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Curriculum

Curricular Requirements for the GWTeach Program

 

Minor in STEM Teaching  + Teacher Certification = (27 Credits)

 

Required Courses:

This is the first course of the GWTeach professional development sequence. Gain valuable experience when you get the opportunity to co-teach a lesson that you develop with a classmate to a classroom full of elementary school students. Don’t worry, a mentor teacher will help you through the whole process!

This is the second course of the GWTeach professional development sequence. Gain valuable experience when you get the opportunity to co-teach technology-based lesson plans that you develop with a classmate to a classroom full of middle school students. Don’t worry, a mentor teacher will help you through the whole process!

  • Step 1 and Step 2 are primarily for students who want to explore the fields in teaching and learning – and to decide if you want to continue in the GWTeach program.

An introduction to models of student knowledge acquisition and learning theories for classroom practice, Knowing and Learning seeks to help you develop a powerful toolkit of theory-driven approaches teaching STEM. We will explore what it means to learn and know science and mathematics, while broadening our sense of what is possible in educational practice. Some of the questions we will address are: What standards for knowing can we develop and justify? How are knowing and learning structured, and how does what we know change and develop? Restricted to Sophomore or higher standing. Restricted to GWTeach students and to others with permission of the instructor. Prerequisites: GWTeach courses GTCH 1001 – Step 1 and GTCH 1002 – Step 2 or permission of the instructor. Recommended background: Most students will be in the GWTeach program. Other students may enroll with permission of the instructor.

Introduction to use of curriculum and technology in the classroom for effective teaching of mathematics, science, and engineering. Interplay between teachers, students, content, and the world beyond schools. Focus on design and implementation of instructional activities to encourage success for students that come from diverse backgrounds of ability and experiences. GWTeach students will work to adequately assess their strategies through evaluation, with the goal of equitable outcomes. Restricted to GWTeach students and to others with permission of the instructor. Prerequisites: GWTeach courses GTCH 1001 (Step 1), GTCH 1002 (Step 2), GTCH 3101 or permission of the instructor.

​​​​​​This course is based on the premise that schools should engage learners in exploring authentic, important, and meaningful questions of real concern to secondary students. When implemented skillfully, project-based learning promotes equitable participation and is highly engaging for students. Through project works, students learn fundamental science and mathematical concepts and practices applicable to their daily lives. Intensive field-based experiences. Restricted to Junior or Senior standing. Restricted to GWTeach students and to others with permission of the instructor. Prerequisites: GTCH 1001 (Step 1), GTCH 1002 (Step 2), and GTCH 3102.

​​​​​​This WID course focuses on topics and episodes in the history of science and mathematics. The course focuses on processes by which math and science evolve. The various philosophical perspectives include biology, physics, geology, astronomy, and chemistry. Historical perspectives on the content and direction of the sciences are also examined and explored.

Methods is a one-semester, three-hour course in the required GWTeach sequence. It is one of several content courses specially designed to meet the needs of future teachers.

 

The goals of the course are:

  •  to provide GWTeach students with the tools that scientists use to solve scientific problems;
  • to give students the opportunity to use these tools in a laboratory setting;
  • to make students aware of how scientists communicate with each other through peer reviewed scientific literature
  • to enable students to understand how scientists develop new knowledge and insights, the most important of which are eventually presented in textbooks and taught in conventional science classes. Students design and carry out four independent inquiries, which they write up and present in the manner that is common in the scientific community. The inquiries incorporate mathematics and the various science disciplines

​​​​​​An in depth study of secondary mathematics, this course addresses the unique needs of future teachers of mathematics. Explore models using linear, exponential, polynomial, and trigonometric functions. Restricted to Sophomore or higher standing. Restricted to GWTeach mathematics students and to others with permission of the instructor.

​​​​​​This course is a deeper exploration of specific topics necessary to student success in STEM classrooms. Course topics will vary by semester. Previous topics include: Cultural Competency in the Classroom, Encouraging Individual Student Motivation.

This course is a capstone for GWTeach students, and equips students with tools for first teaching positions. Students who intend to teach mathematics take GTCH 3203 in addition to the listed prerequisites. Restricted to GWTeach apprentice teachers with junior or senior standing. Prerequisites: GTCH 3101, GTCH 3201, and GTCH 3202.

Minor in STEM Teaching = 18 Credits

  • GTCH 1001   Step 1: Inquiry Approaches to Teaching (1 Credit)*
  • GTCH 1002   Step 2: Inquiry-Based Lesson Design (1 Credit)*

  • GTCH 3101   Knowing and Learning in Mathematics and Science (3 Credits)

  • GTCH 3102   Classroom Interactions (3 Credits)*

  • GTCH 3103   Project-Based Instructions (3 Credits)*

 

  • GTCH 3201  Perspectives on Math and Science (3 Credits)
  • GTCH 3202  Research Methods in Math and Science (3 Credits)

  • GTCH 3203  Functions and Modeling (3 Credits)+

  • GTCH 3500  Topics in STEM Teaching (1-2 Credits)

*Denotes courses with field experiences
+Required for math majors

 

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When should I take GW Teach Courses?

I am starting....

First Year - Fall Semester

  • Step 1*

First Year - Spring Semester

  • Step 2*

Sophomore Year - Fall Semester

  • Knowing and Learning
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Sophomore Year - Spring Semester

  • Classroom Interactions

Junior Year - Fall Semester

  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Junior Year - Spring Semester

  • Functions and Modeling +
  • Potential Electives:
    • Topics in STEM Teaching

Senior Year - Fall Semester

  • Project-Based Instruction*
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Senior Year - Spring Semester

  • Apprentice Teaching*
  • Potential Electives
    • Topics in STEM Teaching

First Year - Spring Semester

  • Step 1*

Sophomore Year - Fall Semester

  • Step 2*
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Junior Year - Fall Semester

  • Knowing and Learning
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Junior Year - Spring Semester

  • Classroom Interactions*
  • Functions and Modeling +
  • Potential Electives:
    • Topics in STEM Teaching

Senior Year - Fall Semester

  • Project-Based Instruction*
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Senior Year - Spring Semester

  • Apprentice Teaching*
  • Potential Electives
    • Topics in STEM Teaching

 

Sophomore Year - Fall Semester

  • Step 1*

Sophomore Year - Spring Semester

  • Step 2*

Junior Year - Fall Semester

  • Knowing and Learning

Junior Year - Spring Semester

  • Classroom Interactions*
  • Functions and Modeling +
  • Potential Electives:
    • Topics in STEM Teaching

Senior Year - Fall Semester

  • Project-Based Instruction*
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Senior Year - Spring Semester

  • Apprentice Teaching*
  • Potential Electives
    • Topics in STEM Teaching

Sophomore Year - Spring Semester

  • Step 1*
  • Step 2*

Junior Year - Fall Semester

  • Knowing and Learning
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Junior Year - Spring Semester

  • Classroom Interactions*
  • Functions and Modeling +
  • Potential Electives:
    • Topics in STEM Teaching

Senior Year - Fall Semester

  • Project-Based Instruction*
  • Potential Electives:
    • Perspectives on Math and Science
    • Research Methods in Math and Science

Senior Year - Spring Semester

  • Apprentice Teaching*
  • Potential Electives
    • Topics in STEM Teaching

*Denotes courses with field experiences
+Required for math majors
** With the Permission of the Instructor