Dominican College Division of Teacher Education ED 533: Applications and Content Integration II Focus: Mathematics and Science Professor Christopher Polizzi E-mail: Christopher.Polizzi@dc.edu or ChristopherPolizzi@gmail.com Class Meeting Dates 2/12, 2/26, 3/12, 3/26, 4/9Division Rationale:Dominican College’s Division of Teacher Education, with its mission of Excellence,Leadership, and Service is committed to preparing teacher candidates who will be able tomeet the challenges of the twenty-first century. Thus, the goal of the program is to produceteachers who will:• Be flexible and caring,• Be personally responsible,• Have a multicultural perspective,• Be independent, reflective, lifelong learners who demonstrate continuous professional growth,• Demonstrate attitudes that promote positive human relationships and foster learning,• Address the diverse developmental and educational needs of each learner to assure success,• Recognize their increasing responsibilities in the classroom and in the community. (Also refer to Twenty Competencies in the TED)Course Description: This course is designed to develop the student’s leadership role in creating and evaluating media-based, content-rich resources for the P-12 classroom. Students will utilize the motivational and instructional qualities of various media to enhance curriculum in the Mathematics and Science content areas, while developing peer- mentoring and professional development skills. Materials will be prepared for use by teachers and students in order to enhance teaching and learning in the content areas, as well as for developing critical evaluation skills in these target populations. Instructional videos, instructional television programming, documentaries, film and web resources will be used to develop these materials. All assignments will be stored online in the Central EdMedia Reference Library for community access and attached to Student Portfolio. 5 hours of field experience required in elementary and secondary schools for teacher certification. Students will be required to complete assignments in either the lab or at home.Required Text: Resources to be posted on line at class website, BB, and professionalarticles
Student Learning and Assessments:1. Recognizes and discuss the importance of content area knowledge as the solid basis for lesson development. Students will engage in classroom activities, engage in discussions, write a reflective blog and prepare teaching and learning materials.2. Promote content literacy through the use of the media. By careful analysis of the Mathematics and Science curriculum, students will create and evaluate media-based content rich teaching materials.3. Develop the Appropriate Application of Technology Through the use of productivity tools, application software, hypermedia and/or educational video, students will evaluate, and create technologically enriched curriculum for teachers and students.4. Use Evidence-Based Teaching Methods and Strategies for Lesson Development. Students will develop a repertoire of methods and materials to enhance teaching and learning in the P-12 curriculum including but not limited to webquests, cyberguides, games, blogs, wikis, webpages. Case studies will provide multiple examples.5. Evaluate Learning Environments. Students will investigate and evaluate the optimum learning environments to match the learning mandate: environments that foster learning, creativity, independence, interaction, and team building. These may include inclusive classrooms with single or multiple computers, presentation stations, labs, studios, etc.6. Incorporate Adult Learning Theory to construct a professional development workshop.7. Develop collaboration skills and environments to enhance teacher effectiveness. Students will develop skills to become computer coordinators by creating professional development workshop materials, collaborating with P-12 teachers and honing professional development presentation skills.8. Design and incorporate accommodations to teach every student in an inclusive classroom. Students will focus on how teaching materials may be modified to reach students with physical or learning disabilities.9. Recognize and develop gender and culture sensitive materials to engage every student. Student created materials will reflect the importance of considering gender and culture in determining the best teaching practices to reach every student.10. Provide a positive learning environment through evidence-based classroom management techniques Students will create Teacher Guides and Student Activities. Identify the purposes of assessment in educational practice today. Students will collaborate with teachers to create rubrics to match student activities.
Assessments: • Professional Development Materials – Create a professional development website for integrating technology into the science and math curricula to include guides/tutorials, screencasts, presentations and resources. Provide a PD for each topic. • Math/Science Lessons - Integrate technology and media into 3 science and 3 math lessons. Lesson plans must be written up and all materials posted to a website. • WebQuest - Create a WebQuest for a math topic and a science topic • Research - Create a social bookmarking archive for 5 topics in mathematics and 5 topics in science. Set up an RSS reader account following at least 10 resources. Create a Twitter account and follow at least 10 people. • Blog Posting and Comments - Search the Internet and/or professional publications and blogs to find 6 articles related to technology/math, technology/science and technology integration. Write reaction blog posts for each of the articles. Post should include a summary and how you would use the idea in your classroom or introduce it to another teacher. Each student is required to comment on everyone else’s articles. • Grant - Create an idea for a grant and write a one-page Problem (the problem you wish to address when requesting funds.) Assessment Due Dates PD Lesson ResearchBlog Post Comments Web Quests Grant Materials Plans Materials 2/16 2/19 2/23 2/26 3/2 3/5 3/5 3/2 3/5 3/9 3/12 3/12 3/9 3/12 3/16 3/19 3/19 3/16 3/23 3/26 3/26 3/23 3/23 3/30 4/2 4/2 3/30 4/6 4/9 4/9 4/6 4/9
Assessment Rubrics Blog Post 4 3 2 1 On time post. On time Posting or comments are Parts of the assignment are comments to every Post and comments are on late. Article does not missing. Resource is not student. Article is time. Article is relevant to align with course subject relevant to course. informative adding to the course. Resource matter. Resource Summary and questionscourse learning. Quality summary and questions summary is incomplete do not show anresource summary along are included. and questions do not lend understanding of the with thought provoking to a discussion. material. questions. PD Materials 4 3 2 1 Posted on time. Posted on time. Assignment is posted late. Assignment is posted late. Resources include a Resources include a Resources do not include . Resources do not screencast, summary, screencast, summary, one or more of the include many of theannotated handouts and annotated handouts and following screencast, following screencast, resource links. resource links. summary, annotated summary, annotatedTechnology is tied into Technology is not fully handouts and resource handouts and resource math and science tied into math or science. links. Curriculum links. No curriculum tie curriculum. Multiple Multiple content examples examples are not given or ins are given.content examples given. are not given. don’t align. Lesson Materials 4 3 2 1 Lesson contains Lesson contains some Lesson contains Lesson is late. Lesson transforming uses of transforming uses of technology literacy or contains technology technology. Lesson technology. Lesson adapting uses. Lesson literacy uses. Lesson touches most of the 6 touches some of the 6 touches none of the 6 touches none of the 6focuses from the Learning focuses from the Learning focuses from the Learning focuses from the Learning Spectrum. Lesson is Spectrum. Lesson is Spectrum. Lesson is not Spectrum. Lesson is comprehensive and easy comprehensive and easy comprehensive or easy to incomplete and hard to to follow. to follow. follow. follow.
Webquest 4 3 2 1 All 5 Webquest steps are All 5 Webquest steps are Some of the 5 WebQuest included. WebQuest included. WebQuest steps are missing. Webquest is late. transforms lesson into a adapts lesson into a Webquest does little to Multiple WebQuest steps unique learning unique learning add to traditional content. are missing. WebQuestexperience. Sites are well experience. Sites are well Sites in WebQuest do not takes away from the chosen adding to the chosen but don’t connect flow or do not add to the content being studied. lesson. to the lesson. lesson. Grant 4 3 2 1Grant is well written and Grant is late and not well Grant is late and not fully Grant is well written butshows a creative new use written. Grant idea shows completed. Little or no using an establish idea of of technology in the little effort and thought in effort was put into the technology use. classroom. preparation. brainstorming of an idea. Research 4 3 2 1 More than 10 resources At least 10 resources were Less than 10 resourceswere found for Delicious, Research materials were found for Delicious, were found for Delicious, Reader and Twitter. late. Less than 5 resources Reader and Twitter. Little Reader and Twitter. No Active participation in were found for one of the participation in these participation in these these learning tools covered. Student did learning communities was learning communities was communities was not participate in the demonstrated. Resources demonstrated. Resourcesdemonstrated. Resources learning community or use were sometimes used in were not used in other were used in other areas the resource in class. other areas of the course. areas of the course. of the course. Evaluation: Students are expected to log on to BB at least twice a week to either post assignments or find new activities and/or resources. Rubrics will be posted for each assignment along with the due date on Blackboard. Students are expected to be aware of and comply with the Statement of Academic Integrity as found in the Student Handbook. Students who require accommodations due to documentable disability should speak with the professor at the onset of the course and make contact with the Office of Student Services. Appropriate use of language in speaking and writing is expected of all graduate students. A course evaluation will be conducted at the end of the term.
In addition to class attendance, participation in class and online activities, punctuality,completion of class and outside readings, the following criteria will also influence grading:Quality of oral/written work (e.g. organization, presentation, knowledge of subject matter,neatness/legibility, scholarly format)Quality of oral/written English (e.g. spelling, punctuation, grammar, usage, etc.)Assignments are to be completed following scholarly format and personal/professional integrity.All information from research MUST BE cited and referenced appropriately using APA 6thEdition format. Breaches of academic integrity (plagiarism) in any form will be penalized withan F in the course.Kindly mute all cellphones/electronic devices and refrain from all forms of texting during classmeetings to maintain a scholarly, distraction-free environment.An assumption of this class includes the realization by all students that this is a graduate levelcourse. As such the time commitment and scholarliness required for a satisfactory grade areimplicit responsibilities of the student. If accommodations are required, please make certain that you speak confidentially with yourprofessor at the beginning of the course. Also, please contact Margaret Giuliano, Director,Office of Special Services at Rosary Hall at 845-848-4035 or at firstname.lastname@example.org .All assignments are due by 11:59:59 EST on the dates posted unless otherwise advised. Lateassignments will not be graded nor will they receive credit.A minimum grade of B is required in all courses in MS in Education programs. Failure to earn aB will result in a repeat of the course; however, only one course in the program may be repeated.Undocumented lateness to class of up to ½ hour will result in ½ absence; undocumented latenessbeyond ½ hour will be marked as absence. More than one absence in the class will result in afailing grade for the course. Time missed due to class absence will need to be made up accordingto program policy/instructor requirements AND will result in grade reduction.