Course Number and Title:
EDC 330 Methods of Science Instruction
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
4 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course provides teacher candidates the opportunity for intentional practice and mastery of integrating content knowledge, evidence-based strategies, and culturally-responsive materials to effectively teach science in elementary school settings. Teacher candidates learn to design and implement lessons to engage students in applicable standards and integrate other subject matter areas with science. It includes a corresponding field placement where teacher candidates implement learned skills in an authentic classroom environment.
Additional Materials
None
Disclaimer
This course requires 45 hours of field experience at a school designated by the department. Students must provide their own transportation to and from placement sites.
Core Course Performance Objectives (CCPOs)
-
Design and implement inquiry-based learner-centered science lesson plans to address the needs of diverse learners in the elementary classroom. (CCC 1,2,4; PGC 1, 2)
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Apply and evaluate appropriate standards-based resources to engage students in building an understanding of science concepts. (CCC 5; PGC 4)
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Develop a repertoire of pedagogical strategies to actively engage students in the four stages in the teaching and learning cycle: initial and diagnostic assessment, lesson planning, teaching and learning, and assessment and review. (CCC 1, 2. 3, 6; PGC 1, 2, 4, 5)
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Incorporate technology to expand learning outcomes and to scaffold learning. (CCC5; PGC 1, 2)
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Collect, evaluate, and share assessment data to plan and differentiate instruction. (CCC 3, 6; PGC 4, 5, 6)
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Model the behavior and characteristics of a professional science teacher. (CCC 4; PGC 7)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Design and implement inquiry-based learner-centered science lesson plans to address the needs of diverse learners in the elementary classroom.
- Write lesson plans that are aligned with state standards and are related to basic scientific principles.
- Design equitable activities that promote active exploration and inquiry.
- Choose developmentally appropriate materials to engage learners.
- Implement activities that incorporate appropriate social, emotional, physical, and cognitive skills.
- Deliver lessons that effectively account for procedures to promote a positive, culturally sensitive learning environment.
- Integrate science concepts across the curriculum by building connections through an interdisciplinary approach to increase learning and awareness.
- Explain how to balance the needs of the “whole child” with academic content lessons.
- Identify individual and whole group needs of the children in the designated classroom.
- Apply and evaluate appropriate standards-based resources to engage students in building an understanding of science concepts.
- Use child-centered, developmentally appropriate methods to support children’s development of science concepts.
- Evaluate materials to ensure they are equitable and address the diverse needs and the interests of learners.
- Identify potential resources for developmental appropriateness, cultural responsiveness, and inclusion of all learners in the elementary classroom.
- Evaluate resources based on content standards.
- Develop a repertoire of pedagogical strategies to actively engage students in the four stages in the teaching and learning cycle: initial and diagnostic assessment, lesson planning, teaching and learning, and assessment and review.
- Examine best practices and teaching techniques during observations in the elementary classroom.
- Develop lesson plans based on the following science areas: physical science, life science, and earth and space science.
- Implement lesson plans to teach the basic principles of science.
- Apply a variety of assessment types to evaluate student learning.
- Reflect upon teaching practices to ensure meaningful, culturally responsive learning.
- Incorporate technology to expand learning outcomes and to scaffold learning.
- Identify instructional technology appropriate for the concept being taught.
- Integrate technology responsibly and appropriately to enhance learning and instruction.
- Create hybrid and remote learning experiences using technology.
- Reflect on the effectiveness of technology as an instructional tool.
- Collect, evaluate, and share assessment data to plan and differentiate instruction.
- Describe assessment criteria and observation techniques for students in elementary classrooms.
- Collect appropriate assessment measures to evaluate student performance and make adjustments to teaching within the elementary classroom.
- Conduct a variety of observations to inform appropriate outcomes for students on a regular basis.
- Plan science lessons based on assessment data to benefit students’ growth and development.
- Explain how bias may be present in assessment.
- Model the behavior and characteristics of a professional science teacher.
- Uphold professional, legal, and ethical standards in the design, delivery, and evaluation of lesson plans.
- Demonstrate professional and responsible behavior in the classroom and school setting.
- Uphold professional, legal, and ethical standards in interactions, communication, and collaboration with students, families, colleagues, and the community.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Written Lesson Plan (Summative) | 10% |
Lesson Plan Implementation (Summative) | 10% |
Science Across the Curriculum (Summative) | 10% |
“All About My Placement” Presentation (Summative) | 10% |
Practical Experience Reflections (Summative) | 10% |
Read Aloud (Summative) | 5% |
Co-Teaching Activity (Summative) | 5% |
Remote Teaching (Summative) | 5% |
Nature of Science (Summative) | 5% |
Scientific Method Presentation (Summative) | 5% |
STEAM Demonstration (Summative) | 5% |
Formative Assessments
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities | 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.