Syllabus



The preparation of **//reflective facilitators of learning//** at Buffalo State College is anchored in a foundation of professional knowledge – knowledge of the **//learner//** (i.e., students in the schools) and his/her characteristics, knowledge of the **//content//** to be taught, and knowledge of **//pedagogy.//** Course objectives for EDU 312 address all three components of the conceptual model: > The Professional Development School (PDS) project of the //Department of Elementary Education and Reading// at Buffalo State is a collaborative partnership effort achieved as college faculty, school administrators, and practicing teachers deliberate on how to (1) cooperatively supervise pre-service teachers and provide closer connections to classroom practice; (2) promote professional development for in-service teachers; (3) improve student learning; and (4) research the problems of educational practice.
 * __Relationship to Teacher Education Program Conceptual Model__**
 * 1) **//Knowledge of the learner.//** EDU 312 Teacher Candidate will
 * 2) Demonstrate an understanding of developmental levels of mathematics, and science of children preK-6.
 * 3) Evaluate and assess student learning and reasoning processes in mathematics and science.
 * 4) Differentiate instruction to meet the needs of diverse learners.
 * 5) **//Knowledge of content//** EDU 312 Teacher Candidates will
 * 6) Utilize Learning Standards in Mathematics and Science to design and assess instruction.
 * 7) Demonstrate understanding of mathematics and science content by planning and teaching effective lessons.
 * 8) **//Knowledge of pedagogy//** EDU 312 Teacher candidates will
 * 9) Use effective instructional strategies and materials for teaching mathematics, and science, in field placements.
 * 10) Analyze historical and current educational research and initiatives to improve teaching practices.
 * 11) Use information technology (including communication technology such as Task Stream, Internet, data acquisition technology, and/or data analysis technology) during instruction to make learning more effective.
 * 12) Develop and utilize teaching strategies that respect diverse backgrounds, interests and abilities of the learners.
 * 13) **//Reflection//** //–// The Teacher candidate will exhibit the ability to reflect and assess his/her own effectiveness, and systematically make adjustments to improve and strengthen areas needing attention.
 * 14) **//Dispositions//** //–// The Teacher candidate will demonstrate respect for learner differences, commitment to own personal growth, and engage in short and long-term planning.
 * 15) **// Diversity //**// – // The Teacher candidate will be aware of and be sensitive to diversity issues and use culturally and socially responsive pedagogy.
 * __Buffalo State PDS Mission Statement__**:

A Professional Development School is defined as an elementary school where school and university personnel are in partnership to facilitate high levels of learning by all children enrolled in the school, to promote a more optimal school environment for preparing a cohort of pre-service teachers, and to create a more supportive site for renewal of and inquiry by experienced teachers, administrators, school service personnel, and college faculty. Through collaborative efforts involving pupils, school personnel, junior participants (JPs), and college faculty, a PDS continuously evolves into an increasingly exemplary learning environment.

At the conclusion of EDU 312, Teacher Candidates will:
 * __ Course Objectives and Learning Outcomes __**
 * 1) Understand the conceptual framework for teacher education and be able to articulate and apply this framework to all units and lessons taught to elementary students.
 * 2) Develop both long and short - range instructional plans that incorporate higher order thinking skills, meet science, and mathematics curriculum standards into appropriate instruction.
 * 3) Understand the Service- Learning (SL) concept as a form of experiential education that links learning in the classroom with activities that address the needs of the surrounding community.
 * 4) Provide meaningful service to the Discovery school community while simultaneously gaining new skills, knowledge and understanding as an integral aspect of the EDU 312 course.
 * 5) Implement four common models of instruction: direct instruction, cooperative learning, problem- based (inquiry) and discussion.
 * 6) Integrate science and mathematics standards into instructional plans and practice.
 * 7) Plan and implement assessment rubrics for related curricular goals of instruction.
 * 8) Demonstrate the characteristics of reflective practice.
 * 9) Identify multiple resources and strategies (especially science and mathematics) available to the classroom teacher and describe their uses.
 * 10) Integrate technology to support instruction and student learning.

Required Texts
 * __ Course Texts __**
 * 1) The professor will provide the necessary instructional materials.

Suggested Texts: >>>
 * 1) Mathematics
 * 2) Van de Walle, J. A., & Karp, K. (2013). //Elementary and middle school mathematics: teaching developmentally//. Boston: Pearson.
 * 3) Science
 * 4) Gallas, K. (1995). //Talking their way into science: Hearing children’s questions and theories, responding with curricula//. Teachers College Pr.
 * 5) Hammer, D., & Van Zee, E. (2006). Seeing the science in children’s thinking
 * 6) Glasgow, N. A., Cheyne, M., & Yerrick, R. K. (2010). //What successful science teachers do: 75 research-based strategies//. Corwin.
 * __ Course Schedule of Topics and Graded Assignments __**

August 26 - August 28 - Math - Numbers and Operations in Base Ten
 * Week 1 **
 * Marshmallow Challenge with Tom Wujec
 * The Stories in Data
 * Representing Data
 * Rethinking Math Instruction with Conrad Wolfram
 * Syllabus and Procedure

September 2 – no class, Labor Day recess September 4 - Science
 * Week 2 **
 * Math Lesson #1

September 9 - Math - Geometry September 11 - Science
 * Week 3 **
 * Science Lesson #1
 * Math Lesson #2

September 16 - Math - Operations and Algebraic Thinking September 18 - Science
 * Week 4 **
 * Science Lesson #2
 * Math Lesson #3

September 23 - Math September 25- Science
 * Week 5 **
 * Science Lesson #3

September 30 – Teaching and Learning at School #45 October 2 - Teaching and Learning at School #45
 * Week 6 **

October 7 – Teaching and Learning at School #45 October 9 - Teaching and Learning at School #45
 * Week 7 **
 * ** Multi-modal Learning Environment Trail Due **

**Week 8** October 14 – Teaching and Learning at School #45 October 16 – Teaching and Learning at School #45

**Week 9** October 21 – Teaching and Learning at School #45 October 23 – Teaching and Learning at School #45

**Week 10** October 28 – Teaching and Learning at School #45 October 30 – Teaching and Learning at School #45
 * ** Family Collaboration Project due on Taskstream **

November 4 – Teaching and Learning at School #45 November 6 – Teaching and Learning at School #45 > November 11 – Teaching and Learning at School #45 November 13 – Teaching and Learning at School #45
 * Week 11 **
 * ** Concept-Mapping in Science Trail Due **
 * Week 12 **

November 18 – Teaching and Learning at School #45 November 20 – Teaching and Learning at School #45
 * Week 13 **

November 25 – Teaching and Learning at School #45 November 27 – Teaching and Learning at School #45 > December 2 – Task 4 of edTPA on Taskstream December 4 – Task 4 of edTPA on Taskstream
 * Week 14 **
 * ** Listening to Kids Trail Due **
 * Week 15 **
 * ** Annotated Lesson Plan Due on Taskstream **

December 9 – Critique and Evaluation Period – all work is due December 11 - Critique and Evaluation Period – all work is due
 * Week 16 **

This course is based on a percentage of the total number of points you accumulate. Your grade is not determined on a 100-point scale. It is very common for the course point total to be over 100 points. Please do not try to calculate your grade based on a 100-point scale. • 95% - 100% -->A • 90% - 94% -->A- • 87% - 89% -->B+ • 84% - 86% -->B • 80% - 83% -->B- • 77% - 79% -->C+ • 74% - 76% -->C • 70% - 73% -->C- • 67% - 69% -->D+ • 64% - 66% -->D • LESS THAN 64% -->E
 * __ Explanation of Assignments __**
 * 1) **Lesson Plans**
 * 2) You will be required to write 6 lesson plans using my lesson plan format. Three of the lessons with be in math and three in science. These are lessons and not units.
 * 3) You will be required to write a lesson plan for every lesson you teach at School #45. These lesson plans will need to be reviewed by your cooperating teacher and myself before you teach them. These lessons will not be graded, but substantial feedback will be provided.
 * 4) **Taskstream**
 * 5) **Annotated Lesson Plan** - An annotated lesson plan is a description of a lesson plan that the student taught including theoretical foundation for the lesson, connections to the standards, assessment both formative and summative, samples of student work, list of steps the teacher planned to follow during the lesson, and reflection on both student learning and teacher performance. This task requires teacher candidates to apply information and skills gained in the methods courses, foundation courses, content courses, and other sources to create, reflect on and assess student learning. In EDU 312 each teacher candidate must create at least one annotated lesson based on a mathematics, science or integrated mathematics and science lesson.
 * 6) **Collaboration with Families** - Each EDU 312 teacher candidate is required to complete one project in which he/she interacts professionally with the families of students to promote the academic, social and emotional growth of children. Candidates must demonstrate an understanding of appropriate, respectful and productive communication with families—one that also takes cultural and linguistic differences into account.
 * 7) Candidates must also demonstrate initiative in creating new avenues for connections/communications with families from diverse backgrounds that is meaningful, thus promoting opportunities for active involvement of all families. This may include but is not limited to: family learning projects, (e.g., math or science homework assignment that involves the family, family math kit with games and manipulatives, science/math packet with literature piece and brief activity description, or kitchen science activity), a web page with math science links (e.g., homework hotline, games on line or newsletter), and/or utilizing parents in class projects. This will be discussed further with your instructor.
 * 8) **Task 4 Part A Mathematics Context** (Mathematics Context for Learning Information)
 * 9) **Task 4 Part B Learning Segment** (Learning Segment Overview)
 * 10) **Task 4 Part C Mathematics Assessment**
 * 11) **Task 4 Part D Evaluation Criteria**
 * 12) **Task 4 Part E Student Work Samples** (Student Mathematics Work Samples)
 * 13) **Trails to Learning**
 * 14) **Multi-modal Trail** - There are 3 modules in this trail: 1.) //Read some research that describes multmodal learning// environments - in this section of the trail you will read a paper that describes multimodal learning environments and how they affect student learning. You will use the information in the article to reflect upon what you have read and connect ideas from it to your Teach with Video Lesson. 2.) //Participate in a three lessons that utilize multmodal learning environments// - in this section of the trail you will create student products that demonstrate an understanding of concepts taught to you in multi-modal learning environments. 3.) //Multimodal learning environment project// - in this section of the trail you will design a lesson that will enable students to practice skills using multiple modalities and use the research article you read to annotate the lesson plan.
 * 15) **Concept Mapping Trail in Science** – on this trail you will use a research article to learn about the benefits of concept mapping in Science.
 * 16) **Listening to Kids Trail** – 1.) //Listen to Children// - on this section of the trail you will discover what a podcast (I use this term loosely) is and see how others define this media. You will also listen/watch podcasts and interact with their content in multiple ways. 2.) //Create a Podcast to Showcase Learning// - on this section of the trail you will create a podcast with children or a child to showcase information they know. 3.) //Use a Podcast to Capture & Analyze Thinking// - on this section of the trail you will conduct a clinical interview or "talk" with a child or children to capture their thinking so that you may analyze their thoughts.
 * __ Evaluation __**

Attendance is required in both the college classroom and the elementary classroom. Each student will be personally responsible for all information transmitted in announcements and handouts during scheduled class sessions. It is important to realize that each class period missed is equivalent to three absences since each period represents three hours of class instruction. If for some reason a student must be absent from classroom participation; please notify both your classroom teacher and your professor.
 * __ Attendance __**

Candidates who engage in plagiarism, cheating on examinations, submit the same work as other candidates, unauthorized collaboration, falsification and/or any other violation of academic integrity will receive an “E” grade in the course. Buffalo State has a campus wide license to //Turnitin// for unlimited submissions of student papers for plagiarism detection.
 * __ Academic Dishonesty Policy __**
 * The Academic Misconduct Policy is posted online at [|www.buffalostate.edu/studentaffairs/x522.xml]. Buffalo State official procedures for academic misconduct are online at: [|www.buffalostate.edu/academicaffairs/x607.xml]. An official explanation of what constitutes plagiarism and student resources may be found at: [].
 * Academic Integrity Policies and Procedures (August 28, 2006). The Graduate School University at Buffalo. Retrieved August, 2009 from http://www.grad.buffalo.edu/policies/academicintegrity.php#preable

Any student who requires accommodations to complete the requirements and expectations of this course because of a disability is invited to make his or her needs known to the instructor and to the director of the Disabilities Services Office, 120 South Wing, 878-4500.‖ (See [|www.buffalostate.edu/offices/disabilityservices/fac-syllabus.htm] )
 * __ Students with Disabilities __**

I do not give incomplete grades. I urge students to make note of the dates for dropping a course without penalty. If students find they are not able to work at the level required for this course for whatever reason, students may drop the course without penalty up to a certain point in the semester. Know that point and know your limitations and my expectations. In any case, students should contact me if there are potential difficulties. My contact information is located on the first page of the syllabus so please contact me as needed – I am here to help you.
 * __ Incomplete Grades __**

According to the New York State Education Department (NYSED), traditional, active registered teacher education programs "shall include at least 100 clock hours of field experiences related to coursework prior to student teaching... At least 15 of the 100 clock hours of field experience shall include a focus on understanding the needs of students with disabilities". During this course, at least 0 field experience hours must be logged by each candidate. Hours which include focus on understanding students with disabilities should be clearly annotated. An example field log as well as the evaluative rubric are included with this syllabus
 * __TEU Field Experience Policy__**

All candidates are expected to comport themselves in a manner that does not convey to others in the college community any disrespect, intolerance or rude behavior based upon age, race, religion, color, national origin, gender, sexual orientation, disability, or status – either marital, veteran or socioeconomic. All members of the college community are expected to contribute to the college environment and to move the college community toward respect for all. OR Procedures Regarding Disruptive Individuals: Disruptive behavior by students in my class will not be tolerated. Whenever I deem a student to be acting in a disruptive or threatening manner, I will exercise my right to ask that individual to leave the classroom. If refused, I will exercise my right to notify University Police. The responding officer will determine whether an arrest should be made or whether a referral to medical or counseling staff is appropriate. If a student is perceived as a danger to himself, herself, or others, the dean of students may propose an interim suspension until a hearing is held. Any student removed from class will have the right to a hearing. (see [|www.buffalostate.edu/offices/stuaffr/academicpolicies/codeofrights.html]) Note: Cell phones and pagers must be turned off upon entering the classroom or laboratory. You will be asked to withdraw from the class if disruption occurs more than one (1) time.
 * __ Expectations for Behavior and Procedures for Disruptive Individuals __**