Petrosino PBI Fall 2017

The University of Texas at Austin

Student Course Syllabus-DRAFT

EDC 365E: Project-Based Instruction (Unique #09510)

3 credit hours

Course Meeting Times, Location, and Instructors

Day and Time Location Course Website
TTH 12:30 – 2:00 SZB 316 http://canvas.utexas.edu/

Instructor Graduate Teaching Assistant

Name: Anthony Petrosino Name: Maximilan K. Sherard
Office: SZB 462-A Office: SZB 462-D
Office Hours: TH 10:00 – 11:00 Office Hours: xxxxx and by appointment
Phone: 512-232-9681 Phone:
E-mail: ajpetrosino@austin.utexas.edu E-mail: mksherard@utexas.edu

Master Teacher Master Teacher

Name: Daniel FitzPatrick Name: Denise Ekberg
Office: PAI 4.04 Office: PAI 4.04
Office Hours: TH 11:00 – 12:30 Office Hours: F 10:00 – 2:00
Phone: 512-905-8538 Phone: 512-733-3983
E-mail: dfitzpatrick@austin.utexas.edu E-mail: dekberg@austin.utexas.edu

Prerequisites or Co-requisites
• Successful completion of Knowing and Learning in Mathematics and Science (UTS 350/EDC 365C)
and Classroom Interactions (UTS 355/EDC 365D)
• Successful completion, or current enrollment in, Hazard Communication (OH 101) and
Laboratory Safety (OH 201). To register for the courses go to:
http://www.utexas.edu/safety/ehs/train/courses.html#oh101

Course Description, Goal, and Objectives

Course Description. Project-Based Instruction (PBI) is the capstone course in the sequence of required
education courses in the UTeach Program and it must be completed before UTeach students can take Apprentice
Teaching. PBI is the course in which the major themes of the UTeach program (integrated content of
mathematics and science learning, reform-minded instructional strategies, infusion of technology, field- based
experiences, and equity) converge into an exciting and intellectually challenging culminating experience.
Despite its name, PBI focuses on issues of curriculum development and assessment in mathematics and science
education as well as on issues of instruction. PBI also provides students with the experience of managing lessons
and students inside a classroom. When students complete PBI, they are fully prepared for Apprentice Teaching.

This course examines various classroom practices that can make the teaching and learning of mathematics and
science more effective. To be useful, such a course needs to be practical, by providing concrete details and
examples of student work, and principled, by providing a basis in both evidence and theory to support the use of

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these practices. With this in mind, this course is designed so that you will have 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 a local school. 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 teacher.

Course Goal. 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, participating in class activities, and completing the field
experience, the pre-service science or math educator will be able to:

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 PBI.
3. Evaluate and critique a lesson and then make suggestion for way 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. Ensure that all students have an opportunity to learn by creating an equitable and inclusive
learning environment that takes advantage of students’ funds of knowledge and perspectives.
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.
7. Demonstrate skill in setting up and managing student-centered learning environments.
8. Design a four- to six-week unit of instruction for use in a secondary math and/or science course
that is aligned with the TEKS, supports campus goals and district goals, is consistent with the
essential features of PBI, and includes an assessment that is congruent with instructional goals
and objectives of the unit.
9. Integrate opportunities for students to read into lessons and foster reading comprehension by using pre-
reading strategies, interactive reading strategies, and facilitating text-based discussions.
10. Create a significant portion of their preliminary portfolios and demonstrate beginning competency as
measured by applicable teacher certification standards, including the Code of Ethics and Standard
Practices for Texas Educators (see https://austin.uteach.utexas.edu/current-students/portfolio)

Class Requirements
Code of Ethics. You will be acting as the instructor of a high school class during this semester. You are
therefore required to read and agree to abide by the Code of Ethics and Standard Practices for Texas
Educators. Violation of any portion of this code may result in penalties, including but not limited to, grade
reduction or loss of course credit.

Preliminary Portfolio. The UTeach Portfolio is an assignment through which UTeach students demonstrate that
they meet specific teaching proficiencies and exhibit mastery in subject matter knowledge. In building a
portfolio, students reflect on their experiences and select specific artifacts to support the conclusions reached in
the reflection, which articulates important concepts in secondary math, science, and engineering education. You
were introduced to the Portfolio project in Step 1 and Step 2 (UTS 101 and UTS 110) and should have been
adding documents and ideas to it every semester. You will submit your preliminary portfolio for evaluation by
Tuesday, November 21 at 9PM. See https://austin.uteach.utexas.edu/current-students/portfolio for more Deleted: Wednesday x/x/xxxx at 8:00 pm
information about the requirements for the preliminary portfolio.

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Petrosino PBI Fall 2017

Attendance and Participation. Attendance and participation are important in this class. Attendance will be taken
every class period. Missing four classes (i.e., more than 10% of the classes) will result in ONE FULL LETTER
GRADE REDUCTION. Excused absences include documented 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 work that is missed.
You are expected to fully participate in all class activities. Coordination of missed work will occur between the
student and the TA with input from Dr. Petrosino.

Field Experience. A major portion of this course is the field experience. You will observe classroom teachers
and teach for several days at Austin High School. You will meet with the teacher you will be working during the
field experience at Manor New Tech High School on September 12 from 5:30-7:30 PM. 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 at Manor New Tech High School on October 10, 2017 from 5:30-
7:30 PM to prepare for your teach. You will teach your multi-day lesson during PBI Teach Week October 23 –
31 (possibly Nov 1 depending on field trip decisions yet to be decided). 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 up any work that you miss. Ms. Ekberg or Mr. FitzPatrick will supply your Deleted: p
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, Readings, and/or other Resources

Reading Materials. You will also be reading articles 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. For more information, see UT Copyright Guidelines.

Tentative Schedule
Session Date Topic(s) Activities Readings Due Assignment Due
1 8/31 • Essential • Introductions • None • None
Elements of PBI • Course overview
•
2 9/5 • Essential • • None • None
Elements of PBI
3 9/7 • Essential • An example of PBI: • None • Module A –
Elements of PBI Assignments 1-5
Deleted: ... [1]
Session Date Topic(s) Activities Readings Due Assignment Due
4 9/12 • Essential • An example of PBI: • None • None
Elements of (Day 2)

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PBI
Mentor Teacher Meeting: 5:30 – 7:30 at Manor New Tech High School
• Identify TEKS for Field Experience (Module B) and PBI unit (Module C)
• Schedule Observation A (Module B) – Classroom Norms (9/13 – 9/27)
• Schedule Observation B (Module B) – Formative Assessment (9/27 – 10/11 Formatted: Font:Not Bold
• Complete Group Contract Formatted: Bulleted + Level: 1 + Aligned at: 0" +
5 9/14 • PBI Essential • An example of PBI: • None • None Indent at: 0.25"
Elements (Day 3)
Formatted: Font:10 pt
6 9/19 • PBI Essential • Discuss Readings • Reading Set 1 • Module A –
Elements • Reflect on the Radical Assignment 6
Rides Project
• What are the Essential
Elements of PBI?
7 9/21 • Prep for Field • Unpack TEKs and • None • 9/24 by midnight Deleted: (DATE?)
Experience Develop a Driving Module B -
Question Assignment 1:
Group Contract
• 9/24 by midnight Deleted: (DATE?)
Module B –
Assignment 2:
TEKS and Question
8 9/26 • Backwards • Is this PBI? • Reading Set 2 • None
Design • Discuss Readings
• Example of a
Performance Task
9 9/28 • Prep for Field • Formative Assessment • None • 10/1 by midnight Deleted: (DATE?)
Experience • Prep for Observation B Module B –
• Work on Multi-Day Assignment 3:
Sketch Multi-Day Sketch
10 10/3 • Performance • Discuss Readings • Reading Set 3 • Module B –
Tasks • Creating Performance Assignment 4:
Tasks and Rubrics Observation A
• Example of Formative
Assessment Probes
11 10/5 • Prep for Field • Work on Resources for • None • 10/8 by midnight Deleted: (DATE?)
Experience and Multi-Day Lesson Module B –
Assignment 5:
Lesson Plans
12 10/10 • Formative • Discuss Readings • Reading Set 4 • None
Assessment • Design a Formative
Assessment Probe
13 10/12 • Prep for Field • Peer Review Lessons • None • 10/15 by midnight Deleted: (
Experience Module B – Deleted: DATE?)
Assignment 6:
Materials List
14 10/17 • PBI and • Discuss Readings • Reading Set 5 • Module B -
investigations • Is this Inquiry? Assignment 7:
Observation B
15 10/19 • Prep for Field • Practice for Teach • None • None
Experience
10/23
10/24 Field Experience - Teach at Manor New Tech High School Deleted: Austin
10/25

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10/26
10/27
10/28
10/29
10/30 Field Experience - Teach at Manor New Tech High School, Manor, TX
10/31
11/1 Pending
18 11/2 • PBI and • Discuss Readings • Reading Set 6 • None
investigations • Activity to Inquiry
• Reflecting on
the Experience

Session Date Topic(s) Activities Readings Due Assignment Due

19 11/7 • Reflecting on • Field Experience • None • Module B -
the Experience Presentations Assignment 8: Field
Experience
Presentation
20 11/9 • PBI Unit • Discuss Readings • Reading Set 7 • None
Development • Launch PBI Unit
Project Project
• Identify the Desired
Results and the
Assessment Evidence
for the PBI Unit
21 11/14 • PBI and • Create the • None • Module C:
Performance Performance Task and Assignment 1:
Assessment the Formative Desired Results and
• Benchmark Assessments for the Evidence of
Lessons PBI Unit Learning
• Example Benchmark
Lessons
22 11/16 • Benchmark • Example Benchmark • Reading Set 8 • Module C:
Lessons Lessons Assignment 2:
• Discuss Reading Assessments
23 11/21 • Investigations • Create the PBI Unit • • None
and Benchmark Learning Plan
Lessons
Preliminary Portfolio Preliminary Portfolio Due Preliminary Portfolio Preliminary Portfolio Due at Formatted: Font:Cambria, 8 pt, Italic
Due at 9PM at 9PM Due at 9PM 9PM
11/22 • Thanksgiving • No Class • • Formatted: Font:Cambria, 8 pt, Italic
- Break Formatted: Normal, Centered, No bullets or
11/25 numbering
24 11/28 • PBI and Equity • Discuss Readings • Reading Set 9 • Module C: Formatted: Centered, Indent: Left: 0.25", No
• Work Day Assignment 3: bullets or numbering
Learning Plan
Formatted: Normal, Centered, No bullets or
• UTeach Prelim numbering
Portfolio (Due at
9:00 pm) Formatted: Font:10 pt
25 11/30 • Reading in the • Discuss Readings • Reading Set 10 • Module C:
Content Area • Peer Review Assignment 4:
• Websites Instructional Materials Instructional
Materials

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Petrosino PBI Fall 2017

26 12/5 • Websites • Work Day • None • None

27 12/7 • TBD • • •
??? Final Exam (2-5pm) Deleted:
Module C - Assignment 5: Website Due ??? ... [2]
Module C - Assignment 6: Presentations

Evaluation and Grades

Course grades will be determined based on your performance in three categories. The first category is
professionalism, the second category is the field experience, and the third category 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 UTeach program is designed to give you the tools
you will need in order to productively participate in these communities. As such, the professionalism
component of your grade consists of the following assignments:

Module A: Getting Started in PBI (14 points possible)

• Assignment 1: Acknowledgement of the syllabus (2 point possible)
• Assignment 2: Acknowledgement of the code of ethics (2 point possible)
• Assignment 3: Completion of OH 101 (2 point possible)
• Assignment 4: Completion of OH 201 (2 point possible)
• Assignment 5: Preliminary portfolio checklist (4 points possible)
• Assignment 6: Radical Rides Paper (2 points possible)

Readings
• 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). This course has been designed to provide you
with multiple opportunities to apply what you learn in class to actual teaching tasks in authentic contexts. You
will therefore be required to complete several assignments in the field as part of this course. These assignments
can be found on canvas in Module B: Field experience. The assignments in Module B include:

• Assignment 1: Group Contract (5 points possible)

• Assignment 2: Unpack TEKS 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). You will prepare a

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3-6 week project-based unit for your course project. You will be required to complete several assignments as
part of this project. These assignments can be found on canvas in Module C: PBI Unit Project. The assignments
in Module C include:

• Assignment 1: Desired Results for the Unit (5 points possible)

• Assignment 2: Assessments for the Unit (5 points possible)
• Assignment 3: Learning Plan for the Unit (5 points possible)
• Assignment 4: Instructional Materials the Unit (5 points possible)
• Assignment 5: Submit the URL for the website for your completed unit (70 points possible).
• Assignment 6: Unit Presentations (40 points).

Please note that a degree in education is not only about learning the content involved in the discipline (such as
learning theories or means of assessment). It is also about learning how to think and write in an academic
fashion. Your work will be evaluated, not only in terms of content and the soundness of one’s ideas, but also in
terms of clarity of expression, conformity to academic styles of writing (such as APA format), and in terms of
acknowledging the origin of ideas (through use of appropriate citations). Please take this into account as you
complete your project.

Grading Scale. The grading scale for this class is as follows:

Letter Letter Letter

Percentage Percentage Percentage
Grade Grade Grade
A ≥ 91% B- < 83% and ≥ 80% D+ < 70% and ≥ 67%
A- < 91% and ≥ 89% C+ < 80% and ≥ 77% D < 67% and ≥ 63%
B+ < 89% and ≥ 87% C < 77% and ≥ 73% D- < 63% and ≥ 60%
B < 87% and ≥ 83% C- < 73% and ≥ 70% F < 60%

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 the Office of the Dean of
Students (471-6259) voice or 471-4641 TTY for users who are deaf or hard of hearing). This letter should be
presented to the instructor at the beginning of the semester and accommodations needed should be discussed at
that time. Five business days before an exam the student should remind the instructor of any testing
accommodations that will be needed. In addition, 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 and examination 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 of Texas at Austin that you must notify the instructor at least fourteen days prior to the
classes scheduled on the days you will be absent to observe a religious holy day.

University of Texas Honor Code. The core values of The University of Texas at Austin 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 Texas 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.

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Petrosino PBI Fall 2017

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.

Writing Center. The Undergraduate Writing Center (FAC 211, 471-6222) offers free, individualized, expert
help with writing for any UT undergraduate, by appointment or on a drop-in basis. Consultants can help you
develop strategies to improve your writing, or simply provide feedback (this is a normal part of the writing
process). See http://www.uwc.utexas.edu for more information.

Use of E-mail for Official Correspondence to Students. All students should become familiar with the
University's official e-mail student notification policy. It is the student's responsibility to keep the University
informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and
regular basis in order to stay current with University-related communications, recognizing that certain
communications may be time-critical. It is recommended that e-mail be checked daily. The complete text of this
policy is available at: http://www.utexas.edu/its/policies/emailnotify.html.

Behavior Concerns Advice Line (BCAL). If you are worried about someone who is acting differently, you may
use the Behavior Concerns Advice Line to discuss by phone your concerns about another individual’s behavior.
This service is provided through a partnership among the Office of the Dean of Students, the Counseling and
Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police
Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal. Please sign up for
emergency text alerts at http://www.utexas.edu/emergency/.

Emergency Evacuation Policy. Occupants of buildings on the UT Austin campus are required to evacuate and
assemble outside when a fire alarm is activated or an announcement is made. Take valuables with you if you can
gather them quickly. Please be aware of the following policies regarding evacuation:

• Familiarize yourself with all exit doors of the classroom and the building.
• If you require assistance to evacuate, inform the instructor in writing during the first week of class.
• In the event of an evacuation, follow the instructor’s instructions.
• Do not re-enter a building unless the Austin Fire Department, the UT Austin Police Department, or the
Fire Prevention Services office gives you instructions to do so.
• Please familiarize yourself with procedures in case of an active shooter:
http://www.utexas.edu/police/videos/

Q drop Policy. The State of Texas has enacted a law that limits the number of course drops for academic reasons
to six (6). As stated in Senate Bill 1231: “Beginning with the fall 2007 academic term, an institution of higher
education may not permit an undergraduate student a total of more than six dropped courses, including any
course a transfer student has dropped at another institution of higher education, unless the student shows good
cause for dropping more than that number.”

Syllabus Change Policy. 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 advance notice.

Additional resources from the Division of Student Affairs include the following:

• Due to increased student demonstrations and reports of classroom disruptions during the spring 2017
semester, the Office of the Dean of Students has developed a behavior assessment and response tool for
faculty in a classroom setting. You can download and print this document for guidance on possible
levels of disruption, notable examples and recommended responses. As always, if at any time you feel

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you may be in danger, call 911 to reach UTPD immediately.

• The Behavior Concerns Advice Line (BCAL) is a fast and simple way to report any issues or concerns
you may have with any member of the university community including students and teaching assistants.
You can report your concern any time online or by calling 512-232-5050.
• In partnership with the Office of the Executive Vice President and Provost, the Counseling and Mental
Health Center’s Counselors in Academic Residence (CARE) programhas placed CARE counselors in 13
colleges and departments to provide accessible mental health support for students are struggling
emotionally and/or academically.
• As faculty, you have the option to resolve suspected academic integrity violations in your classroom, or
refer the matter to the Office of the Dean of Students for investigation. If you choose to resolve
academic integrity matters yourself, I encourage you to download the 2017-2018 faculty disposition
documents.

Bibliography
Reading Set 1 (Foundations for PBI)
• (e) Krajcik, J., & Blumenfeld, P. (2006). Project-Based Learning. In R. K. Sawyer (Ed.), The
Cambridge handbook of the Learning Sciences (pp. 317-333). New York: Cambridge Press
• (e) Haberman, M (1991). The pedagogy of poverty versus good teaching. The Phi Delta Kappan, 73(4)
290-294.
• (m) Jamar, I. & Pitts, V. (2005). High expectations: A ‘how’ of achieving equitable mathematics
classrooms. The Negro Educational Review, 56(2&3), 127-134.
• (s) National Research Council (2012). Equity and Diversity in Science and Engineering Education
(Chapter 11). A framework for K-12 Science Education: Practices, Crosscutting Concepts and Core
Ideas. Washington D.C.: National Academy of Science.

Reading Set 2 (Backwards Design and PBI)

• (e) Wiggins, G. P., & McTighe, J. (1998). Chapter 1 in Understanding by Design. Alexandria, Va:
Association for Supervision and Curriculum Development.
• (m) Umbeck, L. (2011). Negotiating classroom change. Mathematics Teaching in the Middle School.
• (s) Faranga, S., Joyce, B. & Ness, D. (2003). Balancing the equity equation: The importance of
experience and culture in science learning. The Science Scope, 12-15.

Reading Set 3 (Performance Assessment and PBI)

• (e) Luft, J. (1997). Design your own rubric. The Science Scope.
• (m) Kitchen, R., et al. (2002). Supporting Reform through Performance Assessment. Mathematics
Teaching in the Middle School, 8(1), 24-30.
• (m) Walker, E. T. & Molisani, J. S. (2014). Driving students to performance assessments: Learning what
students can do. Mathematics Teaching in the Middle School, 19 (8), 468-476.
• (s) Colley, K. (2008). Performance-Based Assessment. The Science Teacher.
• (s) Doane, W., Rice, R., & Zachos, P. (2006). Knowing when you don’t know: Supporting teaching and
learning using a new generation of tests. The Science Teacher.

Reading Set 4 (Formative Assessment and PBI)

• (e) Wiggins, G. (1998). Chapters 1 in Educative assessment: Designing assessments to inform and
improve student performance. San Francisco, CA: Josey-Bass
• (m) Keeley, P. & Tobey, C. (2011). An Introduction to Formative Assessment Classroom Techniques
(FACTs). In Mathematics Formative Assessment. NCTM
• (m) Baron, L. (2016). Formative assessment at work in the classroom. The Mathematics Teacher,

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110(1), 46-52.
• (s) Keeley, P., Eberle, F. and Farrin, L. (2005). Formative assessment probes: Uncovering students’
ideas is science. The Science Scope.
• (s) Trauth-Nare, A. & Buck, G. (2011). Assessment for learning. The Science Teacher.

Reading Set 5 (Investigations and PBI)

• (e) Bell, R. Smetana, L., & Binns. I. (2005). Simplifying inquiry instruction. The Science Teacher.
• (m) Billings, E. & McClure, M. (2005). Mailing a publication: Exploring linear and step functions in a
real world context. Mathematics Teaching in the Middle School, 10(7) 249-355.
• (m) Riskowski, J. Olbricht, and Wilson (2010). 100 Students. Mathematics Teaching in the Middle
School, 15(6), 320-327.
• (s) Wilcox, J., Kruse, J. and Clough, M. (2015). Teaching science through inquiry: Seven common
myths about this time-honored approach. The Science Teacher, 82(6), 62-66.
• (s) Sampson et al. (2014). Introduction and Chapter 1: Using Argument Driven Inquiry. In Argument-
Driven Inquiry in Biology. Arlington, VA: NSTA Press.

Reading Set 6 (Activity to Inquiry)

• (e) Volkmann, M and Abell, S. (2003). Rethinking laboratories. The Science Teacher, 70(6), 38-41.
• (m) Strayer, J. & Edwards, M. (2015). Smarter Cookie. The Mathematics Teacher, 108(8), 608-615.
• (m) Lamb, J. H. (2007). Who will win? Predicting the presidential election using linear regression. The
Mathematics Teacher, 101 (3), 185-192
• (s) Macquire, L., Myerowitz, L., & Sampson, V. (2010). Exploring osmosis and diffusion in cells. The
Science Teacher
• (s) Gregory, C. (2012). Be your own groundhog. The Science Teacher, 79 (9), 64-69.

Reading Set 7 (Examples of PBI Units)

• (e) Krajcik (2015). Project-based science: Engaging students in three-dimensional learning. The Science
Teacher.
• (m) Kinneavy, K. (1996). The pond: Doing research together. Mathematics Teaching in the Middle
School, 1(9), 696-702.
• (m) McCoy, L. (2008). Teaching mathematics and social justice. The Mathematics Teacher, 101(6),
456-461.
• (m) Bolte, L. A. (2002). A snowflake project: Calculating, analyzing, and optimizing with the
Kochsnowflake. The Mathematics Teacher, 95 (6), 414-419.
• (s) Cook, K. (2009). A suggested project-based evolution unit for high school: Teaching content through
application. The American Biology Teacher
• (s) Cox, S. (2012). The friendship detector: An electrical circuit hardwired to make decisions. The
Science Teacher
• (s) Eick, C., Deutsch, B., Fuller, J. & Fletcher, S. (2008). Making science relevant: Water-monitoring
programs help students study science while protecting local waterways. The Science Teacher, 75 (4),
26-29.

Reading Set 8 (Benchmark Lessons)

• (m) Santulli, T. (2009). Representations from the real world. Mathematics Teaching in the Middle
School, 14(8), 466-473.
• (m) Herman & Laumakis (2008). Using the CBR to enhance graphical understanding. Mathematics
Teacher
• (m) Staples, M. & Colonis, M. (2007). Making the most of mathematical discussions. The Mathematics
Teachers, 101(4), 257-261.

10
Petrosino PBI Fall 2017

• (s) Vanides, J., Tinm Y., Tomita, M., Ruiz-Primo, M. (2005). Using concept maps in the science
classroom. The Science Scope. 28(8), 27-31.
• (s) Trimarchi, R. (2002). Drawing out the quiet voices: Making science lectures accessible to all
students. The Science Teacher.
• (s) Dial, K. Riddley, D., Williams, K., & Sampson V. (2009). Addressing misconceptions: A
demonstration to help students understand the law of conservation of mass. The Science Teacher

Reading Set 9 (Meeting the needs of all learners during PBI)

• (m) Chappell, M., Choppin, J., & Salls, J. Equity. In Empowering the Beginning Teacher of
Mathematics in High School. National Council of Mathematics
• (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 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

Reading Set 10 (Reading in Mathematics and Science)

• (e) Barton, M. L., Heidema, C., & Jordan, D. (2002). Teaching reading in mathematics and science.
Educational Leadership, 60, 24-28.
• (m) Foss, S. M. (2008). Literature in the mathematics classroom: Introducing The Inch Boy to middle
school students. Mathematics Teaching in the Middle School, 13, 538-542
• (m) Fello, S. E., & Paquette, K. R. (2009). Talking & writing in the classroom. Mathematics Teaching
in the Middle Students, 14, 410-414.
• (m) Rubinstein, R. N. (2007). Focused strategies for middle-grades mathematics vocabulary
development. Mathematics in the Middle, 13, 200-207.
• (s) Gillis, V. R., & MacDougal, G. (2007). The learning cycle: Reading to learn science as an active
process. The Science Teacher, 74(5), 45-50.
• (s) Ferrell, K. (2007). May I go to the bathroom? Science Scope, 31(1), 32-37.
• (s) Herman, P. & Wardrip, P. (2012). Reading to learn: Helping students comprehend readings in
science class. The Science Teacher.

11
Petrosino PBI Fall 2017

Syllabus Addendum
Project Based Instruction: Fall 2017

Standards, Domains, Competencies Alignment Chart for the

Pedagogy and Professional Responsibilities (PPR) EC-12

Standard Session
Reading Assignment
Number Description Number
1.5k Cultural and socioeconomic differences • Lee and Buxton, 1, 9
and the significance of these differences 2010
for instructional planning • NRC, 2012
1.11k Current research on best pedagogical • Krajcik & 1
practices Blumenfeld 2006
1.12k The importance of developing • Wiggins & 2
instructional goals and objectives that McTighe, 1998
are clear, relevant, meaningful, and age-
appropriate
1.13k The importance of developing • Wiggins & 2
instructional goals and objectives that McTighe, 1998
can be assessed
1.15k The importance of aligning instructional • Wiggins & 2
goals with campus and district goals McTighe, 1998
1.17k The importance of knowing when to • Krajcik & 1
integrate technology into instruction and Blumenfeld 2006
assessment
1.18k The use of resources beyond the campus • Krajcik & 1
to help students meet academic and non- Blumenfeld 2006
academic needs
1.19k The importance of designing instruction • Wiggins & 2
that reflects the TEKS McTighe, 1998
1.20k Features of instruction that maximize • Krajcik & 1
students’ thinking skills Blumenfeld 2006
1.22k How materials, technology, and other • Krajcik & 1
resources may be used to support Blumenfeld 2006
instructional goals and objectives and
engage students in meaningful learning
1.26k The importance of creating assessments • Wiggins & 2
that are congruent with instructional McTighe, 1998
goals and objectives
1.1s Plan lessons that reflect an • Field Experience: 11, 20-26
understanding of students’ Lesson Plan
developmental characteristics and needs • PBI Unit Plan
1.2s Adapt lessons to address students’ • PBI Unit Plan 20-26
varied backgrounds, skills, interests, and
learning needs, including the needs of
English language learners
1.3s Use effective approaches to address • Field Experience: 11, 20-26
varied student learning needs and Lesson Plan
preferences • PBI Unit Plan
1.4s Plan instruction that motivates students • Field Experience: 11, 20-26
to want to learn and achieve Lesson Plan
• PBI Unit Plan

12
Petrosino PBI Fall 2017

1.5s Acknowledge and respect cultural and • Field Experience: 11, 20-26
socioeconomic differences among Lesson Plan
students when planning instruction • PBI Unit Plan
1.6s Use the Texas Essential Knowledge and • Field Experience: 11, 20-26
Skills (TEKS) to plan instruction Lesson Plan
• PBI Unit Plan
1.11s Use a variety of pedagogical techniques • Field Experience: 11, 20-26
to convey information and teaching Lesson Plan
skills • PBI Unit Plan
1.12s Develop instructional goals and • Field Experience: 11, 20-26
objectives that are clear, relevant, Lesson Plan
meaningful, and age-appropriate • PBI Unit Plan
1.14s Develop instructional goals and • Field Experience: 11, 20-26
objectives that reflect students’ age, Lesson Plan
develop-mental level, prior skills and • PBI Unit Plan
knowledge, background, and interests
1.15s Develop instructional goals and • Field Experience: 11, 20-26
objectives that reflect different types of Lesson Plan
student learning and skills • PBI Unit Plan
1.16s Use various types of materials and other • Field Experience: 11, 20-26
resources to aid in preparing and Lesson Plan
implementing instruction • PBI Unit Plan
1.17s Use technological tools to promote • Field Experience: 11, 20-26
learning and expand instructional Lesson Plan
options • PBI Unit Plan
1.18s Use resources available outside the • Field Experience: 11, 20-26
school (e.g., museums, businesses, Lesson Plan
community members) to enhance • PBI Unit Plan
students’ learning opportunities with the
class, exposing them collectively to a
broader range of technological tools
1.19s Plan instructional activities that progress • Field Experience: 11, 20-26
sequentially and support stated Lesson Plan
instructional goals based on the TEKS • PBI Unit Plan
1.21s Use varied activities and instructional • Field Experience: 11, 20-26
groupings to engage students in Lesson Plan
instructional content and meet • PBI Unit Plan
instructional goals and objectives
1.22s Allocate time appropriately within • Field Experience: 11, 20-26
lessons and units, including providing Lesson Plan
adequate opportunities for students to • PBI Unit Plan
engage in reflection and closure
2.5s Ensure that instructional goals and • Field Experience: 11, 20-26
objectives, activities, classroom Lesson Plan
interactions, assessments, and other • PBI Unit Plan
elements of the classroom environment
convey high expectations for student
achievement
2.7s Organize and manage groups to ensure • Field Experience: 11, 20-26
that students work together Lesson Plan
cooperatively and productively
2.10s Implement routines and procedures for • Field Experience: 11, 20-26
the effective management of materials, Lesson Plan
supplies, and technology

13
Petrosino PBI Fall 2017

2.19s Create a safe and inclusive classroom • Field Experience: 11, 20-26
environment Lesson Plan
• PBI Unit Plan
3.5k Criteria for selecting appropriate • Krajcik & 1
instructional activities and assignments Blumenfeld 2006
for students with varied characteristics
and needs
3.6k How to present content to students in • Krajcik & 1
relevant and meaningful ways Blumenfeld 2006
3.7k The use of instructional materials, • Krajcik & 1
resources, and technologies that are Blumenfeld 2006
appropriate and engaging for students in
varied learning situations
3.8k The importance of promoting students’ • Krajcik & 1
intellectual involvement with content Blumenfeld 2006
and their active development of
understanding
3.12k Characteristics of effective feedback for • Wiggins, 1998 4
students
3.1s Communicate directions, explanations, • Field Experience: 11
and procedures clearly, accurately, and Lesson Plan
with an appropriate level of detail, both
orally and in writing
3.2s Use effective interpersonal skills • Field Experience: 11
(including both verbal and nonverbal Lesson Plan
skills) to reach students and
communicate the teacher’s commitment
to students
3.3s Use spoken and written language that is • Field Experience: 11, 20-26
appropriate to students’ ages, interests, Lesson Plan
and backgrounds • PBI Unit Plan
3.5s Use carefully framed questions to enable • Field Experience: 11, 20-26
students to reflect on their understanding Lesson Plan
of content and to consider new • PBI Unit Plan
possibilities
3.6s Apply skills for leading discussions that • Field Experience: 11, 6, 8,
engage all students in exploring Lesson Plan 10, 12,
important questions and that extend • Discussion Leader 15, 17,
students’ knowledge 20, 22,
24, 25
3.7s Create lessons with a clearly defined • Field Experience: 11, 20-26
structure around which activities are Lesson Plan
organized • PBI Unit Plan
3.8s Create activities and assignments that • Field Experience: 11, 20-26
are appropriate for students and that Lesson Plan
actively engage them in the learning • PBI Unit Plan
process
3.9s Select and use instructional materials, • Field Experience: 11, 20-26
resources, and technologies that are Lesson Plan
suitable for instructional goals and that • PBI Unit Plan
engage students cognitively
3.10s Represent content effectively and in • Field Experience: 11, 15
ways that link with student’s prior Formative
knowledge and experience Assessment
• Field Experience:

14
Petrosino PBI Fall 2017

Lesson Plan
3.11s Use flexible grouping to promote • Field Experience: 11
productive student interactions and Lesson Plan
enhance learning
3.12s Pace lessons appropriately and flexibly • Field Experience: 11
in response to student needs Lesson Plan
3.13s Engage students intellectually by • Field Experience: 11, 20-26
teaching meaningful content in ways Lesson Plan
that promote all students’ active and • PBI Unit Plan
invested participation in the learning
process
3.14s Encourage students’ self-motivation and • Field Experience: 11, 20-26
active engagement in learning Lesson Plan
• PBI Unit Plan
3.15s Use appropriate language and formats to • Field Experience: 11, 20-26
provide each student with timely Lesson Plan
feedback that is accurate, constructive, • PBI Unit Plan
substantive, and specific
3.16s Promote students’ ability to use • Field Experience: 11, 20-26
feedback to guide and enhance their Lesson Plan
learning • PBI Unit Plan
3.18s Respond flexibly to various situations, • Field Experience: 11, 20-26
such as lack of student engagement in a Lesson Plan
learning activity or the occurrence of an
unanticipated learning opportunity
3.19s Adjust instruction based on ongoing • Field Experience: 11, 20-26
assessment of student understanding Lesson Plan
• PBI Unit Plan
3.20s Use alternative instructional approaches • Field Experience: 11, 20-26
to ensure that all students learn and Lesson Plan
succeed • PBI Unit Plan
4.5s Maintain supportive and cooperative • PBI Group Contract 7
relationships with colleagues
4.6s Engage in collaborative decision making • PBI Group Contract 7, 11
and problem solving with other • Field Experience:
educators to support students’ learning Lesson Plan
and well-being
4.13s Enhance content and pedagogical • PBI Readings 6, 8, 10,
knowledge through a variety of activities 12, 15,
(e.g., reading journals, joining 17, 20,
professional associations, attending 22, 24,
conferences, engaging in coursework 25
4.14s Use evidence of self-assessment (e.g., • UTeach Preliminary 24
portfolio) to identify strengths, Portfolio
challenges, and potential problems;
improve teaching performance; and
achieve instructional goals

15
Petrosino PBI Fall 2017
Topic
Importance of Content Area
Reading
Integrating opportunities to
read into a learning cycle
(Reading Strategies)
Promoting Comprehension of
Text (Reading Strategies and
Facilitation of Reading for
Content Understanding)
Interactive and guided
reading (Reading Strategies
and Facilitation of Reading
for Content Understanding)
Basic Reading Methodologies Alignment Chart
Session
Reading Assignment
Number
• Barton, M. L., Heidema, C., & Jordan, • Discuss Reading 25
D. (2002). Teaching reading in Set 10
mathematics and science. Educational
Leadership, 60, 24-28.
• Foss, S. M. (2008). Literature in the • Discuss Reading 25
mathematics classroom: Introducing Set 10
The Inch Boy to middle school students.
Mathematics Teaching in the Middle
School, 13, 538-542
• Gillis, V. R., & MacDougal, G. (2007).
The learning cycle: Reading to learn
science as an active process. The
Science Teacher, 74(5), 45-50.
• Fello, S. E., & Paquette, K. R. (2009). • Discuss Reading 25
Talking & writing in the classroom. Set 10
Mathematics Teaching in the Middle,
14, 410-414.
• Ferrell, K. (2007). May I go to the
bathroom? Science Scope, 31(1), 32-37.
• Rubinstein, R. N. (2007). Focused • Discuss Reading 25
strategies for middle-grades Set 10
mathematics vocabulary development.
Mathematics in the Middle, 13, 200-
207.
• Herman, P. & Wardrip, P. (2012).
Reading to learn: Helping students
comprehend readings in science class.
The Science Teacher.
16
Petrosino PBI Fall 2017

Deleted: PBI Field Calendar -- Fall 2017

Monday ... [3]
Formatted: Font:10 pt
Formatted: Font:10 pt
Formatted: Font:10 pt

17
Page 3: [1] Deleted FitzPatrick, Daniel L 8/24/17 11:05:00 AM
Mentor Teacher Meeting: 4:30 – 6:30 at Austin High School
Identify TEKS for Field Experience (Module B) and PBI unit (Module C)
Schedule Observation A (Module B) – Classroom Norms (Date Range?)
Schedule Observation B (Module B) – Formative Assessment (Date Range?)
Complete Group Contract
Page 6: [2] Deleted FitzPatrick, Daniel L 8/24/17 10:55:00 AM
??? Preliminary Portfolio Preliminary Portfolio Due at Preliminary Portfolio Preliminary Portfolio Due at
Due at 8PM 8PM Due at 8PM 8PM
TBD
Page 17: [3] Deleted Petrosino, Anthony J 8/31/17 10:16:00 AM
PBI Field Calendar -- Fall 2017

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1/15 1/16 1/17 1/18 1/19 1/20 1/21
NO
CLASSES
(AISD, UT)
1/22 1/23 1/24 1/25 1/26 1/27 1/28
PBI Meeting
AHS 4:45 –
6:45
1/29 1/30 1/31 2/1 2/2 2/3 2/4
Portfolio Portfolio
Session Session
2-4PM PAI 2-4PM PAI
4.20 4.14

2/5 2/6 2/7 2/8 2/9 2/10

Observation 1

2/11
Unpacking Unpacking
TEKS TEKS

2/12 2/13 2/14 2/15 2/16 2/17 2/18

Unpacking Multi-Day Multi-Day Preliminary
TEKS Due Sketch Sketch Field Trip

2/19 2/20 2/21 2/22 2/23 2/24 2/25

Multi-Day NO Multi-Day Multi-Day
Sketch Due CLASSES Plan Plan Observation 2
(AISD) w/resources w/resources

2/26 2/27 2/28 3/1 3/2 3/3 3/4

Multi-Day PBI Peer Review Peer Review
Plan Meeting
w/resources AHS 4:45 –
Due 6:45
3/5 3/6 3/7 3/8 3/9 3/10 3/11
Materials Practice Practice
List Due Teach Teach

3/12 3/13 3/14 3/15 3/16 3/17 3/18

NO NO NO NO NO
CLASSES CLASSES CLASSES CLASSES CLASSES
(AISD, UT) (AISD, UT) (AISD, UT) (AISD, UT) (AISD, UT)

3/19 3/20 3/21 3/22 3/23 3/24

Field
Experience

3/25
A Day B Day A Day B Day B Day
Field Trip

3/26 3/27 3/28 3/29 3/30 3/31 4/1

A Day English I A Day
EOC

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

4/2 4/3 4/4 4/5 4/6 4/7 4/8

4/9 4/10 4/11 4/12 4/13 4/14 4/15

NO
CLASSES
(AISD)
4/16 4/17 4/18 4/19 4/20 4/21 4/22

4/23 4/24 4/25 4/26 4/27 4/28 4/29

4/30 5/1 5/2 5/3 5/4 5/5 5/6

Preliminary UT Last
Portfolio Due Class Day
at 8PM