GEOL and CHEM 301: The Interdisciplinary Science Teacher

Announcement: CHEM and GEOL 301 will meet per the schedule. You will be receiving an email via sharepoint from Dr. Judy Cox-Henderson on what to do about missing the ILAS 301 session. (You will be given a waiver.)

Geology 301 and Chemistry 301: The Interdisciplinary Science Teacher (1 hr)

Catalog Description: A seminar on the role of a science teacher in an inter-disciplinary and/or integrated science class and how a science curriculum is designed based on state and national standards. Includes special attention to skills that all science teachers must possess regardless of specific discipline. These skills would include knowing how to apply the following topics in ways that are appropriate to the age and development of the students in a classroom; SAFETY procedures, classroom management, designing and conducting demonstrations, experiments, performance assessments, differentiated curriculum and uses of technology. CREQ: ILAS 301, Interdisciplinary Methods I.

Directly addresses INTASC #1, #2, #3, #5, #7, #8, #10 NSTA #1, #2, #3, #5, #6, #7, #8, #9, ISBE CORE TEACHING #1, #2, #3, #4, #5, #6, #7, #8, #9, #11, ISBE TECHNOLOGY CORE #2, #3, #4, #6, #7, #8, #9

This is a one-semester course taken after the student has completed Geology or Chemistry 201 and at the same time as ILAS 301 and Interdisciplinary Methods. The students will meet a total of seven times for 2 - hour sessions. Additional non-class time (amounting to approximately 10-15 hours) will be spent doing research and commenting on abservations made suring ILAS 301. The class will meet on irregular Mondays from 4:00 to 6:00 pm. There is a one hour MANDATORY organizational meeting on Monday Jan. 14, 2008 from 5-6 pm. Some of you will be required to leave your school orientation 15 minutes early. Dr. Cox-Henderson is aware of this. The regularly scheduled meeting dates are Feb 11, Feb. 25, Mar 17, Mar 31, April 7, April 21, and May 5. Class meetings will be held in Davis Hall 309 unless noted otherwise.

The goals of this course will be to:

Provide students with a chance to discuss the various curriculum designs and teaching strategies they have observed and how use of different designs and strategies can meet the needs of all students.
Provide students with exposure to some of the specific skills necessary to the science teacher.
Provide students with a better understanding of the role of the science teacher in an interdisciplinary/integrated science setting.
Provide students with the ability to share their knowledge and understanding through participation in meaningful discussions about the role of the teacher.

Each class period will be student-centered, and will include the following items:

Discussion of either observations made during ILAS 301 or the role of the professional educator.
Activities.
Faculty lead examination of the various roles of the professional science teacher.

Non-class periods will require the following activities

Reading assigned materials
Reflection Papers
Reflective writing in journals
Updating of portfolios
Participation in professional science education Listservs
Updating of resource files (may be part of portfolio)
Completion of observation assignments

Students will be assessed by both the course instructor and by peers with the use of rubrics for all in-course activities, and will perform regular written self-assessments.

Students will be assessed on the reflections they write that addresses how to apply a teaching standard in the science classroom.
Students will record classroom observations in a journal and include reflections on those observations.
Students will cooperatively design interdisciplinary units that include appropriate assessment activities
Students will cooperatively design integrated science units that include appropriate assessment activities
Students will also be assessed on a resource file they will construct on outstanding teaching ideas they observe that demonstrate specific standards.
Students will continue constructing their electronic portfolios. Materials from this course (e.g., reflective writing, major assignments, resource files) will be added to the portfolio. Assessment of the portfolio will be performed on a continuing basis by both the student and the Appropriate Discipline Coordinator.

In this course, as in other Science Teacher Education courses, emphasis will be placed on student assessment-as-learning strategies. That is, assessments of student performance will be used not only to assign grades, but also to improve student performance. Most assignments will be graded on a "satisfactory" versus "unsatisfactory" basis. Unsatisfactory work will be returned to the student for improvement. Appropriate revision and resubmission of "unsatisfactory" course projects can improve a student's grade, so long as all deadlines are met. Satisfactory is based on the higher 80% standard which is the portfolio level requirement.

Objective	Source of Course Objective
(1) Lead discussions of assigned readings and listserv participation in a way that reflects reverence for learning and seriousness of personal and professional purpose.	NSTA # 1 - Content of Science NSTA # 5 - Skills of Teaching NSTA#10 - Professional Practice
(2) Demonstrate an awareness of the varying needs of diverse student populations.	INTASC #2, #3, #4, #8, NSTA #5, #9, ISBE #2, #3, #4, #8, #10, ISBE Core Language Arts #1, #3, ISBE Technology Core #3
(3) Display an understanding of how science teaching standards are applied in science classroom.	NSTA #1, #2, #3, #4, #5, #6, #7, #8, #9
(4) Design assessment activities for use in the science classroom	INTASC #8, #9, NSTA #8
(5) Contribute positively to a teaching team in the design of interdisciplinary and integrative curriculum.	INTASC #1, #4, #9, #10, NSTA #10
(6) Evaluate the learning environment at a number of schools to determine if they meet standards	INTASC #3, #5, NSTA #9
(7) Actively and meaningfully participate in all class sessions (demonstrating selected science teaching standards), discussions, and other activities by contributing ideas that reflect more than a recitation of material read.	NSTA # 3 - Inquiry

As a result of this course and in combination with Methods I and ILAS 301, the student will demonstrate the ability to:

design teaching activities to match the needs of learners
design an integrated science course
design different forms of assessment corresponding to specific goals
evaluate and manage a safe classroom
participate in a professional science teaching community
understand their own learning styles so they are more aware of those of their students.

Session	Written Assignment	Observation assignment
Session #1: Middle School Philosophy and Methods Activities: KWHL activity on middle school philosophy Learning Styles Activities Excellent website for education statistics Article about this website Student teaching application documents: 1. Instructions 2. Application 3. School Preferences	Evaluation of the Middle School Philosophy IPTS #4O, 6D, 9H, 9I, 9J Begin annotated bibliography for 301 links. MS Questions Learning Styles	Observation - Part 1
Session #2: The Curriculum and Science Textbooks Activities: Discussion of textbooks and textbook selection Learning styles presentations Article on middle school textbooks Study itself NSTA url	Evaluation of a textbook for a science curriculum IPTS #12E Join a listserv	Observation - Part 2
Session #3: Addressing the needs of all students in the science classroom Brief meeting for textbook eval Neuroplasticity and Modifying lessons	Matching teaching styles to learning styles Modifying lessons: Differentiation Styles	Observation - Part 3
Session #4: Introduction to teaching/assessment strategies (see Methods I powerpoint as a reminder) Assessment: Designing rubrics Activities: Design of assessments based on Bloom's taxonomy Presentation of Textbook Eval Due	Evaluation of different assessment strategies Assessment Activity	Observation - Part 4
Session #5: Management techniques of the SAFE science classroom (storeroom, equipment, live specimens) Presentation of Differentiated Style Mini-lesson Due Assessment Assn. Due Activities: Factors affecting environment, Practice evaluation of environment, Survey of a science classroom	Annotated Biblio on assessment Annotated Biblio on Classroom Management Redo assessment activity.	Observation - Part 5
Session #6: Classroom Management Reflection on Differentiated Style Lesson Due Observations and Common Core Due	Community support assn.	Work on portfolio.
Session #7: Relations with the Community Turn in Portfolio Community Support Letter Due	Review Portfolios and Support Letters	None! Woohoo! You are done!

Common Core Assignments

Each semester, as part of their clinical course requirements, students are required to show progress on the following ongoing assignments.