Department of Curriculum & Instruction

Department of Curriculum & Instruction /
EDUC 5309
Advanced Instructional Strategies -
Science Education / Spring 2010

INSTRUCTOR INFORMATION:

Instructor: / LeeAnn Snell-Burke, Ed.D. / Phone: / 817-272-0799
Office: / Science Hall Room 225A / Fax: / 817-272-0782
E-Mail: / / Cell Phone: / 817-360-5959
Office Hours: / By Appointment
Instructor Web Site:
Course Web Site:

COURSE INFORMATION:

Course Title: / Advanced Instructional Strategies Emphasizing Science
Course Number: / EDUC 5309
Semester: / Fall Semester 2010
Course Location and Time: / SH Room 205

CATALOG DESCRIPTION:

An examination of theory and research in curriculum development, implementation, and evaluation. Emphasis on current trends in the content area of science, namely inquiry based teaching and learning, and connections to state and national standards in science.

COURSE PREREQUISITES:

5305 Prerequisite course

TEXTBOOK(S) AND MATERIALS:

UTA Library e-reserves –Education -EDUC 5309 (Download the articles to your laptop)

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development

Lawson, A.E. (Aut 2001).Using the learning cycle to teach biology concepts and

reasoning patterns. Journal of Biological Education 35 no4

Lawson, A.E., Abraham, M.R., & Renner, J.W. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills. NARST Monograph No. 1.

Lawson, A.E. (in press). Secondary science teaching methods: Constructing scientific knowledge.Belmont, CA: Wadsworth

Supplemental Resources:

National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.

National Science Teachers Association. Washington, DC: NSTA.
Texas Essential Knowledge and Skills (TEKS), Science. Texas Education Agency, 2006. Subchapters A (elementary school): and Subchapter B (middle school):

UNIVERSITY MISSION:

The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a student-centered academic community characterized by shared values, unity of purpose, diversity of opinion, mutual respect and social responsibility. The University is committed to lifelong learning through its academic and continuing education programs, to discovering new knowledge through research and to enhancing its position as a comprehensive educational institution with bachelor’s, master’s, doctoral and non-degree continuing education programs.

COLLEGE MISSION:

The mission of the UTA College of Education is to develop and deliver educational programs that ensure the highest levels of teacher, administrator, and allied health science practitioner preparation and performance. As a recognized contributor to the fields of education and allied health science, the College engages in effective teaching, quality research, and meaningful service. The College is committed to diversity and to the advancement of active teaching and learning in all educational environments and at all levels.
Core Values:
Effective Teaching, Active Learning, Quality Research, Meaningful Service

CONCEPTUAL FRAMEWORK:

The work of the College of Education is grounded in constructivism as a theory of teaching and learning and is done in a spirit of expectation that all involved in the College of Education, whether candidate, faculty or administrator, will hold the following as important:Excellence, Student-Centered Environments, Research, Collaboration, Diversity, Technology, Field Experiences and Life-Long Learning.
Partners for the Future serves as the theme of the College of Education and epitomizes the understanding that it takes a village of partners to insure the future of education for all

LEARNING OUTCOMES:

The general structure of this course engages students in active, inquiry-based science experiences that serve the purposes of a) learning to use research-based, proven science teaching practices according to state and national standards, and b) translating science concepts into meaningful science learning experiences and readily usable curricula for K-12 students. The specific goals of this course are as follows.
Objectives and Organization
In this advanced instructional strategies for secondary science course, we will emphasize connections between theory and practice. Many of the assignments will focus upon critical analysis of your classroom practice. We will discuss the strategies you'll need to support learners in understanding fundamental science concepts in a vertical alignment style. You will apply your growing understanding of science teaching by developing, enacting, and refining science curricula. One emphasis of this course will be on the idea of preparing to teach and analytically reflecting on your own and others' teaching. Thus, developing and teaching lesson "plans" will be only a part of what you'll do for these enactment activities.

To gain understanding of the nature of science, the purpose of education, and the nature of learners to help students learn in ways consistent with these research-based foundations of teaching and learning science.
To gain understanding of the unique qualities of students, in terms of intellectual, social and emotional development, so we may be better prepared to accommodate to their learning needs.
Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
To gain experience in critically analyzing science content, lessons and curricula, and science education literature (research articles, practitioner articles, Internet sites), for the selection and/or modification of appropriate and meaningful learning experiences for students.
To construct and present original standards-based, inquiry-based (learning cycle – 3 phase or 5-E) curricula for middle school students based on science activities abstracted from various sources including texts, laboratory books, and the Internet; and in these lessons, effectively incorporate attention to diversity, authentic assessments, middle school children’s intellectual, social and emotional development, integration with other school subjects, and technology.
Work together as colleagues within and across disciplines and grade levels in a vertical alignment fashion.
Engage students in designing the learning environment.
Nurture collaboration among students.
To practice-teach, critique, reflect upon, and revise originally developed inquiry-based, standards-based curricula for K-12 students for the improvement of teaching effectiveness.
To become familiar with national and state science associations as well as research and teaching resources in science and mathematics education to begin developing a foundation for continued professional growth and enhancement.
Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.

ATTENDANCE AND DROP POLICY:

Class Attendance and Assignments. For this course it is expected that all students will be in attendance each class session scheduled, complete assignments, discussions, and reflections as directed for each instructional strategy. Assignments are to be completed and submitted by the posted deadline.
Adds and Drops. Adds and drops may be made during late registration either by SAM, by the Web or in person in the academic department offering the course. Drops may continue in person through the 12th week of class. Students are responsible for adhering to the following regulations concerning adds and drops. These rules apply to regular semesters and to equivalent time limits in summer sessions as noted on the summer session calendar.

A student may not add a course after the end of late registration.
No grade is given if a student drops a course before the Census Date of that semester.
A student may drop a course with a grade of W during the first six weeks of class.
From the seventh week of class through the 12th week of class, a student may drop a course with a grade of W if passing or a grade of F if failing.
A student may not drop a course after the 12th week of class.
The dean of the college or school in which the student is majoring may require a student to drop a course at any time upon the recommendation of the instructor and the concurrence of the department chair.
Students wanting to drop all courses for which they are enrolled must withdraw from the University.

ACADEMIC HONESTY:

Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).

POLICIES:

This course is designed to engage students in active learning toward enhancing the knowledge and skills of science, math and pedagogy as would be expected for graduate level expertise. Full participation in course modules, assignments, discussions, reflections and inquiry investigations is expected and required.

TOPIC SCHEDULE

Analyzing Thinking and Learning
Meaningful and Manageable Classroom Activities
Instructional Models in the Learning Cycle
Project-Based and Problem-Based Models
Math and Science Education Research

COURSE ASSIGNMENTS, DISCUSSIONS, AND REFLECTIONS

Students in this course will engage in and complete three distinct assessment activities that will be used to measure the attainment of course concepts. These assessment activities are Assignments, Discussions, and Reflections. An overview of these assessment activities are presented below. Detailed instructions and scoring rubrics for all assignments will be included in the module for that assessment activity. The summary of grade distribution for assignments, discussions and reflections is as follows:

Assignments: 75%

Discussions: 15%

Reflections: 10%

Total Grade:100%

Course Assignments:

Creating a Curriculum / Formal Presentation

Using thefoundations of the inquiry-based Learning Cycle model, instructional strategies presented throughout the semester, and the TEKS standards, you will develop an original one concept curriculum module. The Concept Curriculum is to include a “Teacher Guide,” and a “Student Guide.” The Teacher Guide is the detailed plan for teaching the Learning Cycle. The Concept Curriculum is to span over the necessary sessions to fully demonstrate vertical alignment for that science concept. The “Student Guide” contains the worksheets or laboratory investigation forms that accompany and typically mirror the Teacher Guide, minus the teacher notes and answers to teacher-developed questions.
Assignments: 75%

Course Discussions and Reflections:

In addition to the more formal course Assignment, students are to engage in more informal Discussions and Reflections as indicated within the scheduled class sessions of this course.

-Discussions involve an exchange of ideas with peers in the course on specific instructional strategies indicated each class session and recorded in your interactive journal.

Discussions: 15%

-Reflectionsareweekly informal, yet personal and reflective analysis of course activities and content to be submitted in writing in the interactive journal.

Reflections: 10%

GRADE CALCULATION:

The points earned will be transformed to percentages/100. The grading system as per UTA policy is as follows.

A = 90 – 100

B = 80 – 89

C = 70 – 79

D = 60 – 69

F = Below 60

EMAIL COMMUNICATION:

UTA e-mail will be considered the official means of communication between the university and students, effective August 22, 2005. Utilize your UTA e-mail for all communications. You are responsible if you do not receive information because you do not regularly check your UTA email.

AMERICAN WITH DISABILITIES ACT (ADA):

If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

STUDENT SUPPORT SERVICES:

The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

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