Teaching Science in the Elementary School

Conceptual Framework Overview

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

• Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
• Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
• Diverse Learners - GWCOE recognize the value and challenges of individual differences:
• Reflection - GWCOE engage in individual and group reflection to improve practice.
• Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
• Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
• Professional Development - GWCOE actively engage in continuous learning and professional development.
• Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
• Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
• Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
• Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.

Course Objectives

• Learners are able to describe learning and thinking in elementary and middle school science.
• Learners will be able to develop curriculum and use effective instructional planning skills.
• Learners will be able to develop appropriate assessment tools to assess students learning.
• Learners will be able to use assessment data to design appropriate learning activities.
• Learners will be able to develop lesson plans/units that involve students in an active learning environment.
• Learners will be able to develop and implement effective teaching strategies.
• Learners will be able to develop lesson plans/units that incorporate national standards in science and technology applications.
• Learners will be able to develop lesson plans/units that incorporate state standards in science and technology applications.
• Learners will be able to develop and implement learning environments that utilize various teaching/learning strategies.
• Learners will be able to develop learning activities that involve the infusion of technology.

One measure of your success in the course will be determined by your success in demonstrating your knowledge of the skills and tools necessary to be an effective educator. 

As you complete the assignments for this class, you will demonstrate skills from the following five categories:

• Planning and Preparation- demonstrate knowledge of content and pedagogy; demonstrate knowledge of students; select instructional goals; demonstrate knowledge of resources; design coherent instruction; assess student learning
• Classroom Environment- establish a culture for learning
• Instruction- communicate clearly and accurately; use questioning and discussion techniques; engage students in learning; provide feedback to students; demonstrate flexibility and responsiveness
• Professional Development- Reflect on teaching; show professionalism; contribute to the school and/or
• Technology Integration- demonstrate the use of technology in the learning/teaching process.

These are specific course requirements which are aligned to the preceding general categories.

Lesson Plan and Reflection

• 1 teaching lesson plan
• 1 reflection

Class projects, assignments, etc.(650 points)

• Science Scope and Sequence
• Class Teaching Lesson
• Lesson Presentation Reflection
• Class Participation (Present & actively participating displaying a professional disposition)
• Quizzes
• Final

Other including technology

• Option: Instructional PowerPoint or other as determined by candidate and professor)
• Peer Review

Internship

• Mentor feedback
• Instructor observation

Lesson Plan and Reflection (130 points)

• 1 teaching lesson plan (100 points)
• 1 reflection (30 points)

Class projects, assignments, etc.(650 points)

• Science Scope and Sequence (150 points)
• Class Teaching Lesson (140 points)
• Lesson Presentation Reflection (30 points)
• Class Participation (150 points) (Present & actively participating displaying a professional disposition)
• Quizzes (80 points)
• Final (100 points)

Other including technology(120 points)

• Option: Instructional PowerPoint or other as determined by candidate and professor (70 points)
• Peer Review (50 points) 

Internship (100 points)

• Mentor feedback (10 points)
• Instructor observation (90 points)

Total Points (1000 points)

Grade

• 900-1000 Points       A
• 800-899 Points         B
• 700-799 Points         C
• 600-699 Points         D
• 599 or less Points    F

Most assignments are submitted through a hard copy; however, there are a limited number of assignments turned in through WebCT.  These are specifically identified by the professor during class.

Note: A quiz or major test missed will be made up with the points from the next assessment of similar point value. There will be no assessment made up and if it is the last quiz of the semester the option is zero points or a 1 page referenced paper on the topic assessed.

There is a ten percent point reduction in assignment grade for each class period an assignment is late.

Professional teachers are dependable, reliable, and responsible.  Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class.  Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously.  Three late arrivals to class or internship will constitute one absence. Candidates will receive no reduction for the 1^st absence; a reduction of 30 points from the final grade for the 2^nd absence; and an additional reduction of 80 points from the final grade for the 3^rd absence.  Any absences beyond 3 will demonstrate the candidate’s lack of professional responsibility and may result in the candidate being dropped from the course.  It is the candidate’s responsibility to make up any missed work.  An absence during internship will follow the same criteria and will also be made up on another day that works with your mentor’s schedule.

Professionalism /Disposition

As part of your preparation for becoming a teacher, you will be expected to act in a professional manner.  This includes:

Internship Experience: Throughout your internship experience ask your mentor teacher to give you some constructive feedback to lessons taught and/or planned.  Use this information to make changes in the remaining lessons.  Always conduct yourself in a professional manner. Any missed field experience days will be made up on a different day of the week and will be coordinated with the mentor teacher.

Participation:It's not just enough to show up!  Be prepared.  Participate in class discussions and activities by making meaningful, thoughtful contributions.  Be sure you don't monopolize discussions; actively include other class members.  You must read all readings when assigned.

Attitude:Demonstrate the following dispositions essential for learning: 

• curiosity (ask questions, look for additional information, probe, reflect); 
• flexibility (take alternate points of view, venture new ideas; be open-minded and playful);
• organization (plan ahead); 
• patience (take time to reason, be persistent in efforts); 
• risk-taking (try things beyond current repertoire);
• care/passion (invest in ideas/process/product).

Be aware of how your attitude is conveyed to others (body language, conversation, neatness and completeness of work, willingness to assist and contribute, etc.).  A sense of humor and ability to be flexible are crucial!

Preparation:Complete all assigned readings before class and be ready to fully participate in class activities.  Complete written assignments on time.

Respect: Be considerate of others.  Do not talk while others are talking; do not use foul language; behave in an ethical manner.  Remember we are guests in the Burkburnett Independent School District.

Professional Development:Remember that teaching requires a commitment to continual learning.  Demonstrate your eagerness to learn outside of the classroom by reading professional journals and attending professional meetings when possible.

Disability Support

As the faculty of the West College of Education, we are dedicated to helping meet the needs of our students with disabilities and are eager to provide the accommodations to which such students are entitled.  If you have a documented disability and are registered with the Office of Disability, please let your instructor know to expect a letter from that office describing the accommodations to which you are entitled.  If you have a documented disability but are not registered with the Office of Disability, please contact that office immediately to register.