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Brian's Class Materials- FALL 2009 - SEYS 362

SEYS 362 Home

Queens College/CUNY
Education Unit
Spring 2010

 SYLLABUS

SEYS 382 - 

Section:  

 Thursday 4:30 pm to 7:00 pm

 Kiely Hall Room 115

Week 1 Week
2		 Week
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6		 Week
7		 Week
8
Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16
Week 17 Week 18





 INSTRUCTOR INFORMATION: 

Brian Murfin, Ph.D.,
Office:  Powdermaker Hall Room 150P,

Office Hours: 

Wednesday 3:00 pm to 4:00 pm
Thursday 2:00 pm to 4:00 pm
And by appointment

Please send me email to brian.murfin@qc.cuny.edu to arrange an online appointment using either:

Phone:  631 223-8311

Email:  brian.murfin@qc.cuny.edu

 A.     COURSE DESCRIPTION

 SEYS 382.  Curriculum and Assessment in Teaching Science

3 hr.; 3 cr. Coreq.: the subject-specific student teaching course from SEYS 370.4–374.4. Open only to students in teacher education programs. An examination of curriculum development and assessment for classroom teaching designed to integrate New York State Learning Standards and required testing, such as the Regents exams, into the curriculum. The course builds on the fundamental pedagogical content knowledge in specific disciplines in SEYS 360–364.  Taught in tandem with the student teaching experience to enrich the student teacher’s understanding of curriculum and assessment issues within a working classroom.

Education Unit Conceptual Framework:

This course is being offered by the Secondary Education department which is part of the Education Unit at Queens College. The Education Unit seeks to promote equity, excellence, and ethics in urban education and is committed to preparing teachers and other education professionals who will:

This course is aligned with the Education Unit’s commitment to preparing educational professionals to work in diverse urban and suburban communities. Specifically, the knowledge, skills, and dispositions that candidates will development/demonstrate at the successful completion of this course are directly linked to the Education Unit’s seven principles: 1) discipline specific competencies, 2) learning and development, 3) families and urban communities, 4) diversity, inclusion, democracy and social justice, 5) language and literacy, 6) curriculum, instruction, and assessment, and 7) technology.

B. COURSE GOALS/OBJECTIVES

    C. REQUIRED PURCHASES: TEXTBOOK(S) AND SUPPLIES

         1.  Textbook (required): None  You will not be required to purchase a textbook for this course.  Instead, each student will review a different  book from a list provided by the instructor.  Most of these books are available in the Queens College library.  

         2.  Textbook (recommended): 

         3.  Supplies and/or tools: None

    D.  WEEKLY TENTATIVE SCHEDULE

    Week 1 – 1/28/2010 – Student teaching overview, Introduction to the course

    Activities: 

    • Meet cooperating teachers, overview of student teaching and requirements
    • Visit the course web site using the Firefox web browser
    • Press Ctrl T to open up a new tab, visit the CUNY portal at www.cuny.edu, login, access our course in BlackBoard.  If your CAMS account is not working, you may need to activate it by visiting the following site:  https://cams.qc.cuny.edu/
    • Sign up for gmail, access google docs, our google group and google wave.  Email your gmail and qc addresses to qcscied@gmail.com and I will then create a class mailing list and google group.
    • Sign up for QC Science Education Space 
    • Complete Pre-Course Survey
    • Introduce self on Discussion Board in BlackBoard
Week 2 – 2/4/2010 – Getting to know your students

Week 3– 2/11/2010 – Becoming familiar with the classroom learning environment

Assignment #1 due  Activities:
  • Weekly update:  successes, challenges
  • Describe your science classroom environment
Readings and Extension activities:
Useful Links:
Week 4 – 2/18/2010 – NO CLASS - Classes follow a Monday schedule

Week 5 – 2/25/2010 – New York State Learning Standards, New York State Science Curricula

Assignment #2 due

Activities: Week 6 – 3/4/2010 – Required assessments in New York State, Assessment Issues
      1. What assessments are required by NYS?
      2. What are some of the issues associated with the required assessments?
      3. What strategies can you use to meet the required assessment
      4. How might you adapt your teaching to address the assessment issues you raised
Useful Links: Week 7  – 3/11/2010 -Using Alternative Assessment in Science classes

Activities:
  • Weekly update:  successes, challenges
  • Describe some examples of alternative assessment you have used in your class
  • Brainstorm ideas for alternative assessment for topics you will be teaching this semester.  Post your alternative assessments on wikispaces.com.  Make sure to indicate the topic that your assessment is linked to.
  • Practice with ScienceMOO for online class next week.
Week 8 – 3/18/2010 – Online Class

    Tonight's class will take place in ScienceMOO.  

      Activities:

  1. Online class - Set up an online resource for your students.  This could be a web site, blog, wiki, or twitter feed or come other Web 2.0 tool.  Your online resource should help your students review a science topic in an interesting and fun way.  

  2. Weekly update:  successes, challenges
  3. Select your online tool, sign up for account
  4. Plan, set goals, decide on approach
  5. Create content
  6. Post url on Discussion Board in BlackBoard.
  7. Get feedback from colleagues
  8. Pilot test with students
Week 9 – 3/25/2010 –  Setting up your digital portfolio

      Class activities:

  1. Weekly update:  successes, challenges
  2. Sign up to for a free NSTA account to create a portfolio and Professional Development plan. Begin to assemble a copy of your digital portfolio using labeled files and folders and burn on a DVD.

      3. Read the following:

      Useful links:

  3. Electronic Portfolios: Students, Teachers, and Life Long Learners
  4. Electronic portfolios
  5. Examples of WWW-compatible electronic portfolios
  6. What is a digital portfolio?
  7. How to create a digital portfolio
Week 10 – 4/1/2010 – NO CLASS - Spring Recess

Week 11 – 4/8/2010 –  Continue Working on Digital Portfolio and Review Projects

              • Post project progress report on the discussion board in Blackboard
              • Introduction to Google Sites
              • Use Google Sites http://sites.google.com to set up another version of your portfolio.  You may also want to use Google sites for your project.
              • Weekly update:  successes, challenges
              • Post update on your progress on your Review Project
Assignment 3 due 

Week 12 – 4/15/2010 -  Motivating students to learn science Activities: Readings:

 Week 13 – 4/22/2010 – NO CLASS - Please Work on Digital Portolio and Review Projects

Activities:

Reading:  Fostering Science Learning in Diverse Urban Settings by Ken Tobin (Link in BlackBoard documents)

Week 14 – 4/29/2010 -Science teaching in urban schools - Joys and Challenges
Activities: Useful Links:
Reading:

Week 15 – 5/6/2010 –  NYS Certification, Questions and Answers, Professional DevelopmentActivities:

Useful links:

Readings and Extension activities:

Week 16 – 5/13/2010 - >Interviews, Resumes,  and Getting a Teaching Job

Activities:

 Useful links:
 Making Science Fun
Please complete the course evaluation before the last week

Assignment 5 Due 

Week 17– 5/20/2010 – FINAL EXAMINATIONS - Presentations of Projects

Assignment 6 Due

Week 18 – 5/27/2010 – NO CLASSES - COMMENCEMENT

ASSIGNMENTS, DUE DATES, AND GRADING PLAN

Procedure for submitting assignments:

 1)  All assignments that include text:

2)  If your assignment is on the web, post the url on the Discussion Board in BlackBoard.  iIf your assignment is in the form of an audio, video or image, attach the file to a posting on the discussion board in BlackBoard.

Assignment Description

Due Date

Possible Points

Assignment 1 –  Write a short desription of the school, the community, the student body and the faculty.  

2/11/2010

20 (5 points each)

Assignment 2 – Describe in detail the classroom learning environment where you are student teaching. (Physical environment, students, teacher, class rules, contracts, atmosphere, textbooks, review books, other)

2/25/2010

40 points

Assignment 3 –  Interview with your cooperating teacher or other experienced science teacher, For the class you are teaching, interview (If you can, you might want to try out http://wetoku.com/ to record the interview) your cooperating teacher and

4/8/2010

20 (10 points for questions, 10 points for transcript, video or audio file)

Assignment 4 – Weekly updates on successes, positive events, and challenges (Post before or during Thursday class) (These can be video, audio or text postings)

Due weekly

10 points for each post for a total of 100 points

Assignment 5 –  Action Research Project - Goal:  improve student performance on a required assessment .  Procedure:   Design an Exam Review aid - create an original game, poster, model, video, activity, contest, etc. that will help students review for a required assessment such as the Regents exam.  Test out your exam review aid with your students.

5/13/2010

100 points for activity

10 points for presentation

Assignment 6 –  Digital portfolio of examples of your work.  Sign up to for a free account to create a portfolio and Professional Development plan. Assemble a copy of your digital portfolio using labeled files and folders and burn on a DVD.

5/20/2010

100 points

Participation – Active participation in all class activities. 

 

20

F.  FIELDWORK REQUIREMENTS - None

G.  CUNY POLICY ON ACADEMIC INTEGRITY
Academic Dishonesty is prohibited in The City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion as provided at: 

      http://qcpages.qc.cuny.edu/provost/policies/index.html

 H. ADA Statement
Students with disabilities needing academic accommodation should:  (1) register with and provide documentation to the Special Services Office, Kiely 171; (2) bring a letter to the
instructor indicating the need for accommodation and what type.  This should be done
during the first week of class.  For more information about services available to Queens students contact:  Dr. Mirian Detres-Hickey, Special Services Office; 171 Kiely Hall; 718 997-5870 (8:00 a.m. to 5:00 p.m.).  E-mail address:  mdetres@yahoo.com or to mirian.detreshicky@qc.cuny.edu

I.   USE OF STUDENT WORK
All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department.  For these purposes, samples of students’ work  are made available to those professionals conducting the review.  Student anonymity is 
assured under these circumstances.  If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class.  Your cooperation is greatly appreciated.

J.  ADDITIONAL INFORMATION

K. RECENT BIBLIOGRAPHY

Atkin, J., & National Research Council (U.S.). (2001). Classroom assessment and the National Science Education Standards. Washington  DC: National Academy Press.

Benchmarks Online ~ Project 2061 ~ AAAS. (n.d.). . Retrieved January 26, 2010, from http://www.project2061.org/publications/bsl/online/index.php?intro=true

Bransford, J. (2000). How people learn brain, mind, experience, and school. Washington, D.C. :: National Academy Press,

Bybee, R. W., Ed. 2002. Learning Science and the Science of Learning: Science Educators' Essay Collection. Arlington, VA: NSTA Press.

Center for Science, Mathematics, and Engineering Education. Committee on Development of an Adddendum to the National Science Education Standards on Scientific Inquiry. (2000). Inquiry and the national science education standards : a guide for teaching and learning. Washington  D.C.: National Academy Press.

Committee on Prospering in the Global Economy of the 21st Century (U.S.);Committee on Science, Engineering, and Public Policy (U.S.). (2007). Rising above the gathering storm : energizing and employing America for a brighter economic future. Washington  D.C.: National Academies Press.

Curwin, R., and A. Mendler. 1988. Discipline with Dignity. Alexandria, VA. Association for Supervision and Curriculum Development.

Duschl, R., & National Research Council (U.S.).;National Research Council (U.S.).;National Research Council (U.S.). (2007). Taking science to school : learning and teaching science in grades K-8. Washington  D.C.: National Academies Press.

Fulfilling the promise : biology education in the nation's schools. (1990). . Washington: Natl Academy Press.

Glasser, R. 1989. Building Classroom Discipline. N.Y: Longman, Inc.

Glasser, W. 1998. The Quality School and The Quality School Teacher. NY: HarperCollins.

Gollub, J., & National Research Council (U.S.).;National Research Council (U.S.). (2002). Learning and understanding : improving advanced study of mathematics and science in U.S. high schools. Washington  DC: National Academy Press.

Keeley, P., F., Eberle, and J. Tugel. 2007. Uncovering Student Ideas in Science: 25 More Formative Assessment Probes, Volume 2. Arlington, VA: NSTA Press.

Kwan, T., and J. Texley. 2003. Inquiring Safely: A Guide for Middle School Teachers. Arlington, VA : NSTA Press.

Kwan, T., J. Texley, and J. Summers. 2004. Investigating Safely: A Guide for High School Teachers. Arlington, VA: NSTA Press.

Michaels, S., & National Research Council (U.S.). (2008). Ready, set, science! : putting research to work in K-8 science classrooms. Washington  D.C.: National Academies Press.

National Academy of Sciences (U.S.). (1998). Teaching about evolution and the nature of science. Washington  DC: National Academy Press.

National Academy of Sciences (U.S.);Institute of Medicine (U.S.). (2008). Science, evolution, and creationism. Washington  D.C.: National Academies Press.

National Research Council (U.S.). (1996). National Science Education Standards : observe, interact, change, learn. Washington  DC: National Academy Press.

National Research Council (U.S.). (2004). Engaging schools : fostering high school students' motivation to learn. Washington  D.C.: National Academies Press.

Olson, S. (2009). Strengthening high school chemistry education through teacher outreach programs : a workshop summary to the chemical sciences roundtable. Washington  D.C.: National Academies Press.

Pellegrino, J., & National Research Council (U.S.). (2001). Knowing what students know : the science and design of educational assessment. Washington  DC: National Academy Press.

Resources for teaching middle school science. (1998). . Washington  DC: National Academy Press.

Rising Above the Gathering Storm Two Years Later: Accelerating Progress Toward a Brighter Economic Future. Summary of a Convocation. (n.d.). . Retrieved January 25, 2010, from http://www.nap.edu/catalog.php?record_id=12537

Roberts, D., C. Bove, and E.H. van Zee. (Eds). 2007. Teacher Research: Stories of Learning and Growing. Arlington, VA: NSTA Press.

Rosen, W., & National Research Council (U.S.). (1989). High-school biology : today and tomorrow. Washington  D.C.: National Academy Press.

Singer, S., & National Research Council (U.S.). (2006). America's lab report : investigations in high school science. Washington  DC: National Academies Press.

Sprick, R. 1985. Discipline in the Secondary Classroom. West Nyack, N.Y.: Center for Applied Research.

Tauber, R. T. 1990. Classroom Management from A to Z. Chicago: Holt, Rinehart and Winston.

What is the influence of the national science education standards? reviewing the evidence : a workshop summary. (2004). . Washington: Natl Academy Press.

Wilson, M., & National Research Council (U.S.). (2006). Systems for state science assessment. Washington  DC: National Academies Press.

Wong, H. K., Wong, R. T. 2004. The First Days Of School: How To Be An Effective Teacher. Mountain View , CA : Harry K. Wong Publications, INC.