EDUC 532 Fall 2017

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EDUC 532: Curriculum and Methods of Secondary Teaching (Science)

3 units Fall 2017

Course meetings: Tuesday 4:40-7:30pm Room: Mother Rosalie Hill Hall (MRH) 131 Instructor: Sandy Buczynski (sandyb@sandiego.edu) Office: MRH 249 619-260-7991 Office Hours: Tuesday 1:30 - 4:30 p.m. Thursday 12 -1 p.m.

Course Description

All students can learn science. The same applies to the teaching of science. EDUC 332/532 focuses on the Next Generation Science Standards while teaching techniques such as lesson and unit planning, inquiry instructional strategies, material management for laboratories, integrating mobile learning technology, classroom management, reflecting on teaching, model eliciting activities, and becoming aware of research on how students learn science. Course activities will focus on instructional techniques for promoting inquiry and discovery in the elementary, middle, and high school science classrooms. Course readings will examine best practices in lesson design, assessment, and instructional methodologies. Opportunities to design and “try-out” instruction will be provided both in-class and through the school-site practicum.

Course Objectives

Course Objectives / Candidate Outcomes

Standards for Science Teacher Preparation (from the National Science Teachers Association and the National

Council for Accreditation of Teacher Education) Standard 1:Content—Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. Standard 2:Nature of Science—Teachers of science engage students effectively in studies of the studies of the history, philosophy, and practice of science. They enable students to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.

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Standard 3:Inquiry—Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concept and relationships from empirical experiences. Standard 4:Issues—Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science-and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. Standard 5:General Skills of Teaching—Teachers of science create a community of diverse learner who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. Standard 6:Curriculum—Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and the recommendations of the Next Generation Science Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. Standard 7:Science in the Community—Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using individual, institutional, and natural resources of the community in their teaching. They actively engage students in science related studies or activities related to locally important issues. Standard 8:Assesment—Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. Standard 9:Safety and Welfare—Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living thinks used in the classroom or found in the field. Standard 10:Professional Growth—Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment.

TEACHER CANDIDATE OUTCOMES

Academic Excellence, Critical Inquiry and Reflection

Demonstrate the nature of scientific inquiry, explain its central role in science, and demonstrate how to use the skills and processes of scientific inquiry.

Derive a definition of science that reflects the nature of science. Be able to make conceptual connections within and across science disciplines, as well as to

mathematics, technology, and other school subjects. Demonstrate the effective teaching of science based on learning principles derived from systematic

research and from well-tested craft experience

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Recognize that reform must be comprehensive and collaborative Demonstrate the central role that scientific habits of mind play in the activity of science including the

awareness of the nature of science, curiosity, openness to new ideas, skepticism, and critical thinking skills

Create and manage the physical, social, and intellectual environment in a classroom community of science learners.

Effectively incorporate technology into learning Community and Service

Develop a classroom community that encourages respect and cooperation and supports the intellectual, social, and personal development of the students.

Develop relationships with peers and cooperating teachers that will support collaborative planning, reflection, and professional growth.

Link science learning theory to practicum experiences and knowledge of how secondary school students learn science.

Ethics, Values, and Diversity

Develop and articulate a personal teaching philosophy that is responsive to course readings, class discussion, subject area, and practicum experience.

Craft a curriculum and classroom management policy, which respects individual values and student diversity.

Course Requirements and Assessment Plan

Recommended National Science Teachers’ Association Student Membership Join 60,000 other science teachers in an organization that focuses on:

1. Promoting active participation of all teachers of science in improving science education 2. Advocating for the central role of science education to benefit students and society 3. Supporting high-quality science teaching to improve student learning for the 21st century 4. Influencing research in science education and promote its wide application to improve science teaching

and student learning Student membership in NSTA is available for registered students in accredited universities: $39/yr. http://www.nsta.org/ EXPECTATIONS Participation: Attend all class meetings, complete all course assignments on time and participate in discussions online and in class. This class requires active and thoughtful preparation and involvement in activities, labs, and discussions. For each of us to gain perspective, we each must listen to one another and expand the ideas generated collectively. For this course to have professional meaning, we must be willing to contribute and be

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prepared for class presentations. One absence is acceptable. Each additional absence will result in a loss of 5 percentage points on your overall average. An attendance folder will be circulated weekly for you to initial.

Classroom Etiquette: Because mobile learning technology is a feature of this class, we will be using our devices, however, please resist the temptation to spend class time texting, surfing the web, checking emails, Facebook, or working on other tasks. We will always have a brief break each class period for you to conduct your personal business, so please give the class your full attention. Also, please mute cell phone ringers before entering class. Unless you are the parent of small children, or caring for a seriously ill family member, cell phones should not ring in class.

Learning Management System: We will be using BLACKBOARD as our Learning Management System. This format will be used to turn in homework assignments, access readings, and discussion forums. Practicum / Student Teaching: Your practicum / student teaching is a field experience that provides you with opportunities in an authentic classroom setting to observe standards-based instruction and the theories and teaching strategies discussed in class. The field requirement for this class will allow you to build a better understanding of the teaching/learning process by a) planning and teaching lessons, b) supporting experienced teachers in lesson design and classroom organization, and c) interacting with K-12 students in one-on-one, small group, and whole group settings. Your conduct, manner of dress, relationship with the students and staff must be in accordance with the existing regulations of the school to which you are assigned. Dependability is a must. Practicum experiences are managed through Dr. Helene Mandell, (Multiple Subject) 619-260-7817, hmandell@sandiego.edu and Ms. Serena Pariser (Single subject) spariser@sandiego.edu .

ASSIGNMENTS 1. CURRICULUM AND ASSESSMENT

Lesson design is essential to student engagement and requires both long-term and short term planning. Instruction is planned based upon knowledge of subject matter, state and national standards, learning theory, students, the community, and curriculum goals. You will consider long-term planning through curriculum mapping, designing a syllabus, and writing a unit plan. You will become proficient at lesson planning and writing measurable objectives!

A. Syllabus: The syllabus informs learners & their parents of your contact information, of materials required for class, grading policy, academic integrity expectations, classroom procedures, and content (with link to NGSS standards). The syllabus helps to develop a welcoming classroom environment and set up a positive learning environment. Writing a syllabus requires you to become familiar with school policies (dress code, attendance rules, discipline consequences, class room set-up codes, alcohol & drug regulations, lock down, etc.). The syllabus also requires you to develop a plan of action (consequences) for addressing student behavioral issues.

B. Unit Plan: The California Science Framework suggests that units of study be first developed as a conceptual flow to ensure deliberate 3 stranded instruction over the course of a school year. The student will use his/her preferred method to develop a digital concept map to organize a unit of study. Then organize individual lesson plans (written in other assignments). The unit will cover a period of time (usually from 2- 6 weeks). For our purposes, the unit will include 6 FULL lesson plans. The first lesson plan in the unit will introduce the topic. The last lesson plan in the unit will be a summative assessment to measure learning. The other lesson plans include an inquiry activity, NGSS, & model eliciting activity.

Formative assessment opportunities will be evident throughout the unit.

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UNIT PLAN RUBRIC

Novice Competent Proficient

Objectives Each objective should address a single learning outcome so that it is measurable.

Objectives have a focus but need to be measurable and connect to academic content.

Objectives are measurable of academic content and relate to NGSS framework.

Assessment A range of assessments allows students to demonstrate depth of understanding of unit objectives.

Some discussion of how the assessments are used to guide instruction is needed.

Formative assessments are found throughout the unit with summative assessment at the end.

Learning Experiences Make sure to include differentiation for each activity to include all types of learners.

Make sure the teaching activities lead to purposeful and engaging learning.

The conceptual flow and scaffolding structures ensure and support student learning.

Completeness Be sure to include materials that would be needed for a substitute teacher to teach this unit.

Unit includes most plans and student materials.

A full 6 lesson plan Unit is submitted with narrative explanation of elements of the unit and includes ALL materials necessary to implement the unit.

SCIENCE TEACHING

a. Problem Set: Essay responses to case problems addressing misconceptions, pedagogical content knowledge, scientific inquiry and procedural science technology, and society.

b. NGSS “Elevator Speech”: In order to successfully teach, we must first be able to describe what is to be taught. There can be a lot of misinformation in the media regarding new standards and a teacher must be able to effectively convey the intent and reasoning of these new standards to all stakeholders. In 3-4 minutes, describe to a parent why you are using NGSS as the foundation of your science teaching. Videotape your speech in Vimeo or iMovie, or use Educreations, Show me, Kerpoof, or an animation app to record your speech and upload on Blackboard. Other tools possibilities for this assignment found at http://edtechtoolbox.blogspot.com/p/web-2-tools-by-task.html

c. Science talk presentation: After reading ScienceTalk Primer, conduct a 5-7 minute productive discussion on a topic relevant to your teaching area. This is an oral assignment. After your discussion leadership, write a 2 page REFLECTION (upload on Blackboard) on how the discussion went in terms of development of academic language, students listening to peers, depth of group reasoning, and which “talk moves” were most effective for you.

d. Video Tape Analysis: Write a commentary that analyzes the video clip of your teaching and your students’ learning. The video clip should be 7-10 minutes of continuous and unedited filming, with no interruption in the events of teaching and learning.

The clip can feature either the whole class or a small group of students.

Both you and your students should be visible and clearly heard on the video.

Before you videotape, be sure that you have the appropriate permission from the parents/guardians of your students and from any other adults that appear on the videotape.

Put videorecorder on a tripod to ensure stability of image while you are at front of classroom. Have videographer follow you around if you are circulating in classroom.

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SCIENCE PEDAGOGY: Lesson Plans, Assessment & Flipped Classroom

A. Story Starter: Develop an original story that sets up a problem scenario that needs a scientific solution.

Develop a 5-E lesson plan where students use inquiry to explore a variety of possible resolutions to the problem in the story, documenting their plan, process, observations, and conclusions in a science notebook.

B. Model-eliciting activity Lesson Model-Eliciting activities (MEAs) are activities that encourage students to invent and test models. These activities are posed as open-ended problems that are designed to challenge students to build models in order to solve real world problems. MEAs lead students to quantify (show how well a model works), coordinate information and relationships, make predictions (apply the model to a new problem or data set, and identify patterns and trends. C. Writing an assessment: Knowing if learning has taken place is a critical diagnostic tool as well as an evaluative measure. A summative assessment clearly gauges a learner’s knowledge and skills. This can be a traditional assessment such as paper and pencil test or an alternative assessment such as a labeled drawing, interview, inquiry-oriented investigation, laboratory performance task, laboratory report, portfolio, performance, etc D. Flipped Classroom: An online module in which you will post a review of one modeling app that is relevant to your teaching context, develop a concept map using Popplet,

GRADING

Assignment Points

Attendance & Participation 100% expected -5% / absence

Curriculum and Instruction

Syllabus 5

Collated, Sequential, Unit Plan (conceptual flow)

20

Science Teaching

Problem Set 5

NGSS Elevator Speech 10

Science Talk Presentation 10

Video Reflection 10

Science Pedagogy

Story Starter for Inquiry Lesson 10

Completed MEA template 10

Summative Assessment 10

Flipped Classroom Assignments 10

TOTAL 100

Grades will be determined according to the following scale

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KNOWLEDGE & PERFORMANCE

A 90-100% Ready to teach

B 80-89% Developing teacher

C 70-79% Thinking about teaching

READINGS:

Buczynski (2014). Designing a winning science fair project. Ann Arbor, MI, Cherry Lake Publishing. Buczynski, S. (2009). 10 tips for providing formative feedback. Phi Delta Kappan International’s electronic

Classroom Tips, Posted October 15, 2009

Buczynski & Fontichiaro (2009), Story Starters & Science Notebooking: Chapter 4: Going Bananas Chapter 6: Temperature & Heat: The Porridge Case Buczynski, Ireland, Reed & Lacanienta (2012) Communicating Science concepts through Art: Communicating

science understanding through art: 21st century skills in practice. Science Scope, 35(9), 29-35.

Bond, N. (2008). Questioning strategies that minimize behavior problems. Kappa Delta Pi, 44, 19-21. Cato, J. (2011). Mindset matters. The Physics Teacher, 49, p. 60.

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Gilbert, J. (2004) Models and modeling: routes to more authentic science education

Eisenkraft, A. (2003). Expanding the 5E Model. The Science Teacher, 70(6).

Hansen, Buczynski, & Puckett (2015). Chapter 7: Daily Lesson Planning, Chapter 8: Long Term Planning, Bridgepoint Publishing Houseal, A. (2016). A visual representation of three dimensional learning: A model for understanding the power of the framework and the NGSS. Electronic Journal of Science Education, 20(9), 1-7. Krajcik & Merritt (2012). Engaging students in scientific Practices: What does constructing and revising models look like in the science classroom? Michaels, S. & O’Conner, C. (2012). Science Talk Primer. TERC. Cambridge, MA:National Science Foundation O’Day, B. (2016). Making the transition to 3-D teaching: An NGSS@NSTA curator and elementary science specialist share how to evaluate teaching materials using the EQuIP rubric. Science and Children, 53(9), 26-30.

Sadker (1999) Gender Equity: Still knocking at the classroom door. Educational Leadership, 22-26. Association for Supervision and Curriculum Development. Sampson, P., Gresham, G., Leigh, M. & McCormick-Myers, D. (2014). Do you want single-gender science classrooms in your middle school? Teacher Education and Practice, 27(1), 190-202. Sampson & Schleigh (2016). Scientific Argumentation: 30 classroom activities. NSTA press. Schmidt, K. (2017). Science Fairs: A qualitative study of their impact on student science inquiry learning and attitudes toward STEM. Science Educator, 25(2), 126-132.

Snoeyink, R. (2011). Using video self-analysis to improve the “withitness” of student teachers. Journal of Digital Learning in Teacher Education, 26(3), 101-110.

Yildirim, Shuman, & Besterfield-Sacre (2010) Model-Eliciting activities: Assessing engineering student problem solving and skill integration processes

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EDUC 532 Course Schedule

Class Meeting Topics & Major Assignments

Week 1 9/12

Topic: 1. Introduction / syllabus / Blackboard 2. NGSS Purpose and Architecture Review for your grade level: Flinn Safety Contracts & exams

https://www.flinnsci.com/resources/safety-reference/safety-contracts--exams/ Reading: Conceptual Shifts in the Next Generation Science Standards http://www.nextgenscience.org/sites/default/files/Appendix%20A%20 - %204.11.13%20Conceptual%20Shifts%20in%20the%20Next%20Generation%20Sc ience%20Standards.pdf

Houseal, A. (2016), A visual representation of 3D learning.

Week 2 9/19

Topic: 1. Planning: Long term: Curriculum mapping and Syllabus 2. What Scientists Do- Science and Engineering Practices

Reading: Reading: Science and Engineering Practices-Roger Bybee

http://nstahosted.org/pdfs/ngss/resources/201112_framework-bybee.pdf

Literacy in Science: A Natural Fit-Creech and Hale

http://readingapprenticeship.org/wp-content/uploads/2014/01/tst0602_22.pdf

Read: Hansen, Buczynski, & Plunkett, Curriculum & Instruction, Chapter 8 Long term planning.

Review: NGSS for your grade level

Week 3 9/26

Topic: 1. Story Starters for Inquiry lessons 2. Planning: Daily Lesson Plan 2. How Scientists Think-Crosscutting Concepts

Reading: Crosscutting Concepts-Duschl

http://nstahosted.org/pdfs/ngss/resources/201202_Framework-Duschl.pdf

Buczynski & Fontichiaro (2009), Story Starters & Science Notebooking: Chapter 4: Going Bananas, Chapter 6: Temperature & Heat: The Porridge Case

Eisenkraft, A. (2003). Expanding the 5E Model. The Science Teacher, 70(6).

How People Learn (key findings)

http://www.nap.edu/read/9457/chapter/4

Hansen, Buczynski, & Plunkett, Curriculum & Instruction, Chapter 7 Short term planning.

DUE: Syllabus

Week 4 Topic: 1. Planning: Backward Unit Design for conceptual flow

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10/3 2. Scientific Method & Lab Reports (writing in science) Reading: Cato, J. (2011). Mindset matters. The Physics Teacher, 49, p. 60. BRING: 5-E Inquiry Story Starter Lesson Plan for peer review PRESENTATION: NGSS Elevator Speech

Week 5 10/10

Topic: 1. Differentiating Instruction 2. Developing Science Skills – Graphing and Data analysis, Independent and dependent variables, drawing conclusions from evidence Reading: Developing Assessments for the Next Generation Science Standards- NAP Pages 83-92 (stop before “6 Examples”)https://www.nap.edu/catalog/18409/developing-assessments-for-the- next-generation-science-standards

Story Starter Lesson Plan Due

Week 6 10/17

TOPIC: A. Questioning and Discussion B. Conceptual Change and Student Misconceptions C. Science Talks

Readings:

1. Questioning Techniques-Research-Based Strategies for Teachers-Ohio State University

http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar- environment/questioning-techniques-research-based-strategies-for- teachers

2. Bond, N. (2008). Questioning strategies

3. Michaels, S. & O’Conner, C. (2012). Science Talk Primer

WATCH: part 1 of Annenberg Learner’s A private universe found at:

https://www.learner.org/resources/series28.html#

DUE: Problem Set

Week 7 10/24

Topic: Classroom Management 1) Dynamics of the classroom 2) Models of management 3) Legal and ethical issues 4) Lock down & fire drills

Read: Edutopia: 19 Big and small classroom management strategies found at https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley Teacher Modules from APA: http://www.apa.org/education/k12/classroom-mgmt.aspx

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Presentation: Science Talk

Week 8 10/31

Halloween Topic: Writing in Science

1) Teaching Skills: Providing directions, teaching aids, closure, differentiation 2) Science Notebooking 3) Lab Reports

Read: Institute for Inquiry – Science Writing: A tool for learning science and developing language found at: https://www.exploratorium.edu/education/ifi/inquiry-and-eld/educators-guide/science-writing The writing center: Scientific Reports found at: http://writingcenter.unc.edu/tips-and-tools/scientific-reports/ Tchers’ voice: Four ways to think like a scientist with science notebooks found at https://www.teachingchannel.org/blog/2013/09/25/think-like-a-scientist/

Week 9 11/7

Topic: Assessment A. Rubrics B. Lab Practicals C. Providing Constructive Feedback D. Traditional, Alternative, Authentic Assessment

Read: Buczynski (2009) Tips for Formative Assessment Assessment in the classroom chapter (2001) found at: https://www.nap.edu/read/9847/chapter/5

Week 10 11/14

Topic: 1. Modeling as Pedagogy 2. Model-Eliciting Activities Read: Krajcik & Merritt(2012: Engaging students in scientific Practices: What does constructing and revising models look like in the science classroom? Yildirim, Shuman, & Besterfield-Sacre (2010) Model-Eliciting activities: Assessing engineering student problem solving and skill integration processes Gilbert, J. (2004) Models and modeling: routes to more authentic science education Summative Assessment Lesson Plan due

Week 11 11/21

NO CLASS MEETING - Thanksgiving Break Instead, experience a “Flipped classroom” Online component on Blackboard –view as “Flipped Module”

Topic: 1. Flipped Classroom 2. Adding an “A” to STEM = STEAM

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3. MEA template Builder Reading: Buczynski, Ireland, Reed & Lacanienta (2012) Communicating Science concepts through Art Watch: NGSS Practice 2: Developing and Using Models https://www.youtube.com/watch?v=8dPL6GiiLm0 Scientific Models and Systems http://www.slideserve.com/lorene/scientific-models-and-systems Review and prepare a review of any two of the following modeling websites, apps (or websites and apps of your choice). Discuss at least three benefits and three challenges to implementing each particular modeling tool in your teaching context: Tools to enhance model development: Websites and Apps to investigate

Science 360 (app)

3D Cell simulation and Stain Tool (app)

Leaf Snap (app)

Singapore Math, Bar Models (App)

Think 3D (app)

Numbers (app)

Skitch (http://evernote.com/skitch/)

Virtual frog dissection (http://www.mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html)

Cell explorer (app)

Skeleton ID (app)

NetLogo (http://ccl.northwestern.edu/netlogo/)

Model it (http://www.hi-ce.org/sciencelaboratory/modelit/)

EcoBeaker Maine Explorer (http://simbio.com/Maine)

Modern Genetics (http://concord.org/stem-resources/modern-genetics)

Molecular workbench (http://mw.concord.org/modeler/)

GeniQuest (http://geniquest.portal.concord.org/preview/)

Data Studio (http://datastudio.en.softonic.com/)

Logger Pro (30 day free trial: http://www.vernier.com/downloads/logger-pro-demo/

GeoGebra (http://www.geogebra.org/cms/en/

Omni Graph Sketcher (http://omnigraphsketcher.en.softonic.com/mac

My World (http://www.myworldgis.org/

Scratch (http://scratch.mit.edu/

Using Popplet (http://popplet.com): Develop a concept map for the relationship between artistic strategies and the modeling process & be prepared to present it to the class. Post App review and Popplet concept map to Blackboard. NEXT WEEK IN CLASS: MEA template builder Construct a model for a mathematical or scientific concept

1. Use a phenomena that may necessitate using a model to figure it out. 2. Create an initial model expressing an idea or hypothesis. 3. Investigate the phenomena predicted and explained by the model 4. Return to the model and compare with empirical findings.

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5. Test the model against other theories, laws. What is your model’s ability to explain past observations? Ability to predict future observations?

6. Change the model to fit new evidence. 7. What is the aesthetic appeal of your model? 8. Evaluate your model and accept or reject the model.

Week 12 11/28

Topic: 1. MEA Template Builder 2. The nature of science – argumentation Reading: Watch: Engaging in Argumentation https://www.youtube.com/watch?v=9RJeVY0-WrA Sampson & Schleigh (2016). Scientific Argumentation. NSTA press.

Week 13 12/5

Topic: 1. Culturally relevant pedagogy 2. Equity in Science Education: Single gender classes Reading: Sadker (1999) Gender Equity: Still knocking at the classroom door DUE: Completed MEA template Builder

Week 14 12/12

Topic: 1. Professional Learning Communities 2. The science fair! Reading: Buczynski (2014) Designing a winning science fair project DUE: Video Analysis of Practicum Teaching DUE: UNIT PLAN

USD – SOLES Policy Information

Requests for Accommodation

Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified in considering specific accommodations.

Grade of Incomplete:

The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the “I” grade will become a permanent “F.”

SOLES On-line Course Evaluation

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Student evaluations in SOLES are collected via an on-line system that maintains student anonymity. SOLES uses these evaluations for continuous improvement of course content and instruction and as a component of its regular performance review of faculty members, so please take them seriously. Course evaluations are available to students in their MySanDiego accounts via the Active Registration link on the One-Stop Services tab. Your instructor will provide you with instructions on how to access the evaluations once they are activated near the scheduled conclusion of your course.

Academic Integrity

All members of the University community share the responsibility for maintaining an environment of academic integrity since academic dishonesty is a threat to the University. Acts of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e) misappropriation of resource materials; f) any unauthorized access of an instructor’s files or computer account; or g) any other serious violation of academic integrity as established by the instructor. Statement on Plagiarism Students are responsible for knowing what plagiarism is and avoiding it. Students who commit plagiarism are subject to penalties that may include suspension or expulsion from the university. Plagiarism occurs when individuals present the words and/or ideas of others as if they are their own. To avoid plagiarism, you must give credit to your source whenever you use:

• another person’s idea, opinion, or theory; • any facts, statistics, graphs, drawings—any pieces of information—that are not common knowledge; • quotations of another person’s actual spoken or written words; or • a paraphrase of another person’s spoken or written words.

If you wish more information on what plagiarism is and how to avoid it please see http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml . (The bulleted material above is from this website.)