BLACK HILLS STATE UNIVERSITY
COLLEGE OF EDUCATION
Syllabus
I. ED 592 Special Topics Pre-AP Instruction and Design for 6-12 Teachers of
Science
Credit Hours: 1 graduate hour
II. Time Period: February 7, 2011-May 6, 2011
III. Location of Course: Online and at participant school districts across South Dakota
IV. Instructor: Matthew Wiebe
Address: 1925 Plaza Blvd, Rapid City, SD
Telephone: 605-394-1876
Email: mwiebe@[Link]
Catalog Course Description: Topics: Includes current topics, advanced topics and
special topics. A course devoted to a particular issue in a specified field.
Course Description: Participants will focus on the needs of high-level learners in
the area of Science. The course provides participants with best practice strategies
designed to motivate and challenge high-level learners so that these students will be
better prepared for AP (Advanced Placement) and International Baccalaureate
coursework. The course will also look at curriculum alignment and instructional
design.
Course Background: This course is offered as part of the Advanced Placement
Incentive Program (APIP) through a grant to TIE, Rapid City, SD, from the United
States Education Department. The Black Hills State University Center for the
Advancement of Math and Science Education is one of TIE’s partners in the grant.
Course Description for the Three-Year Program: Funded for three years, the
APIP project grant is designed to engage eligible SD school districts in Pre-AP and
AP program development. The grant will provide educators with the opportunity to
enhance classroom experiences for high-level learners and to increase participation
and pass rates for Advanced Placement courses in the state. In particular, the
program is designed to provide opportunities to students in rural areas and high
need school districts. As a result, the grant blends face-to-face contact with an online
component thus accommodating the needs of educators at rural schools. The work
will be based on the Laying the Foundation® training program which provides
resource and planning guides in support of teachers as they prepare students in
grades six through eleven to excel in Advanced Placement and other college-level
courses.
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Course Description for the Spring 2011 Course: The program builds the capacity
of educators for providing rigorous, relevant curriculum and instruction in grades 6-
12 science content so more students are prepared for participation in AP
coursework. As a result, the course will focus on providing educators with a deeper
understanding of high-level learners in their content areas, an array of strategies
and instructional tools for meeting the needs of those students, and the opportunity
to analyze their district’s instructional design and curriculum development
processes as they relate to high-level learners.
Course Prerequisites: A BS or BA or higher in a related field and inclusion in the
APIP program, a currently active 6-12 teacher of science.
Instructional Methods: Asynchronous online discussions with the course
instructor and LTF content specialists focused on integrating Laying the
Foundation® strategies and vertical curriculum alignment. Face-to-face reflection
sessions between content specialists and educator participants focused on Laying
the Foundation® strategies and vertical curriculum alignment.
Course Materials: Content specific subject guides and online resources developed
through Laying the Foundation®.
Class Attendance and Participation Policy: Participants will join in an online
forum for discussing progress and challenges regarding the implementation of
strategies into their respective curriculum areas.
Academic Honesty: Cheating and plagiarism will not be tolerated. Academic
misconduct will be dealt with per South Dakota Board of Regents regulations. Those
regulations may be found in the Student’s Handbook under the URL:
[Link]
Make-up Policy: If it should happen that you have to miss a face-to-face session,
you will forfeit any participation and attendance points earned during the missed
session. In addition, you will be required to develop lessons integrating the
instructional strategies presented at the session.
Student Learning Outcomes:
As a result of taking this course, 6-12 educator participants will:
1. Learn concrete strategies and models for teaching skills in order to prepare their
students for the rigor of Advanced Placement courses and success in college.
2. Study vertical alignment of curriculum.
3. Integrate strategies into their curriculum.
4. Engage in online studies facilitated by content specialists.
5. Develop as a professional learning community.
Evaluation Procedure:
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In response to Outcome One: Students will explore LTF materials and online tools.
In response to Outcome Two: Students will continue the process of considering
curriculum alignment within their districts and identify curriculum strengths and
needs.
In response to Outcome Three: Students will integrate LTF strategies into their
classrooms during Spring Semester.
In response to Outcomes Four and Five: Students will share their experiences using
the LTF tools and strategies in their classrooms by participating in an online forum
during Spring Semester. Via this online forum, course participants will continue to
develop and expand upon the professional learning community initiated with the
Learning Power Pre-AP Institute.
Content Values:
Online Threaded Discussion Component: Threaded discussion forums, scoring
based on rubric provided, February 7, 2011-March 20, 2011, 10 points weekly, 60
points total
Classroom Instruction: Demonstrated integration of LTF strategies, February 7-
May 6, 50 points (EITHER THROUGH SITE VISIT OR PROJECT OPTIONS SEEN
BELOW)
Project Option: due prior to May 6, 50 points
Grading Scale:
A: 90 to 100 percent
B: 80 to 89 percent
C: 70 to 79 percent
D: 60 to 69 percent
F: 59 percent and below
Late policy: Late papers will be penalized 10 points if turned in within one week
after the due dates. Papers later than one week will not be accepted.
ADA Statement/Documented Disabilities: Reasonable accommodations, as
arranged through the Disabilities Services Coordinator, will be provided for
students with documented disabilities. Contact the BHSU Disabilities Services
Coordinator ([Link]@[Link]) (605) 642-6099, Jacket Legacy Room in the
Student Union, for more information.
Academic Freedom and Responsibility:
“Under Board of Regents and University policy student academic performance may
be evaluated solely on an academic basis, not on opinions or conduct in matters
unrelated to academic standards. Students should be free to take reasoned
exception to the data or views offered in any course of study and to reserve
judgment about matters of opinion, but they are responsible for learning the content
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of any course of study for which they are enrolled. Students who believe than an
academic evaluation reflects prejudiced or capricious consideration of student
opinions or conduct unrelated to academic standards should contact the chair of the
department in which the course is being taught to initiate a review of the
evaluation.”
Course Calendar:
Online Component, February 7 - March 20
Participation in weekly discussion topics created by content specialists
Teacher-led discussions focusing on strategy integration and curriculum
alignment
Expectation of 90 minutes weekly asynchronous participation
Face-to-Face Component, Spring Semester (Prior to May 6)
The following list provides options of which the Educator participant may
choose one:
Content specialists will meet with educator-participant prior to the end of
Spring Semester regarding strategy integration.
o Educator participants will demonstrate lesson integration that meets
the needs of high-level learners.
o Educator participants and content specialists will conference
regarding curriculum alignment.
Educator participants will video tape lesson integration that meets the needs
of high-level learners.
o Educator participants will submit a paper detailing strategy
integration, curriculum alignment and lesson integration reflection.
o Educator participants must obtain completed permission slips
(provided by Instructor) for each student present during the lesson.
Educator participants will complete an entire section of the South Dakota
Science Alignment wikispaces.
o Educator participants will include details within the wiki for LTF
lessons they have implemented in their classrooms.
Educator participants will compose a lesson or unit of study following the
LTF format to be shared amongst the learning community.
Educator participants will propose and complete a project equal in value and
effort to the above listed items.