Empowering STEM Education Through Dr. Susan Belgrad's Leadership

E ED 480 Science and Social E ED 480 Science and Social Studies Curriculum Methods Studies Curriculum Methods WEEK ONE SESSION ONE Spring 2019 Spring 2019 Dr. Susan Belgrad Dr. Susan Belgrad

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Dr. Belgrad is a Professor of Elementary Education in the Michael D. Eisner College of Education who has been at CSUN for the past 15 years. She leads coursework In the Elementary Education Master's Program and is a key faculty member leading graduate students in their culminating experiences of thesis, project or comprehensive examination. As the leadgrant writer of the CSUN STEM Innovations Team Dr. Belgrad has engaged in many projects with faculty across four CSUN colleges to advance the work of schools and community-based informal science and engineering educators. The Team seeks external funding that advances the need for educators of underrepresented minority girls and boys to assure student achievement in the "T and E" of STEM learning that assures their access to STEM-focused College and Career opportunities. About Your Instructor

Among Dr. Belgrad's titles are: Project Director, CDE CEMSPLI Achieve through PLCs Principal Investigator for three past NASA Education Grants Faculty Fellow CSUN Institute for Sustainability CO-PI LADWP: Effecting Energy Efficiency and Water Conservation As an Advisory Board Member of WISE - Women in Science and Engineering, Susan has led the CSUN PI- Day celebration that has grown to become a campus- community wide event. She has also promoted programs such as Watching the Earth Breathe that featured NASA Jet Propulsion Lab s Dr. Karen Yuen. In the upcoming year, Dr. Belgrad will serve on a CSU-UC planning committee, ECLIPS to identify effective environmental and sustainability curricula, which has been developed at statewide agencies to help prepare today s K-12 students to become knowledgeable and inspired ambassadors for responding to the challenges of a warming planet through global citizenship. About Your Instructor

About Your Instructor Dr. Belgrad works with faculty across the campus and school communities to advance Women in STEM both in business/industry and in academia. She brings faculty together to plan and lead the annual Rally in the Valley and STEAM Expo. RIV engages upper-elementary girls and boys in design and automation, programming robotics and in a coopertitionthat models the gracious professionalism. This soft skill is required of all members of science and engineering teams who advance solutions for all aspects of human life and industry.

About the Syllabus PLEASE READ THE ASSESSMENT SECTION CAREFULLY TO LEARN ABOUT THE WAYS IN WHICH YOUR PERFORMANCE IN THE COURSE WILL BE BOTH SELF-ASSESSED AND EVALUATED BY THE INSTRUCTOR. CLASS SESSIONS WILL BE LED TO RESPECT THE NORMS OF LEARNING THAT HAVE DEVELOPED WITHIN YOUR COHORT WHILE MODELS FOR PRO- SOCIAL CLASSROOM LEARNING ENVIRONMENTS WILL BE PRESENTED. AS A CONTRIBUTING MEMBER OF YOUR COHORT YOU ARE EXPECTED TO COMPLETE THE ASSIGNED READINGS AND ASSIGNMENTS SO YOUR PEERS MAY BENEFIT IN CLASS ACTIVITIES.

Assignment to a Base Group We will be learning about advanced forms of cooperative learning. Throughout the semester we will be working in home (base) groups of three; formal task groups of three and informal task groups of four or more. Class sessions will be led in ways that respect the norms of learning that have previously developed within your cohort while models for pro-social classroom environments will be presented to promote transfer to the K-6 classroom setting. As a contributing member of your cohort you are expected to complete the assigned readings and assignments so your peers may benefit in class activities.

Assignment to a Base Group We will be learning about advanced forms of cooperative learning. Throughout the semester we will be working in home (base) groups of three; formal task groups of three and informal task groups of four or more. Class sessions will be led in ways that respect the norms of learning that have previously developed within your cohort while models for pro-social classroom environments will be presented to promote transfer to the K-6 classroom setting. As a contributing member of your cohort you are expected to complete the assigned readings and assignments so your peers may benefit in class activities.

480 Info Card 480 Info Card 1. Write your first name in the top-left corner of the card. 2. Write the your student teaching assignment (school/grade level on the top- right corner. 3. Write your nickname beneath your name. 4. Write your address and phone number beneath your nickname. 5. Write the course number of other classes this semester beneath the student teaching assignment info. 6. ON THE OTHER SIDE of the card, write the course number of a science class you enjoyed when you took it at CSUN 7. Write the course number of a social science class you enjoyed when you took it at CSUN. 8. Finally, write in the names of the TWO class members who will be your BASE GROUP members in this course.

480 Info Card _________________________ ___________________________ Name: Student Teaching Assignment Info _________________________ _________________________ Nickname Other Spring 19 Course #s _________________________ _________________________ ____________ Address City Phone Number ____________________________________________ A CSUN science class (# and name) ____________________________________________ A CSUN social science class (# and name) ________________________________ ________________________________ TWO class members who will be in your BASE GROUP

We will be engaging in reflective practice as a Learning Community in two ways: Reflection Reflection Journals Journals Session Logs hand-written at the close of the class through the first three months Reflective Journals completed and submitted via email As your instructor I will read and respond to each of the reflective journals and logs that you submit and promote conversations regarding course content during sessions. This also enables me to be responsive to any concerns or difficulties you may be experiencing in the course in an individual manner. and and Session Session Logs Logs

About the Course Agenda The Agenda is organized by week and session date. All class sessions are designed to address the course objectives (TPEs) and to model the 2 Course Themes: Promoting Student Engagement through Developmentally- Appropriate and Dimensional Teaching and Learning Processes; and Essential Elements of Lesson Design and Assessment. At the close of each session, time will be spent to identify how the session addressed themes (optimally).

Using Kahoot In order to demonstrate your knowledge and understanding of the key points from course readings, you and your Base Group will be assigned to create one, 10-minute Kahoot that engages your peers in thinking about and applying knowledge from the text material. Time will be taken at the outset to go over the Kahoot Tutorial to be sure that all are at ease in deigning this activity.

About Course Assessment ALL ASSIGNMENTS ARE EXPECTED TO BE ACHIEVED EITHER BY THE FOLLOWING SESSION OR BY THE DATE INDICATED. ASSIGNMENTS ARE TO BE TURNED IN VIA EMAIL OR CSUN BOX (WE WILL GO OVER THIS TO ESTABLISH AGREEMENT). EACH OF THE LESSON PLANNING ASSIGNMENTS ARE INTENDED TO 1ST,ENGAGE YOU AS A COOPERATIVE GROUP MEMBER (A GROUP PLAN) AND 2ND, TO INDIVIDUALIZE AND APPLY STATEGIES ON YOUR OWN. RUBRICS FOR EACH OF THE KEY ASSIGNMENTS ARE FOUND ON THE COURSE WEBSITE. THE RUBRICS ARE USED TO BOTH CLARIFY THE CRITERIA FOR THE LESSON OR UNIT; AND TO SELF- ASSESS BY SUBMITTING THE COMPLETED RUBRIC WITH YOUR ASSIGNMENT.

TPE 1 Demonstrate an understanding of the knowledge, skills, and attitudes needed to work effectively with English language learners and culturally diverse students TPE 2 Identify and utilize a variety of grouping situations and positive classroom management techniques in the science/history-social science classroom (understand the principles of developmentally-appropriate curricula and instruction). About Your Course Objectives TPE 3 Demonstrate an understanding that promotes application of the structure of science and social studies and their interrelationships to planning and instruction. *Develop a personally-sound theoretical basis for how to consistently engage students in social studies and science process skills using the inquiry-based processes. *Show basic ability to use concepts, principles, skills that are reflected in the California Content Standards to design well-balanced, authentic lessons and units for elementary students. Demonstrate understanding of and ability to plan such lessons and units while using the state-adopted, academic-content standards and frameworks in history- social science and science.

TPE 4 Show evidence of how to engage diverse students in dialogue and activities that connect the historical, cultural and sociological connection between science and social studies around critical issues in society that engages them in problem solving, creativity and critical thinking. Engage in reflection upon your developing attitudes and dispositions needed to create a positive classroom- learning environment in the sciences and history-social science. About Your Course Objectives TPE 5 Demonstrate an understanding of how to create, modify and implement formal and informal, (formative and summative assessments) that authentically show evidence of continuing student progress. TPE 6 Demonstrate an ability to use multiple sources (e.g., primary documents, demonstrations, experiments) to enhance learning and to balance the focus of instruction. Instructional theory, research, and practice in science and history-social sciences

Contacting Dr. Contacting Dr. Belgrad Belgrad The best way to contact Dr. Belgrad is via email susan.belgrad@csun.edu You may also leave a voicemail at campus phone #818-677-4901 You may also arrange for an individual meeting in Dr. Belgrad's Office ED 4901 or during office hours 2-3:30 PM Mondays and Wednesdays