COURSE SYMBOL AND NUMBER: EDM #359
COURSE TITLE: Secondary Teaching Strategies with Practicum
COURSE DESCRIPTOR: ( does not apply)
TERM COURSE BEING TAUGHT: Spring 2005
NAME OF FACULTY MEMBER: Dr. C. Ann Wentz
TITLE OF FACULTY MEMBER: Associate Professor of Education
FACULTY OFFICE LOCATION: #213 Copley
FACULTY OFFICE HOURS: Mon. 10-12, Tu. 10-12, Th. 10-12, and by appointment.
FACULTY OFFICE TELEPHONE NUMBER: 816-741-2000 ext. 6232
FACULTY PARK EMAIL ADDRESS: firstname.lastname@example.org
OTHER FACULTY EMAIL ADDRESS: wentzann@ aol.com
FACULTY WEB PAGE ADDRESS: C.Ann Wentz@captain.park.edu
DATES OF THE TERM: August 22- Dec. 16, 2005
CLASS SESSIONS DAYS: Tuesdays and Thursdays
CLASS SESSION TIME: 1:00 – 3:30 p.m.
PREREQUISITE(S): Admission to the School of Education
CREDIT HOURS: 7 hours
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: EDM.359 blends theoretical knowledge about effective instruction with the development and application of reflective teaching skills. Theory and skills are applied to subjects at an appropriate level with students working with teachers as aides in the classroom. The course will be active with research, discussion, and teaching in class and at the site. There will be opportunities to reflect on our practice as we become teachers. We will continue our work on the “Knowledge, Skills, and Dispositions” in the Park University Conceptual Framework. Admission to the School of Education is required to take this course and students must earn at least a “B” in this course to be enrolled in the Directed Teaching experience.
FACULTY’S EDUCATIONAL PHILOSOPHY: This course is an interplay between theory and practice. By research and sharing these two topics will be discussed and observed in class and at sites. We will explore many topics, some of them controversial while maintaining civility to each other. Excellence of effort in written and oral work will be a goal.
COURSE OBJECTIVES: The student who successfully completes this course will:
a) explore her/his beliefs about education, teaching, and learning and how these beliefs fit into teaching in discussion and a journal ( MoSTEP. 1.2.1, 1.2.2)
b) cultivate a knowledge of the various aspects both implicit and explicit of the tasks of teaching in critiques of research articles ( MoSTEP. 1.2.3-1.2.11)
c) gain an understanding of the influences on a teacher’s time and curricular and instructional choices (MoStep.1.2.3-1.2.11)
d) develop awareness in writing and discussion of choices and decisions that affect the teacher’s role in the classroom (MoSTEP. 1.2.9)
e) design and teach lesson plans that incorporate discipline content and Show Me Standards for a variety of students (MoSTEP. 1.2.4, 1.2.5, 1.2.6, .1.2.7, 1.2.8, 1.2.11)
f) demonstrate chosen models of instruction for in-class and site teaching (MoSTEP 1.2.3-1.2.9, 1.2.11)
g. observe for sixty (60) hours in a school classroom in a productive manner (MoSTEP 1.1-1.2.11)
h.write reflections on the observations, and perform a shadow study ( MoSTEP 1.2.9, 1.2.11)
COURSE TEXTBOOK(S): Instruction :A Models Approach by Gunter, Estes, & Schwab
This We Believe, and Now We Must Act, Ed. Tom Erb
Becoming a Student of Teaching by Bullough and Gitlin
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.
LATE SUBMISSION OF COURSE MATERIALS: Work must be submitted on time to receive full credit.
Late assignments will be lowered one grade level dependent on the extent of the tardiness. The assignment is expected to be turned in even if late. Some written work and quizzes may be done in class and are not made up.
COURSE ASSESSMENT: Assessment for this five hour class is based on many aspects .
Attendance: You are expected to attend class and be responsible for all instructional activity that takes place during class time. EDM 359 is a five hour course incorporating research, school observations, practice teaching, and requires a large amount of student time. Students unable to attend class regularly should take the course at another time. Unless your absence is due to medical or other serious emergency you should plan to attend. Failure to notify one’s assigned school of illness or other absence in advance is problematic since this is considered a professional experience. Each session is worth points regardless of the reason for absence. The classroom teacher fills out an evaluation of the pre-service teacher and a time sheet is submitted also.
Reading assignments and class participation: You are expected to complete reading assignments at the assigned time and be ready to respond to them in class in either “short writes”, or participating in discussion. On occasion there will be articles handed out in class besides that listed in the syllabus.
Participation : Each class session will have a point value. Classes are usually of a size that everyone can contribute to the discussion.
Exams: There will be a mid-term and a final exam during the semester. You will know the questions ahead of time and there will be some discussion as to preparation.
Observations: You will work with a teacher and a classroom to observe and will be responsible for 60 hours of observation time. Along with your observations you will keep a journal that will discuss your observation experiences. This is a reflective journal. You will request an observation site that is different that your experience in high school. This could be rural, urban, or suburban. The University placement officer will make the arrangement initially, then you will call yourself and arrange the days that fit your and the teacher’s schedules. Be sure to be on time, well dressed, ask questions, offer to help according to your guidelines in the Handbook for the Practicum. During the Practicum you will engage in a Shadow Study of a student. This is written up and also shared orally with the class. There is an evaluation to be completed by the teacher and sent back to me at the end of November. There are more specifics about the observations in the Handbook.
Topic Readings: The readings in This We Believe are to be read and an article related to the chapter found in the Middle School Journal or Middle Ground. The critique of the articles should reflect reading of the entire article and should include a few quotations of the authors ideas and also presentations of your ideas. . This will be about two pages typed.
Journals: The journal entries are linked to the Practicum course. There will be 15 entries that address suggested topics, including significant events. Other ideas are observed teacher behavior, student behavior, classroom strategies, and/or classroom activities. Ask yourself questions about what is going on, and why. You will also be reflecting on what you would do differently. The last entry is a summary entry. These entries will be collected about three times in the semester. There will be a specific list of ideas offered but you do not always have to use them.
Micro-Teaching: Each student will have the opportunity to practice models of teaching from the text. The class will act as your students and complete a peer review at the end of the lesson. You will have a format for this assignment. Each student will usually teach two lessons.
CLASSROOM RULES OF CONDUCT: We will be very busy in this class. You should not take phone calls during class. Come prepared with readings and writing finished. Do not do other classes work in this one. Be open to other views and be civil.
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: www.park.edu/disability
Topics Assignments (Due the next
Session unless noted.)
Introduction Read: “Act of Study”
Preview of Semester “Putting Students at Center”
Introduce Topics from Write: Who were your most/least
Believe Chapter 1 Favorite Teachers and why? 1-2 pages
How do you define teaching? Read: Believe, Chp. 2 &3. Presenter locate a
Write in class on “Act”of Study.” .an article for both topics to be handed
To classmates to critique
Becoming Ch. 1
Write: “Why I want to be a teacher.”
How do your notions of teaching Read: Becoming , Ch.2
fit into your experience? Or Who
are you and how do you fit into Write: What is Teaching? What is learning?
the classroom? Discussion on how 1-2 pages
to do the journals, and the Shadow Write a review of both MS articles.
Study. Activity on Becoming.
Presentation on Believe-Ch. 2& 3
What are the forces that effect Read: “Indian Father’s Plea”
Teaching and learning? Discussion: Believe 4 & 5.
Topics from the readings. Write: “When I first felt different from the
Hand in critiques. group and when I felt I belonged”
Does culture play a part in Read: Read your article for the Jigsaw.
the learning process? Presentation: Article “Nacirema”
Believe 4 & 5. Library Write : Critique of MS articles
visit to fine diversity articles.
Cultural Diversity- Discussion Read: Becoming, Ch. 4
Discussion on readings, Instruction Ch. 1 “Learner, Society,,,
Jigsaw Activity- use diversity Read: Believe Ch.6 & 7
articles you located.
Hidden Aspects of the Classroom Read: Instruction Ch. 2 & 3 “Outcomes …”
Discussion: Hidden curriculum and
Tracking in the schools Write: A description of your experience
Presentation Believe 6& 7 with tracking.
Review the M.S. articles
Planning/Writing Objectives Read: Instruction # 4 “Direct Instruction”
Discussion – Lesson Planning Believe Ch. 8 & 9
and Assessment , Tracking Write: The most powerful influences on
who you are and why?
Discussion and Handouts Read: Instruction, Ch. 14 “Cooperative …
for Direct Instruction
Presentation :Ch. 8 & 9 Write: Review the M.S. articles
Discussion Groups on Practicum Read: Handouts “ Structural Approaches”
Present topics from observation & “Student needs Team Learning”
and get input from class Becoming, Ch. 5
Believe, Ch. 10 & 11
Discussion – Micro Teaching Write: What are your strongest Beliefs
Handouts , Start Cooperative Model about teaching?
Continued Cooperative Learning Read: Instruction, Ch. “Vocabulary”
Discussion & Handouts Instruction, Ch. “Memory Model”
MICRO TEACHING 45 MIN.& Write: JOURNALS are due next time.
Reflective comments by peers Receive: the Mid –term Questions
Discussion of the Vocabulary Model Set up the Shadow Study?
MICRO-TEACHING 45 MIN. & Read: Instruction, Ch. 10 “Discussion..
Discussion of the Memory Model Prepare for the Mid-term by reviewing
The ideas in Becoming, Believe ,
& class discussion in light of teaching
as you enter profession. Think about
your role in teaching and learning.
Discussion of “Discussion Model” Read: Handout “Scored Discussion”
and a “Scored Discussion”-handout Prepare your part in it.
“Scored Discussion “ presentation Read: Believe, Ch 12 & 13.
#2 Group Discussion –Practicum
Ideas and Observation Shared.
MICRO –TEACHING 45 MIN. You Have a Break Here!!!
and reflective comments from peers ( In a few days you will need a copy
MIDTERM DUE –2 questions typed of the textbook from your school)
MICRO-TEACHING and Read: Instruction, Ch. 8 “Synectics”
Reflective comments from peers Handouts on Synectics.
Write: JOURNALS Due
Demonstration of Synectics Model You Have a Break Here!!!
MICRO-TEACHING and Read: Becoming, Ch. 7 . We will do
Reflective comments from peers an assignment for a text from
#3 Discussion of Practicum- come your school site.
with topics and questions for class.
MICRO-TEACHING and Read: Instruction, Ch. 5 & 6.
Reflective comments from peers “Concept Attainment” &
Discuss Becoming Ch. 7 and our Concept Development
Text book Review.
Discuss and Demonstration Read: Instruction , Ch. 13 “Values
Of ”Concept Attainment &
Discussion of Chapter 13
Possible VCR tape on values
MICRO- TEACHING Read: Becoming, Ch. 3
Instruction, Ch. 12 “Conflict
Reflective comments from peers
Conflict Resolution –Incorporate Write: Be typing up the Shadow
Role playing, & case studies Study. ( it takes a while)
Discuss Ch. 3 for Final
MICRO – TEACHING 45 MIN. Write: Shadow Study oral
Reflective comments from peers Typed up- due on 4/26.
Presentation of Shadow Study Receive: Final Questions- prepare
In class by each person ideas for writing in class.
Write: FINAL JOURNAL 4/26
MICRO-TEACHING 45 MIN.
Reflective Comments from peers.
Summary Class Discussion and example
Of a final question. Evaluation of class in computer room. Lunch
Reflective Final Essay writing in the computer lab.
GRADING PLAN: This class is two and one half hours each time we meet. If you miss you are missing more than you would if you were taking a three hour class that meets for 50 minutes or an hour. You should not miss, save the time you might miss for sick children, cars that don’t start, death in the family. Each class session is worth points despite the reason. Your work is still required and I do want a call or email about your absence.
Assessment of the course will include quality of projects, quality of class participation including references to readings etc., reflective journaling.
Critiques of Middle School Journal 200
Grading Policy : A(100%-90%), B (89%-80%) Grades below B will require retaking the course before student teaching according to School of Education policy.
In addition, any student who misses more than three classes, regardless of whether or not the absence is excused will be dropped a grade.