Carl J. Wenning, PTE Coordinator
Department of Physics,
Illinois State University,
Campus Box 4560,
Normal, IL 61790-4560
wenning@phy.ilstu.edu
Physics Department
Phone: (309) 438-8756
Fax: (309) 438-5413
email: info@phy.ilstu.edu Web: http://www.phy.ilstu.edu/
18 hrs in PHY, C or better in C&I 216, or conc reg req. PHY 310 req. Adm to Teacher Ed req. Clin Exp: 10 hrs, Type 1-6. Not for credit if had PHY 301.
Strategies, curricula, and resources for the teaching of high school physics. Application of the knowledge of physics, adolescent psychology, and pedagogical theory to secondary teaching.
Name: Ken Wester, Coordinator
Physics Teacher Education Program
Office Location: Moulton Hall, Room 322
Office Hours: drop in or by appointment
Telephones: (309) 438-2957 (office); 662-425-4585 (cell)
E-mail Dr. Wester
or
Name: Dr. Carl J. Wenning, Education Specialist
Physics Teacher Education Program
Office Location: Moulton Hall, Room 301C
Office Hours: drop in or by appointment (M and W from 1pm to 4pm only)
Telephones: (309) 438-2037 (office); (309) 830-4085 (cell)
E-mail Dr. Wenning
During fall semester 2008, the class will meet on Mondays and Wednesdays from 4:00 p.m. (changed to 3:15 p.m. by class consent 8/25) to 5:15 p.m. (changed to 4:30 p.m. by class consent 8/25) starting August 18th in Moulton Hall, room 307B. A minimum of ten clock hours of independent outside clinical experiences will be required. Approximately three hours will take place at the future student teaching site, and seven hours preparing for and presenting/re-presenting an inquiry-oriented science lesson at the McLean County Juvenile Detention Center.
This course is designed to bridge the gap between educational theory and practice. It will provide students a chance to integrate their content knowledge of physics, pedagogical knowledge of teaching, and pedagogical content knowledge as it applies to high school physics teaching.
The course is based on the assertion that teachers must act on grounded principles, and not arbitrarily. What teachers do as they present their lessons should be rooted deeply in their attitudes about issues that concern them, their students, the professions, and society -- balancing declarative knowledge with procedural knowledge, balancing expository teaching with inquiry learning, balancing depth of content with breadth of coverage, emphasizing learning over teaching, and knowing what values and knowledge are worth learning in light of national and state standards as well as the needs of students and society. The goal of imparting attitudes is to improve the educational process, to enhance the achievement of the learner, to produce better and more productive citizens, and to improve society. The aim is to prepare students for life in a democratic society.
This course will have a learning environment that is student centered, knowledge centered, assessment centered, and community centered. This course will be student centered to the extent that the teacher builds on knowledge students bring to the learning situations. This course will be knowledge centered to the extent that the teacher helps students develop an organized understanding of important concepts in the physics teaching discipline. This course will be assessment centered to the extent that the teacher makes students' thinking visible so that ideas can be presented and verified. This course will be community centered to the extent that the teacher establishes classroom norms that learning with understanding is valued and students feel free to explore what they do not understand.
Classes will consist of student participation in modeling of various teaching practices, class presentation of a model inquiry lesson using the Japanese Lesson Study process, class discussions, role playing, videos, teacher presentations, and exams to name but a few of the in-class activities. Outside of class there will be readings, homework projects, one-on-one conferences with the course instructor, the second part of the Student Teaching Effectiveness Plan (STEP 2), and several smaller projects. There will be a written midterm exam, and a combined written/oral final exam.
In addition to completing the required in-course activities, students must successfully complete a minimum of ten (10) clock hours of clinical experience. Each student must complete five directed clinical experiences at the high school where (s)he has been scheduled for student teaching (3 hours). Students also will work as a team to plan, deliver, evaluate, and revise an inquiry lesson taught at the McLean County Juvenile Detention Center (7 hours).
In this course, as in other Physics Teacher Education courses, emphasis will be placed on an Assessment-for-Learning Policy. That is, assessments of student performance will be used not only to assign grades, but also to improve student performance. Unsatisfactory written work will be returned to the student for improvement, but only if submitted by the deadline. A student's grade can be improved by appropriate revision and resubmission of unsatisfactory course projects, so long as all deadlines are met. Note: The Assessment-for-Learning Policy does not apply to the midterm and final examinations. Each and every task in this course must be completed successfully (an 82% or above score) as a prerequisite for admission to student teaching. This constitutes a de facto course grade requirement of a "B" or better.
| Every teacher candidate must demonstrate each of the following competencies: | Source of Objective |
Correlated Assessment |
| (1a) critique in writing a poorly written physics examination. | NSTA # 8 - Assessment | 311A(1) |
| (1b) create a physics examination with tasks inspired by physics education research to evaluate knowledge, skills, and dispositions. | NSTA # 8 - Assessment | 311A(2) |
| (1c) create a detailed, multidimensional scoring rubric for a complex task. | NSTA # 6 - Curriculum |
311A(3) |
| (2) document the process of developing, teaching, evaluating, and reflecting upon a model inquiry lesson using the Lesson Study approach. | NSTA # 3 - Inquiry NSTA # 5 - General Skills of Teaching NSTA # 6 - Curriculum NSTA # 7 - Science in the Comm NSTA # 9 - Safety and Welfare |
311B |
| (3) create an outline of a student teacher performance assessment spanning the whole of student teaching, and including special considerations for nature of science, issues, and science in the community, that is consistent with state and national standards for science education, includes community involvement and alternative assessment, and is appropriate to the needs, abilities and interests of all students. | NSTA #2 - Nature of Science |
311C |
| (4) state the basic limits of school law (including negligence and liability); characterize appropriate safety procedures; describe effective use of demonstrations; characterize appropriate laboratory work; explain issues related to diversity, inclusion of disabled and gifted; distinguish between ethical and unethical behaviors as defined by the teaching profession; classroom management; teaching resources; effective instruction; etc. | NSTA #10 - Professional Practice | 311D |
| (5) understand and articulate the knowledge and practices of contemporary science; distinguish science from non science, understand the evolution and practice of science as a human endeavor; critically analyze assertions made in the name of science; observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences; conduct inquiries into the factual basis of issues and assess possible actions and outcomes based upon their goals and values. | NSTA #1 - Content of Science NSTA #2 - Nature of Science NSTA #3 - Inquiry NSTA #4 - Issues NSTA #7 - Science in the Community |
311E |
| (6) identify one or more learning theories that explain how students learn, and describe how one's teaching practices can best be made to align with this understanding. | NSTA # 5 - General Skills of Teaching NSTA #10 - Professional Practice |
311F |
| (7) identify students' understanding and reasoning using testing to decide what might be troublesome about that thinking and to address the specific difficulty with targeted instruction. | 311G |
|
| (8) demonstrate a detailed and accurate knowledge of the subject matter of this course by completing a written midterm and a written/oral final examination. | NSTA # 5 - General Skills of Teaching NSTA #10 - Professional Practice |
311H |
| (9) in future student teaching classroom, identify and ensure compliance with guidelines for class, lab, and storeroom safety, examine current teaching for gender equity, cultural diversity, and management style, and school for accessibility for those with disabilities - the goal of which is to improve teaching and learning in school as a matter of social justice. | NSTA # 9 - Safety and Welfare | 311I |
| (10) actively and meaningfully participate in all class lessons (demonstrating selected science content knowledge, process skills, and attitudes that are closely related to scientific literacy), discussions, and other class activities by contributing ideas that reflect more than a recitation of material read. | NSTA # 1 - Content of Science |
311J |
Students who take this course for graduate credit also will be required to complete additional projects to demonstrate that they can :
Conceptual
Framework |
Course Objective No. |
| Moral Virtues: | |
| #1. Sensitivity toward the varieties of individual and cultural diversity. | 2, 4, 5, 7-9 |
| #2. Disposition and ability to collaborate ethically and effectively with others. | 2-5, 8, 9 |
| #3. Reverence for learning and seriousness of personal, professional, and public purpose. | all |
| #4. Respect for learners of all ages, with special regard for children and adolescents. | 2, 7-9 |
| Intellectual Virtues: | |
| #5. Wide general knowledge and deep knowledge of the content to be taught. | 2, 4-7, 9 |
| #6. Knowledge and appreciation of the diversity among learners. | 2, 6-9 |
| #7. Understanding what affects learning and appropriate teaching strategies. | all |
| #8. Interest in and an ability to seek out informational, technological, and collegial resources. | 2, 4-6, 8, 9 |
| #9. Contagious intellectual enthusiasm and courage enough to be creative. | 2, 4-6, 9 |
Please note that resource links are provided with a number of the topics below. Familiarize yourself with (e.g., read) the materials at each of these sites BEFORE the class. It will be expected that you will have done so. You need not actually read online books, but you should be familiar with their basic contents (e.g., review tables of contents for online books at the very least).
| Date |
3:15 p.m. to 4:30 p.m. |
Homework Assignments and Reminders |
| Mon. |
Course Overview; Opscan Forms; Goals of Science Teaching; Desirable and Best Practices of Science Teaching; in-class reading and discussion of How we teach and how students learn: A mismatch?, Lillian McDermott, Am. J. Phys. 61(4), 295-298. |
Review the Illinois Learning Standards, Goals 11-13 and Applications of Learning for science; review and internalize information from first class; preview all hyperlinks for next class period. |
Wed. 8/19 |
STERS - STEP 2; Active Learning Strategies; Introduction to Theory-into-Practice Project; introduction to Diagnostic Learning Environment Project |
Begin working on STEP 2 of STERS (see Assessment 311C); begin work on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
Mon. |
Instructional Modeling: Problem-Based Learning |
Begin working on problem-based learning activity (see Assessment 311E) begin preparing for written midterm exam (see Assessment 311G); preview all hyperlinks for next class period. |
|
Wed. |
Continue working on STEP 2 of STERS (see Assessment 311C); continue preparing for written midterm exam (see Assessment 311G); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
|
Mon. |
Teaching Resources; Textbook Selection Activity; Introduction to Lesson Study Project (including scheduling by availability: 8:30-10:15, 10:15-12, 12:30-1:45, and 1:45-2:50) |
Read Dealing More Effectively with Alternative Conceptions in Science by Wenning; begin Lesson Study Project (see Assessment 311B); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; work on textbook selection process. |
| Wed. |
Michael Schulte, Career Center; Engaging Resilient Preconceptions; discuss Dealing More Effectively with Alternative Conceptions in Science |
Continue working on STEP 2 of STERS (see Assessment 311C); continue preparing for written midterm exam (see Assessment 311G); continue Lesson Study Project as appropriate (see Assessment 311B); preview all hyperlinks for next class period; start reading Understanding Scientific Inquiry by Wenning; prepare to report textbook selection; complete online homework using diagnoser.com by Monday at noon. |
| Mon. |
Labor Day |
|
Wed. 9/09 |
Organizing Knowledge around Core Concepts; report textbook selection. | Continue working on STEP 2 of STERS (see Assessment 311C); continue Lesson Study Project as appropriate (see Assessment 311B); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
| Mon. |
Discussion of Inquiry-Oriented Science Instruction. |
Continue preparing for written midterm exam (see Assessment 311G); continue Lesson Study Project as appropriate (see Assessment 311B); read CMapTools background article; conclude preparation for Problem-Based Learning simulation project. |
Wed. 9/16 |
Student presentations of PBL simulation project | Continue Lesson Study Project as appropriate (see Assessment 311B); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
| Lesson Study Group A: present at JDC at 8:30 and 10:15 a.m. | Lesson Study Group B: present at JDC at 12:30 and 1:45 p.m. | |
| Mon. |
Supporting Metacognition and Self Regulation; discussion about and introduction to freeware CMapTools (alternative software Inspiration - 30-day free trial) |
Continue Lesson Study Project as appropriate (see Assessment 311B); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period. |
Wed. 9/23 |
Planning for Effective Instruction; discussion of HPL readings |
Continue working on STEP 2 of STERS (see Assessment 311C); continue preparing for written midterm exam (see Assessment 311G); continue Lesson Study Project as appropriate (see Assessment 311B); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
Mon. |
Classroom Environments and Climate Setting; Overcoming Risk Aversion; Teaching for Inclusion: Universal Design for Learning | Continue Lesson Study Project as appropriate (see Assessment 311B); conduct clinical experiences as appropriate (see Assessment 311H); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period. |
Wed. 9/30 |
Teaching for Inclusion: Cultural Diversity; Culturally Responsive Teaching Practices |
Continue preparing for written midterm exam (see Assessment 311G); continue Lesson Study Project as appropriate (see Assessment 311B); conduct clinical experiences as appropriate (see Assessment 311H); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
| Mon. |
Teaching for Inclusion: Gender Equity; Students with Disabilities; English Language Learners | Continue working on STEP 2 of STERS (see Assessment 311C); continue Lesson Study Project as appropriate (see Assessment 311B); conduct clinical experiences as appropriate (see Assessment 311H); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period. |
Wed. 10/07 |
Continue preparing for written midterm exam (see Assessment 311G); continue Lesson Study Project as appropriate (see Assessment 311B); begin working on three test-related projects (see Assessments 311A1-311A3); preview all hyperlinks for next class period; prepare for discussion about High Stakes Testing (please read FairTest Fact Sheets); complete online homework using diagnoser.com by Monday at noon. |
|
Mon. 10/12 |
Objective, Test, and Rubric Construction; discussion about High Stakes Testing | Continue working on STEP 2 of STERS (see Assessment 311C); continue Lesson Study Project as appropriate (see Assessment 311B); conduct clinical experiences as appropriate (see Assessment 311H); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period. |
Wed. 10/14 |
Effective Questioning, Whiteboarding, and Socratic Dialogues | Finish preparing for written midterm exam (see Assessment 311G); continue Lesson Study Project as appropriate (see Assessment 311B); prepare for written midterm exam (see Assessment 311G); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
| Mon. |
Written Midterm Exam; Pick up your free Flinn First-Year Teacher's Survival Kit | Continue working on STEP 2 of STERS (see Assessment 311C); continue Lesson Study Project as appropriate (see Assessment 311B); conduct clinical experiences as appropriate (see Assessment 311H); preview all hyperlinks for next class period. |
Wed. 10/21 |
Instructional Modeling: Peer Instruction and Critical Thinking; JiTT home page; Mallard web site for JiTT Quiz; consider JiTT with Diagnoser.com |
Complete Lesson Study Project as appropriate (see Assessment 311B); conduct clinical experiences as appropriate (see Assessment 311H); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
| Mon. |
Instructional Modeling: Case Study Method of Science Teaching; recommended review reading: A framework for teaching the nature of science |
Continue working on STEP 2 of STERS (see Assessment 311C); conduct clinical experiences as appropriate (see Assessment 311H); preview all hyperlinks for next class period. |
Wed. 10/28 |
Personal and Physical Safety in Class, Lab & Storeroom | Continue working on STEP 2 of STERS (see Assessment 311C); conclude preparation for PBL simulation project (see Assessment 311E); continue working on Theory-into-Practice project (see Assessment 311F); confirm login to take Legal/Safety/Ethical Test (see Assessment 311D); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
| Mon. |
Legal Considerations of Science Teaching; Student Cheating and Teacher Ethics; and Legal/Safety/Ethical Test |
Prepare for and take Legal/Safety/Ethical Test (see Assessment 311D) by Friday before Thanksgiving Break, November 21; preview all hyperlinks for next class period. |
Wed. 11/04 |
Classroom Management | Begin preparing for final exam (see Assessment 311G); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; complete online homework using diagnoser.com by Monday at noon. |
Mon. 11/09 |
Introduction to Classroom Management Scoring Rubric; viewing and discussion of classroom management video |
Continue working on STEP 2 of STERS (see Assessment 311C); preview all hyperlinks for next class period. |
| Wed. |
Microteaching: Classroom Management Role Playing (misfortune cookies) using Classroom Management Scoring Rubric |
Continue preparing for final exam (see Assessment 311G); continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period; read and prepare to discuss A Multiple Case Study of Novice and Expert Problem Solving in Kinematics with Implications for Physics Teacher Preparation |
Mon. 11/16 |
Instructor-led discussion: A Multiple Case Study of Novice and Expert Problem Solving in Kinematics with Implications for Physics Teacher PreparationMicroteaching: Structured Problem Solving | Continue working on STEP 2 of STERS (see Assessment 311C); continue working on Theory-into-Practice project (see Assessment 311F); conduct clinical experiences as appropriate (see Assessment 311H); preview all hyperlinks for next class period. |
Wed. 11/18 |
Microteaching: Interactive Lecture Demonstrations |
Continue preparing for final exam (see Assessment 311G); Legal/Safety/Ethical Test (see Assessment 311D) due by Friday before Thanksgiving Break, November 21; continue working on Theory-into-Practice project (see Assessment 311F); preview all hyperlinks for next class period. |
DATES TBA |
McLean County
Juvenile Detention Center; Lesson Study
Project - Presenting and
Evaluating |
|
| 11/23 - 11/27 |
Thanksgiving Break Week |
|
Mon. 11/30 |
Simulation/worksheet presentations: Interactive Physics Simulations; Physics Curriculum Projects |
Conclude working on STEP 2 of STERS (see Assessment 311C); ; preview all hyperlinks for next class period. |
|
Wed. |
Course evaluation; Capstone discussion: Do you know how to teach high school physics? |
Finish preparing for Theory-into-Practice project (see Assessment 311F); be certain that all assignments and clinical experiences are completed, turned in, and receive confirmation by 4 p.m. on Thursday of finals week. |
| Finals week |
Written/Oral Final Exam (Theory-into-Practice Project), Thursday, December 11, 1:00- 3:00 p.m. | All assignments and clinical experiences due by 4 p.m. on Thursday without exception. |
311A: TEST-RELATED PROJECTS (15% of course grade)
To be an effective teacher, students must demonstrate knowledge of science, pedagogy, and educational psychology, and be able to use this knowledge effectively through active participation in group activities. There will be a number of projects that allow for demonstration of these skills: (1) conducting a Test Item Analysis (5 points), (2) writing a Physics Content Test (65 points) which must include student-generated student performance objectives, and (3) creating a corresponding Scoring Rubric (5 points).
311B: LESSON STUDY PROJECT (20% of course grade)
The Lesson Study Project will be used to create, teach, refine and re-teach a model inquiry lesson that focuses on students' learning rather than upon a teachers' teaching. Students working in cooperative groups will create a detailed inquiry-oriented lesson plan following Inquiry Lesson Plan Guidelines. The lesson's Student Performance Objectives must comply with Student Performance Assessment Guidelines. The teaching of the lesson will be assessed using an Inquiry Lesson Scoring Rubric. This approach will culminate with a report in which teacher candidates document the lesson planning process, the teaching process, and the review process, and draw attention to what they have learned about lesson planning. Each student must prepare his or her own Lesson Study Project Report following specific guidelines. There will be peer assessment using a special JDC peer assessment scoring rubric associated with this cooperative learning project.
311C: STUDENT TEACHER EFFECTIVENESS PLAN - STEP 2 (20% of course grade)
As part of the Student Teacher Effectiveness Review System, each student will create an outline for a student teaching performance assessment following specific and detailed STEP 2 Requirements and a STEP 2 Scoring Rubric. The assessment plan, STEP 2 of a four-step system, will address the following components: overview, social context of science teaching, content outline, student performance objectives, pedagogy, student groupings, technology utilization, alternative conceptions, safety considerations, students with special needs, student assessment, congruence with state and national goals, and teaching resources. Due last day of finals week. Note: This is an NSTA-mandated student performance assessment. Failure to adequately demonstrate the required competency at a mastery level (82% or above) will result in the teacher candidate being barred from student teaching.
311D: LEGAL/SAFETY/ETHICAL TEST (5% of course grade)
Following the presentations dealing with legal and safety considerations, students will be required to take and successfully complete (by 11:59 p.m. on Sunday, December 7) a follow-up Legal/Safety/Ethical Test using Mallard. For your Login ID use ULID (e.g., sroberts) and for your password use your UID (e.g., 832439834). Note: This is an NSTA-mandated student performance assessment. Failure to adequately demonstrate the required competency at a mastery level (90% or above) will result in the teacher candidate being barred from student teaching.
311E: PBL PRESENTATION AND PARTICIPATION (10% of course grade)
Students will participate in a problem-based learning activity at the conclusion of which they will - as members of a team - deliver an oral argument. Specialized peer-level rubrics will be used to score the oral presentation and peer participation. Note: This is an NSTA-mandated student performance assessment. Failure to adequately demonstrate the required competency at a mastery level (82% or above) will result in the teacher candidate being barred from student teaching. (A supplemental written report scoring rubric is available for use with projects requiring such.)
311F: THEORY-INTO-PRACTICE PROJECT (10% of course grade)
Each teacher candidate will complete a written Theory-into-Practice Project that will serve as the basis for the oral portion of a final examination (see below). In this project the teacher candidate will identify and characterize one or more learning theories that best explain his or her understanding of how high school students learn, and present in writing a description of teaching practices that are consistent with this understanding and that satisfy certain criteria. A TIP essay rubric and a TIP presentation and oral defense rubric will be used.
311G: DIAGNOSTIC LEARNING ENVIRONMENT PROJECT (5% of course grade)
In order to help teacher candidates better understand student difficulties with physics concepts, they will participate in a diagnostic learning environment project A diagnostic learning environment is one in which assessment is used to identify students' understanding and reasoning, to decide what might be troublesome about that thinking, and to address identified difficulties with targeted instruction. To this end, each student will complete a series of activities every week for 12 weeks using diagnoser.com and following project guidelines.
311H: EXAMINATIONS (10% of course grade)
During the course of the semester there will be two examinations. The midterm examination will be a written essay test worth 25 points; the final examination will be a combination of written and oral examination worth 50 points. The midterm examination will deal with subject matter related to work projects, in-class presentations, required course readings, etc. to date. The final examination will consist of written essays dealing with course content since the midterm examination followed by 15-minute private presentation and oral defense of each student's Theory-into-Practice Project.
311I: CLINICAL EXPERIENCE HOURS (5% of course grade)
Students must successfully complete a minimum of ten (10) clock hours of clinical experience as shown in the distribution table below. These field experiences will be completed on campus, at the McLean County Juvenile Detention Center, and in the high school in which a student will be placed for student teaching. Hours will be credited when clinical experiences are properly completed.
Lesson Study Presentation
(at Juvenile Detention Center)
Field Experiences
(at future student teaching site)Students will complete an on-site tour of the JDC facility before teaching the Lesson Study Project (1 hour); students will prepare, deliver, assess and re-teach Lesson Study Project to JDC students (6 hours).
311J: CLASS PARTICIPATION (0% of course grade)
To be an effective teacher, students must demonstrate a knowledge of science, pedagogy, and educational psychology, and be able to use this knowledge effectively through active participation in class discussion and projects, and an ability to think critically. Students will be evaluated on the degree of their contributions to in-class discussions and other group activities. Class participation will be assessed with the use of a Participation Scoring Rubric. While such participation will evaluated, it will not part of the final course grade. It will, however, be used to help the PTE program coordinator to make recommendation about admission to student teaching.
The following table represents the relative weighting of the tasks and activities using normalized points from each of the student performance assessments:
| Test Projects (2) | 75 points |
| Lesson Study Project | 100 points |
| STERS - STEP 2 Outline | 100 points |
| Legal and Safety Considerations Test | 25 points |
| PBL Presentation | 50 points |
| Theory-into-Practice Project | 50 points |
| Diagnostic Learning Environment Project | 25 points |
| Clinical Experiences | 25 points |
| Midterm and Final Examinations | 50 points |
| Total | 500 points |
The final course grades will be determined on the basis of the composite score according to the following schedule:
| A > 90% | 82% < B < 90% | 74% < C < 82% | 66% < D < 74% | F < 66% |
The above grading scale might seem a bit high to the student, but it assumes that students will take advantage of the instructor's Assessment-for-Learning Policy. Satisfactory completion of ALL components of the course (e.g., Challenger Learning Center Project, cooperative teaching including pre- and post-conferences, projects, exams and quizzes, surveys, and ten hours of clinical experience) is a prerequisite for a passing grade. In addition, the student is expect to attend class regularly and participate fully.
The instructor strongly encourages teacher candidates to start assembling the "Physics Toolkit" that can be relied upon as a teacher. This would consist of a collection of books, resource guides, hyperlinks, demonstration and lab materials, etc. that deal with the teaching of all areas of physics at the introductory level. Organize your Toolkit by topic to make the information it contains more accessible. Please note that this recommended project will become an assignment in Physics 312 in preparation for student teaching.
Students are expected to be honest in all academic work. A student's name on any in academic exercise shall be regarded as assurance that the work is the result of the student's own thought and study. Offenses involving academic dishonesty include, but are not limited to the following: cheating, computer dishonesty, plagiarism, grade falsification, and collusion. For more information about this important topic, visit the Student Dispute Resolution Web site.
ADVISORY: Click here for an important note dealing with Student Academic Behaviors and Their Relationship to Course Grades. Also, see SAAMEE: A Model for Academic Success
Caution: Keep in mind as you progress toward student teaching that as a student teacher your students will have an interest in finding out about you. This will lead them to Internet searches. Don't put anything on a web page, uTube, Facebook, MySpace, etc., that you wouldn't want students, parents, teachers or administrators to see.
Readings in this course will come primarily from a variety of online sources linked through the course syllabus.
ADDITIONAL IMPORTANT NOTES:
Disposition Concerns: The College of Education, in an effort to ensure top quality graduates, provides faculty members and interested others with the opportunity to provide input into the teacher preparation process. One of these inputs is in the area of disposition concerns. Education faculty, in particular, are encouraged to bring to attention of CECP any significant problems associated with the following major areas. If three or more filed dispositions concerns have not been resolved, the teacher candidate will be blocked from advancing in Professional Studies.
Background Checks: All students must have a criminal background check and a valid negative TB test result recorded in the Teacher Education Center, 56 DeGarmo Hall prior to beginning student teaching. Students may pick up a form to request a criminal background check in the Teacher Education Center. The TB test and the Criminal Background Check are valid for only 1 year, and must not expire during student teaching. Students who do not have a valid negative TB test and acceptable CBC will be barred or pulled from student teaching according to CECP.
Teacher Recommendation: Teacher candidates must do well enough on all course assignments to receive a positive recommendation from the teacher education program coordinator for admission to student teaching. Without a positive recommendation, teacher candidates will not be admitted.
Click here for latest listing of Teacher Education Requirements.
Click here for the Assessment of Professional Teaching (APT) test objectives.