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MINNESOTA BOARD OF TEACHING

Professional Education Program Evaluation Report (PEPER II)

and Request for Continuing Program Approval

PROGRAM AMENDMENT 2009-2010 Name of licensure program and rule number:

8710.4750 Teachers of Science: Physics

Insert information in the yellow boxes below, and then complete the required forms that are attached.

Name of Institution:

Winona State University

Primary Contact Person:

Andy Ferstl (Note: This person must be available during the entire review period and be available to respond to inquiries and provide clarifications as needed.)

Date of report submission:

March 2010

Primary Contact’s Email:

aferstl@winona.edu

Date that the amended program will be operational:

August 2010

Primary Contact’s Phone:

507-457-5863

Secondary Contact Person:

Rhea Walker (Note: In order to ensure an efficient review process, it is strongly recommended that a secondary contact person be designated.)

Secondary Contact’s Email:

rwalker@winona.edu

Secondary Contact’s Phone: 507-457-5353

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The following application is submitted to the Minnesota Board of Teaching in compliance with Minnesota Rule 8700.7600 subpart 5a Program Approval Rules. Subp.  5f.Written  description  of  revisions  in  approved  preparation  programs.  When an institution makes revisions in an approved teacher preparation program, the institution shall forward to the Board of Teaching a written description of each revision. When an audit determines that the revised teacher preparation program continues to meet this rule, each verified revision shall become an amendment to the approved teacher preparation program.

A full amended report must contain*:

* Note: All required forms are provided in this document.

1. Contact Information Template (see previous page)

2 Amended FORM I-D (identifying learning/assessment opportunities for the new standards)

Note: All program standards are provided in the grid below; new standards are highlighted in yellow. Only new standards need to be addressed.

OR:

Submit a syllabus for a “reading in the content” course that is required for this program. The syllabus must be detailed enough to demonstrate that the standards highlighted in yellow on the FORM I-D (below) are addressed in the course. Some licensure programs have reading standards that are specific to the subject field, so the syllabus must clearly evidence how these program specific reading competencies are addressed. If the syllabus is not detailed enough, the report will be returned and a FORM I-D will be required.

3. Amended FORM I-B List of required courses (This form is ONLY required if you have amended your program by adding or deleting courses from your previously approved program.)

NOTE: Rather than having a separate compliance report for the statutory requirements of 122A.18 Reading Strategies, FORM I-E is provided so that you may demonstrate compliance to this law as part of your Amended PEPER report.

4. NEW FORM I-E Complete this form to demonstrate the program’s compliance to Minnesota Statute 122A.18. Additional information about this can be found in a memo on the Board’s website entitled: “Reading Standards for content area licensure fields”

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TO SUBMIT:

1) Download the full amended report package and label it accordingly using the Contact Information Template form.

2) When the forms are completed, upload “the amended report package” to the PEPER website. On the PEPER website for your institution there will be ONE folder labeled “AMENDED PEPERS” into which all amended reports should be deposited. Each amended report should be labeled by its specific licensure field name.

3 The PEPER website address is the same: http://services.education.state.mn.us/ Your institution’s original PEPER website passwords and log- in codes are still active; contact JoAnn or Trudy if you need assistance with passwords. For technology support help in uploading documents, contact Carol Freihammer at 651-582-8671

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AMENDED FORM I-D 8710.4750 TEACHERS OF SCIENCE: Physics 9-12

Professional Education Program Evaluation Report (PEPER II)

FORM I-D

EVIDENCE OF LEARNING &

ASSESSMENT OPPORTUNITIES

COMPLETE THIS FORM

THIS COLUMN IS FOR REVIEWER USE

8710.4750 Teachers of Science: Physics 9-12

Course ID Number

Any and all referenced experiences must be verifiable in the course syllabi submitted. Use specific references to activities* in the syllabi that evidence learning opportunities & assessments that align to the standard. (*readings, activities, topics of discussion, assignments, experiences, etc.)

Reviewers will evaluate the evidence cited for each standard.

RATINGS: Subp. 7. Subject matter standards for teachers of physics. A candidate for licensure as a teacher of physics in grades 9 through 12 must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C and subpart 3, items E and F.

Reporting NOTE: Only report on “new” standards that are highlighted in yellow. Scroll down.

MET MET WITH WEAKNESS NOT MET

A. A teacher of physics must demonstrate a conceptual understanding of physics. The teacher must:

(1) use sources of information to solve unfamiliar quantitative problems and communicate the solution in a logical and organized manner as evidenced by the ability to:

(a) describe, in terms of the known and unknown quantities, a given problem in the appropriate pictorial, graphical, or written form;

(b) qualitatively describe, in appropriate physics terms using motion diagrams, vector force diagrams, energy or momentum diagrams, ray diagrams, or field diagrams as necessary, a given problem situation;

(c) mathematically describe, in terms of the relevant numerical, algebraic, and trigonometric quantities and equations, a given problem;

(d) plan, using words, diagrams, and mathematical relationships, a solution

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for solving a given problem and verify the solution; (e) implement, using algebra and manipulation and solution of coupled sets of linear equations, quadratic equations, simple differential equations, and simple integrals as necessary, a solution to a given problem; and

(f) evaluate, in terms of unit consistency, reasonableness, and completeness of solution, the solution of a given problem;

(2) use computers to display and analyze experimental and theoretical data as evidenced by the ability to:

(a) graphically describe data using a computer;

(b) design a mathematical model to provide a reasonable fit to a given set of data;

(c) compute and evaluate the statistical significance of mean and standard deviation for a distribution of data;

(3) estimate common physical properties as evidenced by the ability to:

(a) describe numerically, using reasonable physical estimates, the physical properties of common objects; and

(b) compute and evaluate the reasonableness of calculated physical parameters of common objects; and

(4) develop a plan to ensure a safe environment and practices in all physics learning activities.

B. A teacher of physics must demonstrate a knowledge of physics concepts. The teacher must:

(1) understand linear and rotational motion as evidenced by the ability to:

(a) perform measurements and calculations to describe the linear and angular position, velocity, and acceleration of a given object; the forces and torques acting on an object; and the energy, momentum, and angular momentum of a system before and after an interaction;

(b) describe, using words, pictures and diagrams, graphs, vectors, and mathematical relationships, the motion of a given object;

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(c) describe, using words, free-body vector diagrams, and mathematical relationships, the forces acting on each object in a given system of interacting objects and explain, using Newton's Second and Third Laws, the relationships between all the forces;

(d) describe, using words, energy diagrams or graphs, and mathematical relationships, the change of energy of a system and any transfer of energy into or out of a given system of interacting objects;

(e) describe, using words, vector diagrams, and mathematical relationships, the change of linear or angular momentum of a given system and any transfer of momentum into or out of the system of interacting objects;

(f) explain and predict qualitatively and quantitatively, in terms of Newton's Laws, the conservation of energy, and the conservation of momentum, the motion of objects in a given system of interacting objects; and

(g) design a strategy for making an object move in a given way;

(2) understand simple harmonic and wave motion as evidenced by the ability to:

(a) perform measurements and calculations to describe the wavelength, amplitude, period, frequency, and energy of a traveling wave or an object in simple harmonic motion;

(b) describe, using words, force diagrams, energy diagrams or graphs, motion graphs, and mathematical relationships, simple or damped harmonic motion or resonance of a given oscillating system;

(c) explain and predict qualitatively and quantitatively, using the equation of motion, changes in motion of an oscillator in a given system when the intrinsic characteristics of the oscillator change, when a given external force is applied to the oscillator, and when the oscillator loses energy to its surroundings;

(d) design, using words, diagrams or

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graphs, and mathematical relationships, a system which oscillates at a given frequency or exhibits damped oscillations; (e) describe a traveling or standing wave in a given medium;

(f) explain and predict qualitatively and quantitatively, using the wave equation of motion and the superposition principle, changes in wave motion when a given traveling wave interacts with a given object or boundary;

(g) explain and predict qualitatively and quantitatively, using the wave equation of motion and the superposition principle, changes in wave motion when a given traveling wave interacts with a second wave; and

(h) explain and predict qualitatively and quantitatively, using the wave equation of motion and the superposition principle, changes in the wave when the source and detector are moving relative to each other;

(3) understand electricity and magnetism as evidenced by the ability to:

(a) perform measurements and calculations to describe time varying or constant values of current, voltage, and power in electric circuits and in magnetic fields;

(b) describe, using words, circuit diagrams, graphs, and mathematical relationships, the current, voltage, resistance, capacitance, or inductance of a given system of circuit elements;

(c) explain and predict qualitatively and quantitatively, using the conservation of charge and the conservation of energy, the current through or the voltage across each element in a given circuit when changes are made to the circuit;

(d) design a circuit in which the current varies in a given way;

(e) explain and predict qualitatively and quantitatively, in terms of Newton's laws and the Lorentz Force, the motion of charges in given electric and magnetic fields;

(f) predict qualitatively and

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quantitatively, using Gauss's law or Ampere's law, the electric field around a given simple geometric distribution of charges and the magnetic field around a given simple geometric system of current-carrying wires; (g) predict qualitatively, using Lenz's law and Faraday's Law, the induced currents from a given changing magnetic flux;

(h) design, using simple materials, a working electric motor and an air-core electromagnet that produces a field strength; and

(i) explain, in terms of the motion of charges and the electromagnetic nature of light, how electromagnetic radiation is generated in a given situation;

(4) understand physical and geometrical optics as evidenced by the ability to:

(a) perform measurements and calculations to describe light intensity and polarization of a given light source, the location of images formed by a simple mirror and lens system, and the focal length and magnification of a curved mirror or thin lens;

(b) describe, using words, ray diagrams, graphs, and mathematical relationships, the reflection, refraction, transmission, and absorption of light when it encounters a given macroscopic object, a plane or curved mirror, a boundary between mediums of different indices of refraction, a linear polarizer, a prism, and thin concave and convex lenses;

(c) explain and predict qualitatively and quantitatively, in terms of ray diagrams and the laws of reflection and refraction of light, the location and magnification of a real or virtual image for a given system of mirrors or lenses;

(d) design a system of lenses and mirrors to produce a real or virtual image of a given magnification;

(e) describe, using words, diagrams, and graphs, the interaction of monochromatic light with a given

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single or pair of parallel slits and with thin films; and (f) explain and predict qualitatively and quantitatively, using the behavior of waves and the principle of superposition, the change in the resulting light pattern with given changes in slit width, separation, and the wavelength of the incident light on a system of slits;

(5) understand the kinetic-molecular model of matter and thermodynamics as evidenced by the ability to:

(a) perform measurements and calculations to describe the mass, volume, density, temperature, and heat capacity of a solid, liquid, or gas at constant pressure and the pressure in a gas;

(b) explain qualitatively, using the kinetic-molecular model of matter, a common physical change;

(c) describe, using words, graphs, and mathematical relationships, changes in pressure, volume, or temperature of an ideal gas;

(d) predict, using the First Law of Thermodynamics, the final temperature of a given thermally isolated system of interacting objects and materials;

(e) explain and predict qualitatively and quantitatively, using the First Law of Thermodynamics, the transfer of heat into or out of a given system;

(f) explain, using the First Law of Thermodynamics, the changes of pressure, temperature, and volume for a monatomic ideal gas operating in a Carnot cycle between given states, and describe quantitatively, using words, graphs, and mathematical relationships, the thermal efficiency of the system; and

(g) explain, in terms of the second law of thermodynamics, why energy flows from hot to cold objects; and

(6) understand contemporary physics as evidenced by the ability to:

(a) perform measurements and calculations to detect nuclear radiation in the environment, and determine wavelengths and energy of the emission spectrum of a given gas;

(b) describe, using words, diagrams,

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and mathematical relationships, the time dilation, length contraction, and momentum and energy of an object of given velocity; (c) describe, using words, diagrams, and tables, the basic atomic and subatomic constituents of matter;

(d) explain qualitatively, in terms of the standard model, the observed interaction between atomic or subatomic particles in a simple situation;

(e) explain qualitatively, using the quantum nature of light and matter, and the conservation of energy and momentum, the observed interaction between photons and matter in a given situation;

(f) explain, using conservation principles, the observed changes in the matter and energy of a given nuclear process;

(g) predict, using the Heisenberg Uncertainty Principle, the lower limit of size, momentum, energy, or time that could be expected in a given atomic or subatomic measurement or situation; and

(h) describe, in terms of the energy bands and levels in the material, the electrical conductivity of a given conductor, insulator, or semiconductor.

C. A teacher of physics must demonstrate an advanced conceptual understanding of physics and the ability to apply its fundamental principles, laws, and concepts by completing a full research experience. The teacher must:

(1) identify various options for a research experience including independent study projects, participation in research with an academic or industry scientist, directed study, internship, or field study;

(2) select an option and complete a research experience that includes conducting a literature search on a problem;

(3) design and carry out an investigation;

(4) identify modes for presenting the research project; and

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(5) present the research project in the selected mode.

Standards that integrate knowledge of science with knowledge of pedagogy, students, learning environments, and professional development were articulated in subpart 3E of rule 8710.4750. These pedagogy standards need to be evidenced in addition to the specific content science standards. Subpart 3E. A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand:

Course ID Number

Any and all referenced experiences must be verifiable in the course syllabi submitted. Use specific references to activities* in the syllabi that evidence learning opportunities & assessments that align to the standard. (*readings, activities, topics of discussion, assignments, experiences, etc.)

THIS COLUMN IS FOR REVIEWER USE

(1) curriculum and instruction in science as evidence by the ability to:

(a) select, using local, state, and national science standards, appropriate science learning goals and content;

(b) plan a coordinated sequence of lessons and instructional strategies that support the development of students' understanding and nurture a community of science learners including appropriate inquiry into authentic questions generated from students' experiences; strategies for eliciting students' alternative ideas; strategies to help students' understanding of scientific concepts and theories; and strategies to help students use their scientific knowledge to describe real-world objects, systems, or events;

(c) plan assessments to monitor and evaluate learning of science concepts and methods of scientific inquiry; and

(d) justify and defend, using knowledge of student learning, research in science education, and national science education standards, a given instructional model or curriculum;

(2) safe environments for learning science as evidenced by

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the ability to: (a) use required safety equipment correctly in classroom, field, and laboratory settings;

(b) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to make and maintain a given collection of scientific specimens and data;

(c) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to acquire, care for, handle, and dispose of live organisms;

(d) describe, using state and national guidelines, how to acquire, care for, store, use, and dispose of given chemicals and equipment used to teach science;

(e) implement safe procedures during supervised science learning experiences in the public schools; and

(f) develop a list of materials needed in an elementary science safety kit;

(3) how to apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents;

(4) how to apply the research base for and the best practices of middle level and high school education;

(5) how to develop curriculum goals and purposes based on the central concepts of science and how to apply instructional strategies and materials for achieving student understanding of the discipline;

(6) the role and alignment of district, school, and department mission and goals in program planning;

(7) the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;

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(8) how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

(9) the role and purpose of cocurricular and extracurricular activities in the teaching and learning process;

(10) how to apply the standards of effective practice in teaching through a variety of early and ongoing clinical experiences with middle level and high school students within a range of educational programming models.

Subpart 3F. A teacher of science must understand the content and methods for teaching reading including:

Course ID Number

REPORTING NOTE: These standards related to “reading” will be on the licensure exams. Indicate the primary learning activities that provide candidates with opportunities to learn about, apply, and be assessed on these competencies. The Board is not collecting syllabi to validate these standards, so the information you offer on this grid must be convincing enough for reviewers to conclude that the standard is addressed in the program. If the evidence is not adequate, the Board may return the report and request additional information, including syllabi, which will delay the approval process.

THIS COLUMN IS FOR REVIEWER USE

EDUC 429/529 - Secondary Reading and Teaching Strategies

Bibliography: Kane, S. (2007). Literacy and Learning in the Content Areas. Scottsdale, AZ: Holcomb Hathaway.

(1) knowledge of reading processes and instruction including:

EDUC 429/529

K: Chapter Reading 1 A: midterm exam

(a) orthographic knowledge and morphological relationships within words;

EDUC 429/529

K: Chapter Reading 6 Input: spelling patterns and etymology Handout: Greek and Latin influences

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A: midterm exam (b) the relationship between word recognition and vocabulary knowledge, fluency, and comprehension in understanding text and content materials;

EDUC 429/529

K: Chapter Readings 1, 4, 5, 6 Course notes & input: vocabulary, comprehension, and fluency A: midterm exam, classroom performance activities & portfolio

(c) the importance of direct and indirect vocabulary instruction that leads to enhanced general and domain-specific word knowledge;

EDUC 429/529

K: Chapter Reading 6 Course notes & input: vocabulary A: midterm & final exams, performance activities, & portfolio

(d) the relationships between and among comprehension processes related to print processing abilities, motivation, reader’s interest, background knowledge, cognitive abilities, knowledge of academic discourse, and print and digital text; and

EDUC 429/529

K: Chapter Readings 2, 4, 5, 6, 7, 9 Course notes & input: schema theory, developing lifelong readers, website assignment A: midterm & final exams, portfolio

(e) the development of academic language and its impact on learning and school success; and

EDUC 429/529

K: Chapter Readings 2, 6, 10, 11 Read & discuss article on 4th Grade Slump. Input on importance of domain specific vocabulary A: midterm & final exams, in-class assignment: "Ways in which domain knowledge affects achievement"

(2) the ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction including

EDUC 429/529

K: Chapter Readings 1, 3, 9 A: midterm & final exams

(a) the appropriate applications of a variety of instructional frameworks that are effective in meeting the needs of readers of varying proficiency levels and linguistic backgrounds in secondary settings;

EDUC 429/529

K: Chapter Readings 1, 2, 8, 10 Course notes & input: differentiation instruction A: course portfolio

(b) the ability to scaffold instruction for students who experience comprehension difficulties;

EDUC 429/529

K: Chapter Readings 1, 4, 5, 10 Course notes & input: metacognition; "Fix-Up strategies" A: midterm & final exams

(c) selection and implementation of a wide variety of before, during, and after reading comprehension strategies that develop reading and meta cognitive abilities;

EDUC 429/529

K: Chapter Readings 4, 5, 9 Course notes & input:lesson designs: metacognition A: lesson designs, in-class project

(d) the ability to develop and implement effective vocabulary strategies that help students

EDUC 429/529

K: Chapter Readings 1, 6 Course notes & input: vocabulary instruction

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understand words including domain-specific content words;

A: in-class activities, midterm & final exams, portfolio

(e) the ability to develop critical literacy skills by encouraging students to question texts from multiple viewpoints or perspectives;

EDUC 429/529

K: Chapter Readings 5, 8 Course notes & input: Literature Circles in fiction & expository text A: midterm & final exams

(f) the ability to identify instructional practices, approaches and methods and match materials, print and digital, to the cognitive levels of all readers, guided by an evidence-based rationale, which support the developmental, cultural, and linguistic differences of readers;

EDUC 429/529

K: Chapter Readings 1, 2, 3, 5, 8, 9 Course notes & input: lesson plans, identification of cognitive levels, social aspects of literacy A: midterm & final exams, in-class activities, portfolio

(g) the ability to plan instruction and select strategies that help students read and understand science texts, including the ability to:

EDUC 429/529 CHEM 311

K: Chapter Readings 1, 2, 8, 9 Course notes & input: Literature Circles: fiction & expository text A: midterm & final exams, in-class assignments K: Students’ Reading Ability and Their Potential to Learn 1. English as a second language 2. Assessing students’ knowledge using non-verbal diagnostic measures 3. Importance of reading science for comprehension 4. The importance of data from which the student can generate a concept 5. The use of fiction to enhance reading ability (e.g., Cantor’s Dilemma) A: Homework: Read Musheno & Lawson (1999).

(i) distinguish between facts based on empirical/scientific findings from opinion;

EDUC 429/529 CHEM 311

K: Chapter Readings 5, 6 Course notes & input: Literature Circles: fiction & expository text A: midterm & final exams, in-class assignments K: See "G". The importance of data from which the student can generate a concept A: Curriculum Project Inclusion of ESL science program examples, list of various nonverbal

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diagnostic measures, description of the importance of inquiry in these environments, as well as list of fiction examples to be included in project

(ii) relate what is read to relevant prior knowledge;

EDUC 429/529 CHEM 311

K: Chapter Readings 4, 5 Course notes & input: schema theory A: midterm & final exams, in-class assignments K: See "G". Assessing students’ knowledge using non-verbal diagnostic measures in order to relate what is earned to prior knowledge A: Curriculum Project Inclusion of ESL science program examples, list of various nonverbal diagnostic measures, description of the importance of inquiry in these environments, as well as list of fiction examples to be included in project

(iii) use scientific knowledge to draw inferences or conclusions from facts, discern cause and effect relationships, detect fallacies in author’s evidence, and support own claims with evidence;

EDUC 429/529 CHEM 311

K: Chapter Readings 4, 5, 7, 8, 10 Course notes & input: discussion on inference, determine support or lack of support for evidence A: in-class assignments, portfolio K: See "G". The importance of data from which the student can generate a concept A: Curriculum Project Inclusion of ESL science program examples, list of various nonverbal diagnostic measures, description of the importance of inquiry in these environments, as well as list of fiction examples to be included in project

(iv) follow instructions to perform laboratory activities step by step in a disciplined fashion;

EDUC 429/529 CHEM 311

K: Chapter Readings 1, 2, 4, 10 Course notes & input: discussion on creating and following directions A: in-class assignments, portfolio K: Characteristics of Effective Science Instruction 1. Lesson characteristics 2. Characteristics of student behavior

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3. Characteristics of teacher behavior 4. Characteristics of effective questioning 5. Traditional Instructional Cycles in Science A: Writing laboratory directions for curriculum projects

(v) explain diagrams and graphs in terms of scientific content/meaning: and

EDUC 429/529 CHEM 311

K: Chapter Readings 5, 7, 8, 9, 10 Course notes & input: discussion on use of graphs, differences between intent and content A: in-class assignments, portfolio K: NFCoP Data Discussion/implications (data-driven decision-making) A: Class discussion and homework assignment to analyze meanings/interpretations of educational data presented in graphical form

(vi) explain meaning of abbreviations and symbols

EDUC 429/529 CHEM 311

K: Chapter Readings 4, 5, 6, 7, 8 Course notes & input: discussion on meanings, different abbreviations, symbols used in science A: in-class assignments, portfolio K: Scientific Knowledge: Its construction and Development 1. The nature of declarative knowledge 2. Types of concepts 3. Types of conceptual systems 4. Mental structures and the process of self-regulation 5. How do thinking patterns function in adult thinking? Homework: Read Lawson (1996) pp. 68-99. and Vygotsky’s Theories of Intellectual Development – Concept Generalization Phenomenon (and how concepts can be generalized from the concrete, to the abstract, to the symbolic) A: In class assignments, portfolio, and curriculum unit

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Professional Education Program Evaluation Report (PEPER II)

STATUTORY READING REQUIREMENTS: FORM I-E

EVIDENCE OF LEARNING & ASSESSMENT OPPORTUNITIES

Content area licenses:

5-8, 5-12, 9-12, K-12 programs

Course

ID Number

Insert learning

opportunities that deliver research-based

best practices.

Rating options: - MET

- MET WITH WEAKNESS - NOT MET Reviewer use

only. MS 122A. 18-For ALL licensure programs: Subd. 2a. Reading strategies. (a) All colleges and universities approved by the Board of Teaching to prepare persons for classroom teacher licensure must include in their teacher preparation programs research-based best practices in reading, consistent with section 122A.06, subdivision 4, that enable the licensure candidate to know how to teach reading in the candidate’s content areas. These colleges and universities also must prepare candidates for initial licenses to teach prekindergarten or elementary students for the assessment of reading instruction portion of the examination of licensure-specific teaching skills under section 122A.09, subdivision 4, paragraph (e).

EDUC 429/529

Kane Chapter Readings 1, 2, 3, 10, 11 Knowledge/Assess Morpheme study guide Reading guide models Semantic Feature Analysis Word maps Fluency development reading guide models Analogical graphic organizer Frayer model CARI RAFT Four step summary National Reading Panel Reading First No Child Left Behind Standards for Effective Practice

(c) “Phonemic awareness’ is the ability of students to notice, think about, and manipulate individual sounds in spoken syllables and words.

EDUC 429/529

K: Chapter Readings Kane 1, 6 Morpheme study guide Word identification Reading guide models A: midterm and final exams

(d) “Phonics” is the understanding that there are systematic and predictable relationships between written letters and spoken words. Phonics instruction is a way of teaching reading that stresses learning how letters correspond to sounds and how to apply this

EDUC 429/529

K: Chapter Readings Kane 1, 6, 7, 8 A: midterm and final exams

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knowledge in reading and spelling. (b) “Fluency” is the ability of students to read text with speed, accuracy, and proper expression.

EDUC 429/529

K: Chapter Readings Kane 1, 4 Guide O’Rama Reading road map A: midterm and final exams

(f) “Vocabulary development” is the process of teaching vocabulary both directly and indirectly, with repetition and multiple exposures to vocabulary items. Learning in rich contents, incidental learning, and use of computer technology enhance the acquiring of vocabulary.

EDUC 429/529

K: Chapter Readings Kane 3, 6, 8, 9 Word maps Semantic feature analysis Graphic organizer Frayer model A: midterm and final exams

(e) “Reading comprehension” is an active process that requires intentional thinking during which meaning is constructed through interactions between text and reader. Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and implementing specific cognitive strategies to help beginning readers derive meaning through intentional, problem-solving thinking processes.

EDUC 429/529

K: Chapter Readings Kane 1, 2, 4, 5 CARI – Content area reading inventory PREP ReQuest Link Insert SMART REAP KWL DRTA RAFT A: midterm and final exams

MS 122.06, subd. 4: Comprehensive, scientifically based reading instruction. (a) “Comprehensive, scientifically based reading instruction” includes a program or collection of instructional practices that is based on valid, replicable evidence showing that when these programs or practices are used, students can be expected to achieve, at a minimum, satisfactory reading progress. The program or collection of practices must include, at a minimum, effective, balanced instruction in all five areas of reading: phonemic awareness, phonics, fluency, vocabulary development, and reading comprehension.

EDUC 429/529

Kane Chapter Readings 1, 4, 5, 6 See EDUC 429/529 Syllabus for details in the matrix on K/A National Reading Panel Reading First No Child Left Behind Standards of Effective Practice

MS 122.06, subd. 4: Comprehensive, scientifically based reading instruction. (continued) Comprehensive, scientifically based reading instruction also includes and integrates instructional strategies for continuously assessing, evaluating, and communicating

EDUC 429/529

K: Chapter Readings 1, 4, 5, 6 Response to Intervention A: Assessment through the field experience as noted in Form III.

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the student’s reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text and apply higher level thinking skills. Notes:

1. The learning opportunities must reflect both instructional and strategies and the design and implementation of interventions.

2. The opportunities must correlate to

the ages of the students within the licensure scope.

Students will assess pupils on their reading ability. This assessment will be used to development instructional strategies and learning plan. After implementation, students will assess pupils progress and adjust accordingly.

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AMENDED FORM I-B Reporting Note: If the approved program has been changed by the addition or deletion of a required course(s), then an Amended FORM I-B listing all the required courses is needed. (Example: if you developed a new “reading in the content” course to address the new reading standards, then you need to indicate that program change via this form.)

AMENDED FORM I-B-List of required courses

AMENDED FORM I-B List of required courses

(insert name and number of licensure program here)

PEPER II LISTING OF PROGRAM COURSES & SEQUENCE

8700.7600 Subpart 5a

PEPER FORM I-B

You may paste in documents (like advising guide or bulletin page) as long as it provides the information requested.

Course Number

Course/Experience name or title (list all courses that are required to meet program standards)

Credit hours

Directions: Please provide the sequence of required courses/experiences that provide candidates with the knowledge, skills and understandings required in this licensure rule. BS MAJOR - PHYSICS (Teaching) (PPHS, PHST) 97-101 S.H. (No Minor Required) The Physics Department, in cooperation with other science departments and the College of Education, has developed a Minnesota Board of Teaching (BOT)-approved program. Students should be aware that the program described below may continue to change as the BOT considers changes to the Science Licensure Programs. Students will need to work closely with their academic advisor to ensure that they will be able to graduate with a BOT-approved degree. Successful completion of the Physics Teaching program will enable a student to apply for licensure in 9-12 high school physics and physical science upon achieving passing scores on the Minnesota Teacher Licensure Examination (MTLE) basic skills, content, and pedagogy tests.

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REQUIRED COURSES (97-101 S.H.) Chemistry - CHEM (14 S.H.) 212, 213 Principles of Chemistry I, II (8) 311 Science Teaching Methods (4) 312 Practical Considerations of Teaching Science (2) Mathematics - MATH (12 S.H.) 160, 165 Calculus I, II (8) 270 Differential Equations I (4) Physics - PHYS (36 S.H.) 221, 222, 223 University Physics I, II, III (12) 320 Computational Physics (2) 330 Electronics (4) 340 Modern Physics (4) 345 Thermodynamics and Statistical Physics (4) 350 Mechanics (4) 370 Optics (4) 460 Undergraduate Research (2) PROFESSIONAL EDUCATIONAL SEQUENCE (35-39 S.H.) Note: Teacher education majors must take all courses in the Professional Education Sequence in addition to courses in the content area. Refer to the “Teacher Education Programs” section of this catalog more information. Education - EDUC (4 S.H.) 429/529 Secondary Reading and Teaching Strategies (4) Education Foundations, Research and Technology - EFRT (13 S. H.) 305 Human Development and Learning: Secondary (4) 308 Human Relations and Student Diversity (3) 312 Instructional Planning and Assessment: Secondary (3) 459 Professional Educator (3) Education: Student Teaching - EDST (12-16 S.H.) 465 Student Teaching (12-16) Health, Exercise and Rehabilitative Sciences - HERS (3 S.H.) 204 Personal and Community Health (3) Special Education - SPED (3 S.H.) 400 Education of Exceptional Children/Youth (3) B.S. MAJOR – PHYSICAL SCIENCE (Teaching) (PPST) 109 S.H.

Note: The Minnesota Board of Teaching (BOT) has approved the following major, which certifies graduates to teach physical science, and physics, chemistry for grades 9-12.

Required Courses (109 s.h.) Additional Requirements (18 s.h.)

Mathematics (12 s.h.) 160, 165 Calculus I, II (8) 270 Differential Equations I (4)

Health Exercise and Rehabilitive Sciences (3 s.h.)

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204 Personal and Community Health (3)

Special Education (3 s.h.)

400 Education of Exceptional Children/Youth (3) Chemistry (28 s.h.)

212, 213 Principles of Chemistry I, II (8)

340 Organic Chemistry Survey (4) 320 Environmental Chemistry (4)

360 Chemical Information I (2) 412 Physical Chemistry I (3)

413 Physical Chemistry I Lab (1) 425 Analytical Chemistry I (4) 431 Guided Study in Teaching Chemistry (2) Physics (32 s.h.)

221, 222, 223 University Physics I, II, III (12) 311 Science Teaching Methods (4) 340 Modern Physics (4) 350 Mechanics (4) 330 Electronics (4) 370 Optics (4)

Physics or Chemistry (2 s.h.) CHEM 430 Individual Problems (1) and CHEM 475 Seminar in Chemistry (1) OR PHYS 460 Undergraduate Research (2)

Education (29 s.h.) 305 Human Development and Learning (4) 308 Human Relations and Student Diversity (3) 312 Instructional Planning and Assessment (3) 429/529 Secondary Reading and Teaching Strategies (4) 459 The Professional Educator (3)

465 Student Teaching (12) Note: Individuals holding a college degree wanting only a certification for grades 9 - 12 physics are required to complete PHYS 221, 222, 223, 311, 340, 345, 350, 330, 370, and 460; CHEM 212, 213; MATH 160, 165, 270 and EDUC 305, 308, 312, 429/529, 459, 465 Individuals holding a college degree wanting only a certification for grades 9 - 12 chemistry are required to complete CHEM 212, 213, 320, 340, 360, 412, 413, 425, 430, 431 and 475; PHYS 221, 222, and 311; MATH 160, 165 and EDUC 305, 308, 312, 429/529, 459, 465

END OF REPORT

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