Post on 26-Dec-2015
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UTeach
Professional Development Courses
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UTS 110 - Step 1
Early exposure to classroom environment (can be as early as a student’s first semester)
Assigned to a mentor teacher in local elementary school
Students design inquiry-based lessons Students then give three lessons to their mentor
teacher’s class Students receive feedback from course instructor
and mentor teacher and revise lesson
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UTS 101 - Step 2
Similar to Step 1, only paired with a middle school mentor teacher and classroom
Step 1 and Step 2 courses give students the opportunity to explore a teaching career early in their college track
Step 1 and Step 2 may be combined for students entering the program later in their college career
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EDC 365C - Knowing and Learning in Mathematics and ScienceCourse Objectives
Develop tool kit of approaches to knowing and learning in science and mathematics.
Explore tensions between general characterization of knowing and specifics of understanding ideas in mathematics and science
Explore connections between assessment tools and theories of knowing.
Explore uses of technology in approaches to learning.
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EDC 365C – Classroom InteractionsCourse Goals Explore and analyze classroom interactions as they
relate to mathematics, science, or computer science instruction
Field Experience Minimum of 16 hours observing and teaching in a high
school mathematics or science classroom Design of sequence of lessons to be taught Follow-up analysis of interactions with students
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EDC 365E - Project Based Instruction Project based instruction promotes teamwork
among groups of students to formulate questions, make predictions, design investigations, collect and analyze data, make products and share ideas.
The course provides a theoretical background for how learning takes places
Students in this course develop their own project based instruction lesson plan
Enrolled students implement their lesson in a high school classroom
Some instructors have students write grant proposals for their lesson plan
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EDC 650S - Student TeachingUTS 170 – Student Teaching Seminar Because UTeach students have field
experience prior to the apprentice teaching, they are expected to assume a teaching role in the classroom quickly
Students spend a minimum of four hours every day on the assigned campus
Students teach two class periods autonomously for at least 12 weeks
Seminar course to support the apprentice teaching experience
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HIS 329U – Perspectives on Science and MathematicsCourse Goals
Explore ways in which investigators have explained the workings of the natural world since the 17th century
Enable students to incorporate broader historical context into mathematics and science pedagogy
Improve writing skills
Improve research and information analysis skills
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BIO 337, CH 368, PHY 341Research Methods Students design and carry out 4 independent research
investigations. Loosely structured assignments give students a feel for
research as it is done by scientists and mathematicians. Course emphasizes:
Design of experiments Use of statistics in a research setting Use of mathematics to summarize and model scientific
findings Critical analysis of scientific conclusions Researching and writing scientific papers
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M315C – Functions and ModelingCourse Objectives
Increase understanding of functions and related mathematics from algebra through calculus
Make connections between college-level mathematics and secondary school mathematics
Practice reflective and collaborative learning Learn appropriate use of technology in mathematics
classroom
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M326K Foundations of Number SystemsNumber systems and operations are discussed with
emphasis on
Depth of understanding of concepts that are “obvious” or automatic
Understanding principles behind arithmetic operations and algorithms
Mathematical reasoning Mathematical communication – correct use of
mathematical language and symbols
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SCI 360: An Advanced Perspective on Secondary Mathematics Examines concepts such as real and complex numbers,
functions, polynomials, congruences, distance, similarity, area, volume, and trigonometry both from high school and from an advanced perspective
Makes connections between concepts taught in high school and more abstract analogues encountered in undergraduate mathematics courses such as abstract algebra, number theory, topology, and analysis
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M360M- Mathematics as Problem SolvingThrough the process of working progressively more
challenging problems throughout the semester, the students
Develop a repertoire of heuristics for problems solving Develop an understanding of problem solving as a cyclic rather than
linear process Gain confidence when faced with problems whose solutions are not
obvious Learn to look for multiple solutions to a problem Practice using questioning strategies to guide classmates who are
struggling with a problem