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EDE 391 Diagnosis & Remediation of Reading Difficulties
Greene, Judy Ann


COURSE TITLE:  Diagnosis & Remediation of Reading Difficulties




TITLE OF FACULTY MEMBER:  Assistant Professor of Education


FACULTY OFFICE HOURS:  M = 1:00-3:00, T = 1:00-3:00, R = 1:00-3:00, or by appointment





DATES OF THE TERM:  August 22-December 16







The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.



Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


COURSE DESCRIPTION:  A survey of the instruments which teachers can use in their classrooms to screen reading difficulties.  The instruments will be demonstrated and mastered as part of the course.  The use of the WISC scores in classroom reading diagnosis is also emphasized.  Methods and materials available to the classroom teacher for remediating reading difficulties are also a focus of this course.  Pre-service students are required to work with two elementary school students, one-on-one, for 16 hours in enrichment and/or remediation in a school setting.  This is designed to prepare teachers to individualize reading instruction within a literacy program in the elementary classroom.


FACULTY'S EDUCATIONAL PHILOSOPHY:  Teachers must be willing learners who embody what they hope to cultivate in their students-curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life.  Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship.  In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an "us-we" instead of "me-them" effort.



COURSE OBJECTIVES:  On completion of this course, students should be able to: 


  • Respond effectively to affective needs, challenges, and attitudes of learners with reading problems.           
    • Relevant MoSTEP,,,,,,
    • Relevant ACEI Standards 1, 2, 3.2, 3.4, 3.5, 5.1, 5.2
    • Assessment artifacts: Assessment Profile, Post-Tutoring Reflection Sheets, Field Experience Report, Case Study Application


  • Communicate effectively with learners, parents, and professional peers regarding reading problems, instruction, and progress.
    • Relevant MoSTEP,,
    • Relevant ACEI Standards 1, 3.4, 3.5, 5.2, 5.3, 5.4
    • Assessment artifacts:  Assessment Profile, Post-Tutoring Reflections, Interview, Field Experience Report, Teaching Dispositions Log Sheets


  • Identify, describe, and utilize procedures, skills, and results of both formal and informal assessments/tests to identify and diagnose reading problems.
    • Relevant MoSTEP,
    • ACEI Standards 1, 2, 4, 5.2
    • Assessment artifacts:  Text Reflections, Readability Study, Assessment Profile, Field Experience Reoprt, Case Study Application


  • Write and interpret reports of assessment/text results proficiently.
    • Relevant MoSTEP,
    • ACEI Standards 1, 2, 4, 5.2
    • Assessment artifacts:  Readability Study, Assessment Profile, Field Experience Report, Case Study Application


  • Analyze, evaluate, and apply assessment/test results to create and implement an appropriate and effective corrective program of reading.
    • Relevant MoSTEP,,,
    • ACEI Standards 1, 2, 3.1, 3.2, 3.4, 3.5, 5.2
    • Assessment artifacts:  Assessment Profile, Field Experience Report, Case Study Application


  • Understand and apply knowledge of how learners acquire literacy, including differences in cognitive abilities and the influence of affective factors upon motivation affecting learning. 
    • Relevant MoSTEP,,, 1,,,
    • ACEI Standards 1, 2, 3.2.8, 3.1, 3.2, 3.3, 3.4, 3.5
    • Assessment artifacts:  Text Reflections, Post-Tutoring Reflection Sheets, Literature :"Review" Paper, Interview, Field Experience Report, Case Study Application


  • List, describe, and apply knowledge of variety of corrective/adaptive reading strategies and instructional methods, and materials that will allow learners with disabilities to access general education curriculum. 
    • Relevant MoSTEP,,,,,,,,
    • ACEI Standards 1, 2, 3, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5
    • Assessment artifacts:  Text Reflections, Post-Tutoring Reflection Sheet, Assessment Profile, Field Experience Report, Case Study Application


  • Demonstrate critical self-reflection to analyze and adjust reading instruction practices with the goal of improving learning.
    • Relevant MoSTEP,,
    • ACEI Standards 1, 2, 3.1, 3.2, 5.2
    • Assessment artifacts:  Class Session Log Sheets (Teaching Dispositions), Post-Tutoring Reflection Sheets, Field Experience Report




Manzo, Anthony V., Manzo, Ula C, Albee, Julie Jackson (2004).  Reading assessment for

     diagnostic-prescriptive teaching (2nd ed.).  Belmont, CA:  Thomson.  ISBN:  0-534-50829-4


Caldwell, Joanne Schudt, Leslie, Lauren (2005).  Intervention strategies to follow informal

     reading inventory assessment.  Boston:  Pearson Education, Inc.  ISBN:  0-205-40558-4


ACADEMIC HONESTY: Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.


PLAGIARISM: Plagiarism-the appropriation or imitation of the language or ideas of another person and presenting them as one's original work-sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors."

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.


·         Students may have no more than two (2) absences.

·         A third absence will drop the final course grade by one full letter grade.

·         A fifth absence will drop the  final course grade by two letter grades.

  • It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies). 
  • In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
  • The following will be unconditionally excused and require documentation:  medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
  • The following will not be considered for excused status in excess of the two absences allowed:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.

·         Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.




Late assignments will result in loss of 1 point per day late.  Assignments should be submitted on time even if student is absent (excepting emergencies).  Use fax, email attachment, ask fellow class member and/or friend to deliver to instructor's mailbox, rm. 309 on the third floor of Copley Hall, or to folder on instructor's office door, rm. 317.  Students are advised to submit assignments before their listed due date.  This will insure that there is enough time to revise an assignment to earn full points.  To further encourage students to submit assignments before they are due, no revisions for full points will be permitted after an assignment is due unless it was submitted early enough to receive feedback from the instructor. 


Each time an assignment is submitted for re-evaluation, it must be accompanied by the original assignment and instructor's rubric/feedback/score to be considered for more points.



General Directions for Assignments:  Course Materials Packets will be provided for assignments requiring more detailed directions than space allows in this syllabus.  All assignments will receive points toward final grade.  Students are responsible for reading syllabus and Course Materials Packet to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information.  Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email.  It is important for students to raise these questions outside of class session time for three reasons:  (1) to insure all available class time is used to achieve course objectives, (2) demonstrate the desired teaching dispositions, and (3) insure that an assignment is not submitted with preventable errors.   If a question or concern is raised, and the instructor decides that the matter needs further clarification, explanation, or requires a change of any sort, the instructor will inform the class via email.  Ideas for improvement are also most welcome!  A significant portion of this course and syllabus is the result of previous students' creative and helpful ideas.


Email is essential to this course.  All students will need to check their PirateMail on a regular basis--at least twice a week.  Typically, several days may pass when no email is sent, only to be followed by several emails in one day.  Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts.  Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.


Written Assignments:  Clear written and spoken communication is absolutely essential and expected for future classroom teachers.  We are all models of literacy to our learners.  The way learners see us use our literacy skills is what they will believe is correct and right for their own writing and speaking.  Therefore, all written and spoken communication will be subject to correction for basic standard English.  (This includes the instructor--to err is human!)   Students are expected to:  (1) use correct, standard English technical writing skills (i.e., "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.); (2) proofread carefully for technical skills errors, missing words, missing letters, making  all necessary revisions; and (3) make certain terms and phrases are used correctly for meaning, and that what is written is easily understood by the reader.   Written assignments containing technical and content (sense) errors will be returned for revision before receiving points.  Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together.  Regarding style and formatting-in order to avoid confusion created by differing interpretations of proper APA, MLA, or Chicago/Turabian style, a model for all written assignments will be provided in the Course Materials Packet.  All students are expected to correctly follow the provided model for all typewritten assignments except Text Reflections and Post-Session Reflection Sheets.  Failure to use the model correctly will result in loss of points.


1.  Text Reflections  (to be done out of class; receives point score for completion) Prepare for class lecture and discussion activities.  There are two parts to this assignment: 


(a)     Complete a provided Text Reflections sheet for text pieces as assigned in "Course Topics and Assignments" at the end of this syllabus.  Text Reflections may be typed or written by hand as long as the writing is legible.  Writing skills as described above will be part of the evaluation for points earned.  Text Reflections are due at the beginning of each class on the date listed in "Course Topics and Assignments."


(b)    On the flip side of the Text Reflections sheet, create a list of six (6) questions or activity tasks directly related to the assigned chapter's content.  All six questions/task statement should exemplify the six corresponding levels of Bloom's Taxonomy.  I.e., the first question/task should call for a knowledge level response; the last question/task should call for an evaluative response.


            Text Reflections provides evidence of reading, comprehension, and reflection of text, as

            well as essential course elements.  


2.  Readability Study (detailed description and directions will be provided in Course Materials Packet; to be done out of class; receives rubric point score):  There are two parts to this assignment-


(a) Each student will figure the readability level of one text of students'

     choice using the following three formulae:  (i) Fry, (ii) Cloze, and (iii)

     Flesch-Kincaid in Microsoft Word programs).  The Fry and Cloze levels 

     must be done by hand.  Cloze "tests" do not need to be administered to

     learners or other persons to earn points; however, they should qualify

     for actual future use in a classroom setting.


(b)    Write a brief report that compares and contrasts the formulae, and discuss personal conclusions regarding the use of readability levels.  Include all work such as calculations and drafts, and submit to instructor at the beginning of class on date due (see "Course Topics and Assignments"). 


3.  Field Experience Report (detailed description, directions, and forms will be provided in Course Materials Packet; to be done out of class; receives completion/rubric score):  Students are required to complete at least 30 hours of combined tutoring and classroom assistance in an actual school setting.  These hours are already scheduled into the field experience part of the course; they are not added hours.  The instructor will make arrangements for students' field experiences with a partner school.  Students will be assigned to a cooperating teacher and learners to work.  Students are to be on-site twice a week at their assigned cooperating school for the same amount of hours as scheduled for the course to both tutor and assist the cooperating teacher in his or her classroom.  Students and cooperating teachers will set a schedule that enables students to work in their cooperating schools around the same time of day as scheduled for the course (about 2-2 ½ hours twice a week between the hours of 8:30-11:00, M & F) so as not to conflict with students' class schedules.  The instructor will be on-site twice a week between 9:00-11:00 to be available for whatever assistance is needed by students.  The instructor will also conduct bi-weekly debriefing sessions with each group of students assigned to their respective schools to share their experiences, consult with each other, and discuss concerns.


     This assignment has two main components-Assessment and Instruction (tutoring and classroom assistance).  Assessment will include an informal reading inventory (IRI) to administered twice (before instruction as pre-assessment and after instruction as post-assessment), miscue analysis (conducted at same times as IRI and used as pre- and post-assessment), and authentic assessments.  Students are required to practice administering the IRI two times to determine adequate knowledge and skills before actual on-site administration.  Students are encouraged to practice with elementary children, friends, or spouses.  Results from all assessments are to be used to determine a remedial program to improve learners' reading skills.  Post-Session Reflection Sheets (PSRS) will be used to foster metacognitive skills, and to record and monitor instruction.  Students bring their most current PSRS's to each group debriefing session to share their experiences and receive completion points.  At the end of the field experience, students will gather all PSRS's, miscue analyses, authentic assessments, and reflection sheets, then compile and collate them to create a Field Experience Report using the provided case study format/rubric in the Course Materials Packet.


4.  Report/Observation Paper (directions, descriptions, forms provided in Course Materials Packet; to be done out  of class; receives rubric score):  Students select a theory or method/strategy currently in use and relevant to their particular needs and interests.  This paper should first trace the historical development including origin, changes, and issues, then observe, record, and evaluate its use in assigned school settings.  The paper should conclude with a reflective conclusion articulating intellectual, emotional, and empathetic reactions.  Students may use their field experience in this or any other course during the current semester.  In tracing the historical development and issues attached to the theory or method/strategy, students are required to reference at least four different articles from four different professional journals that are nationally recognized and respected.  Park's online library (EBSCO) is a good source for finding journals, as are the course texts.  Papers must follow the format model provided in the Course Materials Packet, and be no less than 10, no more than 15 full pages of text (excludes source references page).


5.  Interview (to be done out of class, receives rubric points):  Students are to gain an overview or collective perspective of literacy instruction as it occurs in actual school settings.  They will learn how veteran educators who are responsible for literacy instruction at a building level handle the challenges and issues inherent in remedial literacy instruction.  Students are responsible for finding and scheduling an interview with a working curriculum coordinator, building principal, education specialist, special educator, or any other qualified educator directly dealing with academic literacy matters.  Students are not to interview their cooperating classroom teachers or another regular classroom teacher for this assignment.  Interviews are to be written according the provided model format and be no less than three and no more than five full pages of text.  The following topics are to be asked and/or responded to; they should also form the report's headings under which students report their findings:


                  ¨ Most Common Literacy Needs of Students

                  ¨ Most Serious Needs of Classroom Teachers in Literacy Instruction

                  ¨ Most Serious Barriers for Classroom Teachers in Literacy Instruction

                  ¨ What Works-Successful Approaches & Qualities of Instruction

                  ¨ My Intellectual and Emotional Reactions

                  ¨ My Insights and/or Changes in Personal Values and Ideas


                  [NOTE:  "My . . . Reactions/Insights . . ." refer to Park student's (author's), not the

                  person being interviewed.]


6.  Case Study Applications (detailed directions and descriptions provided in Course Materials Packet; to be done in and/or out of class; receives completion/rubric score)  Case studies/learner profiles will be provided throughout the classroom session portion of the course.  Using knowledge and skills gained from this and other literacy education courses, students will plan instruction and activities designed to improve reading skills based on information about the learner contained in each case study/learner profile.  The last case study/learner profile will be a culminating, summative task, and will function as half of the final examination on the day scheduled for final examinations. 


7.  I Know That I Know Notebook aka IKTIKN (to be done in/out of class; receives completion score):  Beginning with the second class, each student is to begin collecting all course materials, including in-class notes, and organize them inside a binder.   This is essentially the same thing as a resource notebook for future use in other courses and as classroom teacher.  It may be arranged in any fashion according to students' preferences as long as contents are clearly marked by labeled tabs.  Students are to bring their notebooks on one of the last two days of class.  The instructor will simply look through the notebook to see that it has been done according to these directions in order to receive points.


8.  Teaching Dispositions (list & descriptions provided in class; occurs in class/field experience beginning with the first class session) In accordance with instructor's philosophy described above, the School of Education philosophy regarding teaching, and state standards for classroom teachers, students are expected to demonstrate the behaviors and attitudes associated with the basic teaching dispositions.  Simply receiving passing scores on assignments is not sufficient proof of the ability and readiness to be a teacher.  The behaviors of a student in Park classroom sessions and field experiences are considered to be indicators of that student as a classroom teacher.  Dispositions expected for this class are the same as those required for being hired, achieving success as an educator, and maintaining employment within a school.  Examples of dispositions are::  "Plans and delivers instruction based on the conviction that every learner can learn at the highest level possible," "Dresses and uses language appropriately," "Takes responsibility for learning and completing assignments/meeting responsibilities on time," "Makes timely arrangements of personal and professional nature in such as way that neither conflicts with the other."  Conversely, using electronic/digital communication (i.e., cell phones, text messaging) during class, private conversations/reading or completing assignments during class sessions, not reading syllabus and assignment directions, slouching in desk chair or sleeping during class, and continual irregular attendance are examples of behaviors indicating unsuitable teaching dispositions.


Class Session Log sheets will be used to assess students' readiness for becoming teachers.  Attendance and teaching dispositions of each student will be recorded on log sheets throughout the course whether in college classroom or assigned school setting.  Both instructor and students will have Class Session Log Sheets.  While the instructor's log sheets will determine the final evaluation, students are encouraged to evaluate themselves for purposes of discussion and further professional reflection.  If a student demonstrates poor teaching dispositions, a conference with the instructor will occur to discuss the matter and develop a plan of corrective action.  Students receiving "Exceeds Expectations" or "Meets Expectations" for 100% of class sessions for Teaching Dispositions will receive a letter of recommendation from the instructor at the end of the course that will be suitable for inclusion in his or her portfolio and in seeking employment.


 9.  Pre- Assessment and Post-Test (to be done in class, receives completion/point score)  During the first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives.  This assessment will receive completion points only for a grade.  Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment.  The post-test will be a culminating, summative task, will function as half of the final examination on the day scheduled for final examinations, and will earn a raw point score grade.  Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.


CLASSROOM RULES OF CONDUCT:   Students are to demonstrate the same dispositions, habits of mind, behavior, and responsibility they would expect from learners and peers in their own classrooms.  Therefore, the following will apply to all students enrolled in this course:


  • In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.


  • Key moments can be sabotaged by cell phones.  Making or receiving phone calls during class is rude to fellow class members, and disrespectful to the instructor; therefore, turn them off or on vibrate.


  • Wafting odors of burgers, chicken nuggets, and the sounds of salad can drive those who have not had time to forage to the brink of madness; therefore bring only a snack that can be quickly ingested and removed from sight and smell!  In the case of Watson Literacy Center, no food or drink is permitted in any area except for water, which must be in a container with a tight-fitting lid.  Break times will be provided to relieve the need for colas, chips, etc.


  • Speak and we will listen-with respect, from everyone.  Students should also exhibit polite consideration when speaking.


  • Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink, and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page:


GRADING PLAN:  Points for final grade are earned as follows: 


Assignment/Subassignment                                     Points

Text Reflections (7 @ 10 pts)                                         70

Readability Study                                                           20

Pre-Assessment Practice (2 @ 10 pts)               20                             

Pre-Assessment Profile                                                 45

Post-Tutoring Reflection Sheets                                    all possible required to receive final grade

Interview                                                                        30

Report/Observation Paper                                              45

Field Experience Report                                                 60

Case Study Applications (in class; 5 @15 pts )              75

Case Study Application Final "Exam"                             15

Post-Test Final                                                              20

I Know That I Know Notebook                                      required to receive final grade


                                          TOTAL POINTS:      400


            A = 375 - 400 points

            B = 354 - 374

            C = 333 - 353

            D = 313 - 332

            F = 293 points or less


INCOMPLETES:  Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences.  It is Park policy that all incompletes be finalized in 60 days.  In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.








Topics/Assignments                                                                 Assignments Due



? Introductions:  people, course principles/guidelines,

syllabus (students read on their own, then come to 2nd session


? Socratic Seminar

? Pre-assessment                                                                                    ? Pre-assessment





? Questions re syllabus/assignments; receive Course Materials Packet

? Conceptual Foundations, Diagnosis & Case Reporting (Manzo chs.

1 & 2)                                                                                                        ? Text Reflection

? Case Study/Learner Profile Application                                                ? Case Study Appl.




? Attention, Memory & Learning; Language & Learning 

? Text topic/chapters to be determined                                                    ? Text reflection

? Socratic Seminar over Choice Words  

? Strategies Activity




? Emotion, Memory & Learning-lecture, discussion

? Text topic to be determined                                                                   ? Text reflection

? Strategy Instruction/Practice

? Case Study/Learner Profile Application                                                ? Case Study Appl.









? Socratic Seminar over Choice Words  

? Assessment/Reading-Thinking Informal Inventory:  Overview,

Explicit Instruction, Practice in class 

? Case Study/Learner Profile Application                                                ? Case Study Appl





? Choice Words -Socratic Seminar dialogue

? Text topic to be determined                                                                   ? Text reflection

? Strategy Instruction/Practice:  DR-TA, graphic organizers (Story Mapping, Webbing)

? Case Study/Learner Profile Application                                                ? Case Study Appl





? Special Needs, ADD/ADHD

? Text topic to be determined                                                                   ? Text reflection

? Strategy Instruction/Practice:  visualization and Glass Analysis





On-site at St. Therese's, Chinn, Graden, and English Landing

                                                                                                            ? Readability Study



Topics/Assignments                                                                 Assignments Due



 At Park

? Text topic to be determined                              ..........   ..? Text reflection

? Strategy Instruction/Practice:  Retrospective Miscue Analysis, Word Sorts

? Case Study/Learner Profile Application                                                ? Case Study Appl




On-site at St. Therese's, Chinn, Graden, and English Landing




At Park


? Text topic to be determined......                                               .? Text reflection

? Strategy Instruction/Practice

? Socratic Seminar

                                                                                       ? Pre-Assessment Practice forms








? conduct assessment, assist in classroom




? conduct assessment, assist in classroom




? conduct assessment (if needed to finish), begin tutoring (if possible), assist in classrm




? tutor, assist in classroom







? tutor, assist in classroom




? tutor, assist in classroom                                                          ? Pre-Assessment Profile

                                                                                      ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)




? tutor, assist in classroom                                             ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)




? tutor, assist in classroom                                             ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)







? tutor, assist in classroom                                             ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)



? tutor, assist in classroom                                             ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)



? tutor, assist in classroom                                           ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)

                                                                                                                         ? Interview




Topics/Assignments                                                            Assignments Due






? tutor, assist in classroom                                             ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)

                                                                                               ? Report/Observation Paper




? tutor, assist in classroom                                             ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)





                                                                                      ? Post-Tutoring Reflection Sheets

                                                                                                (if on group debriefing day)




Back @ Park


? Topic and activity to be determined




8-8:50 a.m.

LAST DAY OF CLASS/FINAL EXAMINATION:  Case Study Application and Post-Test

                                                                                                     ? Case Study Application

                                                                                                                         ? Post-Test

                                                                                                 ? last day to submit IKTIKN