SYLLABUS FOR MATHEMATICS
AND SCIENCE IN THE ELEMENTARY SCHOOL
Term: 20041
Course Number: 10485X
Instructor: Harold Arnold
E-mail:
Office Hours: Call
For Appointment
All other times by
appointment only
Course
Time: Thursday, 4:00 – 7:00
Room:
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.
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 |
|
September
2 |
Goals and Objectives, Planning/Field Trip Planning |
|
|
|
September
9 |
Field Trip |
|
|
|
September
16 |
Seminar (5 – 7) |
|
|
|
September
23 |
Field Trip |
|
|
|
September
30 |
Field Trip |
|
|
|
October
7 |
Tutor/Class: Lesson Plans |
|
|
|
October
14 |
Tutor/Class: Diagnostic
Assessment |
|
|
|
October
21 |
Seminar (5 – 7) |
|
|
|
October
28 |
Tutor/Class: Classroom Management – Skills Chart |
|
|
|
November
4 |
Tutor/Class: Teaching/Skills Chart |
|
|
|
November
11 |
Blackboard: Learning Styles and Methodology |
|
|
|
November
18 |
Seminar (5 – 7) |
|
|
|
December
2 |
Tutor/Class: Teaching/Skills Chart |
|
|
|
December
9 |
Science Project |
|
|
|
|
Assignments |
|
|
|
Tutoring |
Diagnostic Assessment |
December 9 |
100 |
|
Tutoring (Confirmation) |
December 9 |
100 |
|
|
Reflection Paper |
December 9 |
50 |
|
|
|
|
|
|
|
Field
Trips |
Hammond Environmental Center
Reflection Paper |
September 16 |
50/50 |
|
Merrillville Planetarium
Reflection Paper |
September 30 |
50/50 |
|
|
Purdue Challenger Center
Reflection Paper |
October 7 |
50/50 |
|
|
|
Request Form |
October 14 |
25 |
|
|
Permission Slip |
October 21 |
25 |
|
Science
Project |
See separate rubric |
December 9 |
200 |
|
Teaching |
15 minute Hands-on
Instruction w/ math kit |
November 4 |
50 |
|
Lesson Plans |
November 4 |
50 |
|
|
|
Math Skills Chart |
November 4 |
50 |
|
Total |
|
|
950 |
Grading
Scale:
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.