Oregon State University SED 566 Fostering Reflective Discourse in Science and Math Contexts Fall 2012 Credits: 3, taught online through eCampus on BlackBoard Instructor: Dr. Emily H. van Zee Email: Emily.vanZee@science.oregonstate.edu Office: 267 Weniger Hall, OSU, Corvallis, OR 97331 Telephone: 541 737 1880 Skype vanzeee (note three e’s) Assistant: Dr. Matthew Nyman Email: Matt.Nyman@oregonstate.edu Office: 353 Weniger Hall, OSU Phone: (541) 737-1811 Skype: matt.w.nyman Office hours: By appointment OSU Catalog Course Description for SED 566: Examines ways of speaking that foster learning in science and mathematics contexts such as K-16 classrooms and free-choice learning settings (i.e. museums, zoos, science camps, etc.). Assignments assume the participant is a K-12 teacher, free-choice learning educator, enrolled in a graduate licensure program or has access to an educational setting. Description: Fostering Reflective Discourse in Science and Mathematics Contexts Topics will include making connections with everyday language, facilitating exploratory talks that elicit learners’ ideas, enhancing student and teacher questioning practices, nurturing argumentation, encouraging small group collaborations, engaging learners from diverse backgrounds, facilitating whole group discussions, and enhancing computer-based interactions. The course is an elective for participants in the Master’s in Science Education, Master’s in Mathematics Education or other teacher education programs. Blackboard: This course will be delivered via Blackboard, your online learning community, where you will interact with your classmates and instructor. Within the course Blackboard site you will access the learning materials and syllabus; discuss issues; submit assignments; email other students and the instructor; participate in online activities; and display your projects. To preview how an online course works, visit the Ecampus Course Demo. For technical assistance, Blackboard and otherwise, see http://ecampus.oregonstate.edu/services/technical-help.htm. Tentative Schedule: Unit Focus Defining the term reflective discourse 1 2 Examining connecting every day talk with science/math discourse Considering research techniques Planning a study Examining talking in science and mathematics contexts 3 Considering research techniques Planning a study Examining teacher/facilitator questioning practices 4 Considering research techniques Planning a study Examining student/learner questioning practices 5 Considering research techniques Planning a study Examining argumentation practices 6 Considering research techniques Planning a study Key Questions How did you interpret the phrase reflective discourse when you chose to register for this course? How has the phrase reflective discourse been used in the research literature in science, mathematics, technology, and free-choice learning? How would you choose to define the phrase "reflective discourse" to use in your own setting? What are some findings about connecting everyday talk with science/math discourse? What research techniques have been used in studying connecting everyday talk with science/math discourse? How might you study connecting everyday talk with science/math discourse in your own setting? What are some findings about engaging learners in talking about science and/or mathematics? What research techniques have been used in studying math or science talks? How might you study engaging learners in math/science talks and in studying learners’ ideas in your own setting? What are some findings about what, when, how, and why teachers in classrooms or facilitators in free-choice learning settings ask questions in science and mathematics contexts? What research techniques have been used in studying teacher/facilitator questioning practices in science and mathematics contexts? How might you study teacher/facilitator questioning practices in your own setting? What are some findings about what, when, how, and why students in classrooms or learners in free-choice learning settings ask questions in science and mathematics contexts? What research techniques have been used in studying learner questioning practices in science and mathematics contexts? How might you study learner questioning practices in your own setting? What are some findings about oral argumentation in these contexts? What research techniques have been used in studying oral argumentation in science and mathematics contexts? How might you study oral argumentation in your own setting? Examining small group collaborations 7 Considering research techniques Planning a study Examining talking about math and science with diverse learners 8 Considering research techniques Planning a study Examining whole group discussions 9 Considering research techniques Planning a study Examining computerbased interactions in science and math contexts 10 Considering research techniques • What are some findings about small group collaborative processes in science and mathematics contexts? What research techniques have been used in studying small group collaborations in science and mathematics contexts? How might you study small group collaborations in your own setting? What are some findings about talking about math and science with diverse learners? What research techniques have been used in studying talking about math and science with diverse learners? How might you study talking about math and science with diverse learners in your own setting? • What are some findings about whole group discussions in science and mathematics contexts? What research techniques have been used in studying whole group discussions in science and mathematics contexts? How might you study whole group discussion in your own setting? What are some findings about computer-based interactions in science and mathematics contexts? What research techniques have been used in studying computer-based interactions in these contexts?? How might you study computer-based interactions in science and mathematics contexts? Planning a study Final Project Submit final project for grading Student Learning Outcomes: Students will learn to: 1. Define reflective discourse as used in the research literature and as appropriate in the participant’s setting 2. Analyze examples of talking about math and science in everyday settings and in exploratory ways that elicit learners’ own ideas, as documented in the research literature and as typically occur in the participant’s setting 3. Analyze examples of questioning as documented in the research literature and as typically occur in the participant’s setting 4. Analyze examples of argumentation as documented in the research literature and as typically occur in the participant’s setting 5. Analyze examples of small group collaborations, whole group discussions, and computer-based interactions as documented in the research literature and as typically occur in the participant’s setting 6. Design inquiries into ways to foster reflective discourse in the participant’s setting 7. Document aspects of reflective discourse occurring in the participant’s setting Assignments Points Introduction – Participate in a community of learners by sharing ways in which you became interested in math and science, engage others in talking and thinking about math and science, and know and wonder about fostering reflective discourse in these contexts. 10 Unit 1 - Readings/Discussions: State your initial interpretation of the phrase "reflective discourse" when you chose to register for this course. Browse the readings and comment upon ways the phrase "reflective discourse" has been used in the research literature on science, mathematics, technology, and free-choice learning. Construct a definition of "reflective discourse" to use in your own setting. 30 Unit 2 – Readings/Discussions: Summarize some findings about ways to make connections to everyday language and science/math discourse in the research literature in these contexts. Describe research techniques used in such studies. Design a plan to examine ways to engage learners in making connections among everyday language and reflective discourse in science and mathematics contexts in your setting. Respond to a discussion question and provide feedback to your partner. 30 Unit 3 - Readings/Discussions: Browse the readings and summarize some findings from at least one study about engaging learners in science or mathematics talks. Describe research techniques used in these studies. Design a plan to examine the use of such conversations to elicit learners’ ideas in your setting. Respond to a discussion question and provide feedback to your partner 30 Unit 4 - Readings/Discussions: Browse the readings and summarize some findings from at least one study about what, when, how, and why teachers and/or free-choice learning facilitators ask questions in science and mathematics contexts. Describe research techniques used in these studies. Design a plan to examine the role of teacher/facilitator questioning practices in fostering reflective discourse in your setting. Respond to a discussion question and provide feedback to your partner. 30 Unit 5 - Readings/Discussions/Portfolio Plan: Browse the readings and summarize some findings from at least one study about what, when, how, and why learners ask questions in science and mathematics contexts. Describe research techniques used in these studies. Design a plan to examine the role of learner questioning practices in 30 fostering reflective discourse in your setting. Respond to a discussion question and provide feedback to your partner Unit 6 – Readings/Discussions: Browse the readings and comment upon ways the term "argumentation” has been used in the research literature on science, mathematics, technology, and free-choice learning. Summarize some findings from at least one study about argumentation in the research literature in these contexts. Describe research techniques used in study of argumentation in science and mathematics contexts. Design a plan to examine the role of argumentation in fostering reflective discourse in your setting. Respond to a discussion question and provide feedback to your partner 30 Unit 7 – Readings/Discussions/Project Plan: Browse the readings and comment upon ways the phrase "small group collaboration" has been used in the research literature on science, mathematics, technology, and free-choice learning. Summarize some findings in at least one study about small group collaborations in the research literature in these contexts. Describe research techniques used in study of small group collaboration in science and mathematics contexts. Design a plan to examine the role of small group collaborations in fostering reflective discourse in your setting. Respond to a discussion question and provide feedback to your partner. 30 Unit 8 – Readings/Discussions/Project Plan: Summarize some findings about ways to engage diverse learners in math/science talks in the research literature in these contexts. Describe research techniques used in such studies. Design a plan to examine ways to engage diverse learners in fostering reflective discourse in your setting. Respond to a discussion question and provide feedback to your partner. 30 Unit 9 – Readings/Discussions: Browse the readings and comment upon ways the phrase "whole group discussion” has been used in the research literature on science, mathematics, technology, and free-choice learning. Summarize some findings about whole group discussion in the research literature in these contexts. Describe research techniques used in studies of whole group discussions in science and mathematics contexts. Design a plan to examine the role of whole group discussions in fostering reflective discourse in your setting. Respond to a discussion question and provide feedback to your partner. 30 Unit 10 – Summarize some findings about computer-based interactions in the research literature in these contexts. Describe research techniques used in such studies. Design a plan to examine ways to engage learners in computer-based reflective discourse in science and mathematics contexts in your setting. Respond to a discussion question and provide feedback to your partner. 30 Final Project: Draft 1, 2: 20 points each; Final version: 150 points 190 Grading Scale Note to students: Keep a copy of everything you submit. Letter grades for assignments in the course will be determined using the following scale: 470-500: A 370-384; C 450-469: A350-369: C435-449: B+ 335-349: D+ 420-434: B 320-334: D 400-419: B300-319: D385-399: C+ Below 300: F All assignments have due dates. Since this course is an online course, the time for submission on those due dates is no later than midnight Pacific time of the identified date. If you need to request an extension for an assignment, a request must be made to the instructor by email prior to the due date. Late points may be deducted at the instructor's discretion. A letter grade (A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F) is awarded if the student completes all work, including the final project. Extensions: Students may request an extension or an incomplete because of illness or other extenuating circumstances-if they have been doing acceptable work prior to the request. The instructor will define the requirements and timelines to complete the work. Please Note: Instructors are not obligated to give extensions. Withdrawal: The OSU policy for student withdrawal requests is governed by the OSU policies that you find at http://ecampus.oregonstate.edu/services/policies-andregulations.htm Learning resources: No textbooks are required for this course. All readings will be available free online through the OSU library or on the Internet. A list of suggested readings will be available on BlackBoard under course documents. Additional resources include: Mathematics Standards National Council of Teachers of Mathematics (2000). Principles & standards For school mathematics, http://standards.nctm.org/ National Council of Teachers of Mathematics (). Curriculum focal points for pre-kindergarten through grade 8 mathematics:. http://www.nctm.org/standards/focalpoints.aspx?id=282 Oregon mathematics standards most current presentation of revised mathematics high school standards http://www.ode.state.or.us/news/announcements/announcement.aspx?=4286 Oregon Mathematics Adopted K-8 Standards http://www.ode.state.or.us/search/page/?=1148 Standards for Introductory College Mathematics Before Calculus: Crossroads in Mathematics. http://www.imacc.org/standards/ Science Standards National Research Council (1996). National Science Education Standards, Washington, DC: National Academies Press. http://books.nap.edu/catalog.php?record_id=4962 National Research Council. (2003). Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics. Washington, DC: National Academies Press. http://www.nap.edu/catalog.php?record_id=10024 National Research Council (2007). Taking science to school: Learning and teaching science in grades K-8. (Committee Chairs: R. A. Duschl, H. A. Schweingruber, and A. W. Shouse). Washington, DC: National Academies Press. http://www.nap.edu/catalog.php?record_id=11625 National Research Council (2009). Learning science in informal environments: People, places, and pursuits. (Committee Chairs: P. Bell, B. Lewenstein, A. W. Shouse, and M.A. Feder), Washington, DC: National Academies Press. http://www.nap.edu/catalog.php?record_id=12190 Oregon State Department of Education revised science standards. http://www.ode.state.or.us/teachlearn/subjects/science/curriculum/2009feb-adopted-k-hscience-standards.pdf Technology Standards International Society for Technology in Education. (2007). National Educational Technology Standards for Students: Connecting Curriculum and Technology. Eugene, OR: ISTE. Available online: http://cnets.iste.org/students/ International Society for Technology in Education. (2002). National Educational Technology Standards for Teachers: Preparing Teacher to Use Technology. Eugene, OR: ISTE. Available online: http://cnets.iste.org/teachers/ Electronic Resources Oregon State University Library For free access to a particular article, go to www.orst.edu, click on “library.” For access to electronic journals click on “Find it” and then click on “E-Journals.” Enter the name of journal, click on search, click on a source, click on volume number, click on issue number, scroll down list of articles until find the title. To download, click on pdf. To search for resources relevant to a topic of interest or by a particular author, click on “Find it” and then “databases” and select “education” from menu. From the large array of education databases, a good place to start is ERIC (Educational Resource Information Center). Enter author’s name to find papers by an individual or enter one of an array of descriptors . Google Scholar: http://scholar.google.com/schhp?hl=en&tab=ws Enter topic in search window. Click on scholar preferences to enter information about OSU’s library in order for URL’s to be notated with availability through the OSU library. TSPC/PTCE Expectations: Conceptual Framework, Knowledge Base, and National and State Guidelines The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework is based on four foundational or core values that are listed below. To find out more about how the knowledge base relates to the National Council for Accreditation of Teacher Education (NCATE) guidelines, review the Conceptual Framework at the website: http://oregonstate.edu/education/accreditation/ 1. Ethics and Professionalism 2. Reflective Practitioner 3. Lifelong Learners 4. Diversity and Equity With respect to national standards, this course includes application of NCATE content knowledge, professional and pedagogical knowledge and skills, dispositions, and student learning. NCATE Unit Standards: http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4 Oregon TSPC Standards Addressed The Oregon TSPC Standards embedded in this course include the following: Standard 1: Plan Instruction that supports student progress in learning and is appropriate for the developmental level. Standard 2: Establish a classroom climate conducive to learning. Standard 3: Engage students in planned learning activities. Standard 5: Exhibits professional behaviors, ethics, and values. Student Support and Expectations: Statement of Expectations for Student Conduct: http://oregonstate.edu/admin/stucon/achon.htm Academic Integrity — Students are expected to comply with all regulations pertaining to academic honesty, defined as: An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. For further information, visit Avoiding Academic Dishonesty, or contact the office of Student Conduct and Mediation at 541-737-3656. Conduct in this online classroom — Students are expected to conduct themselves in the course (e.g., on discussion boards, email postings) in compliance with the university's regulations regarding civility. Students will be expected to treat all others with the same respect as they would want afforded themselves. Disrespectful behavior to others (such as harassing behavior, personal insults, inappropriate language) or disruptive behaviors in the course (such as persistent and unreasonable demands for time and attention both in and out of the classroom) is unacceptable and can result in sanctions as defined by Oregon Administrative Rules Division 015 Student Conduct Regulations Course Completion Policy A student who registers for a Distance Learning course is assigned a "start date" and an "end date." It is the student's responsibility to note due dates for assignments and to keep up with the course work. If a student falls behind, she/he must contact the instructor and request an extension of her/his end date in order to complete the course. It is the prerogative of the instructor to decide whether or not to grant the request. Statement Regarding Students with Disabilities Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at 737-4098. http://oregonstate.edu/dept/budgets/genupol/gupdissu.htm Plagiarism and Expectations for Student Conduct You are expected to submit your own work in all your assignments, postings to the discussion board, and other communications, and to clearly give credit to the work of others when you use it. Academic dishonesty will result in a grade of “F.” Any student whose work indicates a violation of the OSU Academic Misconduct Policy (cheating, plagiarism) can expect penalties as described in the Dean of Students’ webpage: http://oregonstate.edu/admin/stucon/achon.htm The following link provides information on writing in general and specific guidance on proper citation techniques. http://cwl.oregonstate.edu/ Civility Policy The Office of Student Conduct & Community Standards supports the mission of the university by providing programs and services designed to meet the educational and developmental needs of students in relation to community standards, civility, accountability, diversity, respect and truth. For details see: http://ecampus.oregonstate.edu/orientation/success/conduct.htm Netiquette Do not use ALL CAPITALS when speaking to someone electronically! This is rude. As you will see after you have been working electronically for a while, all capital letters feel as if someone were shouting at you. Do not write in all bold letters, either. This is rude because it is very hard to read after awhile. Be cautious with irony, humor, and satire. Do not jump to conclusions about others' communications and try to mark yours appropriately. The :-) (or smiley) is one tool for this purpose. Remember: You cannot see the people you are communicating with, and they cannot see you. Because you cannot rely on visual cues, you need to exercise an additional measure of care when you communicate online. If you are truly angry, take a break before responding; get some perspective. Contribute; do not just consume. Remember that the Internet is largely composed of volunteers. If you only take and never give, you are not adding to the diversity that makes the Internet as rich as it is. Be sure to spend some time with a new group. Read their messages and catch the flow of conversation before you contribute. Minimize clutter on the Internet. Think twice before you fire off a message, and keep your messages short and to the point. This is also called "not wasting bandwidth." Be polite. Dialogue on a friendly basis.