UTCH 4101-01
Knowing and Learning
Coinstructors: Pamela Groves and Gustavo Valencia
Class Location: LHSB 2.908 Day/Time: W 3:05-4:05
[email protected]
Office: LHSB
Office Hours:
Office #: 956-882-5867 Cell
#: 956-244-6040
[email protected]
Office:
Office Hours:
Office #: Cell #:
Fall 2015
Grading
Participation: 10%
Field Based Activities: 10%
Clinical Interview 1: 15%
The goal of this course is to develop a powerful tool kit of
approaches to knowing and learning in mathematics and
science. This course focuses on issues of what it means to learn
and know science and mathematics. What are the standards for
knowing we will use? How are knowing and learning structured,
and how does what we know change and develop? For the
science and mathematics educator, what are the tensions
between general, cross-disciplinary characterizations of
knowing (e.g., intelligence) and the specifics of coming to
understand powerful ideas in mathematics and science? What
are the links between knowing and developing in learning
theory, and the content and evolution of scientific ideas? What
are the connections between kinds of assessments and theories
of knowing? How are various uses of technology associated with
specific approaches to learning?
Midterm: 15%
Lesson Design, Enactment, and
Evaluation: 20%
Candidate Portfolio: 5%
Attendance Policy/Participation Expectations
Attendance and participation are mandatory to this
class since the majority of the learning hinges on
group work done during the class time. Attendance
will be taken every class period. Participation is 20%
of your course grade (Participation + Field Based
Activities).
Participation in class includes, but is not
limited to: coming to class prepared with the
required assignments completed and
engaging in thoughtful and reflective class
discussion and activities. Completing field based
requirements.
Participation is assessed daily (see Participation
Rubric on next page).
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Participation is assessed daily (see Participation Rubric below).
In the event of an absence, please provide advance notice of absences if possible, as well as
relevant documentation regarding absences to the instructors as soon as possible following the
illness or event that led to an absence. Regardless of whether an absence is excused or
unexcused, you are responsible for making up all work that is missed.
If the absence is excused the missed work can be made up with no penalty. Excused absences
include documented illness, deaths in the immediate family and other documented crises,
call to active military duty or jury duty, religious holy days, and official University activities.
Accommodations for these excused absences will be made and will do so in a way that
does not penalize students who have a valid excuse. Consideration will also be given to
students whose dependent children experience serious illness.
Please note: Missing more than two classes and having unexcused absences will result in
one full letter grade reduction. Violation of the attendance and participation policy will result in a
grade reduction of 3 points from the final course grade per unexcused absence after 2 “free”
unexcused absences.
Participation Rubric
Points
2
Attendance
Preparedness
Participation
3
Present and
prompt.
Has clearly read the
reading
assignments prior
to class; has
reflected upon
them and is
prepared to discuss
them.
In small and large group discussions,
participates frequently and
appropriately. Comments are insightful
and contribute positively to the
perspectives and ideas of classmates.
2
Arrives
within the
first 10
minutes of
class.
Has clearly read the
reading
assignments prior
to class, though has
not reflected on
them or is
moderately
prepared to discuss
them.
In small and large group discussions,
sometimes participates, and
participation is generally appropriate.
Comments are sometimes insightful and
contribute positively to the discussion.
Generally, though not always, respects
and listens to the perspectives and ideas
of classmates.
1
More than 10
minutes late
to class.
Has skimmed the
reading
assignments or has
not read them, and
is clearly
unprepared to
discuss them.
Does not participate in class
discussions, or participation is
inappropriate. Comments are off-topic
or otherwise do not contribute positively
to the class discussion.
0
Absent from
class.
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Course grades will be determined based on your performance in five categories: (1) participation,
(2) reading quizzes, (3) interviews, (4) a mid-term exam, and (5) a final project.
1) Participation is comprised of two parts:
A. Daily active participation in all class sessions. (10% of class grade) Each
student is expected to actively participate in small- and large-group discussions. The purpose of
these discussions is to help us as individuals, and as a group, develop meaningful interpretations of
the ideas conveyed in the readings. Being a “full participant” means that you come to class having
carefully read the articles and that you are prepared with questions, comments, and criticisms
based on the readings. It also means that you solicit and carefully consider the ideas of others, and
build on them in a generative way. Aside from the attendance policy described above, part of the
participation grade will be dependent on our assessment of your classroom behaviors, and to be
assessed using the participation rubric above. Discussion questions will also be posted to
Blackboard, when answering the questions please be elaborate and support your answers by citing
the readings when possible using APA format. Please read the Discussion Tips to help guide you on
appropriate responses.
B. Field Based Activities (10 % of class grade) Complete five hours of
participation in the tutoring at Lucio Middle School. (5 pts per session, 5 sessions, I paper,
10% of course grade). Lucio is a high-needs school that is implementing a tutoring program during
school hours and after school to help students in math and science. In order to support the teachers
at Lucio with the new program, you will be expected to serve as a tutor for five tutoring sessions at
Lucio this semester. During these sessions you will also investigate a series of questions about
student engagement in math and science, and you’ll write up a brief paper of your findings due at
the end of the semester. All hours must be completed in order to receive full credit. Incomplete
hours will not be accepted.
2) Quizzes: (15% of class grade): Quizzes are due no later than 9am every Tuesday
(before class) students will complete an online quiz over the assigned readings. Please note
late quizzes will not be accepted.
3) Clinical Interview 1, Expert/Novice (15% of class grade): Students will be expected
to complete one interview assignment in which an expert and a novice’s knowledge
and reasoning patterns are compared. A clinical interview is an extensive process of
formally interviewing a subject engaged in a problem solving activity. You will
record the interviews, and then transcribe and analyze the activity. APA format is
required The transcripts and analysis for this assignment will be submitted on dates that are
assigned. Late submissions will be deducted 10 points after the first day and 5 points for each
additional day. Clinical Interview 1 will be submitted on TK20.
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4) Mid-Term Exam (15% of class grade) At mid-semester you will engage with questions central
to the course readings and discussions in a formal, open ended exam. No late Mid-terms will be
accepted.
5) Final pair of assignments (total 30% of class grade): Comprised of two parts * APA
format
To inform these two assignments, pairs or groups of three students will select a big idea
from mathematics or science and choose a set of objectives that address these ideas
from the state standards. Following this, they will investigate what is known about student
learning regarding this topic and search for effective ways to teach it. This work will form the basis
of the two class assignments,
Clinical Interview 2, Mapping student learning (10% of class grade):
After having selected a topic, learning and writing objectives, groups will design a set of
interview questions that address student knowledge and reasoning about this topic. (See
course website for examples of effective interview questions.) Two students from our class
section (ideally novices in the field that are not familiar with the subject area ie: Math majors
will interview Science Majors and vice versa) these students will be selected for two
interviews. Group members will record the interviews, transcribe and analyze them. The
purpose of this set of interviews is to analyze student knowledge using findings from the
related literature to understand what students know about this topic and determine how this
knowledge could be shaped through instruction. In essence the interview questions will be
used to help design of the lesson for the Lesson Design, Enactment and Evaluation project.
Lesson Design, Enactment, and Evaluation (20% of class grade): Using the same
topic selected in your Clinical Interview 2 use the 5E lesson template (found in your resources
folder in Blackboard) You will use this to develop your lesson. You will submit a printed copy
of your lesson before the presentation. Please use the rubric found on Blackboard to help
Your lesson must include the following:
1) Measurable objectives using different DOK’S
2) Pre-assessments that will be administered before the lesson that demonstrates learning
theories in the course.
3) Use of strategies and manipulatives discussed in the course in the engage and explore
portion of the lesson
4) Briefly explain how you would elaborate the lesson.
5) Administer a post-test after your presentation in class
The paper created for this assignment will include the plan, the quantitative evaluation of
analysis of the pre- and post assessments. You will use findings from the literature and the
learning of the class to support your findings as well as analyze student learning from this
lesson that employs the learning theories explored in the course. The paper should also
include an explanation as to how and why you developed your lesson as well as a teaching
application. The purpose of this assignment is to investigate what is learned as a result of
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instruction and these findings should be used to revise and explain students’ knowledge of
teaching. Please see Blackboard under Lesson Design Enactment Folder for
examples of how this paper should be written.
6) Candidate Portfolio (5% of class grade): Must be submitted on TK20 as required throughout
the duration of the program.
UTRGV has generated a description of our expectations of what our teaching candidates should
know and be able to demonstrate before graduation. That description will be shared with you (and
can be found on the course website). For your portfolio, you will examine that descriptions and
identify what work products (papers, lessons, readings) you already have that demonstrate your
knowledge and abilities, and organize those materials so they are readily available (in a binder as
well as electronic media). Based on this analysis, you will identify areas that are your target for
growth during the semester, and submit that analysis for instructor review. At the end of the
semester, you will perform that analysis once again, identifying what your knowledge and abilities
are (accompanied by evidence), and identifying area that you need to focus on in subsequent
courses.
Your reflections and your evidence should be maintained in a three ring binder as well as an
electronic backup. As you progress through the program, you will further develop your portfolio
by inserting major projects you have completed along with your self assessment, new ideas and
strategies about assessment or management, and a “wish list” of goals and strategies for improving
your own practice. Your portfolio will serve as a major resource for and contribute significantly to
your Apprentice Teaching experience.
Course grades will be based on the assignments described above. Additional description for each
assignment will be discussed in class and can be found in the course blackboard website.
The requirements will be weighed as follows:
Assignments/Grading Policy
Activities and Course Expectations
Points
Participation (includes research participation and tutoring)
20%
Reading Quizzes and Blackboard discussions
15%
Interviews (1): Expert Novice Reasoning
15%
Interview (2): Mapping student learning
10%
Midterm Exam
15%
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Grading Scale
98 – 100
A+
93 – 97.9
A
90 – 92.9
A-
87 – 89.9
B+
83 – 86.9
B
80 – 82.9
B-
77 – 79.9
C+
73 – 76.9
C
70 - 72.9
C-
67 – 69.9
D+
63 – 66.9
D
60 – 62.9
D-
Below 60
F
Dispositions: Students' professional commitments and dispositions are continually observed by
program faculty. Faculty observe student behaviors in the classroom, in field-based experiences,
when meeting privately, and in interactions with other students. As a group, the UTB-UTeach
faculty complete a summary evaluation of the professional commitments and dispositions for each
student each semester. If faculty determines that a student's evaluation in the area of professional
commitments and dispositions requires remediation, the student will receive a written remediation
plan specifying required remediation activities and responsibilities. If a student fails to successfully
complete the remediation plan, s/he may be dismissed from the Program. See the rubric for the
evaluation disposition’s posted on the course website.
COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGE BASE
Goal: The overall goal of this course is to help mathematics and science educators develop the
knowledge, dispositions, and skills needed to be an effective teacher in middle and secondary schools.
Course Schedule
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Class
Topic
Topic 1: Course Overview and Expectations
Learning Styles, MI, Howard Gardner
Topic 2: Examining the effectiveness of student centered
instruction; Designing HOTS questions using Bloom’s
Taxonomy
Subtopic: Types of Assessments for learning
Topic 3: Importance for teaching multiple proficiencies with an eye
to the big idea, intro to learning trajectories
Subtopics: Experts and Novices
Topic 4: The Cognitive Revolution and Constructivism—memory,
problem solving
Subtopics: Cognitive Mapping examining big ideas
Topic 5: Questions for Clinical Interview #1
Piaget
Conducting Clinical Interview—Perspectives from Piaget:
Topic 6: Vygotsky, Skinner
Interview #1 due
Topic 7: Bruner, Ausubel
Discuss Midterm exam
Topic 8: Pick topic for Clinical Interview #2 and teams
Subtopic: Designing rubrics to match questioning
Midterm exam
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Topic 9: Demo
Cooperative Strategies
Topic 10: Clinical Interview #2
Pre-Assessments Administered
Tutoring hours Due
Topic 11: Analysis of Pre-assessment of whole class
Lesson Design Implementation of Strategies
Topic 12: Lesson Design Implementaion
Topic 13: Small group lesson enactment
Clinical interview # 2 transcripts and analysis due.
Topic 14: Group Lesson Enactment
Topic 15: Final project Due
COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGEBASE
Goal: The overall goal of this course is to help mathematics and science educators develop the
knowledge, dispositions, and skills needed to be an effective teacher in middle and secondary schools.
Rationale: The teaching of science and mathematics has become a critical concern for the nation.
Students in grades 6-12 will be administered yearly science and mathematics tests. Secondary
mathematics teachers must be familiar with various strategies for teaching science and
mathematics that have the best potential for promoting understanding in students. Society is
demanding a scientific and mathematically literate citizen.
Course Objectives:
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After completing the required readings and participating in class activities, the prospective mathematics or
science educator will be able to do the following:
1. Articulate various standards (e.g., Common Core State Standards) for knowing science and
mathematics and articulate the implications of these standards for assessment, especially
standardized assessment.
2. Describe the various theories used to explain mathematical and scientific knowing and learning and
be able to apply these approaches in understanding and structuring classroom practice.
a. Use the clinical interview method to make sense of someone’s reasoning about a topic in
mathematics or science.
b. Articulate what it means to know and learn relative to cognitive structures and describe how what
people know change and develops.
c. Explore the affordances offered by various technologies in supporting knowing and learning in
mathematics and science.
3. Identify sources of educational inequity (e.g., mismatches between students’ home cultures and
school culture) and describe strategies for fostering learning environments that are equitable for all
students (e.g., making expectations explicit).
4. Express informed opinions on current issues and tensions in education, especially as they relate to
mathematics and science instruction.
Note: Syllabus Change Policy
Except for changes that substantially affect implementation of the evaluation (grading) statement,
this syllabus is a guide for the course and is subject to change with advance notice.
UTRGV POLICY STATEMENTS
STUDENTS WITH DISABILITIES:
If you have a documented disability (physical, psychological, learning, or other disability which affects your
academic performance) and would like to receive academic accommodations, please inform your instructor and
contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that
you schedule an appointment with Student Accessibility Services before classes start. However,
accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in
Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at
[email protected]. Edinburg Campus: Student Accessibility Services is located in 108 University Center
and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email at
[email protected].
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MANDATORY COURSE EVALUATION PERIOD:
Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account
(http://my.utrgv.edu); you will be contacted through email with further instructions. Online evaluations will be
available Nov. 18 – Dec. 9, 2015. Students who complete their evaluations will have priority access to their
grades.
ATTENDANCE:
Students are expected to attend all scheduled classes and may be dropped from the course for excessive
absences. UTRGV’s attendance policy excuses students from attending class if they are participating in officially
sponsored university activities, such as athletics; for observance of religious holy days; or for military service.
Students should contact the instructor in advance of the excused absence and arrange to make up missed work
or examinations.
SCHOLASTIC INTEGRITY:
As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who
engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and expulsion from the University. Scholastic dishonesty includes but is not limited to: cheating,
plagiarism, and collusion; submission for credit of any work or materials that are attributable in whole or in
part to another person; taking an examination for another person; any act designed to give unfair advantage to
a student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and
the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules
and Regulations and UTRGV Academic Integrity Guidelines). All scholastic dishonesty incidents will be reported
to the Dean of Students.
SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE:
In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes
under Title IX regulations and so must report any instance, occurring during a student’s time in college, of
sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes
aware during this course through writing, discussion, or personal disclosure. More information can be found at
www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV
actively strive to provide a learning, working, and living environment that promotes personal integrity, civility,
and mutual respect in an environment free from sexual misconduct and discrimination.
COURSE DROPS:
According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official
drop date. Following that date, students must be assigned a letter grade and can no longer drop the class.
Students considering dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can
recognize how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that
dictates that undergraduate students may not drop more than six courses during their undergraduate career.
Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit.
The 3-peat rule refers to additional fees charged to students who take the same class for the third time.
SATISFACTORY ACADEMIC PROGRESS (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify those
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students who are experiencing difficulty with their courses. Satisfactory Academic Progress
(SAP) is based upon two components: GPA of 2.0 or higher and successful course
completion of at least 70% of course work attempted. Students remain in good
standing with the university and Financial Aid when both criteria are met. Students who do
not maintain these required minimum standards will be placed on probation or suspension
as appropriate. The complete Satisfactory Academic Progress policy and the Undergraduate
Satisfactory Academic Progress for Financial Aid policy can be found in the current
Undergraduate Catalog. For more information, please visit
http://www.utb.edu/vpaa/sap/Pages/Home.aspx
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including
the possibility of failure in the course and expulsion from the University. Scholastic
dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for
credit of any work or materials that are attributable in whole or in part to another person,
taking an examination for another person, any act designed to give unfair advantage to a
student, or the attempt to commit such acts. Since scholastic dishonesty harms the
individual, all students and the integrity of the University, policies on scholastic dishonesty
will be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow
your peers to pressure you to cheat. Your grade, academic standing and personal reputation
are at stake. For a brief informative video on cheating and its consequences click on
“Academic Integrity at UTB/TSC” at this link:
http://www.utb.edu/sa/judicial/Pages/academicIntegrity.aspx
STUDENTS’ ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at any time, be
dropped from courses. This may result in a “W” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB Academic Continuity Program, academic courses,
partially or entirely, will be made available on the MyUTB Blackboard course management
system. This allows faculty members and students to continue their teaching and learning
via MyUTB Blackboard http://myutbtsc.blackboard.com, in case the university shuts down
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as a result of a hurricane or any other natural disaster.
The university will use MyUTB Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If the
university is forced to shut down, faculty will notify their course(s). To receive credit for a
course, it is the student’s responsibility to complete all the requirements for that course.
Failure to access course materials once reasonably possible can result in a reduction of your
overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and
the institution, the instructor, and fellow classmates will take place using the features in
your MyUTB Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by
following the link titled “Validate your e-Mail Account” in MyUTB Blackboard Portal. In the
event of a disaster that disrupts normal operations, all students and faculty must make every
effort to access an internet-enabled computer as often as possible to continue the learning
process.
Emergency Notification System
UTB has implemented an emergency communication system to provide students, faculty,
staff and visitors with important information in the event of an impending threat. This
system allows UTB to send time sensitive notifications via telephones, computers, indoor
speakers in classrooms and laboratories, outside speakers, e-mail messages, and
announcements on the University’s home page: www.utb.edu. The notification methods
used will vary depending on the level of the emergency. Messages will communicate the
current situation and provide guidance for what action needs to be taken immediately.
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