“Flipping” EDTE 523B Curriculum Theory and Practice: Science
I have been teaching science methods courses for elementary teachers since fall of 1979. As a fairly
typical science educator, one of my major career goals has been to help my students become elementary teachers
who can easily plan and teach science lessons that realistically represent science to their students. A few years
ago I was asked by the Center for Excellence in Learning and Teaching at CSU, Chico to make a professional
development presentation on the steps I have taken to make my science methods course an interactive one for
teacher credential candidates. This paper will provide information about the course and how it has been
somewhat “flipped.”
Catalog Description
Here's the catalog description of EDTE 523B to explain what the course officially attempts to
accomplish.
This course examines the principles and practices of elementary school instruction in science
within the context of democratic classroom practice. It includes application of national and
state standards to planning curriculum and assessment, as well as selection and
implementation of appropriate instructional strategies, resources, materials, and electronic
teaching technologies to meet the educational needs of diverse student populations. This
course is a Multiple Subject Program course.
Course Design Principles
The design, development, and changes to the science methods course over many years have been guided
by just a couple ideas. First, since I would like to have my students apply student centered learning in their
classrooms, I have tried to engage my students actively in all aspects of classroom lessons. Secondly, in the last
five years or so I have become convinced that I can be a more effective teacher for my students as a consultant in
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the early steps of their work on curse assignments, rather than as a scorer after they plan instruction. I still
provide plenty of detailed feedback on assignments, but a new feature is to provide time to work on assignments
in class so that I can talk with students as they work.
I simply believe that students who are more actively engaged have a better learning experience. In EDTE
523B, as in all the credential program courses, it is important for credential candidates to look at elementary
school practices through the eyes of a teacher. They need to see the activities in class as models of how to put
science problems in front of elementary students to engage them in learning science concepts and science skills,
as well as what science is about. One might describe class sessions as similar in atmosphere and operation to
quality teacher professional development.
How I Started Inverting (Inverting is a fancy name for flipping.)
State standards require credential candidates to learn how to plan lessons and units. I was spending hours
and hours providing feedback and suggestions to student teachers on how to improve lesson planning, use more
engaging instructional strategies, and find better resources. This all followed detailed written instructions,
discussions in class on backward planning and student assessment, activities that scaffold components of the
planning process, demonstration lessons, and resources that include sample lessons and unit plans. But I
wondered, does anyone read my extensive comments and take them seriously. Some students did. They would
teach their lesson or unit and let me know, usually in complete amazement that my system worked for them. But
still, there were hours of writing individual responses to student plans. I asked myself, what if I turned this
around – what if I provide time and have students do some work during class when I'm there to sit with them,
make suggestions, and ask questions? Perhaps I could increase the effectiveness of students’ planning; I could
help students identify resources for instructional activities, develop good lesson procedures, and perhaps even
reduce my scoring and feedback time.
The Inverted EDTE 523B
For decades science educators have used demonstration activities and lessons with teachers. Many of us
emphasize inquiry teaching techniques and try to offer a system for planning inquiry lessons. Science educators
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believe that we must “show” teachers how to do inquiry, with the idea that if they see it, it will be so compelling
they will want to try it in their own teaching. Science educators are always aware that science is highly likely to
be excluded from, or limited in the elementary curriculum.
So, here are the main changes implemented to invert the classroom experience and retain my science
education need to promote student-centered inquiry lessons.
Everyone teaches. Whether the class has 20 students or 40 students, everyone teaches science during the course.
Integration. Science works well with other subject areas. We do art and science, writing and science, reading and
science, math and science, even social studies and science.
Collaboration. Teachers can plan better lessons and units when they work with other teachers. We model this by
working together in grade level groups to plan science instructional units. In-class work time gives me an
opportunity to work with each group during the planning process. An efficient group is able to accomplish a
considerable portion of the assignments in class.
Assignments are sequenced and connected. The group planning process leads to a science instructional unit. That
unit planning process takes credential candidates from science standards and how to understand the California
curriculum through goal setting, individual lesson plans, modifications for English learners and other students
who present special needs, to integration of other subjects, other skills, use of technology, resources, and even
field trips. At the end, each member of a group is able to provide a detailed oral and visual description of their
unit to classmates.
Resources for planning are available in the classroom. So that credential candidates can work effectively, we
have paper and electronic science education resources available. These include computers, hands-on science
materials, teacher manuals for elementary science, and back issues of Science & Children (about 10 years).
The table on the next page summarizes the changes through a then and now format.
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Table 1. Before and After EDTE 523B Modifications
THEN
NOW
Course is organized around three themes – inquiry,
measurement, and science education teacher
resources.
Same three themes with the addition of better
connections to language arts and making content
accessible for all learners.
Demonstration science lessons
Demonstration science lessons taught by students
using my lesson plans
Course website organized through Blackboard Vista
learning modules
Course website through Blackboard Learn and is
the focal point for all course materials.
Modules have assignment directions, readings and
many additional resources such as sample student
responses.
The Bb Learn website is designed to guide
students through resources for each class session
and includes extensive additional resources for
planning science as well as more student
examples.
Brief presentations on science education
information.
Instructor presentations are shorter, teacher
activities employ more scaffolding, and most
class session include time for group collaboration.
Six to seven individual assignments with written
responses.
Fewer assignments that are sequenced and
connected to a group designed science unit.
Students have more access to up-to-date readings
on teaching science.
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