EDE4302 - Engineering for Elementary Learners

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality-driven institution serving Polk County and beyond, transforms students’ lives through the power of teaching and lifelong learning by providing access to affordable associate and baccalaureate degree programs, career certificates, and workforce employment programs, delivered through various modalities and innovative technologies by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in various career-related skills. This course focuses on the development of competencies related to the following program outcomes:

• Demonstration of Florida Educator Accomplished Practices (FEAPs)
• Demonstration of Competencies and Skills for Teacher Certification (C&S: K-6)
• Demonstration of National Education Technology Standards for Teachers (NETs)

Upon successful completion of this course, teacher candidates will consistently:

Instructional Design and Lesson Planning

1.F       Develop learning experiences that require students to demonstrate a variety of applicable skills and competencies

The Learning Environment

2.G      Integrate current information and communication technologies

2.I        Utilize current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals

Instructional Delivery and Facilitation

3.E       Relate and integrate the subject matter with other disciplines and life experiences

Competencies and Skills for Teacher Certification (C&S: K-6)

Upon successful completion of this course, teacher candidates will be able to:

Science  

III.2.2  Identify and apply science and engineering practices through integrated process skills (e.g., observing, classifying, predicting, hypothesizing, designing and carrying out investigations, developing and using models, constructing and communicating explanations).

III.2.4   Identify and analyze attitudes and dispositions underlying scientific thinking (e.g., curiosity, openness to new ideas, appropriate skepticism, cooperation).

Mathematics

IV.1.5   Select and analyze structured experiences for small and large groups of students according to the cognitive complexity of the task.  

National Education Technology Standards for Teachers (NETs)

Upon successful completion of this course, teacher candidates will be able to:

Facilitate and Inspire Student Learning and Creativity

1.a       Promote, support, and model creative and innovative thinking and inventiveness

Design and Develop Digital Age Learning Experiences and Assessments

2.a       Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

2.c       Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

ADDITIONAL COURSE OUTCOMES:

Upon successful completion of this course, teacher candidates will be able to design standards-based classroom instruction that builds content knowledge, strengthens critical thinking skills, and fosters capacity for innovation in elementary classrooms.

Other competencies to be reinforced:

Competencies and Skills for Teacher Certification (C&S: K-6)

Language Arts and Reading

I.1.6     Identify and differentiate instructional methods and strategies for increasing vocabulary acquisition across the content areas (e.g., word analysis, author’s word choice, context clues, multiple exposures).

I.1.9     Determine appropriate uses of multiple representations of information for a variety of purposes (e.g., charts, tables, graphs, pictures, print and nonprint media).

I.1.10   Determine and analyze strategies for developing critical-thinking skills such as analysis, synthesis, and evaluation (e.g., making connections and predictions, questioning, summarizing, question generating).

I.5.2     Distinguish among listening and speaking strategies (e.g., questioning, paraphrasing, eye contact, voice, gestures).

I.5.3     Identify and apply instructional methods (e.g., collaborative conversation, collaborative discussion, presentation) for developing listening and speaking skills.

Reading Endorsement Competency Two (Application of Research-Based Instructional Practices)

2.F.1)   Provide for explicit, systematic instructional practices to scaffold vocabulary and concept development.

2.F.2)   Provide for continual integration, repetition, and meaningful use of domain specific vocabulary to address the demands of academic language.   

2.F.5)   Incorporate instructional practices that develop authentic uses of English to assist English language learners in learning academic vocabulary and content

Reading Endorsement Competency 4 (Foundations and Applications of Differentiated Instruction)

4.15     Implement research-based instructional practices for developing students’ higher order thinking.

ESOL Endorsement Domain Three (Methods)

3.2.B    Develop ELLs’ L2 listening skills for a variety of academic and social purposes.

3.2.C   Develop ELLs’ L2 speaking skills for a variety of academic and social purposes.

3.3.B    Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills.

3.3.C   Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels.

ESOL Endorsement Domain Four (Curriculum and Materials)

4.1.A    Plan for integrated standards-based ESOL and language sensitive content instruction.

4.1.B    Create supportive, accepting, student-centered classroom environments.

4.2.A    Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible materials.

4.2.C   Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels.

ESOL Endorsement Domain Five (Assessment)

5.3.C. Use various tools and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of English language and literacy development.

5.3.D   Prepare ELLs to use self- and peer-assessment techniques, when appropriate.

 

Course Content:

1. Engineering is Elementary (EiE) essential concepts
   1. Building knowledge related to engineering and technology
   2. Building skills and experience
2. EiE Engineering Design Process
   1. ask, imagine, plan, create, experiment, improve
3. NASA’s BEST - Beginning Engineering, Science, and Technology
4. LEGO Education - Engineering K-6
   1. Duplo Early Simple Machines
   2. Simple Machines
   3. Motorized Mechanisms
   4. WeDo Robotics
5. Constructivist “Five E” learning cycle 
   1. Engagement, Exploration, Explanation, Elaboration, Evaluation
6. Creating a 5-E Lesson Plan
7. Differentiating instruction to meet the needs of all learners
8. Targeted assessment of learning

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbooks” button on the PASSPORT schedule of classes.

College-Level Communication and Computation Skills

State Rule 6A-10.030 does not apply to this course.

Student Help

The professor is available for help during posted hours, and the student is encouraged to seek assistance whenever it is needed. To further the educational process, the Learning Resources Centers, comprised of the campus Teaching/Learning and Computing Centers (TLCCs), JD Alexander (JDA) Student Success Center, and campus libraries, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. The Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College’s website.

Withdrawing From a Course

A student may officially withdraw from a course during any given term, provided he or she follows the appropriate policy and procedure. Following the conclusion of the Drop Period, a student may officially withdraw from any course without receiving a grade, provided this is done before the published withdrawal deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited-admission programs may have specific guidelines regarding course withdrawal that vary from this policy; these guidelines are listed in each specific program’s handbook.

If a student stops attending class, the grade earned (usually an F) is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, course withdrawal may have on his or her financial-aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who is engaged in processes related to academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college-credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the third attempt. Limited-admission programs may have specific guidelines regarding course repeats that vary from this policy; these guidelines are listed in each specific program’s handbook. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course may have on his or her financial-aid status.

Academic Dishonesty

The student is responsible for his or her work. It is assumed that each student is honest and abides by this standard; however, in the event that there is an indication or suspicion of cheating or plagiarism, the situation is dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. More specific information regarding academic dishonesty can be found in the instructor’s Course Syllabus.

Information Technology Access/Use Policy

The information technology resources provided by Polk State College (including, but not limited to, telephones, computers, the Polk State Local Area and Wide Area Networks, and the Internet) must be used for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding non-discrimination policies:
Valparisa Baker
Director of the Office of Equity, Diversity, and Inclusion (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881
Office: WAD 227
Telephone: (863) 292-3602
e-mail: vbaker@polk.edu

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Coordinator or Director of Disability Services.

Note: Limited-admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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