George Mason University
Graduate School of Education
UTEEM Program
EDUT 615: Developing Concepts in Early Childhood Mathematics and Science
for Diverse Learners, K-3
Fall 2001
Friday, 9:00 a.m. - 4:00 p.m.
Robinson A349
Instructor: Eva Thorp, Ed.D.
Office: 110 Krug
Phone: 993-2035
E-mail: ethorp@ gmu.edu
Office hours: after class; W, 4:00-6:00; or by appointment
Note: This course is offered as one of the strands in the UTEEM program that prepares teachers to work with culturally, linguistically, and ability diverse young children and their families. The course is offered Fridays and is linked to an intersession experience in a year round school, as well as to an internship in a public school K-3 classroom serving diverse learners. Students are full-time admitted graduate students in the UTEEM program. Other students are permitted to enroll only by permission of the instructor.
Course Purpose: This course prepares teachers to support the mathematical and scientific learning of young children and emphasizes an inquiry-based approach to teaching. Children are viewed as active problem solvers, developing and testing hypotheses about the world in which they live. Students examine preoperational and concrete operational thought processes of conservation, seriation, observation, comparison, classification, and early number concepts and their significance for children in kindergarten through grade three. Students become familiar with concrete science/math materials and experiences to foster development of problem solving skills and quantitative thinking in geometry, measurement, graphing, and whole number arithmetic. Students learn to address national, state, and local math and science standards in the context of integrated lesson plans and long term classroom projects. Students also practice a variety of strategies for adapting the math and science curriculum to promote equity and to respond to diverse learning needs and abilities.
Course Objectives:
This course is designed to enable students to:
1. Develop an understanding of the changing focus in both curricula and pedagogy at the early childhood level and implications for math and science instruction.
2. Develop strategies to help young children become mathematically and scientifically literate, think critically and creatively, and to see the relationships between mathematics, science, social studies, and language/literacy.
3. Develop the skills necessary to utilize a variety of methods in teaching mathematics and science to young children.
4. Develop insight in selecting, modifying, and presenting instructional activities in mathematics and science.
5. Develop science activities for young children using the scientific process with an emphasis on describing, analyzing, and quantitatively presenting findings.
6. Construct math and science experiences in an environment which promotes equity and responds to cultural, linguistic, and ability diversity.
7. Become familiar with local curriculum standards for mathematics and science, with the Virginia Standards of Learning for science and mathematics, with the standards identified by the National Council of Teachers of Mathematics, and with the National Science Education Standards.
8. Consider the role of family and community knowledge, experience, and resources in planning and implementing mathematics and science content in the K-3 curriculum.
9. Become familiar with a variety of sources for ideas and materials useful in teaching mathematics and science.
10. Demonstrate the ability to integrate mathematics and science objectives into planning and implementing an integrated project.
11. Use authentic assessment strategies to describe young children’s understanding of mathematics and science concepts.
12. Reflect on one’s own use of inquiry strategies in facilitating children’s learning of mathematics and science concepts.
Relationship of Course to Program Goals and Student Outcomes
This course is designed to enable preservice early childhood students to teach mathematics and science concepts in an integrated fashion to young children. It was developed with reference to the “Guidelines for Teacher Education in Four- and Five-Year Programs,” prepared by the National Association for the Education of Young Children (NAEYC), as well as with reference to the standards for Virginia teacher licensure in early childhood special education, early childhood education (PK-3), and English as a second language education. This serves as the foundational course for teaching mathematics and science and will enable students to develop and implement integrated mathematics and science experiences for diverse learners into the K-3 curriculum. Continuous opportunities for application of content knowledge to the K-3 classroom is ensured by students’ concurrent participation in an internship placement in a K-3 class.
Required Texts
Barba, R. (1998, 2nd ed.). Science in the multicultural classroom: A guide to teaching and learning. Boston, MA: Allyn and Bacon.
Chaille, C. & Britain, L. (1997). The young child as scientist. New York: Longman.
Charlesworth, R. & Lind, K. (1999). Math and science for young children. Albany, NY: Delmar.
Smith, S.S. (1997). Early childhood mathematics. Boston, MA: Allyn and Bacon.
Baratta-Lorton. (1995). Mathematics their way. Menlo Park, CA: Addison Wesley.
Bredekamp, S. & Rosegrant, T. (1995). Reaching potentials: Transforming early childhood curriculum and assessment (vol. 2). Washington, DC: National Association for the Education of Young Children.
Katz, L. & Chard, S. The Project Approach. (handout)
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Research Council. (1996). National Science Education Standards. Washington,DC: National Academy Press.
Virginia Department of Education. Standards of Learning for Virginia Public Schools.
Course Requirements
1. Class participation: regular and on-time attendance (If you are unable to attend a particular session, please leave a message on the instructor’s machine); completion of assignments on-time (please word process all assignments and use APA format); and active participation in large and small group discussions.
2. Intersession Project: Each of you will participate as a member of a team planning and implementing the integrated project approach during the October intersession at Timberlane or Dogwood Elementary School. You will receive a separate handout delineating all aspects of the project, its purpose, and key requirements. The largest portion of your grade for this experience will be awarded in the curriculum class. For the purpose of this class, it is expected that your project plans demonstrate ties to local, state, and national standards in mathematics and science. Further, there will be one aspects of your grade that will be assigned in this class: Lesson plan. The expectations for these are described in detail below. I will be observing and debriefing at each site once, and we will use those debriefing sessions to make connections to the math/science class.
3. Teaching/Learning observation: During your first days on site, observe at least one math lesson or science lesson. Consider what concepts were being addressed. What were the instructional objectives? Were there any individual objectives? How did you know? What would a child need already to understand in order to be successful in this activity? How did you determine if the objective was mastered? If the objective was not mastered, how did you know? What would be your next step? Your focus is on what is being taught and what is being learned. Prepare a brief paper (using the attached form - attachment 1) which describes your understanding of what was being taught and on how well it was learned by at least two children. Provide specific linkages to the readings. (Due September 25)
4. Lesson Plan: As a project team, you will develop a broad description of your project plan. You will also be developing daily lesson plans, based on the UTEEM planning format and your intersession guidelines (attachment 2). During your two weeks of project implementation, you are to select one of these lessons that best demonstrates how you have integrated math and science concepts into the lesson. For that lesson, write out an in-depth lesson plan. As opposed to the brief daily lesson plans which serve as a guide for you, this in-depth plan should enable me to visualize exactly what you expected to happen. Once you have implemented the lesson/activity, write a brief reflection to attach to the lesson. What worked? What did you change on the spot? What would you change if you did it again? What did you notice about children’s learning? What further extensions/adaptations would reinforce that learning? What would be good follow up? Were your objectives appropriate? Too difficult? Too easy? What inquiry strategies did you use? How well did they work? This assignment is due to me as soon as possible after the day on which you implemented the lesson/activity. All assignments must be turned in to me no later than the debriefing session on October 22. Thus, you have between October 10 and October 22 to turn these in. Your descriptions should be done as a team; your reflections should be done as individuals. In your reflection, please include connections to the readings.
5. Informal Assessment: In order to understand how children think about various science concepts, choose one child from your internship classroom to interview (ideally, this is the child for whom you will be developing a portfolio in the assessment class). In this interview, you want to find out what this child knows about a selected science concept (selected from the text and/or from POS/SOL’s). Use an open ended interview; ask the child to demonstrate his/her knowledge with manipulative or with a drawing. NOTE: This should feel like a conversation not a test for the child. Based on your conversation with this child, as well as the child’s drawing or demonstration, develop a brief paper which includes: 1) The child’s age/grade/brief description of your prior understanding of the child; 2) the concept investigated and why; 3) a description of the child’s understanding of the concept based on his/her conversation and on the drawing or demonstration (use the child’s own words as much as possible); 4) a brief description of the types of experiences you would plan to enrich the child’s understanding of the concept investigated. Include any adaptive strategies that would promote gender, ethnic, and ability equity in addressing this concept with this child; and 5) your own reflection about what you learned about children and science learning. Provide support and documentation from the interview and from your readings. Use the readings to support your approach to the interview. Please attach a transcript of the conversation and any artifacts which document the child’s understanding. You should plan to do this the weeks of October 24 to November 9, as it will contribute to your full time teaching and also contribute to your individual child portfolio. The paper is due no later than November 16. Please deliver it to my mailbox in Krug Hall. Please retain a copy for your records.
7. Teaching Analysis: During the weeks of October 24 – November 21, maintain a reflective log about yourself as a math/science teacher. On a daily basis, describe and reflect (briefly - jottings are fine) on each math or science lesson you teach. Prepare a paper which discusses what you have learned about yourself, what was easy or hard, what you enjoyed , what you were afraid to try. Based on your experiences, what were your strengths related to teaching math/science? What goals do you have for yourself? Provide your jottings as an attachment to the paper. In your reflection, use your redings as well as issues discussed in class to support your analysis. It is expected that you will specifically address adaptations for children with special needs and efforts to establish a community, culturally, and linguistically relevant environment. Due November 30.
8. Final Project: Group Materials/Resources. As teams, you will be developing materials/resources for teaching mathematics/science concepts to share with your classmates. Select from the list of attached mathematics/science categories (attachment 3) and develop a resource packet which includes:
· an explanation of why this concept is important.
· a description of strategies that could be used to help children learn about the concept. (Include issues of equity and access)
· references to children’s literature that could be used to support instruction around this concept. (Include at least five references)
· references for technology resources (for use by children) appropriate for this concept. (Include at least five, with at least one, not more than two, web sites)
· teacher references and resources (minimum of five, including one, and not more than two web sites).
· list of hands-on manipulative and other materials to support this concept.
Come to class December 7, with enough copies of your resource guide for the instructor and your classmates. Prepare a resource display. Prepare a presentation which : models an appropriate instructional activity; demonstrates one technology resource; and briefly highlights the concept area.
NOTE 1: Each week that we have class, bring with you one resource or activity to share with your classmates. We will begin the afternoons with sharing time.
NOTE 2: When you include resources in your guide, it is expected that you have tried it out in your class or with a classmate. Please provide “annotations” that help the reader know that you have carefully reviewed the resource. Under no circumstances should you print directly of the internet and include in your paper, unless you are doing so as an attachment. I will not grade a paper that includes wording directly from a resource site or guide.
Course evaluation
Teaching/Learning Observations 10%
Intersession Lesson Plan and Reflection 15%
Informal Interview Assessment 20%
Teaching Analysis 20%
Group Materials/Resources 25%
Participation 10%
Grading Criteria
95-100 A
90-95 A-
85-90 B+
80-85 B
70-80 C
<70 F
Evaluation Criteria
All assignments are due at the beginning of class on the due date. Typically, we will incorporate them into an in-class activity.
Written assignments must demonstrate college quality writing. All work prepared outside of class will be assessed for content and for presentation. While a variety of qualities may pass for “college level,” at a minimum it means that words are properly spelled; punctuation is appropriate; sentences are complete; verb/subject, pronoun/antecedent are in agreement; and writing is appropriately concise and clear. If you have questions about your writing, please arrange to meet with me, so that we can discuss appropriate options. You are also encouraged to use the resources of the Writing Center.
Assignments are constructed in a way that you should be able to complete them in the context of your intersession placement or your full time internship. If for any reason, you are experiencing conflicts in completing assignments, please arrange to meet with me prior to the due date to discuss alternatives.
If you require special learning accommodations due to a disability or other factors, please contact me as soon as possible, so that accommodations can be made.
Please proofread your work carefully. Use spell check and grammar check. They are wonderful. Ask a peer to read your paper. While your work must be your own, we encourage you to benefit from the input of others.
We will discuss specific grading criteria and rubrics for each of the assignments. Each assignment is graded according to the number of percentage points accorded that assignment. In general, the following criteria will be used:
Have you addressed each of the components of the assignment as noted in the syllabus?
Is the writing clear and well organized?
Is the information accurate?
Is the information linked to the course themes and discussion?
Is support provided from appropriate course readings and/or outside resources?
For class participation (10%), I will consider the following:
Excellent: 9-10 points
1. Regularly asks questions or makes observations that indicate reflection and analysis appropriate to the topic.
2. Participates actively in small groups.
3. Completes all in-class assignments.
4. Collaborates with fellow classmates, providing opportunities to support the participation of all.
Competent: 8-9 points
1. Occasionally asks questions or makes observations that indicate reflection and analysis appropriate to the topic.
2. Participates in small groups.
3. Inconsistent completion of in-class activities
4. Limited awareness of the learning needs of peers, limited support for their participation.
Minimal: 7-8 points
1. Rarely participates in large group discussion. Little evidence of having completed out of class readings.
2. Limited contribution to small group activities.
3. Does not complete in-class activities.
4. Does not share awareness of peers as fellow members of a learning community.
Course Schedule
Date Topic
8/27-8/28 UTEEM orientation: establishing an equity philosophy for teaching in K-3. Overview of the intersession integrated project. Sociocultural factors influencing teacher identity. NCBI seminar.
9/7 Intersession planning. Expectations of the integrated project. Linking the integrated project to math/science standards. Overview of the lesson planning format. Math developmental expectations for young children, math standards, assessment and evaluation. Syllabus overview.
9/14 Constructivist environments to support math/science learning. The inquiry-based approach to science teaching.
Readings: Barba 1-3; Smith 1-2; Chaille 1-3; Charlsworth, pp. 2-42
9/25 Constructivist lessons. Focus on Science.
Readings: Barba, 4-5; Charlsworth, Section VI & VII; Chaille, 4-7
Teaching/Learning Observation Due
10/5 Assessment of diverse learners. Technology applications. Focus on Math.
Readings: Charlesworth, Section IV&V; Appendix A; Smith, 10,12,14; Barba 6,11,12
10/8-10/19 Intersession Implementation. Onsite observation and debriefing.
Lesson Plan due as early as 10/10 and no later than 10/22.
10/24-11/21 Full time internship
11/16 Informal Assessment Due. Please keep in touch via email.
11/30 Site debriefing. Teaching analysis. Adaptations for diverse learners.
Readings: Chaille, 8; Barba, 9-10; Smith 11.
Teaching Self Analysis Due
12/7 Final class. Group resource presentations.
Readings: Charlesworth, Section VII; Chaille, Appendix.
Group Resource Projects Due
12/12-13 UTEEM finals: project presentations.
12/14 UTEEM program evaluation
Attachment 1
Teaching/Learning Observation (complete one for math or science)
Subject Area:
Description of Activity:
Concept/s Being Taught:
Objectives (Individual and/or group)
Describe one child who was successful. How did you know? What contributed to his success?
Describe one child who seemed to miss the concept or who was less successful. How did you know? What might have enhanced his success?
What else do you need to know to better understand this observation?
What teaching strategies seemed most effective?
Attach a page which provides an analysis linked to course discussion and readings.
Attachment 2
UTEEM Lesson Plan Format
Intern: Grade Level:
Lesson Topic/Subject:
Date/Time:
1. Lesson Overview
Concept:
Objectives, linked to school, county, state objectives:
Classroom context: (grouping, numbers of children, location, transition in/out, role of teacher, role of support staff)
2. Teaching/Learning Procedures
Objectives for each group
Individual objectives
Introductory activities (accessing prior knowledge and student interests)
Developmental activities (learning strategies, active learning opportunities, higher level thinking)
Summary activities (closure, transition, follow-up)
3. Materials
Students
Teacher
4. Links to Family/Community Knowledge and Experience
Preliminary information
Contribution
Follow-up
Link to family/community/knowledge and experience
5. Adaptations for Individual Learners and Developmental Needs
Gender, cultural, linguistic, and ability equity
Learning styles
Adaptive strategies
6. Orchestration and Monitoring
“Kidwatching”
Ensuring active engagement
Introducing activities and experiences
Monitoring progress
Transitions
Forms of feedback
Management procedures
7. Assessment
Anecdotal records
Teacher observation
Work samples
Checklist
Student report
Student evaluation
8. Effectiveness of Lesson
Reflection on objectives, appropriateness, next steps.
Self reflection on teaching strategies.
Describe the children’s responses to your lesson. Identify the aspects of your lesson that went well and why. Identify aspects that did not go well and why. Address changes you would make.
Attachment 3
Group Project Topics (from NCTM standards and Science Education Standards)
Properties of Objects and Materials
Earth and Space Science
Technological Design
Personal Health, Populations, and Natural Resources
Estimation/Measurement
Number Sense and Numeration/Whole Numbers
Geometry/Patterns and Relationships
Statistics and Probability/Fractions and Decimals