Ambitious Science Teaching Video Series
https://ambitiousscienceteaching.org/video-series/
Exploratorium Science Teaching Videos
https://www.exploratorium.edu/video/subjects
Carolina Biological Teacher Resources
https://www.carolina.com/teacher-resources/Video/phenomena-video-gallery/tr48120.tr
PBS Learning Media
https://mass.pbslearningmedia.org/
https://ambitiousscienceteaching.org/video-series/
Exploratorium Science Teaching Videos
https://www.exploratorium.edu/video/subjects
Carolina Biological Teacher Resources
https://www.carolina.com/teacher-resources/Video/phenomena-video-gallery/tr48120.tr
PBS Learning Media
https://mass.pbslearningmedia.org/
EDU 6673-OL Middle and Secondary School Methods in Science Education
Semester Syllabus
Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the student’s responsibility to check Blackboard for corrections or updates to the syllabus. Any changes will be clearly noted in a course announcement or through email.
Instructor Information
Instructor: Name
Office: Location
Virtual Office Hours: (Note: if online, explain how to access)
Office Telephone: Phone Number
E-mail: E-mail address (Note: specify your preferred contact)
Course Information
Course Description: Enter catalog description.
Credits: number of credits
Prerequisite: Enter prerequisite information.
GEP: (Area if Applicable) Enter if applicable or remove this heading. Note: General Education Program courses should display the area they fulfill.
Expected Instructor Response Times
Textbook & Course Materials
Required Texts:
Recommended Videos, Texts & Other Readings:
Course Technology Requirements
Course Structure
This course will be delivered entirely online through the Blackboard learning management system.
Expected Tasks
In this course you will be expected to complete the following types of tasks:
Technical Assistance
If you need technical assistance at any time during the course or to report a problem with Blackboard you can:
Course Learning Outcomes
This course offers an analysis and practical look at the most effective methods of planning and teaching science in a Grade 6-12 classroom. The major emphasis of the course is the development of a subject-area instructional unit appropriate to candidate’s teaching situation (urban, suburban, or rural) that will include activities and strategies in such areas as cross-curricular, differentiated instruction, cooperative learning, integration and indirect teaching methods.
This course also highlights the vision for K-12 science education as described in the Massachusetts Science and Technology/Engineering Frameworks, as well the Next Generation Science Standards (NGSS).
Microteaching instructional experiences in science will mirror NGSS strategies as well as focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Science and Technology/Engineering Curriculum Frameworks
Semester Syllabus
Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the student’s responsibility to check Blackboard for corrections or updates to the syllabus. Any changes will be clearly noted in a course announcement or through email.
Instructor Information
Instructor: Name
Office: Location
Virtual Office Hours: (Note: if online, explain how to access)
Office Telephone: Phone Number
E-mail: E-mail address (Note: specify your preferred contact)
Course Information
Course Description: Enter catalog description.
Credits: number of credits
Prerequisite: Enter prerequisite information.
GEP: (Area if Applicable) Enter if applicable or remove this heading. Note: General Education Program courses should display the area they fulfill.
Expected Instructor Response Times
- I will attempt to respond to student emails within 24 hours. If you have not received a reply from me within 24 hours please resend your email.
- ***If you have a general course question (not confidential or personal in nature), please post it to the Course Q&A Discussion Forum found on the course homepage. I will post answers to all general questions there so that all students can view them. Students are encouraged to answer each other's questions too.
- I will attempt to reply to and assess student discussion posts within 48 hours of discussions closing.
- I will attempt to grade written work within 72 hours, however longer written assignments may take me longer to read and assess.
Textbook & Course Materials
Required Texts:
- Massachusetts Frameworks; including Science and Technology, Mathematics, and English Language Arts http://www.doe.mass.edu/frameworks/current.html
- Next Generation Science Standards https://www.nextgenscience.org/
- Duckworth, Eleanor, The Having of Wonderful Ideas and Other Essays on Teaching and Learning; https://www.amazon.com/Having-Wonderful-Essays-Teaching-Learning/dp/0807747300
- National Research Council, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
Recommended Videos, Texts & Other Readings:
- Daniel Pink: Drive: The surprising truth about what motivates us https://youtu.be/u6XAPnuFjJc
- The Teacher’s Toolkit http://www.theteachertoolkit.com/index.php/tool/all-tools
- Bernie Zubrowski- Pedagogical Perspectives on Science Education https://www.coursera.org/lecture/tinkering-motion-mechanisms/pedagogical-perspective-bernie-zubrowski-NQcSJ
- Eric Mazur, Peer Instruction https://www.youtube.com/watch?v=wont2v_LZ1E
- Educational Innovators: http://steamcurriculum.weebly.com/educational-thinkers.html
- Coursera/High Tech High: How to Teach Us https://www.coursera.org/learn/how-to-teach-us
- Video: A Private Universe, Philip Sadler https://vimeo.com/113349804
- For the Love of Physics https://youtu.be/39vgSvnelNI
- How to Kill Curiosity in 12 Easy Steps https://www.teachthought.com/learning/how-to-kill-a-learners-curiosity-in-12-easy-steps/
Course Technology Requirements
- Laptop Computer or Chromebook with Webcam and Microphone
- Printer
- Blackboard Account
- LiveText Account
Course Structure
This course will be delivered entirely online through the Blackboard learning management system.
Expected Tasks
In this course you will be expected to complete the following types of tasks:
- Read documents online
- View online videos
- Download and upload documents to the Blackboard LMS
- Participate in online discussions
- Upload documents through LiveText
- Communicate via email
- Complete basic internet searches
- Complete quizzes/tests online
- Participate in synchronous online discussions using Zoom Meeting.
Technical Assistance
If you need technical assistance at any time during the course or to report a problem with Blackboard you can:
- Visit with a Student Technology Tutor
- Seek assistance from the IT Service Desk (Formerly HELP Desk)
- IT Service Desk Phone:
- IT Service Desk Email:
Course Learning Outcomes
This course offers an analysis and practical look at the most effective methods of planning and teaching science in a Grade 6-12 classroom. The major emphasis of the course is the development of a subject-area instructional unit appropriate to candidate’s teaching situation (urban, suburban, or rural) that will include activities and strategies in such areas as cross-curricular, differentiated instruction, cooperative learning, integration and indirect teaching methods.
This course also highlights the vision for K-12 science education as described in the Massachusetts Science and Technology/Engineering Frameworks, as well the Next Generation Science Standards (NGSS).
Microteaching instructional experiences in science will mirror NGSS strategies as well as focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Science and Technology/Engineering Curriculum Frameworks
AIC Course Policies
1. Candidates are expected to attend and participate in all weekly online class sessions and discussions.
2. Avoid the use of specific names of students, teachers or schools during class discussions. Please respect the confidentiality of others who may choose to share information about themselves, their schools or their students.
3. Plagiarism in any form will not be tolerated. Candidates agree that by taking this course all papers will be subject to plagiarism checks through SafeAssign and such.
4. American International College (the “College”) recognizes that individuals with disabilities are an important part of the campus community. The College complies with Section 504 of the Rehabilitation Act of 1973 (“Section 504”) and Title II of the Americans with Disabilities Act of 1990 (the “ADA”). The College prohibits discrimination on the basis of disability and is committed to providing equal educational opportunity to qualified individuals with disabilities in accordance with the law. Individuals with disabilities who need appropriate academic adjustments or reasonable accommodations must contact Jennifer Smolinski, [email protected], to request such accommodations.
5. All work must be submitted on time, be the candidate’s own original work, be completed specifically for this course, and not be part of any other class assignment. Assignments are due on the assigned date; late assignments will receive a full letter grade reduction.
Course Requirements:
1. Blackboard Expectations - All assignments will be submitted through Blackboard.
2. Communication Expectations - All communications must be through AIC Outlook E-Mail.
3. APA Expectations - All academic papers must follow the current APA format.
4. The Benchmark Assignment for this course must be submitted through LiveText by the student.
Netiquette Guidelines
Netiquette is a set of rules for behaving properly online. Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
You are encouraged to comment, question, or critique an idea but you are not to attack an individual. Working as a community of learners, we can build a polite and respectful course community.
The following netiquette tips will enhance the learning experience for everyone in the course:
Adapted from:
Mintu-Wimsatt, A., Kernek, C., & Lozada, H. R. (2010). Netiquette: Make it part of your syllabus. Journal of Online Learning and Teaching, 6(1). Retrieved from http://jolt.merlot.org/vol6no1/mintu-wimsatt_0310.htm
Shea, V. (1994). Netiquette. Albion.com. Retrieved from: http://www.albion.com/netiquette/book/
1. Candidates are expected to attend and participate in all weekly online class sessions and discussions.
2. Avoid the use of specific names of students, teachers or schools during class discussions. Please respect the confidentiality of others who may choose to share information about themselves, their schools or their students.
3. Plagiarism in any form will not be tolerated. Candidates agree that by taking this course all papers will be subject to plagiarism checks through SafeAssign and such.
4. American International College (the “College”) recognizes that individuals with disabilities are an important part of the campus community. The College complies with Section 504 of the Rehabilitation Act of 1973 (“Section 504”) and Title II of the Americans with Disabilities Act of 1990 (the “ADA”). The College prohibits discrimination on the basis of disability and is committed to providing equal educational opportunity to qualified individuals with disabilities in accordance with the law. Individuals with disabilities who need appropriate academic adjustments or reasonable accommodations must contact Jennifer Smolinski, [email protected], to request such accommodations.
5. All work must be submitted on time, be the candidate’s own original work, be completed specifically for this course, and not be part of any other class assignment. Assignments are due on the assigned date; late assignments will receive a full letter grade reduction.
Course Requirements:
1. Blackboard Expectations - All assignments will be submitted through Blackboard.
2. Communication Expectations - All communications must be through AIC Outlook E-Mail.
3. APA Expectations - All academic papers must follow the current APA format.
4. The Benchmark Assignment for this course must be submitted through LiveText by the student.
Netiquette Guidelines
Netiquette is a set of rules for behaving properly online. Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
You are encouraged to comment, question, or critique an idea but you are not to attack an individual. Working as a community of learners, we can build a polite and respectful course community.
The following netiquette tips will enhance the learning experience for everyone in the course:
- Do not dominate any discussion.
- Give other students the opportunity to join in the discussion.
- Do not use offensive language. Present ideas appropriately.
- Be cautious in using Internet language. For example, do not capitalize all letters since this suggests shouting.
- Popular emoticons such as ? or / can be helpful to convey your tone but do not overdo or overuse them.
- Avoid using vernacular and/or slang language. This could possibly lead to misinterpretation.
- Never make fun of someone’s ability to read or write.
- Share tips with other students.
- Keep an “open-mind” and be willing to express even your minority opinion. Minority opinions have to be respected.
- Think and edit before you push the “Send” button.
- Do not hesitate to ask for feedback.
- Using humor is acceptable
Adapted from:
Mintu-Wimsatt, A., Kernek, C., & Lozada, H. R. (2010). Netiquette: Make it part of your syllabus. Journal of Online Learning and Teaching, 6(1). Retrieved from http://jolt.merlot.org/vol6no1/mintu-wimsatt_0310.htm
Shea, V. (1994). Netiquette. Albion.com. Retrieved from: http://www.albion.com/netiquette/book/
Key Teacher Candidate Outcomes:
Students will know:
Students will understand that:
Students will be able to:
These will be placed in the larger context of: (1) learning about student learning/thinking, (2) addressing the needs of a diverse student population, and (3) developing "habits of mind" that foster participation in society as informed, confident, and responsible citizens of the world.
Students will know:
- Content related to the MA Science and Technology/Engineering Curriculum Framework. Engaging Science teaching approaches, assessment in the domains of science, epistemology of and approaches to teaching science education.
Students will understand that:
- Effective science teaching requires disciplinary knowledge, pedagogical content knowledge, and knowledge of pedagogy; that teaching Science requires knowing students, engaging students in critical and higher-order thinking, teaching students "life-long learning" skills, and presenting students with multiple perspectives
Students will be able to:
- Develop lesson and unit plans in science education,
- Develop a variety of types of assessment tools, both instructor and student-designed, including collaborative, formative, and summative types of assessment
- Reflect on teaching practice
- Focus on practical investigation and modeling of student-centered and activity-based methods designed to meet the individual needs of a diverse student population.
These will be placed in the larger context of: (1) learning about student learning/thinking, (2) addressing the needs of a diverse student population, and (3) developing "habits of mind" that foster participation in society as informed, confident, and responsible citizens of the world.
Course Goals and Objectives:
1. Candidates will develop Science lesson plans by writing objectives, selecting materials, referencing the MA Science and Technology/Engineering curriculum frameworks and designing appropriate instructional sequence.
2. Candidates will apply basic concepts of learning theory and student motivation in the design and implementation of science lessons in the classroom.
3. Candidates will select and adapt curriculum materials in science appropriate to the diverse learning needs of students.
4. Candidates will evaluate the effectiveness of science lessons through observable, measurable learning responses and prescribe appropriate modifications in instruction.
5. Candidates will plan Science units of instruction that include a variety of instructional formats, a range of materials, are aligned with the state Science and Technology/Engineering Curriculum Framework, and ESE subject matter knowledge (SMK).
6. Candidates will benefit from direct experience in a microteaching situation by presenting classroom Science instruction and engaging in self-evaluative and peer-evaluative processes.
7. Candidates will understand and incorporate the essential need for creativity in lesson design for Science.
1. Candidates will develop Science lesson plans by writing objectives, selecting materials, referencing the MA Science and Technology/Engineering curriculum frameworks and designing appropriate instructional sequence.
2. Candidates will apply basic concepts of learning theory and student motivation in the design and implementation of science lessons in the classroom.
3. Candidates will select and adapt curriculum materials in science appropriate to the diverse learning needs of students.
4. Candidates will evaluate the effectiveness of science lessons through observable, measurable learning responses and prescribe appropriate modifications in instruction.
5. Candidates will plan Science units of instruction that include a variety of instructional formats, a range of materials, are aligned with the state Science and Technology/Engineering Curriculum Framework, and ESE subject matter knowledge (SMK).
6. Candidates will benefit from direct experience in a microteaching situation by presenting classroom Science instruction and engaging in self-evaluative and peer-evaluative processes.
7. Candidates will understand and incorporate the essential need for creativity in lesson design for Science.
Topic Outline/Schedule
Important Note: Refer to the AIC course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each week's corresponding learning module. If you have any questions, please contact your instructor.
Week 01: Course Expectations; Deliverables; Science Content Standards
Week 02: What skills in laboratory science and information technology should students master?
Week 03: Teaching Methods: The Teacher's Toolkit; Peer instruction
Integrating Math, ELA
Week 04: How do we motivate students? Modeling Curiosity: Creative a love of Science; Aesthetics and Science; Simulations
Week 05: Integrating Technology
Week 06: Project- and Problem-Based Learning
Week 07: Assessment
Week 08: Putting it All together
Important Note: Refer to the AIC course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each week's corresponding learning module. If you have any questions, please contact your instructor.
Week 01: Course Expectations; Deliverables; Science Content Standards
- Details …
Week 02: What skills in laboratory science and information technology should students master?
Week 03: Teaching Methods: The Teacher's Toolkit; Peer instruction
Integrating Math, ELA
Week 04: How do we motivate students? Modeling Curiosity: Creative a love of Science; Aesthetics and Science; Simulations
Week 05: Integrating Technology
Week 06: Project- and Problem-Based Learning
Week 07: Assessment
Week 08: Putting it All together
Complete Assignments
All assignments for this course will be submitted electronically through LiveText unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions will not be given beyond the next assignment except under extreme circumstances.
All discussion assignments must be completed by the assignment due date and time. Late or missing discussion assignments will affect the student’s grade.
Late Work Policy
Example: Be sure to pay close attention to deadlines—there will be no make-up assignments or quizzes, or late work accepted without a serious and compelling reason and instructor approval.
Viewing Grades in BlackBoard
Include a statement about the timeframe of when to look for grades. Example: Your instructor will update the online grades each time a grading session has been complete—typically X days following the completion of an activity. You will see a visual indication of new grades posted on your D2L home page under the link to this course.
Letter Grade Assignment
Include an explanation between the relationship of points earned and final letter grade. Example: Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follows:
Letter Grade
Percentage
A
93-100%
A-
90-92%
B+
87-89%
B
83-86%
B-
80-82%
C+
77-79%
C
73-76%
C-
70-72%
D+
67-69%
D
60-66%
F
0-59%
All assignments for this course will be submitted electronically through LiveText unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions will not be given beyond the next assignment except under extreme circumstances.
All discussion assignments must be completed by the assignment due date and time. Late or missing discussion assignments will affect the student’s grade.
Late Work Policy
Example: Be sure to pay close attention to deadlines—there will be no make-up assignments or quizzes, or late work accepted without a serious and compelling reason and instructor approval.
Viewing Grades in BlackBoard
- Points you receive for graded activities will be posted to the Blackboard Grade Book.
- Click on the Grades link to view your points.
Include a statement about the timeframe of when to look for grades. Example: Your instructor will update the online grades each time a grading session has been complete—typically X days following the completion of an activity. You will see a visual indication of new grades posted on your D2L home page under the link to this course.
Letter Grade Assignment
Include an explanation between the relationship of points earned and final letter grade. Example: Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follows:
Letter Grade
Percentage
A
93-100%
A-
90-92%
B+
87-89%
B
83-86%
B-
80-82%
C+
77-79%
C
73-76%
C-
70-72%
D+
67-69%
D
60-66%
F
0-59%