Courses

This page describes the courses you take to help you become a science teacher. The course sequence varies from EDSM (Education Science and Mathematics) and SCED (Science Education) courses to our discipline-specific professional education courses for majors of biology (BED), chemistry (CHED) or physics (PHED).

 

  • Two 1-hour courses.

    • In Step 1, you will observe and teach science lessons in a local elementary classroom and obtain firsthand experience with planning and implementing inquiry-based lessons. In Step 2, you will observe and teach in a middle school science classroom. During each course, you will observe lessons and prepare and conduct three science lessons of your own, coteaching with an experienced mentor teacher and with a colleague in the Step 1 course.

      OwlTeach Master Teachers introduce you to the theory and practice behind excellent inquiry-based science instruction and guide you through the process of designing and preparing to teach lessons. Mentor Teachers at the partner school will demonstrate effective teaching techniques and classroom management skills and provide thoughtful feedback and coaching after your teaching experiences.

      Working in pairs, students create three science lessons from modules developed with the support of the National Science Foundation. OwlTeach students then develop the lessons further using the 5E model. Working with OwlTeach Master Teachers, students refine and improve lessons based on feedback from both Master Teachers and mentor teachers at the school where the lesson will be taught. The Master Teacher observes the lesson being taught and, with input from the Mentor Teacher, provides written feedback to each student or pair of students to help them improve as the semester progresses.

      Course Components:

      • Course is taught by Master Teachers—experienced, successful classroom teachers who have joined the university faculty.
      • Students observe exemplary teachers and obtain field experience by planning and teaching three science lessons in local elementary schools with diverse student populations.
      • Students receive mentoring from high quality classroom teachers, as well as instructor feedback based on field observations.
      • Course emphasizes using the 5E Instructional Model.
      • Key instructional approaches include inquiry teaching and learning classroom discussion, lesson demonstration, student reflection, collaboration, and peer coaching.

      Verification of professional liability insurance and a criminal background check are required prior to receiving a school placement.

    • In Step 2, students continue developing the lesson planning skills they learned in Step 1 as they become familiar with exemplary middle school science curricula. After observing a lesson being taught in a classroom, students work alone or in pairs to plan and teach three inquiry-based lessons for seventh grade life science, or eighth grade physical science students. Middle school classrooms are selected both for the diversity of the student body and the quality of the classroom teachers, who serve as mentors for the Step 2 students assigned to them.

      The Step 2 course emphasizes writing high quality 5E lesson plans with a focus on the importance of using appropriate questioning strategies throughout the lesson. Students discuss the unique attributes of adolescent students and strategies for teaching in the middle school environment. They learn to align lesson plans to the district curriculum and how to develop and administer pre- and post-assessment instruments. For their final product, students analyze and modify one of the lessons they taught, taking into account the results of the assessments, their reflection on how successful the lesson was, and feedback from their mentor teachers and the course instructor who observed the lesson.

       

     

  • One 3-hour course.

    This course expands your understanding of current theories of learning and conceptual development and encourages you to examine you own assumptions about learning. You will also critically examine the needs of a diverse student population in the classroom.

    Students construct a model of knowing and learning that will guide their future classroom practice. Issues of what it means to learn and know science, how what we know changes and develops, and the standards used to measure what science is known inform this model.  Students will also explore the connections between kinds of assessments and theories of knowing. Pre-requisite: EDSM 1102 Inquiry-based Lesson Design.

  • One 3-hour course.

    This course allows you to see how theories explored in Knowing and Learning play out in classrooms. You will design and implement instructional activities informed by your understanding of what it means to know and learn in STEM areas, and you will then evaluate the outcomes of those activities. You will also consider frameworks for thinking about equity issues in the classroom and larger school settings, learn strategies for teaching students of diverse backgrounds equitably, and use technologies to build relationships among teachers and students. This course includes a 45-hour field experience. Each candidate is placed with either a Mentor Teacher of 7th grade Life Science (BED) or a 8th grade Physical Science (CHED or PHED)  at a partner middle school. With guidance from the CT and University Supervisor, the candidate will choose one class of students for whom all planning and teaching is directed. With the CT, the candidate will co-teach one class two days per week for four consecutive weeks, then solo-teach the same class, four consecutive days per week for five weeks. Prerequisite: EDSM 2010 Knowing and Learning in Science.

  • Students apply and extend their understanding of knowing and learning in science by surveying the history of science and science education reform for application to teaching practice. Students deepen their ability to relate practices of contemporary science to their developing perspective on knowing, learning and teaching science as they analyze curricula and develop reform-based science lessons. Prerequisite: EDSM 2010 Knowing and Learning in Science.

  • Teacher candidates learn to use technologies to promote student achievement in middle school content-area and technology literacy standards. Special topics include using technology to improve students’ English language learning, to assess student learning, to support culturally-responsive pedagogy, and to differentiate instruction. Candidates also learn to manage their digital activities in ways appropriate for a professional educator; advocate for students without beyond-school access; and teach K-12 students how to use technology safely, ethically, and legally. Prerequisite: Admission to Teacher Education.

  • One 3-hour course.

    Teacher candidates will develop pedagogical content knowledge through the design and implementation of inquiry and project-based science lessons appropriate for high school students. Candidates will use available student data and research-based literature and theory to help guide their design, implementation, and analysis of lessons. Candidates will critically reflect upon their teaching practice, using videos, journals, and discussions. 

    Each candidate is placed with a high school Mentor Teacher whose primary teaching assignment are biology courses (Biology, Environmental Science, Anatomy & Physiology, Zoology) (for BED candidates), chemistry (for CHED candidates) or physics (for PHED candidates) at a partner school. With guidance from the CT and University Supervisor, the candidate will choose one class of students for whom all planning and teaching is directed. With the CT, the candidate will co-teach one block-schedule or two traditional-schedule classes two days per week for five consecutive weeks, then solo-teach the same students, four consecutive days per week for three weeks. Each candidate’s placement for this course (BED/CHED/PHED 4422) will be replicated in the following semester with regard to school placement for BED/CHED/PHED 4660: Year-long Clinical Practicum II. Prerequisite: BED or CHED or PHED 3421. Corequisites: INED 3301 and INED 4435.

  • INED 3305, Fall of final year, 2 credit hours; INED 3306, Spring of final year, 1 credit hour.

    This course prepares candidates to work collaboratively with families and school personnel to have a positive impact on the educational, social and behavioral development of all students, including those with a full range of exceptionalities, in a diverse society. It focuses on knowledge of legislative mandates for serving exceptional students, characteristics of exceptionality, best practices in facilitating teaching and learning, and accountability through assessment of outcomes. This course requires an observational experience in an assigned school placement. Verification of professional liability insurance is required prior to placement in the field experience. This course, along with INED 3306, fulfills Georgia HB 671 requirement.

  • INED 4435, Fall of final year, 1 credit hour.

    In this course, middle and/or secondary preservice content teachers are introduced to today’s student immigrant population, education policies that impact urban youth, first and second language acquisition, linguistic elements, and linguistically responsive pedagogy. In addition, candidates will begin to develop an understanding of these concepts as they relate to meeting the academic needs of English learners and recognizing the cultural resources that they bring to the content classroom in relation to the larger sociopolitical context. 

  • INED 4436, Spring of final year, 2 credit hours.

    This course focuses on developing effective instruction and literacy development for linguistically diverse students in middle and/or secondary content classrooms. Specifically, candidates will a) examine the academic, linguistic and social needs of adolescent learners, b) develop skills necessary for the differentiation, scaffolding, and assessment of content while simultaneously developing content proficiency, and c) explore ways to integrate various forms of literacy into content instruction.

  • One 6-hour course and one 1-hour course.

    Apprentice Teaching is a final semester, intensive and extensive mentored teaching experience with the same school and Mentor Teacher placement as Project-based Instruction in the prior semester. With guidance from the high school Mentor Teacher and with supervision from KSU science education faculty, the candidate teaches students with diverse learning needs, developing the professional competencies to foster student learning. In the seminar, students reflect on their student teaching experiences and examine contemporary critical issues in education. Prerequisites: BED or CHED or PHED 4422, INED 3305 and INED 4435, eligibility to take GACE; Corequisites: INED 3306, INED 4436.

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