Departmental Course Syllabus: Sce 4305

COLLEGE OF EDUCATION DEPARTMENTAL COURSE SYLLABUS: SCE 4305 (Updated 5/8/06)

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1. Course Prefix and Number: SCE 4305 2. Course Title: Communication Skills in the Science Classroom 3. Instructors: E. Howes 4. Course Prerequisites (if any): None

5. Course Description: Reading and communication skills important in understanding scientific and science education literature and communicating findings to others. SCE 4305 prepares preservice middle and high school science teachers to select, apply and evaluate reading, writing and spoken skills with their students. This course includes methods for selecting appropriate reading materials and language exercises, which reflect the needs of a diverse population of students. Technical aspects of scientific literacy to communicate through the language of science (e.g. reading, constructing representations, interpreting charts, data tables, and maps) are examined. Additionally, functional aspects of scientific literacy (e.g. detecting bias, making inferences, recognizing unstated assumptions, evaluating claims in popular media, interpreting directions) and their pedagogical implications will be emphasized throughout the course.

6 Course Goals and Objectives: Upon completion of this course the students will:

1) identify student-appropriate reading and writing materials for classroom use, including articles, graphs, graphic organizers, or other materials in current events. 2) accommodate the social dimensions of reading and language among adolescents. 3) recognize and employ strategic reading approaches (e.g. CRISS, Jig Saw, Vocabulary Development, Retellings, Portfolios, QAR, Readability Assessment). 4) develop assessment strategies related to student outcomes in science that relate to language concepts within the curriculum. 5) apply functional aspects of scientific literacy (e.g. detecting bias, inference, unstated assumptions, evaluating claims and support in popular media, understanding directions, etc.)

7. Content Outline: The content of this course includes: 1. the cognitive development of middle/high school students and its relation to science content and skills, 2. the teaching of diverse student populations, 3. application of the language of science, 4. application of language skills, interpreting data, content selection strategies with emphasis upon applying basic scientific literacy skills, and 5. student outcome evaluation strategies. 8. Evaluation of Student Outcomes: Students will demonstrate their understanding of the relation of literacy to their science teaching by submitting science/teacher related projects and class participation activities. Specific lists of graded assignments with due dates, while always reflecting the course goals and content outline listed above, will vary on given terms. Therefore, each student will be given a specific, updated list of course assignments and a class calendar for the given term at the first class meeting. Use of texts describing current events from newspapers, the Internet, and periodicals will constitute a significant part of the course content/evaluation and cannot be specified prior to a given term. Student outcomes will include (but not be limited to): • Reading/Learning Log. Entries will demonstrate understanding of teaching techniques focused on reading and the other basic skills in science content. • Science Curriculum Plan. Drawing on grade appropriate science methods, mini- lessons and a unit plan will include instructional goals and objectives; detail the instructional process; and include all the required materials needed to teach. The emphasis will be on the development of literacy skills in a science classroom. • Mini-Teach. A portion of the Science Curriculum Plan developed by the student will be taught within the course, demonstrating understanding of teaching skills discussed in the course as well as effective communication skills. • Attendance & Professionalism. Students will be present and on time for all class meetings and will participate in classroom discussions and presentations. • A Final Paper will evaluate student knowledge of all major topics studied.

9. Grading Criteria:  Reading/Learning Log [20% of grade]  Science Curriculum Plan [30% of grade]  Mini-Teach [15% of grade]  Attendance and Professionalism [15% of grade]  Final Paper [20% of grade]

Grades will be assigned as follows: A 94-100 B- 80-82 D+ 67-69 A- 90-93 C+ 77-79 D 63-66 B+ 87-89 C 73-76 D- 60-62 B 83-86 C- 70-72 Failing below 60 10. Textbooks and Reading: One or more of these texts will be used in a given semester; the choice is up to the professor:

Barton, M. L. & Jordan, D. L. (2001). Teaching reading in science: A supplement to Teaching reading in the content areas teacher’s manual (2 nd edition). Aurora, CO: Mid-continent Research for Education and Learning. Wellington, J. & Osborne, J. (2001). Language and literacy in science education. Philadelphia: Open University Press. Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, Maine: Stenhouse Publishers. Vacca, R. T. & Vacca, A. L. (2001). Content area reading: Literacy and learning across the curriculum. Sixth edition. New York: Harper Collins College Publishers. Significant use of the library, Internet and current events will be necessary for the students. Recommended sources related to teaching literacy skills as they relate to science would include: Journal of Elementary Science Education, Science Education, School Science and Mathematics, Journal of Science Teacher Education, Science Teacher, Science Scope as well as a variety of references in the area of reading and science instruction. The specific journals required will depend up on student and instructor selected assignments, and will reflect accomplishment of the course goals and content outline listed above. Students will receive a substantial set of readings and handouts in the class, and will be required to utilize current events effectively.

11(a). ADA Statement: Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request.

11(b). USF Policy on Religious Observances: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. COLLEGE OF EDUCATION DEPARTMENTAL COURSE SYLLABUS

ATTACHMENT I

1. Rationale for Setting Goals and Objectives: What sources of information (e.g., research, best practices) support the formulation and selection of course goals and objectives? Sources are available nationally and in Florida, which identify the general outcomes, skills and knowledge base expected of teachers of science in the middle/high school grades. A partial list includes: NSTA Standards for teacher preparation (CASE, 1998), Science for all Students (Florida DOE, 1993), National Science Education Standards (National Science Foundation, 1995-1996). Each of these sources includes requirements for science teachers to also be teachers of reading and writing. In addition, current educational requirements in Florida emphasize work with diverse student populations. Seminal research articles in the field of reading include : Yore, et al. (2003), Examining the literacy component of scientific literacy: 25 years of language arts and science research, International Journal of Science education, 25, 689-725; Stanovich, K. (1980). The interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71 and Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360- 406. These serve as a guide that informs and reflects current philosophy in the design of this course. Science, as taught in the public schools, is both a vehicle to teach and dependent upon the successful implementation of the language and communication of science itself. 2. List the specific competencies addressed from the relevant national guidelines. The complete list of Florida’s ‘content area’ teacher competencies is available in a series of published ‘Study Guides’. There is considerable overlap between the various national sources of guidelines for science teacher preparation, therefore the most recent “Standards” identified by the National Association of Science Teachers will be included here. The “indicators” identified are given for the Pre-service, Induction and Professional levels of teacher certification. The pre-service “Standards” applicable to the preparation of science teachers include sections on: Content, Nature of Science, Inquiry, Context of Science, Pedagogy, The Science Curriculum, The Social Context for Teaching Science, Professional Practice, Learning Environments and Assessment. In the published “Standards” there are the following lists of “indicators”, summarized here due to their length. Those standards that show the breadth of content addressed in this course and its relationship to the totality of ‘national’ standards are as follows: Content- Strong conceptual framework; thematically unified framework of concepts across science disciplines; understanding of laboratory activities, investigating and problem solving; ability to apply mathematics and statistics, analyze and explain data; knowledge of application of science to personal, social and technological issues. Nature of Science- Understand ‘nature’ of science; ability of differentiating scientific and non-scientific ‘ways of knowing’; ability to plan and implement exploratory, correlation and experimental studies; identify changes of scientific knowledge over time; compare and contrast basic, applied science and technology; use scientific terms and language with accuracy. Inquiry- Plan developmentally appropriate lessons; uses effective questioning strategies; encourage peer interactions which facilitate inquiry; encourage students to reflect upon scientific findings; relate processes of scientific inquiry to other life dimensions. Context of Science- Identifies appropriate problems and issues in the cultural context of science incorporating them into science instruction; engages students in small/large group discussions; incorporates sociocultural and socioscientific issues. Pedagogy- Incorporates science teaching strategies appropriate for diverse learners; use group teaching activities; relate teaching strategies to student needs; apply appropriate technology into instruction; identify common student misconceptions and how to deal with them. Science Curriculum- Relates instructional goals and materials to professional standards; apply a variety of instructional materials/sources; develop lessons with clear goals/objectives; relates science to other school subjects; utilizes community resources; relates experiences in science to the community and workplace. Social Context- Collaborates with other pre-service teachers; identifies members of community who can assist in teaching science; utilizes data from community; involves families in the learning process. Professional Practice- Develops and states a personal philosophy of science based upon current principles of the science education community; understands the community of learners, including peers; documents personal strengths and weaknesses to improve teaching skills; takes personal responsibility for professional growth; demonstrates ability to handle problems/tension; participates in students associations, workshops; reads professional journals. Learning Environments- Identifies/utilizes exciting/stimulating classroom experiences; demonstrates knowledge and implementation of safety standards; demonstrate safe and ethical use/care of animals; uses appropriate technology in the classroom. Assessment- Identify most appropriate evaluation methods; alters teaching to reflect student assessment; evaluates learning at various cognitive levels; uses valid assessment methods; specifies weights/emphasis used to establish student grades; uses student reflection in assessment; uses multiple information sources in student evaluation. 3. Are there field-based experiences in this course? If so, please briefly indicate nature and duration. There are no field experiences in this course. 4. Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course? If so, please briefly describe (See Accomplished Practice #12). Students will be required to access the Internet to locate pertinent scientific texts. They will also be required to analyze these texts for accuracy and bias. They will include Internet sites that they judge to be reliable in their Science Curriculum Plans. 5. List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if applicable. SCE 4305 is not intended to be a “content” course. However, examples of content are widely used and applied in the course, many reflecting competencies/skills identified in the “Florida Adopted Subject Area Competencies.”

Biology, Chemistry, Earth-Space Science and Physics, Grades 6-12: SCE 4305 addresses a wide variety of competencies/skills identified for secondary science subjects. In particular, reading and interpreting charts, graphs, diagrams, formulas and giving/following directions for all science subjects. Specific Biology examples include population growth analysis, interpreting biological illustrations, and graphs. Earth-Space Science examples include constructing and interpreting weather/geologic/topographic maps, interpretation of weather events from diagrams and data. In the physical sciences, Chemistry and Physics, there is an obvious need to follow directions, read formulas, charts and diagrams along with a strong dependence upon understanding the language of mathematics throughout subject content. 6. Are there any components of the course designed to prepare teacher candidates to help K- 12 students achieve the Sunshine State Standards? If so, please identify. The Sunshine State Standards are drawn from the NSTA Themes. The NSTA and Sunshine State Standards are presented as part of a curriculum framework and are required to be objectives in the unit and lesson plans.

SCE 4305, Communication Skills in the Science Classroom Course Matrix, Attachment I, Departmental Syllabus (continued)

Course Objectives: Topics: Evidence of Achievement: Predominant Accomplished (as listed on Departmental (Correlated from Departmental Practices: Syllabus) Syllabus) 1) identify student-appropriate The cognitive development of  Reading/Learning Log Practice #1- Assessment reading and writing materials for middle/high school students and  Final paper. Practice #5- Diversity classroom use, including articles, its relation to science content and  Science Curriculum Plan Practice #7- Human development graphs, graphic organizers, or skills, the teaching of diverse  Mini-Teach and learning other materials in current events. student populations Practice #10- Planning

2) accommodate the social Application of the language of  Mini Teach Practice #2- Communication dimensions of reading and science, application of language  Science Curriculum Plan language among adolescents. skills, interpreting data, content requiring application of the Practice #4- Critical Thinking selection strategies with processes. emphasis upon the “basic” skills.  Final paper Practice #8- Knowledge of subject matter 3) recognize and employ strategic The cognitive development of  Reading/Learning Log Practice #2- Communication reading approaches (e.g. CRISS, middle/high school students and  Application of various content Jig Saw, Vocabulary its relation to science content and area skills/knowledge into Practice #4- Critical thinking Development, Retellings, skills, the teaching of diverse science lessons, activities Portfolios, QAR, Readability student populations, application produced for class (including Practice #10- Planning Assessment). of the language of mathematics, applications of technology). application of language skills,  Final paper. Practice #12- Technology interpreting data, content selection strategies with emphasis upon the “basic” skills, and student outcome evaluation strategies. 4) develop assessment strategies The development of middle/high  Application of evaluation Practice #1- Assessment related to student outcomes in school students and its relation to criterion to examples of science that relate to language science content and skills, the student projects or test Practice #4- Critical Thinking concepts within the curriculum. teaching of diverse student responses. populations, content selection  Science Curriculum Plan Practice #5- Diversity strategies with emphasis upon  Mini-Teach literacy skills, and student  Final paper outcome evaluation strategies. 5) apply functional aspects of  Science Curriculum Plan Practice #4- Critical Thinking scientific literacy (e.g. detecting  Lessons that incorporate the bias, inference, unstated application of functional Practice #7- Human development assumptions, evaluating claims scientific literacy and learning and support in popular media,  Final paper understanding directions, etc.). Practice #10- Planning

COLLEGE OF EDUCATION DEPARTMENTAL COURSE SYLLABUS

ATTACHMENT II

Preprofessional Benchmarks for the Accomplished Practices Practice #1 -- Assessment: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs. Practice #2 -- Communication: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom. Practice #3 -- Continuous Improvement: The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan. Practice #4 -- Critical Thinking: The preprofessional teacher is acquiring performance assessment techniques and strategies activities designed to assist all students in demonstrating their ability to think creatively. Practice #5 -- Diversity: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies [such] as acceptance, tolerance, resolution, and mediation. Practice #6 -- Ethics: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. Practice #7 -- Human Development and Learning: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities. Practice #8 -- Knowledge of Subject Matter: The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher’s repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using that knowledge. Practice #9 -- Learning Environments: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase knowledge and skills. Practice #10 -- Planning: The preprofessional teacher recognizes the importance of setting high expectations for all students. The preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/his plans appropriately. Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences. Practice #11 -- Role of the Teacher: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school. Practice #12 -- Technology: The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.