EDUC_290

Department of Education

MATTC Program

EDUC 290 (3 units)

Secondary Science Methods II

Spring 2016

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 continues the work undertaken in EDUC 289 (Secondary Science Methods I) to develop and refine instructional design techniques and strategies for effective programs of study in secondary science classes. This course includes a focus on planning lessons and assessments for an instructional unit that will be implemented during the Spring quarter. In addition, the course will focus on increasing your familiarity with the basics of project based instruction (PBI); and the Next Generation Science Standards (NGSS) and how these relate to planning lessons and assessments.

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 290 addresses various TPEs through the following course objectives:

In this course you will have the opportunity to

1) Become more 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) Continue 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) Access, evaluate, and incorporate into your teaching practice a variety of resources from the National Science Teachers Association (NSTA) and 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

Bybee, R.W. (2015). The BSCS 5E instructional model: Creating teachable moments. Arlington, VA: NSTA Press.

Bybee, R.W. (2013). Translating the NGSS for classroom instruction. Arlington, VA: NSTA Press.

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.

Larmer, J., Ross, D., Mergendoller, J.R., & Buck Institute for Education (2009). PBL starter kit: To-the-point advice, tools, and tips for your first project. Novato, CA: Buck Institute for Education.

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

National Academies of Sciences, Engineering, and Medicine (2015). Science teachers’ learning: Enhancing opportunities, creating supportive contexts. Committee on Strengthening Science Education through a Teacher Learning Continuum. Board on Science Education and Teacher Advisory Council, Division of Behavioral and Social Science and Education. Washington, DC: National Academies Press.

NOTE: You can download this publication for free at:

http://www.nap.edu/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts

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— Your membership in the National Science Teachers Association (requirement for EDUC 289) should remain active.

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 our Course Website or distributed in class.

All of you are intelligent, creative, and motivated to become outstanding teachers, and I would like every student to earn a B or better in this class. There are three major course components:

Readings and Resources Tasks

(CO #1, 2, 5)

(30% 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, participating in online discussion forums, and applying and practicing skills learned in class (i.e., Lesson Workshop). Please refer to any assignment handouts that may be posted on Camino and/or instructions given in class for additional details. Since many of these assignments will form the basis of in-class activities, they must be completed before class.

Unit Planning Project

(CO #1-5)

(50% of course grade)

This project builds from the work done on the Lesson Cycle Portfolio Project in EDUC 289 and offers you the opportunity to practice planning, teaching (“enacting” per TPA language), reflecting upon, and learning from the lessons and assessments you create for an entire unit of instruction. This project also allows you to demonstrate your developing capabilities in relation to the California Teaching Performance Expectations (TPEs). Additional details will be discussed in class and posted on Camino.

Supplemental Tasks

(CO #2, 4)

(20% of course grade)

This third course component focuses on your experiences as you develop into a science/PE practitioner. You are asked to arrange and complete video viewing from LCP Round #2 and a classroom visitation from me. The classroom visitation requirement is outlined below and more details will be provided in class:

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 a lesson this quarter in which you gather assessment data related to at least one NGSS Performance Expectation. Using the SCU MS/SS Student Teacher Formative Evaluation form, the observation data and your preparedness to teach will inform this component of your grade. Please provide me with a copy of your lesson plan and schedule a 30-minute meeting where we can debrief your lesson. Science folks will use either the 5E or Project Cycle lesson-planning templates and PE lessons will employ the SCU lesson-planning template. All template forms will be available on Camino. The classroom visit can occur at any time that works with our mutual schedules, but we will need finalize arrangements by May 2^nd to ensure the visit and debrief occur by May 27^th.

Education 290 Course Calendar

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. 16-17 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: