Final Draft Syllabus PBI 2017

EHS-327 SVA: Project-Based Instruction
3 credit hours
Course meeting Times, Location, and Instructor
Day and Time
Course Website
MW 2:30 – 3:45 PM
Name: Jeff S. Johnson (Ed.S.)
Office: HHB 210
Office Hours: MTTR 9:00 – 11:00
Phone: 205-975-7419
E-mail: [email protected]
Prerequisites or Co-requisites
Successful completion of Knowing and Learning in Mathematics and Science (EHS 325)
Successful completion of Classroom Interactions (EHS 326)
This course builds on experiences from those courses. In particular, you should be familiar with
major viewpoints on what it means to know science or mathematics, how people learn math and
science, and how to facilitate collaborative learning, design questions, and orchestrate and analyze
classroom discourse. You should also have planned, implemented, and analyzed lesson plans,
including some that were inquiry-oriented. If you have not completed these prerequisites, you
should talk with one of the instructors.
Course Description, Goal and Objectives
Course Description: Project-Based Instruction (PBI) is the capstone course in the sequence of required
education courses in the UABTeach Program, and must be completed before UABTeach can take
Apprentice Teaching. PBI is the course in which the major themes of UABTeach program (integrated
content of mathematics and science learning, reform-minded instructional strategies, infusion of
technology, field-based experiences, and equity) coverage into an exciting and intellectually challenging
culminating experience. This course examines the various classroom practices that can make the teaching
and learning of mathematics and science more successful. PBI is a practical course, providing concrete
details and examples of student work, and principled, by providing a basis in both evidence and theory to
support the use of these practices. With this in mind, this course design provides students an opportunity to
experience how these different practices work, read the research literature that outlines the rationale for
these strategies and documents their effectiveness, and then apply what you have learned to a specific
teaching context. You will also work with practicing teachers in local schools.
This experience is intended to provide you with an opportunity to try out the pedagogical strategies
discussed in class, and it will give you a chance to engage in a lesson assessment and refinement project. It
will also provide an opportunity for you to reflect on your own strengths and weaknesses as a future
Project-Based Instruction
Course Goals
The overall goal of this course is to help future math and science educators develop the knowledge,
dispositions, and skills needed to develop a curriculum that is consistent with the essential features of
project based instruction and culturally relevant pedagogy.
Course Objectives
After completing the required readings and participating in class activities, you will be able to do the
1. Describe the essential features of PBI and the strengths and limitations of this form of instruction.
2. Evaluate and critique a unit of instruction in terms of its alignment with the essential elements of
3. Assess and critique a lesson and then make suggestions for ways to improve it.
4. Evaluate the usefulness of various technological tools (e.g., concept mapping software, video
editing software, simulations) in achieving learning objectives and then select an appropriate
technological tool for student use based on learning objectives.
5. Be familiar with the history of project-based instruction, as well as with commonly perceived
strength and critiques; describe examples of project-based instruction in math or science and
analyze those examples in terms of several well-studied, field-tested models for PBI.
6. Design and teach a multiple day lesson that incorporates elements of PBI and includes
instructional goals and objectives that are clear relevant, meaningful and age-appropriate.
8. Use PBI (Project Based Instruction) design principles to develop an interdisciplinary, two- to
four-week project-based unit for use in secondary STEM courses that explicitly links to district,
state, and/or national content , is consistent with the essential features of PBI and includes an
assessment that is congruent with instructional goals and objectives of the unit.
9. Demonstrate skill in setting up and managing student-centered learning environments.
10. Become sensitive to and learn to proactively handle equity and diversity issues in classroom
teaching, ensuring that all students have an opportunity to learn through instruction that promotes
equitable and diverse participation, and become aware of students’ funds of knowledge as a
Course Requirements
Code of Ethics and Professional Behavior
During this semester, you will be acting as the instructor of a high school class (or classes). As such, you
will be required to follow the Code of Ethics and Standard Practices for University of Alabama Educators
( ). Violation of any portion of this code may
result in penalties, including but not limited to, grade reduction and loss of course credit.
It is important that you behave professionally at all times (including your manner of dress) during
classroom visits, as you are representing the College of Education, UABTeach, and the University of
Alabama Birmingham.
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Project-Based Instruction
edTPA. Passing edTPA is required beginning Fall, 2017, for all newly certified teachers in Alabama.
edTPA is a performance of teaching consisting of three parts: planning an instructional sequence of 3-5
lessons, capturing 20 minutes of teaching in a public school classroom from the sequence, and assessing
one sample of student work collected during the lesson sequence. The submissions are evaluated at the
national level.
UABTeach is embedding edTPA preparation for our students into PBI so that UABTeach students will be
successful with this new, rigorous assessment of new teachers’ abilities. Across their education
coursework, UABTeach students will build the skills for planning, teaching and assessing required by
edTPA. Good synergy exists between edTPA requirements and the UABTeach curriculum, especially a
focus on inquiry-based teaching.
Class Attendance and Participation. The class will typically meet twice per week. Attendance and
active participation are necessary in this class. Attendance will be taken every class period. Missing four
classes (excused or not, i.e. more than 10% of the classes) will result in ONE FULL LETTER GRADE
REDUCTION. Excused absences include illness, deaths in the immediate family and other documented
crises, call to active military duty or jury duty, religious holy days, and official University activities. These
absences will be accommodated in a way that does not arbitrarily penalize students who have a valid
excuse. Consideration will also be given to students whose dependent children experience serious illness.
Students must provide, when possible, advance notice of absences OR relevant documentation regarding
absences to the instructor as soon as possible following the illness or event that led to an absence.
Regardless of whether an absence is excused or unexcused, the student is responsible for making up all
missed work missed. You are expected to fully participate in all class activities.
Field Experience. A major portion of this course is the field experience. You will observe
classroom teachers and teach for several days at a local high school. You will meet with your
mentor teacher during the field experience on Wednesday September 6, 4:30 pm for a
preliminary interview. At that time, you will negotiate how you will meet your observation
assignment requirements. You will then meet with the teacher you are working with for a second
time on Wednesday October 4, at 4:30 pm to prepare for your teach. You will teach your multiday lesson on the week of October 23 - 27. We will make every effort to schedule you to teach at
times that do not conflict with your other courses or obligations, but it may not be possible to do
this in all cases. Since this is official university business, it will count as an excused absence, but
you will be required to make any work that you miss. We will supply your instructors or
supervisors with a letter explaining the excused absence. Please notify the course staff of any
conflicts as soon as possible so that we can try to work out an arrangement.
Texts, Reading Materials and Other Resources
Reading Materials. You will download the required reading from various journals and chapters from
different books during this course. These materials can be found on the course website. It is important to
note that these materials are copyrighted and must be used in compliance with U.S. Copyright Law. Under
that law, you may view these materials on your computer but these materials may not be saved to your
computer, revised, copied, or distributed without permission. They are to be used in support of the
instructional activities required by this course only and shall be limited to the duration of the course, unless
otherwise specified by the instructor or owner of the material. You may only download or print materials
at the direction of your instructor who knows which materials are copyrighted and which are not.
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Project-Based Instruction
There is no required textbook for this course; however, the following book is recommended if you’d like
some more background information:
Larmer, J., Ross, D., Mergendoller, J. R., & Buck Institute for Education. (2009). PBL starter kit:
To-the-point advice, tools and tips for your first project. Novato, CA: Buck Institute.
Identifying assigned readings: (e) everyone reads (m) math only (s) science only
Failure to complete the field experience in a professional manner in accordance with the Code of
Ethics and Standard Practices for UAB and Alabama Educators will result in loss of credit for the
lesson component of the course, and a possible failing grade in the course overall.
Your final lesson plan must be approved 3 business days before you can teach, no exceptions.
Arrive at the classroom at least 15 minutes before the start of your scheduled teaching time, or you
may not be permitted to teach.
Return items checked out from the UABTeach inventory in good condition and in a timely fashion.
Course Assessment and Grading Policy
Class Procedures
Group Work
Several major assignments are done in groups. Collaborate with your team by participating thoughtfully
and respectfully, by being willing to learn from your peers and help them learn, and by responsibly
meeting your commitments to your group.
Final Project
For the final project, you will develop a 3- to 6-week PBL unit (incorporating the elements of edTPA) for a
secondary science or mathematics class. This project will consist of a new unit that you could implement
(in part or whole) during Apprentice Teaching. Parameters and requirements for this project will be
described in a separate handout.
Evaluation and Grades
Late work is not accepted unless you have contacted the instructor and negotiated a change in the due date.
Plus and minus grades will be assigned.
Course grades will be determined based on performance in three categories. The first is professionalism,
the second is the field experience and the third is the course project.
Professionalism (50 total points possible, 20% of course grade) As a teacher you will be expected to be
able to participate in a professional learning community. A professional learning community requires a
teacher to read articles from math and science teacher journals engage in discussions about the literature
and support efforts that are designed to improve math and science education. The UABTeach program
aims to give you the tools you will need to productively participate in these communities. As such, the
professionalism component of your grade consists of the following assignments:
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Project-Based Instruction
Getting Started in PBI:
Assignment 1: Acknowledgement of the syllabus and Syllabus Challenge (2 points)
Assignment 2: Acknowledgement of the code of ethics (2 points)
Completing Field Experience Placement form (2 points)
Complete all assigned readings and participate in the discussion of the readings (2 points per
set of readings, 10 sets of readings per semester). All students are required to read all of the
assigned reading and then participate in classroom discussions. It is your responsibility to
demonstrate that you have completed the readings by using the content of what you read to make
meaningful contributions to the discussion (20 points possible).
Serve as a Discussion Leader for a set of Assigned Readings (8 points per session, 2 sessions
per semester). You will lead the discussion of a set of assigned readings. You will be evaluated on
how well you use effective questioning strategies during the discussion (16 points possible).
Field Experience (65 total points possible, 25% of course grade).
Assignment 1: Group Contract (5 points possible)
Assignment 2: Unpack edTPA and Determine a Driving Question (5 Points Possible)
Assignment 3: Multiday Sketch (5 points possible)
Assignment 4: Observation A (10 points possible)
Assignment 5: Draft Lesson Plan (5 points possible)
Assignment 6: List of Materials (5 points possible)
Assignment 7: Observation B (10 points possible)
Assignment 8: Field experience presentation (20 points possible)
Course Project: Develop a Project-Based Unit (140 points possible, 55% of course grade).
Develop a (2 – 3 week minimum and 6 week maximum) project based unit for your course project.
You will be required to complete several assignments as part of this project.
These assignments include:
Assignment 1: Desired Results for the Unit (5 points possible)
Assignment 2: Assessments for the Unit (5 possible points)
Assignment 3: Learning Plan for the Unit (5 possible points)
Assignment 4: Instructional Materials for the Unit (5 points possible)
Assignment 5: Submit the URL for the website for your completed unit (70 points
Assignment 6: Unit Presentation (40 Points )
Please note that your degree is not only learning about the content involved in the discipline (such as
learning theories or means of assessment). It is also about learning how to think and write academically.
Your work will be evaluated, not only regarding content and the soundness of one’s ideas, but also
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Project-Based Instruction
regarding clarity of expression, conformity to academic styles of writing (APA format), and in terms of
acknowledging the origin of idea (through use of appropriate citations). Please take this into account as
you complete your project.
Special Notices and Policies
Accommodations. Students with disabilities who require special accommodations need to get a letter that
documents the disability from the Services for Students with Disabilities area of Student Affairs (205) 9344205 voice or [email protected] This letter should be presented to the instructor at the beginning of the
semester and accommodations needed should be discussed at that time. Also, the instructor is available to
discuss appropriate accommodations that you may require as a student with a disability.
Religious Holy Days. Religious holy days sometimes conflict with class schedules. If you miss an
examination, work assignment, or other project due to the observance of a religious holy day you will be
given an opportunity to complete the work missed within a reasonable amount of time after the absence. It
is the policy of the University that you must notify the instructor at least fourteen days before the classes
scheduled on the days you will be absent to observe a religious holy day.
UAB Honor Code. The core values of The University of Alabama Birmingham are learning, discovery,
freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected
to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.
Students are expected to abide by the University of Alabama Birmingham Honor Code
( ). Students who violate University
rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and/or dismissal from The University. Since such dishonesty harms the individual, all students, and
the integrity of The University, policies on scholastic dishonesty will be strictly enforced. All work on
papers should be done individually. Any material that you include that is not in your own words must be
cited clearly as to its source. Likewise, you should give credit for ideas that originate from another source.
Using another person’s words or ideas (including words and ideas from the Internet!) without due credit is
plagiarism and is a violation of University rules.
Syllabus Change Policy. A tentative semester overview is provided in this syllabus. Every attempt will be
made to adhere to the schedule provided, but the instructor reserves the right to make changes as needed.
Except for changes that substantially affect implementation of the evaluation (grading) statement, this
syllabus is a guide for the course and is subject to change with notice.
Reading Schedule
This is a list of articles and excerpts you will read during the semester, most of which are
available through the university library or on the course website.
Before Session 2
 Rowe, M. B., (1986). Wait time: Slowing down may be a way of speeding up? Teacher
Education, 37(1), 43–50.
 Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and
dialogic discourse: A fundamental characteristic of meaning making interactions in high
school science lessons. Science Education, 90(4), 605–631. [Read the instructor summary.]
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Before Session 3
 Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.),
The Cambridge handbook of the learning sciences (pp. 317-333). New York: Cambridge
University Press.
Before Session 4
 Krajcik, J. S., McNeil, K., & Reiser, B. (2008). Learning-goals-driven model: Developing
Curriculum materials that align with national standards and incorporate project-based
pedagogy. Science Education, 92(1), 1–32.
Before Session 5
 MATH STUDENTS: Petrosino, A., Lehrer, R., & Schauble, L. (2003). Structuring error and
experimental variation as distribution in the fourth grade. Mathematical Thinking and
Learning 5(2&3), 131–156.
 SCIENCE STUDENTS: Rivet, A. E., & Krajcik, J. S. (2004). Achieving standards in urban
systemic reform: An example of a sixth grade project-based science curriculum. Journal of
Research in Science Teaching 41(7), 669–692.
Before Session 6
 Barron, B. Schwartz, D. L., Vye, N. J., Moore, A. Petrosino, A. J., Zech, L., Bransford, J.D.,
& CTGV. (1998). Doing with understanding: Lessons from research on problem-and
project-based learning. The Journal of the Learning Sciences, 7(3/4), 271–311.
Before Session 9
 Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., & Kinzer, C. (1990). Anchored
instruction: Why we need it and how technology can help. In D. Nix & R. J. Shapiro (Eds.),
Cognition, education, and multimedia: Exploring ideas in high technology (pp. 115–141).
Hillsdale, NJ, England: Lawrence Erlbaum Associates.
 Kumar, D. D. (2010). Approaches to interactive video anchors in problem-based science
learning. Journal of Science Education and Technology 19, 13–19.
Before Session 10
 Angelo, T. A., & Cross, K. P. (1993) Classroom assessment techniques (Chapter 7). (2nd
ed.). San Francisco: Jossey-Bass.
Before Session 17
 Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Solloway, E.
(1998). Inquiry in project-based science classrooms: Initial attempts by middle school
students. Journal of the Learning Sciences 7(3/4), 313–350.
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Project-Based Instruction
Before Session 18
(math) Chappell, M., Choppin, J., & Salls, J. Equity. In Empowering the Beginning Teacher of
Mathematics in High School. National Council of Mathematics
(math) Dong, Y. (2016). Create a responsive learning community for ELLS. The Mathematics
109(7), 534-540.
(m) Hord, C., Marita, S., Walsh, J., Tomaro, T., & Gordon, K. (2016). Encouraging students with
learning disabilities. The Mathematics Teacher, 109(8), 612-617.
(science) Lee and Buxton (2010). Science Instruction and Student Diversity (Chapter 4). Diversity
and Equity in Science Education: Research, Policy and Practice. Teacher’s College Press.
(s) Steele, M. (2008). Helping students with learning disabilities succeed: Teaching strategies can
help students with learning disabilities improve their performance in the science classroom. The
Science Teacher
(e) Edmonds, L. (2009). Challenges and solutions for ELLs: Teaching strategies for English
Language Learners’ Success in Science. The Science Teacher
Before Session 19
 Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during
instruction does not work: An analysis of the failure of constructivist, discovery, problembased, experiential, and inquiry-based teaching. Educational Psychologist 41(2), 75–86.
Before Session 21
 Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & ClayChambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based
science curricula in the context of urban reform. Journal of Research in Science Teaching
45(8), 922–939.
Before Session 22
 Pellegrino, J. W., & Brophy, S. (2008). From cognitive theory to instructional practice:
Technology and the evolution of anchored instruction. In D. Ifenthaler, P. Pirnay-Dummer,
& J. M. Spector (Eds.), Understanding models for learning and instruction. New York:
Before Session 23
 Prince, M., & Felder, R.M. (2006). Inductive teaching and learning methods: Definitions,
comparisons and research bases. Journal of Engineering Education, 95(2), 123–138.
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Session Schedule
Essential elements
of PBI
Discussion and
Examples of PBI
Syllabus challenge
Field experience
Model discussion
leadership: Rowe
(1986) and Scott,
Mortimer & Aguiar
Discourse: Video
Class project
Student-led discussion
on readings: (1) ProjectBased learning: Krajick
& Blumenfield (2006)
and (2) (pp 317 – 333)
The Cambridge
handbook of the
learning sciences.
(Reading Assessments)
Fall 2017
Class Project: Design
Challenge: Product
design, product budget,
model workshops.
Meet Mentor Teacher
Due ON or BEFORE This Class Session
Field placement choice forms
Read Wait Time: Rowe and Dialogic
discourse Scott, Mortimer & Aguiar (2006).
Find a partner and sign up to be a Discussion
Readings: (1) Project-Based learning: Krajick
& Blumenfield (2006) and (2) (pp 317 – 333)
The Cambridge handbook of the learning
Complete and sign Group Contracts. Post
on Canvas.
Meet with designated mentor teacher at 4:30
on 9/6/2017.
Project-Based Instruction
Learning-GoalsDriven Design /
Standards and
Student Ideas
Student-led Discussion
Krajcik, & Reiser
Reading assessment
design. Designing
learning goals.
Due ON or BEFORE This Class Session
Krajcik, McNeil & Reiser(2008) Learning
goals driven model.
Overview of field
Design Project:
Student-led discussion
on readings
(math) Petrosino, Lehrer & Schauble (2003)
Structuring error and experimental variation
Unpacking standards
Class project:
(s) Rivet & Krajcik (2004) Achieving
Field experience: Topics
for teach events
ideas and challenges
Concept mapping
Student-led discussion
on readings and Reading
Class project:
Learning performances
Group contracts
Class project:
Unpack standards for teach topics (draft)
(group submission)
Barron, Schwartz, Vye, Moore, Petrosino,
Zech, Bransford & CTGV (1998) Doing with
Find an article about misconceptions on
standards to add to Unpacking assignment.
Final due today.
Start building a concept map of the standards
Observe your class this week
Fall 2017
Project-Based Instruction
Due ON or BEFORE This Class Session
Draft concept map (1 per group).
Driving Questions
Driving questions
Learning performances
Class project:
Develop 2–3 possible driving questions for
your project and bring to next class session.
Submit observation analysis/report.
Submit final unpacking standards
Optional: Portfolio 2a and 2c write-up.
Draft Anchor
Videos and Peer
Fall 2017
Post responses to the Forum 6 discussion.
Discuss literature on
anchored instruction.
Final driving question and concept maps due.
Evaluate some examples
of non-video anchor
Work on observation analysis report.
Draft learning performances due before class.
reading presentations
Read assigned section of Angelo & Cross.
Work time
Observation analysis report due.
Develop an assessment
Work on storyboards
for draft anchor video.
Create a calendar of
Learn about benchmark
and investigation
lesson planning.
Anchor Video critique
Assessment peer
Draft assessment plan due
Multi-day planners
Draft calendar of activities due
Work time
Anchor Video, and
Lesson Planning
Analyze anchor video
for conformance with
No discussion board; bring NOTES (graded).
Learning performances due
Storyboards (“draft” anchor video) due
Second meeting with Mentor teacher at 4:30
on 10/4.
Draft anchor video due
Project-Based Instruction
Lesson Plan Work
Draft lesson plans due in Canvas
Work time
Second observation completed (optional)
Practice teach day
10/16 –
Peer Critique and
Feedback on
Lesson Plans
Due ON or BEFORE This Class Session
Materials list draft due at end of class
Lesson plan peer
Materials preparation
Final components for field experience due:
direct questions, unpacking, concept map,
learning performances, assessment plan,
lesson plans, anchor video, calendar
---------------------------------------Field Experience 10/23 – 10 27 -----TEACH WEEK---------------------------No Class this Week
Reflection on Field
Fall 2017
Reflecting on field
Teach Debrief
Criticisms of PBI
Work on Portfolio.
Work on your reflective analysis.
Project-Based Instruction
 Criteria for
 Learning
differences and
in PBI
Student-led discussion
Reading assessments
Final project work.
Due ON or BEFORE This Class Session
(m) Chappell, M., Choppin, J., &
Salls, J. Equity. In Empowering the
Beginning Teacher of Mathematics in
High School. National Council of
(m) Dong, Y. (2016). Create a
responsive learning community for
ELLS. The Mathematics Teacher,
109(7), 534-540.
(m) Hord, C., Marita, S., Walsh, J.,
Tomaro, T., & Gordon, K. (2016).
Encouraging students with learning
disabilities. The Mathematics
Teacher, 109(8), 612-617.
(s) Lee and Buxton (2010). Science
Instruction and Student Diversity
(Chapter 4). Diversity and Equity in
Science Education: Research, Policy
and Practice. Teacher’s College
(s) Steele, M. (2008). Helping
students with learning disabilities
succeed: Teaching strategies can help
students with learning disabilities
improve their performance in the
science classroom. The Science
(everyone) Edmonds, L. (2009).
Challenges and solutions for ELLs:
Teaching strategies for English
Language Learners’ Success in
Science. The Science Teacher
Work on Portfolio.
Work on your reflective analysis.
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Project-Based Instruction
Final PBI project
Kirschner discussion
Low cognitive load
instruction: Cognitive
Critiques of PBL
Final project
21st-century skills
Work time
Group work time on final
PBI and High
Legacy cycles
Inductive Teaching
and Learning;
Peer critique of learning
performances and
driving questions
Student-led discussion
on Geier
Student-led discussion
on Pelligrino and
Brophy (2008)
discussion on legacy
Inductive approaches
Reflecting on course
Website construction
Due ON or BEFORE This Class Session
Post responses to the Forum 8 discussion.
Reflective analysis due.
Work on final project.
Work on the Portfolio
Post responses to the Forum 9 discussion.
Learning performances, driving questions
Post responses to the Forum 10 discussion.
Post responses to the Forum 11 discussion.
Complete final project-based units.
11/29 –
Student work days
12/13 &
Final project
Fall 2017
Work on final project
Upload to your website.
Final Presentations during
Exam times
Registrar-scheduled final exam slot [date,
Prepare for presentation during the final exam
period scheduled for your class.