State University of New York
Graduate School of Education – Fall 2013
SEC 594D Curriculum & Teaching in Science
Professor: Dr. Thomas O’Brien
Office: AB-126B
Office Phone: 777-4877
Home Phone: 786-0464
Class Time: Mon. 4:40-7:40 p.m. Academic B Room 124
(+ 3 Front-Loaded Classes between Sept.2-7 – see below)
Office Hours: Mon. 2:00-3:00 and 7:40-8:10pm (after class)
+ Wed. 3:30-4:30 pm & by appointment
E-mail: tobrien@binghamton.edu
COURSE OBJECTIVES (Instructor generated)
As a continuation of/follow-up to SEC 593D, the intent of SEC 594D is to provide an extended
“opportunity” for preservice & inservice secondary science teachers to further explore some of the
often un/under-examined “theories-in-action” [philosophical, psychological & pedagogical
assumptions] related to the “who, what, when, where, why & how” of the grade 7-12 teaching/learning
dynamic in the real-world context of their fall student teaching experience (MATs) or their
ongoing careers (MsEds) as caring, competent & qualified professional educators. Specifically,
students will:
1. Develop, implement and evaluate innovative, inclusive, integrated Curriculum scope/content &
sequence/organization (“standards”), Instructional strategies & Assessment techniques that align with
“intelligent,” research-informed best practices advanced by science educators, historians,
philosophers, professional associations (AAAS, AAPT, ACS, NAS/NRC, NABT, NAGT, NESTA,
NSTA, SSMA...) & NYSED, as well as cognitive science research.
2. Experience as “students” and share as “teachers” interactive, inquiry-oriented CIA approaches &
models that; (a) reflect course objective #1, (b) activate & challenge misconceptions & extend the
limits of their own discipline-based, conceptual & epistemological (“how we know what we know”)
knowledge and (c) develop your Pedagogical Content Knowledge: understanding of & ability to
translate & apply cognitive science research and diverse, “minds-on” teaching strategies into researchinformed, best practice teaching that focuses on the NYSED Core Curriculum Guides’
“forest for the trees, big picture” foci:
Standard 1: Mathematical Analysis, Scientific Inquiry & Engineering Design
Standard 4: Science Concepts (~ NGSS’s Disciplinary Core Ideas)
Standard 6: Interconnectedness: Common Themes:
Systems Thinking–Models–Magnitude & Scale–Equilibrium & Stability–Patterns of Change–Optimization
Standard 7: Interdisciplinary Problem Solving (i.e., STS, MST or STEM)
A primary intended outcome is a more highly developed personal philosophy of science teaching & an
improved ability to implement, evaluate & modify this philosophy in actual practice.
SEC 594D Curriculum &Teaching in Science /Dr. Tom O’Brien/Binghamton University/Graduate School of Education
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3. Examine, modify/develop, & critique CIA lesson5E unit plans (Engage – Explore –
Explain – Elaborate – Evaluate) & related technological tools (e.g., multimedia programs, World
Wide Web, etc.,) for use in the current school semester that move beyond a “teaching as telling (or
chalk & talk) and learning as listening” or transmission/reception paradigm that leads many learners to
“balk & walk” away from science.
4. Observe, practice, critique and refine specific skills of (micro)teaching in: (a) a FUNdaMENTAL,
peer learning environment & (b) their gr.7-9 and 10-12 (student) teaching placements.
5. Actively utilize (via direct participation) the resources of science education organizations,
government agencies, not-for-profit foundations, museums & private companies including the
publications, Internet sites, conferences & workshops they sponsor to aid ongoing teacher, classroombased “action research” & professional development.
6. (a) Articulate & reconstruct philosophical, psychological & pedagogical assumptions about the
Nature Of Science teaching & learning (i.e., “unquestioned answers” from 17+ years of
“apprenticeships” in classrooms), and
(b) Re-envision goals & develop action plans for gaining & maintaining students' cooperation &
active, “minds-on” participation in the teaching/learning process that promote Science for All
Americans via attention-activating, broadly inclusive, culturally relevant, developmentally appropriate
and cognitively & emotionally engaging CIA. The seminar will also provide a continuing forum for
discussing specific classroom management cases and issues drawn from the students' own teaching
experiences.
“Intelligent” CIA is based on recognition that every science concept, principle and theory that we
teach was/is an ANSWER/SOLUTION to one or more important QUESTIONS/PROBLEMS.
Effective teachers begin (& end) their daily instruction by “engaging” students with interesting,
important questions/problems posed by real-world FUNomena and “puzzles”
7. To actively participate in a support community (via face-to-face & regular e-mail exchanges) that
will help nurture the current student teaching internship (MATs) & subsequent careers as lifelong
learners/teachers/leaders who are individually & collectively committed, to “making a difference” in
the cognitive, affective & social development of their students. Increased ability to work productively
with fellow teachers in collaborative and mutually beneficial ways is a primary intended outcome.
8. Utilize guided reflection of teaching experiences as a means of self (& peer) evaluation that
leads to more effective pedagogical practice. Increased skills of self (& peer) reflection and
openness to critical feedback and experimentation in pedagogy are primary intended outcomes.
9. “Recharge one's batteries” via FUNdaMENTAL interactions with the instructor and fellow
teachers; to exchange ideas, materials and energy/commitment.
10. Identify next steps in your ongoing, career-long professional development.
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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What do you intend to get out of this course?
What are you committed to investing in the course?
Students are expected to develop as creative, critically reflective practitioners by alternating
between the roles of student and teacher by both doing and thinking/writing/talking about science and
science teaching. By necessity, this will involve: (a) “questioning the answers” as provided by your
prior experiences as to how classroom/school science should be designed to maximize learning for all
students and (b) moving beyond merely “doing things right” by following CIA “policy prescriptions”
issued from above (NYSED & textbooks), to “doing the right things” in light of validated research and
the prior experiences, conceptions & needs of students you are teaching.
In addition to specific cognitive & skills outcomes, course experiences are aimed to create an
increased interest in and appreciation for science (as a field of inquiry characterized by its reliance on
empirical data, logical argument & skeptical review); its applications in & implications for our
world; and the mission of schools to promote the development of all students as productive,
scientifically literate citizens, workers & lifelong learners who positively contribute to the quality of
life on “Spaceship Earth.”
REQUIRED TEXT, RESOURCES & RECOMMENDED READINGS: Same as SEC 593D
Students will use their previously downloaded copies of the NYSED Core Curriculum
Guides (gr.5-8 Intermediate Level and gr.9-12 specific discipline) for inclusion in their lesson/unit
plans and course assignments: http://www.emsc.nysed.gov/ciai/pub/pubsci.html (also contains
Exam Samplers). Note: The Living Environment Core Curriculum Guide (i.e., high school biology)
mistakenly failed to carry over the Standard 6/Interconnectedness: Common Themes from pages 7-7 of
the Intermediate Level Science Core Curriculum Guide, Grades 5-8. This omission is important since
in SEC 594D we will cite the NYSED documents and we do need to keep the “big picture/forest” in
mind when we plan, implement & evaluate teaching.
Chiappetta, E. & Koballa, T. (2010/7th ed.). Science Instruction in the Middle & Secondary
Schools. Merrill. [This is a standard science teaching methods textbook].
Driver, R, et al., (1994). Making Sense of Secondary Science: Research into Children’s Ideas. NY:
Routledge. [This book summarizes ~20 yrs of research on misconceptions; see also Duit & others].
Next Generation Science Standards (released April 2013): http://www.nextgenscience.org/
O’Brien, T. (2010-11). Three volume Brain-Powered Science: Teaching and Learning with
Discrepant Events series. Arlington, VA: NSTA Press. The hundreds of URLs cited in the Internet
Connections feature are updated & available free-of-charge at the NSTA Press Extras page:
http://www.nsta.org/publications/press/extras/
O’Brien, T. UPDATED: WWW “Hot”Spots can lead to really “Cool” Science Teaching &
Learning: http://csmte.binghamton.edu/links.html. See also Annotated Bibliographies on About
CSMTE page.
E-mail/Internet Access (required): For this course (& in preparation for your careers as
“connected,” technologically competent, lifelong learners/networking teachers), students are expected
to have access to & make regular, weekly, between-class use of e-mail for instructor-student &
student-student exchanges (including periodic pre- &/or post-class, “mini-assignments/discussion
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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prompts) and the Internet. If you do not currently have such access at home (or work), you may use
any of the university’s free computer pods (including those on the 1st floor of Academic B & those in
Science II & III). As a registered BU student, you are entitled to print out up to 100 pages free-ofcharge per week. Alternatively, the BU Computer Help Desk will provide you a CD for free Internet
access (either Windows or Mac platforms) through the BU server that allows you dial in from home
for no additional charge (unless the call to BU is long-distance).
Classroom Environment
The Faculty and Staff in the Graduate School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe and respectful class atmosphere.
In return it is expected that each of you will honor and respect the opinions and feelings of others. That
said, students are expected to both provide & positively respond to critical, constructive, collegial (&
instructor generated-) feedback (i.e., to become “critical friends”).
Accommodations
If you are a student with a disability and wish to request accommodations, please notify the
instructor by the second week of class. You are also encouraged to contact the Office of Services for
Students with Disabilities (SSD) at 777-2686 in room UU-119. The SSD office makes formal
recommendations regarding necessary and appropriate accommodations based on specifically
diagnosed disabilities. Information regarding disabilities is treated in a confidential manner.
Academic Honesty: http://www2.binghamton.edu/gse/current-students/index.html#academic-honesty
All students are expected to have academic integrity, which means that all classroom, fieldwork,
research, and written work for which you claim credit is in fact your own work. Clarify when work is
to be completed independently (is collaboration allowed?) and when reports on teaching and
assessment are to include actual results (are simulations acceptable?) The University prohibits
submitting the same work for two different courses. Make sure you are familiar with University policy
on academic integrity in the Graduate School Manual as well as GSE Academic Honesty Procedures
(see GSE Bylaws, Appendix A).
“The trouble with experience as a teacher is that the test comes first
and the lesson follows afterward.”
ASSIGNMENTS: WRITTEN & PRESENTATION
The following assignments (in conjunction with the required reading assignments) are intended to
assist you in attaining the course objectives and to directly affect the quality of your CIA as a science
teacher. Be sure to make intentional, explicit use of the relevant, grade level appropriate, standards
based, NYSED curricular objectives (including “terms”) in the written &/or oral components of the
assignments -- these should be directly copied, cut and pasted from the NYSED Core Curriculum
documents (with identifying #/letters and page#). Projects should be designed for use in your current
teaching assignment(s). The main objective is relevant learning (for both you & your students), not
producing a stream of papers and words to earn a “grade” -- your students' learning will provide the
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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ultimate “test/grade” of your work. Particular assignments will become part of your Professional
Teaching Portfolio (SEC 594D/MAT & SEC 592/MsEd graduation requirements).
Notes: (1) All due dates should be met unless a prior request for a delay is approved. All
assignments should be handed in as word-processed, paper copies; most assignments should also be
shared with your colleagues (& the instructor) as attached files sent to the class e-mail list. (2)
inservice MsEd students will negotiate alternatives for some of the following assignments (e.g., #3).
1. ENGAGing Demo/Discrepant Event, Unit Intro, Microteach Presentation
10%
Prepare & present to your peers a 7-10 minute microteach demonstration designed for the
ENGAGE phase of a unit you are/will be teaching that “raises questions rather than provides answers;
emphasizes wow & wonder before words; and features a FUNomenon first, facts can follow later”
approach to engaging student interest & attention (at the beginning of a unit). The presentation should
include effective use of multimedia (e.g., BB/WB/PP or OH/Elmo) to raise and capture student
questions and ideas and be designed in light of the S2EE2R criteria (Safe, Simple, Enjoyable,
Economical, Effective & Relevant). A 4-6 double-spaced page (typed) descriptive Writeup (distributed
to the class via e-mail following the presentation) must include: (a) title & lesson-level objectives
copied, cut & pasted from the appropriate NYSED Core Curriculum Guide (including Standards
1/Inquiry, 6/Common Themes & 4/Science content/key ideas with page#) – be selective of those
objectives that your demonstration will be specifically designed to teach, (b) discussion of how this
demonstration activates &/or challenges misconceptions students are likely to have about the concept
(cite Driver Ch.15, AAAS Benchmarks, www sites, journals, etc.,), (c) materials list, (d) procedures
followed (with sketch of setup if appropriate) including any safety precautions, (e) relevant Focus
Questions and assessment items (with answers keyed to Bloom’s Taxonomy) to be used before, during
and after the demonstration, (f) statement of how the demonstration would be used to introduce a 5E
unit and its relevance to students’ lives/SW2C and (g) source citations. Consultation with instructor to
discuss presentation is highly recommended.
DUE DATE: Writeups due no later than Monday Sept.9
In-class Presentations: Monday Sept.9 (5 Ss)
2. Science Education Assn Conference/Workshop or Museum Visit
5%
Submit a synopsis (include, name of conference, sponsor, location, date & personal
reaction/critique) of a science education conference/workshop you’ve attended (e.g., STANYS:
Sunday Nov.3 – Tuesday 5th in Rochester: http://www.stanys.org/; NYS Assn of Comp. & Tech in
Ed/NYSCATE, Teacher Center Workshops, etc.) OR a Science Museum (Ithaca Science Center or
Museum of the Earth/PRI, Science Discovery Center of Oneonta-SUNY, Syracuse MOST, Rochester
or Buffalo) you’ve visited. In either case, the 2-3 double-spaced page summary should discuss how
the conference/workshop or museum relates to SEC 593/594D’s focus on FUNdaMENTAL,
developmentally appropriate, “minds-on, real-world relevant” science and include suggestions for
improvement. The summary should be handed in whenever it is completed, but not later than:
DUE DATE: Dec. 16.
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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3. Analysis of Teaching & Lesson Plans: Instructor Observation & Videotapes
24%
For each of the four on-site observations of your classroom teaching by your university supervisor,
you are to complete a Student Intern Analysis of Observational Record form to be submitted with the
corresponding typed, 3-day Lesson Plan sequence (the observed class plus the lesson right before and
after this class to be presented to the university supervisor right before observation) within 3 days of
the instructor observation date [3% each or 12% total].
Additionally, you are to submit an Analysis of Videotape (or DVDs) for each of three additional
lessons -- include the corresponding, typed, 3-day Lesson Plan sequence, timed observation narrative,
checklist, immediate & delayed post self analysis and the tape [4% each or 12% total]. The student
should pre-select/cue a 5-8 minute portion of each tape for small group (5-6 students per session)
discussion purposes. The instructor may schedule one-on-one analysis sessions as needed. A fourth
videotape may be requested and/or a fifth on-site observation may be completed by the instructor (in
either case, the student would complete the appropriate forms). Tapes (or DVDs) should be clearly
labeled with student name, grade level/school, and date of lesson.
Both sets of analyses should give special attention to the grade level/developmental
appropriateness (NOTE: Both gr.7-9 & 10-12 teaching experience should be represented across the
three tapes) of teacher-student interactions, multiple intelligences and issues of access, engagement,
and equitable treatment of all students regardless of gender, race, socioeconomic class, & physical
and/or learning disabilities.
DUE DATES (videos): Sept.30 & Oct.21 (from 1st placement) & Dec.16 (from 2nd placement).
4. Unit Test, CIA Alignment and Instructional Effectiveness Evaluation
10%
Design, administer & evaluate a period-long test for a science chapter/unit you are teaching (i.e.,
the first of your two required 5E units). Include: (a) a chapter/unit concept map, (b) a copy of the
student test with an answer key that gives an account of the cognitive level (Bloom’s Taxonomy) of
each question/item, (c) a table of specifications (%C& I relative to %A as discussed in class), (d) an
item analysis summary (as discussed in class) of actual student results on each item (including a gender
and race breakdown to assess possible bias), & (e) a 1-2 page discussion of problematic items and
how, in hindsight, you would modify the C, I, and/or A to provide greater alignment and better student
learning outcomes. In addition to these considerations, the test will be “graded” in terms of the
relevance of test items to students' lives, motivational aspects (i.e., real-world relevance, quotes,
cartoons/humor & other creative “hooks”) & pedagogical soundness (i.e., variety of types & difficulty
of items).
Remember: in the students' eyes, a test = default, operational definition of what the teacher thinks
is most important about science; what really matters. Make sure what you choose to “count” really
“counts” in terms of scientific literacy (versus only in terms of Regents exam preparation).
DUE DATES: Unit Test, results & analyses to be presented to your peers (10-15 min) on Mon. Oct. 28
Note since this is the 1st day of 2nd placement, the unit test should be completed at your 1st placement.
5. Inductive, EXPLORE Phase Laboratory “Experiment” (Re)Design Project
10%
Design an original or preferably, significantly modify a pre-existing laboratory “exercise”
(published in a textbook, website, etc.,) to be a “minds-on invitation to inquiry investigation” with
relevance to students' lives (esp., the underrepresented), and one or more of the following: a ScienceSEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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Technology-Society theme/real-world relevance (Std.7), a field experience (real or virtual),
calculator/computer based data acquisition and/or an at-home experiment. The write-up should
include a Teacher Info Section: (a) title & lesson level objectives keyed to the appropriate NYSED
Core Curriculum Guide (list page # in Guide & key idea #/letter for Stds #1, 4 & 6 + optional 7),
(b) chapter/unit CMap, (c) probable misconceptions (include literature citations see AAAS
Benchmarks Ch.15, Driver, www, etc.,), (d) brief 5E discussion (outline of where the lab fits in
“bigger picture” of integrated instructional unit) & target grade level, (e) answers & Bloom’s Levels
for pre/post lab assessment items AND a separate, “ready-to-duplicate & use” visually appealing
Student Handout Section: (f) statement of purpose that provides compelling “focus questions” and
does not include “premature answers,” (g) materials list, (h) procedure (with safety precautions), and
(i) pre/post-lab questions which assess & extend the students' understanding. Also include a 1-2 page
summary describing its implementation in your classroom, student reactions and any suggested
changes. E-mail copy to classmates & give instructor copy of original lab (if modification of
commercial lab).
Alternative/Option: Design an Instructional Sequence that features an inquiry-oriented
“Homemade” or Commercial Multimedia Package (PowerPoint Slide Show, CD-ROM, DVD,
video, etc.) and/or Internet Simulation Site. Briefly outline a “mini” 5E Cycle with detailed lesson
plans for a 2-3 period sequence that features multimedia; describing how it was used and your critical
evaluation of its strengths and weaknesses as based on your actual use.
DUE DATES: Lab with results to be informally presented to your peers (10 min) on: Mon. Nov. 18
Optimally this lab should be part of the EXPLORE phase of one of your two 5E units -- so keep
your unit content focus in mind when you select a lab to revise. This project can be completed at either
your 1st or 2nd placement. IF you choose the 2nd placement, it would need to be during the 2nd or 3rd
week.
“Some students need ‘extra care’ just like some clothes;
all deserve ‘special’ treatment.”
6. 5E Mini-Unit Plan with Detailed Lesson Plans
15%
Select a topic appropriate to your teaching assignment & prepare a 10-15 page (typed) for e-mail
distribution to classmates which includes: (a) title & unit-level objectives keyed to & copied, cut &
pasted from the appropriate NYSED Core Curriculum Guide (list page # in Guide & key idea #/letter
for Stds #1, 4, 6 & 7/if appropriate), (b) concept map which places the concept in a pedagogically
defensible framework of related concepts (c) brief discussion of student misconceptions (include
literature citations see AAAS Benchmarks Ch.15, Driver, www, etc.,), (d) a fully developed 5E
Teaching Cycle (lesson plans with timelines subdivided into 3-8 minute segments with explicitly
articulated Focus Questions, lesson openers/advance organizers & closures for a minimum of 5 days of
teaching or one day minimum per each 5E phase – be sure to use 1-3 Focus Questions +
Sponge/Closure “bookends” for each day) that includes analogies, models, demonstrations [the
Engage Phase should include the Discrepant Event Demonstration previously developed, but now
placed in the context of a full-day lesson plan], games, relevant connections to students’ lives/SW2C,
multimedia, & humorous approaches you would use to introduce and/or illustrate the concept, (e) brief
discussion on how these creative approaches will better engage students from groups traditionally
underrepresented in science (“special” education students, females & minorities), (f) Explore Phase
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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lab (optimally, this will be the one you redesigned for the previous assignment – if not, a lab can be
photocopied from commercial texts or websites) to help introduce the concept,), simulation or problem
set to help introduce &/or reinforce the concept, (g) minimum of 5 different types of test items (with
correct answers & Bloom’s level indicated OR Assignment #5 above) to assess students'
understanding, h) source citations (journals, books, videos, www) & (i) a 2-3 page critical analysis of
how the plan worked in actual practice.
An informal, oral presentation (approx. 10 minutes) of your work to your peers will be required as
well. NOTE: a second unit at the other grade level (7-9 and 10-12) will be due on Dec.16 and count
as part of the Graduation Portfolio (see below).
*The lesson plans/unit should contain sufficient detail that another science teacher could execute
the plan. Each individual lesson plan should be written in light of the instructor-distributed 20 item
Science Teacher Observation Record & Evaluation Form and the Reformed Teaching Observation
Protocol (http://physicsed.buffalostate.edu/AZTEC/RTOP/RTOP_full/)
DUE DATE: First 5E unit due TUESday, Nov.5th.
An informal 10-15 min Presentation on either this 5E or one from your 2nd placement is on Nov.25)
Note: The Engage Phase demo, and/or Explore Phase lab (or unit test) SHOULD be the ones
previously handed in).
A second 5E unit (for 2nd placement) is due NO LATER THAN Dec. 16 [12%] as part of a Graduation
Portfolio. In both cases, it is recommended that you plan to complete your 5E unit in week #3-5 of your
placements to insure that you can meet the assignment deadlines including your assessment of the
implementation.
7. Professional Teaching/Graduation Portfolio
21%
This program exit portfolio should include: (a) two sample 5 E Teaching Cycles/Units, one each
for grades 7-9 and 10-12 (Assignment #6/unit due TUESday Nov.5th plus an additional unit at the
“other” grade level on Monday Dec.16th for 15%), (b) one Videotape with Lesson Plan and critical
self analysis (select one of the three previously assigned), (c) a chapter/unit test with analysis (see
previous assignment), (d) 1-2 page professional resume [for 1%] that includes reference to an
affiliation with a professional association, (e) participation in a conference or workshop (or as an
alternative, a critical review of a science museum -- see Assignment #2], and (f) a 5-7 page critical
review of your Student Teaching Experience [for 5%] that addresses how reflection on your
experience has caused you to modify three (minimum) or more of your “answers” to the eight
questions from the SEC 593D Science Teaching: What/Why/How? of My Personal Philosophy Paper
(resubmit the original paper) -- also discuss the main lessons you take from this experience (including
reference to both gr.7-9 and 10-12 & how your experience as a teacher has changed you) and your
short term/next step goals for your own professional development. An online Practicum selfassessment checklist for your work at each site is also required (TEAC Form).
DUE DATE: final components & total package due on Monday Dec.16th Celebration Dinner/Class
8. Attendance and Active Participation are assumed.
5%
This will not only affect what you get out of this class, but also the quality of the learning
environment that is available to your fellow classmates. Timely completion of readings and
assignments will allow for lively, interactive and productive classes. In addition to the instructor, the
required readings, and e-mail exchanges, a primary resource for this course is the educational
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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experiences and pedagogical perspectives of the student teachers/learners in the class. Exemplary
participation will be rewarded in ways far more significant than grades. If an unavoidable schedule
conflict or sickness necessitates missing a class, please inform the instructor ahead of time (if possible)
and plan for a classmate to videotape the class and/or arrange for another means to make up for lost
information. Missing two or more classes (particularly without explanation &/or prior notification),
will call for additional assignments or be grounds for withdrawal from the course.
NOTE: The instructor will make every effort to insure that all SEC 594D students are both
challenged and supported in their pursuit of science teaching careers. However, satisfactory
completion of all course assignments and performance during the student teaching experience is a
non-negotiable prerequisite for a MAT student to advance to program completion and NYSED
certification. Students with less than acceptable performance in either SEC 594D or SEC 590-591 will
be put on a “probationary” status or counseled out of the MAT program. All grade 7-12 students
deserve a quality science teacher and BU/GSE is committed to honoring this standard by graduating
only caring, competent & qualified professional educators.
He who works with his hands is a laborer. He who works with his hands and his head is a
craftsman. He who works with his hands, his head, and his heart is an artist.
St. Francis of Assisi
WEEKLY SCHEDULE OF CLASSES, TOPICS & ASSIGNMENTS
The following “tentative” schedule of class topics & readings is designed with the intention to
optimally address student needs relative to the course objectives & assignments and the (student)
teaching experience. Schedule modifications will be made as warranted.
* Recommended Pre-Semester Reading Assignment:
Ready, Set, SCIENCE! Ch.1, pp.1-8 + Taking Science to School: Executive Summary, pp.1-7 +
Ch.2, pp.26-45. Read online at the National Academy Press site:
http://books.nap.edu/catalog.php?record_id=11882#toc and
http://books.nap.edu/catalog.php?record_id=11625
A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas:
Ch.3 Scientific & Engineering Practices (3-1  3-30 + Ch.4 Cross-cutting Concepts (4-1  4-14)
http://www.nap.edu/catalog.php?record_id=13165
Class #1: Mon.Aug. 26: SEC 594D Course Overview + Science Teaching as Research + 5E Cycles
Focus Questions: FQ: What do I need to learn (&/or unlearn) about science & the profession of
science teaching as a result of reflective action during my student teaching experience?
ASSIGNMENT: Review C & K Ch.9/Nature of Diverse Adolescent Learners & Ch.10/Learning in
Middle Grades & Secondary Schools and read Driver et al., Intro, pp.1-13.
Microteach: ENGAGing Discrepant Event Demo: All Write-ups due on/before Mon. Sept.9
Presentations: Mon. Sept.9
Monday Sept. 2/LABOR DAY: NO CLASSES at BU this week but since Public Schools start
Tuesday Sept. 3: Student teaching experience begins with school meetings/inservice day
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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Wednesday Sept.4: Gr.7-12 students arrive & classes begin in the public schools,
We will front-load some of SEC 594D’s content in three classes held this week:
Front-Loaded Classes during Labor Day Week:
Class #2: TUES. Sept.3, 4:40-7:40pm: Impressions of Superintendent’s Conference Day & CoopT
Effective Utilization of Science Textbooks II & CCSS-ELA – Bring TG copy of your textbook
Comparative Textbook Analysis: SW2C/Relevance, Problem Solving & Pictorial+Graphical Literacy
FQ: What are appropriate roles for a textbook & how can I help students learn to use the
Textbook (& other text-based media) as learning resources?
Class #3: WED. Sept.4, 4:40-7:40pm (in AB-234) : Impressions of first day of classes with
students and the development of a productive Student Teacher-Coop T + ST-student relationships
Science for All & Student Diversity II (e.g., cognitive, gender, race/ethnicity, socioeconomic levels &
“exceptionalities”) + Classroom “climate/culture”
FQ: How can I learn about & draw on student diversity to design, build & nurture a classroom
ecology/environment that optimally serves ALL students & holistic learning objectives?
ASSIGNMENT: Review C & K Ch.8/Inquiry, Ch.11/Discussion, Demo & Lecture, & Ch.3/
Lesson & Unit Planning and Ch.4/Assessment
Class #4: THURS. Sept.5, 4:40-7:40pm OR SAT. Sept.7, 9-12noon
(We’ll decide on Tues or Wed)
Measurement, Testing and Evaluation II. FQ: How can I design assessments that align with &
serve/inform curricular & instructional purposes/plans (i.e., 5E units).
ASSIGNMENT: Identify a chapter/unit test to be given during the Sept.16th – Oct.25th timeframe
Read online at nap.edu sites: Ready, Set, SCIENCE! Ch.3, conceptual change portion on pp.37-44 and
Taking Science to School: Ch.4, pp.106-118 on conceptual change. Note: Final version of student
teacher designed test used with students (in the 1st placement) & the analysis are due on Mon. Oct.28
(1st day of 2nd placement)
Class #5/Sept.9: Microteach: Demo/Discrepant Event ENGAGing Presentations (5 Ss).
Discuss progress on student engagement & classroom management
Class #6/Sept.16: Lab Activities, Facilities, & Safety II (including attention to CCSS-Mathematics)
FQ: How can I learn how to design & refine safe & effective hands-on/minds-on inquiry investigations
(i.e., improve published lab “exercises” to make them true “invitations to inquiry)?
ASSIGNMENT: Select & begin to critique/modify a commercial or web published laboratory
activity (or demo to be turned into a lab) in light of previous reading of C & K Ch.13-14 + Ready, Set,
SCIENCE! Ch.7, pp.127-147 + Taking Science to School: Ch.5, pp.129-160 -- read these two online at
previously cited nap.edu site. Note: The final revision of this lab should be used with students & the
analysis completed by Nov.18 (informal presentations of lab & results to peers). The Unit Test
assignment is completed in the 1st placement; you may choose to complete this Lab Redesign
assignment in anytime during the 1st placement OR during the 2nd or 3rd week of the 2nd placement.
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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 Sept.23-Oct.4 (2 weeks): 1st round of classroom observations by university supervisor 
Class #7/Sept.23: In-Class Reflection Activities: Lesson learned to date & Self Improvement Goals
ASSIGNMENT: Complete Videotape Analysis #1 & select/cue 5-8 min. segment for sharing.
Class #8/Sept.30: Videotape Analysis #1
ASSIGNMENT: Review C & K Ch.15/Computers & Electronic Technology. Be prepared to
discuss use of these multimedia instructional “delivery” systems in your schools/classrooms.
Class #9/Oct.7: Multimedia & Educational Technology
FQ: How can I utilize educational technology to promote interactive, “minds-on” learning?
ASSIGNMENT: Review C & K Ch.12/STS + Work on upcoming assignments.
Fri. Oct.11: Public School Teacher Inservice Day (no students)
 Oct.14-Oct.25 (2 weeks): 2nd round of classroom observations by supervisor 
Class #10/Oct.14: STS & Controversial Issues in Science CIA (NYSED Std 7/Interdisciplinary PS)
[Note: Public Schools CLOSED today, but BU has classes]
FQ: How can STS & controversial issues be integrated into standards based CIA?
ASSIGNMENT: Bring in Videotape #2 + self-analysis. Work on upcoming assignments.
Class #11/Oct.21: Videotape Analysis #2 and/or Teachers on TV/Movies:
In-Class Reflective Writing Exercise: Mid-stream assessment of student teaching experience,
Lesson learned to date & Self Improvement Goals for upcoming 2nd placement
ASSIGNMENT: Complete Chapter/Unit Test including preparation for a 10-15 minute informal
presentation on your design work & student results.
 Student Teaching Mid-point: 2nd placement begins: Monday Oct. 28 
Class #12/Oct.28: Informal presentation of Chapter/Unit Tests & Results (from 1st placement)
ASSIGNMENT: Complete first 5E unit assignment (taught during 1st placement) – Due Tues. Nov.5th
November 3-5 STANYS Conference-Rochester: NO CLASS this week BUT
your first 5E Mini-Unit/Lesson Plans (1st placement) due in office by TUESday, Nov.5th, 4:30pm.
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education
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 Nov.12-22 (2 weeks): 3rd round observations by supervisor (1st for 2nd placement)
Note: Nov.11th BT BOCES Schools are closed; BU has classes, but NO SEC 594D class on
Mon. Nov. 11 due to our “front-loading” at start of semester
Class #13/Nov.18: Informal presentation of Lab (Re)Design (from either 1st or 2nd placement)
Debrief student impressions of STANYS + Swap Shop for Wksp. Handouts.
ASSIGNMENT: Prepare 20-minute presentation on one (your choice) of your two 5E Mini-Units.
Class #14/Nov.25: Informal Presentations of 5E Mini-Unit (5 Ss) from either 1st or 2nd placement
Wed.Nov.27 – Sun. Dec.1st/Thanksgiving Break: No classes in Public School or at BU
Class #15/Dec.2: Challenge of Change & Science Teacher Professional Development.
FQ: How can I continue to learn from & contribute to professional collegial interactions?
ASSIGNMENT: Videotape #3, second 5E Mini-Unit at the other grade level and uncompleted
components of the Graduation Portfolio (resume & critical review of student teaching experience) are
due NO LATER THAN Dec.16).
 Dec.2-13th (2 weeks): 4th round of classroom observations by supervisor 
Mon. Dec.9: NO CLASS – Individual Consultations IF NEEDED
Class #16/Dec.16: Exam Week at BU: Final papers due by 4:30pm at:
Celebration Dinner + Videotape #3 (3-5 min highlights of effective teaching) +
Course Wrap-Up/Evaluation at instructor’s home
Friday, Dec.20: Last Day of Public School before their Holiday Break
Student teachers are expected to continue to work in the schools up through this date (to meet
NYSED’s required minimum #days of student teaching). IF the student teacher has not already
assumed the equivalent of a full-day teaching load, they should do so for the last two weeks. It is to
your advantage if you can maintain an on-going relationship with your cooperating teachers or at
minimum obtain permission to “raid their files” for second semester instructional materials. Also, be
sure that you have previously given them blank Letter of Recommendations forms from the Career
Development Center to complete on your behalf.
Note: Most full-time teaching positions begin in September of the next academic year. That said, it
is not unusual for full-time positions to open up in January due to retirements or long-term health
related leaves. Most commonly, MAT graduates work as daily substitute teachers which gives them an
opportunity to “check out” the school climate & work atmosphere in a variety of districts, as well as
become more than a name on a resume to school districts.
SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education