SYLLABUS FOR MATHEMATICS AND SCIENCE IN THE ELEMENTARY SCHOOL

 

 

Term:  2004-1

Course Number: 10485-3/C

Instructor:   Joi F. Patterson, Ph.D.

Office:  Room # 300

Office Phone:  473-4293

E-mail:  jpatterson@ccsj.edu

 

Office Hours:      Call For Appointment

All other times by appointment only

 

Course Time:              Monday - Thursday, 8:00 – Noon

Room:                          308

 

Course Description:

This course explores techniques and strategies for teaching math and science and studies curricula of elementary schools.  Classroom management, instructional materials, and evaluation of educational processes are discussed. 

Field experiences required.

 

Prerequisites: 

EDU 100, 200, 300, 311, and 342

 

Textbooks:

Math Kit

 

Course Objectives:

Students should be able to do the following as a result of participating in this course:

 

 

Class Assignment/Assessment:

 

Class Dates

Topics

Due

Points

November 8

Goals and Objectives, Planning

 

 

November 9

Field Trip:  Merrillville Planetarium (9:00)

 

 

November 10

Teaching Methods/Classroom Management/Skills Chart

 

 

November 11

Team Teaching/Tutoring

 

 

November 15

Teaching:  Math Lesson

 

 

November 16

Field Trip: Hammond Environmental Center (8:00)

 

 

November 17

Seminar/Reflection

 

 

November 18

Team Teaching/Tutoring

 

 

November 22

Science Projects

 

 

November 23

Field Trip:  Challenger Learning Center (8:00)

 

 

 

Seminar (5 – 7)

 

 

 

Tutor/Class:  Teaching/Skills Chart

 

 

 

 

 

 

 
Assignments

 

 

Tutoring

Team Teaching

 

100

Field Supervisor Evaluation

 

100

Reflection Paper

 

50

 

 

 

Field Trips

Hammond Environmental Center Reflection Paper

 

50/50

Merrillville Planetarium Reflection Paper

 

50/50

Purdue Challenger Center Reflection Paper

 

50/50

 

Request Form

 

25

 

Permission Slip

 

25

Science Project

See separate rubric

 

200

Teaching

15 minute Hands-on Instruction w/ math kit

 

50

Lesson Plans

 

50

 

Math Skills Chart

 

50

Total

 

 

950

 

 

 

Grading Scale:

 

A: 90 – 100%; B: 80 – 89%; C: 70 – 79%; D: 60 – 69%

 

 

 

Portfolio:

As of the 1996-97 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course.  This portfolio should contain examples of professional development from various courses and activities.  Many of the projects connected with this course would make appropriate additions to such a portfolio.

 

 

 

Format for Written Assignments:

The professional Education and Psychology communities have adopted the standards delineated in the Publication Manual of the American Psychological Association.  The current work is the Fourth Edition, 1994, available in the bookstore and the library. Plagiarism is a serious unprofessional practice.  Please consult the CCSJ Student Handbook as well as the APA Publication Manual for a) a description of plagiarism and b) how to avoid it.

 

 

 

 

Interstate New Teacher Assessment and

Support Consortium (INTASC) Principles

The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact

Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

 

This course will cover INTASC Principles 1 - 10

 Principle #1:           

The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2:            

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3:            

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4:            

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle #5:               

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principal #6:                 

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7:            

The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Principle #8:            

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9:            

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10:           

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

  Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

 

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.).  All of these guidelines are available in the Calumet College of St. Joseph library or bookstore.  These texts outline how to cite references from a variety of sources, including electronic media.

 

 

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

 

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a

course without written permission automatically incurs an "F" grade for the course (see

Refund Schedule).

Attendance Policy:

Students are expected to be on time and attend everyday.  Students 30 minutes late or more will be considered absent.  Each absent will reduce participation by 50 points.  In the event of emergency students should contact Dr. Patterson via email or telephone before class.  Students are responsible for all work.