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ED 532 Teaching and Learning: Theory into Practice
Fields, Barbara


COURSE SYMBOL AND NUMBER: ED 532

COURSE TITLE: Teaching and Learning: Theory into Practice

COURSE DESCRIPTOR: does not apply

TERM COURSE BEING TAUGHT: Fall 2004

NAME OF FACULTY MEMBER:  Dr. C. Ann Wentz

TITLE OF FACULTY MEMBER: Associate Professor of Education

FACULTY OFFICE LOCATION: Room 213 Copley Hall

FACULTY OFFICE HOURS: graduates students by appointment

FACULTY OFFICE TELEPHONE NUMBER: 816-741-2000 ex. 6323

FACULTY PARK EMAIL ADDRESS:  awentz@park.edu

OTHER FACULTY EMAIL ADDRESS:wentzann@aol.com

FACULTY WEB PAGE ADDRESS: C. Ann Wentz@captain.park.edu

DATES OF THE TERM:  Fall II

CLASS SESSIONS DAYS: Wednesdays 

CLASS SESSION TIME: 5:00 pm-9:30 p.m.

PREREQUISITE(S): ED 499

CREDIT HOURS: 3hr.

 

MISSION STATEMENT

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.

 

VISION STATEMENT

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

 

COURSE DESCRIPTION: Teaching and Learning: Theory into Practice – current theories and research on the topics of learning, motivation, teacher thinking, and effective teachings are reviewed and updated. Classroom applications will be stressed: students must complete and application project in which they apply current theory in teaching and learning to an actual classroom problem.

 

 

FACULTY’S EDUCATIONAL PHILOSOPHY: (Your educational philosophy.  Example: The instructor’s educational philosophy is one of inter-activeness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings.  The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.)

 

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

  1. Read and discuss literature and research on teaching and learning in a critical reflective manner. (Mo Step 1.2.1, 1.2.9,1.2.11)
  2. Be able to discuss and write about the basic assumptions pertaining to the most influential theoretical perspectives in education and recognize the implications for current theory and practice. (Mo Step 1.1, 1.2.2)
  3. Apply theory and research in educational psychology to actual classroom practice. (Mo Step 1.2.4, 1.2.6)
  4. Appreciate the role that historical antecedents have in our understanding of both theory and practice in education. (MoStep 1.2.10, 1.1)
  5. Construct and reflect upon personal connections between theory and practice as they relate to motivating those with diverse learning styles.(MoStep 1.2.3,1.2.8)
  6. Model problem- solving for their present and future students. (MoStep 1.2.7,1.2.5)

  

 

COURSE TEXTBOOK(S):  Approaches to Teaching,  Gary Fenstermacher (1992) Teacher’s College

Press.

Perspectives on Learning, by D.C. Phillips (2004) Teacher’s College Press

Elements of Learning, by James Banner & Harold Cannon(1999) Yale University Press

Elements of Teaching, by James Banner & Harold Cannon(1991 Yale University Press

 

 

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: A traditional percentage grading scale will be utilized. 100-90 = A, 89-80 = B.  Lower grades are not acceptable for graduate credit.  Late work will be docked points equal to twenty percent each week late. Work written in class will not be made up.

 

 

COURSE ASSESSMENT:

l. Participation /Attendance: This is an especially important in an accelerated course of this kind. Any single class cannot be made up fully, so avoid absences and/or being tardy if at all possible. A make up assignment may be assigned at the instructor’s discretion for one excused absence (the final grade will be effected subsequently).  Constructive classroom participation is a part of this grade.  As a result attendance and participation  is needed for class. This part will count 30%.   In addition, a presentation of a portion of one of the four texts read in class will  be equal to 20 % of final grade.  Instructors are required to keep attendance records and report absences. Excused absences can be granted by the professor for medical reason, school sponsored activities, and employment –related demands including temporary duty. The student is responsible for missed work. Absences in excess of 2 in an 8wk term will be reported to the Dean or Director of the individual graduate program for appropriate action. Any student failing to attend a class for two consecutive weeks, without approved excuse will be institutionally withdrawn (unofficially withdrawn) and notified that an  “F” will be recorded unless the student initiates official withdrawal from the class.

 

2. Teacher Research Focus Project:  This final project  will include a description of action research and its various goals with two outside resources on the topic (besides the two I will provide),  your  proposed action research problem, rationale, critiques of six (6) juried research articles on your topic and   a bibliography. The first portion of the paper on “action research” will be discussed in class and will probably be about 3-6 pages. Since we are not in this class actually doing the action research, you will attach the critiques with some sentences of  transition at the end of the first section.   This project will be adapted for those learners not currently teaching in a classroom of their own.  A rough draft of observation notes will be due during week four.  The instructor will be available for individual assistance on this assignment. Final projects are due during the final week of class and the class will present their findings to others during   a discussion.  A resource for this project is-  http://gse.gmu.edu/research/tr/Traction.shtml     Another possibility among many is to use Ebsco Host and type in key words for your topic. There are many sites based  on Action Research for reading. This core project will count 40% of your final grade.

 

3. Course Assignments:  A presentation of the research articles relevant to your topic will be assigned. Each student will have a portion of time depending on the number of students in class. As a result of the preliminary reading you will decide on focus areas or domains that are of interest within your focus topic and relate these the class. Prepare a handout of focus areas or domains to share with the class   You must use juried articles. Research searches in the journals can be conducted in the library or on line. In the library at Park you can sometimes get entire articles. They can also access other library systems. You can go to-(http://ericir.syr.edu/Qa/), and http://www.aspensys.com/eric, and (http://beta.open.k12.or/arowhelp). This in class presentation will count 10% of the final grade. 

 

 

CLASSROOM RULES OF CONDUCT= 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 drive 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.) Please turn off pagers and phones, observe breaks the class takes unless it is an emergency.

 

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

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

First

October 27

Introduction to the course, discussion on “Teaching and Culture”, and the “Reflective Teacher”. We will assign sections of the four texts sharing  content.  Think about a topic for Action Research.

Second

November 3

“Teaching for Social Change” and “Critical Thinking”. Be ready to discuss Approaches to Teaching, Fenstermacher, Chap. 1-4

Third

November 10

Discuss Approaches to Teaching , Chap. 5-6  Library research as a class for articles on action research. ( We will probably do this first and meet in the library near the front desk. )

Forth

November 17

Discuss The Elements of Teaching –Banner, entire text. Collect critiques of two research articles on the action research  topic specific to you.

Fifth

November 24

Read entire text and be ready to discuss Perspectives on Learning, Phillips.

Sixth

December 1

Time if needed to finish Perspectives, and move on to Elements of Learning , Banner  Chap. 1-8

Seventh

December 8

Finish Elements Chap. 9-17. Begin presentations of Action Research. Time will be determined based on class size.

Eighth

December 15

Presentations continue and evaluations. Your graded work will be saved for the portfolio. You may pick up in the new year.

 

GRADING PLAN: (This section is where you list your course grading plan(s) for assessment measures.

Example: Examinations                Two                 100 point each)

 

In addition, any student who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn.