Developing Science Curriculum

820:294

Spring 2007

Course Calendar

Updated Mar. 20, 2007, 12:50 p.m.

Date

Topic

What to Print & Bring to This Class

Assignment

Jan. 9

• Introductions
• Expectations
• Logistics
• Leadership in science education
• Goals of Education & Student Outcomes/ Essential Learnings

• Course syllabus, including assignments
• NSTA position paper on Leadership in Science Education
• Bring a list of your school's student outcomes or essential learnings.
• Secretary's Commission on Achieving Necessary Skills (SCANS),US Department of Labor, 1991
• The Partnership for 21st Century Skills

• Begin working on assignment #1. Print a copy of the assignment and accompanying grading rubric. Be prepared to ask any questions you may have about this assignment at next week's class.
• Bring ideas for a good date for a Saturday session.

Jan. 16

• Discuss the Aims of Education
• Discussion of What is Curriculum.
• Knowledge & skills needed to effectively develop curriculum.

• Aims of Education powerpoint slides
• Schwab, Tyler & the NRC Ideas on Curriculum powerpoint slides.
• What is Curriculum powerpoint slides.
• Ten Questions to Ask Your Neighborhood School About Local Science Education, American Association for the Advancement of Science, 1998.

• Work on Assignment #1. Due Jan. 23.
• Locate a copy of the Science Atlas and Pathways to Change to bring to the next class - one per site is enough.
• Bring ideas for a good date for a Saturday session.

Jan. 23

• Cherin talks about the science education graduate program.
• Science Standards

• Standards & Benchmarks powerpoint slides.
• Print and read copies of these handouts:
• Critical Issue: Implementing Curriculum, Instruction, and Assessment Standards for Science Education

  Critical Issue: Aligning & Articulating Standards Across the Science Curr.

  Survey Finds Science Teachers Optimistic National Science Education Standards Will Foster Change

  NSTA Position Statement: The National Science Education Standards

• Assignment #1 due (email it to Stone@uni.edu)

Jan. 30

• Discussion activity around science standards.
• Changes in science standards & benchmarks.

• Bring to class the Science Atlas and Pathways to Change book.

Feb. 6

NO CLASS

SNOW DAY

Feb. 13

• Trimming the Science Curriculum

• Print Trimming the Curriculum powerpoint slides.
• Less is More: Trimming the Overstuffed Curriculum, American Association for the Advancement of Science, 2003.

• Bring to class the Science Atlas and Pathways to Change book.
• Read copy of Less is More: Trimming the Overstuffed Curriculum.

Feb. 20

• Shift from curriculum to instruction in science

• Print Blueprint for Change powerpoint slides.
• The Trouble with Textbooks, American Association for the Advancement of Science, 2003.

• Print assignment #3 along with its grading rubric. Be prepared to ask any questions you might have about this assignment at next week's class.
• Read Chapter 7 of Project 2061's Designs for Science Literacy. This is available online at http://www.project2061.org/publications/designs/ch7intro.htm
• Read copy of The Trouble with Textbooks

Feb. 27

• Continue to discuss recommended changes in science education.

• Bring your printed copy of the Blueprint for Change powerpoint.

• Continue working on assignment #3
• Continue with Blueprint for Change powerpoint and discussion of changes in science education.

Mar. 6

• Continued emphasis on Instruction - What research says about good science instruction. Focus on INQUIRY teaching.

• NSTA Position Statements: Elementary School Science
• NSTA Position Statements: Science Education for Middle Level Students
• NSTA Position Statements: Learning Conditions for High School Science
• NSTA Position Statements: Laboratory Science

• Assignment #3 due (email it to Stone@uni.edu)
• Read each of these documents:
  • NSTA Position Statements: Elementary School Science
  • NSTA Position Statements: Science Education for Middle Level Students
  • NSTA Position Statements: Learning Conditions for High School Science
  • NSTA Position Statements: Laboratory Science
• Print & bring copy of Inquiry powerpoint

Mar. 20

• Rigor & Relevance in Teaching
• Model Core Curriculum

• Print Rigor & Relevance powerpoint emailed to you.
• Print science pages of Model Core Curriculum on the IA Department of Educ. website or on the PLS High School Reform webpage

• Introduce Rigor & Relevance Assignment #4 due at Saturday session. (email it to Stone@uni.edu)

March 27

• Problem-based learning.

• Complete discussion of rigor & relevance and the Model Core Curriculum.
• Introduce problem-based learning (powerpoint)

April 3

• Grant seeking to enhance curriculum

• Bring one possible grant source you might be interested in pursuing.

April 10

• Critical Issues Discussion

• Issues powerpoint slides
• Critical Issue: Providing Hands-on, Minds-on, and Authentic Learning Experiences in Science

• Critical Issue: Providing Hands-on, Minds-on, and Authentic Learning Experiences in Science

April 14

Saturday Class in Cedar Rapids

9:00 am - 1:00 pm

will primarily be sharing Assignment #4 activities and other instructional activities

Bring copies for sharing of your Assignment #4

April 17

• NO ICN CLASS

Saturday April 14 class in CR

• Assignment #5 due (email it to Stone@uni.edu)

April 21

Saturday Class in Dubuque

9:00 am - 1:00 pm

will primarily be sharing Assignment #4 activities and other instructional activities

Bring copies for sharing of your Assignment #4

April 24

• NO ICN CLASS

May 1

Final Exam - Take Home Exam Due May 3

• Final Exam due (email to Stone@uni.edu by May 3)