Guidance for MMSP STEM syllabus and sample session
Key elements of a MMSP STEM Syllabus

Identifies strand of science and/or domain of mathematics

Identifies title of course

Provides course overview/description

Communicates course goals and ways they will be met

States learning standards and objectives for participating teachers - what participating
teachers will know and be able to do

States prerequisites for the course

States key or essential questions of the course1

Includes a chronological matrix of the content standards, learning objectives, specific
activities, and assessments

Relates assignments to course goals ensuring that assignments and activities are an
integral part of the course and an attempt to meet course goals

Matches course assessments to the expected student (participating teachers) learning
objectives; specifies which assessment will be used to measure which learning
objectives

Makes explicit interdisciplinary connections between mathematical and scientific
concepts incorporating mathematical and scientific practices as well as literacy
standards for science and technical subjects2

Lists course readings/texts/resources

Explains course assignments, grading policy, and credit distribution

Explains standards and policies-behavior expectations and class/school rules
(plagiarism, attendance, etc.)

Provides a clear map of the course-participating teachers reading these should be able
to see what they will need to do over the length of the course, when they will do this,
and what they can will have learned

Conveys an innovative approach to professional development for STEM teachers
Guidance for MMSP STEM syllabus and sample session
Key elements of a sample MMSP STEM session

Identifies the appropriate course and grade level of teachers for which the sample
session is intended

Identifies title of the session

Provides session overview/description which also includes a brief explanation of what
will have preceded and what will follow this session

Communicates targeted goals of the session - typically state content, practice and
literacy standards, session objectives and learner outcomes

Communicates the Big Ideas of the session (explanatory concepts, principles, and
theories that serve as the focal point of the session)

States student learning objectives, and essential knowledge and skills - what
participating teachers will know and be able to do

States essential question(s) of the session1

Learning activities align to learning objectives, help the participating teachers to build
essential knowledge and skills, and use a variety of teaching and learning methods.

Provides specific assessment evidence (performance tasks and other evidence) that will
be collected to measure participating teachers understanding

Session goals, big ideas, student learning objectives, essential questions, and planned
activities and assessments are cohesive and related.

Provides an outline of the session in terms of time

Lists readings/texts/resources that participating teachers will engage with prior to,
during, or after the session

Includes key vocabulary and literacy standards related to the identified learning
objectives

Makes interdisciplinary connections2

Shows innovative approach to professional development for STEM teachers
1
Essential questions 1) raise important conceptual issues; 2) provoke and sustain engaged
inquiry; 3) stimulate debate; 4) raise further questions; and 5) require problem solving
2
For those applicants addressing the priority