CEDU 7772 Planning for STEM Teaching and Learning

The goal of this course is to provide candidates experiences in the practices of STEM learning. Candidates will develop an understanding of the importance of STEM vertical alignment in P-16 education and appreciate that the uniqueness of the community parallels the uniqueness of STEM programs within the community. Candidates will experience the bundling and integration of standards through continued content and collaborative skill development, the use of performance assessment tasks and rubrics, integrated task design (PBL, problem-based, place-based, authentic learning experiences), implementation and appropriate use of technology, co-planning, and co-facilitating experiences, as well as managing and differentiating active learning in the classroom to support overall student development in STEM etiquette, practices, and application.

Credits

4 CEUs

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES:

Upon successful completion of this course, the candidate will be able to:

Course Outcomes	Endorsement Standards	InTASC Standards	Assessment
1. Candidates will demonstrate a comprehensive understanding of and the ability to integrate STEM content standards. Formative 2. Candidates will demonstrate the ability to apply integrated STEM and STEM related content to answer complex questions, to investigate local, regional and global issues to make connections and to develop solutions for challenges and real-world problems. 3. Candidates will demonstrate the ability to work effectively within a STEM focused multidisciplinary professional learning community to achieve a common goal and to co-plan authentic STEM based experiences and interdisciplinary lessons. 4. Candidates will demonstrate the ability to involve business partners in identifying and solving relevant problems. 5. Candidates will demonstrate the ability to engage local STEM experts in their programs. 6. Candidates will show evidence of field-based experiences that include observation or classrooms, collaborative planning and interview of teachers in an integrated STEM education environment that is evidenced by reflective documentation (continued from Course I).	1: i, ii 3: i, ii, iii 4: ii, vi, vii.1, vii.2, ix, x 5: ii	1: Learner Development 2: Learning Differences 3: Learning Environments 4: Content Knowledge 5: Application of Content 6: Assessment 7: Planning for Instruction 8: Instructional Strategies 9: Professional Learning and Ethical Practice 10: Leadership and Collaboration	Oral Defense of Essential Questions II: 3) How do multidisciplinary teams effectively plan for STEM learning experiences? 4) How can STEM educators engage local businesses and STEM experts to support STEM learning? STEM Educator Portfolio Assessment - formative (evidence and artifacts may include content standards alignment, bundling and integration; collaborative planning/co-facilitating authentic tasks, differentiating and managing active learning; business/industry/STEM expert engagement and partnerships, STEM performance tasks and rubrics; STEM etiquette guidelines)