|
One state university where students have benefited from LaCEPT's funding is
Southeastern Louisiana University. SLU boasts the largest teacher preparation
program in the state, with the majority of our pre-service teachers enrolling in elementary education. Curricular requirements include 12 hours of
mathematics, including college algebra and introductory statistics, and 12
hours of science, including the option of two semesters of introductory
biology and the corresponding laboratories. In 1998, LaCEPT funded the
development of a two-semester mathematics/biology learning community for
elementary education majors that would partially satisfy these requirements.
The conceptual creation of the interdisciplinary learning community began
much earlier than 1998. The idea first occurred to the authors as they worked
collaboratively with high-achieving secondary school students in a summer
Math-Science Upward Bound program. In trying to develop enjoyable, yet
challenging lessons for these students, the authors became painfully aware
that many of the students were not accustomed to learning in a meaningful
manner. This led to the design and implementation of a professional
development project geared toward K-12 mathematics and science teachers
(funded by the Louisiana Systemic Initiative Program), the thought being that
the best way to affect the students' learning would be to go to the source of
the teaching. While working with teachers, the authors found that content
area knowledge was generally weak, as was the ability to teach the topics in
a relevant manner that required higher order thinking skills. There was ample
evidence that a systemic problem existed; students needed a better education
and teachers needed better training. It seemed reasonable to assume that the simultaneous, coordinated reform of both K-12 and higher education was
required for effective and sustainable educational reform.
It is here where the opportunity for funding through LaCEPT paved the way
for the development of new courses for pre-service teachers and refinement of
existing courses. The authors took advantage of this opportunity to create
the learning community.
The learning community is arranged as a two-semester continuum. The first
semester consists of College Algebra and Principles of Biology I (emphasis on
the characteristics of life, lecture and laboratory combined). The second
semester involves Elementary Statistics and Principles of Biology II
(emphasis on diversity, lecture and laboratory combined). Students
co-register for these three classes. The classes meet in the same classroom
and collectively occupy a 3-hour block on Monday and Wednesday and a 2-hour
block on Friday. Credit for these courses is awarded separately by the
Departments of Mathematics and Biological Sciences. By working within these
extended time frames, students are able to learn biology and mathematics with
an interdisciplinary, technology-rich approach. Biology principles are
explained and strengthened with mathematical reasoning, while mathematics is
learned in the context of real-world biological applications. Problem solving
skills are developed with experimentation and data collection and analysis. Active involvement of the students is the rule, rather than the exception.
Since most elementary education teachers are required to teach all subjects,
this learning community provides a model of how to teach an integrated
curriculum, with concepts developed in a relevant context. The pre-service
teachers are exposed to a wide variety of teaching techniques, and experience
learning with the teacher as facilitator rather than director. The course
instructors are able to treat the students as teachers-in-training, relating
content and process to their future careers as teachers. The authors believe
that this first year college experience will not only create a better learner
and stronger student, but will ultimately create a better teacher for our
children
|
