EDC 365E-09045-Petrosino - College of Education

EDC 365E/UTS 360: Project-Based Instruction, Spring 2010 (Unique # 09045/59430)
SZB 316 MonWed 2pm-3:30pm
Final Exam: Monday May 17, 2:00-5:00pm
Instructor: Dr. Anthony Petrosino
Office hours: SZB 462 Wed 4-6 pm or by appointment.
Email: [email protected]
Phone: office (512) 232 9681, cell (512) 577-1961 (prefer text message-best way to contact me).
Master Teacher: Denise Ekberg, M. S. (prefers to be called Ms. Ekberg)
Office hours: PAI 4.10 Friday 1-3pm or by appointment. [email protected]
Phone: office (512) 232 2887, cell (512) 733-3983 (emergencies only)
TA: Teddy Chao, M.S.
Office hours: Monday and Wednesday afternoons and by appointment. [email protected].
(Teddy works at the Dana Center
Phone: 512 232 2279
Course websites:
http://courses.utexas.edu (Blackboard)
http://www.uteach.utexas.edu/PBI
http://www.edb.utexas.edu/anchorvideo/howto.php (How to make an anchor video)
Dr. Petrosino’s PBI Blog: http://www.uteachpbi.blogspot.com/
Dr. Petrosino’s Curriculum Blog: http://hobokencurriculumproject.blogspot.com/
Dr. Petrosino’s Cengage PBI site:
http://college.cengage.com:80/education/resources/res_project/students/c2007/index.html
Table of Contents
I. Rationale..............................................................................................................................2 II. Course Goals and Learning Objectives ...............................................................................3 Goals...................................................................................................................................3 Learning Objectives ............................................................................................................3 III. Format and Procedures ......................................................................................................4 IV. Course Requirements ........................................................................................................5 Class attendance and participation policy ............................................................................5 Course Materials .................................................................................................................7 Course web site ...................................................................................................................7 Prerequisites........................................................................................................................8 V. Course Assessment and Grading Policy..............................................................................8 In-class, online and other participation: 20% ...........................................................................8 VI. Academic Honesty ............................................................................................................8 University of Texas Honor Code .........................................................................................8 VII. Other Notices and Policies ...............................................................................................8 Technological Support for Students in PBI:.........................................................................8 EDC 365E Project Based Instruction, Spring 2010
1
Safety Training....................................................................................................................9 Use of E-mail for Official Correspondence to Students........................................................9 Documented Disability Statement .......................................................................................9 Behavior Concerns Advice Line (BCAL) ............................................................................9 Q drop Policy ......................................................................................................................9 Emergency Evacuation Policy ...........................................................................................10 VIII. Tentative Schedule .......................................................................................................11 IX. Reading List....................................................................................................................13 I. Rationale
Project-based instruction is very well suited to align with inquiry-oriented teaching and learning
as recommended in current education policy documents such as the National Science Education
Standards1 and the Principles and Standards for School Mathematics2. Project-based science
engages learners in exploring authentic, important, and meaningful questions of real concern to
students. Through a dynamic process of investigation and collaboration and using the same
processes and technologies that real scientists use, students work in teams to formulate questions,
make predictions, design investigations, collect and analyze data, make products and share ideas.
Students learn fundamental science and mathematical concepts and principles that they apply to
their daily lives. Project-based science helps all students regardless of culture, race, or gender
engage in science learning.
Project-based science represents an exciting way to teach science. In project-based science classrooms, students
investigate and collaborate with others to find solutions to real-world questions. Using technology, students
investigate, develop artifacts, collaborate, and make products to show what they have learned. This method of
teaching science motivates [the] young learner to learn and explore, and it meets the national goals for and
standards of science education. Because project-based science parallels what scientists do, it represents the
essence of inquiry and the nature of science.3 (Krajcik & Czerniak, 2007, p. 25)
A project-based classroom allows students to investigate questions, propose hypotheses and explanations,
discuss their ideas, challenge the ideas of others, and try out new ideas. Research has demonstrated that students
in project-based learning classrooms get higher scores than students in traditional classrooms…4 (Krajcik &
Blumenfeld, 2006, p. 318).
But, there are challenges as well….
A major hurdle in implementing project-based curricula is that they require simultaneous
changes in curriculum, instruction and assessment practices--changes that are often foreign to the
students as well as the teachers5 (Barron et al., 1998)
1 National Research Council (1996). National Science Education Standards. Washington, D.C.: National Academy
Press.
2 National Council of Teachers of Mathematics. (1989). Principles and standards for school mathematics. Reston,
VA: National Council of Teachers of Mathematics.
3 Krajcik, J. S., & Czerniak, C. M. (2007). Teaching science in elementary and middle school: A project-based
approach. (3rd Ed.). New York: Lawrence Erlbaum.
4 Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. In In R. K. Sawyer (Ed.), The Cambridge
handbook of the Learning Sciences (pp. 317-333). New York: Cambridge University Press.
5
Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A. J., Zech, L., et al. (1998). Doing with
Understanding: Lessons from Research on Problem-and Project-Based Learning. The Journal of the Learning
Sciences, 7(3/4), 271-311.
EDC 365E Project Based Instruction, Spring 2010
2
The course Project-Based Instruction (PBI) supports your continued development as a teacher,
building on your previous UTeach courses. PBI provides opportunities for you to observe and teach
in the secondary science or mathematics classroom, continuing your field experiences from Step 1,
Step 2, Knowing and Learning, and Classroom Interactions. PBI also seeks to build on the
theoretical knowledge base you acquired in the courses Knowing & Learning and Classroom
Interactions.
This course will also provide opportunities for you to generate artifacts for a professional portfolio to
meet requirements for certification recognized by UTeach and SBEC6. This course aims to help
close the research-practice gap by developing your capacity to identify and evaluate best teaching
practices as presented in the research literature.
Course Summary: This course will have three essential components. The first will be a theory
driven perspective accounting for what we know of how people learn and how project-based
instruction may be our best choice for bridging the gap between theory and practice. The second
component will be a technological component that will assist the enrolled students in developing
their own project-based unit. Third, observation and teaching of well implemented project-based
instruction in local schools will be coordinated with cooperating teachers in the local area school
systems.
II. Course Goals and Learning Objectives
Goals
• To support the UTeach student’s development by building a deep understanding of projectbased instruction, including differentiating between strong (Big P) and weak (Little P)
theoretical approaches.
• To enhance UTeach students’ ability to design activities, lesson plans and a complete project
based upon theoretical frameworks of PBI
• To build UTeach students’ capacity to critically reflect on their own and others’ lesson plans
and enactment.
• To increase UTeach students’ ability to measure student learning through the appropriate use of
formative and summative assessment, to and respond instructionally to the assessment
information.
• To incorporate and synthesize work from Knowing and Learning (EDC 365C), Classroom
Interactions (EDC 365D), and STEP courses (EDC 365A and EDC 365B) into a meaningful
capstone experience integrating theory and practice.
Learning Objectives
UTeach students in this course will:
6 https://uteach.utexas.edu/go/uteachweb/ Information/Current-Undergraduate-UTeach-Students/Portfolio
EDC 365E Project Based Instruction, Spring 2010
3
1. Relate project-based instruction to the underlying learning theories (e.g., constructivist
and situated perspectives) and findings (e.g., the importance of context and
metacognition) from the Learning Sciences research base.
2. Analyze project-based instruction in terms of student’s cognitive development, contentspecific participatory practices, motivation, and equity.
3. Be familiar with the history of PBI as well as commonly perceived strengths and critiques
of this form of instruction; describe examples of PBI in STEM (Science, Technology,
Engineering, and Mathematics); and analyze those examples in terms of several
frameworks for PBI.
4. Read and analyze research results and theoretical literature on PBI and employ these in
analyses of their own teaching or observed lessons.
5. Compare, contrast, and evaluate project-based and other instructional approaches (including
other approaches also based on inquiry such as problem- or case-based instruction), both in
general and for particular instructional goals.
6. Create and implement lesson plans for multi-day high school STEM projects on assigned
and/or selected topics, following the design principles and theoretical frameworks introduced
in class, and explicitly linking to district, state and/or national content and inquiry standards.
7. Review and critique lesson plans and their implementation, using digital video of multi-day
lessons; and reflect on strengths and areas for improvement
8. Become familiar with various technological tools that can be useful in project-based
curriculum development and implementation, and be able to critically conduct a
cost/benefit analysis of their use
9. Discuss lab safety and liability issues related to STEM instruction in wet labs or field
experiences.
10. Become sensitive to and learn to proactively handle equity and diversity issues in classroom
teaching, ensuring that all students have an opportunity to learn, and become aware of
students’ funds of knowledge as a resource.
11. Create and evaluate “alternative” assessments appropriate for project-based instruction.12. Evaluate the role of national educational accountability initiatives such as NCLB and Race to
the Top and their impact on PBI.
III. Format and Procedures
Group work is an important part of this course. Educational research has shown the effectiveness of
collaborative learning under certain conditions; however, this type of learning requires additional
skills and efforts as compared to individualistic or competitive learning models. You will have to
learn to learn cooperatively by participating thoughtfully and respectfully, be willing to learn from
your peers and help them learn, and responsibly meeting your commitments to your group. If you
have not read the paper on cooperation by Johnson, Johnson, & Holubec7 in a prior class, you will
need to do so early on in the class.
Whole-group discussions are another component of this class. In order to participate in discussions
of class readings, it is essential that you read and reflect upon assigned readings prior to class. In
most instances, you will be asked to reply to Focus Questions posted on Blackboard, and to respond
to other students’ postings, prior to the class discussion. The discussions on the readings will be led
7 Johnson, D., Johnson, R., and Holubec, E. (1994). Chapter 3: Essential components of cooperative learning. In
The New Circles of Learning: Cooperation in the Classroom and School (25-35). Alexandria, VA: ASCD
EDC 365E Project Based Instruction, Spring 2010
4
by pre-assigned students. Discussion leaders will have to read their classmates’ postings and identify
recurrent themes, then meet with the instructors before class to plan an effective class discussion.
We will be using the theoretical framework of Scott, Mortimer, & Aguiar (2006)8 to help us think
about and plan classroom discussions. If you haven’t read this article previously, you will need to
read the paper before your turn to lead the discussion; we have posted an analytical summary to aid
your processing of this paper (the summary and instructions on how to access the paper
electronically from the UT library are posted on Blackboard under Course Documents  Course
Readings). Being a discussion leader constitutes another opportunity to teach, using a seminar style
common in advanced humanities and literature courses in high school, in graduate classes, and in
actual research groups, and which you can employ in your future secondary science and math
classes. Discussion leaders will usually have to find and read an additional paper or two on the topic,
in order to enrich the discussion.
Every student will need to participate in a thoughtful and productive manner in order for these
whole-group discussions to be effective. Building on and reacting to other participants’ comments is
encouraged, but should be done in a respectful tone even if you disagree. This will create a safe
atmosphere in which participants feel free to express their opinions and ideas. In order to participate
fully, please do not let your laptops or other communications devices distract you or other
participants. Group work and class discussions are difficult to make up if you miss class. Attendance
is very important, so make every effort to be present and prepared for every class.
This course also includes high school visits to interview and observe teachers, and to teach your
lesson plans. It is important that you behave professionally (including how you dress) during these
visits, as you are representing the College of Education, UTeach, and the University of Texas. This
course uses resources provided by UTeach and you will likely CHECK OUT items for use outside of
the classroom. You are responsible for all items in your care and must return them in a timely
fashion. Failure to do so may in some circumstances result in financial bars.
IV. Course Requirements
Class attendance and participation policy
The class will typically meet twice per week. Class participation is required and will determine a
portion of your grade for the course. Class participation will include both participating in and
leading classroom discussions. Online participation via Blackboard will also be required. Note
that Blackboard postings are due by noon on the day before class so the discussion leaders have
time to prepare.
Field Experience. A major portion of this course is the field experience. UTeach students will
meet with and observe classroom teachers and “teach” approximately four times in high school
classrooms. UTeach students will be required to complete an initial observation of at least two
different classes at Manor New Tech High School (MNTH) by February 11. During the first
observation they will select and rank the classrooms in which they wish to complete their PBI
teaching experience. They will then meet, plan and coordinate as a team the implementation of
8 Scott, P.H., Mortimer, E.F. & Aguiar, O.G. (2006). The tension between authoritative and dialogic discourse: A
fundamental characteristic of meaning making interactions in high school science lessons. Science Education,
90(4), 605-631.
EDC 365E Project Based Instruction, Spring 2010
5
an authentic project with the mentor teacher and the other UTeach students teaching in that
classroom. The expectation is that the UTeach students will plan and implement the launch
(beginning), scaffolding workshops (lessons) which must include pre and post assessments, and
the final presentations of high school student projects. This teaching experience will occur during
a 1-3 week time frame between March 1 and April 3. We will support and expect that UTeach
students working with Sara Hawkins (Biology) will incorporate and conduct a field trip with the
MNTH students to McKinney Falls State Park and those working with Tara Craig and Chris
Fancher (Geogebra – a combined Geometry/Algebra course) will incorporate and conduct a field
trip to the Blanton Museum of Art. These field trips will occur on the same day and will be
scheduled for a Saturday, either in the middle or at the end of the project, with a tentative date
for this trip of March 27, 2010. The expectation is that there will be a culminating class after the
field trip during which MNTH students who participated in the field trip may present their
findings to their fellow classmates.
Collaboration and cooperation are critical. UTeach students are expected to work in meta-groups
for each MNTH classroom such that only one UTeach student is in communication for the group
with the classroom teacher. It is also expected that the UTeach students will design the anchor
(also called “launch” video at Manor) video(s), all rubrics, pre and post assessments for each
workshop and evaluation of all student work throughout the project.
In addition to the observations and teaching at MNTH, UTeach students will also have the
opportunity to observe Project Based Instruction in a different setting, LASA at LBJ High
School.
We will make every effort to schedule you to teach at times that do not conflict with your other
courses or obligations, but it may not be possible to do this in all cases. Since this is official
university business, it will count as an excused absence, but you will be required to make up any
work that you miss. We will supply your instructors or supervisors with a letter explaining the
excused absence. Please notify the course staff of any conflicts as soon as possible so that we
can try to work out an arrangement.
Project Development. Working in a small group, you will design a 2-4 week PBI unit for a
secondary science or mathematics class. Parameters and requirements for this project are
described in a separate handout. This project is different from the project you implement in
collaboration with your mentor teacher at MNTH.
Absences due to illness. Illness should be communicated as soon as possible, and if lasting more
than one class period, a doctor’s note should be provided when the student returns to class. We
will give you an opportunity to complete the missed work within a reasonable time after the
absence.
Religious Holy Days. By UT Austin policy, you must notify me of your pending absence at least
fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an
examination, a work assignment, or a project in order to observe a religious holy day, we will
give you an opportunity to complete the missed work within a reasonable time after the absence.
EDC 365E Project Based Instruction, Spring 2010
6
Absences for other motives. Students who are unable to attend class for motives other than
sickness or religious holy days should review Blackboard and contact the TA or the instructor to
find out what they missed, and negotiate the possibility of making up the work.
Work outside of class. Students are expected to devote approximately 7 hours per week outside
of class to: 1) watching, processing, and analyzing videos of classroom interactions (including
your own teaching), 2) reading and analyzing books and articles, and preparing written analyses
of your teaching and other issues, 3) preparing to conduct model teaching in local schools,
including observing in the classrooms where you will teach, and 4) meeting with your group to
work on the unit project.
Course Materials
• Required texts for all students:
Markham, T., Larmer, J., Ravitz, J., & the Buck Institute for Education. (2003). Project based
learning handbook. (2nd Edition). Novato, CA: Buck Institute for Education.
•
Required for prospective science teachers:
Doran, R., Chan, F., & Tamir, P. (1998). Science educator’s guide to assessment. Arlington,
VA: National Science Teachers Association Press.
•
Required for prospective math teachers:
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. (2nd Ed.). San
Francisco: Jossey-Bass.
•
Recommended:
Krajcik, J. S., & Czerniak, C. M. (2007). Teaching science in elementary and middle school:
A project-based approach. (3rd Ed.). New York: Lawrence Erlbaum Associates.
Additional course readings are posted on Blackboard (courses.utexas.edu), in the class resources
section. See Reading List below. You should be prepared to discuss these readings in class. This
means you should have access to both the reading and your notes on the reading while in class– two
possible ways to do this are to print the reading and take notes on the printout, or to read it
electronically and take notes in a separate document (on paper or using Word). You may additionally
have to purchase a video storage card or digital videotape for use in recording your teaching. If this
presents a financial difficulty, please see me.
Course web site
In this class we use Blackboard—a Web-based course management system with password-protected
access at http://courses.utexas.edu —to distribute course materials, to communicate and collaborate
online, to post grades, to submit assignments, and to give you online quizzes and surveys. You can
find support in using Blackboard at the ITS Help Desk at 475-9400, Monday through Friday, 8 a.m.
to 6 p.m. If you experience difficulties opening a document, it may be due to poor compatibility with
Internet Explorer – try using Firefox, Safari or Chrome or contact the ITS Help Desk. The use of
Blackboard’s email function for purposes other than class-related communication is against UT’s IT
guidelines- please refrain from such non-class related communication.
EDC 365E Project Based Instruction, Spring 2010
7
Prerequisites
Knowing & Learning and Classroom Interactions are prerequisites for this course. This course
builds on experiences from those courses. In particular, you should have conducted and analyzed
a number of clinical interviews in science and mathematics and be familiar with major
viewpoints on what it means to know science or mathematics and how people learn mathematics
and science. You should also have planned, implemented, and analyzed one-day and multi-day
lesson plans, including some that were inquiry-oriented (e.g., 5E model). If you have not
completed these courses, you should talk with one of the instructors.
V. Course Assessment and Grading Policy.
In-class, online and other participation: 20%
Project development (including anchor video): 35%
Project presentation: 10%
Field experience lesson development and implementation: 20%
Reflections on field experience: 15%
Late assignments will be penalized or may not be accepted.
Plus and Minus grades will be assigned.
VI. Academic Honesty
University of Texas Honor Code
The core values of The University of Texas at Austin are learning, discovery, freedom,
leadership, individual opportunity, and responsibility. Each member of the university is expected
to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and
community.
Students are expected to abide by the University of Texas Honor Code. Students who violate
University rules on scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and/or dismissal from The University. Since such dishonesty
harms the individual, all students, and the integrity of The University, policies on scholastic
dishonesty will be strictly enforced. All work on papers should be done individually. Any
material that you include that is not in your own words must be cited clearly as to its source.
Likewise, you should give credit for ideas that originate from another source. Using another
person’s words or ideas (including words and ideas from the Internet!) without due credit is
plagiarism and is a violation of University rules.
VII. Other Notices and Policies
Technological Support for Students in PBI:
Learning Technology Center (LTC)
http://www.utexas.edu/education/LTC/about/index.php
The LTC provides a full range of computer facilities and services for College of Education
(including UTeach) students, faculty and staff. During open lab hours, students may use a
computer workstation and log in with their EID. Multimedia lab computer workstations may be
reserved online; however, most computers will be available on a walk-in basis. The LTC Media
Lab provides supplies, facilities, equipment and instruction for students to produce a variety of
audio-visual and digital media. Basic AV production equipment and supplies are available for
EDC 365E Project Based Instruction, Spring 2010
8
sale in the Media Lab with a Lab Card or personal check. Media instruction is a large part of the
Media Lab’s service, providing students with the knowledge and skills to properly use AV and
multimedia equipment to produce effective instructional materials.
Safety Training
All students planning to teach in science classrooms (or math classrooms where chemicals might
be used) must complete two safety courses (OH 101, Hazard Communication, and OH 201,
Laboratory Safety) before teaching a lesson plan involving chemicals of any kind. To register for
the courses go to: http://www.utexas.edu/safety/ehs/train/courses.html#oh101.
Use of E-mail for Official Correspondence to Students
All students should become familiar with the University's official e-mail student notification
policy. It is the student's responsibility to keep the University informed as to changes in his or
her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order
to stay current with University-related communications, recognizing that certain communications
may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice
per week. The complete text of this policy and instructions for updating your e-mail address are
available at http://www.utexas.edu/its/policies/emailnotify.html.
Documented Disability Statement
The University of Texas at Austin provides upon request appropriate academic accommodations
for qualified students with disabilities. Your instructors consider providing accommodations to
be more than a legal responsibility; meeting students’ needs is the heart of good teaching. We are
willing to find alternative ways for you to meet any of the course requirements. If you have any
special needs, let us know. Any student with a documented disability who requires academic
accommodations should contact Services for Students with Disabilities (SSD) at (512) 471-6259
(voice), 1-866-329-3986 (videophone), or website
http://www.utexas.edu/diversity/ddce/ssd/for_cstudents.php.
Behavior Concerns Advice Line (BCAL)
If you are worried about someone who is acting differently, you may use the Behavior Concerns
Advice Line to discuss by phone your concerns about another individual’s behavior. This service
is provided through a partnership among the Office of the Dean of Students, the Counseling and
Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of
Texas Police Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal.
Q drop Policy
The State of Texas has enacted a law that limits the number of course drops for academic reasons
to six (6). As stated in Senate Bill 1231: “Beginning with the fall 2007 academic term, an
institution of higher education may not permit an undergraduate student a total of more than six
dropped courses, including any course a transfer student has dropped at another institution of
higher education, unless the student shows good cause for dropping more than that number.”
EDC 365E Project Based Instruction, Spring 2010
9
Emergency Evacuation Policy
Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside
when a fire alarm is activated or an announcement is made. Please be aware of the following
policies regarding evacuation:
 Familiarize yourself with all exit doors of the classroom and the building. Remember that
the nearest exit door may not be the one you used when you entered the building.
 If you require assistance to evacuate, inform me in writing during the first week of class.
 In the event of an evacuation, follow my instructions or those of class instructors.
Do not re-enter a building unless you’re given instructions by the Austin Fire Department, the
UT Austin Police Department, or the Fire Prevention Services office.
EDC 365E Project Based Instruction, Spring 2010
10