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EDM 353 Tchng Strategies & Clsrm Mgmt
Kasperbauer, Kimberly


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDM 353 Tchng Strategies & Clsrm Mgmt

Semester

SP 2011 HO

Faculty

Kasperbauer, Kimberly

Title

Assistant Professor, Chair, Middle & Secondary Education

Office Location

227 Copley

Daytime Phone

816.584.6594

E-Mail

kkasperbauer@park.edu

Class Days

--T-R--

Class Time

1:00 - 2:15 PM

Credit Hours

3


Additional Resources:

 Required: All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:

1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.

Contract Period

Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

1 year

$30.00

$30.00

2 years

$59.00

$29.50

3 years

$87.00

$29.00

4 years

$112.00

$28.00

5 years

$120.00

$24.00

6 years

$125.00

$20.83

2. Send an email to Carol Williams (cwilliams@park.edu) with the following information:

·        Your Name

·        Your Major (Middle School Math & Science, K-12 Spanish, Secondary Social Studies, etc…)

·        The Contract Period you wish to purchase

·        Your student identification number

3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.   Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDM353 Teaching Strategies & Classroom Management: Theory and skills necessary to implement classroom management, curriculum development and instructional strategies are presented through lecture, discussin and classroom observations. Students will explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive teacher-student relationships and to implement developmentally appropriate guidance and classroom management strategies. Aditional emphasis is focused on developing knowledge of the Missouri Standards, lesson plans, and reflection techniques. The course includes guidance procedures for integrating children with and without disabilities. Prerequisites; admission to the School fro Education. To be taken simultaneously with Practicum. 3:0:3

Educational Philosophy:

In a safe environment that fosters collaboration, critical thinking, group and individual problem-solving and especially reflection, all students learn to apply newly learned theories and concepts of the subject at hand to the practice of teaching in a practical, efficient way.

Learning Outcomes:
  Core Learning Outcomes

  • 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 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
    1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.4 knows theories of learning.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 3, 4, 5, 6, 9

    NCSS: 1

    NCTM: 9, 10

    NSTA: 4, 10

    ACTFL: 2,4

    NAEA: 11

    Conceptual Framework: Knowledge 2A, 3D, 3E; Dispositions 2A, 5F

  • Cultivate knowledge of the various aspects both implicit and explicit of the tasks of teaching in critiques of research articles
    MoSTEP
    1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.4.3 evaluates plans relative to long and short-term goals and adjusts them to meet student needs and to enhance learning.
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    1.2.6.2 manages time, space, transitions, and activities effectively;
    1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.
    1.2.11 The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs
    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 1,2,3

    NCSS: 3,4,6

    NCTM: 4, 8, 9, 10

    NSTA: 6

    ACTFL: 2, 3

    NAEA: 5, 8

    Conceptual Framework:  Knowledge 2A, 3A, 3F; Skills 2A, 2D;Dispositions 2A, 2C, 1E, 3E, 4C, 5B, 5D, 5E, 5F

    Selected Special Ed Differentiated Instruction Competencies:  CC3 [CC4S3];CAT8 [GC4S2]; CAT2 [GC4S4, GC4S14,GC4S16]

  • Develop awareness in writing and discussion of choices and decisions that affect the teacher's participation in the classroom
    MoSTEP
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 4,5,6

    NCSS: 4,6

    NCTM: 8

    NSTA: 10

    ACTFL: 2, 3, 4

    NAEA: 8

    Conceptual Framework:  Skills 2A, 2C, 2D; Dispositions 1C, 3A, 3D, 3E, 3F, 4A, 4B, 4C, 4F, 5A, 5B, 5C, 5F
  • Design and teach lesson plans that incorporate discipline content and Show Me Standards for a variety of students
    MoSTEP
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    1.2.8.2 uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning;
    1.2.8.3 evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work;
    1.2.11 The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
    1.2.11.1 demonstrates an understanding of instructional technology concepts and operations;
    1.2.11.2 plans and designs effective learning environments and experiences supported by informational and instructional technology;
    1.2.11.3 implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;
    1.2.11.4 uses technological applications to facilitate a variety of effective assessment and evaluation strategies;
    1.2.11.5 uses technology to enhance personal productivity and professional practice;
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 1,3,4,8,11

    NCSS: 1, 2, 6

    NCTM: 9

    NSTA: 6

    ACTFL: 2, 3, 4

    NAEA: 3, 5, 8, 10

    Conceptual Framework: 2D, 2E, 2G; Skills 1B, 1D, 1E, 2F; Dispositions 2A, 2B, 5D, 5E

    Selected Special Ed Differentiated Instruction Competencies: CC2 [CC4S2]; CC3 [CC4S3] CC5 [CC4S5]; CAT2 [GC4K3]; CAT6 [GC4S1; 4.1, 4.3]; CAT12 [GC4S12]; CAT1 [GC5K3]; CAT4 [GC7S2]; CAT2 [GC4S4,GC4S14, GC4S16, GC4S15]

  • Demonstrate chosen models of instruction for in-class and site teaching
    MoSTEP
    1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    1.2.3.2 designs and implements individualized instruction for students based on their prior experience, learning styles, strengths, and needs;
    1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    1.2.4.2 creates lessons and activities that recognize individual needs of diverse learners and variations in learning styles and performance;
    1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
    1.2.5.1 selects alternative teaching strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs;
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    1.2.6.2 manages time, space, transitions, and activities effectively;
    1.2.7 The preservice teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.2 demonstrates sensitivity to cultural, gender, intellectual, and physical ability differences in classroom communication and in responses to students' communications;
    1.2.7.3 supports and expands learner expression in speaking, writing, listening, and other media;
    1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.9.2 uses resources available for professional development;
    1.2.9.3 practices professional ethics.
    1.2.11 The preservice teacher understands theories and applications of technology in educational settings and has adequate technological skills to create meaningful learning opportunities for all students.
    1.2.11.1 demonstrates an understanding of instructional technology concepts and operations;
    1.2.11.2 plans and designs effective learning environments and experiences supported by informational and instructional technology;
    1.2.11.3 implements curriculum plans that include methods and strategies for applying informational and instructional technology to maximize student learning;
    1.2.11.4 uses technological applications to facilitate a variety of effective assessment and evaluation strategies;
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 3,4,5

    NCSS: 6

    NCTM: 9, 10

    NSTA: 6

    ACTFL: 3

    NAEA: 5, 8

    Selected Special Ed Differentiated Instruction Competencies: CC2 [CC4S2]; CC3 [CC4S3] CC5 [CC4S5]; CAT2 [GC4K3]; CAT6 [GC4S1; 4.1, 4.3]; CAT12 [GC4S12]; CAT1 [GC5K3]; CAT4 [GC7S2]; CAT2 [GC4S4,GC4S14, GC4S16, GC4S15]

    Conceptual Framework:  Skills 1B, 1C, 1D, 1E, 2E, 2F, 2G; Dispositions 2B, 3B, 4A, 4B

  • Compare and contrast basic classroom management theories, methods, and techniques.
    MoSTEP
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 1

    NCSS:  1,2,4,6

    NCTM: 10

    NSTA: 6

    ACTFL: 2

    NAEA: 10

    Park University Conceptual Frameworks: Knowledge 3D, Skills 1A,

    Dispositions 2C, 2F, 3G

    Selected Special Ed Differentiated Instruction Competencies: CAT6 [GC4S1; 4.1, 4.3]; CC5 [CC4S5]; CAT10 [GC4S9]; CAT12 [GC4S12]; CC9 [CC5S4-5, 9]; CAT5 [GC5S6; 5.1]; CAT1 [GC7K1];  CAT5 [GC8S5]

  • Evaluate and critique classroom and school-wide management/discipline systems.
    MoSTEP
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 1,2,11

    NCSS: 6

    NCTM: 10

    NSTA: 6

    ACTFL: 2

    NAEA: 10

    Selected Special Ed Differentiated Instruction Competencies: CAT6 [GC4S1; 4.1, 4.3]; CC5 [CC4S5]; CAT10 [GC4S9]; CAT12 [GC4S12]; CC9 [CC5S4-5, 9]; CAT5 [GC5S6; 5.1]; CAT1 [GC7K1];  CAT5 [GC8S5]

    Park University Conceptual Frameworks: Knowledge 3D, Skills 1A
  • Create and evaluate their own classroom community and management plan that encourages positive interaction, active engagement, and self-motivation using best practices
    MoSTEP
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 4,7,11

    NCSS: 1, 4, 5, 6, 8

    NCTM: 10

    NSTA: 6, 9, 10

    ACTFL: 2, 4, 5

    NAEA: 8, 10

    Selected Special Ed Differentiated Instruction Competencies: CAT6 [GC4S1; 4.1, 4.3]; CC5 [CC4S5]; CAT10 [GC4S9]; CAT12 [GC4S12]; CC9 [CC5S4-5, 9]; CAT5 [GC5S6; 5.1]; CAT1 [GC7K1];  CAT5 [GC8S5]; CC5 [CC5K8]

    Park University Conceptual Frameworks: Knowledge 3D, Skills 1A
  • Construct a plan to establish a safe, equitable, positive, and supportive environment in which individuals are valued
    MoSTEP
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    1.2.6.3 engages students in decision making.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 11

    NCSS: 1, 2, 4, 8

    NCTM: 9, 10

    NSTA:  9, 10

    ACTFL: 3

    NAEA: 8, 10

    Selected Special Ed Differentiated Instruction Competencies: CAT6 [GC4S1; 4.1, 4.3]; CC5 [CC4S5]; CAT10 [GC4S9]; CAT12 [GC4S12]; CC9 [CC5S4-5, 9]; CAT5 [GC5S6; 5.1]; CAT1 [GC7K1];  CAT5 [GC8S5]; CC5 [CC5K8]

    Park University Conceptual Frameworks: Knowledge 3D, Skills 1A, 2E

  • Analyze, evaluate, and reflect on best practices for ensuring academic and social success for individuals with and without exceptional learning needs.
    MoSTEP
    1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 11

    NCSS: 1, 2, 4

    NCTM: 9

    NSTA: 6, 9, 10

    ACTFL: 6

    NAEA: 10, 11

    Selected Special Ed Differentiated Instruction Competencies: CAT6 [GC4S1; 4.1, 4.3]; CC5 [CC4S5]; CAT10 [GC4S9]; CAT12 [GC4S12]; CC9 [CC5S4-5, 9]; CAT5 [GC5S6; 5.1]; CAT1 [GC7K1];  CAT5 [GC8S5]; CC5 [CC5K8]

    Park University Conceptual Frameworks: Knowledge 3D, Skills 1A, 2D,
  • Analyze and develop professional and ethical practices in relation to students, parents, colleagues, and administrators.
    MoSTEP
    1.2.9.3 practices professional ethics.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 1,11

    NCSS: 8, 9

    NCTM: 9, 10

    NSTA: 10

    ACTFL: 6

    NAEA: 11

    Selected Special Ed Differentiated Instruction Competencies: CC2 [3.1]; CC5 [7.6]; CC8 [7.9]

    Park University Conceptual Frameworks: Knowledge 3C, Skills 2D, 3A,

  • Examine personal beliefs and articulate a philosophy of classroom management based upon an understanding of current knowledge and research.
    MoSTEP
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    SPAs

    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6

    NCTE: 4

    NCSS: 8

    NCTM: 9

    NSTA: 10

    ACTFL: 6

    NAEA: 11

    Selected Special Ed Differentiated Instruction Competencies:  CC3 [CC4S3];CAT8 [GC4S2]; CAT2 [GC4S4, GC4S14,GC4S16]



    Core Assessment:

    Class Assessment:

    Student learning will be assessed by way of the development of a unit; the facilitation of one 5 minute warm-up; the planning and teaching of one 10 minute lesson; the development of a personal Handbook of Classroom Culture and Climate; 4 synthesis essays; 4 essays which correlate with Park University's School for Education portfolio rubric and MoStep performance indicators; and by way of 2 lesson planning assignments that involve the development of complete lesson plans using designated teaching strategies and methods. Students will also be responsible for a number of in-class and out-of-class assignments which make up part of the participation grade and may not be made up in the event of an absence.

    Course Components:

    Warm Ups: Over the course of the semester, each student will be responsible for engaging the class in 1, three to four minute warm-up. These warm ups are short activities teachers may use at the beginning of their own respective classes and must take into consideration all students, including those with special needs. These warm ups may be discipline-specific however, when planning consider your activity’s potential for use in other classes/disciplines.

    Classroom Climate, Culture, & Community Handbook: Students will develop a personal Classroom Climate Handbook. Due February 4, this handbook must be turned in to the professor in paper form.  Details of the Handbook will be discussed on January 20.

     

    Lesson Planning Assignments: Students will complete 2 assignments which will demonstrate their ability to differentiate between various parts of a well-planned lesson, the ability to write clear learning objectives, and the ability to use the approved lesson planning format to create differentiated, pertinent lessons. These assignments must be submitted to the designated Drop Box on their assigned due dates.

    Micro-Teaching: Students will teach 1 ten-minute lesson of their choice. This lesson must include a detailed plan which includes all lesson plan components. This lesson plan MUST be submitted to the Doc Sharing section of the course website with a clear heading no later than the day of the student’s lesson presentation. Micro-lessons which are not appropriately submitted will receive a reduction in points.

     

    Assigned Portfolio Essays:  Students will be responsible for writing 4 new portfolio essays. These essays must be Performance Indicators, will be due as listed below, must include at least one artifact, and must be uploaded to Foliotek in order to earn full credit. Although the MoStep essays are due throughout the semester, you are not required to have them uploaded to Foliotek until the last week of the course. Note: Although you may receive full credit initially for your essays, failure to upload them to Foliotek by the date indicated below will result in a 50% point deduction.

    Synthesis Essays: Students will write 4 informal essays which must demonstrate to the professor the student’s ability to synthesize the course material as it is being presented. Topics or questions on which these essays must focus will be posted on E-Companion and must be submitted into their appropriate Drop Box on or before the due date. There are no length requirements for these essays, however students must write enough to clearly articulate their thoughts. Essays must include examples wherever possible and if pertinent must contain proper citations.

    Unit: At the end of the semester, each student will be responsible for developing a 2-3 week unit on a topic or concept of his or her choice. This unit will be presented the final weeks of the course.  Requirements will be discussed in week 7.

    Grading:

    A = 460-500                            C = 370-414

    B = 415-459                            D = 330-369

    Core Assessment/Unit 

    100 points

    20%

    Warm Up

    25 points

    5%

    Classroom Climate Handbook

    50 points

    10%

    Synthesis Essays (x4)   

    75 points

    15%

    MoStep Essays (x4)

    75 points

    15%

    Lesson Planning Assignment (x2)

    25 points

    5%

    Micro Teaching

    75 points

    15%

    Participation & Attendance & In Class Assignments    

    75 points

    15%

    Late Submission of Course Materials:

    Late work WILL be accepted with a grade deduction of 10% per calendar day that the respective assignment is late (e.g. if the assignment is due at midnight on Friday and you turn it in Monday afternoon, there will be an automatic 20% deduction from the total points earned). Because of the amount of work required for this class, I highly recommend that rather than waiting until the last minute to complete an assignment, you attack each one early, allowing time for any technological “glitches” that might arise. Most assignments will be submitted through E-Companion, however exceptions may be made on occasion if necessary (e.g. If your computer dies, you are more than welcome to submit a paper copy to me – as long as it is received on time).  NOTE: If you miss your assigned presentation time for the warm-up, micro-teaching, or final, and you have not made prior arrangements with the professor, you will receive a 0 on the assignment.

    Classroom Rules of Conduct:
    Pair and group discussions are a crucial component of our class. In order for these conversations to be as fruitful as possible, you are expected to be respectful of one another, open to your colleagues' ideas and perspectives, and prepared to talk about given topics in a professional manner.

    Cell Phone Use/Text Messaging: Please refrain from text messaging during class, as it is a major distraction to the professor as well as to your neighbors. Active participation is a course requirement and if you are distracted by incoming text messages you are unable to fully benefit from course discussions and presentations and thereby will receive an absence for that class. I understand that on occasion you may need to make or take an emergency phone call. If such a situation arises, please try to alert me of this possibility before class, and please leave the classroom to make or receive your call.


    Course Topic/Dates/Assignments:

    Week

    Date

    Topic

    Assignments DUE

    1

    1/11, 1/13

    Expectations/ Syllabus; Introductions; Foliotek;

    Information Sheet

     

    2

    1/18, 1/20

    Culture, Climate, & Community

    Discussion Questions

    3

    1/25, 1/27

    Culture, Climate, & Community

    Due, 1/28 at midnight: Synthesis Essay #1

    4

    2/01, 2/03

    Planning Lessons for Maximum Achievement – Simulation; Components of a Lesson

    Due 2/04 at midnight: Classroom Climate Handbook

    Planning Lessons for Maximum Achievement; Components of a Lesson, Writing Objectives

    5

    2/08, 2/10

    Planning Lessons for Maximum Achievement

    Sign up for Microteaching

    Due 2/11 at midnight: Objective/Lesson Planning Assignment  #1

    6

    2/15

    NO CLASS  - PROFESSOR AT ATE CONFERENCE

    2/17

    Planning Lessons for Maximum Achievement

    Due 2/18 at midnight: Lesson Planning Assignment #2

    7

    2/22, 2/24

    Expectations: High for All

    Discuss Units

    Due 2/25 at midnight: Synthesis Essay #2

    8

    3/01, 3/03

    MicroTeaching! (First half of class)

    Due 3/04 at midnight: MoStep Essay #1

     

    3/07-3/12

    NO CLASS – SPRING BREAK

    9

    3/15, 3/17

    The Power of Effective Feedback 

    Due 3/18 at midnight: MoStep Essay #2

    10

    3/22

    Effective Teaching

    Due 3/25 at midnight: Synthesis Essay #3

    3/24

    NO CLASS  - PROFESSOR AT ASCD CONFERENCE

    11

    3/29, 3/31

    MicroTeaching! (Second half of class)

     

    12

    4/05, 4/07

    Surviving v. Thriving

    Due 4/08 at midnight: MoStep Essay #3

    13

    4/12, 4/14

    Putting It All Together: A Synthesis of Best Practices

    Due 4/15 at midnight: Synthesis Essay #4

    14

    4/19, 4/21

    Final Presentations

    Due 4/22 at midnight: MoStep Essay #4

    15

    4/26, 4/28

    Final Presentations

    Due 4/29, 5:00: Unit/Core Assessment – Paper copy and CD copy delivered to 227 Copley

    Due 4/29 at midnight: 4 MoStep Essays must be uploaded to Foliotek in order to receive credit

    16

    Assigned Final Time: 1-3, Tuesday, May 3, 2011

    Final Presentations

    Student Surveys, Dispositions

     

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
    NOTE: Inappropriate paraphrasing and using others' ideas is a serious offense and does not represent the dispositions of a teacher candidate. Papers and assignments that are plagiarized in any way will receive an automatic 0 and students who choose to plagiarize will have an academic incident report filed in the SFE and may face further disciplinary action.

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

    Park University 2010-2011 Undergraduate Catalog Page 95-96
    As active participation is a course requirement, attendance is mandatory and worth 15% of your final grade (75 points).  You will receive 4 point deductions for each of your first 2 absences and 8 point deductions for each additional absence. As I do not give excused absences, I recommend you save them for emergencies!

    Late Arrival: Arriving late to class makes it impossible for you to fully participate in the class and benefit from the entire lesson and is an unnecessary distraction for your colleagues who may be facilitating a warm-up. For this reason, you will lose 2 participation points for arriving to class 10-15 minutes late and an additional 1 point for arriving more than 15 minutes late.

    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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .

    Copyright:

    This material is protected by copyright and can not be reused without author permission.

    Last Updated:1/19/2011 2:05:51 PM