UoPeople Online Syllabus Repository (OSR)

Master of Education in Advanced Teaching (M.Ed.)

EDUC 5282 Advanced Practices for Teaching STEM at the Secondary Level

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EDUC 5282: Advanced Practices for Teaching STEM at the Secondary Level


Credits: 3

Prerequisites: EDUC 5280


Course Description:  

This course will review current research in STEM education.  Emphasis will be on the methods for teaching computer programming and the use of technology in the teaching of science, mathematics and pre-collegiate engineering.  



Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course's General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

  • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

To access the LIRN resources you must log in to Moodle and access the Library and Information Resource Network (LIRN) located under the Resources link on the Home page. Click on the Alphabetical View tab at the top of the page and scroll down to the database where the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource into the search bar. A link to the resource will appear. If you have any problems please contact library@uopeople.edu.


Software Requirements/Installation: No special requirements.


Learning Objectives and Outcomes:

By the end of this course students will be able to:

  1. Apply concepts of science, technology, engineering, and math into classroom lessons based on research.
  2. Identify methods for teaching STEM in the secondary classroom. 
  3. Research and apply the use of computer technology in teaching STEM concepts in the secondary classroom.
  4. Research methods for teaching computer programming to students.

Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

Week 1: Unit 1 - Emerging Issues in STEM Education

Week 2: Unit 2 - Methods for Teaching STEM

Week 3: Unit 3 - Planning and Teaching STEM Lessons

Week 4: Unit 4 - Approaches to Teaching Computer Programming

Week 5: Unit 5 - Using Computer Technology in Teaching STEM

Week 6: Unit 6 - Planning and Using Computer Technology in Teaching STEM

Week 7: Unit 7 - Collaboration in Teaching and Learning STEM

Week 8: Unit 8 - Professional Development for STEM Teachers


Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students.  The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc.

Unit 1: Emerging Issues in STEM Education

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete the Reflective Portfolio Assignment

Reading Assignment

1. Erickson, L. (2012). Concept-Based Teaching and Learning. Retrieved 21 June 2016, from http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf

  • This paper examines the characteristics of concept-based curriculum instructional models and identifies the International Baccalaureate (IB) programs as a three-dimensional, concept-based model. A discussion of the benefits of concept-based instruction supports the majority of attributes in the IB learner profile. Concept-based instruction requires an understanding of synergistic thinking, transfer of knowledge and social construction of knowledge. This paper addresses these areas and discusses them in the context of the required IB pedagogy. It concludes with a review of the challenges in implementing a concept-based model and a summary of the rewards (Erickson, 2012).

2. Lantz, H. (2009). Science, Technology, Engineering, and Mathematics (STEM) Education. What Form? What Function? Retrieved from https://dornsife.usc.edu/assets/sites/1/docs/jep/STEMEducationArticle.pdf

  • STEM education is greater than any interdisciplinary paradigm. It is actually trans-disciplinary in that it offers a multi-faceted whole with greater complexities and new spheres of understanding that ensure the integration of disciplines (Lantz, 2009). STEM education offers students one of the best opportunities to make sense of the world holistically, rather than in bits and pieces. STEM education removes the traditional barriers erected between the four disciplines, by integrating them into one cohesive teaching and learning paradigm (Morrisom, 2006). 

3. Dasgupta, N., & Stout, J. G. (2014). Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers. Policy Insights from the Behavioral and Brain Sciences1(1), 21–29. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/2372732214549471

  • This article describes how specific learning environments, peer relations, and family characteristics become obstacles to STEM interest, achievement, and persistence in each period. Evidence-based policies and programs promise to eliminate these obstacles, increasing girls' and women’s participation in STEM.

4. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

  • Unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process (Kirschner et al., 2006).

5. Learner profile for IB students. (n.d.). Retrieved 16 February 2018, from http://www.ibo.org/benefits/learner-profile/

  • This website shares the philosophy of the IB organization and the qualities and skills included in an IB education.

6. Constructivism as a Paradigm for Teaching and Learning. (2004). Retrieved 20 February 2018, from http://www.thirteen.org/edonline/concept2class/constructivism/

  • The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. In the classroom, the constructivist view of learning can point towards a number of different teaching practices (‘Constructivism as a Paradigm for Teaching and Learning’, 2004). In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.

7. Morrison, J. (2006). TIES STEM education monograph series, attributes of STEM education. Retrieved from https://www.partnersforpubliced.org/uploadedFiles/TeachingandLearning/Career_and_Technical_Education/Attributes%20of%20STEM%20Education%20with%20Cover%202%20.pdf

  • This article outlines the tools, qualities, and skills students should develop as the result of the implementation of STEM education

Optional Reading

Koopman, P. (1997). How to write an abstract. Carnegie Melon University. Retrieved from https://users.ece.cmu.edu/~koopman/essays/abstract.html

  • This webpage explains what an abstract is and provides instructions on how to write an abstract. 

Unit 2: Methods for Teaching STEM

  • Peer assess Unit 1 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete the Reflective Portfolio Assignment

Reading Assignment

1. Bybee, R. (2009). The BSCS 5E instructional model and 21st century skills. Retrieved 7 July 2016, from http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_073327.pdf

  • This paper addresses potential connections between the development of 21st century skills and an instructional model used by the Biological Sciences Curriculum Study (BSCS). That model is referred to as the BSCS 5E instructional model. This paper draws upon a report for the National Institutes of Health, Office of Science Education (Bybee, 2009).

2.  Empowering students: The 5e model explained. (n.d.) Lesley University. Retrieved from https://lesley.edu/article/empowering-students-the-5e-model-explained

  • Lesley University explains what the 5e Model is and how teachers can integrate it into their classroom instruction. In addition to applying the model to classroom practice, the effectiveness of using this model is also explained and explored.

3. Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students’ misconceptions. International Journal of Teaching and Learning in Higher Education21(2), 266. Source: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1000&context=ct2-facpubs

  • This article defines what a discrepant teaching event is and compares and contrasts discrepant science events and discrepant teaching events (Longfield, 2009). Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an “inquiry stance” to teaching as a way to address students’ misconceptions of discipline-specific concepts.

4. Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER)1(2), 2. Source: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1036&context=jpeer

  • This article reports research findings showing that problem-solving process is a key component to integrate STEM disciplines; teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices; technology is the hardest discipline to integrate in these cases; and teachers are aware of the need to add more content knowledge in their STEM integration (Wang et al., 2011).

Optional Videos

1. Pham, T. (2014). The 5E Model: A Strategy for the High School Chemistry Classroom. SadBdo City Schools. Retrieved from(9:09)

  • This video explains using the 5E Model of teaching to develop a lesson where students figure out how to propel a model car by a chemical reaction. 

2. ‘Heavy Newspaper’. (2011). Heavy Newspaper - Sick Science! #025. Retrieved from  

  • This discrepant event can be used as a demonstration by the teacher or as a class activity. On the other hand, students can watch the video followed by class discussion.

Unit 3: Planning and Teaching STEM Lessons

  • Peer assess Unit 2 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Begin and participate in the Group Activity (Due Unit 6)
  • Complete the Reflective Portfolio Assignment

Reading Assignment

1. Edwards, G. J. (2002). Make Your Own Project-Based Lesson Plan. Educator and Curriculum Development Specialist Unlimited Learning, 12–13. Source: http://scpdc.tiu11.org/articulate/PBL%20Articulate/data/downloads/pbl%20lesson%20template.pdf

  •  Some learners perceive their “world” as a whole, where all things are interconnected and dependent upon each other (Edwards, 2002). These “integrated” students face major challenges in coping with our dominant educational, social, and economic systems, which tend to present information in a linear fashion without the necessity of integration into meaningful contexts. This resource is a guide on how to make your own project-based lesson plan. It can be used to develop an educational project that includes a specific outcome while teaching academic skills.

2. Lamberg, T., & Trzynadlowski, N. (2015). How STEM academy teachers conceptualize and implement STEM education. Journal of Research in STEM Education1(1), 45–58. Source: http://j-stem.net/wp-content/uploads/2015/10/4_Lamberg.pdf

  • This study specifically seeks to understand how teachers in STEM schools interpret what the word “STEM” represents and how they implement STEM in the classroom (Lamberg & Trzynadlowski, 2015). This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms.

3. Eisenkraft, A. (2003a). A Brief Overview of the 7E Inquiry Model. Retrieved 3 March 2018, from https://prezi.com/il1ej-tcmwh6/a-brief-overview-of-the-7e-inquiry-model/

  •  Sometimes a current model must be amended to maintain its value after new information, insights, and knowledge have been gathered. Such is now the case with the highly successful 5E learning cycle and instructional model (Eisenkraft, 2003).

4. IBO. (2018). Approaches to teaching and learning in the Diploma Programme: Self-reflection tool. Retrieved 28 February 2018, from https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/

  • Approaches to teaching and learning in the Diploma Programme reflection tool has been designed to help Diploma Programme (DP) teachers “audit” and reflect upon approaches to teaching and learning in their classrooms (IBO, 2018). It is intended as a tool to help individual teachers reflect on their current practice, as well as a way to promote and stimulate discussion among colleagues within and across departments.

5. IBO. (2014). Chemistry guide (first assessment 2016) - Chemistry - DP resources - Home - IB programme resources. Retrieved 27 February 2018, from http://www.ibchem.com/root_pdf/Chemistry_guide_2016.pdf

  • Read about Group 4 Projects (pages 184-189 ) -This publication is intended to guide the planning, teaching, and assessment of the subject in schools. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject.

6. Thomas, J. W. (2000). A review of research on project-based learning. Retrieved from https://documents.sd61.bc.ca/ANED/educationalResources/StudentSuccess/A_Review_of_Research_on_Project_Based_Learning.pdf

  • Project-based learning (PBL) is a model that organizes learning around projects (Thomas, 2000). Teachers who employ PBL are able to set complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time, and culminate in realistic products or presentations.

Optional Videos

1. St. Clare’s, Oxford. (2014). IB Science Group 4 Project Video. Retrieved from (8:01)

  • This video clip is about group 4 project done by a group of DP students. A group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from different group 4 subjects analyze a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity. In most cases, students in a school would be involved in the investigation of the same topic. Where there are large numbers of students, it is possible to divide them into several smaller groups containing representatives from each of the science subjects. Each group may investigate the same topic or different topics—that is, there may be several group 4 projects in the same school (IBO, 2014, p. 185).

2. Smithsonian Science Education Center. (2016). Effective Inquiry-Based STEM Education. Retrieved from(5:32)

  •  The Smithsonian Science Education Center addresses systemic change in STEM Education within a school, district, region or state. We do this by supporting education leaders, including teachers, through superior professional development and leadership training to ultimately see a measurable increase in student achievement.

Unit 4: Approaches to Teaching Computer Programming

  • Peer assess Unit 3 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Continue to participate in the Group Activity
  • Complete the Reflective Portfolio Assignment

Reading Assignment

1. What’s wrong with this picture? (2015). Retrieved from https://code.org/promote

  • Computers and software are changing everything yet the majority of schools do not teach computer science (‘What’s wrong with this picture?’, 2015). It seems that our education system today is not set up for everyone to participate in the emerging economy and opportunities. Computer science is not widely taught in our schools. The irony is that parents want their children to learn computer science. Our education system clearly needs to evolve to bring computer science to students that want to learn this subject.

2. Gokce, S., Yenmez, A. A., & Ozpinar, I. (2017). An Analysis of Mathematics Education Students’ Skills in the Process of Programming and Their Practices of Integrating It into Their Teaching. International Education Studies10(8), 60. https://files.eric.ed.gov/fulltext/EJ1150292.pdf

  • There is need to appraise approaches to teaching computer science in secondary classrooms. This is necessitated by recent developments in technology have changed the learner’s profile and the learning outcomes. Today, with the emergence of higher-order thinking skills and computer literacy skills, teaching through traditional methodologies likely to fail to achieve the learning outcomes (Gokce et al., 2017).

3. Mallios, N., & Vassilakopoulos, M. G. (2015). Evaluating Students’ Programming Skill Behaviour and Personalizing Their Computer Learning Environment Using‘ The Hour of Code’ Paradigm. International Association for Development of the Information Society. Retrieved from https://files.eric.ed.gov/fulltext/ED562457.pdf

  • One of the most intriguing objectives when teaching computer science to students in secondary school is attracting and mainly maintaining their concentration within the limits of the class. In this paper, an empirical study is performed with the support of the “Hour of Code” initiative. The initiative was presented to a number of students as a motivation for teaching computer programming to them. An evaluation of the students’ programming skills is attempted with the aid of a questionnaire and a simple personalization framework is presented in order to adapt to the students’ personal needs.

4. European Schoolnet. (2016). ICT in STEM Education - Impacts and Challenges: Setting the scene. A STEM Alliance Literature Review. Retrieved from http://www.stemalliance.eu/documents/99712/104016/STEM_Alliance_ICT-in-STEM-Edu-Setting_the_Scene_Nov2016.pdf/4d276d53-b339-4955-a7fb-e162dfeaf5a8

  • Due to the fast developments in Information and Communication Technologies (ICT), many young people are constantly connected to digital devices and the Internet. This has changed the way they receive and process information, and the education system is slowly starting to adjust and explore the opportunities that ICT can bring for students’ learning and development (European Schoolnet, 2016).

Optional Video

1. TEDx Talks. (2016). Smashing STEM stereotypes with coding | Fiona Quin | TEDxTownsville. Retrieved from  (11:52)

  • We live in a rapidly changing technological world. Technology dependence and jobs are increasing but the STEM (Science, Technology, Engineering, Mathematics) workforce isn’t (TEDx Talks, 2016). What if YOU – parents and families – hold the key to the STEM workforce diversity and growth issues? You Can Code! Everyone can code! Let’s setup Workplace Maker Spaces and watch the imagination, creativity, innovation, and collaboration grow. It’s good for you, your kids, your business, your country, and the STEM workforce.

Unit 5: Using Computer Technology in Teaching STEM

  • Peer assess Unit 4 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Continue to participate in the Group Activity
  • Complete the Reflective Portfolio Assignment

Reading Assignment

1.  Wu, Y.-T., & Anderson, O. R. (2015). Technology-enhanced stem (science, technology, engineering, and mathematics) education. Journal of Computers in Education2(3), 245–249. https://doi.org/10.1007/s40692-015-0041-2

  • With the rapid development of information and communication technology, educators and researchers increasingly highlight the potential merits of using educational technology to improve STEM learning outcomes. It is argued that video games have the potential to be used as a route to large-scale STEM education (Wu & Anderson, 2015).

2. Bryant, A. (2016). Technology vs Teachers: Can technology replace teachers? Retrieved 10 March 2018, from https://fedena.com/blog/2018/05/teachers-vs-technology-can-technology-replace-teachers.html

  •  The range of technology used inside the classroom has boomed, with the rise of smartboards, digital textbooks and, most notably, the tools offered on the Internet (Bryant, 2016). But what does this continuing growth in education technology mean for teachers? Can technology replace the teachers? While many teachers are excited by technology and interested in the ways in which they can use it to enhance their teaching, others are concerned by its rapid development and wonder whether they themselves could eventually be replaced. 

3. Cox, M. J. ;Cox. (2000). What factors support or prevent teachers from using ICT in their classrooms? Retrieved 11 March 2018, from http://www.leeds.ac.uk/educol/documents/00001304.htm

  •  This paper report on the findings of a small project set up to investigate the factors which have contributed to the continuing use of ICT by teachers in their teaching. The factors which were found to be most important to teachers in their teaching were: making the lessons more interesting, easier, more fun for them and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving the presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet (Cox, 2000).

4. Adams, K. I., & Petty, P. (2003). Preparing Teachers for the Challenge of Teaching and Learning with Technology: Standards, Strategies, and Statistics. Retrieved from http://assets.pearsonschool.com/asset_mgr/legacy/200727/2003_06Adams_401_1.pdf

  •  Research indicates that teachers must use computers competently in their classrooms, both as vehicles of pedagogically sound instruction and for classroom management (Adams & Petty, 2003). However, the lack of time, access, and support needed for teachers to feel competent using technology in instruction may keep them from becoming comfortable with technology in their classrooms. The usual one-shot workshops organized to prepare teachers to teach with technology is inadequate.

5. UNESCO. (2002). Information and Communication Technology in Teacher Education. Retrieved from http://unesdoc.unesco.org/images/0012/001295/129533e.pdf

  • The success of computer education in secondary schools depends on teacher preparation. However, research shows that a number of essential conditions that are necessary for successfully integrate ICTs into teacher education programmes are not in place. Teacher educators express frustration by stating, "I am having problems implementing our plan for infusion of ICTs because…" (UNESCO, 2002, pp. 72–114).

6. SETDA. (2008). Science, Technology, Engineering, & Math - STEM Report. Retrieved from http://www.setda.org/wp-content/uploads/2013/11/Science-Technology-Engineering-and-Mathematics-STEM-Report.pdf

  • This article introduces the importance for preparing our students for the 21st century by teaching them the importance of gaining knowledge in science, technology, engineering, and math (STEM).

7. Microsoft (2018) What is STEM? CS? Retrieved from https://www.microsoft.com/en-us/digital-skills/stem-cs

  • This website explores the importance of STEM and computer science and how they relate to each other.

Optional Videos

1. Baxter, J. (2011). Robot vs Teacher. Retrieved from  (4:29)

  • This is an animated video that debates teaching children by using a robot vs. using a human teacher. The debate includes concerns and compassion for students vs. focusing on students passing tests.

2. Mahajan, S. (2014). Principle-based use of digital technology to improve STEM learning. Retrieved from(1:01:38)

  • Introduces the concept of massive online open courses (MOOC) and the need for digital technology in teaching STEM. Based on principles of educational research and cognitive psychology, Mahajan explains how digital tools can help us improve teaching in a distance learning environment.

Unit 6: Planning and Using Computer Technology in Teaching STEM

  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Submit finalized Group Activity 
  • Complete the Reflective Portfolio Assignment

Reading Assignment

1. Goundar, S. (2014). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211–229. Retrieved from http://jehdnet.com/journals/jehd/Vol_3_No_1_March_2014/14.pdf

  • ICT devices have dramatically changed the ecology of education from "learner-plus-learning-material" into "learner-plus-learning-material-plus-technology-and-distraction" (Goundar, 2014). The writing skills and old-fashioned brain have been replaced with ICT devices. Students no longer need to write notes, as online course materials are a click away. They perhaps no longer need to use their brains (and powers of cognition, perception, and attention) to the extent they once did in order to understand what is being taught.

2. Cheng, H. (n.d.). Teaching math with computer programming can help narrow the achievement gap. Retrieved 12 March 2018, from https://edsource.org/2016/teaching-math-with-computer-programming-can-help-narrow-achievement-gap/563371

  • Teaching math with computer programming can give mathematical concepts context and relevance while still requiring the same amount of rigor as traditional mathematics instruction (Cheng, n.d.). By integrating computer programming we can further students’ logical and critical thinking skills by developing their ability to identify variable components abstractly, pay attention to the precision of integer and decimal numbers in a program, develop a mathematical model, and create algorithms with patterns.

STEM is an approach to educating students in four specific disciplines – science, technology, engineering, and mathematics – in an interdisciplinary and applied way. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a coordinated curriculum based on real-world applications and hands-on student participation (NanoSonic Technology, 2015).

3. Creating STEM Lesson Plans on Any Topic In 5 Simple Steps. (2017). Retrieved 15 March 2018, from https://www.steampoweredfamily.com/education/stem-lesson-plans/

  • When getting started with STEM the first thing that needs to happen is developing the lessons and activities (‘Creating STEM Lesson Plans On Any Topic In 5 Simple Steps’, 2017). STEM lesson plans may seem complex and complicated to develop, but once you start applying STEM principles to lessons it becomes second nature to bring in those pillars of Science, Technology, Engineering, Math and even Arts! STEM is about integration and bringing all the pillars together to work as a whole, rather than as independent subjects.

4. Bergmann, J., & Sams, A. (2012). The flipped classroom. Retrieved from https://my.uopeople.edu/pluginfile.php/645994/mod_book/chapter/220601/5282FlippedClassroom.pdf

  • Read Chapter 1-4 (pp.1-50), Chapter 8 and Chapter 9 (pp. 95-112) Computer technology enables teachers to use innovative approaches to teaching, such as the “flipped classroom”(Bergmann & Sams, 2012). In a flipped classroom, the lesson time is used for activities that focus on the application of the concept learned by students before the lesson. What is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class. 

5. Mooij, T.(2009).  Education and ICT-based self-regulation in learning: Theory, design, and implementation.  Education and Information Technology, 14: 3. https://doi.org/10.1007/s10639-008-9066-8

  • Research shows that ICT can be used to design instruction for students who deviate considerably from their peers with respect to cognitive, social, or learning abilities. (Mooij, 2007). Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students.

 Unit 7: Collaboration in Teaching and Learning STEM

  • Peer assess Unit 6 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete and submit the Written Assignment
  • Complete the Reflective Portfolio Assignment

Reading Assignment

1. Kain, D. L. (1997). Critical incidents in teacher collaboration on interdisciplinary teams. Research in Middle-Level Education Quarterly, 21(1), 1–29. Retrieved 19 March 2018, from https://www.tandfonline.com/doi/pdf/10.1080/10848959.1997.11670111?needAccess=true

  • This study utilized the critical incident technique to investigate the conditions that encourage and those that discourage such teacher collaboration. Following an explanation of the critical incident technique, this paper describes the conduct, analysis, and findings of teachers’ collaboration (Kain, 1997).

2. Tran. (2015). If You Want Better Collaboration Around STEM, Build Infrastructure. Retrieved 19 March 2018, from http://www.advanc-ed.org/source/if-you-want-better-collaboration-around-stem-build-infrastructure

  • The structure for collaboration between STEM teachers already exists at most schools. The most recent Teachers Know Best survey suggests that upwards of 68 percent of teachers have dedicated collaboration time with peers. However, the same data suggests that this time is not well used, with only 7 percent of teachers reporting having strong collaborative structures in place (Tran, 2015).

3. IBO. (2014). Fostering interdisciplinary teaching and learning in the MYP. Retrieved from https://www.tacomaschools.org/foss/MYP%20Documents1/MYP_Interdisciplinarity.pdf

  • Secondary education usefully organizes learning into disciplinary compartments (as a response to increasing specialization), an ever-changing world also demands education that empowers people to integrate disciplines in novel and creative ways. As knowledge and information multiply, critical thinkers must successfully integrate disciplinary perspectives to understand complex issues and ideas.

Optional Video

1. Edutopia. (2015). Teacher Collaboration: Spreading Best Practices School-Wide. Retrieved from(3:26)

  • At Wildwood IB World Magnet School, teacher collaboration fosters a supportive professional culture, lessens teacher conflict, and provides students with school-wide best practices (Edutopia, 2015).

Unit 8: Professional Development for STEM Teachers

  • Peer assess Unit 7 Written Assignment
  • Read the Learning Guide and Reading Assignments
  • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
  • Complete the Reflective Portfolio Assignment
  • Complete and submit the anonymous Course Evaluation

Reading Assignment

1. Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95–100. Source: https://www.learntechlib.org/p/9304/

  • There are many issues related to the successful use of technology in the classroom. An often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is the skill and attitude of the teacher (Bitner & Bitner, 2002).

2. Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5),  Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.393.8634&rep=rep1&type=pdf

  • Research does not support professional development that relies on the one-shot workshop model (Darling-Hammond & Richardson, 2009). Professional development is more effective when schools approach it not in isolation (as in the traditional one-shot workshop) but rather as a coherent part of a school reform effort.

3. Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. IIEP. (67-118). Retrieved from http://unesdoc.unesco.org/images/0013/001330/133010e.pdf

  • Read pages 67 - 118. Professional development opportunities can be created together by teachers and support people, either by choosing to focus on a new task which the teacher is interested in learning about or by focusing on a practice which the teachers implement regularly but would like to change (Villegas-Reimers, 2003, pp. 67–118).

Optional Video

Dr. Diana Wehrell-Grabowski. (2011). STEM Teacher Training Workshop Investigation: Designing and Constructing Parachutes. Retrieved from(5:18)

  • This video is of teachers being introduced to parachute design in a STEM teacher training workshop. To begin the investigation teachers analyze seeds and seed dispersal. They make connections to biomimicry concepts (seeds to parachutes). They further explore Leonardo da Vinci's triangular shaped parachute inspired from nature (seed dispersal). Teachers then analyze and test a variety of pre-made parachutes. They are given a wide array of materials to build their own parachutes from. Teachers then design, construct, and test their own designs. Re-designing if necessary (Dr. Diana Wehrell-Grabowski, 2011).


Course Requirements:

Discussion Assignments & Response Posts/Ratings
Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

Written Assignments & Assessment Forms
Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

Group Activities
During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

Reflective Portfolio Activities
Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

The Research and Practice Portfolio 
Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

  • Reflective Portfolio Activities
  • Research
  • Teaching and Learning Resources

Course Forum
The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.


Course Policies:

Grading Components and Weights
Each graded component of the course will contribute some percentage to the final grading scale, as indicated here:

Discussion Assignments  20%
Written Assignments    30%
Group Activity  25%
Reflective Portfolio Activities  25%
TOTAL 100%


Grading Scale
This course will follow the standard 100-point grading scale defined by the University of the People, as indicated here:

Letter Grade
Grade Scale Grade Points
A+ 98-100 4.00
A 93-97 4.00
A- 90-92 3.67
B+ 88-89 3.33
B 83-87 3.00
B- 80-82 2.67
C+ 78-79 2.33
C 73-77 2.00
C- 70-72 0.00
D+ 68-69 0.00
D 63-67 0.00
D- 60-62 0.00
F Under 60 0.00
CR N/A N/A
NC N/A N/A
NF N/A N/A
W N/A N/A


Grade Appeal

If you believe that the final grade you received for a course is erroneous, unjust, or unfair, please contact your course instructor. This must be done within seven days of the posted final grade. For more information on this topic, please review the Grade Appeal Procedure in the University Catalog.

Participation
Non-participation is characterized by lack of any assignment submissions, inadequate contributions to the Discussion Forums, and/or lack of peer feedback to Discussion/Written Assignments. Also, please note the following important points about course participation:

  • Assignments must be submitted on or before the specified deadline. A course timeline is provided in the course schedule, and the instructor will specify deadlines for each assignment.
  • Any student showing non-participation for two weeks (consecutive or non-consecutive) is likely to automatically fail the course.
  • Occasionally there may be a legitimate reason for submitting an assignment late. Most of the time, late assignments will not be accepted and there will be no make-up assignments.
  • All students are obligated to inform their instructor in advance of any known absences which may result in their non-participation.

Academic Honesty and Integrity
When you submit any work that requires research and writing, it is essential to cite and reference all source material. Failure to properly acknowledge your sources is known as “plagiarism” – which is effectively passing off an individual’s words or ideas as your own. University of the People adheres to a strict policy of academic honesty and integrity. Failure to comply with these guidelines may result in sanctions by the University, including dismissal from the University or course failure. For more information on this topic, please review the Academic Integrity Policy in the University Catalog.

Any materials cited in this course should be referenced using the style guidelines established by the American Psychological Association (APA). The APA format is widely used in colleges and universities across the world and is one of several styles and citation formats required for publication in professional and academic journals. Purdue University’s Online Writing LAB (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: https://owl.purdue.edu/owl/purdue_owl.html

Code of Conduct
University of the People expects that students conduct themselves in a respectful, collaborative, and honest manner at all times. Harassment, threatening behavior, or deliberate embarrassment of others will not be permitted. Any conduct that interferes with the quality of the educational experience is not allowed and may result in disciplinary action, such as course failure, probation, suspension, or dismissal. For more information on this topic, please review the Code of Conduct Policy in the University Catalog.

Apply concepts of science, technology, engineering, and math into classroom lessons based on research