Reference
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College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Data Form—
1. Division: Humanities and Communications
2.
Course Discipline and Number: EDUC 10
3.
Course Title: Teaching Secondary Math and Science
4.
New
When will this course first be offered? Fall 04
Change to existing course (Indicate changes on "Summary of Curriculum Changes" form)
Delete existing course
When should this course become inactive? Select
Provide explanation and justification for addition/change/deletion:
This course will be articulated to an EDUC course at HSU for students exploring
careers in high school math and science
5.
Is this course part of a CR Degree/Certificate Program?
If yes, specify program code:
No
Yes
Required course
Restricted elective
6.
List any special materials, equipment, tools, etc. that students must purchase:
Submitted by: D.
Jackman_
Tel. Ext.4539
Submitting Division/Center Review Sydney Larson
Vice-President, Academic Affairs:
Approved by Curriculum Committee: No
Course Data Form
Draft: June 2003
Date: 11/4/03
Date: 11/4/03
Date: Inactivated by Curriculum Committee 9/28/07____
Yes
Date: 2/20/04
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SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
OLD
NEW
Catalog Description
Grading Standard
Select
Select
Units
Lecture Hours
Lab Hours
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
RepeatabilityMaximum Enrollments
Other
If any of the listed features have been modified in the new proposal, indicate the "old" (current) information and
proposed changes.
Course Data Form
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College of the Redwoods
Course Data Form
DATE: 11/4/03
DISCIPLINE AND NUMBER: EDUC 10
FORMER DISCIPLINE AND NUMBER (If previously offered): EDUC 99 (Spring 04)
COURSE TITLE: Teaching Secondary Math and Science
TOTAL UNITS: 2
[Lecture Units: 1
Lab Units: 1]
TOTAL CONTACT HOURS: 72 [Lecture Hours: 18
Lab Hours: 54]
MAXIMUM CLASS SIZE: 40
Is this course repeatable for additional credit units: No
Yes
How many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION:
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
An exploration of secondary school math and science teaching as a career including an
overview of knowledge and skills required to teach math and science at the high school
level. Students complete observation and participation in a high school math and
science classroom.
PREREQUISITES:
No
Yes
Course:
Rationale for Prerequisite? List representative skills without which the student would be highly unlikely to succeed .
COREQUISITES:
No
Yes
Rationale for Corequisite?
Course:
RECOMMENDED PREPARATION:
No
Yes
Course: MATH 105/106
Rationale for Recommended Preparation? List those skills without which the student might be at a disadvantage.
It is necessary that instructors teaching this material be familiar with the concepts of
math up to and including those concepts taught at the MATH 105/106 level. Students will
likely observe in a class that requires algebra skills. Student without these skills will be
at a disadvantage when studying lesson plans and assessing effectiveness of the
execution of the lesson plans
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COURSE OBJECTIVES – EXPECTED STUDENT LEARNING OUTCOMES:
The course objectives should integrate with the assignments, course content, and methods of evaluation. State the objectives of
the course - that is, what students will have learned upon successfully completing this course. Objectives should use active verbs
for observable behaviors. They must establish that critical thinking is an integral part of the course. Formulate some of them in
terms of specific measurable student accomplishments, e.g., specific knowledge and/or skills that the student will have attained as
a result of her/his having completed this course. Please see last page for Verbs For Stating Behavioral Objectives examples.
Upon successful completion of this course, the students will be able to:
1. Summarize the process required to become a credentialed secondary math or science
teacher.
2. Evaluate the challenges and benefits of teaching as a career.
3. Analyze best practices in the teaching of high school math.
4. Analyze best practices in the teaching of high school science.
5. Synthesize best practices in a math and science classroom.
6. Assess personal interest and commitment to the secondary teaching profession and
evaluate ability to attain a credential.
7. Manifest professional behavior in a high school math and/or science classroom.
8. Examine and critique the effectiveness of Lesson Study as a teaching tool.
COURSE CONTENT/OUTLINE:
The course content is not a syllabus; rather, it should represent only those topics that all instructors of the course must cover.
Include a complete listing of the topics taught in this course. Arrange by major headings with subtopics. The course content
should integrate with the assignments, course objectives, and methods of evaluation .
LECTURE CONTENT:
· Exploring teaching as a career.
· Steps to becoming a credentialed secondary teacher.
· How to be an effective teacher.
· Lesson study method of instructional improvement and professional development
· Overview of research into math and science education for secondary students
· Best practices in the high school math and science classrooms.
· Identifying the complex roles of a secondary teacher including classroom
mangagement, conflict resolution, mandated reporting, mentoring, etc.
· Using observation to reflect and draw conclusions regarding best practices
appropriate to student’s personal style.
LAB CONTENT:
Students will complete 54 hours observing and participating in high school math and
science classrooms to see teachers implementing best practices in math and science
education. Students will analyze and identify best practices and apply the identified
knowledge, skills, awareness, and attitudes needed to be an effective teacher in the high
school classroom.
METHODS of EVALUATION:
These methods of evaluation should integrate with the course content, course objectives, and assignments. The evaluation must
clearly show that critical thinking skills are required. Statements in this section should clearly show the basis for grading. For
example, “term paper shows topic coverage, basis of comparison, and critical analysis.”
·
·
·
·
·
·
·
Self-evaluation - pre and post skills checklist and reflective journals
Mentor teacher evaluation
Faculty evaluation
Reflective journals
Analysis paper on how this course clarified student’s career choice
Essay quizzes on lecture and text content
Develop education plan identifying steps to attaining a secondary credential
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GRADING STANDARD:
Letter Grade Only
CR/NC Only
Grade-CR/NC Option
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
(Author, Title, and Date Fields are required):
This course will use an appropriate college-level text such as
Author CDE Title
Califronia Academic Content Standards K-12-Math and Science
Author Wong Title
The First Days of School: How to Be an Effective Teacher
Author
Title
Date
Author
Title
Date
Date
Date
2000
2001
Other Appropriate Readings:
PROPOSED TRANSFERABILTY:
UC
CSU
Specific course equivalent
1. HSU is currently developing this course,
(CSU Campus)
,
2.
PROPOSED GENERAL EDUCATION:
Rationale for General Education certification:
CR
NONE
General elective credit
If CSU transferability is proposed, indicate whether
general elective credit or specific course equivalent
credit is proposed.
If specific course equivalent credit is proposed, give
course numbers and titles of at least two equivalent
courses at CSU.
BOTH
UC
(CSU Campus)
CSU
NONE
College of the Redwoods General Education Applicability:
AREA
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
Proposed Intersegmental General Education Transfer Curriculum (IGETC) Applicability
AREA
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
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3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Proposed California State University General Education Breadth (CSU GE) Applicability
AREA
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign Language)
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
E1 – Lifelong Understanding
E2 – Self-Development
Course Data Form
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FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER EDUC
10
TECHNICAL INFORMATION
1. Department: HUM Humanities
16. CoRequisite Course:
2. Subject: EDUC
17. CoRequisite Noncourse:
Course No: 10
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size: 40
4. Min/Maximum Units: 2.0 to
19. Repeat/Retake: NR No repeats
variable units
5. Course Level: C Clearly Occupational
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title: Teaching Sec Math and Science
23. VATEA Funded Course:
yes
no
9. Long Title: Teaching Secondary Math and
Science
24. Accounting Method: W Weekly Census
25. Disability Status: N Not a Special Class
10. National ID
(CIP):
13.0101
26. Billing Method: T-Term
11. Local ID
(TOPS):
080100
27. Billing Period: R-Reporting Term
12. Course Types:
 Level One Basic Skills: NBS Not Basic Skills

Level Two Work Experience:
NWE Not Coop Work Experience

Level Three:
28. Billing Credits: 2.0
29. Purpose: I Occupational Ed
30. Articulation No.
(CAN):
Placeholder for GE OR
31. Articulation Seq.
(CAN):
Choose One:
32. Transfer Status: B Transfers to CSU only

Level Four: If GE : Choose One:
33. Equates to another course?
(course number).
13. Instructional Method: LL Lecture/Lab
14. Lec TLUs: 1.5 Contact Hours: 18.0
Lab TLUs: 3.0 Contact Hours: 54.0
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite:
Particular Comments for Printed Catalog.
.
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(course
VERBS FOR STATING BEHAVIORAL OBJECTIVES
Knowledge—Remembering previously learned materials
cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state
Comprehension—ability to grasp the meaning of material
alter, discover, manage, relate, change, explain, rephrase, substitute, convert, give
examples, represent, summarize, depict, give main idea, restate, translate, describe,
illustrate, reword, vary, interpret, parraphrase
Application—ability to use learned material in new and concrete situations
apply, discover, manage, relate, classify, employ, predict, show, compute, evidence,
prepare, solve, demonstrate, manifest, present, utilize, direct
Analysis—ability to break down material into its component parts of that its organizational
structure may be understood.
ascertain, diagnose, distinguish, outline, analyze, diagram, divide, point out, associate,
differentiate, examine, reduce, conclude, discriminate, find, separate, designate, dissect, infer,
determine
Synthesis—ability to put parts together to form a new whole
combine, devise, originate, revise, compile, expand, plan, rewrite, compose, extend, pose,
synthesie, conseive, generalice, propose, theorize, create, integrate, project, write, design,
invent, rearrange, develop, modify
Evaluation—ability to judge the value of mateiral for a given purpose
appraise, conclude, critique, judge, assess, contrast, deduce, weigh, compare, criticize,
evaluate
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