Course Title: EDUC 545Developing STEM Disciplinary Literacy Skills

The Citadel

School of Education

Course Title: EDUC 545Developing STEM Disciplinary Literacy Skills

Course Description:

This course is designed to enable those in the educational field to customize literacy practices to meet the unique demands of science, technology, engineering, and math. Each content area demands specialized literacy skills. Therefore, in order to prepare students for literacy demands in careers and later in life, it is essential that literacy learning be embedded within the content knowledge. Educators will learn to assist K-12 students with the navigation of complex informational texts within STEM areas and be better prepared to help all students develop the necessary disciplinary literacy skills.

Instructor: Stephenie M. Hewett, Ed.D.
Office: 327C Capers Hall
Telephone: 953-5019 (office)
Email:
Credit Hours: 3

Prerequisites:

Information on Online Course and Traditional Courses. You will find some differences between this course and courses that you have taken in a traditional classroom. There are no lectures, no classes to attend. You will work independently all semester, but there will be many opportunities for interaction with other students in the course and with me; they just won’t be face to face.

Some students think that online courses ought to be easier or have less work than traditional courses; this is a misconception! Expect to put in 9 – 12 hours a week working on this course, just as you would for a traditional three credit course (including class time).

In this course, you will have readings, assignments, discussions, and projects. This course is not self-paced; you will be working on more than one of these each week, for each topic we cover. You will be reminded of the due dates, but it will be your responsibility to keep up, manage your time, identify areas where you are having problems, and contact me for help if you need it. Contact Information:

Email:

Office Phone: (843) 953-5019

Cell Phone: (843) 708-2765

If you have difficulties with CitLearn, please contact The Citadel Help Desk at (843) 953-HELP (3246) or enter a Hotline on Lesesne Gateway.

Before the Semester Begins:

1. Take the Online Student Orientation
2. Make sure that your computer and internet connections are set up for CitLearn and your course. (See Start Here Page)

Where to Get Help:

Post your course related questions in the Q and A discussion forum, and I will get back to you within 24 hours.

◊ Contact the instructor @:

Stephenie M. Hewett, Ed.D.

Office Phone: (843) 953-5019

Cell Phone: (843) 708-2765

CitLearn:

◊BlackBoard Help

Technical Support:

◊ ITS Help Center (843) 953-HELP or

◊ Enter a HOTLINE through Lesesne Gateway Portal (Click here for instructions)

Information about This Course:

The content of this course is provided on CitLearn. All assignment directions and assignment uploads will be on CitLearn. The following topics will be explored:

1.Mission Statement
2.Interest Inventory

3. Study Questionnaire

4. Content Area Reading Inventory

5. Readability Formulas
6.What is STEM Literacy?

7. Prereading WebQuest

8. Bloom's Taxonomy

9. Flip the Class

10. Comprehension Strategies
11. Vocabulary

12. Instructional Technology Plan

13. Flipped Classroom Unit Plan

Webquests, BLOGS, Discussion Board, Emails, and Journals will be used to convey and share information. The course is divided into 3 modules: Data Collection (getting to know yourself and your students), Building Background Knowledge and Connections to STEM Content, and Integration of Literacy Strategies into STEM Content Areas. Modules are broken into weekly assignments using WebQuests and Internet research. Assignments will be due weekly on CitLearn.

Required Books and Readings:

No traditional textbook is required. Readings will be completed through WebQuests and individual Internet research.

The following items need to be downloaded or completed:

1. The South Carolina Core Curriculum document that is appropriate for your content area and for ELA.

1. Stewards of Children Training Curriculum. The Citadel offers this training free of charge to all students. Please go to to complete the online training or contact the graduate office to register for a face-to-face Stewards of Children training session.

Learning and Developmental Goals:

Candidates will be able to:

Comprehend and use the current research focused on developing disciplinary literacy skills.

Implement instruction using the Common Core State Standards and integrate them into learning experiences.

Customize literacy instruction within STEM areas to meet the needs of the learner.

Mentor others in the educational field and help them to improve their teaching of STEM areas.

*Model digital age work and learning through the process of each lesson delivery and assessment.

*Advocate, model, and teach digital etiquette and responsible social interactions relating to the use of technology and information.

*Utilize innovative tools to formulate activities that enhance teaching and

interactions with peers and students.

*Develop and design digital learning experiences to promote diverse learning styles and skills including assessment types

*Locate, evaluate, andanalyze online tools for the purpose of sharing with and instructing peers as well as with students and their parents on the benefits and advantages of implementing online tools within the classroom environment.

*Critically analyze and reflect on benefits and drawbacks of the fllippedclassroom approach.

*Collaborate with others using online tools and demonstrate how to locate or create video and other teaching materials for home use by students for a specific instructional need.

*Create project-based learning units and assessment action plans and field test flipped classroom approach.

*Design cooperative learning and peer tutoring activities using the flipped classroom approach.

*Critique scenarios and analyze best practices for effective classroom management in the flipped classroom to minimize disruptive behavior and increase engaged learning.

*Interpret assessment results of field tests and assess the effectiveness in supporting identified learner outcomes.

*Taken from TEC 982-The Flipped Classroom Syllabus

Instructor: Kevin Scritchfield, Fresno Pacific University, Center for Professional Development.

This course also meets the following NETS (National Educational Technology Standards):

1. Facilitate and Inspire Student Learning and Creativity

2.Design and Develop Digital-Age Learning Experiences and Assessments

3.Model Digital-Age Work and Learning

4.Promote and Model Digital Citizenship and Responsibility

5.Engage in Professional Growth and Leadership

CONCEPTUAL BASE: Developing Principled Educational Leaders for P-20 Schools - The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.

The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:

• have mastered their subject matter and are skilled in using it to foster student learning;
• know the self who educates (Parker J. Palmer) and integrate this self-knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that allstudents succeed in a learner-centered environment; and
• exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.

The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.

The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:

Knowledgeable Principled Educational Leaders…

1. Have mastered the subject matter of their field of professional study and practice;
2. Utilize the knowledge gained from developmental and learning theories to establish and implement an educational program that is varied, creative, and nurturing;
3. Model instructional and leadership theories of best practice;
4. Integrate appropriate technology to enhance learning;
5. Demonstrate a commitment to lifelong learning;

ReflectivePrincipled Educational Leaders…

1. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;
2. Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural experiences;
3. Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged;
4. Apply their understanding of both context and research to plan, structure, facilitate and monitor effective teaching and learning in the context of continual assessment;
5. Reexamine their practice by reflectively and critically asking questions and seeking answers;

Ethical Principled Educational Leaders…

1. Demonstrate commitment to a safe, supportive, learning environment;
2. Embrace and adhere to appropriate professional codes of ethics;
3. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;
4. establish rapport with students, families, colleagues, and communities;
5. Meet obligations on time, dress professionally, and use language appropriately.

Relationship of this course to the conceptual base:

This course will engage students and teachers in developing the skills, industry- and content-knowledge necessary to be college and career ready leaders and successful STEM educators. Additionally, the courses will develop relevant strategies for integrating what teachers learn into their standards-based curriculum in order to support improved student outcomes.

Activities will be designed to support, retain, and renew the teaching workforce of South Carolina while giving educators the skills by which to inspire and prepare their students for a productive future.

Candidates' application of theory will be of utmost importance for this course. Candidates will reflect on principle features and practices of current, reform-based STEM-based content area literacy instruction, effectiveness research findings, previous experience, and various online experiences. The goal is to present and use a large variety of instructional techniques to integrate literacy skills into STEM-based content areas. The instructional strategies are intended to appeal to the candidates' own particular learning preferences as well as to model a variety of techniques that will help them meet the needs of diverse students, classrooms, and situations to which and in which they will teach (CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8,CF9, CF10, CF11, CF12, CF13, CF14, CF15).
Students will align STEM content instruction with reading and writing strategies/activities so that a knowledge of teaching reading and writing in the STEM content areas is mastered. (CF1, CF2, CF3, CF4, CF5, CF6). Students will create positive and supportive learning using activities such as:
1. Interest Inventories
2. Study Questionnaires
3. Readability Formulas and Reading Inventories
4. Researching STEM Literacy
5. Prereading Activities (Previews, surveys, anticipation guides, conceptual conflicts, K-W-L, webbing, Semantic mapping, structured overviews, questions, etc.)

1. Bloom’s Taxonomy
2. Flip the Class
3. Comprehension Strategies
4. Vocabulary
5. Instructional Technology Vocabulary and skills
6. Flipped classroom unit plan

Course Goals With Evaluation Methods:

Goal / Evaluation Methods/Rubrics
1. To identify, explain, and model reading skills (word recognition, vocabulary, and comprehension) and writing skills (mechanics and process) that are prerequisites to efficient reading and writing, and teach word recognition/writing through the use of context, word analysis, and syntactic cueing strategies. (CF1, CF2, CF3, CF4, CF5) / 1. Lesson plans
2. Questions (Bloom's Taxonomy)
2. To discuss the Core Curriculum ELA standards in the different STEM content fields, and to realize the importance of reading and writing to those STEM content areas, and to understand how factors such as content purpose, tasks, and settings influence the reading and writing process. (CF7, CF8, CF9, CF10) / 1. SC State Literacy Core standards list.
2. Prereading
3. Interest Inventory
4. Readability Formulas: Fryes Readability, Raygor, and SMOG
3. To examine research and practices in the area of reading and writing instruction which complement and supplement Literacy instruction. (CF7, CF8, CF9, CF10) / 1. Lesson plans
4. To strengthen students' reading and writing abilities by embedding reading and writing instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks or for pleasure and to help students learn and apply comprehension strategies and writing processes for a variety of purposes. (CF7, CF8, CF9, CF10) / 1. STEM content standards and ELA Literacy standards
5. To select, design, modify and evaluate diagnostic tools in a specific STEM content area, use that tool to evaluate students' reading and writing abilities, prescribe the most appropriate instructional practices and procedures to meet students' individual needs, and understand the interactive nature and multiple causes of reading and writing difficulties. (CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10) / 1. CARI Content Area Reading Inventory
6. To have knowledge of current and historical perspectives about the nature and purpose of literacy, listening ability, writing skills, cognitive, social, and emotional development; and about widely used approaches to Literacy instruction. (CF1, CF2, CF3, CF4, CF5) / 1. Flipped Classroom Plans
7. To understand the role of models of thought that operate in the literacy processes, the role of metacognition in reading and writing, and to promote feelings of pride and ownership for the process and content of learning, and engages students in activities that develop their image of themselves as literate.
(CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, CF11, CF12, CF13, CF14, CF15) / 1. Reflection papers
2. Study Questionnaire
3. Interest Inventory
4. Flipped Classroom plans
8. To recognize values and be sensitive to human diversity (cultural and ethnic) ) along with language differences and understand their influence on the reading and writing processes. (CF11, CF12, CF13, CF14, CF15) / 1. Flipped Classroom Plans
9. To recognize the importance of teaching reading and writing as a process rather than instruction of isolated skills and accept the importance of reading and writing as means of learning, to access information, and to enhance the quality of life. (CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10) / 1. Mission Statement
2. Flipped Classroom Plans
2. Reflective papers
10. To believe that all students can learn to read and write and share in the communication process, to understand the conditions necessary for all students to succeed (especially ELL students), and to provide opportunities for students to be exposed to various purposes for reading/writing, to experience reading/writing as relevant to themselves, to write and have their writing responded to in a positive way, and to provide opportunities for creative response to text.
(CF1, CF2, CF3, CF4, CF5, CF6, CF12, CF13, CF14, CF15) / 1. Reflective papers
2. Flipped Classroom plans
11. To recognize the value and importance of creating a supportive and positive environment for literacy learning which builds on the strengths of individual learners rather than emphasizing weakness. (CF 11, CF12, CF13, CF14, CF15) / 1. Flipped Classroom Plans
12. To help students monitor their comprehension and reading processes; help students learn to apply reading comprehension strategies in the STEM content areas; help students gain understanding of the conventions of language and literacy; help students learn that word recognition strategies aid comprehension; help students learn effective techniques and strategies for the ongoing development of vocabulary; help students analyze information presented in a variety of text; help students connect prior knowledge with new information; assist students in assuming control of their reading; and help students use new technology and media effectively. (CF1, CF2, CF3, CF4, CF5, CF6) / 1. Study questionnaire
2. Content Area Reading Inventory
3. Flipped Classroom Plans

Instructional Units and Assessments:

Course Schedule for EDUC – Schedule subject to change based on class needs. Additional reading/activities may be assigned as the course develops.

Unit Topic or Title / Correlated Standards/Expectations / Length/Date (Week of) / Assessment(s)
MODULE ONE: DATA COLLECTION
Class introduction
Login to Course
Read the course orientation materials in the Start Page
Post Introduction to “Introduce Yourself” Discussion Forum and post at least 2 comments on classmates introduction
Go to Module One Click on Week One and Complete the Mission Statement assignment and submit on Citlearn / (CF12, CF13, CF14, CF15, CF16, CF17)
(CF7, CF8, CF9, CF10, CF11, CF12) / Week 1 / Introduce Yourself Discussion Board Assignment with 2 posts to other classmates Introductions
Mission Statement
Go to Module One Click on Week Two and Complete the Interest Inventory assignment and submit on Citlearn
Complete the Learning Styles Inventory and Multiple Intelligences Inventory and write a Journal on how you learn and demonstrate your knowledge best.
Post a BLOG on how you plan to determine students’ learning styles and Multiple Intelligences. / CF1, CF2, CF3, CF4, CF5, Math Indicator 7 (MI 7), Science Indicator 6 (SCI 6)
CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, CF11, CF12, CF13, CF14, CF15, SCI 1, SCI 10, SSI 1 / Week 2 / Interest Inventory
Reflection Journal on your learning style and multiple intelligences
Post a BLOG describing your plan to determine students’ Learning styles and multiple intelligences
Go to Module One Click on Week Three and Complete the Readability Formulas assignment and Content Area Reading Inventory assignment and submit on Citlearn
Post a BLOG on what you learned about about reading levels of texts from the readability statistics / (CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10)
EI 1, EI 3, MI 6, SCI 1, SCI 7, SCI 8,
CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, CF11, EI 1, EI 3, MI 6, SCI 10, SSI 1 / Week 3 / Frye’s Readability Formulas:
Frye’s Readability
Raygor’s Readability
SMOG
Go to Go to Module One Click on Week Four and Complete the Content Area Reading Inventory(CARI) assignment and submit on Citlearn / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, CF11
EI 5, MI 7, MI 10, SCI 1, SCI 6, SCI 10, / Week 4 / CARI
**Catch up Week
Module One Completion / Week 5
Catch up Week: All assignments to this point must be turned in. / The following assignments should be completed:
1.Introduction of yourself on the Discussion Board with 2 posts to classmates’ introductions.
2. Mission Statement
3. Readability Formulas: Fryes Readability, Raygor, and SMOG
4. Interest Inventory
5. Reflection paper on your learning modes and intelligences
6. Descriptive plan on identifying students modes of learning and intelligences
7. CARI
MODULE 2: Building Background Knowledge and Connections to STEM Content
Go to Module Two Click on Week Six and Complete the What is STEM Literacy Discussion Board assignment and submit on Citlearn
Log on to and complete the Stewards of Children Training / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, EI 4, EI 5, EI 6, EI 7, MI 3, MI 4, MI 5, MI 6, MI 9, SCI 6, SCI 7, SCI 9 / Week 6
Online Darkness to Light Training / What is STEM Literacy?
Online Darkness to Light Training
Go to Module Two Click on Week Seven and Complete the Prereading assignment and submit on Citlearn
Share your Prereading idea with your classmates on Google Hangouts
Post a BLOG on your idea and comment on another classmate’s post. / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, EI 4, EI 5, EI 6, EI 7, MI 3, MI 4, MI 5, MI 6, MI 9, SCI 6, SCI 7, SCI 9, SSI 1, SSI 6 / Week 7 / Prereading Assignment
Go to Module Two Click on Week Eight and Complete the Bloom’s Taxonomy assignment submit on Citlearn / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, EI 1, EI 7, Mi 1, MI 3, MI 4, MI 5, MI 11, SCI 1, SCI 3, SCI 5, SCI 7, SCI 10, SSI 1 / Week 8 / Bloom’s Taxonomy Questions
Module 3: Integration of Literacy Strategies into STEM Content Areas
Go to Module 3 and Click on Week 10 to complete the Flip the Class assignment and submit on CitLearn
Post your video as an assignment / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, EI 1, EI 7, Mi 1, MI 3, MI 4, MI 5, MI 11, SCI 1, SCI 3, SCI 5, SCI 7, SCI 10, SSI 1 / Week 10 / Flipped Classroom video
Spring Break / NO CLASS / Week 11 / Have Fun!!
Go to Module 3 and Click on Week 11 to complete the Vocabulary assignment and submit on CitLearn / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, EI 1, EI 7, Mi 1, MI 3, MI 4, MI 5, MI 11, SCI 1, SCI 3, SCI 5, SCI 7, SCI 10, SSI 1 / Week 12 / Vocabulary Assignment for the flipped classroom
Go to Module 3 and Click on Week 12 to complete the Comprehension assignment and submit on CitLearn / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, EI 1, EI 7, Mi 1, MI 3, MI 4, MI 5, MI 11, SCI 1, SCI 3, SCI 5, SCI 7, SCI 10, SSI 1 / Week 13 / Comprehen-sion assignment
Go to Module 3 and Click on Week 13 to complete the Instructional technology assignment and and Resource Evaluation assignment and submit on CitLearn / CF1, CF2, CF3, CF4, CF5, EI 10, MI 8, PEI 11, SCI 7, SSI 10 / Week 14 / Power Point, Twitter,
Journal Assignment
Resource Evaluation
Go to Module 3 and Click on Week 14 to begin the Final assignment and submit on CitLearn / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, CF11, CF12, CF13, CF14, CF15 / Week 15 / Final Assignment
Go to Module 3 and Click on Week 15 to complete the Final assignment and submit on CitLearn / CF1, CF2, CF3, CF4, CF5, CF6, CF7, CF8, CF9, CF10, CF11, CF12, CF13, CF14, CF15 / Week 16 / Final Assignment

***Make 5 copies of the Resource Evaluation. Find 5 web sites regarding your unit. Evaluate the websites using the resource evaluation tool. Post the evaluations on LiveText.