Dixie State College of Utah- Elementary Education
Syllabus- Fall 2007
EDUC 4300: Methods in Science
Credit: 3.0 Semester Hours
Course Beginning and Ending Dates: August 21 – December 14, 2007
Associate Professor: Dr. Shirley Sung Davis, Ph.D
The D.E.S.E.R.T. Model for Elementary Education
Dixie State College of Utah has created a model for the curriculum design, instruction, assessment, and the evaluation of its program. This model, known by the acronym D.E.S.E.R.T., reflects the characteristics that teachers possess and continually develop throughout their careers. Each course in the DSC Elementary Education program identifies learning objectives for each letter of the D.E.S.E.R.T. acronym. Each of the acronyms is explained below.
- D - Diversity: The diversity strand recognizes that student variability exists in many ways including cultural, ethnic, intellectual, linguistic, racial, and social. When teachers are aware of the issues that surround meeting the educational needs of a diverse student body, their respective classroom practices become more focused and efficacious.
- E - Evaluation: The evaluation strand recognizes that quality assessement and evaluation are essential to effective teaching, learning, and curriculum planning. Evalutation measures must be congruent with learning outcomes if both teachers and students are to demonstrate their understanding of what is being taught.
- S - Self-Reflection: The self-reflection strand recognizes that effective educators inform their practice through the critical examination of their own philosophy, experiences, and predispositions toward learning. As teachers develop self-reflective skills and patterns, they become more in tune with the needs of their students. Further, reflective teachers make the necessary changes and additions to their repertoire of teaching strategies to develop better programs for the changing conditions within their classrooms.
- E - Effectiveness in Teaching: The effectiveness in teaching strand recognizes the complex interplay between the teacher and the learner. Effective teaching is predicated upon an understanding of both the teaching and learning processes. The key components of teaching effectiveness involve an understanding of curricular development, as well as models of instruction. An effective teacher can maintain high expectations for student achievement through the thoughtful implementation of innovative teaching techniques developed through research and experience.
- R - Reaching Beyond the Classroom: The "teaching" strand recognizes that quality teachers must envision their educational roles outside the immediate boundaries of classrooms and school buildings. Effective teachers have an appreciation for the context and pruposes of eduction in a complex modern society. They understand that parents, guardians, and the community at large, can play an integral prat in the education of their students.
- T - Technology: The technology and classroom management strand recognizes the importances that a well-managed classroom climate influences the education of children. This strand endeavors to give prospective teachers insight into a variety of classroom management strategies to enhance learing in the respective classrooms. This strand also recognizes the importance of the role of technology in the educational environment. Through effective management and curriculum development, and through setting high expectations for all student achievement, high standards are affected.
All of the D.E.S.E.R.T. strands are inter-related and therefore are addressed in each phase of the preservice program.
Effective science instruction is a key component of any course of study for students in the elementary school. This course will provide a basis for-pre-service teachers to gain awareness of national, state, and local standards in science education, as well as, effective teaching strategies that will help teachers meet the various needs of all learners in the public school setting.
Admission to Dixie State College Elementary Education Baccalaureate Program.
Upon completion of this course, the student is expected to be able to:
- Identify and gain an understanding of the standards set by the National Science Education Standards (NSES). Students will be able to incorporate these standards into their thematic units and lesson plans.
- Summarize the Utah State K-8 Core curriculum in the areas of science and identify the connections with national standards. Use these standards to plan thematic units that include a wide range of cognitive domains for the targeted grade level.
- Demonstrate knowledge and ability of science concepts principles for K-8 curriculum.
- Demonstrate the qualities of a preservice teacher that addresses the D.E.S.E.R.T strands as discussed above.
Elementary Science Methods: A constructivist Approach (4th ed.) by David Jerner Martin
Recommended Readings and ReferencesNational Science Education Standards, ISBN-10: 0-309-05326-9 or http://www.nap.edu/readingroom/books/nses/
Textbook Companion Site for Elementary Science Methods: http://education.wadsworth.com/martin4
National Science Education Standards: http://www.nap.edu/readingroom/books/nses/
National Science Teachers Association: http://www.nsta.org
Utah State Core: http://www.uen.org
- You must now think like a teacher instead as a student. Therefore it is imperative that you exhibit professional teaching standards in honesty, integrity, appearance, respectful, attendance, assignments, responsibility for group assignments, participation, etc. Below are some guidelines that will help you develop professional standards
- Attendance is required in this course. A doctor's excuse is necessary and will be accepted if it is accompanied by an email on the day involved. Special arrangements will then be made for makeup work. If attending a funeral of a close family member or friend, please email me and then submit a copy of the obituary. Athletes playing away from home games must inform (email) the instructor ahead that he or she will be absent. Remember, each class period represents a week's worth of work. One unexcused absence will not affect the grade. However, a second unexcused absence will bring a half grade drop in your final grade (after your total grade is computed). Each student is expected to sign the roll each day. It will be circulated at the beginning of class. Coming to me at the end of the course to justify attendance is not an option. Arriving late to class will jeopardize this opportunity and signing will then be at the discretion of the instructor.
- Assignments are due on specific dates. Late work may be accepted, for legitimate reasons, if previous provisions have been made with the instructor, but will be assessed with a penalty. Assignments should reflect upper division course work and should be organized, neat, accurate, and relevant. In addition, practicum hours are integral to this course. Failure to complete the entire practicum experience will result in failure of the class.
- Dress, grooming, and behavior standards are always part of professionalism. Students visiting local schools as part of their DSC coursework must dress in a way that will reflect favorably both on the institution and on themselves.
- Cell phones must be turned off during class. If you have an emergency, please see me prior to class.
- Cheating is considered a serious mistake. The handbook indicates that "Academic dishonesty in any form will not be tolerated at Dixe State College (see Academic Discipline Policy, 3.34). I will take action to the fullest extent of this policy upon detecting cheating.
- Disruptive behavior and disrespect is not allowed in my classroom.
I will follow the policy of the college which states:
- "Teachers at Dixie State College have the right to aggressively manage the classroom environment to ensure a good learning climate. Toward this end, teachers may dismiss and remove disruptive students from individual class activities. If a student's behavior continues to disrupt class activities, the teacher may dismiss and remove disruptive students from their courses."
|A = 95-100||B = 84-86||C = 74-76||D = 64-66|
|A- = 90-94||B- = 80-83||C- = 70-73||D- = 60-63|
|B+ = 87-89||C+ = 77-79||C+ = 76-69||
F = Below 60
* If you are having problems, please contact me early so you can get the help you need.
Click here to download the grading rubic. This .pdf document includes:
- Thematic Unit Grading Rubric
- Assesment Plan of the Thematic Unit
- Curriculum Design, Planning and Assesment (INTASC Alignment of Assignments)
- Practicum Report Reflection
- Inquiry Checklist
Course Requirements/ Assignments
|Attendance & Participation/Class Activities||60|
|Comprehensive Thematic Unit||80|
|Science Lesson Plan along with practice teaching activity (each worth 30 pts)||60|
|Practicum Reports (10) must pass to have a total grade||50|
|In-class activities from current chapters (individual or 2 in a group)||40|
|Resource Methods File||60|
|Praxis II Questions/Science Practice Problems (10)||50|
Class Attendance and Participation
- You can earn 20 points by being present and actively engaged in discussions and activities. Make sure you sign the roll for attendance verification.
Comprehensive Thematic Unit
- You will create a thematic unit for the curriculum in the methods classes (math & science; language arts & social studies).
Science Hands-on, Minds-on Lesson Plan and Practice Teaching Assignment
- Demonstrate in class using peers as students. The assignment will
include two lesson for science content (primary or intermediate
grades). Assignment includes:
- Detailed lesson plan that is based on Utah state core and national standards.
- All key components of a lesson play are addressed
- Teaching a 30 min. lesson to your peers
- You must provide the materials, handouts, etc.
- Lesson utilizes a variety of instruction
- A copy of your lesson plan/ handouts should be given to every student in the class.
- A grading rubric will be provided for this assignment that illustrates how these components will be graded.
- Weekly assignments will be given to monitor learning and understanding of the content material presented in the textbook. These assignments may take different formats such as quizzes, discussion questions, etc. Be prepared by reading the assigned chapters.
Practicum Reports (10)
- Weekly practicum report that includes the date, times, observations and personal reflections. Each week I will ask you to concentrate on specific classroom experience
In-Class Activities from assigned chapters
- Video responses, class activities, class presentations, games, science experiments, etc.
Resource Lesson File
- Minimum of 20 (total) science lessons organized by grade level and then by concept. These lessons should be descriptive and completely self-explanatory. Most of these lessons should be obtained from presentations from classmates. Be sure and include the state and national standards. A copy of the INTASC standards will be included at the end of this packet to help you get organized.
Practice Questions for the Praxis II Test and Mathematics and Science Content
- Weekly assignments that will prepare you for the Praxis II test in the science and developing confidence in your teaching of science.
* Disclaimer: I reserve the right to make changes to the assignments or schedule as I see the need. Prior notice will be given.
Use as reference for your science units/lesson plans and activities Selects and applies processes appropriately
- Selects and applies processes appropriatly
- Asks appropriate questions about phenomena under investigation
- Initiates own ideas for investigation
- Investigates own questions and ideas
- Utilizes a variety of information sources, including printed material, multimedia, and people
- Relates investigations to prior experiences
- Suggests causes for what is observed
- Explains thinking process in a rational and logical way
- Presents ideas and conceptualizations to others for their input
- Discusses and challenges the ideas and conceptualizations of others
- Analyzes conclusions and reformulates them in light of new evidence, new experiences, and input from others
- Subjects conclusions to tests of explanatory power and predictive power
- Seeks opportunities to continue explorations
- Exhibits realistic self-appraisal
- Relates learning to out-of-school situations