Dates: 4/17, 4/24, 5/8, 5/22, 6/5, 6/12, 6/26,
Times: Saturdays, 8:00 Ð 12:00
Classroom:
Old Main, room 4
Instructor: John Stangl
Office
hours: Before and after each class
Tele: 651-748-6163 (voice mail)
Course Credits: 1.0
Prerequisites: Admission to the Education Department
Course Description: During our time together, you will have ample opportunities to examine and experiment with successful hands-on instructional science materials. You will practice successful teaching strategies used in todayÕs modern classroom. You will be expected to take risks, ask questions, challenge assumptions, get down and get dirty, and most of all, learn that science can be fun by doing science. There will be an emphasis upon using a wide range of thinking skills, both critical and reflective; you will be expected to expand your sensory perceptions; you will be asked to collect and analyze data; you will need to wear two hats simultaneously: that of a student and that of a teacher. You are also expected to complete a minimum of 10 hours of fieldwork.
Education Department Mission Statement: ÒThe Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively.Ó
Applicable Standards of Effective Practice:
á Standard 1. Subject Matter. A teacher must understand the central concepts, tools of inquiry, and structures of the discipline taught and be able to create learning experiences that make these aspects of subject matter meaningful for students. A teacher of kindergarten through grade 6 must demonstrate fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry.
á Standard 2. Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a studentÕs intellectual, social, and personal development.
á Standard 3. Diverse Learner. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds.
á Standard 4. Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage studentsÕ development of critical thinking, problem solving, and performance skills.
á Standard 5. Learning Environment. A teacher must be able to use and have an understanding of individual and group motivation/behavior to create learning environments that encourage positive social interaction, active engagement in learning and self-motivation.
á Standard 6. Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within the classroom.
á Standard 7. Planning in Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, community, and curriculum.
á Standard 8. Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.
á Standard 9. Reflection and Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, who actively seeks out opportunities for professional growth.
Course Objectives Aligned with MN Standards of Effective Practice:
Students in this course will
á demonstrate knowledge of the scientific inquiry process [Elem. 8a]
á demonstrate how to effectively plan hands-on/minds-on, guided discovery science lessons that are developmentally appropriate, meet the needs of the learners, embed state and national standards, and develop and maintain positive and safe learning environments. [Elem. 8b,c,d, (i-vii), 2 E,F; 3A, I: 4A; 5E,; 7B,D,E, F,G,H]
á demonstrate understanding of the teacher and student role in guided discovery teaching and effective instructional strategies for implementing a guided discovery curriculum. [2G; 4C,D,F,H,J; 5D,I,M; 6J,K]
á demonstrate how to effectively assess student learning in light of current national and state standards using a variety of assessment strategies. [2E; 8G, H,I, J, L]
á demonstrate knowledge of commercial and local K-6 science curriculum and best practices science resources. [1G]
á demonstrate a greater understanding of the nature of childrenÕs scientific and developmental thinking [2E; 7B,C]
á demonstrate critical self-evaluation as learners and educators. [9D,H]
Technology Requirements: Make a spreadsheet (with formulas) using Excel. Demonstrate proficiency in writing and delivering learner-centered lessons, which feature students using digital technologies to guide their own learning. In addition, the Education Department expects these entry-level technology skills from all pre-service teachers: have the ability to access and navigate the Internet, e-mail and standard PC word processing data-base software. Student who do not possess these skills are expected to contact the Lindell Library for help in developing these skills.
Field Experience Requirement: You are expected to complete a minimum 10 hours of verifiable fieldwork at a public or private elementary school during the duration of this course. Details will be forthcoming in class.
Assessments by Standards Summary Grid
|
Assessment Tool |
Activities |
Program Standards/Course Outcomes |
|
Hands-on experience with standards-based science units and follow up discussions |
á Experiencing standards-based science curriculum during class á Unit dissection and experience to determine elements of standards based elementary science á Discussing classroom management issues, instructional strategies used to meet different learning styles, developmental and individual needs |
Elem. (8a), 1-G
4A,C,D,F; 5D; 6J; 8G, I; 9D
5E |
|
Guided discovery, inquiry, and direct instructional strategies |
á Reading and comprehending course textbook á Assessing student prior knowledge and misconceptions á Planning outcomes, activities, and assessments á Developing and modeling effective management techniques á Creating technology-based instructional resources á Implementing a variety of parental involvement strategies |
Elem. (8a), 1G Elem. (8c), 2F Elem. (8a, d, I-vii), 2A, G; 4A, D, F, H, J; 5D, M, O; J: 7B, C, E, R, G, H; 8G, H, L. 5 E,I 6K, 10 |
|
Reflections (3) |
á Reading and translating theory into modern practice á Reflecting on effective teaching methodology, student learning, and current research á Assessing student and community needs |
5E, I; 8 I, J 4C, 7G, H; 9 D, H
Elem. (8 b, c); 3A, L |
|
Micro-teaching; Guided Discovery Lesson |
á Researching standards-based curriculum á Plan, teach, and assess student performance in hands-on & minds-on guided discovery activities á Reflect on professional and personal development |
Elem. (8a, b, d) 1G; 9D 4D, H; 6J, 7F; 8G
4C |
|
Final Evaluations |
á Written/oral self-assessments, peer review & instructor feedback |
3A, L; 4C, H, J; 6J, 8G; 9 D |
General Course Information and Policies:
á Required Text
ÒTake the ÔSighÕ Out of Science by J. Stangl (available at AugsburgÕs book store)
á Course Requirements
Students will:
1. Actively participate in classroom science experiences, discussions, Òtake-homeÓ labs and evaluations.
2. Demonstrate effective thinking, data collection/analysis, quantitative reasoning, and problem solving.
3. Complete a minimum 10 hours of verifiable fieldwork at a public or private elementary school during the duration of this course.
4. Design, build, and teach a science lesson of your choice using inexpensive manipulatives. Whatever you choose, make something that you will use in your fieldwork experience.
á Complete a pre-instructional planning process similar to the sample outlined in ÒTake the ÔsighÕ Out of Science.Ó
á Create or gather appropriate hands-on manipulatives that will guide children to learning a science topic.
á Practice your activities on a class (or small group) of children.
á Write detailed lesson plans of what really works so peers can replicate your successful ideas and teaching strategies. Make ample photocopies of your complete lesson plans for all members of this class. Be prepared to present your fieldwork lesson to a small group of peers.
5. Interview a local ÒscientistÓ who is NOT A RELATIVE, NEIGHBOR, FRIEND ETC. See samples in ÒTake the ÔSighÕ Out of ScienceÓ.
á Document in writing your questions and his/her responses (paraphrased, not word-for-word).
á Summarize your insights in a personal, written reflection.
á Be prepared to orally discuss and/or debate your insights.
á Assessment
75% of gradeÉÉÉÉÉÉ..self-evaluations and self-reflections
25% of gradeÉÉÉÉÉÉ..instructor assessments both formal and informal including: quality of assignments,
task management, participation and attendance.
N.B. Assignments must be word processed and spell-checked. Well-developed ideas presented clearly and concisely are expected.
á Grading
4.0 Highest standard of excellence
3.5
3.0 Above basic course requirements
2.5
2.0 Basic standards met
Course grades falling below 2.0 will not be accepted toward licensure in education. Students must earn a grade of 2.0 to pass this course.
á Attendance
Due to the nature of hands-on lab work, 100% attendance and appropriate participation are expected. Absence and tardiness will affect your opportunity to maximize learning and your final course grade. Safety concerns and practical reasons do not permit lab make up work. Final decisions about how absence and/or tardiness affect the course grade rest with the instructor.
á Academic Honesty:
The Augsburg College policy on academic honesty applies to this course.
á Students Rights/Responsibilities:
ÒStudents with diagnosed learning disabilities or physical handicaps may have legal right to course modifications. Please identify yourself to the professor so he/she might assist you with your course progress. All students have the right to use the college Counseling and Student Development staff as well as receive assistance from the Writing Lab.Ó
á Course Schedule: Individual assignments and due dates may vary during the course.
|
Date |
Class Topics |
Assignments Due |
|
1st Session |
á Course overview á What is Science? á Strategies to engage young minds á Experiencing science yourself |
á Read course syllabus and ÒTake the ÔsighÕ Out of ScienceÓ á ÒGirlÓ piece; self reflection á Bring a scientific object + photo |
|
2nd Session |
á Lesson analysis: appropriate science concepts, hands-on activities, and attitudinal development á Developmentally appropriate instruction á More experiencing science |
á Research Project á ÒTake-HomeÓ problem solving task. |
|
3rd Session |
á Tricks of the tradeÉ á Student misconceptions á Pre-instructional planning á More experiencing science |
á ÒMirrorÉ.mirrorÉon the wallÓ; self reflection
|
|
4th Session |
á Lesson analysis: safety and legal concerns á Content verses Process (Hands-on vs. Minds-on) á More experiencing science |
á Pre-instructional planning sheet for your science ÒkitÓ
|
|
5th Session |
á Teacher as Facilitator; Direct Instruction; Guided Discovery á Assessment Strategies and MN Graduation Standards |
á ÒUnexpected QuestionsÉ.Ó |
|
6th Session |
á Environmental and Outdoor Education á Integration of science across the curriculum á More experiencing science |
á Technology simulation and role playing scenario and/or á Helpful Hints for conferences |
|
7th Session |
á Examination of commercial vs. local manipulatives and curricula á More experiencing science |
á To be announced |
|
Last session |
á Micro-teaching of fieldwork lesson to your peers á Interview-a-Scientist discussion (written reflection also due) á Final Evaluations; wrap up |
á Hands-on activities + lesson plans with multiple copies for each classmate á Interview-a-Scientist á Peer reviews; self evaluations |
Bibliography: Below, please find a list of suggested resources to assist your design of guided discovery lessons.
Books on Reserve @ AugsburgÕs Library
á Science Toolbox by Jean Stangl
á 39 Easy Geology Experiments by Robert R. Wood
á Magnets by Janice van Cleve
á Mr. WizardÕs Supermarket Science by Don Herbert
á 50 Nifty Science Experiments by Lisa Melton
á Creepy Crawlies and the Scientific Method by Sally Kneidel
á Scienceworks by the Ontario Science Center
á Sound and Light by David Glover
á The KidÕs Summer Handbook by Jane Drake
á Science Experiments You Can Eat by Vicki Cobb
á The Science Book for Girls by Valerie Wyatt
á Teaching Children About Life and Earth Science by Elaine Levenson
á Science In Your Backyard by William Welnitz
á Toys in Space by Carolyn Summer
á Astronomy for Every Kid by Janice Van Cleve
á Tricks and Amusements by R.M. Abraham
á Physics for Every Kid by Janice Van Cleve
á Kitchen Chemistry by Robert Gardner
á Simple Kitchen Experiments by Robert Gardner
á Simple Kitchen Experiments by Muriel Mandell
á Creativity Inside Out by Terry Marks-Tarlow
á Science On a Shoe-string by Terry Marks-Tarlow
á Science On a Shoe-string by H. Strongin
á Nature Watch Ð Exploring Nature with Children by Adriene Katz
á Nature Activities for Early Childhood by Janet Nickelburg
á Cooperative Learning in Science by Robert Stahl
á Science Experiments by the Hundreds by Julia Cothrone
á Learning Under the Sun by William J. Klein
á Learning for All Seasons by William J. Klein
á Light & Sound by Michael DiSpezio
á Classroom Critters and the Scientific Method by Sally Kneidel
á Wacky Science Ð A Cookbook for Elementary Teachers by Phil Parrtore
á Six-Minute Nature Experiments by Faith Hickman Whittingham
Assignment #1: Complete the following tasks
for the first class session:
á Bring a small, recent, photograph of yourself to the 1st class (you will get it back)
á Bring one Òscientific objectÓ of your choosing to the 1st class (you will take it home the same day)
á Read the course syllabus and required text: ÒTake the ÔSighÕ Out of ScienceÓ
á I have enclosed Jamaica KincaidÕs ÒGirlÓ piece. Write your version Ð reflecting upon remembered voices in your past instructing you. Those voices may have been formal or informal. The style of your version is up to you. We will spend time together during our 1st session sharing all, part, or none (if you prefer). This activity will serve as part of our introductions to one another.
Welcome! I look forward to the learning camaraderie, which I expect will characterize our time together.
ÒGirlÓ
From ÒAt the Bottom of the RiverÓ
By Jamaica Kincaid