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1 QATAR UNIVERSITY COLLEGE OF EDUCATION EDSE 554: Science Methods I: Instructional Strategies Biology (CHR) SEMESTER AND YEAR: INSTRUCTOR: OFFICE NUMBER: PHONE: OFFICE HOURS: CLASS MEETING TIME/LOCATION: COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course) Teaching 1. Content: Demonstrate a deep and thorough understanding of the key theories and concepts of the subject matter.. Pedagogy: Ensure effective planning for instruction and the use of multiple learning and pedagogical content strategies to maximize student learning and promote critical thinking.. Technology: Evaluate and use current and emerging technologies in instructionally powerful ways and to assist in the management of educational environment. 4. Diversity: Respond to every student s uniqueness and foster successful learning experiences by meeting individual differences. Scholarship 5. Scholarly Inquiry: Understand the tools and methods of inquiry and use datadriven decision making to maximize teaching and learning. 6. Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning objectives: process a variety of factors in identifying solutions and making sound, well-informed decisions. Leadership 7. Ethical Values: Apply professional ethics in all educational contexts and have enduring respect for self-confidence in teaching as a profession. 8. Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason, collaborate with all stakeholders, and communicate effectively in interpersonal and public context 1

2 COURSE DESCRIPTION Candidates will study goals, methods, and materials appropriate for teaching secondary levels courses in biology, with special emphasis on the Curriculum Standards for the State of Qatar, Science. Topics will include constructivist learning theories, discovery learning, inquiry, learning cycle models, project and problem-based learning, and the design and management of science laboratories. The differences between the Advanced and Foundation Curriculums for the State of Qatar National Curriculum Standards and the changes in strategies that requires will be explored. This course has a field-based component. Prerequisites: Completion of degree in Biology or a sub-discipline COURSE OBJECTIVES Upon completion of this course, the learner will be able to do the following: 1. Design instruction and its corresponding assessments for biology.. Provide a rationale for the application of selected classroom practices in biology instruction.. Organize a laboratory safety lesson for a typical Biology laboratory. 4. Critique professional information and materials related to the Life Sciences. 5. Develop an understanding of the Nature of Science. 6. Align curriculum planning with the Qatar National Curriculum Standards: Biology. COURSE LEARNING OUTCOMES 1. Examine available curriculum materials for biology instruction, both print and electronic.. Analyze and evaluate professional publications (Biology or Biology Education) in order to connect research findings to classroom practices, as appropriate.. Practice skills needed to investigate biological problems or situations scientifically. 4. Create a plan for an effective biology learning-environment. 5. Design and apply an instructional strategy that teaches a scientific concept in biology. 6. Design and implement authentic assessments for evaluating student achievement in biology. 7. Practice skills needed to investigate problems or situations scientifically. 8. Discuss and practice certain instructional procedures for science. 9. Select, design, and carry out instruction and assessment to teach student-oriented biology. 10. Apply and embed appropriate use of various media (e.g., electronic, print, audio, video) in biology teaching. 11. Identify and discuss the Big Ideas of the Science Education Standards in Biology. 1. Discuss the relationship between the nature of a problem in biology and the methodologies used to investigate that problem. 1. Compare the concept of using empirical studies and their findings to the use of openended investigative techniques to investigate issues in biology. 14. Compare various strategies of different biology teachers through field observations and participation.

3 15. Collect self-reflections on performance and practices related to the teaching of biology. TEXTBOOKS & READINGS Hassard, J. & Dias, M. (004). The art of teaching science: Inquiry and innovation in middle school and high school ( nd Ed.). New York, NY: Oxford University Press USA. Specific reading assignments from the text and supplementary materials will be posted on Blackboard and announced in class throughout the course. Some additional reading materials will be posted on Blackboard. COURSE REQUIREMENTS Because of the limited classroom time and the nature of some of the activities, some projects and activities must be done outside of the scheduled class time. The time spent outside of class includes observations, mini-teaching, and other directed experiences in a school. Please discuss your plans with either of the instructors on how you will meet these requirements. This class will be an interactive model of an inquiry-based, student-centered classroom. It will incorporate the instructional strategies and assessment practices that you should be able to use in your own classrooms as you complete the course work. Methods of presenting and acquiring information will include the following: Collaborative activities and/or projects Interactive lectures Demonstrations Mini-lessons Research Performance assessments Discussions Out-of-class activities Student presentations Independent assignments Peer teaching Use of Blackboard USE OF BLACKBOARD You are expected to participate in using Blackboard during the course. Specific assignments and discussions will be posted as the term progresses. FIELD EXPERIENCE All members of the class are expected to participate in 16 clock hours of Field Experience during the semester of Methods I courses. You should keep a record of the time you spend observing the class. It is your responsibility to make arrangements with your instructors to complete this requirement. OTHER The language of instruction and learning is English. You are expected to submit all your assignments in English and to use spoken English in class.

4 COURSE OUTLINE Week 1: Week : Week : Week 4: Week 5: Week 6: Week 7: Week 8: Week 9: Overview, The Nature of Science, QNCS, Objectives, and Meta-cognition Course Overview; Hierarchy of ideas and intro to National Standards Content analysis (QNCS: Biology and objectives); Ethics in Biology Objectives and Assessments Teaching concepts and instructional objectives; intro to assessment Intro to constructivism in science and learning cycles Conceptual Understanding, Process Development, and Adolescent Science Students Advance organizers and concept mapping Constructivism and the art of questioning Safety in the Science room and the Science room Environment Mini-teaching and resources for safety in the biology classroom Mid-term Exam The Learning Cycle Components and Strategies Engage: Discrepant events and misconceptions; Explore: Didactic to Discovery Explain: Concept development; Evaluate: Aligned, designed assessments Alignment of Curriculum, Instruction, and Assessment Types of assessments; designing selected and constructed response items Designing assessments aligned to QNCS: Biology and objectives Measuring Specific Concepts in Biology Measuring process skills Basic and integrated Performance assessment: Authentic vs. contrived Technology for Teaching and Learning Biology Evaluating hardware and software for biology Evaluating biology resources: Print, electronic, and material Review and Exam Course review Final Exam 4

5 Unit Learning Outcomes Content Pedagogy Scholarly Inquiry Ethical Values Content Pedagogy Content Pedagogy Content Pedagogy Scholarly Inquiry Ethical Values QNPS COURSE MATRIX Course Objectives Course Learning Outcomes 1, 9 6 1, 14, , 4 Assessments / Artifacts -Lesson plans -Exams -Field experience log -Article critiques -Lab safety exam, 6, 8 1 5, 6, 7 -Unit plan 8, 9, , 1, 1 -Strategy rationale -Ethical issues in biology ASSESSMENTS The following items will be considered components of your overall course evaluation: Reflective Journal (10%). Candidates will prepare a written reflection of their observations in a biology classroom, following the instructions in the rubric on Blackboard. Teacher interview (10%). Questions for the interview and scoring are provided in the appendix to this syllabus. Article critique (10%). Scoring the critique is based on the quality of the information and the analysis. Questions for this activity are provided in the appendix to this syllabus. Lab safety exam (5%). A score of 100% is required to pass the exam about safety in a science classroom; however, you can take the test up to three () times to pass. Lesson plans (10% each 0% total). Templates and rubrics will be provided for lesson plans. Scoring will be discussed before they are to be submitted. Unit plan (15%).s Templates and rubrics will be provided for the units. In-class work time is scheduled for development and assistance. A unit rubric is provided in the appendix to this syllabus. Mid-term exam (15%). Administered at the mid point of the semester, this exam will have a variety of item types, including multiple choice, matching, written response, and authentic tasks. Rubrics will be provided for the written response types and authentic tasks. 5

6 Final exam (15%). Administered at the end of the term, this exam will have a variety of item types, including multiple choice, matching, written response, and authentic tasks. Rubrics will be provided for the written response types and authentic tasks. GRADING SYSTEM A = 90% - 100% I = Incomplete B+ = 85% P = Pass B = 80% % NP = Not Pass C+ = 75% % C = 70% % D+ = 65% % D = 60% % F = Below 59.99% ACADEMIC HONESTY Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 7 in the Qatar University Student Handbook. Week # 1 Date 1 Topic Topic Outline What is Science? Nature of Science Hierarchy of knowledge: generalization, concept, fact, etc. Introduction to content and process skills QNCS for science Begin instructional objectives Constructivism Conceptual understanding Concept mapping Q&A? Learning Cycle Readings/Assignment(s) Content analysis of science curriculum in the light of QNCS Start reflective journal and teacher interview Ethics reflection LP: Recognize objectives QNCS drive design of objectives Join objectives to assessments LP: List instructional objectives The theories of Piaget, Vygotsky, and Karplus Concept maps Sequencing lessons within a unit Designing classroom questions Design Learning Cycle lesson or unit 6

7 Problem-solving and discovery methods room management in 5 science Starter activities Mid-term Exam Science classroom safety Main concepts of evaluation and assessment Measure basic and integrated process skills Unit development Sequencing lessons Improving lesson plans Examining cognitive psychology Exploring science ed research and resources Review Final Exam Field visits Develop age-appropriate classroom management during science activities Presentations Mini-teaching with a given scenario Mini-teaching and resources for safety in the science classroom Field visits Design assessment tool for labs Field visits In-class collaboration and assistance. Field visits Critique lesson plans; Field visits Impact of psychology on education; Field visits Use of computer for identifying resources; Field visits REFLECTIVE JOURNAL At least one entry per week is required. Use your journal to record classroom observations and your reflections on the teaching of science that occurs in this class. Try to analyze situations in terms of their impact on student learning. INTERVIEW OF THE CLASSROOM TEACHER You are to interview a teacher about her/his teaching of science. This assignment should be - pages long and should describe the teacher s views and the teaching of science you observed. Address the following areas in your interview: A. The teacher s philosophy about the teaching of biology Does s/he feel that it is important to teach biology? Why? How does the teacher view biology? What are her/his teaching goals for herself/himself? What are the goals for the students? What methods does the teacher think are most important for teaching biology? B. In describing the teaching of biology, address the following questions: How is time allocated for biology? (i.e., daily, block schedule, weekly) What is the teacher s role during the biology lesson? 7

8 What are the students doing during the lesson? How is the classroom structured for the biology lesson? How does the teacher manage the materials? How does the teacher handle the issue of student safety? How are the students assessed in biology? Does the teacher s actual presentation of the lesson coincide with their philosophy of teaching biology? If not, why do you think there is a difference? Score 4 INTERVIEW RUBRIC Description The teacher s philosophy and the learning environment of a biology classroom were fully explored and all questions were answered. The teacher s philosophy and the learning environment were addressed, but not all questions were answered. Only one of the areas philosophy or environment was addressed. 1 Neither area was addressed in any substantive way. 8

9 GUIDELINES FOR ARTICLES FROM PROFESSIONAL JOURNALS (BIOLOGY OR BIOLOGY EDUCATION) Sources: Any professional journal, such as education, science education, or cognitive psychology; in print or electronic format. Focus: Each article will focus on a particular area within biology or on the work of a particular researcher. Article 1: Constructivism in science teaching and learning. Article : Misconceptions secondary students hold on a concept in your discipline. Purpose: Analyze two () articles published in professional journals and present the information to your classmates. Format: Your collection should contain the following components: 1. The assignment should be posted on Blackboard first, but please also present a paper copy of the article to the instructors.. Each critique should include a brief summary of the article.. Your critiques should have a cover page that includes your name and the date as well as the APA citation of the article. Please put your name on each page in case the pages become separated. 4. Please have someone proofread your articles and include their name at the bottom of the cover page. Task: In your analysis, address the following: 1. Describe the single, most significant component of the article. (Describe means to identify an element of the article and tell why you think it is important.). Provide two examples of how information from the article can apply to teaching and/or learning science.. Create a brief presentation of your analysis (-5 slides.) Score 4 1 ARTICLE RUBRIC Description The analysis is thorough, correct, and thoughtful. Important points are identified. It fulfils all the criteria listed in the descriptions of Format and Task. The analysis fulfils a subset of the criteria more than 80% identified in the descriptions of Format and Task. All information is correct. A few points are not clear. The analysis fulfils a subset of the criteria between 60%and 80% identified in the descriptions of Format and Task. There are several unclear or incorrect points. The analysis fulfils a subset of the criteria less than 60% identified in the descriptions of Format and Task. The focus of the article is either not given or is incorrectly understood. 9

10 UNIT REQUIREMENTS The Learning Cycle Unit must meet the following minimum requirements: a. The unit must be designed to be taught over a period of between 8 and 10 class sessions. b. The unit must demonstrate research-based instructional strategies. c. The unit must be written in language consistent with a student-centered classroom. d. The unit must include accurate and appropriate references to the QNCS for Science. e. The unit must be developmentally appropriate for the targeted learners. f. The unit must be educationally sound and engaging. g. The lessons must show a sequence that develops the targeted content over the class periods. The sequence must include the concepts to be addressed and the objectives for each lesson. Three of the lessons must be fully developed. (See item below.) Three lessons should be fully developed and follow these guidelines: Two plans for science lessons with a hands-on component. One plan for a science lesson with a technology component. Any or all lessons may be integrated with a mathematics component. (Not required.) Five of the lessons should include information about using a learning cycle or other strategy. They should also include the standards addressed, the lesson objectives and the assignment or assessment for the lesson. Also include a list of any materials needed for the lesson Score UNIT RUBRIC Description 4 The unit fulfils all the criteria listed in the Unit Requirements. 1 The unit fulfils a subset of the criteria between 75% and 90% identified in the Unit Requirements. The analysis fulfils a subset of the criteria between 60%and 75% identified in the Unit Requirements. The analysis fulfils a subset of the criteria less than 60% identified in the Unit Requirements. 10

11 Appendix QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS 1. Structure innovative and flexible learning experiences for individuals and groups of students.. Use teaching strategies and resources to engage students in effective learning.. Foster language literacy and numeracy development. 4. Create safe, supportive, and challenging learning environments. 5. Construct learning experiences that connect with the world beyond school. 6. Apply information and communication technology in managing student learning. 7. Assess and report on student learning. 8. Apply knowledge of students and how they learn to support student learning and development. 9. Apply teaching/subject area knowledge to support student learning. 10. Work as a member of professional teams. 11. Build partnerships with families and the community. 1. Reflect on, evaluate, and improve professional practice. In accordance with Law No of the year 004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities. Special Needs Section Student Activities building Men s Campus: , Fax: ; Women s Campus: 44084, Fax: ; specialneeds@qu.edu.qa; Office hours: 7:0 AM :0 PM 11