Classroom Interactions
UTED 2020
Spring 2013
Osborne SENG B302
Tue/Thu 12:15-1:30PM
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
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/
Instructors:
Patrick McGuire, PhD. UCCSTeach Co-Director
Office: Columbine Hall, 3003
Phone: (719) 255-4016
E-mail: pmcguire@uccs.edu *preferred contact method*
Office Hours: Tue/Thu 2:00pm-4:00pm or by appointment
-------------------------------------------------------------------------Robert Gagnon, MS. Master Science Teacher
Office: Osborne Hall, B346
Phone: (719) -255-3529
E-mail: rgagnon2@uccs.edu *preferred contact method*
Office Hours: Mon/Wed 1:00pm-3:00pm or by appointment
-------------------------------------------------------------------------Required Textbook: None
Additional Resources (or Recommended Textbooks):
•
Supplementary course readings will be provided by
the instructors
Pre-requisites: Successful completion (a grade of B- or
higher) in Step I, Step II, AND Knowing and Learning.
Course Format: This course consists of in-class presentations,
video analyses, readings from supplementary resources, classroom
discussions, technology-mediated interactions, and in-class small
group activities. You will also be responsible for field experiences
outside of the class. These experiences will be instrumental to the
course and will help you to apply the content learned in the class to
the field. You will use Blackboard in this course to download the
majority of materials, check grades, and submit some assignments.
To access the course and accompanying activities, you will use the
following URL: bb.uccs.edu
Course Overview: This course builds on your previous
experiences in Step I, Step II and Knowing and Learning. In
essence, this course centers around a close examination of the
interplay between teachers, students, and content, and how such
interactions enable students to develop deep conceptual
understanding in secondary math and science classrooms.
Course Expectations:
This course continues the process of preparing students to teach mathematics and science in secondary
settings by providing opportunities to see how theories explored in Knowing and Learning play out in
instructional settings. Students design and implement instructional activities informed by their own
understanding of what it means to “know” and “learn” mathematics and science, and then evaluate the
outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create).
Course Objectives:
At the conclusion of this course, ALL students will be able to…
! Identify and describe the nine teaching quality dimensions as defined by the Classroom
Assessment Scoring System (CLASS).
! Integrate elements of cognitive science research into their teaching practice.
! Observe, analyze, and discuss how students' knowledge and skills can be built using a variety
of instructional strategies (including direct instruction, inquiry teaching, and use of small
groups), focusing on what each model requires of teachers.
! Create and evaluate tasks to build students' content knowledge; assess students' content
knowledge based on evidence including video and written artifacts.
! Plan and teach, with a teaching partner, three separate mathematics or science lessons on an
assigned topic at the high school level.
! Solve problems in science and mathematics and justify their solutions and reflect on their
own learning and the learning of others, relating results to learning science and
demonstrating awareness of alternative conceptions and their possible origin.
! Observe and analyze classroom instruction and data on student participation and performance
with regard to equitable and diverse instructional approaches that afford all students an
opportunity to learn.
! Employ relevant technologies in teaching (e.g., 21st century presentation software, computer
simulations, and graphical analysis & representation software); analyze how technology can
affect classroom interactions.
! Read and analyze research results and theoretical literature in mathematics and/or science
education and cite these results in analyses of their own teaching and reports to their peers.
! Create a significant portion of their preliminary portfolios (lesson plans, reflective teaching
analysis) and demonstrate beginning competency as measured by applicable Colorado state
teacher certification standards.
! Describe 21st century skills (e.g., creativity, collaboration, and communication) and how
these skills relate to mathematics and science instruction at the secondary level.
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
Weekly Content Coverage: The specific course readings and weekly content coverage are
subject to change at the instructors’ discretion. Course readings and related information for all
assignments will be updated on a weekly basis in the form of a weekly checklist. Students will be
provided both a hard copy checklist in class or electronic version in Blackboard.
Class Date
Tue 1/22
Tue 2/19
Thu 2/21
Tue 2/26
Thu 2/28
Topic
Introductions and Course Orientation
Building a “Super Teacher”
Intro to CLASS: Emotional Support Part I
CLASS: Emotional Support Part II
CLASS: Classroom Organization Part I
CLASS: Classroom Organization Part II
CLASS: Instructional Support Part I
CLASS: Instructional Support Part II
5E Lesson Planning Review
Elements of Brain-based Learning
Lesson Design Challenge Part I
Lesson Design Challenge Part II
Motivating Secondary Math & Science Students
Lesson #1 Design and Development (in class)
Tue 3/5
Thu 3/7
Tue 3/12
Thu 3/14
Lesson #1 Practice (in class)
Learning Math & Science in a Second Language
Facilitating Group Work and Stations
Technology for Math and Science Instruction Part I
Tue 3/19
Thu 3/21
Tue 3/26
Thu 3/28
Tue 4/2
Thu 4/4
Tue 4/9
Thu 4/11
Technology for Math and Science Instruction Part II
Parent Communication – Scenarios & Documentation
NO CLASS – UCCS Spring Break – Party Time!
NO CLASS – UCCS Spring Break – Party Time!
Lesson #2 Practice (In-class)
Time Management for New Teachers
Video Analysis & Discussion Part I
Video Analysis & Discussion Part II
Tue 4/16
Thu 4/18
Tue 4/23
Thu 4/25
Tue 4/30
Thu 5/2
Differentiating Instruction Part I
Differentiating Instruction Part II
Equity in Math and Science
21st Century Skills Part I
21st Century Skills Part II
Assessment Strategies Part I
Tue 5/7
Thu 5/9
Tue 5/14
*Thu 5/16
Assessment Strategies Part II
Make Up Day or Topic TBD
NO CLASS – UCCS Finals Week
Video Analysis Presentations & Wrap Up
Thu 1/24
Tue 1/29
Thu 1/31
Tue 2/5
Thu 2/7
Tue 2/12
Thu 2/14
Major Assignments Due
See Checklist #1
See Checklist #2
See Checklist #3
See Checklist #4
See Checklist #5
See Checklist #6
See Checklist #7
See Checklist #8
See Checklist #9
See Checklist #10
See Checklist #11
See Checklist #12
** Field Observation
Hours & Log Due**
See Checklist #13
See Checklist #14
See Checklist #15
See Checklist #16
**Lesson #1 Teach Due**
See Checklist #17
See Checklist #18
See Checklist #19
See Checklist #20
See Checklist #21
See Checklist #22
**Lesson #2 Teach Due**
See Checklist #23
See Checklist #24
See Checklist #25
See Checklist #26
See Checklist #27
See Checklist #28
**Lesson #3 Teach Due**
See Checklist #29
See Checklist #30
**Video Analysis Project
Class Date
Topic
*Note: As per the UCCS Final Exam Schedule for
Spring 2013, our course will meet from 10:50AM to
1:20PM on 5/16 in the normal classroom.
Major Assignments Due
Paper Due**
Graded Assignments:
Students are expected to devote at least 7-10 hours per week outside of class in the following
areas: (1) preparing to conduct model teaching at your field site, which includes collaborating
with their teaching group, individual preparation, and practicing using all materials involved in a
lesson; (2) reading and analyzing books and articles, and preparing written analyses of their
teaching and other issues; and (3) observing, watching, processing, and analyzing videos and
real-life instances of classroom interactions (including their own teaching).
Grade
Component
Class
Participation
Field
Observation
Hours and
Log
Lesson #1,
#2, and #3
Teaches
Video
Analysis
Project
Course
Assignments
Description
Due Date
Points
This grade is based upon your attendance and positive
contributions to the class, as assessed daily by the
instructor. Excessive absences and lack of positive,
professional, and informative contributions will affect
your participation grade. (See the rubric on the
following page for the class participation point
breakdown)
N/A
150
You are to turn in a timesheet documenting your field
hours, as well as complete assignments and reflections
related to the field experience. This assignment
includes a minimum of three on-site observations that
must be completed with your mentor teacher prior to
the due date. (See the field experience log for
assignment details)
Throughout the semester, your teaching will be
observed by the instructor at least three times. Because
our goal is for you to show improvement, based on the
feedback provided and content covered throughout the
semester, the point values for each observation will
increase as the semester progresses. (A rubric will be
provided to explain the details of the observation
protocol). Lesson #1 = 25 points; Lesson #2 = 50
points; Lesson #3 = 75 points
In lieu of a final exam, you are to conduct an analysis
of your Lesson #3 teach and report your results in a
paper. In addition, you will present your results to
your classmates on the last day of class. (A rubric will
be provided describing the expectations for this
project)
Throughout the semester, 5 written assignments are to
be completed. Each separate assignment relates to a
current classroom topic, online video, or course
reading. All assignments must be typed. (See weekly
2/28
31 class
meetings x
5 points =
155. (5 free
points for
perfect
attendance!)
50
#1 = 3/14
150
#2 = 4/11
#3 = 5/2
12/11
100
Varies
50
(see
checklists)
checklists for assignment details and due dates. Each
assignment is worth 10 points)
Total Semester Points
500
Class Participation Grade Rubric
A participation grade is given to you each day of class by the instructor. You can keep track of
your participation point total in Blackboard.
Pts.
Attendance
Preparedness
Participation & Professionalism
5
Present and
prompt.
Has clearly read the
reading assignments
prior to class; has
reflected upon them
and is prepared to
discuss them.
In small and/or large group discussions,
participates frequently and appropriately.
Comments are insightful and contribute
positively to the discussion. Respects and
listens to the perspectives and ideas of
classmates.
3-4
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 moderately
prepared to discuss
them.
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 listens to the
perspectives and ideas of classmates.
1-2
More than 10 Has skimmed the
minutes late
reading assignments or
to class.
has not read them, and
is clearly unprepared
to discuss them.
0
Does not participate in class discussions, or
participation is inappropriate. Comments are
off-topic or otherwise do not contribute
positively to class discussion.
Not present
Late Work Policy: Assignments must be submitted before the beginning of class on the dates
indicated on the course outline (weekly checklists) to receive full credit. In general, late work is
not accepted for full credit unless there are extenuating circumstances (this will be determined by
the instructors). “Late fees” will be assigned in the following manner and no assignments will be
accepted more than one week past the due date. There are no surprises in this class and you will
be told when graded assignments are due, so submit them on time!
o
o
o
o
1 day late = -10% of total points
2-3 days late = -20% of total points
4-7 days late = -50% of total points
7+ days late = no credit
Letter grade point scale (note: half points will be rounded up). Students must earn a grade of Bor higher in order to remain in the UCCSTeach Program.
A = 94-100
A- = 90-93
B+ = 87-89
B = 84-86
B- = 80-83
C+ = 77-79
(468-500 points)
(448-467 points)
(433-447 points)
(418-432 points)
(398-417 points)
(383-397 points)
C = 74-76
C- = 70-73
D+ = 67-69
D = 64-66
D- = 60-63
(368-382 points)
(348-367 points)
(333-347 points)
(318-332 points)
(298-317 points)
Standards Covered:
Colorado Teacher Quality Standards
Quality Standard I: Element a, c-f
Quality Standard II: Element a, d
Quality Standard III: Element a, c-e
Quality Standard IV: Element a-c
National Council of Teachers of Mathematics Standards addressed in this course:
7.1-7.4, 16.1, 16.3
National Science Teacher Association Standards addressed in this course:
2b, 3a, 3b, 4a, 5a-5f, 6a, 10a-10d