & Schwartz, D. (2008). Teaching expert thinking. CWSEI & CU-SEI – July 30, 2008, http://www.cwsei.ubc.ca/resources/files/Teaching_Expert_Thinking.pdfBransford, J., Brown, A., & Cocking, R. (2000). How experts differ from novices. In How people learn (Chapter 2, pp. 31-50). Washington, DC: National Academies Press.Bybee, R.W. (2009). The BSCS 5E instructional model and 21st century skills. Paper prepared for the Workshop on Exploring the Intersection of Science Education and the Development of 21st Century Skills, National Research Council.MATH ONLY: Baroody, A. J., & Bartels, B. H. (2000). Using concept maps to link mathematical ideas. Mathematics Teaching in the Middle School, 5(9), 604-609.SCIENCE ONLY: Vanides, J. Y., & Ruiz-Primo, M. A. (2005). Using concept maps in science classrooms. Science Scope 28(8), 27-31.

week 6a 11 Behaviorism

Become familiar with behaviorist theory.Begin to distinguish between effective and ineffective applications of behaviorism in mathematics and science instruction.

Complete the Balancing Act pre-assessment. It is important to review the results of the pre-assessment prior to the Balancing Act activity in order to identify students’ misconceptions.Begin examining the requirements for Clinical Interview 2 assignments and lesson enactment project

Boeree, C. G. (1998). B.F. Skinner. http://webspace.ship.edu/cgboer/skinner.htmlErlwanger, S. H. (1973). Benny's conception of rules and answers in IPI mathematics. Journal of Children's Mathematical Behavior, 1(2), 7-26.Shindler, J. (2010). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. San Francisco, CA: Jossey-Bass.Trimarchi, R. (2002). Drawing out the quiet voices. Science

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http://webspace.ship.edu/cgboer/skinner.html

http://www.cwsei.ubc.ca/resources/files/Teaching_Expert_Thinking.pdf

http://www.cwsei.ubc.ca/resources/files/Teaching_Expert_Thinking.pdf



(which are intertwined). They should consider their last assignment, and contact other class members to select group members the final project. Students should post the names of everyone in their final project small group on Blackboard before the next class.

Teacher, 69(1), 30-34.

week 6b 12 Piaget

Examine the central tenets of constructivist theory of Jean Piaget.Apply the central tenets of constructivist theory to teaching and learning of mathematics and science.

Boeree, G. (1999). Piaget. http://webspace.ship.edu/cgboer/piaget.htmlEilkind, D. (1972). Piaget and science education. http://castle.eiu.edu/~scienced/5660/gotta/G-4_R-7.htmlWoolfolk, A. (2007). Educational psychology (10th ed., pp. 26-38). Boston: Allyn and Bacon.

week 7a 13

Ausubel and Meaningful Learning

Further develop their understanding of accommodation and link difficulty with accommodation to the idea of “misconceptions” in mathematics and science.Recognize the distinction between misconceptions and simple errors.Be able to articulate the reason that instructional design must account for learners’ prior knowledge.Describe Ausubel’s idea of “meaningful learning” and relate it to other theories of learning as well as to instructional design.

Begin work on the final project. Choose a topic within your discipline and search for this topic in the state math or science standards that your group would like to teach in class—what is your big idea? What makes this an important or foundational idea in the discipline? Why is this idea important to know?

SCIENCE ONLY: Duschl, R., Schweingruber, H., & Shouse, A. (2007). Knowledge and understanding of the natural world. In Taking science to school: Learning and teaching science in grades K-8 (Chapter 4, pp. 93-128). Washington, DC : National Academies Press.SCIENCE ONLY: Kern, C., & Crippen, K. (2008). Mapping for conceptual change. Science Teacher, 75(6), 32-38.MATH ONLY: Donovan, S., & Bransford, J. (2005). Mathematical understanding: An introduction. In How students learn mathematics in the classroom (Chapter 5, pp. 217-246). Washington, DC: National Academies Press.MATH ONLY: Baroudi, Z. (2006). Easing students’ transition to algebra. Australian Mathematics Teacher, 62(2), 28-33.

week 7b

Bring examples of buggy mathematics or misconceptions.

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http://castle.eiu.edu/~scienced/5660/gotta/G-4_R-7.html

http://webspace.ship.edu/cgboer/piaget.html



week 8a 14

Personal Constructivism — Jerome Bruner

Examine linear and nonlinear growth patterns.Link multiple representations of a pattern (e.g, verbal, geometric, algebraic).Examine Jerome Bruner’s education theory and its implications for teaching.

Sign up for a teaching time for the final project.

Discover Jerome Bruner. http://brunerwiki.wikispaces.com.Mayer, R. E. (2004). Should there be a three-strikes rule against discovery learning? American Psychologist, 59(1), 14-19.Ball, D. L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator, 16(2), 14-18.Umbeck, L. M. (2011). Navigating classroom change. Mathematics Teaching in the Middle School, 17(2), 89-95.

week 8b 15

Vygotsky’s Social Constructivism and Model Eliciting-Activities

Use observational data to create a model for determining a person’s height through participation in a model-eliciting activity (MEA)Communicate the basis of the model they create.Evaluate the models produced by different groups, particularly in terms of how well the model meets the needs of a client.Examine the structure of MEAs in terms of Vygostky’s theory of social constructivism.

Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Upper Saddle River, NJ: Pearson.CPALMS Integrated STEM MEA Lesson Development Program. http://www.cpalms.org/cpalms/mea.aspxExamples of MEAs: http://serc.carleton.edu/sp/library/mea/examples.htmlWoolfolk, A. (2007). Educational psychology (10th ed.). Boston: Allyn and Bacon. (pp. 39-51)MATH ONLY: Fello, S. E., & Paquette, K. R. (2009). Talking and writing in the classroom. Mathematics Teaching in the Middle School, 14(7), 410-414.SCIENCE ONLY: Licata, K. P. (1999). Narrative lab reports. The Science Teacher, 66(3), 20-22.OPTIONAL: Bakhurst, D., & Padden, C. (1991). The Meshcheryakov experiment: Soviet work on the education of blind-deaf children. Learning and Instruction, 1, pp. 201-215.

week 9b

Mid-term

week 10a

16 Classroom Culture of Inquiry

Examine the importance of social interaction and cultural tools in learning.Characterize a classroom culture supportive of student-centered

Continue work on the final project:Begin generating group of questions or problems to assess a learners’ proficiency in your big idea (examine example interview protocols under

Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.Learning Science Through Inquiry. Workshop 2. Setting the stage: Creating a learning community.

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http://serc.carleton.edu/sp/library/mea/examples.html

http://www.cpalms.org/cpalms/mea.aspx

http://brunerwiki.wikispaces.com/



instruction. the assignment button to get a sense of what those questions should look like).

http://www.learner.org/vod/vod_window.html?pid=1453Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of ‘well-taught’ mathematics courses. Educational psychologist, 23(2), 145-166.

week 10b 17 Motivation

Become familiar with the role of students’ intelligence beliefs on their motivation and achievement.Begin to distinguish between effective and ineffective applications of motivation in mathematics and science instruction.

Continue work on the final project:Post the pre-assessment you will administer to the entire class for the third paper on Blackboard.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.Dweck, C. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.Dweck, C. S. (2008). Mindsets and math/science achievement. Prepared for the Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education. http://www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_achievement_-_nov_2013.pdfNoguera ,P. A. (2002). “Joaquin’s Dilemma”: Understanding the link between racial identity and school-related behaviors. In Motion Magazine. http://www.inmotionmagazine.com/er/pnjoaq1.htmlOPTIONAL: Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (2nd ed.). Reston, VA: National Council of Teachers of Mathematics. (Chapter 7: Giving Meaning to Measures of Central Tendency, pp. 72-81).

week 11a

18 Identity Theory

Explore the implications students’ identity can play in shaping their participation in mathematics and science classrooms.Describe how the participation of non-mainstream students (e.g., students of color, working class/working poor) can be

Remember that a draft of the Lesson Design, Enactment, and Evaluation paper is due in the next class.

Gresalfi, M., & Cobb, P. (2006). Cultivating students’ discipline-specific dispositions as a critical goal for pedagogy and equity. Pedagogies: An International Journal, 1(1), 49-57.Boaler, J., Wiliam, D., & Zevenbergen, R. (2000). The construction of identity in secondary mathematics education. Paper presented at the International Mathematics Education and Society Conference, Montechoro, Portugal.

October 2014 15

http://www.inmotionmagazine.com/er/pnjoaq1.html

http://www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_achievement_-_nov_2013.pdf



http://www.learner.org/vod/vod_window.html?pid=1453



influenced by social identity demands.Describe how instruction can be structured to effectively encourage the participation of all students.

Optional readings (for instructors and/or students wanting more information)

Brown, B. (2006) “It isn’t no slang that can be said about this stuff”: Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43(1), 96-126.Cracolice, M. S., & Deming, J. C. (2001). Peer-led team learning. Science Teacher, 68(1), 20-24.Grootenboer, P., & Zevenbergen, R. (2008). Identity as a lens to understand learning mathematics: Developing a model. In the Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia.Jackson, K. (2009). The social construction of youth and mathematics: The case of a fifth grade classroom. In D.B. Martin (Ed.), Mathematics teaching, learning and liberation in the lives of Black children (pp. 175-199). New York: Routledge.Leatham, K. R., & Hill, D. S. (2010). Math identities. Mathematics Teaching in the Middle School, 16(4), 224-231.

week 11b

19 Argument-Driven Inquiry

Describe the structure and intent of the Argument-Driven Inquiry instructional model.Identify the disciplinary practices of science employed in this instructional design and how this relates to the Next Generation Science Standards.Explain how instruction that supports students’ participation in disciplinary practices is particularly effective in supporting the science learning of students traditionally underperforming in science.

Sampson, V., Grooms, J., & Walker, J. (2009). Argument-driven inquiry: A way to promote learning during laboratory activities. The Science Teacher, 76(8), 42-47.Choppin, J. M. (2007). Teacher-orchestrated classroom arguments. Mathematics Teacher, 101(4), 306-310.Optional Resources

Southerland, S.A., Strimaitis, A., Enderle, P., Grooms, V., & Sampson, V. (2014). The effectiveness of argumentation in fostering science for all: Examining the effects of challenging instruction in biology laboratories. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.Sampson, V. (2014). ADI in the classroom. http://www.argumentdriveninquiry.com/adi-in-the-

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http://www.argumentdriveninquiry.com/adi-in-the-classroom.html



classroom.html.

week 12a

Small-group lesson

week 12b

Small-group lesson

week 13a

Small-group lesson

week 13b

Small-group lesson

week 14a 20

Predict-Observe-Explain

Explain the effects of air pressure on the candle, water, and a beaker system.Explain the effectiveness of this approach in terms of student learning.Describe how instruction might be structured to facilitate a POE.

Work on final project. Kim, O., & Kasmer, L. (2007). Using “prediction” to promote mathematical reasoning. Mathematics Teaching in the Middle School, 12(6), 294-299.Settlage, J., & Southerland, S. (2007). Teaching science to every child: Using culture as a starting point. New York: Routledge. (Chapter 4: Conceptual Change Approach to Science Teaching, pp. 23-55).Optional Reading:Dial, K., Riddley, D., Williams, K., & Sampson, V. (2009). Addressing misconceptions: A demonstration to help students understand the law of conservation of mass. Science Teacher, 76(7), 54-57.

week 14b 21

Review of Instructional Designs and Related Learning Theories

Review the activities associated with the course.Identify the varied instructional design used in these activities.Discuss learning theory that best explains the ways in which the designs support student learning.

October 2014 17





week 15a Work day

Complete draft of papers journal/graphic due.

week 15b

Student presentations

5-minute presentations dueJournal of instructional models/teaching practices

finals Final papers due, 5pm

Final lesson plan and enactment paper due

October 2014 18

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