Special Topics in Science Teaching
Course Description: Participants will learn skills necessary to develop staff development strategies to educate other educators to teach science and mathematics in the 21st Century. Sessions on use of technology (computers, e-mail, computer based laboratories, graphics calculators), staff development strategies, authentic assessment, and national standards will enable students to develop lessons they will be able to use in the classroom as well as share with other teachers. Teachers will conduct inquiry based lessons, critique these lessons and prepare and conduct a one week institute for other teachers. The course will entail 5 six-hour Saturday sessions between February and May, and a 1-week summer session in which they will implement a staff development plan to teach a group of teachers in one week institutes.
Prerequisite: Must have been a participant in a S.C. Statewide Systemic Initiative Curriculum Leadership Institute conducted by one of the 13 HUBS
Instructors: Jeffrey M. Priest, Director, Ruth Patrick Science Education Center/CSRA HUB, Janet Watkins, Science Specialist, CSRA HUB, Gloria Allen, Mathematics Specialist, CSRA HUB
Telephone: (803) 648-6851
Class Location: Ruth Patrick Science Education Center
Dates: February - August (Not offered in 1996)
Saturdays - February - May (8:00 a.m. - 4:00 p.m.)
Teachers will run a one week institute between June and August, for a minimum of 30 contact hours. Participants will design and implement these institutes in teams of 3 and 4.
Contact Hours: 60 hours
Text: No formal text will be used, but selected readings including but not
exclusive to: NCTM Standards, AAAS Benchmarks, NRC
Science Standards, South Carolina Mathematics Frameworks, South
Carolina Science Frameworks
Selected Journal Article Readings:
Lawler, Andrew. NSF Takes Leap Into School Reform, Science, Vol. 266 No. 23, pp. 1936-1939, December, 1994
Olsen, Lynn. Growing Pains. Education Week., pp. 29-46, November 1994
Little, Judith Waren. TeachersŐ Professional Development in a Climate of Educational Reform, Educational Evaluation and Policy Analysis. Vol. 15, No.2, pp. 129-151. Summer 1993.
Bruffee, Kenneth. Sharing Our Toys: Cooperative Learning Versus Collaborative Learning. Change. pp. 12-17, January/February 1995.
South Carolina Mathematics Frameworks
South Carolina Science Frameworks
NRC Science Standards
Inquiry Based Learning
Staff Development Strategies
1. Participants will become familiar with and be able to implement in their
classroom, State and National Science and Mathematics Standards.
2. Participants will become familiar with and be able to implement in their
classroom, several forms of authentic assessment.
3. Participants will be able to use leadership skills gained in this program
to begin to make changes in mathematics and science education in their
schools and communities.
4. Participants will be able to design and implement a one-week (30 hour) staff
development program in science and/or mathematics for other teachers. Staff development is to include inquiry based activities and the learning cycle.
5. Participants will develop an assessment strategy to determine effectiveness of their institutes as well as a follow-up plan to contact their institute participants during the academic school year.
Class participation is important to the success of the participant and the course in general. Therefore students must attend all class meetings. Unsatisfactory class attendance will be considered adequate grounds for requesting the student to withdraw from the course.
Class Participation 50%
Journal Article Summary 10%
Staff Development Plan 10%
Workshop Presentation 30%
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