Dominican CollegeDivision of Teacher Education

ED 533: Applications and Content Integration IIFocus: Mathematics and Science

Professor Christopher PolizziE-mail: Christopher.Polizzi@dc.edu or ChristopherPolizzi@gmail.com

Class Meeting Dates 2/12, 2/26, 3/12, 3/26, 4/9

Division Rationale:

Dominican College’s Division of Teacher Education, with its mission of Excellence, Leadership, and Service is committed to preparing teacher candidates who will be able to meet the challenges of the twenty-first century. Thus, the goal of the program is to produce teachers who will: Be flexible and caring, Be personally responsible, Have a multicultural perspective, Be independent, reflective, lifelong learners who demonstrate continuous professional

growth, Demonstrate attitudes that promote positive human relationships and foster learning, Address the diverse developmental and educational needs of each learner to assure

success, Recognize their increasing responsibilities in the classroom and in the community.

(Also refer to Twenty Competencies in the TED)

Course Description:

This course is designed to develop the student’s leadership role in creating and evaluating media-based, content-rich resources for the P-12 classroom. Students will utilize the motivational and instructional qualities of various media to enhance curriculum in the Mathematics and Science content areas, while developing peer-mentoring and professional development skills. Materials will be prepared for use by teachers and students in order to enhance teaching and learning in the content areas, as well as for developing critical evaluation skills in these target populations. Instructional videos, instructional television programming, documentaries, film and web resources will be used to develop these materials. All assignments will be stored online in the Central EdMedia Reference Library for community access and attached to Student Portfolio. 5 hours of field experience required in elementary and secondary schools for teacher certification. Students will be required to complete assignments in either the lab or at home.

Required Text: Resources to be posted on line at class website, BB, and professional articles

Student Learning and Assessments:

1. Recognizes and discuss the importance of content area knowledge as the solid basis for lesson development.Students will engage in classroom activities, engage in discussions, write a reflective blog and prepare teaching and learning materials.

2. Promote content literacy through the use of the media.By careful analysis of the Mathematics and Science curriculum, students will create and evaluate media-based content rich teaching materials.

3. Develop the Appropriate Application of Technology Through the use of productivity tools, application software, hypermedia and/or educational video, students will evaluate, and create technologically enriched curriculum for teachers and students.

4. Use Evidence-Based Teaching Methods and Strategies for Lesson Development. Students will develop a repertoire of methods and materials to enhance teaching and learning in the P-12 curriculum including but not limited to webquests, cyberguides, games, blogs, wikis, webpages. Case studies will provide multiple examples.

5. Evaluate Learning Environments.Students will investigate and evaluate the optimum learning environments to match the learning mandate: environments that foster learning, creativity, independence, interaction, and team building. These may include inclusive classrooms with single or multiple computers, presentation stations, labs, studios, etc.

6. Incorporate Adult Learning Theory to construct a professional development workshop.

7. Develop collaboration skills and environments to enhance teacher effectiveness.Students will develop skills to become computer coordinators by creating professional development workshop materials, collaborating with P-12 teachers and honing professional development presentation skills.

8. Design and incorporate accommodations to teach every student in an inclusive classroom.Students will focus on how teaching materials may be modified to reach students with physical or learning disabilities.

9. Recognize and develop gender and culture sensitive materials to engage every student.Student created materials will reflect the importance of considering gender and culture in determining the best teaching practices to reach every student.

10. Provide a positive learning environment through evidence-based classroom management techniques

Students will create Teacher Guides and Student Activities.Identify the purposes of assessment in educational practice today.Students will collaborate with teachers to create rubrics to match student activities.

Assessments:

Professional Development Materials – Create a professional development website for integrating technology into the science and math curricula to include guides/tutorials, screencasts, presentations and resources. Provide a PD for each topic.

Math/Science Lessons - Integrate technology and media into 3 science and 3 math lessons. Lesson plans must be written up and all materials posted to a website.

WebQuest - Create a WebQuest for a math topic and a science topic Research - Create a social bookmarking archive for 5 topics in mathematics and 5

topics in science. Set up an RSS reader account following at least 10 resources. Create a Twitter account and follow at least 10 people.

Blog Posting and Comments - Search the Internet and/or professional publications and blogs to find 6 articles related to technology/math, technology/science and technology integration. Write reaction blog posts for each of the articles. Post should include a summary and how you would use the idea in your classroom or introduce it to another teacher. Each student is required to comment on everyone else’s articles.

Grant - Create an idea for a grant and write a one-page Problem (the problem you wish to address when requesting funds.)

Assessment Due Dates

Blog Post CommentsPD

MaterialsLesson Plans

Web Quests GrantResearch Materials

2/16 2/19

2/23 2/26

3/2 3/5 3/5 3/2 3/5

3/9 3/12 3/12 3/9 3/12

3/16 3/19 3/19 3/16

3/23 3/26 3/26 3/23 3/23

3/30 4/2 4/2 3/30

4/6 4/9 4/9 4/6 4/9

Assessment Rubrics

Blog Post

4 3 2 1

On time post. On time comments to every student. Article is

informative adding to course learning. Quality resource summary along with thought provoking

questions.

Post and comments are on time. Article is relevant to

the course. Resource summary and questions

are included.

Posting or comments are late. Article does not

align with course subject matter. Resource

summary is incomplete and questions do not lend

to a discussion.

Parts of the assignment are missing. Resource is

not relevant to course. Summary and questions

do not show an understanding of the

material.

PD Materials

4 3 2 1

Posted on time. Resources include a

screencast, summary, annotated handouts and

resource links. Technology is tied into

math and science curriculum. Multiple

content examples given.

Posted on time. Resources include a

screencast, summary, annotated handouts and

resource links. Technology is not fully

tied into math or science. Multiple content examples

are not given.

Assignment is posted late. Resources do not include

one or more of the following screencast, summary, annotated

handouts and resource links. Curriculum

examples are not given or don’t align.

Assignment is posted late. . Resources do not include many of the

following screencast, summary, annotated

handouts and resource links. No curriculum tie

ins are given.

Lesson Materials

4 3 2 1

Lesson contains transforming uses of technology. Lesson

touches most of the 6 focuses from the Learning

Spectrum. Lesson is comprehensive and easy

to follow.

Lesson contains some transforming uses of technology. Lesson

touches some of the 6 focuses from the Learning

Spectrum. Lesson is comprehensive and easy

to follow.

Lesson contains technology literacy or adapting uses. Lesson touches none of the 6

focuses from the Learning Spectrum. Lesson is not comprehensive or easy to

follow.

Lesson is late. Lesson contains technology

literacy uses. Lesson touches none of the 6

focuses from the Learning Spectrum. Lesson is

incomplete and hard to follow.

Webquest

4 3 2 1

All 5 Webquest steps are included. WebQuest

transforms lesson into a unique learning

experience. Sites are well chosen adding to the

lesson.

All 5 Webquest steps are included. WebQuest adapts lesson into a

unique learning experience. Sites are well chosen but don’t connect

to the lesson.

Some of the 5 WebQuest steps are missing.

Webquest does little to add to traditional content. Sites in WebQuest do not flow or do not add to the

lesson.

Webquest is late. Multiple WebQuest steps are missing. WebQuest

takes away from the content being studied.

Grant

4 3 2 1

Grant is well written and shows a creative new use

of technology in the classroom.

Grant is well written but using an establish idea of

technology use.

Grant is late and not well written. Grant idea shows little effort and thought in

preparation.

Grant is late and not fully completed. Little or no effort was put into the

brainstorming of an idea.

Research

4 3 2 1

More than 10 resources were found for Delicious,

Reader and Twitter. Active participation in

these learning communities was

demonstrated. Resources were used in other areas

of the course.

At least 10 resources were found for Delicious,

Reader and Twitter. Little participation in these

learning communities was demonstrated. Resources were sometimes used in other areas of the course.

Less than 10 resources were found for Delicious, Reader and Twitter. No

participation in these learning communities was demonstrated. Resources

were not used in other areas of the course.

Research materials were late. Less than 5

resources were found for one of the tools covered.

Student did not participate in the learning community

or use the resource in class.

Evaluation: Students are expected to log on to BB at least twice a week to either post assignments or find new activities and/or resources. Rubrics will be posted for each assignment along with the due date on Blackboard.

Students are expected to be aware of and comply with the Statement of Academic Integrity as found in the Student Handbook.

Students who require accommodations due to documentable disability should speak with the professor at the onset of the course and make contact with the Office of Student Services.

Appropriate use of language in speaking and writing is expected of all graduate students.

A course evaluation will be conducted at the end of the term.

In addition to class attendance, participation in class and online activities, punctuality, completion of class and outside readings, the following criteria will also influence grading:

Quality of oral/written work (e.g. organization, presentation, knowledge of subject matter, neatness/legibility, scholarly format)

Quality of oral/written English (e.g. spelling, punctuation, grammar, usage, etc.)

Assignments are to be completed following scholarly format and personal/professional integrity.

All information from research MUST BE cited and referenced appropriately using APA 6th Edition format. Breaches of academic integrity (plagiarism) in any form will be penalized with an F in the course.

Kindly mute all cellphones/electronic devices and refrain from all forms of texting during class meetings to maintain a scholarly, distraction-free environment.

An assumption of this class includes the realization by all students that this is a graduate level course. As such the time commitment and scholarliness required for a satisfactory grade are implicit responsibilities of the student.

If accommodations are required, please make certain that you speak confidentially with your professor at the beginning of the course. Also, please contact Margaret Giuliano, Director, Office of Special Services at Rosary Hall at 845-848-4035 or at margaret.giuliano@dc.edu .

All assignments are due by 11:59:59 EST on the dates posted unless otherwise advised. Late assignments will not be graded nor will they receive credit.

A minimum grade of B is required in all courses in MS in Education programs. Failure to earn a B will result in a repeat of the course; however, only one course in the program may be repeated.

Undocumented lateness to class of up to ½ hour will result in ½ absence; undocumented lateness beyond ½ hour will be marked as absence. More than one absence in the class will result in a failing grade for the course. Time missed due to class absence will need to be made up according to program policy/instructor requirements AND will result in grade reduction.