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Curriculum 316, Spring, 2014 page 5 Rommel-Esham Course Description This course covers contemporary teaching/learning strategies for mathematics and science instruction in early childhood and elementary classrooms. Instructional techniques integrate hands-on learning, manipulatives, the student’s environment, functional uses of mathematics and science, and assessment strategies appropriate for all students. The focus will be on the nature of children’s science and mathematics learning, the teacher as a facilitator of meaningful learning, and New York State and National Learning Standards for science, mathematics, and technology. Constructivism, the idea that individuals must build knowledge from their own experiences and thought, provides an underpinning for insights into the nature of children’s leaning in the life and physical sciences and in mathematics. Includes field trip component. Prerequisites: Either Educ. 214 or SpEd. 234, and Math. 140. Pre- or co-requisite: Math. 141. 4(4-0). STANDARDS/OUTCOMES CF NAEYC ACEI LEARNING OUTCOME ASSESSMENT A2, B1, B2, C1 1a 1.0,2.2,2.3,3.1, 3.2,3.4,5.1 1. Demonstrate an understanding of the nature of children’s learning in science and mathematics. Annotated Bibliography, Field Visits, Math Fair, Integrated Lesson Plan, Science Fair A2, B1, B2, C1 1b, 2a 1.0, 2.2, 2.3, 3.1, 3.2, 3.4, 5.1,5.2 2. Demonstrate knowledge of the role of school and home environments in children’s attitudes toward and learning of mathematics & science. Integrated Lesson Plan A2, B1, B2, C1 4c 1.0, 2.2, 2.3, 3.1, 3.2, 3.4, 5.1 3. Demonstrate an understanding of developmentally appropriate teaching practices in science and mathematics for preschool, primary, and intermediate students. Annotated Bibliography, Field Visits, Math Fair, Integrated Lesson Plan, Science Fair B2, C1, C2 5a, 5b, 5c, 6b 2.2, 2.3, 3.1,3.3,3.4,3.5, 4.0, 5.1 4. Demonstrate an understanding of and ability to use the New York State Learning Standards and Resource Guides for Mathematics, Science and Technology, as well as other guiding documents (e.g., National Science Education Standards and the National Council for Teachers of Mathematics [NCTM] Standards) for teaching. Math Fair, Integrated Lesson Plan, Science Fair A2, B1, B2, C1 1c, 4b, 4c, 4d, 5c 2.1, 2.2, 2.3,2.4, 3.1,3.2,3.3,3.4, 3.5, 5.1 5. Design, implement, and evaluate lesson plans and learning environments for science and mathematics education that promote active investigation, encourage reflection, support collaborative work, and meet the needs of diverse students (e.g., students of both sexes and students with socioeconomic disadvantages, limited English proficiency, or disabilities). Field Visits, Integrated Lesson Plan, Science Fair A1, B1, B2, C1 4a, 4b, 4c, 4d, 5b 2.1, 2.2, 2.3,2.4, 3.1,3.2,3.3,3.4, 3.5,4.0 6. Demonstrate an understanding of how learner-centered strategies can assist students to develop science and mathematics concepts, such as problem solving; scientific & mathematical reasoning; spatial & environmental awareness; number & numeration; operations; patterns, functions, & algebra; modeling, multiple representations, & connections; measurement, observation, & data analysis; communication. Integrated Lesson Plan A1, C2 4b, 5b 2.1, 2.2, 2.3,2.4, 3.1 ,3.3, 5.1, 5.2 7. Demonstrate an understanding of the place of inquiry and problem-solving objectives in science and mathematics teaching. Science Fair C1, C2 3a, 4b, 4c, 5b, 6c 2.1, 2.2, 2.3,2.4, 3.1 ,3.3, 5.1 8. Demonstrate an understanding of the teaching and learning of science and mathematics as an ongoing and collaborative inquiry-based process (both from teacher and student perspectives). Integrated Lesson Plan B1, B2 1c, 3c, 4a, 4b 1.0,2.1, 2.2, 2.3, 3.1,4.0 9. Demonstrate an understanding of the role of questioning in supporting children’s observations and gaining a sense of their scientific and mathematical interests and thinking. Field Visits, Math Fair, Integrated Lesson Plan A1 4c, 5c 2.1, 2.2, 2.3, 3.1,4.0 10. Demonstrate an understanding of the interrelationship among science, mathematics, and technology and the modes for lesson delivery to integrate mathematics, science, and technology instruction. Field Visits, Integrated Lesson Plan A2, B1, B2, C1 1a, 1b, 4b 2.2, 2.3, 3.1, 3.2, 3.4,5.1 11. Explore and analyze alternative strategies for meeting the mathematics and science curriculum goals of students with special learning needs. Field Visits, Math Fair, Integrated Lesson Plan, Science Fair C1 3b, 4d, 6b 1.0,2.1, 2.2, 2.3, 3.1, 3.2,3.3, 3.4,3.5,4.0, 5.1 12. Demonstrate knowledge of informal and formal strategies used to document and assess science and mathematics learning, with special attention to those modes of assessment recognized by the NYS Education Department. Field Visits, Math Fair, Integrated Lesson PlanCurriculum 316, Spring, 2014 page 6 Rommel-Esham Selected Bibliography Abruscato, J. (2009). Teaching children science: Discovery methods for the elementary and middle grades (2nd edition). Boston, MA: Allyn and Bacon. Ashlock, R.B. (2005). Error patterns in computation: Using error patterns to improve instruction (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Atkin, M.J., Coffey, J.E. (2003). Everyday assessment in the science classroom. Arlington, VA: NSTA. Beeghly, D.G., & Prudhoe, C.M. (2002). Litlinks: Activities for connected learning in elementary classrooms. Boston, MA: McGraw Hill. Billstein, R., Libeskind, S., & Lott, J.W. (2010). A problem solving approach to mathematics for elementary school teachers (7th ed.). Boston, MA: Addison Wesley. Bresser, R. (2004). Math and literature (grades 4-6). Sausalito, CA: Math Solutions Publications. Burns, M. (1992). Math and literature (K-3) book one. Sausalito, CA: Math Solutions Publications. Burns, M. (1995). Writing in math class. White Plains, NY: Math Solutions Publications. Burns, M. (2000). About teaching mathematics: A k-8 resource (2nd ed.). Sausalito, CA: Math Solutions Publications. Corney, B. & Dale, N. (2001). Inventeering: A problem-solving approach to teaching technology. Arlington, VA: NSTA. Etheredge, S., & Rudnitsky, A. (2003). Introducing students to scientific inquiry: How do we know what we know? Boston, MA: Allyn and Bacon. For all practical purposes: Mathematical literacy in today’s world (5th ed.). (2000). New York, NY: W.H. Freeman and Company. Franco, B. (1999). Unfolding mathematics with unit


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