Science Experiences in Elementary School I and II
Fall 2015
Combined Course Syllabus
SCIED-GE 2009 and SCIED-GE 2010
New York University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
Tuesdays and Thursdays 3:00-4:45pm
East Building, Room 403
(Jhumki Basu STEME Education and Research Center)
NOTE: If you are taking the combined course arrangement you are getting credit for the following two
courses usually taken in different semesters SCIED-GE 2009 (formerly E14.2009): Science Experiences in
Elementary School I, 30 hours, 2 points and SCIED-GE 2010 (formerly E14.2010): Science Experiences in
Elementary School II, 30 hours, 2 points
Professor: Susan Kirch, Ph.D.
Course researchers: Dr. Kara Naidoo and Adam Devitt
Science Education Department Assistant: Pravan Kuntmala
Course Website: see NYUClasses
Email: Please email through NYUClasses. All message SUBJECT LINES should begin with “SCIED-GE
2009-2010”
Faculty Office Locations and Office Hours:
Susan Kirch
East Building, 4th Floor
Office Hours: Thursdays 5-6pm (prefer by appointment)
Homepage: http://steinhardt.nyu.edu/faculty_bios/view/Susan_Kirch
Research video: http://steinhardt.nyu.edu/videos/faculty/3
A. Course Design Framework
Special Note for Fall Spring 2015: We are delighted that you are interested in participating in this course
project and being active participants in the course design and implementation. As described to you during
orientation, by your advisor, or by a flier, this course includes an after-school program for elementary
students in which you will design and lead the science activities. Utilizing class discussions, readings and
activities, you will co-design, deliver, and reflect on a science lesson. Dr. Kara Naidoo, a recent graduate of
NYU-Steinhardt and Mr. Adam Devitt (a current doctoral student), have been given permission to study this
course. Mr. Devitt and/or Dr. Naidoo may ask you to complete a survey and/or be interviewed. The
professor of this course does not have access to the survey results, nor is she privy to the interview process
or content.
The “Science Experiences in Elementary School I and II” course sequence has been developed in response to
current research in science education including research in teacher preparation, elementary school teaching,
and student (kindergarten-adult) learning in science.
In this course, as in all courses and activities you are using for becoming an elementary school teacher, it is
essential that you consider your own practice as a teacher and the goals you want to accomplish. In this
course, we’ll develop our core models of what it means to practice elementary school science teaching and
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think about how to implement and revise our models through research and development with children as
research partners.
As you develop your core models for teaching elementary school science it is important to note that current
research on cognitive development in the last 25 years has demonstrated that young children have greater
learning capabilities than is usually realized (Siegler, 2003). International studies employing Vygotsky’s
educational principles have documented development of systematic theoretical thinking and high-order
generalizations in science and mathematics in elementary school children. In a recent synthesis of research
studies conducted with elementary school students the following assertions can be supported (from Duschl,
Schweingruber and Shouse, 2007):
• Children are far more competent in their scientific reasoning than first suspected and adults are less
so. Furthermore, there is great variation in the sophistication of reasoning strategies across
individuals of the same age.
• In general, children are less sophisticated than adults in their scientific reasoning. However,
experience plays a critical role in facilitating the development of many aspects of reasoning, often
trumping age.
• Scientific reasoning is intimately intertwined with conceptual knowledge of the natural phenomena
under investigation. This conceptual knowledge sometimes acts as an obstacle to reasoning, but
often facilitates it.
• Many aspects of scientific reasoning require experience and instruction to develop. For example,
distinguishing between theory and evidence and many aspects of modeling do not emerge without
explicit instruction and opportunities for practice.
Essential questions used to guide the development of this course:
• How do teachers engage students in seeing themselves as scientists and thinking scientifically? What
do we mean by that? What does it look like?
• What considerations do we need to make when planning teaching-learning activities? And what
resources and methods have others recommended that might be of use in our planning and practice?
• How are science and engineering similar and different? Do they have a fundamental relationship? If so,
how do we describe it and how do we teach students this relationship?
• How do people use scientific and mathematical understandings to make healthy choices and decisions
regarding their personal health and safety, the health and safety of their local and global communities
and societies, and the health and safety of their environment?
B. Required Course Readings
Required Books (available at NYU Bookstore)
Gallas, K. (1995). Talking their way into science: Hearing children's questions and responding with
curricula. New York: Teachers College Press. (Bobst Course Reserve Q173.G32 1995)
Harlen, W. (2001, 2nd edition). Primary science: Taking the Plunge. New York: Heinemann. (Bobst Course
Reserve LB1585.P75 2001)
Salvadori, M. (2000). The art of construction: Projects and principles for beginning engineers and
architects. Chicago: Chicago Review Press. (Bobst Course Reserve TA634.S23 1990)
Required Internet materials
•
Next Generation Science Standards.
o http://www.nextgenscience.org/next-generation-science-standards
o also available on NYUClasses under “Resources”
2
•
New York City Department of Education Science Curriculum and Standards.
http://schools.nyc.gov/Academics/Science/StandardsCurriculum/default.htm
Required articles, presentations, and book chapters available on CLASSES site under “Resources
Beck, S. & Llosa, L. (2010). Powerpoint Presentation: Assessment basics for classroom teachers: An
introduction to assessment principles and guidelines for developing classroom assessments. [Required for
teacher guide]
Erickson, F. (2007). Ways of seeing video: Toward a phenomenology of viewing minimally edited footage.
In R. Goldman, B. Barron and S.J. Denny (Eds.) Video research in the learning sciences (p. 145-155).
Mahwah, NJ: Lawrence Erlbaum. [Required for support staff collective reflection and team reflections]
Karpov, Y.V. (2014). Vygotsky for educators. New York: Cambridge University Press [Highly
recommended book available in bookstore; Bobst Ebrary; Course Reserve HQ767.9.K366 2014)
• Introduction: “There is nothing more practical than a good theory.”
• Chapter 1: The Vygotskian notion of mediation as the major determinant of children’s learning and
development
• Chapter 8: American cognitive psychologists and Russian Vygotskians talk about the content and
process of learning at school
• Chapter 11: The Vygotskian theoretical learning approach as an alternative to “traditional” explicit
instruction and to constructivist instruction
Langer, E. J. (1997). The power of mindful learning. New York: DeCapo Press. [Highly recommended
book available in bookstore; Bobst Course Reserve LB1060.L35 1997]
• Introduction
• Chapter 6. Mindfulness and Intelligence
• Chapter 7. The Illusion of Right Answers
Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher
Education, 40, 2-10. [Required for support staff collective reflection and team reflections]
Wiggins, G. and McTighe, J. (2006). Understanding by Design. Upper Saddle River, NJ: Pearson
Education. (Bobst Course Reserve - eBook)
• Introduction
• Chapter 1- Backward Design
[Required for YIP lesson planning/teacher guide]
Other resources helpful for creating lessons and planning:
Bordessa, K. (2005). Team Challenges: 170+ Group Activities to Build Cooperation, Communication, and
Creativity. Chicago Review Press. ISBN-10: 1569762015. (not in Bobst)
Charney, R.S. (2002). Teaching children to care: Classroom management for ethical and academic growth,
K-8. Northeast Foundation for Children. ISBN. 1-892989-08-5. (especially chapters 10, 11, 12, 14) –
(Bobst Main Reserve Collection LB3013.C466)
Faber, A. and Mazlish, E. (1995). How to talk so kids can learn at home and in school. Fireside Press.
ISBN. 0-684-813333-5 (especially chapters 2, 5, 6) (not in Bobst)
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Gordon, J.E. (2003). Structures: Or why things don’t fall down. De Capo Press. ISBN-10: 0306812835
[available in bookstore] (NYU IFA Conservation Collection: TA645 .G65 1978b Non-circulating)
Gordon, J.E. (2006). The New Science of Strong Materials or Why You Don't Fall through the Floor.
Princeton University Press. ISBN-10: 0691125481 (Bobst Course Reserves: TA403.2 .G66 1984)
Johmann, C.A. (2001). Skyscrapers!: Super Structures to Design & Build. Williamson Pub. ISBN-10:
1885593503.
Johmann, C.A. (1999). Bridges: Amazing Structures to Design, Build & Test. Williamson Pub. ISBN-10:
1885593309.
Levy, M. and Salvadori, M. (2002). Why buildings fall down: How structures fail. W. W. Norton &
Company. ISBN-10: 039331152 (Bobst Course Reserve: TH441 .L48 2002)
Macaulay, D. (2000). Building Big: Companion to the PBS series. New York: Houghton Mifflin Books for
Children. [available in bookstore] (Bobst Course Reserve: NA2555 .M24 2000)
Moyer, R. and Everett, S. (2012). Everyday engineering: Putting the E in STEM teaching and learning.
NSTA Press. ISBN-10: 1936137194 (Bobst Course Reserve eBook)
Salvadori, M. (2002). Why buildings stand up: The strength of architecture. W. W. Norton & Company.
ISBN-10: 039330676 (Bobst Course Reserve: TH845 .S33 2002)
Students may be provided with additional readings or resource materials from the professor. These
materials will be posted on NYUClasses or handed out in class.
C. Course Objectives
Upon completion of this course you will have:
• Developed and taught a core concept in an area of physical science from the engineering curriculum
exemplar to elementary school students in an after-school science enrichment program offered at NYU.
• Written a teacher guide for the core concept that includes a summary of relevant content information
and focus questions for discussion.
• Read and discussed articles focused on the meaning of teaching science and engineering.
• Reflected on and discussed elements of elementary classroom environments that support science and
engineering learning.
• Drawn on techniques and theories learned in course readings and in MAEd program foundation courses
to plan elementary science curriculum and evaluation.
D. NYUClasses: This course has a NYUClasses (herein, “CLASSES”) site. The syllabus, details about
assignments, and any other general course information will be available on this site. In addition, postings
will be made regarding events or other items of importance regarding this course including assignment
modifications. All course communication between students and professor should occur through the
CLASSES communication portal. It is essential that you check your email daily to ensure that you receive
all messages for the course. Be sure that the email address that the university has on file for CLASSES is the
address that you are checking. Please feel free to use the site to continue conversations started in class or
raise new points for discussion during future class meetings.
E. Course Requirements and Assignments: Completed assignments should be posted to the Assignments
or Forum pages on CLASSES unless otherwise instructed. Please do NOT post attachments except when
directed. Please do not email assignments to the professor unless it is a technical emergency (i.e., you will
miss a deadline because of CLASSES trouble).
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Late assignments will be downgraded each day an assignment is late. Assignments will not be
accepted after one week past the deadline without consultation with the professor.
Assignments:
Reading Guides (8)
Self-science study (3)
Support Staff Collective Reflection Guide (7)
YIP Lesson Planning and Implementation
Plan outline
Team Agreements
Teacher Guide (1 per team)
Leading the Young Investigator Program (YIP) Sessions (2 sessions per team)
Reflection on the YIP Sessions (2 reflection sessions per team)
Peer Work Group Evaluation (1 per team member)
Cumulative Assessment (1)
Final Reflection (1)
Participation and Professionalism (28) SCIED-GE 2009 and SCIED-GE 2010 are each two-credit courses
that have been combined into an inquiry-based 4-credit course where attendance is required as part of this
learning community. Unexcused absences are penalized. Miss 1 day – maximum course grade possible is
90%; miss 2 days - maximum course grade possible is 70%; miss 3 days - fail the course.
Everyone is expected to contribute to all discussions by asking questions, expanding the conversation,
making connections to the course readings, etc. For the sessions where we reflect on what transpired in the
YIP, the Support Staff Collective Reflection Guide is provided as a tool to help you organize your
participation and contributions. Teams who are leading the reflection sessions do not need to complete the
Supporting Staff Collective Reflections on the days they lead, but teams are assigned four questions to
answer as part of their Teacher Guide. For all other class sessions, pay close attention to your learning
process and record your questions, wonderings, assumptions, surprises, disappointments, and understandings
as you complete coursework. Use these notes to contribute to class discussions. If you find you are
contributing more to the class than other students, be sure to stop and allow others an opportunity to
participate.
Reading Guides (10%, 8, 100 pts each): For this assignment, you will be asked to answer a series of short
answer questions related to the assigned readings. Read the questions carefully and be sure to thoroughly
answer the question asked. Post your answers to the appropriate Reading Guide location on the Assignment
page of CLASSES by 9pm the day they are due (late entries are not accepted in the CLASSES system).
Compose your answers “offline” and then upload them to the appropriate Reading Guide on the Assignments
page. No credit will be given for work that is lost due to Internet connection failures. If you have trouble
accessing the assignment page for submission, email your submission directly to the professor and contact
the CLASSES Helpdesk to solve your technical problem.
Due by 9pm on the following due dates:
RG1 – 2/6
RG2 – 2/13
RG3 – 2/20
RG4 – 3/6
•
•
•
RG5 – 3/26
RG6 – 4/10
RG7 – 4/24
RG8 – 5/1
RG 1: Salvadori (Ch 1-4) covered in Self Science Study #1; Karpov (Intro and Ch 1, 8)
RG 2: Salvadori (Ch 5-9) covered in Self Science Study #2, Karpov (Ch 11), Harlen (Ch 1-2),
RG 3: Salvadori (Ch 10-11) partially covered in Self Science Study #3, Harlen (Ch 3-4)
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•
•
•
•
•
RG 4:
RG 5:
RG 6:
RG 7:
RG 8:
Salvadori (Ch 12-13), Harlen (Ch 5-6)
Gallas (Intro, Ch 1-2), Harlen (Ch 7-8)
Harlen (Ch 9), Langer (Intro, Ch 6-7), Erickson
Gallas (Ch 3-6)
Gallas (Ch 7-10)
Self-Science Study (10%, 3, 100pts each): As you prepare to teach in the after-school program you will
extend your science studies beyond the course meeting time by completing the reflection and further study
assignment described below. The purpose of this assignment is to (1) begin/continue your life-long learning
of science, and (2) study your own learning practices and interests related to science. Another benefit of
engaging in life-long learning and reflection for teachers (besides increasing our learning confidence) is that
it helps ensure that we never forget what it’s like to be a learner and what it’s like to try to communicate our
thoughts and ideas about something we may be learning for the first time - this is what young children in
schools are doing everyday.
SSS instructions and materials packets will be distributed in class. Due on CLASSES Forum Board (and in
class as directed) at 3pm on the following dates
•
2/3 - Forces; what push and pull contact forces get exerted on an object (explore the “Forces Lab” at
http://www.pbs.org/wgbh/buildingbig/lab/index.html) and complete assigned Salvadori activities.
•
2/10 - Materials; how do materials behave under push and pull forces? (explore the “Materials Lab”
and the “Loads Lab” at http://www.pbs.org/wgbh/buildingbig/lab/index.html and complete assigned
Salvadori activities.
•
2/19 - Trusses - human's greatest structural invention. Exploring benefits as well as uses in
engineering and art.
Support Staff Collective Reflection (SSCR) (10%, 7, 100 pts each). The purpose of the collective
reflection is to ensure that everyone watches video footage each week and engages in a guided reflection that
leads to deeper thinking about teaching and learning and critical reflection of our own beliefs, assumptions,
values and theories about teaching and learning science. The professor (with the assistance of teachers) will
video-record every after school session. Videos will be posted by the professor in a password protected
online folder the next morning (Friday). Everyone in the class should view the footage before the Tuesday
reflection session and prepare to contribute to the reflection discussion. Comments do not have to be limited
to the video clips shown by the reflection session leaders.
A copy of the collective reflection assignment template and directions can be found on CLASSES under the
“Assignments”. Non-presenters should post a completed “Support Staff Collective Reflection Guide” to the
Assignments page and bring a paper copy to each Tuesday reflection meeting (“non-presenters” include
everyone who is not a member of the lead team for that week). Be prepared to speak in class. Points will be
deducted from SSCR if you do not contribute to class discussion. Turn in your completed SSCR at the end
of the reflection session. Lead team presenters have a separate guide described in the next section.
Required reading: Smyth, J. (1989). Developing and sustaining critical reflection in teacher education.
Journal of Teacher Education, 40, 2-10.
SSCRs are due Tuesdays in class and on CLASSES on the following days:
3/10 – YIP 1
4/14 – YIP 5
3/17 – SPRING BREAK (NO MEETING)
4/21 – YIP 6
3/24 – YIP 2
4/28 – YIP 7
3/31 – YIP3
5/5 – YIP 8
4/7 – YIP 4
5/12 – YIP 9 (online only; no meeting)
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The Science of Engineering: Young Investigator Program Planning, Implementation and Reflection
Overview.
In this course you will work with a team of two-three classmates to plan two lessons for the after-school
Young Investigator Program (YIP) with 4th- 5th grade students (approximately 20 students). The major topics
that will be covered in the Science of Engineering after-school program are: (1) problems facing structural
engineers and some common solutions, (2) finding and balancing loads on various structures, (3)
understanding the limitations of materials under loads that create compression and tension, (4) understanding
how macro structures (e.g., shapes and assemblies) compensate for limitations in materials under loads and
the forces generated in interaction.
The first YIP session will be designed by the whole class, but lead by Team 1. It should include an
introduction to problems that face scientists and engineers as well as team-building activities and getting to
know each other activities. Each team will design and implement three lesson plans for 4th-5th grade
students. Three teams will each lead three of the after-school sessions (a total of 9 sessions). Team 1 will
lead YIP sessions 1-3, Team 2 will lead YIP sessions 4-6, and Team 3 will lead YIP sessions 5-9.
The four related team assignments are described next. They are designed to help teams prepare and reflect
on teaching and learning plans in elementary science and they are presented as Part I, II, III, IV and V.
Part I. Outlines & Teamwork Agreements (1 per team). The class will need to review all the
activities for the 9 sessions of after-school program on 2/26 and begin planning YIP1 on 2/24. Therefore,
each team must provide a copy of their outline of the science of engineering story and lesson activities they
are planning for their assigned after-school sessions. We will brainstorm and discuss possible plans and
alterations in class. The professor will make photocopies of outlines for distribution to the class. Teamwork
agreements are attached to the syllabus and posted on the CLASSES Assignments Page. Teamwork
agreements are self-explanatory and include due dates. Complete and submit them as instructed.
•
•
Team outline (1 outline per team) is due to the appropriate Forum on CLASSES on 2/25 at 10pm.
Teamwork agreement – “When you begin” is completed in class on 2/26.
Part II. Teacher Guide (30%, 1 per team, 100 pts, due the Tuesday before each team’s assigned
YIP sessions). The purpose of creating the teacher guide for a core topics in the Science of Engineering
curriculum of the after school science program is to: (1) plan ahead for working with 4th- 5th grade students in
an after school science program, (2) provide a guide for your colleagues on what they will be expected to do
during the after school sessions and what concepts they should be mediating for the Young Investigators, (3)
use the guide as a tool to get feedback from peers and professors before implementing the lessons with
students, and (4) use it as a tool to explore ways you can make science part of your own teaching routines in
the classroom.
Required resources:
• Wiggins, G. and McTighe, J. (2006). Introduction and Chapter 1 from Understanding by Design.
Upper Saddle River, NJ: Pearson Education.
• Karpov, Y.V. (2014). Chapter 11 from Vygotsky for educators. New York: Cambridge University
Press
• Salvadori, M. (2000). The art of construction: Projects and principles for beginning engineers and
architects. Chicago: Chicago Review Press.
• Next Generation Science Standards. http://www.nextgenscience.org/next-generation-sciencestandards
• Beck, S. & Llosa, L. (2010). Powerpoint Presentation: Assessment basics for classroom teachers:
An introduction to assessment principles and guidelines for developing classroom assessments.
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A copy of the Teacher Guide Template, directions and scoring sheet are provided on CLASSES under the
“Assignments” page. The Teacher Guide for your three after school sessions must include these sections:
Section 1:
Section 2:
Section 3:
Section 4:
Section 5:
Teaching Notes
After School Session Plan (Day 1).
After School Session Plan (Day 2)
After School Session Plan (Day 3)
Team Expectations, Comments, Concerns, and Solutions.
Teacher Guides due dates are as follows:
• Team 1: Tuesday 3/3 (using instructor template), 3/10 and 3/24 (using assignment template) at noon
(Post to Form on CLASSES) and in class as summary handouts
• Team 2: Tuesday 3/31, 4/7 and 4/14 at noon (Post to Form on CLASSES) and in class as summary
handouts
• Team 3: Tuesday 4/21, 4/28 and 5/5 at noon (Post to Form on CLASSES) and in class as summary
handouts
Professor will make copies of these guides and any YIP handouts upon request otherwise team must provide
copies
Final versions of the Teaching Guides will be accepted up to one week after the team’s final reflection
session.
When you present your teacher guide and YIP plans to the support staff in class on the Tuesday prior to each
YIP session be sure to present a brief overview of your instructional design choices in light of the course and
program readings (i.e., explain to the class why you designed your lesson plan the way you did and explain
how you think it will allow teachers to mediate student learning).
Part III. Leading the After-school Young Investigators Program (15%, 3 sessions per team, 100
pts per session). The purpose of presenting your module from the Science of Engineering curriculum is to
(1) test out your plan with 4th-5th grade students in the after-school science program, (2) get feedback from
children in the after-school program and (3) get feedback from your peers and professors. Each team will
lead three of the after school sessions. Each team member must lead whole group activities for equivalent
amounts of time. In other words, no single team member should lead more than 33-50% of the total time in
the after school sessions. Each team will lead the entire class session from 3-4:45pm. The Young
Investigators arrive at 3:30pm and depart at 4:45pm. We must be cleaned up and out of the meeting room
each week by about 5pm.
Teamwork agreement - During the process is due on the day of the second YIP session each team leads
(e.g., Team 1 submits in class on 3/12)
After school sessions of the Young Investigators Science Program take place in the East Building, Room 403
(the same room we use for our class meeting). Prep rooms on the 4th floor will be available from 2:155:15pm on these dates to accommodate prep and clean up.
•
•
•
Team 1 leads 3/5, 3/12, and 3/26 (No program 3/19, NYU spring break)
Team 2 leads 4/2, 4/9 and 4/16
Team 3 leads 4/23, 4/30 and 5/7
Part IV. Leading the Class Reflection on the YIP Sessions (10%, 3 sessions per team, 100 pts per
session). The purpose of the reflection session is to (1) select and present two video clips from your lesson
that you are puzzling about – something you want to improve, something you noticed about the students’
and/or teachers’ activity, something unanticipated, (2) practice making meaning out of what we see when we
use video as a tool for reflection and critique the narrative(s) about students, peers, and interactions that we
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do make (e.g., uncovering our assumptions), and (3) practice expanding the narratives we create about the
events and interactions in each clip by listening to and including the narrative created by others.
Required Resources:
• Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of
Teacher Education, 40, 2-10
•
Erickson, F. (2007). Ways of seeing video: Toward a phenomenology of viewing minimally edited
footage. In R. Goldman, B. Barron and S.J. Denny (Eds.) Video research in the learning sciences (p.
145-155). Mahwah, NJ: Lawrence Erlbaum.
Handout. For each reflection session provide the class with a handout (minimum 2 pages) where you (a)
present transcripts of the episodes in each of the 2 video clips you are presenting to the class for reflection,
(b) explain why each video clip is meaningful to you (e.g., what you want to improve, what you noticed, or
what was unanticipated), and (c) include discussion questions you would like the support staff to consider.
At least one of the two clips presented each session must feature a discussion on teaching and learning a
target science/engineering concept.
•
•
•
Team 1 leads 3/10 (with instructor as needed), 3/24 and 3/31
Team 2 leads 4/7, 4/14 and 4/21
Team 3 leads 4/28, 5/5 and 5/12 (online only, no class 5/12)
Part V. Final teamwork agreements and evaluation forms
•
Teamwork agreement – At the end (1 per team) is due the day of final reflection session each
team leads (e.g., Team 1 submits in class on 3/31). This form is found on CLASSES in the
Assignments folder.
•
Peer Group Evaluation Form (1 per team member) is due the day of final reflection session each
team leads (e.g., Team 1 members submit in class on 3/31). This form is found on CLASSES in the
Assignments folder. The form is self-explanatory. Each team member should complete this form
and turn it in on (paper copy) the day of their final reflection presentation to the class.
Final Reflection – Final Critical Reflection Journal Entry (5%, 1, 100 pts): The purpose of this
assignment is for you to reflect and report on your own development. Reread your previous reflections and
comment on your development throughout the semester. You should chart your self-ratings (how you rated
yourself as a science learner and as a science teacher each week in the collective reflections) over the
semester and analyze the data. Be sure to use evidence from your self-science studies, team planning and
reports, and your SSCRs in this cumulative reflection. Identify the types of changes in beliefs, habits or
practices about science teaching and learning that you have made by showing examples of statements or
thoughts you made “before and after” the change. Due 5/14 at 5pm.
Cumulative Assessment (10%, 1, 100 pts): The design of this cumulative assessment will be guided by the
learning objectives created by the SCIED-GE 2009 and SCIED-GE 2010 teacher leaders for the Young
Investigator Program sessions conducted this fall. Please submit your type-written answers to the four
questions as an electronic text file (.doc, .docx, .rtf) to the Assignments page. Please use a line spacing
setting of 1.5. Photos, drawings, tables, etc. are welcome and encouraged (.jpg, .tiff, .pdf, .ppt, etc.). This is
an “open book” assignment, but it must be completed independently (no cooperative work). Please notify the
professor if you know this honor code has been breached. This assignment will be posted ASAP after the
final YIP session (approximately May 9th) and is due on 5/14 at 5pm.
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F. Revised Course Schedule (after class cancellation on 1/27): Course topics/assignments/readings and
dates are listed sequentially. This is a TENTATIVE schedule and subject to change as the semester
progresses.
Sem.
wk.
1
2
Date
Meeting Topic/Activity
Assignments/Presentations Due
Readings Due
T
1/27
NYU CLOSED
CLASS CANCELLED
Read syllabus; visit NYUClasses
course pages
R
1/29
Introductions, course organization,
identifying problems
Read the syllabus and email any
questions to professor.
Begin reading Salvadori
(Chapters 1-4). These
chapters are available on the
NYUClasses website in the
Readings folder.
Syllabus and NYUClasses
course site
T
2/3
Problem of learning to explain how
structures work: Getting a “feeling” for
forces; how to identify them in
structural elements; how to use them in
engineering structures
Part 1. Problems of instruction (middle
of Karpov readings)
Part 2. Problems that need to be solved
to create floors and walls
Self-Science Study (SSS) #1 due
SSS1/RG1: Salvadori (Ch
1-4)
Reminder: Reading Guide #1
(due Friday 2/6 by 9pm)
RG1: Karpov (Intro, Ch 1, 8)
T
2/10
Problem of bigger, stronger, safer:
testing beams and columns in
compression; designing tests
Self-Science Study (SSS) #2 due
R
2/12
Part 1. Problems of instruction (after
Karpov and Harlen readings)
Part 2. Problem of explaining how
suspension bridges work from an
engineering perspective
Reminder: Reading Guide #2
(due Friday 2/13 by 9pm)
SSS2/RG2: Salvadori (Ch 59)
RG2: Karpov (Ch 11)
Harlen (Ch 1-2)
SSS3/RG3: Salvadori (Ch
10-11)
T
2/17
Finish suspension bridge problems;
Problem of explaining how arches work
from an engineering perspective
Part 1. Problems of instruction (after
Karpov and Harlen readings)
Part 2. Problem of explaining how
trusses work from an engineering
perspective
R
2/5
3
4
R
2/19
5
T
2/24
Finish truss problems; Review of basic
principles; various challenges available
for practice.
YIP #1 Planning (instructor initiates
with Team 1)
SSS3/RG3: Salvadori (Ch
10-11)
Self-Science Study (SSS) #3 due
RG3: Harlen 3-4
Reminder: Reading Guide #3
(due Friday 2/20 by 9pm)
Reminder: YIP Sessions #2-8
Team Outlines due (1 outline per
team) post to Forum Wednesday
2/25 by 10pm
RG4: Salvadori (Ch 12-13)
10
Sem.
wk.
6
7
8
!
9
Date
Meeting Topic/Activity
Assignments/Presentations Due
Readings Due
R
2/26
YIP #1 Planning (Team 1 leads using
YIP 1 planning guide from instructor)
Review Outlines for YIP# 2-9
-Generate YIP 1 Outline w/
responsibilities (in class
w/professor)
-Team agreement-“When you
begin” is due in class
RG4: Harlen (Ch 5-6)
T
3/3
Finalize YIP 1 plan
R
3/5
YIP Session #1 (Team 1 leads with
whole class)
Reminder: Team #1 posts
online the YIP1 teacher guide
generated with the class on 2/24
and 2/16
Reminder: Reading Guide #4
due Friday 3/6 by 9pm
T
3/10
Professor facilitates whole class
reflection of YIP 1 with Team 1 as
needed;
Team 1 leads review and session
planning for YIP 2
R
3/12
YIP Session #2 (Team 1)
3/17
3/19
!
T
3/24
NO CLASS – NYU SPRING BREAK
NO CLASS – NYU SPRING BREAK
!
Team 1 leads reflection on YIP 2
Team 1 leads review and session
planning for YIP 3
R
3/26
YIP Session 3 (Team 1)
Everyone should review
class plan and engineering
content prior to YIP session
(check for updates on
CLASSES)
-Support Staff Collective
Reflection (SSCR) for YIP 1 due
in class (and online)
-Team 1 – class handouts for
reflection discussion on YIP 1
-Team 1 – Teaching Guide for
YIP 2 and 3 due online
Team 1 Reminder: Teamwork
agreement – “During the
process” due in class
RG5: Gallas (Intro, Ch 1,2)
!
-SSCR for YIP 2 due in class
(and online)
-Team 1 – class handouts for
reflection discussion on YIP 2
-Team 1 – updated Teaching
Guide for YIP 3 due; summary
handouts for class due
Reminder: Reading Guide #5
due Friday 3/27 by 9pm
!
RG5: Harlen (Ch 7-8)
Everyone should review
Team 1’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
Everyone should review
Team 1’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
11
Sem.
wk.
10
11
Date
Meeting Topic/Activity
Assignments/Presentations Due
Readings Due
T
3/31
Team 1 leads reflection on YIP 3
Team 2 leads review and session
planning for YIP 4
-SSCR for YIP 3 due in class
(and online)
-Team 1 – class handouts for
reflection on YIP 3
-Team 2 –Teaching Guide;
summary handouts for class for
YIP 4 due
-Team 1 Reminder: Teamwork
agreement – “At the end” and
Peer Evaluation Form due in
class
RG6: Harlen (Ch 9)
RG6: Langer (Intro, Ch 6,7)
R
4/2
YIP Session #4 (Team 2)
T
4/7
Team 2 leads reflection on YIP 4
Team 2 leads review and session
planning for YIP 5
R
4/9
YIP Session #5 (Team 2)
Everyone should review
Team 2’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
-SSCR for YIP 4 due in class
(and online)
-Team 2 – class handouts for
reflection on YIP 4
-Team 2 – updated Teaching
Guide for YIP 5 due; summary
handouts for class
-Team 1 Reminder: Final
version of Teaching Guide is due
for grading purposes
Team 2 Reminder: Teamwork
agreement – “During the
process” due in class
Reminder: Reading Guide #6
due Friday 4/10
12
T
4/14
Team 2 leads reflection on YIP 5
Team 2 leads review and session
planning for YIP 6
R
4/16
YIP Session #6 (Team 2)
-SSCR for YIP 5 due in class
(and online)
-Team 2 – class handouts for
reflection on YIP 5
-Team 2 –updated teaching
Guide; summary handouts for
YIP 6 for class
RG6: Erickson
Everyone should review
Team 2’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
RG7: Gallas (Ch 3-6)
Everyone should review
Team 3’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
12
Sem.
wk.
13
14
Date
Meeting Topic/Activity
Assignments/Presentations Due
T
4/21
Team 2 leads reflection on YIP 6
Team 3 leads review and session
planning for YIP 7
R
4/23
YIP Session #7 (Team 3)
-SSCR for YIP 6 due in class
(and online)
-Team 2 – class handouts for
reflection on YIP 6
-Team 3 – updated Teaching
Guide; summary handouts for
YIP 7 for class
-Team 2 Reminder: Teamwork
agreement – “At the end” and
Peer Evaluation Form due in
class
Reminder: Reading Guide #7
due Friday 4/24 by 9pm
T
4/28
Team 3 leads reflection on YIP 7
Team 3 leads review and session
planning for YIP 8
R
4/30
YIP Session #8 (Team 3)
-SSCR for YIP 7 due in class
(and online)
-Team 3 – class handouts for
reflection on YIP 7
-Team 3 –updated teaching
Guide; summary handouts for
YIP 8 for class
-Team 2 Reminder: Final
version of Teaching Guide is due
for grading purposes
Reminder: Reading Guide #8
due Friday 5/1 by 9 pm
Team 3 Reminder: Teamwork
agreement – “During the
process” due in class
15
T
5/5
Team 3 leads reflection on YIP 8
Team 3 leads review and session
planning for YIP 9
R
5/7
YIP Session #9 (Team 3)
Farewell party to Young Investigators
with YIP certificates (Professor
provides certificates and food)
Readings Due
Everyone should review
Team 3’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
RG 8: Gallas (Ch 7-10)
Everyone should review
Team 4’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
-SSCR for YIP 8 due in class
(and online)
-Team 3 – class handouts for
reflection on YIP 8
-Team 3 –updated Teaching
Guide; summary handouts for
YIP 9 for class
Everyone should review
Team 4’s teaching guide and
engineering content prior to
YIP session (check for
updates on CLASSES)
13
Sem.
wk.
Date
Meeting Topic/Activity
Assignments/Presentations Due
T
5/12
NO MEETING
Finals week
R
5/14
NO MEETING
Finals week
-SSCR for YIP 9 due (online
only)
-Team 3 posts reflection on YIP
9
-Team 3 Reminder: Teamwork
agreement – “At the end” and
Peer Evaluation Form due online
-Cumulative assessment due
online 5pm
-Final reflection due online 5pm
-Team 3 Reminder: Final
version of Teaching Guide is due
for grading purposes
Readings Due
G. Course Grading
Grades for these two courses will be based on the following:
• Reading Guides, RG (8, 10%)
• Self-science study, SSS (3, 10%)
• Support Staff Collective Reflection, SSCR (7, 10%)
• YIP Lesson Planning and Implementation (55%)
o Plan Outline (1 per team)
o Team agreements (3 per team)
o Teacher Guide (1 per team, 30%)
o Leading the Young Investigator Program Sessions (2 sessions per team, 15%)
o Reflection on the YIP Sessions (2 reflection sessions per team, 10%)
o Peer Work Group Evaluation (1 per team member)
• Cumulative Assessment (1, 10%)
• Final reflection (1, 5%)
Grading Scale - NYU-Steinhardt School of Culture, Education and Human Development Grading Scale will
be used in this course (see NYU CLASSES for details)
H. ADA Statement
Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility
and/or learning disability, or is Deaf or Hard of Hearing should contact the Moses Center for Students with
Disabilities at (212) 998-4980, 240 Greene Street and notify the professor as instructed. For more
information log on to www.nyu.edu/csd.
I. NYU-Steinhardt Policies on Academic Integrity (see NYU CLASSES for details)
J. Use of student work (see NYU CLASSES for details)
14