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UTeach. Professional Development Courses. 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

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UTeach

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  1. UTeach Professional Development Courses

  2. 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

  3. 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

  4. EDC 365C - Knowing and Learning in Mathematics and Science Course 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.

  5. EDC 365C – Classroom Interactions Course 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

  6. 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

  7. 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

  8. HIS 329U – Perspectives on Science and Mathematics Course 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

  9. 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

  10. M315C – Functions and Modeling Course 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

  11. M326K Foundations of Number Systems Number 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

  12. 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

  13. M360M- Mathematics as Problem Solving Through 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

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