Course Outline
Course Description
The course will consist of five days of attendance in any of the courses offered through the Partners in Health Sciences 2000 Summer Program through the University of Arkansas for Medical Sciences. The teachers for the courses are master teachers selected from the UAMS faculty. The courses consist of correct, current information that can be applied to the secondary education curriculum.
IX. Course Objectives:
Arkansas Teacher Licensure Standards
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she will be licensed to teach and can link the discipline(s) to each other.
KNOWLEDGE
1.1.1 The student knows how to apply major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) he/she teaches.
1.1.2 The student has a multicultural perspective of his/her discipline(s).
1.1.3 The student knows how to relate higher disciplinary knowledge to other subject areas.
DISPOSITIONS
1.2.1 The student has enthusiasm for the discipline(s) he/she teaches and helps connect it to everyday life.
1.2.2 The student realizes that subject matter knowledge is not a fixed body of facts but is a complex and ever-evolving construct of ideas.
1.2.4 The student values interdisciplinary teaching and learning.
PERFORMANCE
1.3.1 The student keeps abreast of new ideas and understandings in higher discipline.
1.3.4 The student represents and uses a variety of viewpoints, theories, “ways of knowing,” methods of inquiry, and standards, and standards of evidence characteristic of the discipline.
1.3.6 The student includes multicultural perspectives in his/her lessons and conveys to learners how knowledge is developed from the vantage point of the culture.
Principle 2: The teacher plans and teaches curriculum appropriate to the students, to the content, and to the learning objective.
KNOWLEDGE
2.1.1 The student understands principles of curriculum design and knows how to plan lessons, units, and courses of study.
DISPOSITIONS
2.2.1 The student is willing to utilize different approaches to learning.
2.2.3 The student is disposed to use a variety of resources.
2.2.4 The student is open to and appreciates multiple perspectives of the disciplines.
2.2.5 The student is willing to explore and use technology as an instructional tool.
2.2.7 The student is committed to lifelong learning.
PERFORMANCE
2.3.1 The student plans lessons, units, and courses of study that are appropriate to content and to interdisciplinary course objectives.
2.3.4 The student develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives.
2.3.8 The student uses technology, as appropriate, to improve learning and instruction.
Principle 3: The teacher plans and presents instruction based upon human growth and development, learning theory, and the needs of students.
KNOWLEDGE
3.1.3 The student knows how to evaluate and use a variety of materials to support different instructional strategies.
DISPOSITIONS
3.2.4 The student appreciates individual variations and shows respect for diversity.
3.2.5 The student is willing to find and use different teaching materials, techniques and strategies for different learning needs.
PERFORMANCE
3.3.2 The student uses different types of instruction and learning strategies.
3.3.3 The student selects, procures, and maintains appropriate materials to support different instructional strategies.
X. Texts, Readings and Instructional Resources
No Required Text Book
Instructional Resources and Supplemental Reading
National and State Standards: National Science Teachers Association (NSTA), National Science Education Standards, Educational Benchmarks, and Arkansas Frameworks
The Revised Science Framework is found on the ADE web site at
Science Textbooks currently being used in the public schools
Educational Magazines and Journals of Science, Mathematics and Educational Instruction
published within the past five years
Handouts and materials from the individual courses at UAMS
American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
Barba, R. (1998). Science in the multicultural classroom. (2nd Ed). Boston: Allyn & Bacon.
Bazler, J. A. & Simmonis, A. (1990). Are women out of the picture? The Science Teacher. 57, 12-15.
Blake, S. (1993) Are you turning female and minority students away from science? Science and Children.,30 (7), 32-35.
Boser, R. A., Palmer, J. D. & Daugherty, M. K. (1998). Students attitudes toward technology in selected technology education programs. Journal of Technology Education. 10.(1), 1-17.
Ebenezer, J. V. & Lau, E. (1999). Science on the Internet. New Jersey: Prentice-Hall.
Gange, R. (1977). The conditions of learning. 3rd Ed. New York: Holt, Rinehart and Winston.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics, Reston, Virginia: NCTM.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics, Reston, Virginia: NCTM.
Pedretti, E., Mayer-Smith, J. & Woodrow, J. (1998, September). Technology, text, and talk:students perspectives on teaching and learning in a technology enhanced secondary science classroom. Science Education, 82, (5), 569-587.
Ryder, R. J. & Hughs, T. (1997). Internet for educators . New Jersey: Prentice-Hall, Inc.
XII. Assignments, Evaluation Procedures and Grading Policy
ASSIGNMENTS
Students will attend courses and complete any activities designated within the courses.
TEST
There will be no formal test.
Students will be required to keep a resource portfolio that will contain content materials from the individual course presentations and assignments. Students will be expected to apply the content from each course through development of a lesson correlated to Arkansas Frameworks or a concept paper on application to classroom management, materials development, constructivism in the science classroom, applications of technology, cooperative learning, thematic unit development, hands-on, inquiry based learning, use of manipulatives, or other related methods. Portfolios will be due on or before August 4, 2000 and will be graded according to the attached rubric.
EVALUATION/GRADING
100-94% = A 85-78% = C 64-0% = F
93-86% = B 77-65% = D
STUDENTS WITH DISABILITIES
It is the policy of UALR to accommodate students with disabilities, pursuant to federal and state law. Any student with a disability, who needs accommodation, for example in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. The chair of the department offering this course is also available to assist with accommodations. Students with disabilities are also encouraged to contact the Office of Disability Support Services, which is located in the Donaghey Student Center, Room 103, phone 560-3143.