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University of Hawai`i at West O`ahu Department of Education

Course Title: EDEE 466

Mathematics and Science Practicum with Seminar: Block 3
Spring 2018
Building: E133 Instructor: Laurie James, Ed.D.

Course Credits: 3 credits Email:

Meeting Times: Mondays 5:00-6:20PM Phone: (808) 689-2364

Office hours: Wednesday 12:00-1:45PM
Dates: January 8th – April 23rd, 2018
or by appointment, room E117

Course Description
Block 3 Practicum transition (EDEE 466) is a three-hour field-based experience taken concurrently
with Math Methods (EDEE 462) and Science Methods (EDEE 464). The focus is on developmentally
appropriate and culturally relevant pedagogy in K-6th grades. Within this 9-hour block of course work,
teacher candidates put into practice standards-based methods and materials that have been studied
in their classes. Teacher candidates complete their practicum experience in a classroom where they
are jointly supervised by the classroom teacher/mentor and the university methods Instructor.

A minimum of 45 hours are spent in the classroom observing and interacting with children and
executing developmentally appropriate lesson plans and activities that reflect current theory and
research into the teaching of mathematics and science. Throughout the practicum experience,
students will learn to become reflective practitioners, as they evaluate and articulate their experiences
through writing and oral discussions.

Admission to Professional Teacher Education Component and completion of Block 1 and Block 2
Co-requisite: EDEE 462 Mathematics Methods and EDEE 464 Science Methods.

 You will be required to attend the Hawaii Council of Teachers of Mathematics (HCTM)
Conference at Moanalua High School on Saturday, January 27, 2018 (8:00AM to 3:00PM).
 There are no required textbooks for the practicum.
 You may wish to begin your professional library and resource collection at this time by
purchasing a variety of math and science related children’s literature and other appropriate
teacher resources. Here are a few suggestions to get you started:
 National Council of Teachers of Mathematics
 K-8 Math Resources for the Common Core:
 Common Core in Hawaii:
 Next Generation Science Standards:
 Hawaii Content & Performance Standards: select science
or math, grade level, and all strands
 Taking Science to School: Learning and Teaching Science in Grades K-8. (Download the PDF for free)
Course Goals
1. Become an integral part of the elementary school environment by assisting the practicum
mentor with the daily routines and in the teaching of math and science.
2. Interact with elementary school children (K-6) through formal and informal conversation and
3. Examine personal assumptions, beliefs and values about the teaching and learning of
elementary school mathematics & science.
4. Explore, understand, and implement state and national standards for elementary mathematics
& science.
5. Apply knowledge of content, as well as pedagogical content knowledge, and increase
theoretical knowledge and practical experience in the planning, teaching and assessment of
mathematics and science in grades K-6.
6. Create and implement instructional activities that will improve learning opportunities for all
7. Identify and use a range of resources to support teaching and learning mathematics & science.
8. Observe, reflect on, and evaluate teaching and learning of mathematics & science in K-6
9. Become more confident in your abilities to do and teach mathematics & science.
10. Become a reflective practitioner through self-evaluations, peer reviews, mentor teacher and
university supervisor observations, and articulation of the practicum experiences conversation,
discussion, and written journal reflections.
11. Demonstrate professional behaviors and dispositions expected of individuals who have chosen
teaching as a profession.

Student Learning Outcomes: After the completion of this course, you will be expected to
demonstrate the following:
 Demonstrate both content mastery as described within the Hawai’i Content and Performance
Standards for Science and Hawaii Common Core for Mathematics and pedagogical mastery,
ILO 4 (Disciplinary Knowledge), DLO 4 (Content Knowledge), DLO 5 (Application of Content),
DLO 7 (Planning for Instruction), and DLO 8 (Instructional Strategies)
 Be familiar with key concepts, developments, and reasoning strategies used in mathematics
and science teaching such that they are able to successfully develop open-ended, inquiry
learning experiences for all elementary students using a variety of materials and instructional
strategies and to effectively assess the impact of those experiences on these students, ILO 3
(Critical Thinking), DLO 2 (Learning Differences), DLO 3 (Learning Environments), DLO 6
(Assessment), and DLO 8 (Instructional Strategies)
 Demonstrate professionalism through a variety of course related activities and observed
practice of teaching. Also, actively engage with families and the community though the
development and presentation of science challenge centers during the Saturday of Science,
ILO 3 (Critical Thinking), ILO 4 (Disciplinary Knowledge), DLO 4 (Content Knowledge), DLO 5
(Application of Content), DLO 7 (Planning for Instruction), and DLO 8 (Instructional Strategies)
DLO9 (Professional Learning and Ethical Practice), and DLO 10 (Leadership and

Standards Covered in the Course

 HTSB/InTASC Standard 1: Learner Development
o ACEI Standard 1.0: Development, learning, and motivation
 HTSB/InTASC Standard 2: Learning Differences
o AECI Standard 3.2: Adaptation to diverse students
 HTSB/InTASC Standard 3: Learning Environments
o AECI Standard 3.4: Active engagement in learning
 HTSB/InTASC Standard 4: Content Knowledge
o AECI Standard 2.3 Mathematics
 HTSB/InTASC Standard 5: Application of Content
 HTSB/InTASC Standard 6: Assessment
o AECI Standard 4.0: Assessment for instruction
 HTSB/InTASC Standard 7: Planning of Instruction
o AECI Standard 3.1: Integrating and applying knowledge for instruction
 HTSB/InTASC Standard 8: Instructional Strategies
o AECI Standard 3.3: Development of critical thinking and problems solving
o AECI Standard 3.5: Communication to foster collaboration
 HTSB/InTASC Standard 9: Professional Learning and Ethical Practice
o AECI Standard 5.1: Professional growth, reflection, and evaluation
 HTSB/InTASC Standard 10: Leadership and Collaboration
o AECI Standard 5.2: Collaboration with families, colleagues, & community agencies

You are expected to maintain a standard of professional responsibility for class and practicum
attendance. This means that you need to arrive on time and remain for the entire session. You are
always responsible for everything that occurs in class whether you are there or not. You must notify
the Instructor of any anticipated absence or tardy within a reasonable timeframe. The responsibility
for all make-up work lies with the student. Each unexcused absence beyond one will result in
lowering of final course grade by one letter. Every two tardy arrivals will be considered one absence.
Consistent participation and completion of the practicum and seminar is required.

Incomplete Grade (I) Policy

In general, this course is a self‐fulfilling course, so course requirements and assignments are due as
stated in the course syllabus. Under extreme situations (e.g., verifiable medical reasons), an
exception to this policy may be negotiated and approved by the Instructor. As appropriate, sufficient
documentation may be required to justify an exception.

Credit Hour Statement

The UHWO Credit Hour Policy states that students in a 3-credit course are expected to devote a
minimum of 9-hours a week (135 hours/semester) on course related work (see UHWO General
Catalog). Of this, 70 minutes will be spent each week in class during the seminar and the remainder
will be primarily spent in your practicum setting (45 hours). The remainder of the time will be divided
between reading and responding to articles focused on science and mathematics education,
completing Laulima assignments, working on presentations, interviewing students, and preparing
your signature assignment lesson.

Academic Honesty
All students are expected to demonstrate integrity and honesty in completion of class assignments.
Students must give credit to appropriate sources utilized in their work. Copying the work of
professional writers or other students and then turning it in as one’s own constitutes plagiarism and
are not allowed. Plagiarism and cheating are serious offenses and, at the discretion of the Instructor,
may be punished by failure on the exam, paper, or project; failure in the course; and/or expulsion
from the university. Integrity is expected of every student in all academic work. The guiding principle
of academic integrity is that a student’s submitted work must be the student’s own. For further
information on what is expected of UH West O’ahu students, please refer to the student Academic
Responsibilities and Student Code of Conduct sections of the UHWO Student Handbook.
UHWO Teacher Education Mission Statement
The Teacher Education program is dedicated to its vision of providing innovative teacher preparation
programs and public service activities in support of the continuing development of West O’ahu
communities. To realize this vision, the mission of the program is to provide teacher candidate with
the knowledge, skills, and dispositions necessary to become outstanding educators, especially in the
elementary schools located in Central and Leeward O’ahu communities.

UHWO Mission Statement

UHWO develops lifelong learners enriched by career competencies and educational opportunities
that address state, regional, and international needs. As a diverse indigenous-serving institution,
UHWO embraces the Native Hawaiian culture while simultaneously providing an environment where
students of all ethnic backgrounds are valued and respected. Our campus fosters excellence in
teaching and learning and serves the community of Hawai’i (UHWO General Catalog).

UHWO Student Code of Conduct

UHWO supports a positive educational environment that will benefit student success. In order to
ensure this vision, UHWO has established the UHWO Student Code of Conduct to ensure the
protection of student rights and the health and safety of the UHWO community, as well as to support
the efficient operation of all UHWO programs. All currently enrolled students at UHWO are required to
abide by UHWO's Student Code of Conduct. A copy of the most current Student Code can be found
on UHWO’s website at:

University Statement on Non-Discrimination

The University of Hawai’i - West O’ahu strives to provide an environment that emphasizes the dignity
and worth of every member of its community and that is free from harassment and discrimination.
Such an environment is necessary to a healthy learning, working, and living atmosphere because
discrimination and harassment undermine human dignity and the positive connection among all
members in our UHWO community. UHWO can help to provide valuable information. Examples of
behavior that may be considered sex or gender-based discrimination may include, but is not limited
to, the following: sexual harassment, harassment of LGBTQ students, sexual assault, stalking, and
domestic and dating violence. If you or someone you know is experiencing sex or gender-based
discrimination, or if you have any questions regarding UHWO's process or policies, please feel free to
contact the UHWO Title IX Coordinator via email at:, or you can visit the UHWO
Title IX website for more information at:

Ethical Behavior
All work submitted must include proper documentation and crediting of sources. Failure to properly
introduce and document paraphrased material or borrowed ideas is plagiarism. Plagiarism and
cheating are serious offenses that carry serious consequences and possible dismissal from the
program. Integrity is expected of every student in all academic work. Please see “Student
Regulations” and the UH Student Conduct Code section of the UHWO Student Handbook for specific
guidelines related to plagiarism.

No'eau Center
The No’eau Center offers services designed to help students improve their overall academic
performance. Tutoring in math and other subjects is offered by appointment, on a walk-in basis, by
phone, and online via email or video chat. Students may schedule an appointment by calling or
stopping by the center. Workshops are also offered on topics including various formatting styles (e.g.
ASA, APA). Testing services and ADA accommodations are also available. For more information,
stop by the No’eau Center (Library, B203), visit our website, or call
Learning Challenges and Accommodations
In keeping with University policy, any student with a disability who needs academic accommodation
for testing, note taking, reading, classroom seating, etc., is to call Student Services, and speak with
Dr. Steven Taketa, Psychologist:

Late Submission Policy

All assignments, presentations, papers, activities, etc. are due as stipulated in the course syllabus
and/or by the Instructor. Any assignment submitted past the due date will be accepted for partial-
credit by 11:00PM on Saturday of the week the assignment was due. The Instructor must approve all
exceptions to this policy. Assignments will not be accepted after the last day of class.

UHWO Teacher Education Conceptual Framework

The Conceptual Framework (CF) serves as a guide for fulfilling the UHWO Teacher Education
Program vision of preparing highly qualified teachers for entry into the skilled workforce. The program
recognizes the contributions of general education, content area studies, and professional studies to
the preparation of educators. Three key values underlie the professional studies philosophy and
(1) standards-based education
(2) student-centered learning
(3) an orientation to social justice.
Within this framework, the UH West O’ahu Bachelor of Education degree program develops teacher
candidates who have the knowledge, skills, and dispositions to:
• meet the rigorous professional standards for teaching in order to help their students meet high
standards for learning
• teach in a caring, student-centered manner, differentiating instruction as needed to enable all
learners to succeed
• understand issues of equity, use culturally responsive instruction, and build bridges between
school and community

UHWO Personal Liability Insurance Requirement Statement

Teacher candidates must obtain and provide evidence of personal liability insurance, prior to
participating in any field experience in the UHWO Bachelor of Education (B. Ed) degree program.
Proof of insurance will be verified at the start of each academic year. Personal liability insurance
much be maintained throughout the early field experience, all practica, and student teaching.
Uninsured candidates will not be granted a field placement, therefore delaying timely progress
towards program completion. Teacher candidates are free to purchase personal liability insurance
from the vendor of their choice. Insurance is available through the UHWO Education Club, as well as
most private insurance companies. Because of its affiliation with the Student National Education
Association (SNEA), the UHWO Education Club includes personal liability insurance with
membership. To become a member of the UHWO Education Club, an application is available online

While enrolled in the UHWO Teacher Preparation Program, students are required to maintain an
active subscription to Taskstream. This means that students must purchase a Taskstream
subscription that lasts for the length of time they are taking courses in the UHWO Teacher
Preparation Program. Students should purchase a subscription that begins during their first education
course (EDEE 200/201), and ends when they have completed their final education course (EDEE
Subscription rates are as follows:
5 months $29.99 6 months $35.99 1 yr. account $49.99 2 yr. account $79.99
An active subscription to Taskstream is necessary because students are required to upload
“signature assignments” into their UHWO DRF in all education courses. Signature assignments are
specific assignments required in many education courses as part of the UHWO Teacher Preparation
Program. These signature assignments reflect the student’s ability to meet specific Hawai’i State
Teaching Standards that have been aligned with each course’s content and expectations. Students
are expected to demonstrate competency on each criterion, and may not be allowed to proceed in the
program if they receive unacceptable ratings. Examples of signature assignments include lesson
plans, unit plans, and essays.

Failure to maintain an active subscription or upload a signature assignment to Taskstream may result
in a failing course grade or an incomplete course grade. Repeated failures to maintain an active
subscription or upload a signature assignment may result in a student receiving an alert letter
regarding professional dispositions and/or the student being asked to leave the UHWO Teacher
Preparation Program.

In addition to the UHWO DRF, students can choose to create separate electronic portfolios that can
be shared with potential employers. Students can also create standards-based lesson plans,
evaluation rubrics, and entire instructional units. Training opportunities for creating such resources
are frequently offered online through Taskstream.

Documents attached to the course website describe the steps needed to: (1) register for a
Taskstream account, (2) create a guest account in Taskstream, (3) enroll in the UHWO Teacher
Preparation Program within Taskstream, and (4) upload documents to the UHWO DRF. Should you
have questions about Taskstream or require further assistance, please call Taskstream at 1-800-311-
5656, email Taskstream at

The safety of students is a priority. The telephone number for security is 689-2911.

Course Learning Outcomes: Assignments/Lab Requirements:

Due Date Percentage Points
Participation - Attendance - Readings -
Ongoing 15%
Laulima Posts
Professionalism Ongoing 5%
HTCM Conference (reflections) Week 4 5%
Service Learning Week 12 5%
Signature Assignment Week 14 20%
Field Experiences Week 14 50%

HTCM Conference, January 27th (5%) Saturday of Week 3

Attend the HCTM Conference at Moanalua High School on January 27, 2018 (8:00AM to 2:20PM).
During this semester, you are expected to engage in ongoing professional learning and evaluate your
practice. By attending the HTCM Conference, you will be able to have more documentation on how
you are enhancing yourself as a future teacher while making connections within the community.
*A written one-page summary on the elementary presentation “Increase K-5 Student Engagement by
using Outdoor Teaching Spaces” and a one-page reflection on your overall conference experience
will be submitted to Laulima by 2:00PM on Wednesday of Week 4.
Service Learning (5%) Due Monday before 2:00PM of Week 12
Teacher Candidates are expected to complete at least 4 hours of service learning in the area of math
or science. Two of the hours must be directly related to doing hands-on math or science activities.
You will submit to Laulima a one-page reflection of the event(s) focusing on how your service learning
experience enhanced your professional development and growth in the science and math fields.
* Recommendation: Central District Northside Grade 5 Science Fair (Friday, March 2, 2018)

Field Experiences (50%) Due by 2:00 PM Monday of Week 14

Required Hours: The course description states, “A minimum of 45 hours are spent in the classroom
observing and interacting with children and executing developmentally appropriate lesson plans and
activities that reflect current theory and research into the teaching of mathematics and science.” Note
that these hours must be in math and science, and that hours spent observing other disciplines and
other school day activities cannot be counted toward the 45-hour minimum. Failure to adhere to this
policy could result in receiving no credit for the course.

Assignments: All assignments associated with Practicum (EDEE 466), are integrated fully into Block 2
courses: Math Methods (EDEE 462) and Science Methods (EDEE 464). Therefore, you will be
required to implement instructional experiences designed in EDEE 462 and EDEE 464 as part of the
requirements of the Block 2 Practicum. At a minimum, you should be formally observed, assessed,
and receive feedback from your mentor teacher on 2 lessons, a university supervisor on 1 lesson,
and a peer on 1 lesson.

Peer evaluation is part of the overall assessment of your practicum experience. An evaluation rubric
specific to the peer evaluation of one of your teaching experiences will be provided via the resource
folder for this course.

Signature Assignment: Integrated Lesson (20%) Due by 2:00 PM Monday of Week 14

As part of your practicum experience you will design and teach an Integrated Science-Math lesson.
You should contact your mentor teacher immediately to determine the science and math topics that
will work within their scope and sequence. The lesson plan format is flexible and may follow the
format used previously in Block 1 or an approved lesson plan by the Instructor. This lesson plan
should address both mathematics and science standards as well as include appropriate forms of
inquiry that focus on making science and mathematics meaningful and rewarding to students. As part
of the lesson, you will need to create an activity that can be used as a “hook” to engage students in
learning the mathematics and science that is a part of your lesson. Include a measurable objective,
learning target, success criteria, and multiple methods for assessment. Be sure to attach three
student work samples that support the lesson objective. More information will be shared in class.
(Schedule your observation prior to week 9).

For the signature assignment, you will be required to complete the following:
1. The post-lesson reflection and revised lesson plan, which incorporates feedback from your
university supervisor, your mentor teacher and/or any peers who observed you.
2. Include a total of three student work samples (high, medium, and low) that corresponds with
the lesson plan objective and/or learning target. Reflect/summarize each sample.
3. Upload to Taskstream and Laulima the post-lesson reflection, student work samples, and the
revised lesson plan.

Professionalism (5%)
Teacher Candidates are expected to be professional at all times during their field-based experiences.
Assessment of professionalism is continuous. At any time during the semester, a report of
unacceptable professional behaviors by mentor teacher or university supervisor could result in the
teacher candidate’s removal from the field experience placement. End-of-semester evaluations by
both mentor teacher and university supervisor rank the teacher candidate’s professionalism
benchmarks along the following continuum:
Unacceptable Acceptable Target Not Observed

For each “unacceptable rating” received on the teacher candidate evaluation form, 5 points will be
deducted from the teacher candidate’s professionalism point total. Please refer to the standards,
benchmarks, course objectives, and responsibilities sections of this syllabus for professionalism

*All Teacher Candidates begin their practicum experience with 100 Professionalism points. Points will
be deducted on an individual basis, based on a negative assessment of the teacher candidate's
professional behaviors and dispositions, as reported by one or more of the following professionals:
the mentor teacher, school administrator, UHWO field experience coordinator, or university

Participation - Attendance - Required Reading - Laulima Posts (15%)

A weekly seminar will be held on Mondays from 5:00 to 6:20PM. The purpose of the seminar is to
help you connect what you learn in your methods classes to what you are experiencing in the field. To
meet the criteria for class participation, you are expected to be on time to class, be involved in class
discussions, participate in the in-class activities, ask questions, and stay to the end of class. *Having
side conversations with classmates, texting, or engaging in online activities not related to the class
are considered unprofessional and as such have a negative bearing on your grade.

Attendance is a disposition issue. Professionalism requires that you plan ahead for personal/family
occurrences that might upset your schedule. You are entitled to one excused absence from the
seminar class and practicum. Additional absences will result in 10% reduction per absence of this
grade. It is important to note that simply telling your mentor or Instructor that you will be absent does
not excuse you from this grade reduction.

You will need to read all materials and submit assignments before each class begins. Additional
written reflections in math and science will be assigned for homework and posted in Laulima.
Possible topics may include reflections of journal articles, scientific methodology, math problem-
solving, assessment, lesson plans, learning targets, success criteria, and current issues in education.
These assignments will be scored as credit/no credit based on completing the work on time and the
thoroughness of your summaries. Directions will be provided at a later date for each individual
assignment. Laulima assignments are due Mondays before 2:00PM.

* Please maintain a notebook that focuses on the teaching and learning of mathematics and science.
You may be asked to share at the end of the semester.

Grading Scale:
A [92%, 100%] A- [90%, 92%) B+ [87%, 90%)
B [83%, 87%) B- [80%, 83%) C+ [77%, 80%)
C [73%, 77%) C- [70%, 73%) D+ [67%, 70%)
D [63%, 67%) D- [60%, 63%) F [0%, 60%)

1 2 3 4 5 6 1 2 3 1 2 3 1 2 3 4 5 6 7

7 8 9 10 11 12 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10 8 9 10 11 12 13 14

14 15 16 17 18 19 20 11 12 13 14 15 16 17 11 12 13 14 15 16 17 15 16 17 18 19 20 21

21 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24 22 23 24 25 26 27 28

28 29 30 31 25 26 27 28 25 26 27 28 29 30 31 29 30

Schedule EDEE 466 Block 3 Practicum/Seminar

The following is a tentative schedule of planned activities and topics. The Instructor reserves the right to alter
the schedule to meet the needs of the specific group.

Week 1: Getting to know you, introduction/course overview

Week 2: Holiday – Dr. Martin Luther King
Week 3: Learning Targets & Success Criteria
Week 4: *Saturday HTCM Conference (from 1/27/18)
Week 5: Curriculum and Instruction through Integration of Mathematics and Science
Week 6: Guest Speaker
Week 7: Holiday – Presidents’ Day
Week 8: Assessing Learning, Positive Mindset and Interactive Classroom
* Central District Northside Science Fair (3/2/18)
Week 9: Classroom Management in Mathematics and Science
Week 10: Academic Language
Week 11: Quality Feedback
March 26-30 Spring Recess
Week 12: Using trade books in your Mathematics and Science teaching
Week 13: Educational Goals & Community Connection
Week 14: Journal Reflections and Peer Observation (share-out)
Week 15: Out of Class Reflection