E ED 601 SPRING 2014 STEM-MA: CURRICULUM, INSTRUCTION AND THE REFLECTIVE TEACHER
WEDNESDAYS 4PM Vaughn Next Century Learning Center
Session #
1
JAN 29
Topic/Content of Session
Students are expected to have
completed readings and be prepared for
participation in each class
Advising on the STEM MA
 Overview of Course: Discussion
of Activities and Assessments,
Attendance Policies and Online
Requirements.
People Search – an introduction to
your STEM MA Learning
Community.
Activity One: Karen Woodruff
 Navigating the U.S. Satellite
Learning
Management System and
Introduction to Integrated STEM
Methods in Education
The Nature of Science and Math in
STEM Education; Bridging CCSS and
NGSS
Activity Two:
ASCD Whole Child and the
STEM Workforce Development
Jigsaw reading and activity
 Complete Session Log
Weekly Assignments
CSUN
◘ View Course links on
Instructor’s EED 601 website;
contact instructor with any
questions;
◘ Assigned Reading:
Henderson's 4 Cs: The
implications and benefits of
reflection on goals and purposes
of becoming a teacher; apply this
to your vision of teaching. (This
file is found in Course Documents
as well.
◘ Assigned Reading on
Teaching for Global Awareness
(complete reading of the article
and be prepared to teach to
your classmates by creating an
Organizer;
(see link to sample Graphic
Organizers).
◘ Link to the ASCD Whole
Child Initiative.
Log-on read about the
campaign to ensure our children
become productive, engaged
citizens.
Review the proposal for a
broader definition of student
achievement and accountability
that promotes the development of
children who are healthy, safe,
engaged, supported, and
challenged.
◘ Locate and bring to class a
school-distributed summary of
next century learning standards
(CCSS and NGSS) that addresses
these tenets.
◘ Complete 2 Entries in
Double-Entry Journal
1) After reviewing the course
objectives agenda and assigned
readings what are your three key
goals to achieve in this course?
2) Describe the challenge(s) you
have found in becoming the
teacher you set out to become.
Weekly
Assignments
U.S. SATELLITE
◘ Log in to U.S.
Satellite Learning
Management System
◘ Assigned Readings
(USS) Due February 12
(This file is found in
Course Documents as
well).

NSTA
FRAMEWORK FOR
K–12 SCIENCE
EDUCATION
pp. 6-8

Lederman &
Lederman, 2004


Schwartz, 2007
NGSS and the
Nature of Science w/
matrix
Session#
2 FEB 5
Topic/Content of Session
Sharing Double Entry Journals;
Review of Course Requirements
on accessing and using the U.S. Satellite LMS;
Activity One: The 4Cs of Reflective Practice:
Your Teacher Story
--Interview a partner
--Group Processing
 STEM Learning—Why and How to
Transform Schools into an Inclusive STEM
Learning Centers
Persuasive Essay Assignment
 Instructor Presentation of Discussion of
assignments for next session—including a
three-page persuasive paper that addresses one of
the issues in the ASCD Whole Child Initiative as
it relates to STEM
 Preparing for Academic Writing;
- -Examples;
--Overview of APA Style for
Academic Writing
Activity Two: PCK and STEM
What are the implications and benefits of
teacher reflection on goals and vision?
- Acquiring PCK in STEM?
- Inspiring diverse students to achieve across
all content areas?
How do next century learning standards
(CCSS and NGSS) align with your goals and
vision?
Partner sharing on response to school
documents on CCSS and NGSS. Summary
and discussion of activity and implications for
practice.
Activity Three:
Teaching for Global Awareness
 Sharing your organizers created after this
reading with small group work (cooperative
learning roles will be assigned)
Group Presentations on Global AwarenessSummary and discussion of activity and
implications for practice.
 Complete Session Log
Weekly Assignments
CSUN
Weekly Assignments
U.S. SATELLITE
◘ Write a three-page persuasive ◘ Assigned Readings for
paper that addresses one of the
Next Session
issues in the ASCD Whole Child
Initiative as it relates to STEM
 Dirksen, D. J. (2011).
Achievement for Diverse
Hitting the Reset
Students.
Button: Using
DUE DATE: FEBRUARY 19
Formative Assessment
to Guide Instruction.
Use this Scoring Rubric to plan,
Phi Delta Kappan,
create and self assess your letter.
92(7), 26-31.
Write this as if you are trying to
 Keeley, P. (2013). Is It
convince a school administrator,
a Rock? Continuous
legislator, policy maker or
Formative Assessment.
newspaper editorial column--but
Science & Children,
include APA style citations in
50(8), 34.
the text of your letter as well as a
separate reference page;
◘ Assigned Reading: Henderson
Book Chapters 1, 2 & 5; Come
to FEB 17 class session
prepared to discuss key points;
◘ 2 Entries in Double-Entry
Journal
1) How would you make the case
for “professional artistry” in
education?
2) What is public moral inquiry?
How does it impact students?
How might you create a
community or practice with it?
Session#
Topic/Content of Session
3 FEB 12
Weekly Assignments
CSUN
Submit Nature of Science Article ◘ Contact Dr. Belgrad with
any questions on the
Analysis Assignment
Online Session with U.S. Satellite
Engaging Contexts for STEM;
Socio-scientific Issues
Persuasive Essay Assignment
Due Next Session
Weekly Assignments
U.S. SATELLITE


◘ 2 Entries in Double-Entry
Journal on STEM teaching
and learning and the Next
Generation Science Standards.
Meaningful Assessments for
Student Learning
 5E Instructional model
 Complete Session Log
Post a proposed topic for
Collaborative Group
Presentation Final Assignment
in the online community to
secure other members to join
you in researching and
presenting. See the Rubric for
this Assignment on the
Coursepage.






◘ Review Engaging
Context Resource
Page:
Identify an
Engaging Context
upon which you
will build an
integrated STEM
lesson.
Readings:
Ritche et al, 2011
Barakos et al., 2012
Brown et al., 2011
NSTA Readers
Guide to A
Framework for K12 Science
Education Part 2
(pp. 11-14); Part 3
(pp 23 -24); Next
Generation Science
Standards Part 2;
Common Core ELA
Science and
Technical Subjects;
Session#
Topic/Content of Session
Weekly Assignments
CSUN
4 FEB 19
Submit your Persuasive Essay
Sharing Double Entry Journals
on Henderson chapters.
Share your Teacher Story based
on Henderson Chapter 5 with a
partner
Reflections and Discussion on the
Online STEM education session.
Activity One: ASCD Whole Child
STEM Persuasive Essays
Small groups form around
persuasive essays to share ideas,
review APA Style to provide peer
editing, and collectively deliver a
group presentation on topics.
Group presentations on
Persuasive Essays—Educating the
Whole Child with STEM
opportunities to achieve.
Activity Two: PBL STEM
ACTIVITY
INTROCUTION: A Mini-lesson
on
Attentive Listening
Understanding Engaged
Learning, PBL,
and the theory of constructivist
teaching
and learning
Processing the Constructivist
Activity

 Complete Session Log
◘ Assigned reading: Locate
and read a RECENT journal
article reporting educational
research on equity, diversity and
civility in elementary education:
How are these dispositions of
critically-informed citizens
studied? How do teachers
promote them in everyday
classroom practice?
◘ Complete Précis 1. Use this
rubric to guide you as you
complete it. See Precis
Example Submit précis on
February 24. (Remember to
submit your self-assessed
rubric with précis).
◘ Assigned Reading: Chapters
3-6 Henderson
◘ Locate and critique an
elementary STEM lesson that
purports to applying
principles of cooperative
learning - use this Cooperative
Learning Template
◘ Collaborative Group
Presentation Topic Ideas
◘ 2 Double-Entry Journals
1) Describe three things that you
now understand about
constructivist learning practices;
2) How does multi-perspective
and deliberative reflective
practice enable you to promote a
classroom climate in which
students feel safe, engaged,
challenged and supported? How
do you nurture these
dispositions within your school
learning community? Your
graduate learning community?
Weekly Assignments
U.S. SATELLITE
Session#
5 FEB 26
Topic/Content of Session
Submit Précis 1
Sharing Double Entry Journals
(meet with a person with whom you
have not recently shared)
Activity One:
Sharing and Analyzing
Cooperative Learning Lessons
applying template;
Teams select one undeveloped
cooperative learning plan and
create a lesson that meets all
characteristics of a cooperative
learning lesson. double entry
journals
Activity Two:
Group Jigsaw of Brook and
Brooks; Assignment: Work with
your group to 1) identify key topics
from the group’s section of text;
assign two topics to each member to
research and add a media-based
contribution on the topic to a
whole-class wiki-page on our
understanding of constructivist
practices (for the next session).
Activity Three:
Instructor Presentation on the
neurobiological foundations of
learning and implications for
addressing equity issues in STEM
elementary schooling.
Topic Generation for
Collaborative Group Presentation
Final Assignment
Introduction of Framework for
Teaching
Instructor Presentation: Showing
Evidence: Using Standards to
Promote Excellence in Teaching
Complete Session Log
Weekly Assignments
CSUN
◘ Assigned Reading: Brooks
and Brooks
◘ Recommended Reading:
NBPTS booklet
What Teachers Should Know
and Be Able to Do.
◘ Assigned Reading: a
RECENT journal article
reporting educational research
on STEM teaching and learning
practices. (Précis 2) Submit
précis on March 5th.
(Use this rubric to guide you.
Remember to submit your selfassessed rubric with précis).
◘ Prepare for Group
Presentations: Work with your
group to 1) identify key topics
from the group’s section of text;
assign two topics to each
member to research and add a
media-based contribution on the
topic to a whole-class wiki-page
on our understanding of
constructivist practices (for the
next session).
◘ Identify a topic for
collaborative research project
that integrates STEM curriculum
with the Whole Child Initiative
in the elementary classroom.
◘ 2 Entries Double-Entry
Journal
◘ Complete self assessment of
your professional practice
using Framework for Teaching
Reflect on Domains 1 - 3
(copy to word processing and
then highlight the categories that
best describe your practice)
Weekly Assignments
U.S. SATELLITE
Session#
6 MAR 5
Topic/Content of Session
Online Session with U.S.
Satellite
Weekly Assignments
CSUN
Bring the Henderson Text to
class next session
Weekly Assignments
U.S. SATELLITE
Readings:

Barakos, L., Lujan,
V., Strang, C., &
Center on, I. (2012).
Science, Technology,
Engineering,
Mathematics
(STEM): Catalyzing
Change Amid the
Confusion. Center
On Instruction

Brown, R., Brown, J.,
Reardon, K., &
Merrill, C. (2011).
Understanding
STEM: Current
Perceptions.
Technology And
Engineering Teacher,
70(6), 5-9.

ITEEA Standards for
Technological
Literacy; Review
ITEEA website
Conceptual Change for
Scientific Literacy
The E and T in STEM
 Your Integrated STEM lesson
Plan – Review assignment details
and how it integrates with the
constructivist lesson development
Kelley, T. (2010). Staking the
Claim for the "T" in STEM.
Journal Of Technology
Studies, 36(1), 2-11.
 Complete Session Log
Session#
7 MA 12
Topic/Content of Session
Submit Précis 2
Sharing Double Entry Journals
Activity One:
 Instructor presentation about
NBPTS and review of Elementary
and ECHD standards.
Activity Two:
 NBPTS GUEST
Presentation with Q and A
Activity Three:
 Critical Inquiry and
Transformative Teacher
Leadership - What is Praxis?
 Instructor Presentation on
Portfolio Guidelines and
Procedures for Peer Portfolio
Conference
Weekly Assignments
CSUN
◘ Complete self assessment
of your professional practice
using Framework for
Teaching
Reflect on
Domains 1 and 4 (copy to
word processing and then
highlight the categories that
best describe your practice)
◘ Sign up for the ASCD
Smart brief
◘ Prepare your Portfolio of
Significant Achievement in
the Course.
◘ Reflections on each selected
entry for Final portfolio
See course documents page
for this class' graphic
organizer pictures of Global
Awareness Activity and
WHOLE CHILD activity
◘ Complete the Praxis of
Inquiry Form
Weekly Assignments
U.S. SATELLITE
Session #
8 MA 18
Topic/Content of Session
Group Presentations
PORTFOLIO SHOWCASE AND
PEER PORTFOLIO
CONFERENCE
Sharing/Review of Portfolios
with reflections on completed
work
 Submit Final Self-Assessment
SUBMIT Portfolio Conference
Evaluation form
Weekly Assignments
CSUN
◘ After Presenting Groups
self-assess using rubric
◘ Complete Individual
course/grade self assessment
when all assignments are
completed and turned in.
Go to the following link to
review the document and
example of a cover page to
each of your portfolio entries.
Weekly Assignments
U.S. SATELLITE