Syllabus

Victor Donnay, Ph.D. 610-526-5352 vdonnay@brynmawr.edu

Deborah Pomeroy, EdD 215-572-2123 pomeroy@arcadia.edu

Nell Anderson, Director, Praxis 610-526-5031 nanderso@brynmawr.edu

Description: This praxis course will examine research-based approaches to teaching mathematics and science that involve active, hands-on, inquiry based learning. How do these new approaches reflect current research? How are these new pedagogical methods being implemented in K-12 and college classrooms? What challenges arise when one tries to bring about these types of changes in education?

The course will have a weekly colloquium component (Wed 7-8:30pm, Rm 338 Park, open to the public) involving panel discussions and presentations by professional educators who will present their experiences in educational change and related issues. These sessions will provide the theoretical framework to help students understand their praxis experiences.

The colloquium will be followed by a reflection session (Wed 8:30-10pm, Rm 336 Park, for class members only) in which students will make connections between the theoretical material they have been learning in class and their practical experiences in the field.

Field Placement: Students in the course will each have a field placement with a local K-16 teacher who is engaged in some aspect of educational reform in math or science. The students will observe and assist their host teachers for a total of 4 - 6 hours per week (typically 2 visits per week).

Objectives: Students will

become keen observers of and active participants in pedagogical reform in classrooms.
understand the theoretical and research underpinnings of pedagogical reform in mathematics and science.
become familiar with pedagogical strategies inherent in current curricular innovations and will understand their rationale and implementation.
become familiar with personal, institutional, community and systemic incentives for and resistance to change.
develop a heightened analytical sense of themselves as learners.

Course Assignments: Students will

keep a journal about their field placement experiences in which they record their observations and reflections.
write a range of short (1-2 pages) and medium (3-6 pages) length papers.
write a final case study (15-20 pages) in which they analyze their field placement in terms of the concepts discussed during the course.
give a 10 minute oral presentation summarizing their case study.

Schedule: The course schedule with a list of topics, readings, assignments and discussion topics are outlined in the electronic Ed 220 Syllabus Matrix.

Grading:

15% Attendance and participation in reflection and colloquium sessions

15% Fulfillment of Praxis expectations: attendance, professional demeanor, tutoring

20% Class assignments

20% Journal

30% Case study

General Structure:

7:00-7:05 announcements and introductions

7:05-7:50 speaker or panel presentation

7:50-8:20 open discussion

8:20-8:30 break and refreshments

8:30-9:50 reflection session

Readings:

Students should purchase the book:

How Students Learn How students learn: history, mathematics, and science in the classroom, M. Suzanne Donovan and John D. Bransford, editors, National Academy Press. Washington, D.C. 2005. Required reading will include Chapter 1 and then either Chapters 5-8 for math or Chapters 9-12 for science. The book can be read online (free), one page at a time from the National Academics of Science:

http://www.nap.edu/catalog/10126.html

The other required readings for the course will be available in electronic form on the course Blackboard site reachable via: http://blackboard.brynmawr.edu/

The Glenn Commission Report, www.ed.gov/americacounts/glenn (Executive Summary).
How People Learn: Brain, Mind, Experience and School, Bransford, J.D., Brown, A.L., Cocking, R.R.. National Academy Press. Washington, D.C. 1999 (Chapter 1). Also available on line (free), one page at a time from the National Academics of Science: http://www.nap.edu/openbook/0309070368/html/ .
Inside the black box: raising standards through classroom assessment, Paul Black and Dylan Wiliam, 1998 Phi Delta Kappa International, http://www.pdkintl.org/kappan/kbla9810.htm .
Knowing and Teaching Elementary Mathematics, Liping Ma, Lawrence Erlbaum Associates, 1999.
Mapping the field, Deborah Pomeroy, Studies in Science Education, 24 (1994), 49-73.
Mathematics and Democracy, The Case for Quantitative Literacy, Lynn Steen, Executive Editor, National Council on Education and the Disciplines 2001 (Preface and Chapter 1).
Science for All, American Association for the Advancement of Science. Americans. Project 2061. Oxford University Press N.Y. 1990 (Chapter 1).
Teaching for Conceptual Change: Confronting Children's Experience. Watson, B, Konicek, R. Phi Delta Kappan. May 1990 pp. 680 – 685.

Notes:

The topics in the syllabus may be shifted to accommodate guest speakers.
There may be some additional readings.
Electronic readings will be placed in the course Blackboard site: http://blackboard.brynmawr.edu/

The course web site for Education 220 is reachable from:

http://www.brynmawr.edu/math/people/donnay

Students should check the electronic Syllabus Matrix on the web site as this will be updated and revised as necessary during the semester.
Written assignments will be submitted electronically and will be due by 3pm Tuesday (the day before class meets).

SEE ED 210 STUDENT SYLLABUS MATRIX FOR WEEKLY DETAILS