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University of Texas, Brownsville/
Texas Southmost College
Fall 2013
College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which
we organize and deliver our programs; hence they are central to our vision of professional
educators and scholars. These include:
 Interculturalism
 Interrelatedness
 Inquiry
 Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
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Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of
the programs. You will receive one survey in the final semester prior to graduation regarding the
operations of the unit during your time here. A second survey will occur within one year following
graduation from or completion of a program, and will be sent to your employer. This survey will focus on
the preparation received at UTB/TSC. Please remember that your response to these surveys is critical to
UTB/TSC excellence.
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Department of Teaching, Learning & Innovation
EDCI 3350 Knowing and Learning in Mathematics and Science (UTB-Teach)
Fall, 2013
Prerequisite: Successful completion of Inquiry-Based Lesson Design: Step 2
Instructor:
Professor James Telese, Ph.D.
EDBC 1.326
Office Telephone: 956 882 7669
E-mail: james.telese@utb.edu
Office Hours: Monday, Tuesday, and Thursday. 2 -3:30PM or by appointment
Day and Time: Thursdays 4:25 PM – 7:05 PM
Location of Class: LHSB 2.908
EDCI 3350 Course Description: Knowing and Learning is intended to focus on knowing
and learning in secondary mathematics and science as understood from a multidisciplinary perspective. This course is not simply a general survey of theories of
mathematical knowing and learning. Instead, the primary goal of Knowing and Learning
is to provide students with the opportunity to identify theories and employ these theories
to guide their own practice. UTB-Teach is committed to the idea that practice and theory
build on each other. Any teaching practice is guided by some theory of how people learn.
If students are not aware of this, they are likely to adopt teaching practices without
considering the full implications of theory behind them. UTB-Teach wants its students to
be thoughtful and reflective practitioners.
Lec 3, Cr 3.
Required Textbooks:
You will be reading articles from various journals and chapters from different books during this
course. These materials can be found on the course website under “course library or
documents.” It is important to note that these materials are copyrighted and must be used in
compliance with U.S. Copyright Law. Under that law, you may view these materials on your
computer but these materials may not be saved to your computer, revised, copied, or distributed
without permission. They are to be used in support of the instructional activities required by this
course only and shall be limited to the duration of the course, unless otherwise specified by the
instructor or owner of the material. You may only download or print materials at the direction of
your instructor who knows which materials are copyrighted and which are not. For more
information, see the UTB Copyright Guidelines.
National Council of Teachers of Mathematics (2000). Principles and standards for
school mathematics. Reston, VA: Author.
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NOTE: A Tk20 account may be required for this course. Your instructor will inform
you of its necessity. Tk20 is an electronic toolkit used by candidates and other school
professionals to provide evidence that they have mastered state and professional
standards for the profession, as a necessary component of the College of Education’s
assessment program. All critical tasks must be uploaded to this site before a final grade
for the course can be assigned. Additional information regarding Tk20 is available at:
https://tk20.utb.edu
Data Storage
You will be required to have and use two forms of electronic storage for major course
assignments (i.e., a hard drive and a jump drive, or two jump drives, a hard drive and chalk and
wire). You should become accustomed to keeping and organizing the storage of a variety of
materials related to teaching in your content area.
NOTE: Students must use a word processor and a university E-mail, account that they check at
least twice a week, and have access to a web browser.
COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGEBASE
Goal: The overall goal of this course is to help mathematics and science educators develop the
knowledge, dispositions, and skills needed to be an effective teacher in middle and secondary
schools.
Rationale: The teaching of mathematics has become a critical concern for the nation.
Students in grades 6-12 will be administered yearly mathematics tests. Secondary
mathematics teachers must be familiar with various strategies for teaching mathematics
that have the best potential for promoting understanding in students. Society is
demanding a mathematically literate citizen.
Course Objectives:
Course Objective(s)
NCATE STANDARD
SPA Standard
Express informed
opinions on current
issues and tensions in
education, especially
as they relate to
mathematics and
science instruction
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 2
Knowledge of
Reasoning and
Proof.
Standard 3
Knowledge of
Mathematical
Communication
Complete two mini
clinical interviews
with an expert/novice
pairing on a topic
analyzing student
understanings.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
Standard 7
Dispositions
Standard 8
Pedagogy
College of Education
Conceptual Framework
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Inquiry Teacher candidates
engage in critical thinking
about educational issues.
Inquiry Teacher candidates
seek out educational
dilemmas and problems that
are addressed through
inquiry.
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students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Describe the links
between knowing and
developing in learning
theory and the content
and evolution of
scientific ideas
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 2
Knowledge of
Reasoning and
Proof.
Standard 3
Knowledge of
Mathematical
Communication
Standard 7
Dispositions
Standard 8
Pedagogy
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Pedagogical Leadership
Teacher candidates model
advocacy for all learners.
Pedagogical Leadership
Teacher candidates
experiment with various
pedagogical techniques and
evaluate the results of their
experimentation
Describe various
paradigms for evaluating
science and mathematics
understanding
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 7
Dispositions
Standard 8
Pedagogy
Describe how knowing
and learning are
structured and how what
people know changes
and develops:
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
Standard 7
Dispositions
Standard 8
Pedagogy
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Pedagogical Leadership
Teacher candidates model
advocacy for all learners.
Pedagogical Leadership
Teacher candidates
experiment with various
pedagogical techniques and
evaluate the results of their
experimentation
Interculturalism
Teacher candidates account
for individual and cultural
differences in lesson
planning and curriculum
development, and develop
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behaviorism, social
cognitive theory,
information processing
theory, constructivism,
multiple intelligences.
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Define learning styles.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 7
Dispositions
Standard 8
Pedagogy
Interculturalism
Teacher candidates account
for individual and cultural
differences in lesson
planning and curriculum
development, and develop
awareness of diverse
communities.
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Pedagogical Leadership
Teacher candidates model
advocacy for all learners.
Pedagogical Leadership
Teacher candidates
experiment with various
pedagogical techniques and
evaluate the results of their
experimentation.
Apply motivational
strategies.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Standard 7
Dispositions
Standard 8
Pedagogy
Interculturalism
Teacher candidates account
for individual and cultural
differences in lesson
planning and curriculum
development, and develop
awareness of diverse
communities.
awareness of diverse
communities.
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Pedagogical Leadership
Teacher candidates model
advocacy for all learners.
Pedagogical Leadership
Teacher candidates
experiment with various
pedagogical techniques and
evaluate the results of their
experimentation.
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Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Apply learning theories
to lesson planning.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 7
Dispositions
Standard 8
Pedagogy
Interculturalism
Teacher candidates account
for individual and cultural
differences in lesson
planning and curriculum
development, and develop
awareness of diverse
communities.
Demonstrate
mathematics teaching
using various tools.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 6
Knowledge of
Technology
Standard 7
Dispositions
Standard 8
Pedagogy
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Pedagogical Leadership
Teacher candidates model
advocacy for all learners.
Pedagogical Leadership
Teacher candidates
experiment with various
pedagogical techniques and
evaluate the results of their
experimentation.
Interculturalism
Teacher candidates account
for individual and cultural
differences in lesson
planning and curriculum
development, and develop
awareness of diverse
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communities.
Articulate various
standards and their
importance for knowing
science and mathematics
and articulate the
implications of these
standards for assessment,
especially standardized
assessment
.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 7
Dispositions
Standard 8
Pedagogy
Inquiry Teacher candidates
engage in critical thinking
about educational issues.
Inquiry Teacher candidates
seek out educational
dilemmas and problems that
are addressed through
inquiry.
Apply the elements of
lesson planning.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 7
Dispositions
Standard 8
Pedagogy
Inquiry
Teacher candidates seek out
educational dilemmas and
problems that are addressed
through inquiry.
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Pedagogical Leadership
Teacher candidates model
advocacy for all learners.
Pedagogical Leadership
Teacher candidates
experiment with various
pedagogical techniques and
evaluate the results of their
experimentation.
Interculturalism
Teacher candidates account
for individual and cultural
differences in lesson
planning and curriculum
development, and develop
awareness of diverse
communities.
Interculturalism Teacher
candidates acknowledge
through lesson planning the
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various challenges related to
different social contexts.
Use various
communication strategies
such as questioning
techniques to promote
discourse and writing
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 7
Dispositions
Standard 8
Pedagogy
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Interculturalism Teacher
candidates use tools such as
biliteracy, for intercultural
teaching and learning.
Design worthwhile
mathematics tasks.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Education SLO 4:
Teacher candidates and
completers will demonstrate
reflective practices to meet
the needs of students
thereby improving their
achievement.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
Standard 6
Knowledge of
Technology
Standard 8
Pedagogy
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Teacher candidates model
advocacy for all learners.
Teacher candidates
experiment with various
pedagogical techniques and
evaluate the results of their
experimentation.
Teacher candidates evaluate
their own practice through
reflective practices and
participate in ongoing
professional development,
and share this learning with
others in the educational
community.
Standard 7
Dispositions
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
Design formative and
summative assessment
tasks.
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using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Design a performance
assessment task.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Standard 7
Dispositions
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Explain the importance
of equity in mathematics
education.
Education SLO 1:
Teacher candidates and
completers will demonstrate
their content knowledge by
using appropriate
pedagogical strategies, with
technology to provide
learning opportunities for all
students.
Education SLO 2:
Teacher candidates and
completers will demonstrate
breadth and depth of
knowledge through
interdisciplinary/crossdisciplinary activities:
lesson planning, assessment
and individualized
intervention plans.
Education SLO 4:
Standard 7
Dispositions
Pedagogical Leadership
Teacher candidates
demonstrate their content
knowledge and use
appropriate pedagogical
strategies to provide all
students an opportunity to
learn.
Pedagogical Leadership
Teacher candidates model
advocacy for all learners.
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Teacher candidates and
completers will demonstrate
reflective practices to meet
the needs of students
thereby improving their
achievement.
Explain the importance
of professional
development and growth.
Education SLO 4:
Teacher candidates and
completers will demonstrate
reflective practices to meet
the needs of students
thereby improving their
achievement.
Standard 7
Dispositions
Interrelatedness Teacher
candidates engage in
professional and scholarly
organizations and networks.
Engage in classroom
observation through
structured activities.
Education SLO 3:
Teacher candidates and
completers will demonstrate
professional knowledge by
modeling ethical behavior,
analyzing educational
issues, advocating for
students, engaging in
cooperative planning with
other educators and the
community and engage in
scholarly activity.
Education SLO 4:
Teacher candidates and
completers will demonstrate
reflective practices to meet
the needs of students
thereby improving their
achievement.
Standard 16
Field-based
Experiences
Interrelatedness Teacher
candidates establish
partnerships with schools
and communities.
Interrelatedness Teacher
candidates plan with other
professional educators,
families and engage
communities.
Interrelatedness Teacher
candidates model ethical and
professional social behavior
within discipline specific
standards.
TOPICS, LEARNING PROCESSES AND DESIRED RESULTS
Week
week
1a
Semester
Overview-
Topics/Activities/Assignments
Title
Focus Questions
Activities
Key Assignments
Due
What is the point of
mathematics and science
teaching in the US? What
should be the point?
•Log, candybar,
battery activity &
Multiplying
fractions activity;
NAEP data;
memory study
Bring one
question about the
course to class on
1/22
Mathematic and
Scientific
Literacy and
Proficiencies
12
week
1b
week
2a
Why what
teachers think
about knowing
and learning
matters
How does teacher thinking
influence instruction?
Testing and
Learning in
math and
science
classrooms
1. Why do standardized tests
play such a powerful role in
how and what kids learn (or
don’t learn)? 2. What does it
mean that well educated
individuals lack a basic
understanding of and abilities
in STEM? 3. What should our
standard for learning be and
how does this drive our
assessment practices?
Examining the
effectivness of
student centered
instruction
week
2b
What makes instruction
student-centered? What are the
characteristics of instructional
methods and strategies that
have a significant effect on
student learning in
mathematics? What is inquirybased science instruction and
what are its effects on student
learning?
•Discuss the
patterns they saw
between the
Japanese and
American
Teachers.
NAEP assessment
discussion looking
at statistics
qustion.
Examine FCAT
math and science
questions. What
proficiencies are
emphasized?
ActivityKnowing,
understanding,
and doing… Is
there a difference?
Ask students to
divide fractions.
Ask them why it
works? If they
can do it but not
expalin it, what
sort of proficiency
do they have?
examination of
observation rubric
used in FSUTeach, highlight
requirements for
teaches
Be sure to
complete the
readings---be
ready to discuss
the similarities
and differences
noted
Do Next
Instructional
Move problem.
Bring solutions
with detailed
explanations to
class on 9/6.
Look at
assessment probes
on BB.
Clinical Interview
#1 begin
bring in DRAFT
interview
questions to class
next day
13
week
3a
Assessment for
learning:
Multiple forms
and reason for
assessment
How do I determine what a
student knows? What they
learn? Where I need to
improve my practice? How can
I use assessment techniques to
increase their learning?
week
4b
Examine draft
interview
questions in
relation to the big
idea.
What does a
teacher DO with
the results of
assessment?? Go
over the Next
Instructional
Move case leading
into the big idea of
distribution.
week
3b
week
4a
Discussion of
assessments in the
history of students
in this class
(introducing
formative,
summative,
educative,
evaluative).
Unpacking a
conceptual lesson-dividing fractions
with pattern
blocks.
Importance for
teaching
multiple
proficiencies
with an eye to
the big idea,
intro to learning
trajectories
statistics example,
and for them to
pick out the big
idea for their
interivew and
identify related
proficiences.
Math and
Science for
Who?
Who needs to learn math and
science? Who are we currently
teaching well? Poorly? What
are the causes of the
achievement gap?
Investigate the
different causes of
the achievement
gap. Discussion of
NAEP data,
literacy for all.
Small group
investigation and
preparation for
presentation.
What is the relationship of
memory to perceiving?
learning? What is a useful
model for understanding
memory? What sort of class
activities could foster 'better'
memory?
How does
memory work?
How do you
'recall' the
information you
need in a setting?
How does that
knowlege
influence what
you 'see'. 9 hole
The Cognitive
Revolution—
memory,
problem solving
Clinical interview
1 transcripts due.
14
problem, different
perspectives and
observation,
week
5a
week
5B
week
6a
Transfer and
everyday
learning
•What supports knowledge
transfer? •What are the
characteristics of everyday
knowing and learning? • How is
everyday learning
fundamentally different from
learning in school?
First chapter of
"My private
universe"--college
graduates unable
to answer simple
science questions.
Other examples?
From
mathematics?
The Cognitive
Revolution
•What prompted a shift towards
cognitive theories of
learning?•How is expert
knowing different from novice
knowing? Can you turn a
novice into an expert?
Comparing novice
and experts
concept maps;
find experts and
novices in groups
and ask them
questions--football
Behaviorism
•How can learning be
conceptualized as a change in
behavior? How does this view
of learning shape instruction
and what can be learned?
Thank you/you're
welcome: Slot
machines
Invite students to
recall behavioral
proceedures their
own teachers used
in the classroom—
sytems of reward
and punishment,
stimulus/response,
response/stimulus.
Ask them how
well these systems
worked. Did they
enhance learning?
Did they help the
teacher's to keep
order? How did
the student's feel
about these
systems.
Examples of
different
mathematical and
science
proficiency-which ones could
graphic
representation of
working memory
due
Clinical interview
# 1 transcripts and
analysis due.
Select group
members for final
assignment.
15
be taught using
behaviorist
teaching
practices? Which
ones can not?
week
6b
week
7a
week
7b
Personal
Constructivism
—Perspectives
from Piaget
Personal
Constructivism
— Ausubel
small group
workday
How does an individual learn?
What influences that process?
What role does prior knowledge
play in learning? Is all prior
knowledge equal? How can
such knowledge be shaped?
balance beams,
conservation of
numbers, volume
assimilatiion/acco
modation
Examples of
buggy math (equal
sign, functions,
limits); My private
universe, "out of
thin air"
Concept maps-introduce
week
8a
What is the flow of events in
learning? How can instruction
be structured to support this
flow?
week
8b
12 Social
Perspectives:
Vygotsky,
Culture and
learning
How can learning be thought of
as a group activity? In what
way does the group influence
learning?
Algebra activity
that emphasizes
how we should
begin with
concrete go to
abstract
Submit questions
for second
interview and
whole class
assessment for
peer review.
Model Eliciting
Activity (MEA's)
Instructor review
of interview
questions and
assessments.
week
9a
Mid-term review
week
9b
Mid-term
week
10a
classroom
culture of
inquiry
How can a classroom be
structured to optimize learning?
Mid-term
evaluation of
dispositions
Sign up for final
teach
bring examples of
buggy
mathematics or
misconceptions to
class;
design assessments to detect
misconceptions for final project
Personal
Constructivism
— Bruner
Identify topic for
second interview
assignment and
lesson design
Barbie Bungee:
Elaboration on
Vygotsky
Interview
transcripts due;
16
What is “motivation to learn”
and how is it related to various
classroom structures? What are
the major developmental
processes of adolescence?
Dweck Intelligence/Motiv
ation NPR
segment. Math
Anxiety:
Analysis of
preassessment of
whole class due.
Read Giving
Meaning to
Measures of
Central Tendency
•What tensions emerge as
students attempt to participate
in school and other life
contexts? •What role does
identity play in STEM
learning? •What type of
classroom culture supports
broad-based access to
dispositions as STEM learners?
Videoclips of
geeks, slackers.
Barbie saying
"math is hard"
Who does well in
math and science
classes? Why?
Show Larry
Maden's
assessment -oh
how I want to
build a simple
machine.
Clinical interview
# 2 transcripts and
analysis due.
week
13
Effective
Teaching in
Mathematics
and Science-Inquiry/small
group lesson
What is inquiry based teaching?
How can it or should it be
structured? How does the
content and the learning shape
the level of inquiry that is
appropriate?
Science candle,
pie plate, water
week
14
Conceptual
change and
POE-
What is the conceptual change
approach to teaching? How can
this approach be employed
effectively in a classroom?
week
15
Final Exam
week
10b
Affective
Factor-Adolescent,
development,
Motivation
week
11a
Affective
Factors-Identity/small
group lesson
enactment
week
11b
small group
lesson
enactment
week
12
small group
lesson
enactment
F. Teaching Strategies
Final papers due,
Final lesson plan
and enactment
paper due
17
This course is an introduction to the ways an in-depth understanding of how people know and
learn can be used to help make the teaching and learning of math and science more effective. To
be useful, such a course needs to be practical, by providing concrete details and examples of
knowing or learning and ways to make students thinking visible, and principled, by providing a
basis in both evidence and theory to support the use of these practices and techniques. With this
in mind, this course is designed so that you will have an opportunity to experience how these
different practices and techniques work, read the research literature that documents the
effectiveness of these practices and outlines the rationale for using these techniques, and then
apply what you have learned to a specific teaching or research context.
Field/Clinical Activities
Students will complete a minimum of 2 hours of tutoring in a local school, and two hours of
participation in educational research. Students will conduct 3 sets of interviews for this course.
Expectations/Attendance
Because a majority of the learning hinges on group work done during the class time, attendance is
of utmost importance. Attendance and participation are crucial to this class. Attendance will be
taken every class period.. If an absence occurs, the missed work can be made up with no penalty
if the absence is excused. Excused absences include documented illness, deaths in the immediate
family and other documented crises, call to active military duty or jury duty, religious holy days,
and official University activities. Accommodations for these excused absences will be made and
will do so in a way that does not penalize students who have a valid excuse. Consideration will
also be given to students whose dependent children experience serious illness.
Regular attendance and active participation at all class sessions and on-line assignments is
required and will greatly enhance your ability to be successful. Regular attendance is expected
with no more than 2 unexcused absences from class for the semester. You must provide, when
possible, advance notice of absences as well as relevant documentation regarding absences to the
instructors as soon as possible following the illness or event that led to an absence. Regardless of
whether an absence is excused or unexcused, you are responsible for making up all work that is
missed. Participation in class includes, but is not limited to, coming to class prepared with the
required assignments completed and engaging in thoughtful and reflective class discussion and
activities. Violation of the attendance and participation policy will result in a grade reduction of
3 points from the final course grade per unexcused absence beyond the 2 “free” unexcused
absences. Participation is assessed daily (see Participation Rubric).
I. Course Evaluation Grading/Evaluation
Course grades will be determined based on your performance in five categories: (1) participation, (2)
reading quizzes, (3) interviews, (4) an exam, and (5) a final project.

Participation (20% of class grade): Your participation grade in this course is dependent on three
activities:
1. Complete five hours of participation in the tutoring at Godby High school. (5 pts
per session, 5 sessions, I paper, 5% of course grade). Godby High School is a high-needs
school that is implementing a tutoring program during lunch and after school to help
students in math and science. In order to support the teachers at GHS with the new
program, you will be expected to serve as a tutor at least five tutoring sessions at GHS
this semester. During these sessions you will also investigate a series of questions about
18

student engagement in math and science, and you’ll write up a brief paper of your
findings due at the end of the semester. (10 points possible).
2. Complete two hours of participation in the COE research subject pool. (2 hours
per semester, 5% of course grade) All students are required to participate in 2 hours of
subject pool research this semester. To accomplish the subject pool research
requirement, you will need to sign up for studies by going to
http://campus.fsu.edu/signup to sign up to participate in study and then participate in the
research selected. If you choose not to participate in research, alternative assignments
taking about the same amount of time must be completed. See “Subject Pool Research
Guide for Students” Fall 2012” on the course information page on blackboard for more
information (10 points possible).
3. Daily active participation in all class sessions. (10% of class grade) Each student
is expected to actively participate in small- and large-group discussions. The purpose of
these discussions is to help us as individuals, and as a group, develop meaningful
interpretations of the ideas conveyed in the readings. Being a “full participant” means
that you come to class having carefully read the articles and that you are prepared with
questions, comments, and criticisms based on the readings. It also means that you solicit
and carefully consider the ideas of others, and build on them in a generative way. Aside
from the attendance policy described above, part of the participation grade will be
dependent on our assessment of your classroom behaviors, and to be assessed using the
rubric below.
Points
Attendance
Preparedness
Participation
3
Present and
prompt.
Has clearly read the
reading assignments
prior to class; has
reflected upon them
and is prepared to
discuss them.
In small and large group discussions,
participates frequently and appropriately.
Comments are insightful and contribute
positively to the perspectives and ideas of
classmates.
2
Arrives
within the
first 10
minutes of
class.
Has clearly read the
reading assignments
prior to class, though
has not reflected on
them or is moderately
prepared to discuss
them.
In small and large group discussions,
sometimes participates, and participation is
generally appropriate. Comments are
sometimes insightful and contribute
positively to the discussion. Generally,
though not always, respects and listens to
the perspectives and ideas of classmates.
1
More than 10
minutes late
to class.
Has skimmed the
reading assignments or
has not read them, and
is clearly unprepared to
discuss them.
Does not participate in class discussions, or
participation is inappropriate. Comments are
off-topic or otherwise do not contribute
positively to the class discussion.
0
Absent from
class.
Reading Quizzes (15% of class grade): Before each class period, students will complete an
online quiz over the assigned readings. The lowest 4 of these grades will be dropped before the
19
final overall quiz grade is calculated.
Mid-Term Exam (15% of class grade) At mid-semester you will engage with questions central
to the course readings and discussions in a formal, open ended exam.
Clinical Interview 1, Expert/Novice (15% of class grade): Students will be expected to
complete one interview assignment in which an expert and a novice’s knowledge and
reasoning patterns are compared. A clinical interview is an extensive process of formally
interviewing a subject engaged in a problem solving activity. You will record the
interviews, and then transcribe and analyze the activity. The transcripts and analysis for this
assignment will be submitted to chalk and wire for evaluation. *
Final pair of assignments (total 30% of class grade): *
To inform these two assignments, pairs or groups of three students will select a big idea from
mathematics or science and choose a set of objectives that address this ides from the state
standards. Following this, they will investigate what is known about student learning regarding
this topic and search for effective ways to teach it. This work will form the basis of two class
assignments,
Clinical Interview 2, Mapping student learning (10% of class grade):
After having selected a topic and learning objectives, groups will design a set of interview
questions that address student knowledge and reasoning about this topic. (See course
website for examples of effective interview questions.) Two students from our class section
(ideally novices in the field) will be selected for two interviews. Group members will
record the interviews, transcribe and analyze them. The purpose of this set of interviews is
to analyze student knowledge using findings from the related literature to understand what
students know about this topic and determine how this knowledge could be shaped through
instruction. The findings from this paper should heavily inform the design of the lesson for
the Lesson Design, Enactment and Evaluation project.
Lesson Design, Enactment, and Evaluation (20% of class grade): After having selected a
topic and learning objectives, groups will design a whole class assessment of students
knowledge of this topic to be administered before and after instruction. Findings from the
literature and analysis of the preassessments will be used to design and teach in class an
effective lesson a lesson that employs the learning theories discussed in the course. The
paper created for this assignment will include the plan, the quantitative evaluation of the
learning of the class, as well as an analysis of student learning from this lesson that
employs the learning theories explored in the course. The purpose of this assignment is to
investigate what is learned as a result of instruction and these findings should be used to
revise and explain students’ knowledge of teaching.
Candidate Portfolio (5% of class grade): (an ongoing assignment throughout the program)
UTB-Teach has generated a description of our expectations of what our teaching candidates
should know and be able to demonstrate before graduation. That description will be shared with
you (and can be found on the course website). For your portfolio, you will examine that
description and identify what workproducts (papers, lessons, readings) you already have that
demonstrate your knowledge and abilities, and organize those materials so they are readily
available (in a binder as well as electronic media). Based on this analysis, you will identify areas
that are your target for growth during the semester, and submit that analysis for instructor
review. At the end of the semester, you will perform that analysis once again, identifying what
your knowledge and abilities are (accompanied by evidence), and identifying area that you need
to focus on in subsequent courses.
20
Your reflections and your evidence should be maintained in a three ring binder as well as an
electronic backup. As you progress through the program, you will further develop your portfolio
by inserting major projects you have completed along with your self assessment, new ideas and
strategies about assessment or management, and a “wish list” of goals and strategies for
improving your own practice. Your portfolio will serve as a major resource for and contribute
significantly to your Apprentice Teaching experience.
Course grades will be based on the assignments described above. Additional description for each
assignment will be discussed in class and can be found in the course blackboard website. The
requirements will be weighed as follows:
Activities
Participation (includes research participation and tutoring)
Reading Quizzes
Interviews (1): Expert Novice Reasoning
Interview 2: Mapping student learning
Midterm Exam.
Lesson Design, Enactment, and Evaluation
Candidate Portfolio
TOTAL
Grading Scale
98 – 100
93 – 97.9
90 – 92.9
87 – 89.9
83 – 86.9
80 – 82.9
77 – 79.9
73 – 76.9
70 - 72.9
67 – 69.9
63 – 66.9
60 – 62.9
Below 60
Points
20
15
15
10
15
20
5
100
A+
A
AB+
B
BC+
C
CD+
D
DF
Dispositions: Students' professional commitments and dispositions are continually observed by
program faculty. Faculty observe student behaviors in the classroom, in field-based experiences,
when meeting privately, and in interactions with other students. As a group, the UTB-Teach
faculty complete a summary evaluation of the professional commitments and dispositions for
each student each semester. If faculty determine that a student's evaluation in the area of
professional commitments and dispositions requires remediation, the student will receive a
written remediation plan specifying required remediation activities and responsibilities. If a
student fails to successfully complete the remediation plan, s/he may be dismissed from the
Program. See the rubric for the evaluation of dispositions posted on the course website.
21
Note: Syllabus Change Policy
Except for changes that substantially affect implementation of the evaluation (grading) statement,
this syllabus is a guide for the course and is subject to change with advance notice.
SYLLABUS ADDENDUM
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (SAP) is based upon two components: GPA of 2.0 or
higher and successful course completion of at least 70% of course work
attempted. Students remain in good standing with the university and Financial
Aid when both criteria are met. Students who do not maintain these required
minimum standards will be placed on probation or suspension as
appropriate. The complete Satisfactory Academic Progress policy and the
Undergraduate Satisfactory Academic Progress for Financial Aid policy can be
found in the current Undergraduate Catalog. For more information, please
visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and expulsion from the
University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to give unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the individual,
all students and the integrity of the University, policies on scholastic dishonesty
will be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do
not allow your peers to pressure you to cheat. Your grade, academic standing
and personal reputation are at stake. For a brief informative video on cheating
and its consequences click on “Academic Integrity at UTB/TSC” at this link:
http://www.utb.edu/sa/judicial/Pages/academicIntegrity.aspx
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly
and on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at any time, be dropped from courses. This may result in a “W” or
“F” on the student’s permanent record.
22
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic Continuity Program,
academic courses, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and
students to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtsc.blackboard.com, in case the university shuts down as a result
of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
complete all the requirements for that course. Failure to access course materials
once reasonably possible can result in a reduction of your overall grade in the
class.
To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system.
Therefore, all students must use Scorpion Online to provide a current email
address. Students may update their email address by following the link titled
“Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of
a disaster that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to
continue the learning process.
Emergency Notification System
UTB/TSC has implemented an emergency communication system to provide
students, faculty, staff and visitors with important information in the event of an
impending threat. This system allows UTB/TSC to send time sensitive
notifications via telephones, computers, indoor speakers in classrooms and
laboratories, outside speakers, e-mail messages, and announcements on the
University’s home page: www.utb.edu. The notification methods used will vary
depending on the level of the emergency. Messages will communicate the
current situation and provide guidance for what action needs to be taken
immediately.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in
the semester so that the appropriate arrangements may be made. In accordance
with federal law, a student requesting accommodations must provide
documentation of his/her disability to the Disability Services counselor. For more
information, visit Disability Services in the Lightner Center, call 956-882-7374 or
e-mail steve.wilder@utb.edu.
23