State University of New York Graduate School of Education – Fall 2014 SEC 594D Curriculum & Teaching in Science Professor: Dr. Thomas O’Brien Office: AB-126B Office Phone: 777-4877 Home Phone: 786-0464 Class Time: Friday 4:30-7:30 p.m. Academic B Room 124 (+ 3 SATURDAY Classes between Sept. 6 + 13 + 20 – see below) Office Hours: Fri. 2:00-3:00 and 7:30-8:10pm (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 (MsEd & MSES) 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 & the edTPA Secondary Science Handbook’s assessment rubrics. 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 ~ NGSS S&E Practices Standard 4: Science Concepts (~ NGSS’s Disciplinary Core Ideas) Standard 6: Interconnectedness: Common Themes (~ NGSS Crosscutting Concepts): Systems Thinking–Models–Magnitude & Scale–Equilibrium & Stability–Patterns of Change–Optimization Standard 7: Interdisciplinary Problem Solving (i.e., STS, MST & 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 2 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. MATs will select one of these two required 5E units (gr.7-9 and 10-12) to feature in your NYSED-required edTPA portfolio. 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. The edTPA Portfolio Review is a formalized, NYSED-required mechanism for self-reflection. 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 3 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 (e.g., edTPA rubrics) 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 evidence, 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]. edTPA Secondary Science Handbook (6/23/14 edition to be distributed by instructor). 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 & SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 4 student-student exchanges (including periodic pre- &/or post-class, “mini-assignments/discussion 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 5 ultimate “test/grade” of your work. Particular assignments will become part of your Professional Teaching Portfolio (SEC 594D/MAT & SEC 592/MSES or 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) MSES &/or inservice MsEd students will negotiate alternatives for some of the following assignments. 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, 4/Science content/key ideas, 6/Common Themes & Std 7/optional 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, 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 WEDnesday Sept.10 In-class Presentations: Class #4/SATurday Sept.13 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.2 – Tuesday 4th 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: Class #15/Dec. 19. SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 6 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. Tapes (or DVDs) should be clearly labeled with student name, grade level/school, and date of lesson Note: 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). 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): Classes #9-10/Oct.24-31 (1st placement) + #13/Nov.21 (2nd placement) + Class #15/Dec.19 (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 min) on Class#10/ Oct. 31. Note: 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 7 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 & copy/paste key idea #/letter for Stds #1, 4 & 6 + optional 7), (b) chapter/unit CMap, (c) probable misconceptions (include literature citations see 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 & 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) Class #11/Nov. 7 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 first 2 weeks. “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 Driver, www, etc.,) & how you’ll address them, (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 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 SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 8 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.15 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 (Writeup + 10-15 min Informal Presentation): First 5E unit due Class #12/Nov.14th. 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 Class #15/Dec. 19 [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 (bold-printed NEW” items to be handed in) 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 Nov.14th plus an additional 5E unit at the “other” grade level on Dec.19th 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 Self-Assessment Checklist (TEAC Form) for your work at each site is also required. DUE DATE: final components & total package due on Class #15/Dec.19th 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 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) SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 9 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 TUEsday Sept. 2: Student Teaching Experience Begins with school meetings/Inservice Day WEDnesday Sept.3: Gr.7-12 students arrive & classes begin in the public schools Class #1/Sept. 5: SEC 594D Course Overview + Science Teaching as Research + PMI Assessment of Superintendent’s Conference Day & CoopT & first three days with students Focus Questions: FQ#1: 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? FQ#2: How do lessons learned from SEC 593D relate to the edTPA rubrics? 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 Wed. Sept.10 Presentations: Sat. Sept.13 (only 7 MATs – 2 MSES students serve as “critical friends”) SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 10 Class #2/SAT. Sept.6, _____ - _____: Effective Utilization of Science Textbooks II & CCSS-ELA Comparative Textbook Analysis: SW2C/Relevance, Problem Solving & Pictorial+Graphical Literacy FQ#1: What are appropriate roles for a textbook & how can I help students learn to use their Textbook (& other text-based media) as learning resources? Bring TG copy of your textbook + Student Diversity & Science for All (e.g., cognitive, gender, race/ethnicity, socioeconomic levels & SpEd “exceptionalities”) + Classroom “climate/culture” FQ#2: 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? How is student diversity featured in the edTPA rubrics? ASSIGNMENT: Review C & K Ch.8/Inquiry, Ch.11/Discussion, Demo & Lecture, & Ch.3/ Lesson & Unit Planning and Ch.4/Assessment Class #3/Sept.12: Measurement, Testing & Evaluation II (Affective/Attitude-Behavior-Cognition) FQ: How can I design assessments that align with & serve/inform curricular & instructional purposes/plans (i.e., 5E units)? How is assessment featured in the edTPA rubrics? ASSIGNMENT: Identify a chapter/unit test to be given during the 6-week, Sept.15th – Oct.24th time 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 Class#10 Fri. Oct.31 (end of first week in 2nd placement). Be prepared to informally discuss “lessons learned.” Class #4/SAT. Sept.13, _____ - _____: Microteach: Discrepant Event ENGAGing Presentations (7 MATs only – 2 MSES students will each provide critical friends feedback for 3 BIO MATs based on analyses of both their demo write-ups & live presentations). Class #5/Sept.19: 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 Class#11/Nov.7 (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 1st or 2nd week of the 2nd placement. ASSIGNMENT: Review C & K Ch.15/Computers & Electronic Technology. Be prepared to discuss use of multimedia instructional “delivery” systems in your schools/classrooms. SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 11 Sept.22 - Oct.3 (2 weeks): 1st round of classroom observations by university supervisor Class #6: DATE: Multimedia & Educational Technology FQ: How can I utilize educational technology to promote interactive, “minds-on” learning? ASSIGNMENT: Work on upcoming assignments. Need to schedule ONE class for either Fri (1 of 2) or SAT during the following two weeks? SAT. Sept.20, _____ - _____: Fri. Sept. 26: NO CLASS: Rosh Hashanah: MATs still student teach Fri. Oct.3: NO CLASS: Yom Kippur: MATs still student teach ASSIGNMENT: Complete Videotape Analysis #1 & select/cue 5-8 min. segment for sharing. (Tape completed sometime during first 5+ weeks of the first of two, 8-week placements) Class #7/Oct.10: Videotape Analysis #1 + Lesson learned to date & Self Improvement Goals Fri. Oct.10: Public School Teacher Inservice Day (no students) – still have class at BU ASSIGNMENT: Review C & K Ch.12/Science, Technology & Society (STS) Mon.Oct.13: Columbus Day – NO PUBLIC SCHOOL Oct.14 - Oct.24 (2 weeks): 2nd round of classroom observations by university supervisor Class #8: Oct.17: STS & Controversial Issues in Science CIA (NYSED Std 7/Interdisciplinary PS) FQ: How can STS & controversial issues be integrated into standards-based CIA? ASSIGNMENT: Work on upcoming assignments. Class #9/Oct.24: Videotape Analysis #1/1st Placement Self-Reflection & TV Teachers & 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 & “lessons learned.” Monday, Oct. 27: Start of 2nd Student Teaching Placement SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 12 Class #10/Oct.31: Videotape Analysis #1 & Informal presentation Ch/Unit Tests & Results ASSIGNMENT: Complete first 5E unit assignment (taught during 1st placement) Sunday Nov. 3 – Tuesday Nov.5: STANYS Conference-Rochester Class #11: Nov.7: Informal presentation of Lab (Re)Design (from either 1st or 2nd placement) Debrief student impressions of STANYS + Swap Shop for Wksp. Handouts. ASSIGNMENT: Prepare 10-minute presentation on one (your choice) of your two 5E Mini-Units. Nov.10-21 (2 weeks): 3rd round observations by supervisor (1st for 2nd placement) Note: Tues. Nov.11: Public Schools Closed – Veterans Day Class #12/Nov.14: Informal Presentations of 5E Mini-Unit (from either 1st or 2nd placement) ASSIGNMENT: Videotape #2 (from 2nd placement) Class #13/Nov.21: Videotape #2 (3-5 min highlights of effective teaching from 2nd placement) Wed.Nov.26st Fri.Nov.28 Sun. Nov.30th: THANKSGIVING Break: No classes Fri. Dec.5: NO CLASS – Individual Consultations AS NEEDED Dec.1 - 12th (2 weeks): 4th round observations by supervisor (2nd for 2nd placement) Class #14/Dec.12: Challenge of Change & Science Teacher Professional Development FQ: How can I continue to learn from & contribute to professional collegial interactions? ASSIGNMENT: Final papers (SciEd Conference/Wksp or Museum Visit + Professional Resume + Critical Review of Student Teaching + Practicum Self-Assessment Checklist) + Videotape #3 Dec.15-19 Exam Week at BU: Final papers & Videotape#3 due by 4:30pm at: Class #15/Dec. 19: Celebration Dinner + Course Wrap-Up/Evaluation at instructor’s home SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education 13 Mon. Dec 22 + Tues. Dec.23: 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 requested (through Interfolio) Letter of Recommendations 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. In addition to positions in NYS (limited), consider the many science teaching openings in other states. SEC 594D Curriculum &Teaching in Science /Dr. Thomas O’Brien/Binghamton University/Graduate School of Education