Pinhole Camera Design Challenge Instructor Notes. Jill Marshall ...

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Jill Marshall & Gretchen Edelmon Handout - 2 UTeach Institute - NMSI Annual Conference Design Challenge Syllabus Austin, TX / May 24 – 26, 2011 EDC 365D: Classroom Interactions, Fall 2011 (Unique # ) Instructor: Jill Marshall, marshall@mail.utexas.edu, SZB 462E, 232-9685 (office) 476-1576 (home, emergencies only), Office Hours: TTH 11-12 or call/email me and set up a time. Master Teacher: Kelli Allen TA: Adam Castillo Course web site: Blackboard (courses.utexas.edu) Course packet: Available at Speedway Copying in Dobie Mall (lowest floor, east side of the building). The price is $???. Many of the journal articles are also available online from the UT Library; others will be posted in the readings folder on Blackboard. SAFETY TRAINING: All students planning to teach in science classrooms (or math classrooms where chemicals might be used) must complete two safety courses (OH 101, Hazard Communication, and OH 201, Laboratory Safety) before teaching a lesson plan involving chemicals of any kind. To register for the courses go to: http://www.utexas.edu/safety/ehs/train/courses.html#oh101 ACCOMMODATIONS: The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. Division of Diversity and Community Engagement, Services for Students with Disabilities. For more information, call 471-6259 or 471-4641 TTY. Your instructors consider providing accommodations to be more than a legal responsibility; meeting students’ needs is the heart of good teaching. We are willing to find alternative ways for you to meet any of the course requirements. If you have any special needs, let us know. PREREQUISITES: Knowing and Learning is a prerequisite for this course. This course builds on experiences from that course. In particular, you should have conducted and analyzed a number of clinical interviews in science and mathematics and be familiar with major viewpoints on what it means to know science or mathematics and how people learn mathematics and science. If you have not completed Knowing and Learning, you should talk with one of the instructors. COURSE GOALS • To make prospective teachers aware of multiple models of teaching (including direct instruction, inquiry teaching and design challenges); affordances and limitations of each; what each requires of teachers. • To deepen students’ understanding of mathematics, science, and engineering. • To allow prospective teachers to explore ways of probing student understanding through authentic assessment and student artifacts and enhancing student understanding through lesson plans built around models of how people learn. • To make prospective teachers aware of equity and diversity issues in classroom teaching and ways of ensuring that all students have an opportunity to learn. • To make students aware of the proficiencies for certification recognized by UTeach and SBEC and facilitate students’ demonstration and documentation of these through their development of a professional portfolio (https://uteach.utexas.edu/go/uteachweb/Information/Current-Undergraduate-UTeach- Students/Portfolio), including familiarity with the Texas Teacher Code of Ethics. • To develop students’ capacity to identify and evaluate best teaching practices as presented in research literature. COURSE OBJECTIVES – Students will: EDC 365D Classroom Interactions, Spring 2010 Page 1 1
Jill Marshall & Gretchen Edelmon 1. Observe, analyze, and discuss how students' knowledge and skills can be built using a variety of instructional strategies (including direct instruction, inquiry teaching, and use of small groups), understand what each model requires of teachers. 2. Solve problems in science and mathematics and justify their solutions, reflecting on their own learning and the learning of others and relating results to learning science, demonstrating awareness of alternative conceptions and their possible origins. 3. Students will participate in and analyze a design challenge. 4. Create and evaluate tasks to build students' content knowledge and assess students' content knowledge based on evidence including video and written artifacts. 5. Observe and analyze classroom instruction and data on student participation and performance with regard to equitable and diverse participation (whether all students have an opportunity to learn). 6. Plan and teach, with a small group of peers, multi-day high school mathematics/science lessons on an assigned topic in a manner that is entirely consistent with the Code of Ethics and Standard Practices for Texas Educators. 7. Submit digital videotapes of multi-day lessons for community review by peers and instructor. 8. Employ relevant technologies in teaching (e.g., presentation, computer simulation, and graphical analysis & representation software); analyze how technology can affect classroom interactions. 9. Read and analyze research results and theoretical literature in science education and cite these results in analyses of their own teaching and reports to their peers. 10. Create a significant portion of their preliminary portfolios and demonstrate beginning competency as measured by applicable teacher certification standards, including the Code of Ethics and Standard Practices for Texas Educators. CLASS REQUIREMENTS Handout - 2 Design Challenge Syllabus UTeach Institute - NMSI Annual Conference Austin, TX / May 24 – 26, 2011 Code of Ethics. During this semester you will be acting as the instructor of a high school class (or classes). As such you will be required to follow the Code of Ethics and Standard Practices for Texas Educators. Violation of any portion of this code may result in penalties, including possible grade reduction and loss of course credit (See http://www.tcta.org/capital/sbec/codeapproved.htm.) Class meetings. The class will typically meet twice per week. Class participation is required and will determine a portion of your grade for the course. Students who are unable to attend class should review Blackboard and contact the TA or the instructor to find out what they missed and negotiate the possibility of making up the work. Makeup work should be submitted within 1 week of the missed class unless otherwise negotiated. Work outside of class. Students are expected to devote 7 hours per week outside of class to: 1) watching, processing, and analyzing videos of classroom interactions (including your own teaching), 2) reading and analyzing books and articles, and preparing written analyses of your teaching and other issues and 3) preparing to teach in local schools, including observing in the classrooms where you will teach. We have arranged an additional hour per week of scheduled class time to give you an opportunity to work with your teaching teams and master teachers. Field Experience. A major portion of this course is the field experience. You will interview and observe classroom teachers and teach twice in high school classrooms. The teacher interview will be Feb. 3 at 4:30 at Crockett High School. At that time you will schedule your observations. The first teaching experience will be during the week of ????. The second will be a two-day teach (MW or TTh) during the week of ????. We will make every effort to schedule you to teach at times that do not conflict with your other courses or obligations, but it may not be possible to do this in all cases. Since this is official university business, it will count as an excused absence, but you will be required to make up any work that you miss. I will supply your instructors or EDC 365D Classroom Interactions, Spring 2010 Page 2 2
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