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SCED 398: SEMINAR IN SECONDARY SCIENCE EDUCATION

Spring 2011

 

On-Campus Meeting Dates

January 19th 8:30-4 pm

March 18;  9-4 pm

 and May 16-17;  9-4 pm.

 

 

I.         INSTRUCTOR

            Paul J. Bischoff

            Office: HUEC 224

            Phone: 436-2613

            e-Mail: bischopj@oneonta.edu 

 

 

II.         COURSE DESCRIPTION

     A capstone course taken concurrently and following student teaching which includes a review of recent developments in content education at the local, state, national and international levels as reflected in current educational theory, research and practice; reflection on curriculum and assessment in light of student teaching experiences; discussions of the professional Code of Ethics for educators and the role of the educational professional leader, as well as the development and presentation of a professional educational portfolio.

 

III.     RATIONALE

    Taken concurrently with student teaching, the course is designed to provide students with professional guidance towards demonstrating their proficiency to teach in accordance with the recommendations of the National Science Education Standards; the program standards of the National Science Teachers Associations and the outcomes of the SUNY-College at Oneonta conceptual framework. 

     

IV.     COURSE OBJECTIVES AND OUTCOMES

As displayed in-class, group presentations and in an exit portfolio, students will be able to:

1.    Provide performance evidence and or reflective commentary for each outcome identified on the portfolio rubric provided.  

 

V.     COURSE TOPICS

 

VI.     INSTRUCTIONAL METHODS AND ACTIVITIES

    1. Traditional Experiences: lecture/discussions, video, written assignments
    2. Non-Traditional Experiences: On-line discussions.
    3. Clinical Experiences: Cooperative Groups, demonstrations, student presentations.
    4. Field Experiences: students will be student teaching concurrently with this course.

 

VII.     EVALUATION AND GRADE ASSIGNMENT: COURSE REQUIREMENTS

 

Portfolio Requirements

Due Dates and max points.

UNACCEPTABLE

 

BASIC

 

PROFICIENT

 

  Helpful Hints!

1. Resume

Due: 3/18

10 points.

 

neat and orderly resume

 

 The Career Development office staff will review your resume.

2. Philosophy of Teaching

Due: 5/16

10-points 

no philosophy statement

clearly written statement

A well written document. Shows that you are reflective decision maker. You have learned from your experiences and can apply them to your teaching. Statement shows that candidate knows learning theories and teaching methods and is passionate about all students' success.

This is particularly important. You will likely be asked to detail your philosophy of teaching during a job interview. Look back at your philosophy from EDUC 106. How has it changed, what experiences led to the changes?

3. College work samples representing your content readiness to teach science.

Due 3/18

10 points maximum.

 

Submit 2 examples from you content courses that demonstrate your content readiness. See Evaluation Criteria SCED 398-A at the bottom of this document. 

Submit 3 or more examples from you content courses that demonstrate your content readiness. See Evaluation Criteria SCED 398-A at the bottom of this document. 

Did you save any labs or papers that you did well on or learned a lot from? Look through your science content courses and pull samples of your work that show your best performance. See Evaluation Criteria SCED 398- A at bottom of this document.

4. College work samples representing your understanding of unifying science principles

Due 3/18

10 points maximum.

 

 

Identify 2 unifying science principles in the content of your major. For each, defend your understanding and ability to teach the principle with the submission of supporting documents. See Artifact Evaluation Criteria  SCED 398-B below for details.

Identify 3 unifying science principles in the content of your major. For each, defend your understanding and ability to teach the principle with the submission of supporting documents. See Artifact Evaluation Criteria  SCED 398-B below for details.

What are unifying science concepts and themes? For example, evolution is supported by the fossil record as well as cell biochemistry. Environmental Science includes chemistry, biology, ecology and earth science. Think along the lines of major scientific principles that are supported by findings in several science disciplines.

Oceanographers, astronomers and geologists understand and apply concepts and principles from chemistry, earth science and physics; astronomer. Scientific understanding is holistic.

5. College work samples representing your ability to apply mathematics to science investigations.

Due 3/18

10 points maximum.

Refer to the far right column for details.

2-good examples. Evidence may come from your mathematical analysis of SCIN 390 research project. Other sources of evidence are welcome.

3-good examples. Defend 5 work samples showing how you have applied mathematics to science investigations.

The work samples required must be a combination of college-content and student teaching work. In other words, you must show how your integrated mathematics into your science teaching. They must all be science investigations-not isolated mathematics items. SCIN 390 is one example. Defend your artifacts with: a). a short description of the science content; b). a description of the type and level of mathematics used. c) if a teaching example, show how you structured the lessons to teach both science and mathematics.

6. -2. a. Know and understand the philosophical nature of science and the nature of scientific explanations.

 Due 3/18

10 points max

 

One artifact that best reveal your understanding of the Nature of Science. Artifacts may be work samples form your science education or science content courses or may be a new document the represents your understanding.

Two artifacts that best reveal your understanding of the Nature of Science. Artifacts may be work samples form your science education or science content courses or may be a new document the represents your understanding.

Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) what nature of science means to you and b)  how and why this artifact represents your understanding of NOS.

7. -2. b. Engage K-12 students effectively in studies of the nature of science and conventions of scientific explanations.

15 points each lesson max.

45 points total

no evidence

1-lesson plan deliberately addressing NOS with reflective narrative as on right.

3-lesson plans deliberately teaching NOS and reflective narrative. In the reflective narrative you must defend this submission as a good example of a NOS lesson. A good way to self assess your teaching is to analyze the work of low, average and high performing students. How did they do, what evidence is there that they learned? What did they struggle with? Was it too easy? Too hard? Include the self evaluation in your reflections.

In courses preceding this experience you have read articles on NOS, prepared lessons, developed concept maps and been involved in class discussions. You must have evidence demonstrating your ability to apply knowledge about the NOS to the students you teach.

8. -3. a. Know and understand scientific inquiry and its relationship to the development of scientific knowledge.

 

10points

 

no evidence

 

Similar to the NOS requirement above, review your college work and identify two works samples that best represent your understanding of and ability to apply ideas of scientific inquiry.

Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) what scientific inquiry means to you and b)  how and why this artifact represents your understanding or experiences of scientific inquiry.

9.-3. b. Engage K-12 students effectively in scientific inquiry appropriate for their grade level and abilities.

 

60 points total (4 x 15)

no-evidence

1-2 inquiry focused lesson plans taught during student teaching and reflective narrative. Same format as box to the right.

4-lesson plans deliberately teaching Inquiry and reflective narrative. In the reflective narrative you must defend this submission as a good example of an Inquiry lesson. Include the self evaluation in your reflections.

Like NOS above, applications of Inquiry have been a major emphasis of your science education training. You must show convincing evidence that you can effectively teach Inquiry lessons during student teaching.

10. 4. a. Know and understand the relationship of science to other human values and endeavors.

 

10 points

no evidence

1-2 from your course work at Oneonta that demonstrates your understanding of how science is imbedded in other human values and endeavors.

 2 or more examples connecting content to human values and endeavors. This may come from course work or from special products. 

Criteria for evaluating the artifacts submitted-attach in narrative form a description of: a) describe the science-human values & endeavors that the artifact represents. b) why is important or special about this artifact that you chose it for your portfolio.

11. 4. b.  Engage K-12 students effectively in the study of the relationship of science to other human values and endeavors.

15points each; 45 points total

no evidence

 

3-lesson plans deliberately addressing this standard  and reflective narrative. In the reflective narrative you must defend this submission as a good example of a human values lesson. Include samples of student work. Include the self evaluation in your reflections.

 

230 points possible thus far.

Items 12-24 are part of the Teacher Work Sample. There is an individual rubric used to assess your teacher work sample. Details on how to prepare your teacher work sample will be provided during seminar meetings. The maximum total score on the TWS is 110 points. The Teacher Work Sample is Due Friday, March 19 by noon.

12. 4.c. Relate science to the personal lives, needs and interests of K-12 students.

 

 

Addressed in Teacher Work Sample, Standard 1 and Standard 4 Rubrics. 

You can't simply assume that your science lessons are intuitively interesting to the students you teach. You must make specific efforts to connect your lessons to the interests of the population you teach. Your ability to do this will be evaluated by the documents you submit for your TWS.

 

14 5.a.  Use diverse and effective actions, strategies and methodologies to teach science.

 

 

 

 

Best addressed in TWS Standard 4. Your TWS must Show evidence of different teaching approaches. These may be cooperative learning, learning cycles or technology driven lessons among others. For a proficient score, demonstrate a wide variety of strategies and solid rationales.

Good teachers modify their teaching constantly to meet the specific needs of the students and to more effectively teach content. You are required to do this purposively and to document the strategies you use.  Standard 4 of the TWS requires that your lessons have at least four different instructional strategies. Consider the use of the following.

Cooperative learning; brain based learning techniques; Learning Cycles, Pair-Share, Concept mapping lessons, jig-saw lessons. 

14.- 5.b.  Interact effectively with K-12 students to promote learning and demonstrate student achievement.

 

 

Details are provided in Standards and Rubrics  4. , 5, 6 and 7 of the TWS. 

 

15.-5.c.  Organize and manage science activities effectively in different student groupings.

 

 

Details are provided in Standards and Rubrics 1,2 and 4 of the TWS. 

 

16.- 5.d.  Use advanced technology to teach K-12 students science.

 

 

Assessed in TWS standard/rubric 4.

 

17.- 5.e.  Use prior conceptions and K-12 student interests to promote learning.

 

 

Assessed in TWS standard/rubric 4. Show multiple examples of prior knowledge evaluation and then show post-teaching performance.

Using concept maps, kwl charts, and or well planned questioning strategies, show how prior knowledge was evaluated and used to plan instruction.

18.-6.a.  Develop coherent, meaningful goals, plans, and materials and find resources.

 

 

Addressed in TWS standard/rubric 2.

 

19.-6.b.  Relate plans and resources to professionally-developed state and national standards, including the National Science Education Standards.

 

 

Addressed in TWS standard/rubric 2.

This is the URL for the National Science Education Standards. http://www.nap.edu/readingroom/books/nses/

 

20. -7.a.  Know and understand the values and needs of the community and their effect on the teaching and learning of science.

 

 

TWS standard/rubric 1.

 

21. -7.b.  Use community human and institutional resources to advance the learning of science in the classroom and field.

no evidence

 

Assessed in TWS standard/rubric 4.

 

22. -8.a. Align science goals, instruction and outcomes.

no evidence

Be able to defend this alignment in all lessons developed.

Addressed in TWS standard/rubric  2.

Write a reflective piece for this. Identify your goals as a student teacher-what do you hope to accomplish-what do you hope to teach? In general, how are you going to teach to achieve those goals? Each Friday, write a short piece describing what you hoped to accomplish and how successful you were.

243-8.b.  Know and use a variety of contemporary science assessment strategies to determine preK-12 student needs and levels of learning and  development.

no evidence

 

Addressed in TWS standard/rubric 3.

How did you assess inquiry? How did you assess lab work? How did you assess rote memory? How did you assess application?

How will you know that they know what you wanted them to know?

24.- 9.a.  Create and maintain a psychologically and socially safe and supportive learning environment.

no evidence

Describe an example of how you modified something in your class or lesson presentation to more fully meet the psychological needs of students.

TWS standard/rubric 1.

 

Summative Score

230 + 110 = 340 total.

 

 

 

 

 

SCED 398-A Box 3-Criteria for evaluating Candidate Artifacts of Standard 1-Content. Respond to the criteria in narrative form and attach the narrative to your artifact.

a. Describe the science principles and concepts represented by the work. When describing the science principle, identify the major theory, law or understanding that guides the work (e.g., evolution, earth formation, atomic structure, weather, plant/animal adaptation). Simply stating one word isn't enough. Describe why and how the work fits into this overriding theme.

b. Describe the sub-content that was reinforced or taught by the science experience. For example, if the principle was connected to plate tectonics, describe the focus content ideas.

c. Why this artifact represents your content readiness-what was special about it, why did you choose it for your portfolio?

d. Why this artifact is most useful in your science teacher preparation.

 

SCED 398-B: Consider carefully the artifacts you are submitting to represent your understanding of "Unifying Science Disciplines". Defend each submission in narrative form by addressing a and b below.

a. Describe how the artifact is a  "unified science principle" and why or how this artifact represents your understanding of "unifying science disciplines".

d. Why this artifact is most useful in your science teacher preparation.

 Submissions to Dr. Bischoff

Topic

Week

1. First impressions

1/

2. Classroom Management and Student Motivation

2

3. Exceptional Students and Special Needs

3

4. Assessment

4

5. Are they working like scientists/mathematicians?

5

6. What you are most successful with? What you are struggling with?

6

 

 

 

Grading Procedure

1. Each Friday you will receive a score from 0-2 based on the quality of your response to topic of the week.

A zero is weak, a 1 is acceptable and a 2 is excellent.

 12 response X 2 points each = 24

2. Teacher Work Sample: Due March 18. Your TWS will be graded according to the rubric 110 points.

3. The items in the rubric, boxes 1-11 = 230 points.

4. Two 15 minute presentations. The first is at the mid-point meeting (March 18th) the second is at the final seminar class (May 16 or 17) The firs presentation focuses on accomplishments, struggles and what you will do differently during the second placement. The topic of the 2nd presentation is "Evidence I am ready to accept my first position as a science teacher".  

The two presentation will not be formally graded.     

5. Two Unit Plans are required, one from each student teaching experience. Refer to the student teaching handbook for advice on organizing a Unit Plan, or follow a plan used in EDUC 246 or related course. Show me the first unit plan on March18th and show me the 2nd Unit Plan on May 16th. Unit Plans will not be formally graded.    

Adding this up, there are 364 points of "graded assignments". Another 136 points will be awarded using the rubric below. You will receive your score on the rubric below during the first and second seminar dates.

       

0-20 points 40-59 60-68 points-
You should have worked harder on several tasks. I have much doubt about your commitment to teaching. Most assignments are done well. Some need improvement. You should have worked harder on some tasks. All assignments are exceptionally well done. You are enthusiastic, reflective and demonstrating unfettered commitment to becoming a teacher. You give me every reason to believe you are fully ready to be a teacher.

Thus, your grade will be based out of 500 possible points .

Grade Calculations: >95% A;   90-94% A-;   85-89% B+;   80-84% B;    78-79% B-;    75-77% C+;   72-74% C;     69-71% C-;    65-69% D+

62-64% D;  59-61% D-;  58% E.