Step 2: Inquiry-Based Lesson Design
Course UTED 1020 Section 002
Spring 2013
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Instructors:
Office: Osborne B346
Phone: 719-255-3529 office
E-mail :
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Course: Thursday
Room: Osborne B302
Required Materials: Assigned readings
Course Co/Pre-requisite(s): Step 1
Course Description:
This course allows students to explore teaching as a career at no cost.
Following an introduction to the theory and practice behind inquiry-based
science and mathematics instruction, students teach lessons in middle school
classrooms to obtain firsthand experience in planning and implementation. At
each selected school site where students practice, the mentor teachers
demonstrate effective teaching techniques and classroom management skills,
giving the future teachers a true taste of working in a supportive, diverse
educational setting.
Course Objectives:
Students will be able to:
• Demonstrate science and mathematics content knowledge in the
design and teaching of middle school lessons aligned with
district curriculum.
• Utilize exemplary sources of inquiry-based mathematics or
science lessons.
• Identify the unique attributes of adolescent students and
implement teaching strategies that are effective in the middle
school environment.
• Design and teach safe, appropriate, inquiry-based lessons using
the 5E Instructional Model.
• Design and teach lessons that incorporate the use of technology.
• Use probing questions to elicit feedback on students’ acquisition
of knowledge.
• Use pre- and post-assessments aligned to performance objectives
to evaluate student learning, to provide instructive feedback to
middle school students, and as a basis for revising lesson plans.
• Provide instructive feedback to peers.
• Reflect on teaching experiences to revise lesson plans.
• Assess commitment to pursue teaching as a career path.
Course Expectations:
(1) Attendance/Participation – This class meets every Wednesday afternoon from
1:40pm-2:55pm. 25% of your grade is based on attendance and active participation in all
class sessions. You will lose five points for every absence. Credit for attendance
requires arriving on time to each class session, participating in all class activities, and
staying until the session ends. If you arrive late or leave early, you will lose 2 points of
your attendance grade. Arriving more than 15 minutes late for class will constitute an
absence.
Attendance is important because in class you will: (a) plan and/or practice your lessons
with your partner; (b) get feedback from the instructors and other members of the class
regarding your lessons; and (c) observe and learn from demonstration lessons. Because
the course meets only once per week and there are no texts, missing class means you miss
essential information and experiences. Since you will be working with a partner, the
workload for each lesson should be shared equally.
(2) Field Experience - You and a teaching partner will teach inquiry-based
science/mathematics lessons in a local middle school. Over the course of the semester,
you will visit this classroom to conduct at least 1 observation and develop/teach 3
lessons. Early in the semester, pairs will meet their Mentor Teachers to verify the dates of
the observations and topics of the lessons.
You will send a draft and a revised draft lesson plan as an email attachment to your
instructor at UCCS and to your Mentor Teacher at the middle school for approval before
you teach the lesson. The first draft of each of your lessons is due to your Mentor and
instructor 1 week prior to your teach date. Final lesson plans will be submitted in
Blackboard.
Your Mentor Teacher will give you feedback via email on UCCSTeach’s “Observation
Form Step1/Step2” after each lesson you teach. Your Mentor Teacher will also write a
final evaluation of your field experience.
If you have a serious emergency and you must miss your scheduled teaching day, notify
your partner, your Mentor Teacher, and your instructor as soon as possible. Your partner
will teach the lesson alone, and you will be required to make up the missed teaching day.
Teaching three lessons is a requirement of Step 2. Regardless of your final average,
failure to teach all three required lessons will result in a failing grade for the course.
Teaching supplies are available for you to check out for use in your lessons. You are
responsible for all items in your care and must return them in a timely fashion. If you
need to obtain supplies for a particular lesson, you can request that UCCSTeach
instructors purchase them. Materials that have to be ordered require a two week notice,
and after you utilize them for your lesson, they will become the property of UCCSTeach.
(3) Professionalism in the Field – As representatives of UCCS, UCCSTeach, and as
visiting teachers to your local elementary school, we expect you to be professional when
participating in your field experiences for this course.
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. You must bring your
driver’s license with you. Be sure to wear your name badge that identifies you as a
UCCS Teach student.
Dress professionally. Each school district has a dress code for teachers and others in field
placements. As guest teachers, you are expected to follow all parts of the 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, or exercise clothing.
Arrive at least 30 minutes before your scheduled teaching time; arrive 1 hour before a
technology or lab-based lesson to set up and troubleshoot equipment.
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.
Learn the names of your students! Make nametags or name tents and bring them with you
to each lesson. This is an easy and effective classroom management technique.
(4) Lesson Plans and Reflections – You will be submitting a total of 4 reflections and 3
lesson plans throughout the semester. Your one observation reflection will be submitted
in Blackboard, and your three lesson plans and lesson reflections will be submitted in
Blackboard within one week (7 days) after each lesson that is taught or observed.
The breakdown of assignments is as follows:
Observation Reflection – After the classroom observation of your Mentor
Teacher, you will submit an observation reflection (“Observation 1 Reflection”)
in Blackboard. You will find this reflection under “Assignments” along with
instructions on how to submit in Blackboard. Your reflection must be submitted
within one week after you observe.
Lesson Plans and Reflections – After you and your partner teach each lesson, you
will submit your final lesson plan and lesson reflection (“Step 2 Lesson 1 and
Reflection,” etc.) in Blackboard. You will find each of these assignments under
“Assignments” along with instructions on how to submit in Blackboard. Each
lesson and reflection must be submitted within one week after you teach your
lesson.
Please use the following naming conventions when submitting your lessons and
reflections:
Lessons: Last names, Middle school abbrev., Lesson Number
Example: BakerSmith_MS_Lesson1
Reflections: Last name, Middle school abbrev.,Reflection Number
Example: Baker_MS_Refl1
(5) Late Assignments – If an assignment is submitted late, points will be reduced by
10% for each day late. If more than 5 days late, you will receive a fixed 50% reduction.
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Assignments/Grading Policy: 100 points
(1) Three Lesson Plans (10 points/lesson) – Final lesson plans will be submitted in
Blackboard for instructor evaluation within one week after you teach. Regardless of
your final average, failure to teach all three required lessons will result in a failing grade
for the course.
30 Points
(2) Lesson Plan Draft Submission (2 points/lesson) – You must email a first draft of your
lesson plan to your assigned instructor AND your Mentor Teacher one week (7 days) or
more prior to your teach date. Failure to do so will result in losing points and will impact
your teaching.
6 points
(3) Attendance/Participation (25 points) – This class meets every Wednesday afternoon
from 1:40pm-2:55pm. 25% of your grade is based on attendance and active participation
in all class sessions. You will lose five points for every absence. Credit for attendance
requires arriving on time to each class session, participating in all class activities, and
staying until the session ends. If you arrive late or leave early, you will lose 2 points of
your attendance grade. Arriving more than 15 minutes late for class will constitute an
absence.
25 points
(4) Reflections (4 points/reflection) – total of four, one after the observation visit and one
after each lesson taught. Reflections must be submitted within 7 days after the visit.
16 points
(5) Student Presentations: Final Activity (14 points) – portions of lesson activities will be
presented.
14 points
(6) Lesson Approval (3 points/lesson) – Student / Instructor appointment for review and
approval. Lesson may not be taught until this is completed.
9 points
Grading Scale:
A
94-100
B+ 87- 89
C+ 77- 79
D+ 67-69
F
59 and below
AB
C
D
90-93
84- 86
74 – 76
64 – 66
BCD-
80 - 83
70-73
60 - 63
Note: If an assignment is turned in late, points will be reduced by 10% for each day late.
If more than 5 days late, you will receive a fixed 50% reduction.
Semester Overview and Assignments
Class
Field Experiences
Assignments
Overview
Become familiar with the course syllabus
Mark your calendar for Observations, Lesson
Approval Meetings and Teaching
Exchange contact information with partner
Week 1
Inquiry-Based
Teaching
1/24/13
•
•
•
•
Introductions
Review Step 2 syllabus
Assign teaching teams
Inquiry-based lesson design
•
•
Week 2
Writing Clear
Directions
1/31/13
•
Discuss strategies for providing
clear directions
•
Contact Mentor Teacher (in person or by
phone) and complete the “Step 2 Assignment:
Initial Planning Meeting” by Feb. 1
•
Discuss teaching adolescents
•
•
•
Select topics for Lesson 1
Review lesson plan format
Provide directions for Lesson 1 draft
•
•
•
•
•
•
FOSS kits activity
Preview evaluation forms used by
mentor teacher/instructors
Review writing lesson objectives
Complete Observation 1 Reflection by Feb. 8
Submit Observation 1 Reflection within 1
week of observation
Begin working on Lesson 1 draft
Email Lesson 1 draft to instructor and mentor
teacher 1 week before you teach
Email Lesson 1 draft to instructor and mentor
teacher 1 week before you teach
Attend Lesson Approval appointment with
instructor before teaching Lesson 1
Week 5
Questioning
Strategies
2/21/13
•
•
•
Discuss questioning strategies
Teach Lesson 1 to another team
Organize materials for Lesson 1
•
Week 6
Technology and
Inquiry;
TEACH LESSON 1
2/28/13
•
Demonstration Lesson: Use of
technology in the classroom
Discuss teaching with technology
Week 3
Understanding
Adolescents
2/7/13
Week 4
Planning Lesson 1
2/14/13
•
•
•
•
•
•
•
•
•
Confirm with your mentor teacher the
date/time of your first lesson.
Attend Lesson Approval appointment with
instructor before teaching Lesson 1
Complete all preparations for Lesson 1
Teach Lesson 1
Submit final Lesson 1 and Lesson 1
Reflection in Blackboard within 1 week after
you teach
Week 7
Data-Driven
Instruction;
Planning Lesson 2
3/7/13
•
•
Week 8
Teaming up Math &
Science/Assessment
3/14/13
•
Week 9
Differentiation
3/21/13
•
•
•
•
•
•
Reflect on Lesson 1
Discuss analyzing data to inform
instruction
Select topics for Lesson 2
•
Obtain your topic for Lesson 2 and begin
lesson plan development
Demonstration Lesson: Math &
Science connections
Discuss the connections between
teaching mathematics and science
Pre/post assessment discussion
Discuss differentiated instruction
Teach Lesson 2 to another team
Select topic for Lesson 3
•
Obtain your topic for Lesson 2 and begin
lesson plan development
•
Email Lesson 2 draft to mentor teacher and
instructor 1 week before you teach
Attend Lesson Approval appointment with
instructor before teaching Lesson 2
Confirm with your mentor the date/time of
your second lesson
•
Week 10
SPRING BREAK –
No class
3/28/13
Week 11
Focus on
Explanation
4/4/13
•
Discuss strategies for facilitating an
effective Explanation part of 5E
lesson
Week 12
Integrated
Activities;
TEACH LESSON 2
4/11/13
•
•
Discuss integrated classroom
activities
Work on Lesson 3
Week 13
Preparing to Teach
Lesson 3
4/18/13
•
•
Teach Lesson 3 to another team
Organize materials for Lesson 3
•
Prepare 10-15 minute presentation for
Final Activity, Presented to class
5/1/13 or 5/8/13
Week 14
Work on Final
Activity
4/25/13
Week 15
TEACH LESSON 3;
Final Activity
Presentations
5/2/13
Week 16
Final Activity
Presentations
•
•
Email instructor, if needed, with Lesson 2
modifications for lesson approval
•
Attend Lesson Approval appointment with
instructor before teaching Lesson 2
Confirm with your mentor teacher the
date/time of your Lesson 2
Complete all preparations for Lesson 2
Teach Lesson 2
Submit final Lesson 2 and Lesson Reflection
in Blackboard within 1 week after you teach
•
•
•
•
•
•
•
•
•
•
•
Final Activity: 10-15 minute
presentation for
•
Final Activity:10-15 minute
student presentations
•
•
Email Lesson 3 draft to mentor teacher and
instructor 1 week before you teach
Attend Lesson Approval appointment with
instructor before teaching Lesson 3
Confirm with your mentor teacher the
date/time of your Lesson 3.
Attend Lesson Approval appointment with
instructor before teaching Lesson 3.
Complete all preparations for Lesson 3.
Prepare 10-15 minute presentation for Final
Activity
Teach Lesson 3
Submit final Lesson 3 and Lesson Reflection
in Blackboard within 1 week after you teach
5/9/13
Standards Covered:
Colorado Teacher Quality Standards
Quality Standard I: Element a, c-d
Quality Standard II: Element a, c-d, f
Quality Standard III: Element a, c-h
Quality Standard IV: Element a, c
Quality Standard V: Element d
Quality Standard VI: Element a-b
National Council of Teachers of Mathematics Standards addressed in this course:
1.1-1.4, 3.1-3.4, 4.1-4.3, 5.1-5.3, 6.1, 7.1-7.6, 8.1-8.9, 9.2-9.4, 10.5, 16.1, 16.3
National Science Teacher Association Standards addressed in this course:
1a, 1c, 1e, 3a, 3b, 5a–5f, 6a, 8a, 8b, 10b, 10c