Elementary Science Methods In this course we will investigate children’s scientific understanding and how to design learning experiences to advance their understanding. Working closely with practicing elementary school teachers, students will spend time each week in local schools, observing science instruction, conducting assessments, lesson planning, and teaching standards-based lessons. Students will learn to use a claim/evidence/reasoning framework to develop children’s scientific explanations. We will also study recent research in science education and the engineering and design process. Students will gain an understanding of how to plan, implement, and assess science instruction through seminars. Students will also continue to work on their Vermont licensure portfolio. [Open to EDST Elementary Licensure candidates only].

Senior Seminar in Education Studies In this capstone seminar for General Education minors, students will engage, analyze, and offer solutions to real world problems in the current landscape of education. We will read extensively in the field, consider multiple research methods and approaches, and enlist community experts. Working across disciplines and collaboratively, students will create final projects that integrate and apply what they have learned in their coursework, developing and enhancing skills for creative problem solving and leadership in the field. Final projects will vary; all students will make oral presentations. (three of five required courses for the general EDST minor.) 3 hrs. Sem.

Environmental Education In this interdisciplinary course students will learn foundational principles and practices in environmental education. Topics include ecological citizenship, environmental literacy, place-based education, learning theories, nature pedagogy, school gardens, and forest schools. Most class sessions will be held outdoors, where students will apply and extend their learning, develop lessons, and practice teaching. This course is appropriate for students interested in outdoor environmental education in formal or non-formal settings with any age between early childhood and high school. Field experiences with community partners occur outside of class. Approval Required (EDST 0115)  3hrs. lect.

Elementary Math Methods In this course we will approach mathematics as the construction of ideas rather than the memorization of facts and rules. We will investigate children’s mathematical reasoning, how to construct learning experiences to advance conceptual development, and how a social justice stance enables math to be a source of empowerment for children. Many class sessions occur at a local elementary school (transportation provided) so students can ground their thinking about course topics within a school, and consistently practice and receive feedback on authentic components of teaching. Students will also complete field experiences in a local K-6 classroom and Vermont licensure requirements.

Interpreting and Advancing Student Reasoning in Mathematics This course centers on K-12 students’ mathematical sense-making. Research-based frameworks—including learning progressions, teacher noticing, high-leverage practices, and practices for productive classroom discourse— will be used to interpret and respond to students’ reasoning. Emphasis is placed on practices that are critical to learning content, support equity, and disrupt patterns of injustice. Participants will collect and analyze classroom artifacts, including instructional tasks, samples of student work, and videos of their own teaching. We will collaborate on problems of practice, and plan instruction that promotes meaningful, student-centered math discourse. This course will support educators to better recognize and respond to students’ learning needs, facilitate productive discussions, and design instruction that builds on and advances student reasoning.

Educational Psychology: Learning in the Community In this course we will expand our understanding of learning and teaching while engaging with the local school community, including professionals and stakeholders who support K-12 students in various roles. We will examine curriculum theory, teaching theories, and practices that support social-emotional as well as proficiency-based learning, trauma-informed teaching, and the use of personalized learning plans to support student growth and development.  In this way, students will continue to understand and develop effective instructional practices, the design of optimal learning environments, meaningful assessment tools, and effective and engaging teaching strategies for diverse, inclusive, innovative, student-focused classrooms.

Student Teaching in the Elementary School A semester-long practicum in a local elementary school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410)

Student Teaching in Elementary School See EDST 0405.

Student Teaching in the Elementary School See EDST 0405.

Student Teaching Seminar Concurrent with student teaching, this course is designed to provide guidance in curriculum development and its implementation in the classroom, and to explore issues related to the teaching process and the profession. Students will construct a Teaching Licensure Portfolio as well as exchange ideas about their student teaching experiences. Topics including technology, classroom management, special education, and assessment will be featured. The Vermont Framework of Standards and Learning Opportunities, the five Standards for Vermont Educators, the Principles for Vermont Educators, and ROPA-R will guide the development of the Teacher Licensure Portfolio. (Corequisite: EDST 0405, EDST 0406, EDST 0407 or EDST 0415, EDST 0416 EDST 0417)

Reading & Writing the World: Teaching Literacy and Social Studies in the Elementary School In this course, we examine what it means to be literate in the 21st century and ways in which all students can be empowered by the texts and teaching they encounter in schools. Students will develop their ability to enact literacy instruction based on current research about how children learn to read and write. We will take a critical look at texts—fiction, nonfiction, and historical—to consider the ways that texts read and write the world, develop abilities to select texts that empower all learners, and analyze retellings of historical events/persons to take into account multiple perspectives.  Many class sessions occur onsite at a local elementary school to provide consistent practice and supportive feedback on authentic components of teaching (transportation provided). In addition to class sessions, students will complete field experiences in a K-6 classroom in the Middlebury area to see the workings of an entire class.

Student Teaching in the Middle School/High School A semester-long practicum in a local middle or high school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410)

Student Teaching in the Middle School/High School See EDST 0415.

Tracy Weston

Reviews and ratings for Tracy Weston at Middlebury College.Tracy Weston teaches Elementary Science Methods, Senior Seminar in Education, Environmental Education and more.  Explore top rated instructors and find the best for you.Is Tracy Weston good ? Find out on MiddCourses.

This course was fantastic. I learned a lot about teaching outdoor ed through the readings and class. The part that was the most time-consuming was creating weekly lesson plans but executing those became an enjoyable experience. Those short responses, and a big project at the end are the major components of the coruse. The course also takes place outside and is such a lovely way to spend a class. 

I absolutely LOVED this course. While it is things I am passionate about not only was in fun and engaging but went over many different interesting things including environmental education and how it is taught. This class is great for a major or non-major and I would highly recommend. The readings can be long, and the lesson plans are tricky to figure out at first if you have never been exposed but I truly loved this class and everything that it had to offer. 

Environmental Education classes were spent out in the field teaching lower school students almost every week. It is really helpful experience in lesson planning and interacting with students if you want to become a teacher. The assignments are not necessarily overly hard but can be time consuming to do lesson plans and the final project has a lot of components. There is also 10 hours of volunteer hours outside the class which takes some time. Tracy is a fair grader and knowledgable about the content. The class can be a bit repetitive at times with the readings. 