EDUC_289

Department of Education

MATTC Program

EDUC 289 (3 units)

Secondary Science Methods I

Winter 2017

Mission and Goals of the Department of Education

Rooted in the Jesuit tradition at Santa Clara University, the mission of the Department of Education is to prepare professionals of competence, conscience, and compassion, who will promote the common good as they transform lives, schools, and communities. Our core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Faculty, staff, and students in the Department of Education:

• Make student learning our central focus

• Engage continuously in reflective and scholarly practice

• Value diversity

• Become leaders who model ethical conduct and a commitment to social justice

• Seek collaboration with others in reaching these goals

MS/SS Teaching Credential Program Learning Goals (PLGs)

The PLGs represent our commitment to the individuals who earn their MS/SS credential at Santa Clara University. The MS/SS faculty focuses on ensuring that beginning teachers leave our program ready to:

1. Maximize learning for every student.

2. Teach for student understanding.

3. Make evidence-based instructional decisions informed by student assessment data.

4. Improve their practice through critical reflection and collaboration.

5. Create productive, supportive learning environments.

6. Apply ethical principles to their professional practices.

The PLGs guide our program. Therefore, all MS/SS teaching credential program course objectives are cross-referenced with the PLGs. (A fully elaborated version of the MS/SS PLGs can be found on pp. 8-9 of the Teacher Candidate Handbook.)

Course Description

This course builds on the instructional design techniques and strategies for developing effective programs of study for secondary school students introduced in EDUC 284 (Teaching in Secondary Schools), connecting the lesson planning, enactment, and reflection that you do in your secondary classroom to content-specific concepts (e.g., implementing the state and Next Generation Science Standards, rethinking procedural laboratory and textbook activities, and fostering and maintaining a positive scientific classroom climate that addresses all aspects of science proficiency). This course also explores resources available to the science teaching community, including inquiry-based materials for teaching secondary science content for student understanding.

Course Objectives (COs)

The state’s Teaching Performance Assessments (TPAs), based on the California Standards for the Teaching Profession (CSTP) as exemplified in the Teaching Performance Expectations (TPEs), assure that MS/SS teacher candidates have the knowledge, skills, and abilities required of beginning public school teachers in California. The skills and resources necessary to successfully complete the TPAs are embedded within the course content and the field experiences in our teaching credential programs. The TPA comprises four tasks: Subject-Specific Pedagogy; Designing Instruction; Assessing Learning; Culminating Teaching Experience. Each task assesses candidate mastery of multiple TPEs. Your participation in ED 289 addresses various TPEs through the following course objectives:

In this course you will have the opportunity to

1) Become familiar with the scope and sequences of respective secondary science courses in terms of content and processes based on state and national standards, focusing on a balanced approach that addresses all aspects of scientific conceptual development at the secondary level. (PLGs 1-2) (Objective aligned with TPE 4—Making Content Accessible; TPE 5—Student Engagement; TPE 6C—Developmentally Appropriate Practices in Grades 9-12; TPE 8—Learning About Students; TPE 9—Instructional Planning; TPE 10—Instructional Time; TPE 11—Social Environment)

2) Begin to develop the skills and disposition necessary to make instructional decisions (e.g., task selection and adaptation, opportunities for collaborative learning and scientific inquiry, differentiation) that promote a positive climate for learning and meet the instructional needs of diverse learners (e.g., English Learners, students with special needs). (PLGs 1, 2, 5) (Objective aligned with TPE 1B—Subject-Specific Pedagogical Skills for SS Teaching Assignments; TPE 2—Monitoring Student Learning During Instruction; TPE 7—Teaching English learners; TPE 8—Learning About Students; TPE 9—Instructional Planning; TPE 10—Instructional Time; TPE 11—Social Environment)

3) Gather data about student progress toward content standards by using instructional strategies that assess student learning throughout the learning process. (PLGs 1-3) (Objective aligned with TPE 1B—Subject-Specific Pedagogical Skills for SS Teaching Assignments; TPE 2—Monitoring Student Learning During Instruction; TPE 3—Interpretation and Use of Assessments; TPE 4—Making Content Accessible; TPE 6C—Developmentally Appropriate Practices in Grades 9-12; TPE 8—Learning About Students; TPE 9—Instructional Planning)

4) Plan, teach, and reflect upon lessons in your respective content areas which are built around models of how people learn. (PLGs 1-5) (Objective aligned with TPE 1B—Subject-Specific Pedagogical Skills for SS Teaching Assignments; TPE 2—Monitoring Student Learning During Instruction; TPE 3—Interpretation and Use of Assessments; TPE 4—Making Content Accessible; TPE 5—Student Engagement; TPE 6C—Developmentally Appropriate Practices in Grades 9-12; TPE 8—Learning About Students; TPE 9—Instructional Planning; TPE 10—Instructional Time)

5) Join the National Science Teachers Association to access and incorporate into your teaching practice a variety of resources from this organization’s web site as well as other supplementary sources. (PLGs 1-4) (Objective aligned with TPE 1B—Subject-Specific Pedagogical Skills for SS Teaching Assignments; TPE 4—Making Content Accessible; TPE 5—Student Engagement; TPE 6C—Developmentally Appropriate Practices in Grades 9-12; TPE 13—Professional Growth)

Recommended Course Materials

Lawson, A.E. (2010). Teaching inquiry science in middle and secondary schools. Thousand Oaks, CA:

Sage Publications.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. (2^nd ed.). Thousand Oaks, CA: Corwin.

AAAS/Project 2061. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.

NOTE: Can be accessed online at: http://www.project2061.org/publications/bsl/online/index.php?home=true

Project 2061 has a suite of tools that might be helpful to you. Many are available online at:

http://www.aaas.org/program/project2061

National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.

NOTE: You can download this publication for free at:

http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: http://www.corestandards.org/read-the-standards/

Course Requirements/Assignments

For Science Folks only—Join the National Science Teachers Association (NSTA--http://www.nsta.org/). Full-time students are eligible for reduced membership fees ($39) if supporting documentation is provided. The status of your membership will be checked during Class #2, Jan. 17.

Download and/or access electronically:

· Current California Science Standards--http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf

· Next Generation Science Standards—

http://www.nextgenscience.org/next-generation-science-standards

· Next Generation Science Standards (NGSS) for California Public Schools (adopted 9/4/13)--http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

· NGSS Information for California Science Teachers--http://www.cascience.org/csta/ngss.asp

· English Language Development (ELD) Standards for California Public Schools--http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Note: Supplemental readings may be added during the quarter in response to students’ interests and/or needs; these readings will either be made available on Camino or distributed in class.

There are three major course components to EDUC 289:

Readings and Resources Tasks

(CO #1, 2, 5)

(25% of course grade)

You are expected to prepare for each class session by critically reading all of the required readings, completing all assigned tasks, and (when required) bringing a hard copy of your completed tasks to class. These tasks may include reviewing documents posted on Camino, joining and engaging with NSTA by downloading and using relevant articles and other resources in your teaching, and applying and practicing skills learned in class. Please refer to relevant assignment handouts that will be posted on Camino for additional details. Since many of these assignments will form the basis of in-class activities, they must be completed before class.

Lesson Cycle Portfolio Project

(CO #1-5)

(50% of course grade)

This project offers you the opportunity to practice planning, teaching (“enacting” per TPA language), reflecting upon, and learning from the lessons you create for your students. This project also allows you to demonstrate your developing capabilities in relation to the California Teaching Performance Expectations (TPEs). You will be required to complete two Lesson Cycles during the winter quarter. Additional details will be discussed in class and posted on Camino.

Supplemental Tasks

(CO #2, 4)

(25% of course grade)

This third course component focuses on your background and experiences as a learner and teacher of science/PE. You are asked to complete the following two tasks:

Classroom Visitation

To strengthen the connection of this methods course with your field placement (or own classroom), please arrange for me to observe you teaching this quarter, particularly after you turn in your first round of the LCP. This is an informal, non-evaluative observation in which I will focus on an area of your pedagogy that you will specify in order to support your continued development as a teacher. We will then have a debriefing session in which we discuss the different aspects of the lesson I observed. This visit and debriefing session can occur at any time that works with our mutual schedules (ideally during the month of February), but we will need to finalize arrangements by February 28 to ensure the visit and debriefing session both occur by March 7 (our second-to-last class meeting for this quarter).

Science/PE Life Story

Part of becoming an effective teacher is beginning to understand what it means to be a reflective practitioner. For this assignment, you will reflect on your own scientific/PE experiences as a student and in life, and think about how those experiences have impacted you as an educator. Your “science/PE life story” will be comprised of responses to the four prompts listed below. There are no right or wrong answers here. All complete responses will meet expectations. You should plan to write a well-constructed paragraph for each prompt, but there are no limits to how much you would like to write. A discussion forum will be set up for this assignment on Camino and you should complete and post your responses to the prompts by Class #2, Jan. 17.

1. “A Peak Experience”: A peak experience is a high point in your story about science/PE in your life—maybe even THE high point. For most, it would be a moment or episode in which you experienced extremely positive emotions, e.g., joy, excitement, great happiness, or even inner peace after some science/athletic experience. Describe what happened, where it happened, who was involved, what you did, what you were thinking and feeling, and the impact this experience had on you.

2. “A Low Point”: Describe a moment or episode that you consider a low point in your experience with science/PE. As before, describe what happened, where it happened, who was involved, what you did, what you were thinking and feeling, and the impact this experience had on you.

3. “A Turning Point”: Sometimes when people look back over their lives they identify critical points when some kind of important change occurred. Describe a point in your life when you experienced a scientific/athletic turning point, i.e., you became transformed in some way regarding your understanding of or feelings about science/PE. If you feel you have not yet experienced a turning point, describe an event that comes closer than any other in qualifying as a turning point.

4. “A Challenge”: What is the greatest single challenge you have faced with science/PE? How have you faced, handled, or dealt with this challenge? Did other people assist you in dealing with this challenge? How has the challenge had an impact on your experiences with science/PE?

EDUC 289 Course Outline & Class Schedule

Subject to change. Changes will be communicated via in-class announcement, Camino, and/or email.

Assessments & Grading Criteria

· Each major assignment has a respective rubric. Please refer to weekly class activities for announcement/introduction of such rubrics. Our course website on Camino will provide access to all assignment rubrics.

· For all assignments, receiving an evaluation of “Exceeds expectations” is equivalent to an A; “Meets expectations” is equivalent to a B; “Below expectations” is equivalent to a C; and “Far below expectations” is equivalent to a D. See Teacher Candidate Handbook pp. 21-22 for details.

· Absences and late arrivals affect your course grade (refer to the “Professional Conduct and Performance Policies” below for details).

· Grading for all assignments will be criterion referenced. This means that you will receive a grade based on the quality of your own work and participation according to criteria outlined in this syllabus and in class, rather than how your work compares to that of your classmates. It is my hope that you will adopt a goal of understanding and learning the course content rather than a goal focused primarily on grades. Having said that, however, if you ever have concerns about your performance in this course, please do not hesitate to meet with me.

· Your final grade will be based on the total percentage earned: