matt syllabus spring 2011

8/7/2019 Matt Syllabus Spring 2011

1/4

1

BLACKHILLS STATE UNIVERSITYCOLLEGE OF EDUCATION

Syllabus

I.ED 592 Special Topics Pre-AP Instruction and Design for 6-12 Teachers ofScienceCredit Hours: 1 graduate hour

II. Time Period: February 7, 2011-May 6, 2011

III. Location of Course: Online and at participant school districts across South Dakota

IV.Instructor: Matthew Wiebe

Address: 1925 Plaza Blvd, Rapid City, SD

Telephone: 605-394-1876Email: [email protected]

Catalog Course Description: Topics: Includes current topics, advanced topics and

special topics. A course devoted to a particular issue in a specified field.

Course Description: Participants will focus on the needs of high-level learners in

the area of Science. The course provides participants with best practice strategies

designed to motivate and challenge high-level learners so that these students will be

better prepared for AP (Advanced Placement) and International Baccalaureate

coursework. The course will also look at curriculum alignment and instructional

design.

Course Background: This course is offered as part of the Advanced Placement

Incentive Program (APIP) through a grant to TIE, Rapid City, SD, from the United

States Education Department. The Black Hills State University Center for theAdvancement ofMath and Science Education is one of TIEs partners in the grant.

Course Description for the Three-Year Program: Funded for three years, the

APIP project grant is designed to engage eligible SD school districts in Pre-AP and

AP program development. The grant will provide educators with the opportunity toenhance classroom experiences for high-level learners and to increase participation

and pass rates for Advanced Placement courses in the state. In particular, theprogram is designed to provide opportunities to students in rural areas and high

need school districts. As a result, the grant blends face-to-face contact with an online

component thus accommodating the needs of educators at rural schools. The work

will be based on the Laying the Foundation training program which provides

resource and planning guides in support of teachers as they prepare students in

grades six through eleven to excel in Advanced Placement and other college-level

courses.


2/4

2

Course Description for the Spring 2011 Course: The program builds the capacity

of educators for providing rigorous, relevant curriculum and instruction in grades 6-

12 science content so more students are prepared for participation in AP

coursework. As a result, the course will focus on providing educators with a deeper

understanding of high-level learners in their content areas, an array of strategies

and instructional tools for meeting the needs of those students, and the opportunityto analyze their districts instructional design and curriculum development

processes as they relate to high-level learners.

Course Prerequisites: A BS or BA or higher in a related field and inclusion in theAPIP program, a currently active 6-12 teacher of science.

Instructional Methods: Asynchronous online discussions with the course

instructor and LTF content specialists focused on integrating Laying the

Foundation strategies and vertical curriculum alignment. Face-to-face reflectionsessions between content specialists and educator participants focused on Laying

the Foundation strategies and vertical curriculum alignment.

Course Materials: Content specific subject guides and online resources developed

through Laying the Foundation.

Class Attendance and Participation Policy: Participants will join in an online

forum for discussing progress and challenges regarding the implementation of

strategies into their respective curriculum areas.

Academic Honesty : Cheating and plagiarism will not be tolerated. Academic

misconduct will be dealt with per South Dakota Board of Regents regulations. Those

regulations may be found in the Students Handbook under the URL:http://www.bhsu.edu/Portals/0/studentlife/student_handbook.pdf

Make-up Policy: If it should happen that you have to miss a face-to-face session,you will forfeit any participation and attendance points earned during the missed

session. In addition, you will be required to develop lessons integrating theinstructional strategies presented at the session.

Student Learning Outcomes:

As a result of taking this course, 6-12 educator participants will:

1. Learn concrete strategies and models for teaching skills in order to prepare theirstudents for the rigor of Advanced Placement courses and success in college.

2. Study vertical alignment of curriculum.3. Integrate strategies into their curriculum.4. Engage in online studies facilitated by content specialists.5. Develop as a professional learning community.Evaluation Procedure:


3/4

3

In response to Outcome One: Students will explore LTF materials and online tools.

In response to Outcome Two: Students will continue the process of considering

curriculum alignment within their districts and identify curriculum strengths and

needs.

In response to Outcome Three: Students will integrate LTF strategies into their

classrooms during Spring Semester.

In response to Outcomes Four and Five: Students will share their experiences usingthe LTF tools and strategies in their classrooms by participating in an online forum

during Spring Semester. Via this online forum, course participants will continue to

develop and expand upon the professional learning community initiated with the

Learning Power Pre-AP Institute.

Content Values:

Online Threaded Discussion Component: Threaded discussion forums, scoringbased on rubric provided, February 7, 2011-March 20, 2011, 10 points weekly, 60

points totalClassroom Instruction: Demonstrated integration of LTF strategies, February 7-

May 6, 50 points (EITHER THROUGH SITE VISIT OR PROJECT OPTIONS SEEN

BELOW)

Project Option: due prior toMay 6, 50 points

Grading Scale:

A: 90 to 100 percent

B: 80 to 89 percent

C: 70 to 79 percentD: 60 to 69 percent

F: 59 percent and below

Late policy: Late papers will be penalized 10 points if turned in within one week

after the due dates. Papers later than one week will not be accepted.

ADA Statement/Documented Disabilities : Reasonable accommodations, as

arranged through the Disabilities Services Coordinator, will be provided for

students with documented disabilities. Contact the BHSU Disabilities Services

Coordinator ([email protected]) (605) 642-6099, Jacket Legacy Room in the

Student Union, for more information.

Academic Freedom and Responsibility:

Under Board of Regents and University policy student academic performance may

be evaluated solely on an academic basis, not on opinions or conduct in matters

unrelated to academic standards. Students should be free to take reasoned

exception to the data or views offered in any course of study and to reserve

judgment about matters of opinion, but they are responsible for learning the content


4/4

4

of any course of study for which they are enrolled. Students who believe than an

academic evaluation reflects prejudiced or capricious consideration of student

opinions or conduct unrelated to academic standards should contact the chair of the

department in which the course is being taught to initiate a review of the

evaluation.

Course Calendar:

Online Component, February 7 - March 20

y Participation in weekly discussion topics created by content specialistsy Teacher-led discussions focusing on strategy integration and curriculum

alignment

y Expectation of 90 minutes weekly asynchronous participationFace-to-Face Component, Spring Semester (Prior to May 6)

The following list provides options of which the Educator participant may

choose one:y Content specialists will meet with educator-participant prior to the end of

Spring Semester regarding strategy integration.

o Educator participants will demonstrate lesson integration that meetsthe needs of high-level learners.

o Educator participants and content specialists will conferenceregarding curriculum alignment.

y Educator participants will video tape lesson integration that meets the needsof high-level learners.

o Educator participants will submit a paper detailing strategyintegration, curriculum alignment and lesson integration reflection.

o Educator participants must obtain completed permission slips(provided by Instructor) for each student present during the lesson.

y Educator participants will complete an entire section of the South DakotaScience Alignment wikispaces.

o Educator participants will include details within the wiki for LTFlessons they have implemented in their classrooms.

y Educator participants will compose a lesson or unit of study following theLTF format to be shared amongst the learning community.

y Educator participants will propose and complete a project equal in value andeffort to the above listed items.

matt syllabus spring 2011

Documents