Investigates the relationship between language and thought, theories of language development, changes in the young child’s cognitive structure, and the role of the teacher in literacy development.  It is designed to address the Texas State Board of Educator Certification (SBEC) Standards for Reading/Language Arts.

Prerequisites and Credit Hours:

Completion of READ 3305 and admission to the Teacher Education program of the Urban Education Department is required for this

3-hour course.

Text:

Bear, D. R., Invernizzi, M., Templeton, S., and Johnston, F. (2008). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (4th Ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Literacy Portfolio – created in READ 3305

Educational Objectives are based on the Competencies for EC-6 Reading/Language Arts for Students in the EC-6 Program:

Competency  I: Oral Language: Teachers of young students understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for young students to develop listening and speaking skills.

Competency II: Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Competency III: Alphabetic Principle: Teachers of young students understand the importance of the alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps students understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.

Competency IV: Literacy Development and Practice: Teachers of young students understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young students’ literacy.

Competency V: Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for students to improve word analysis and decoding abilities.

Competency VI: Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for students to improve reading fluency.

Competency VII: Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young students strategies for improving comprehension.

Competency VIII: Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that helps young students develop competence in written communication.

Competency IX: Writing Conventions: Teachers understand how young students use writing conventions and how to help students develop those conventions.

Competency X: Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students.

Competency XI: Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills.

Competency XII: Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.

Educational Objectives are based on the Competencies for 4-8 Reading/Language Arts for Students in the 4-8 Program:

Competency I: Oral Language: Teachers of students in grades 4-8 understand the importance of oral language, know the developmental processes of oral language, and provide a variety of instructional opportunities for students to develop listening and speaking skills.

Competency II:            Foundations of Reading: Teachers of students in grades 4-8 understand the foundations of reading and early literacy development.

Competency III: Word Analysis Skills and Reading Fluency: Teachers understand the importance of word analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading fluency and provide many opportunities for students to practice and improve their word analysis skills and reading fluency.

Competency IV: Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach students strategies for improving their comprehension.

Competency V:            Written Language: Teachers understand that writing is a developmental process and provide instruction that helps students develop competence in written communication.

Competency VI: Study and Inquiry Skills: Teachers understand the importance of study and inquiry skills as tools for learning and promote students’ development in applying study and inquiry skills.

Competency VII: Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce visual images and messages in various media and provide students with opportunities to develop skills in this area.

Competency VIII: Assessment of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment strategies to plan and implement literacy instruction.

Course Requirements:

1. Prompt and regular attendance and participation is important and expected in this class that prepares you for children’s literacy instruction.
2. Creating a community of learners is critical in a literacy classroom.   Mutual respect will be expected to ensure success for all learners. Please refrain from using cell phones, texting, or working on your laptops during class time. Your professional demeanor and participation during your classmates’ presentations is considered in your points for class participation.
3. The class involves learner-centered discussions and activities.  Each student has a commitment to the class and/or group to come prepared to actively participate and to apply the information acquired through the assignment.  Assignments are due on the day indicated on the calendar unless otherwise noted. Points will be deducted for assignments turned in late – one point per class meeting.

Course Assignments:

1. Class participation (5 points): Class participation includes prompt and regular attendance as well as active participation in classroom discussions and activities based on the reading assignments.  Assignment completion is critical and will be assessed each class session.  Please bring your Literacy Standards Portfolio and textbook to each class meeting. One point will be deducted for each absence.
2. Professional Development/Community Service Activity (5 points): It is critical for literacy professionals and educators to develop their understandings of the members of their community and literacy issues. Your career as an educator will involve you in professional development and community service and it is important that you begin learning what this means while you are engaged in your university course work and preparing to become a teacher.  Using the calendar provided to you on the first day of class, choose and participate in one of the university sanctioned professional development or community service activities listed. To receive credit you must hand in evidence of your attendance/participation.
3. Learning Activity Incorporating a Poem or a Song (10 pts.): You will work with a small group in class to choose a poem or a song and develop a learning activity focused on phonemic and phonological awareness and/or the alphabetic principle to accompany the poem or song. Please create your own visual representation of the poem or song. Do not make a copy of the page from the poetry or song book. Your poem or song/activity write-up should include the following: your names; the competency (ies) addressed with your activity; the name of the poem or song; the poem or song in a reproducible format; and a detailed description of the activity you have developed to “teach” literacy elements as you and your students enjoy reading the poem or singing the song.  Each group will have the opportunity to engage the whole class group in their activity. I will then make photocopies of your activity for the members of the class and we will file them in our Literacy Portfolios.
4. Spelling Inventory and Reflection (10 pts.): Use the Elementary Spelling Inventory on pp. 270-271 to assess a child whose grade placement falls between 1^st and 4^th grade, or the Upper Level Spelling Inventory on pp. 273-274 to assess a child whose grade placement falls between 4^th and 6^th grade. See pages 34 and 35 to help you determine your student’s stage of   spelling development. Complete the Reflection Sheet. Think about your process and what you have learned to prepare for small and large group class discussions of yourfindings, conclusions, and implications.
5. Student Storytelling and Interview (10 pts.): Oral language is critical to the development of reading and writing. You will read an excerpt from Gunning, T. G. (2006). Closing the literacy gap. NY: Pearson provided to you. You will then work with the same child you partnered with for the Spelling Inventory and Reflection project. Ask him/her to share a story with you. If possible, tape the story and then transcribe it after the child is finished. If this is not possible, write the story as the child is telling it. Write the exact words of the child. When the child has finished telling the story, extend the story by asking questions and commenting. Note the child’s responses to what you say. Next, complete the student interview provided to you in class. When you have completed the session, write a reflection for your Reflective Portfolio.
6. Learning Activity Teaching the Essentials of Reading with a Picture Book (10 pts.): Based upon my demonstrations from Teaching the Essentials of Reading with Picture Books, and our in-class discussions, you will work with a small group on one topic: phonemic awareness, phonics, fluency, vocabulary, or comprehension. You will work with your peers and myself in class. Your group will choose a book and develop a lesson focused on one of the afore-mentioned topics. You will make copies of your lesson for all members of the class to be filed in our literacy portfolios. During the last two class periods the small groups will have the opportunity to engage their classmates in the learning experience they have designed. Note (1): A lesson  framework and checklist will be provided prior to our planning sessions.  Note (2): Before choosing a topic, think about what might be helpful to the child you are working with and let that guide the topic you choose and the experience you  design. When you and your group have designed a lesson, you will meet individually with the child you are working with and engage him/her in the experience and write a reflection about the session for your Reflective Portfolio. Note (3): Your reflection should describe the session in detail including descriptions of how the child responded and interacted with the materials, your thoughts about the experience and the impact upon the child’s literacy learning. In order to receive credit, the reflectionshould be typed, double-spaced, and no less than one page in length.
7. Learning Activity Stages of Word Knowledge (10 pts.): Based upon your text, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, you will refer back to the results of your Spelling Inventory and Reflection with the child you are working with, and choose one stage: Emergent, Letter-Name Alphabetic, Within Word Pattern, Syllables and Affixes, or Derivational Relations. Within the chapter devoted to this topic there is a section describing suggested teaching/learning activities for learners in this stage of word knowledge development. You will turn to the section in the chapter with activities devoted to the stage at which the child you are working with is beginning to perform (uses, but confuses) with the suggested activities and choose one activity to develop, demonstrate in class, and to engage the child you are working with.

Note:  A sign up sheet will be provided in class. Please be sure that you have signed up for a demonstration, and that you have noted the date on your personal copy of the syllabus.

Please develop a write-up to accompany your demonstration/teaching session which includes:

• The stage of word knowledge
• The name of the activity
• Description of the activity as included in your text
• Explanation of your understanding of the activity and how you went about thinking through it and preparing for your presentation and teaching session
• Extension for the activity – How would you add to the activity or adapt it for English Language Learners or Bilingual students?

You should make a copy of your activity for each member of the class. These activities will be filed in your Literacy Portfolios. If appropriate, create materials you will need to help you demonstrate your learning activity to your peers. Please plan to actively engage all your classmates in the learning experience. Note: You will meet with the child you are working with and engage him/her in the learning experience. After the session you will write a reflection for your Reflective Portfolio.

Note: Your reflection should describe the session in detail including descriptions of how the child responded and interacted with the materials, your thoughts about the experience and the impact upon the child’s literacy learning. In order to receive credit, the reflectionshould be typed, double-spaced, and no less than one page in length.

8. Reflective Portfolio (20 points): The reflective portfolio on your assessment and instruction experiences with a child in our community includes the following:

• • Spelling Inventory and Reflection
  • Student Storytelling, Interview, and Reflection
  • Learning Activity Teaching the Essentials of Reading with a Picture Book and Reflection on Teaching Session
  • Learning Activity for a Stage of Word Knowledge and Reflection on Teaching Session
  • Final reflection on what you have been able to learn about the evaluation/teaching process and the literacy of this particular child

Note: All reflections should be written in a clear and professional manner which could be shared with a parent or another educator.

9. Final Exam (20 points): You will have a comprehensive final exam that will include key terms in literacy as well as opportunities to reflect upon the knowledge you have acquired this semester.

Evaluation:

Participation –  5 points

Prof. Dev./Comm. Svc. Activity –  5 points

Learning Activity Incorporating a Poem or Song         – 10 points

Spelling Inventory and Reflection – 10 points

Student Storytelling and Interview and Reflection – 10 points

Learning Activity/Demo/Teaching Session/Reflection Using Teaching the Essentials of Reading with a Picture Book – 10 points

Learning Activity/Demo/Teaching Session/Reflection Stages of Word Knowledge – 10 points

Reflective Portfolio  -  20 points

Final exam –  20 points

Total – 100 points

Tentative Calendar

Date/Topic/Assignment Due/Assignment

1/19

TOPIC: Introduction, Review of the Syllabus, Building a Literate Community on the First Day of School, Using Students’ Names for Reading and Writing from Day One

ASSIGNMENT FOR NEXT MEETING: Read excerpts from Fountas and Pinnell Word Matters “Eight Principles of Literacy Learning” and “Designing a Quality Literacy Program”. Reflect on your reading by completing a dialogue journal where you use the following three headings: “What I Read” (includes page and paragraph number as well as written copy of excerpt from the text); “What I Think About It” (includes your personal reflections and the connections you make to your previous learning; and “How Might This Impact My Teaching” (includes thoughts about how you might adapt/incorporate your readings and reflections into your own classroom practice.

Bring a selection of personal/family photographs with your name written lightly on the back of each photograph. These photographs will be used to demonstrate sorting and for other literacy related activities in the next class period.

Go to Blackboard VISTA and print out the course documents associated with this course. Three hole punch the documents and bring them AND your literacy portfolio binder to the next class meeting. I will have print-outs of other documents and we will organize your course materials for the semester together.

1/26

TOPIC: Fountas and Pinnell “Eight Principles of Literacy Learning: and “Designing a Quality Literacy Program”; Classroom Discourse: Sharing Time; Organize course materials in literacy portfolio binders

ASSIGNMENT FOR NEXT MEETING: Oral language is critical to the development of reading and writing. You will read an excerpt from Gunning, T. G. (2006). Closing the literacy gap. NY: Pearson provided to you. You will then choose a child (EC-6). Ask him/her to share a story with you. If possible, tape the story and then transcribe it after the child is finished.

If this is not possible, write the story as the child is telling it. Write the exact words of the child. When the child has finished telling the story, extend the story by asking questions and commenting. Note the child’s responses to what you say. Then, complete the student interview provided to you in class. Finally, write a reflection about your experience. We will share our experiences with this in the next class meeting.

Read Words Their Way, Chapter 1, “Why Word Study”

Use the five post-it notes provided in class to summarize your reading as if you were explaining to a parent the following topics: 1. Why word study? Why is it important? What is the purpose of word study?  2.  What is the basis for word study?  3. Compare the stages of word knowledge to the reading stages. How does a teacher know a child’s stage of development?  4.  Briefly explain each stage of word knowledge. (2 post-its)

Begin preparing the sound boards and pictures for sorts and games found in the appendix on pp. 277-319 on cardstock. Copy the pictures on pp. 282-319 on cardstock and cut each page into individual letters and pictures. Determine a system of organizing the pictures with the corresponding letters for easy accessibility. (If you have access to free laminating or if it is within your budget, you may want to consider it. It is not a requirement and will not influence your grade. You may also want to color the pictures if you wish; you are making these for your classroom use. Again, this is not a requirement and will not influence your grade)

2/2

TOPIC: Words Their Way, Chapter 1 “Why Word Study?”; Cazden – Assessment/Evaluation of Children’s Narratives; Spelling Inventory – Introduction; Student Storytelling, Interview, and Reflection Due

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 2, “Getting Started: The Assessment of Orthographic Development” and “Assessment Materials for Chapter 2”; Using the Primary Spelling Inventory and Feature Guide (pp. 266-267) or the Elementary Spelling Inventory on pp. 270-271 of the Appendix, assess a child whose grade placement falls between 1^st and 4^th grade. Or, you may use the Upper Level Spelling Inventory on pp. 273-274 to assess a child whose grade placement falls between 4^th and 6^th grade. There is also a Spanish Spelling Inventory you may use in the CD that accompanies your text.(See sample of a completed evaluation on p. 35 in your textbook). (Note: the Feature Guide and Reflection Sheet are filled out after the session with the child has been completed, not when the child is present.)

Think about your process and what you have learned to prepare for small and large group discussions of your findings, conclusions, and implications.

2/9

TOPIC: Words Their Way Chapter 2, “Getting Started: The Assessment of  Orthographic Development; Introduction to Phonemic Awareness; Working with a small group to develop a literacy activity based upon a poem or song; Spelling Inventory and Reflection Due

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 3, “Organizing for Word Study: Principles and Practices”; “The Language Experience Approach to Word Learning”; excerpt from “Teaching Writing Balancing Process and Product.”  Bring to class the write-up for the poem or song for your group.

2/16

TOPIC: Words Their Way. Chapter 3, “Organizing for Word Study: Principles and Practices”; Sharing picture sort (5 students); Sharing literacy activity based upon a poem or song (Due); The Language Experience Approach and Student Writing

ASSIGNMENT FOR NEXT MEETING: Read Rasinski and Padak handout, “Teaching Phonemic Awareness,” from From Phonics to Fluency. Use the post-it notes provided to you in class to place notes in the text of this  reading. Your notes should provide you with an opportunity to respond and reflect directly to what you have read in the place where you have read it. The notes will be a point of reference for you during discussion of the readings at the next class meeting.

2/23

TOPIC: Sharing picture sort (5 students); Rasinski and Padak handout, “Teaching Phonemic Awareness,” from From Phonics to Fluency; Van Horn – Demonstration/Discussion – Teaching the Essentials of Phonemic Awareness with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way Chapter 4, “Word Study for Learners in the Emergent Stage”

3/2

TOPIC: Words Their Way, Chapter 4, “Word Study for Learners in the Emergent Stage”; Learning Activity/Demo/Teaching Session/Reflection – Emergent Stage (Due); Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Phonics with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 5, “Word Study for Learners in the Letter Name Alphabetic Stage”

3/9

TOPIC: Words Their Way, Chapter 5, “Word Study for Learners in the Letter Name Alphabetic Stage”; Learning Activity/Demo/Teaching Session/Reflection – Letter Name Alphabetic Stage (Due); Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Fluency with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 6, “Word Study for Learners in the Within Word Pattern Stage”

3/16

No class – University closed for spring break

3/23

TOPIC: Words Their Way, Chapter 6, “Word Study for Learners in the Within Word Pattern Stage”; Learning Activity/Demo/Teaching Session/Reflection – Within Word Pattern Stage (Due); Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Vocabulary with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 7, “Word Study for Learners in the Syllables and Affixes Stage”

3/30

TOPIC: Words Their Way, Chapter 7, “Word Study for Learners in the Syllables and Affixes Stage”; Learning Activity/Demo/Teaching Session/Reflection – Syllables and Affixes Stage – Due; Sharing picture sort (5 students); Van Horn – Demonstration/Discussion – Teaching the Essentials of Comprehension with Picture Books

ASSIGNMENT FOR NEXT MEETING: Read Words Their Way, Chapter 8, “Word Study for Learners in the Derivational Relations Stage”; Read excerpt from Teaching the Essentials of Reading With Picture Books

4/6

TOPIC: Words Their Way, Chapter 8, “Word Study for Learners in the Derivational Relations Stage”; Learning Activity/Demo/Teaching Session/Reflection – Derivational Relations Stage – Due; Sharing picture sort (5 students); Discussion of excerpt from Teaching the Essentials of Reading With Picture Books (pp. 5-13 – “Introduction,” “Teaching Reading Through Reading Aloud,” “Choosing Books for Reading Lessons,” and “The Five Building Blocks of Reading: An Overview”; Small groups work to develop a literacy lesson to teach the essentials of phonemic awareness, phonics, fluency, vocabulary or comprehension.

4/13    

TOPIC: Creative writing experiences with Myra Cohn Livingston’s poetry; The Subtext Strategy and Readers Theater; Classroom Discourse: Reconceptualization and Variations in Discourse

of phonemic awareness, phonics, fluency, vocabulary, or comprehension.

ASSIGNMENT FOR NEXT MEETING: Be prepared to present your literacy lesson to the class. Please bring copies for each of your classmates to file in his/her Literacy Portfolio.”

4/20

TOPIC: Teaching the Essentials of Phonemic Awareness and Phonics Using Picture Books; Demonstrations Teaching the Essentials of Phonemic Awareness and Phonics Using Picture Books

4/27

TOPIC: Teaching the Essentials of Fluency, Vocabulary, and Comprehension Using Picture Books; Demonstrations Teaching the Essentials of Fluency, Vocabulary, and Comprehension Using Picture Books; Reflective Portfolio Due – This includes: Spelling Inventory and Reflection; Student Storytelling, Interview, and Reflection; Learning Activity Teaching the Essentials of Reading with a Picture Book and Reflection on Teaching Session; Learning Activity for a Stage of Word Knowledge and Reflection on Teaching Session; Final reflection on what you have been able to learn about the evaluation/teaching process and the literacy of this particular child

ASSIGNMENT FOR NEXT MEETING: Prepare for Final Exam

5/4

No class – University Reading Day

5/11

Final Exam during regular class period at usual location

The goal of this course is to develop a working knowledge of various principles and theories based in the discipline of psychology and the practical application of these formulations to the teaching/learning process. The content includes theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; influences of social and cultural background on development and learning; assessment and evaluation; theoretical basis for instructional models; theoretical basis of strategies for managing the learning environment.

Prerequisites:

None. Concurrent enrollment in EDU 3150 is required for education minors.

Required Texts:

Woolfolk, Anita (2009).  Educational Psychology, Active Learning-11^th edition, Allyn and Bacon. Recommended readings, articles, etc. will be handed out in class.

EDUCATION PROGRAM CONCEPTUAL FRAMEWORK

The Undergraduate Education Program at Hamline University is committed to developing teachers-leaders who:

I.  Promote Equity in Schools and Society

• Understand the role education has played and plays in shaping society
• Value all children and youth regardless of race, class, gender, exceptionality, home language, or other social, physical, or cultural characteristics
• Utilize social and cultural backgrounds and the variety of ways individuals learn to enhance teaching and learning
• Act as agents of change in their classrooms, schools, and communities

II.  Build Communities of Teachers and Learners

• Construct supportive communities with learners and colleagues
• Recognize that teaching and learning are social and cultural processes
• Create physically and psychologically welcoming environments that foster self worth

III.  Construct Knowledge

• Understand that bodies of knowledge are constructed and interpreted
• Transfer theoretical, foundational and pedagogical knowledge to practice intentionally
• Use best practice, including technology, in the construction of learning

IV.  Practice Thoughtful Inquiry and Reflection

• Reflect on practice to improve teaching and learning
• Research issues related to educational practice and theory
• Use practice as a basis for more in-depth study

COURSE OUTCOMES:  STANDARDS OF EFFECTIVE PRACTICE FOR BEGINNING TEACHERS (SEPBT Standards):

The pre-teacher:

1A. understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to disciplines taught.

2A. understands how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning.

2B. understands that students’ physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.

2C. understands expected developmental progressions of learners and ranges of individual variation within each domain (physical, social, emotional, moral, and cognitive) is able to identify levels of readiness in learning and understands how development in one domain may affect performance in others.

3A. understands and identifies differences in approaches to learning and performance, including varied learning styles, multiple intelligences, and performance modes; and knows how to design instruction that uses student’s strengths as the basis for continued learning.

3C. understands the process of second language acquisition and strategies to support the learning of students whose first language is not English.

3D. understands how to recognize and deal with dehumanizing biases, discrimination prejudices and institutional racism and sexism.

3E. understands how a student’s learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family and community values.

4B. understands the cognitive processes associated with various kinds of learning and how these processes are stimulated.

5A. understands human motivation and behavior and draws from the foundational sciences of psychology, anthropology, and sociology, to develop strategies for organizing and supporting individual and group work.

5D. knows how to help people work productively and cooperatively with each other in complex social settings.

5F. knows factors/situations that promote/diminish motivation and knows how to help students become self-motivated.

5G. understands how participation supports commitment.

5J. recognizes the relationship of intrinsic motivation to student lifelong growth and learning

6A. understands communication theory, language development, and the role of language in learning.

8B. understands the characteristics, uses, advantages and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work.

8C. understands the purpose of and differences between assessment and evaluation.

8D. understands measurement theory and assessment-related issues, including validity, reliability, and bias and scoring concerns.

9B. understands methods of inquiry, self-assessment, and problem-solving strategies for use in professional assessment.

9C. understands the influences of teachers’ behavior on student growth and learning.

9E. understands the role of reflection and self-assessment on continual learning.

10D. understands the concept of addressing the needs of the whole learner.

COURSE OUTCOMES – HAMLINE PLAN

In addition to meeting the Social Science Requirement (S) this course meets the following:

Writing Intensive Outcomes (“t”)

Students will:

t1) write clearly, concisely, coherently and engagingly

t2) review and evaluate own work for rewriting and revising

t3) coordinate arrangement of introduction, paragraphs and conclusions

t4) use spell checkers with the appropriate cautions

t5) proofread own writing consistently and carefully

t6) read a peer’s draft carefully and critically

t7) generate appropriate global and local feedback for peers

t8) document, attribute and cite sources and paraphrase accurately and honestly

Individual Ability in Learning Outcomes (“Q”)

Students will:

Q1) use service-learning to explore, investigate, and reflect on theory to practice.

Q2) identify for themselves question(s) for independent investigation that will incorporate readings and class discussions on development.

Q3) select inquiry methods best suited to their subject, including Piagetian tasks, clinical interviews, and focused observations (observation project).

Q4) write a formal research proposal that clearly describes specific hypotheses and methods.

Q5) present their research as an oral research report, a written research report, or as a poster presentation

Computer Intensive (“c”)

c1) Students will word process their papers and projects

c2) Students will use e-mail for communication with peers and with instructor

c3) Students will use e-mail attachments to review/edit group products

c4) Students will use CLICNET to locate sources for papers

c5) Students will add entries to a portfolio

c6) Students will use blackboard on-line course format to communicate to class members and gain additional information for the class (this includes grades).

Grading Procedure:

There are several components to your final grade for this course.  Each assignment will be discussed further in class.  These assignments include:

1.  Clinical placement (education minors) Service-learning (everyone)—this course coincides with the school and society clinical. Various activities for educational psychology can be completed in the same 30 hour clinical requirement. However, students registered for this course only are required to complete a 20 hour service-learning placement. A community service diary (20 points) and completion of your clinical/service hours (30 points) will be completed as you do your work and turned in at the end of the semester to receive credit.  (50 points),

2.  Reflection papers:  These two-page papers are reflections that will tie textbook class instruction with prior knowledge. A total of five reflection papers are due and are worth 20 points each. (100 points total),

3.  Observation Project:  This project involves a systematic observation of three children of different chronological ages.  You will observe children at the age which you intend to teach. A packet of information will be handed out in class which explains this project in detail.  (100 points), (20 pts first two student drafts—20+20, and 60 for total project)

4.  Jung typology:  This project gives each student a chance to see how they perceive themselves and how students will perceive them.  This is a good method to identify teaching styles. We will complete this in the first few classes. It is placed on a website for our use.    (P/F),

5.  Practice teaching exercise:  Each student will prepare and deliver a developmentally-appropriate learning experience to his or her classmates. This consists of a lesson plan and an 8 minute presentation of the lesson.  A packet of information will be handed out in class which explains this project in detail (50 points)

6.  Peer Reviews of practice teaching, class participation/study guides/on-line work: For class participation, study guides and written work will be done in class. On-line work also is part of participate as is attendance at your service-learning placement.  Because contact hours are so important to course content, work done in class cannot be made up. Study guides will be completed in and out of class and will be discussed in class.  Incomplete study guides will receive a “0” for that class.  If you attend only half the class, only half credit will be possible.  Failure to do the on-line assignments or missing face-to-face service-learning will also result in a “0” for that assignment. Service-learning can only be made up if quarantined for Flu.  (250 points),

7. Quizzes:  three quizzes will be given in class throughout the semester on readings, in class information. Please see the syllabus outline for scheduled dates. Each is worth 50 points. (150 points),

8. Final test:  Each student will complete a take home final exam to be presented in class at the final scheduled date (50 points).

Service-Learning

What is service learning? Simply put, service learning is a teaching methodology that combines community service with classroom instruction in a mutually beneficial collaboration. We can clarify this definition by looking at three essential aspects of service learning: it is reciprocal, it involves reflection, and it aims to cultivate a sense civic responsibility.

Service learning must be reciprocal in that the “agency” (where the service is done by students), and the students themselves, both gain from the experience. In part, this is what makes service learning different from volunteering, because students are not just providing a service to the community. Rather, they are participating in a substantive activity that fulfills a community need, AND the students are using skills, applying theories, and integrating course content while they serve. They are engaged in “learning by doing,” extending the walls of the classroom to the community at large. Students benefit from the opportunity to practice skills and gain experience, while the agency benefits from the service the students provide.

Service learning must involve reflection in order to be an effective teaching technique. Students must engage in the process of thinking critically about connections between their service and the academic content. They must apply the subject matter from the classroom to the service they are performing. This can be done through writing journals, participating in classroom discussion or on- line “chats,” preparing research papers, conducting self evaluations, etc. There are unlimited ways instructors can engage students in thinking about and connecting the course content to the service they provide. These reflection activities are where the “learning” of service learning takes place.

Service learning aims to cultivate civic responsibility by helping students experience and understand their community, and to fulfill community needs. One of the goals of educational institutions is to help students become responsible citizens: to see themselves as a part of the community, and to recognize their roles in making society a better place. Through service learning, we can provide opportunities for students to develop into a responsible citizenry.

Andrew Furco describes service learning as falling midway on a continuum between volunteerism and internships. Volunteerism engages students in activities emphasizing the service that is provided, with the agency being the primary beneficiary. Internship programs engage students in activities providing hands-on experience that enhance particular areas of study or career planning, with the student being the primary beneficiary. Service learning lands squarely in the middle, with the agency and the student benefiting equally.

Assessment Expectations:

A combination of projects, papers, presentations, role play, text and portfolio will be used to assess students’ attainment of the SEPBT standards, the Hamline plan outcomes, and the undergraduate curriculum framework aligned with this course. The focus will be on performance-based assessment strategies, as indicated by the assessment descriptions that follow.

Standards Assessed: t1, t2, t3, t4, t5 ; c1,c2,c3,c4,c5,c6 ; 2B,2C, 3D, 3E, 9C ; Q4; IV

Assessment Items and Point Values: Observation Project, 100; Community Service Diary, 20; clinical service, 30

Standards Assessed: c1,c2,c3,c4,c5,c6; t6, t7; 5A5D,5G, 9E, 10D; II, III, IV

Assessment Items and Point Values: Jung typology (P/F); practice teaching (50); study guides, participation, peer reviews (250)

Standards Assessed: t1, t2, t3, t4, t5, t8; Q1, Q2, Q3,Q4; c1,c2,c3,c4,c5,c6; 1A, 2B, 2C, 3E, 4B, 6A, 8C, 8D, 9B

Assessment Items and Point Values: Reflection papers (5@20=100)

Standards Assessed: t1, t2, t3, t4, t5, t8; c1,c2,c3,c4,c5,c6; 1A, 2A, 3A, 3C,  4B, 5D, 5G, 6A, 8B, 8C, 9C, 9E, 10D; I, II, III, IV

Assessment Items and Point Values: practice teaching and packet (previously mentioned); Clinical/Service-Learning (previously mentioned)

Standards Assessed: 1A, 3C, 3E, 5A, 5D, 5F, 5J, 8B, 8C, 8D; c1,c2,c3,c4,c5,c6

Assessment Items and Point Values: Quizzes (3@50=150); Final Test (50)

Total Points:  750

Course Schedule:

This schedule may change because of unforeseen circumstances.

Date/Topic/Assignment

2/2/Introduction; Syllabus/Student expectations

2/4/Read electronic articles on line; Discussion of reflection papers/What is a good teacher?

2/7/Chapter 1; Read Ch. 4

2/9/Begin Ch. 4 Individual differences; Reflection paper #1 due; Complete Jung Typology profile

2/11/Chapter 4 part II; Read Ch. 2

2/14/ Jung Typology discussion; Oral lang. Handout; Begin Ch. 2 cognitive dev

2/16/ Finish Ch. 2; How does all this impact learning language?; How does this impact teaching? 2/18/Quiz #1   (Ch. 1, 2, 4)

2/21/ Introduction to observation project; Begin Ch. 3 Personal, social, and moral dev. Read Ch. 3

2/23/ Developmental risks; Ref. #2 due

2/25/ Begin Ch.5 Culture and Community; Read Ch. 5

2/28/ Ch. 6 Behavioral Views of learning; Read Ch. 6

3/2/ Finish Ch. 6

3/4/Quiz#2 on-line (ch. 3/5); Read Ch. 7

3/7/Start on Ch. 7 Cognitive Views of learning; Reflection paper #3 due

3/9/ Finish Ch. 7; Begin Ch. 8—Complex Cog. Processes; Read Ch. 8

3/11/ Quiz #3 (ch. 6 and 7)

3/14/ Study skills what are they and how do they promote thinking?; Reflection #4 due

3/16/ CH. 9 Social Constructivist; Read Ch. 9; Views of learning

3/18/ Ch.11. Creating Learning Environments/ Read Ch. 11; Ch. 12 Teaching for Learning; Reflection #5 due

3/21-3/27/SPRING BREAK

3/28/ Practice teaching directions;  begin the plans; Ch. 10 Motivation; Four ways to understand motivation; Part I Obs. Due

3/30/ Ch. 13–Classroom Management; Read Ch. 11; Creating our own management plan

4/1/ On-line discussion—Ch. 10, 11, 12, 13)

4/4/ How do you handle conflict?; Complete and score

4/6/ Ch. 14 Classroom Assessment; Read Ch. 14

4/8/ Ch. 15 Assessment and Evaluation; Read Ch. 15

4/11/In class work-time with Jean on Observation project

4/13/In class work-time on portfolios

4/15/Discussion of Final test and working on practice teaching; Samples shown here and learn podium technology.

4/18/ Practice teaching presentations 1-4; Peer evals. due each day

4/20/ Practice teaching presentations 5-9; Peer evals due each

4/22/ Earth day at Hamline

4/25/ Practice teaching presentations 10-13; Peer evals. Due each day

4/27/ Practice teaching presentations 14-17; Peer evals. Due each day

4/29/ Practice teaching presentations 18-21; Peer evals. Due each day

5/2/ Practice teaching presentations 22-25; Peer evals. Due each day

5/4/ Final Practice teachings (25-?); Peer evals. Due each day

5/6/ Make up day

5/10-14/ TBA— we will work on portfolios and use time as needed to finish content and clinical

College of Science and Health Professions and College of Education

Departments of Mathematics and Curriculum and Instruction

Community Partners:

Students, Families, Teachers and Administrators of Northeastern Oklahoma Elementary and Middle Schools – Public and Private Institutions

PREREQUISITES:

Successful completion (C or better) in MATH 3433.  Successful completion (C or better) OR concurrent enrollment in MATH 3443.

DESCRIPTION OF COURSE AND INTRODUCTION:

Based on the philosophy that not all learning resides within the walls of the university and framed by the P-A-R-C Model for Service Learning, this course will be divided into four sections.

Preparation Phase of Service Learning Process:  The first part of the course will consist of classroom instruction regarding best teaching practices for tutoring mathematics students in grades 1 – 8.  Students remain engaged in all components of the servicing from planning to implementation to final dissemination of ideas and findings.

Action Phase of Service Learning Process [Engagment]:  The second part of the course will consist of tutoring mathematics students in the Mathematics Clinic on the NSU-Broken Arrow campus.

Reflection Phase of Service Learning Process:  The third part of the course will be routine and on-going reflection about the service experience with teacher education candidates and the instructor.  Technology available through Blackboard services will serve as one vehicle by which the reflection process will occur.   Reflection will also be a part of the student-led, parent-teacher conference that will take place on the last night of the tutoring semester.

Celebration Phase of Service Learning Process/ Public Dissemination:  The final part of this service experience will be the celebration phase.  An end of semester reception with invited guests [students, parents, principals, pre-service teachers, and university administrators] will provide the opportunity to celebrate both teaching and academic gains in mathematics.   During the reception program, teacher candidates will individually recognize their students through the presentation of unique mathematics awards.  Through reflection, conversation, district media, social media, and written dissemination of the reciprocal service arrangement, our community and our partners remain informed about what we do.   Public dissemination is in part the rationale for such a lengthy wait list in our clinic each semester.

This course will be a hybrid course, a blend of on-site experiential based math tutoring opportunities with technology based experiences intended for diverse forms of reflection.

MAJOR GOALS FOR THE COURSE:

While both volunteerism and service learning are very worthy endeavors, they are not one in the same.  Understanding the difference between service learning and volunteerism enables us to maximize the benefit each has to offer.

Service driven by academic objectives partnered with a sense of reciprocity between the teacher candidate and community partner is what differentiates service learning from volunteerism.  This differentiation is the basis of the following major goals for the course:

1.  Reciprocity:   Both the NSU pre-service teacher and the community partner [students, families, teachers, and administrators from elementary and middle schools in northeastern Oklahoma] must benefit from the servicing experience.

• Community partners will benefit from the service through enhanced knowledge of mathematics, whether for remediation or enrichment, which will translate into academic gains in the elementary or middle school mathematics curriculum.
• NSU pre-service teachers will benefit from the service through authentic, experiential based opportunities to teach young children well in advance of the time in which they will enter the profession.   Such experiences will grow and sustain pre-service teachers’ levels of mathematics teaching efficacy beliefs which will impact the likelihood that as teachers of mathematics they will stay in the profession thereby decreasing the alarming rate of novice attrition.

2.  Academic Objectives:    The academic objective(s) linked to the preparation of NSU teacher candidates that drive this service learning experience include, but are not limited to,

• Numeration and Operation
• Geometry and Measurement
• Problem Solving
• Data Analysis and Probability
• Algebraic Thinking
• Related to Mathematics Teaching and Learning

ADDITIONAL COURSE OBJECTIVES AND OUTCOMES:

During the course, the Teacher Education Candidates will:

1.  Knowledge and Understanding:

• Administer Pre Test(s) to community partner in order to identify areas which need improvement during the tutoring sessions.
• Use knowledge and understanding from assessment data to plan for meaningful leaning opportunities unique to the student so that conceptual understanding of mathematics will be fostered.
• Blend service with learning; enjoy shared benefits and a spirit of reciprocity between the student and community partner.

2.  Intellectual Skills:

• Distinguish between appropriate and inappropriate age and grade appropriate lesson topics
• Identify connections between mathematics skill sets and service with community partner

3.  Discipline Specific Skills:

• Diagnosing strengths and weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, and percents.
• Utilize knowledge of modeling to remediate weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, percents, geometry, measurement, data analysis, probability, and problem solving.

KNOWLEDGE BASE:

The Northeastern State University Teacher Education Program is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs which prepare professional educators to work in public school settings. These philosophical assumptions are stated in the theme of the program. It is assumed that it is the responsibility of the profession educators to:

1. Develop thinking/learning skills in their students through the use of appropriate pedagogical strategies, emphasizing reflection.
2. Serve all students under their charge, regardless of ability, with a sense of efficacy;
3. Instill self-respect, dignity, and respect for others in their students.
4. Be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities, and talents.
5. Know, understand, and communicate the content of the specialty area(s) in which they are teaching.

These assumptions represent a philosophical approach to teaching and learning that is present throughout the course work and the field experiences.

CONCEPTUAL FRAMEWORK for TEACHER EDUCATION at NSU:

Preparing Professional Educators as Teaching Scholars, Educational Leaders, and Developers of Human Potential

Teaching Scholars: Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills. They know how to facilitate authentic learning, and they encourage P-12 students to be critical, creative thinkers with the ability to be lifelong learners.

Educational Leaders: Educational leaders serve as advocates for children/adolescents and families; they understand the political nature of teaching; and they are able to inspire and motivate others by modeling effective communication skills, professional demeanor, and professional attitudes.

Developers of Human Potential:  Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.

INSTRUCTIONAL MATERIALS:

Laughlin, C. L., & and Kepner, H. S., Jr.  (2001).  Guidelines for the tutor of mathematics (2^nd ed.).  Reston, Virginia:  National Council of Teachers of Mathematics.

Wade, R. C. (1997).  Community service-learning:  A guide to including service in the public school curriculum.  Albany, New York:  State University of New York Press.

Tutors will have access to mathematics modeling and teaching materials located in the NSU-BA Mathematics Clinic.  Note:   These math teaching materials were made possible by a grant awarded from the Northeastern State University Center for Teaching and Learning.

INSTRUCTIONAL PROCEDURES:

The expected course outcomes will be realized through a variety of instructional procedures.  Those strategies include, but are not limited to, the following:  lecture, expository-discussion, demonstration, and collaborative group activities.  The instructor will implement appropriate multi-media technology.

PROFESSIONALISM:

An important part of this course is your demonstrated ability to grow as a professional educator. As such, you are expected to submit work that represents your own best effort. You are responsible for turning in all required assignments in a timely manner. Assignments must conform to university policies governing academic dishonesty. In addition, as a professional educator, you are constantly seen as a model for your students; therefore, it is imperative that you strive to communicate well both orally and in writing.

Because the class involves work with parents, children, and community members, professional dress is expected. This includes NOT wearing jeans, flip-flop shoes, etc…  Please discuss any questions regarding professional dress with the instructor.

STUDENT PERFORMANCE ACTIVITIES:

The performance activities described below are designed to contribute in different yet significant ways to your knowledge and experience relative to accomplishing the objectives of this course.

1.  Assessment and Tutoring Profile:   NSU Tutors will administer and analyze data from four pre-assessments.  These include:  Place Value Assessment, Fraction Concept Assessment, Math Attitude Assessment, and a brief, simple Tutor designed assessment, based on parent input of student needs that will be a part of your lesson plan for tutoring session #1.  Using data driven decisions, the Tutor will write lesson plans that are designed to address the student’s strengths and weaknesses.

2.  Lesson Plans and Reflections [Service Learning Implications]:   NSU Tutors will write an abbreviated lesson plan in advance of each tutorial session.   When the session is complete, a written reflection about each lesson will be required.   Note:   At least one lesson should incorporate a literature connection to the mathematics you will be teaching in your tutoring session.   Lesson plans should be available to submit to the professor upon request but may not be collected every week.

3.  Blackboard Discussions:   Given that this EDUC 4812 is a hybrid, blended course, NSU Tutors will be required to participate in several Blackboard Discussions related to the tutorial service process.    Focus questions for these discussions will be prompted by in-class experiences.  Blackboard will also be used to distribute course announcements and for grade reporting.   You will have one week to participate in the Blackboard Discussion.   You may respond to other students but are not required to do so.

4.   Parent Communication: NSU Tutors will be required to communicate routinely with parents and students about progress during the semester long tutorial process.   These communications will include, but not necessarily be limited to,

a.  Telephone Questionnaire Prior to Start of Tutorial Sessions

b.  Notes of encouragement/ praise/ progress during the semester.

c. Tutoring Progress Report at Semester End [which will include information about assessment, activities, and progress]

5.  Portfolio:   NSU Tutors will submit a portfolio at the end of the semester.  It should be submitted in a 3 ring binder and organized in the following manner:

a.  Tutor Profile [One Page Document]

b.  Parent Phone Questionnaire [One Page Document]

c.  Assessment Report with Analysis [Approx. 3 – 4 Page Document]

d.  Lesson Plans and Weekly Reflections

e.  Tutoring Progress Report  for Parents [Intended for Parents and/or Teachers]

f.  Student led conference materials [Make copies for your portfolio. Provide the parent and student with originals.   Include the parent response sheet from conference if it is returned to you.]

6.  Mathematics File Folder Game:   Please consider donating your file folder game to the NSU-BA Mathematics Clinic so that your work will touch other students in future semesters.

In this assignment, you will develop a mathematics file-folder game which will be used as a teaching strategy to be incorporated into a tutoring session. The game must be appropriate to the age, interest, grade level, and needs of the learner. The game’s topic must be guided by your assessments.  You must use it with your student any time between tutoring session #3 and #7 and then submit it to me by the posted due date.

The final product should include:

• On the back of the file folder game state the following about your game:

a)  Math Objective

b)  Grade Level

c)  Instructions for Play

d)  Material List

• The file folder game (laminated) and the game pieces, die, etc…
• A one-page paper with two paragraphs. The first paragraph should include why the game was chosen and how the game teaches the skill.  The second paragraph should describe how the game worked with your student. This paragraph should focus on how the student learned and his/her motivation and level of success.

STUDENT EVALUATION:

Evaluation of student performance will be based upon homework, three unit exams, and a comprehensive final exam.  Students will earn points throughout the semester, and final grades will be determined by total point accumulation. Total possible points may be accumulated in the following manner:

Mathematics File Folder Game/One Pg. Paper – 50 Points

Blackboard Discussions [4@25 Points] – 100 Points

Portfolio:

Tutor Profile – 10 Points

Parent Phone Questionnaire – 10 Points

Assessment Report/Analysis – 50 Points

Lesson Plans and Reflections [8@40 Points] – 320 Points

Tutoring Progress Report – 30  Points

Student Led Conference Materials and Parent Reflection – 30  Points

Total – 600 Points

TENTATIVE COURSE CALENDAR:

Date/Objective

Jan 11/Syllabus; Introduction to Civic Engagement [Reading Assigned]

Jan 18/Service Learning:  A Step beyond Volunteerism [Focus on Reciprocity/ Reflection/ Dissemination]

Jan 25/Assessing Student Strengths and Weaknesses [Blackboard Discussion #1 Assigned]

Feb 1/Lesson Planning/Reflection [Make Parent Contact by Feb 8]

Feb 8/ Preparing for Tutoring Sessions #1 – #2 [Tutor Profile 20 points/ Parent Phone Interview Due 20 points]  ***Start Checking Blackboard weekly for announcements and assignment information.

Feb 15/Tutoring Session #1

Feb 22/Tutoring Session #2 [At the end of session #2, start analyzing your assessment data and develop 3 semester goals to help you plan for your session on March 1^st.]

March 1/Tutoring Session #3 [I’ll stop by and look at your lesson plan #3 before/ during/ or after tutoring. Turn it in next week with your reflection on session #3.]

March 8/Tutoring Session #4; Assessment/Analysis Report Due; Lesson Plan/Reflection #3 Due by 4:30 p.m.

March 15/Spring Break – NSU Math Clinic Closed

March 22/Tutoring Session #5; Blackboard Discussion #2 Assigned; Lesson Plan/Reflection #4 Due by 4:30 p.m.

March 29/Tutoring Session #6; Lesson Plan/Reflection #5 Due by 4:30 p.m.

April 5/Tutoring Session #7; Lesson Plan/Reflection #6 Due by 4:30 p.m.

April 12/Tutoring Session #8; Tutoring Progress Report due on or before Thursday, April 14.  You may submit electronically.  This final report includes but is not limited to the analysis report you wrote at the beginning of the semester.   This report extends your first report by discussing each of your 3 semester goals and describes what you did to support these goals. This report will be given to the parent on the last night of the semester.  You may use my report which will be on BB under Course Documents as a guide and you have permission to cut/paste directly from my example as long as the information describes your student. Start preparing for student-parent conference today and consider options for public dissemination of knowledge gained from servicing.  No lesson plan/ reflection submitted today.  Submit lessons # 7-9 in final portfolio for grading.

April 19/Tutoring Session #9; Tutoring Progress Reports will be returned to you today in order that you may modify as necessary before next week’s student-parent conference.  Continue preparing for student-parent conference today.  No lesson plan/ reflection submitted today.  Submit lessons # 7-10 in final portfolio for grading.

April 26/Tutoring Session #10; Submit copies of the student conference material instead. Schedule for Session #10: 4:30 – 4:45 Tutoring/ Review Session with Student; 4:45 – 5:00 Parent-Student-Teacher Conference; 5:00 – 5:30 Service Learning Celebration and Reception.  Blackboard Discussion #3 Assigned and due by Monday, May 2nd.   Portfolios due no later than Monday, May 2^nd at 5:00 p.m.

May 3/Final Exam Week; Pick up Graded Portfolios Tuesday – Thursday,   May 3 – 5.

Northeastern State University Mathematics Clinic

Service Learning – Math Tutoring Lesson Plan

Tutor’s Name:

Student’s Name:
Tutoring Session #:

Date:

Students Current Grade Level:

OKLAHOMA PASS OBJECTIVE(S):

MATERIALS:

INSTRUCTIONAL PROCEDURES:

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

CLOSING ACTIVITY:

Reflection: My Thoughts on Today’s Mathematics Lesson…

What did you learn about your student this week (in terms of mathematics teaching and learning)?

What did you learn about yourself (especially in terms of  mathematics teaching and learning)?

What is one mathematics teaching and learning goal for your next lesson? How will you make this happen?

(Adapted from Peter Kropolkin, Peace Calendar, War Resistors League, 1977)

Course Description:

Critical analysis of human beings considered exceptional (outside the norm) in learning and behavior. Topics include inter- and intra-individual differences comprising exceptionalities, issues surrounding identification and classification of individuals as exceptional, society’s responses to exceptional individuals, and societal challenges to develop the human potential of all persons.

Textbook:

Exceptional Lives: Special Education in Today’s School’s by Ann & Rutherford Turnbull, Ed. 6

“Three of the longest studies analyzing effects of ability grouping concludes the following: Children of higher socioeconomic status tend to be placed in higher tracks than ability merits. Once placed there they tend to stay there.” (Gollub & Sloan)

Format:

This course will be conducted according to a libratory feminist pedagogy. My hope is that class members will engage in true praxis. You will learn the pedagogical model as you practice this and practice it as you learn it. There will be a variety of formats used to share information including guest speakers, films, discussion, music, etc. You are encouraged to bring in materials which you find relevant to the course and which might help inform members of the class.

“In hell people starve because their hands are chained to six-feet-long chopsticks, too long to bring rice to their mouths.  Heaven is the same — only there, people feed each other.” Women in Vietnam by Arlene Eisen

Course Objectives:

Students will

1. Gain an understanding of the characteristics and etiologies of various exceptionalities and the educational, social, cultural, emotional implications for the learner. This would include characteristics and etiologies of mental retardation, learning disabilities, developmental handicapped, severe behavior handicapped, early childhood special education and gifted/talented.
2. Critically examine issues and trends in the definition and the identification of culturally diverse learners with exceptionalities, including principles of normalization, LER, and inclusive practices.
3. Critically examine developmentally appropriate instructional approaches and service delivery options for children and youth with exceptionalities.
4. Examine the due process procedures that pertain directly to the identification, labeling and placement of students with exceptionalities, including gifted, into educational settings.
5. Critically examine issues, trends, barriers, and challenges pertaining to the development and learning potential of students with a range of exceptionalities.
6. Explore the role of collaborative professional teams in working with children having varying degrees of exceptionalities.
7. Demonstrate an understanding of exceptional children in relation to family and community and societal demands, linguistic and cultural variations and an understanding of how these impact the development of the exceptional child.
8. Gain understanding of the developmental stages of the exceptional young child and the value of developing a thorough understanding of developmentally appropriate practices and their importance in developing individualized education plans for young children.
9. Learn value of technology in assessment, evaluation, record keeping, and instructional programming.
10. Gain an understanding of the ethical considerations surrounding the labeling diagnosis and treatment of learners with exceptionalities.
11. Be familiar with legislation and litigation surrounding public policy as related to learners with exceptionalities.
12. Explore issues and trends in the field; journals, articles and books, and resources accessible through computer technology.
13. Critically examine the value of developing a philosophical perspective on teaching all learners. These would include self evaluative skills, locating sources for new information, developing new training, information and techniques, understanding alternative environments, and exploring how these efforts aid in the growth of intervention specialists and prepare them to meet the needs of all children.
14. Gain knowledge of the historical foundations and classic studies, including the major contributors that under gird the growth and improvement of knowledge and practices for individuals with exceptionalities.
15. Articulate the teacher’s ethical responsibility to nonidentified individuals who function similarly to individuals who exceptionalities.
16. Know the terminology of the field (i.e., IEP, IFSP, WEP, SECTION 504).
17. Understand the social construction of (dis)ability.
18. Be able to write an appropriate IEP and know who should be a part of the team.
19. Identify the steps of Conflict Resolution and how they may be used in education settings (i.e., in classroom lessons; collaboration with families, administrators or other educators).

Dealing with put-downs of homosexuals:

The terms “faggot”, “sissy”, “dykes” are commonly used as put downs and thereby reinforce strict sex-defined behavior and norms. What boy will dare be gentle if he risks the label “faggot”. Furthermore they perpetuate negative images of homosexuality.

Student Objectives:

1. Describe the development of special education.
2. List and define each category of exceptionality including educational procedures, overlapping similarities and singular characteristic differences.
3. Define special education and illustrate a continuum of educational services for exceptional persons.
4. Discuss a major issue or problem in each category of exceptionality and suggest some solutions.
5. State a critical issue of the entire field of special education, suggest a solution and defend the solution.
6. Develop a philosophy of special education.

Objectives you would like to add:

7.

8.

9.

10.

In a study of 24 fifth- and sixth grade classrooms, H. & P. Friedman found that significantly more reinforcements were given by teachers to middle-class than to lower-class students.

Course Requirements:

1. Sign up and follow Mary Ulrich’s blog for the semester: http://climbingeverymountain.com/the-race-toward-inclusion-do-you-see-it/ – 10 points

2. Participate in the class Bb discussion of readings (5 times x2pt)  – 10 points

Bb entries should demonstrate that you have read the course material by the kinds of questions you ask, or concern elicited in your questions concerning the implications of the material. It is a place you can articulate your construction of and responses to the material. It may represent very personal responses of growth and self-consciousness. As you author your own biography, you authenticate a way of being in the world. Writing may help to clarify your construction or de/re-construction of reality. The Bb discussion is an opportunity for reflection, conversation and voice.

Class Participation. Although traditional classrooms have stifled many students’ voices, the ability to verbally articulate your own construction of the course materials, and your reactions to it, is an important part of your learning. I will work  to create a climate in our class that will reinforce your ability to articulate your understanding of and reactions to the course materials. Conflict may be inevitable and I will seek to facilitate exploration of conflict in a way that empowers rather than punishes class participants.

My expectation is that you will participate in the discussion that will occur during each class period. You should be able to show each time that you have read the assigned material, thought about its implications, and can articulate well your construction and response to the material. I expect that your ability to author your construction and to articulate that construction will improve over the semester. A greater quantity of participation will not necessarily improve your evaluation. Speaking in class is difficult for some of you, and I will offer ways of facilitating your speaking more easily. Active participation will also include involvement in in-class activities. The class listserv is a place to use your voice if it is difficult for you to speak publicly.

Each person will respond to a handout on personal ethnicity. (What do I call myself? See Bb documents.) Objectives for this assignment include

a. understanding one’s own identity

b. consider labels applied to oneself and attitudes about labels

c. recognize and appreciate diversity, as it exists in the community of this classroom

d. develop understanding of differences based on gender, age, ethnicity, disability,

We will discuss the power of naming ourselves and naming others. Bring your name (what you wish to be known as throughout the semester) in a design that tells us something about you. Bring this to class every day to display. Naming and labels have political implications and are especially important in Special Education.  We will share two individuals response at the beginning of each class.

3. Grade justification (typed, due at the last semester class). – 10 points

In order to better understand the social and political consequences of grades you will be required to present your self-evaluation at the end of the semester. As an active learner you will submit in writing a self-evaluation of your assignments and contributions to the class. This should include an evaluation of how much joy you brought to this learning community. (See guide on Bb)

4. Index card “quick writes” (15 weeks x 2pts. =30 pts.) Rubric—0=not turned in; 1= minimal

Questions (i.e., yes/no)

You will turn in a “quick write” on a small index card at the end of each class.  Place the index card on the front desk as you leave class.  On one side of the card respond to: Something I learned is…’ on the reverse respond to… ‘A question I still have is…’ . These will, in general, be reviewed on thoughtfulness, clarity, and understanding of the material and ability to articulate a clear response/question to the material.  This is our attendance record.  Be sure to date the card and put your name on it.

5.  Description of your own educational philosophy, incorporating the “Professional Standards” and “Code of Ethics for Special Education” (Due  January 25, 2011) – 10 points

6. Legal case reporting (case will assigned in class). – 20 points

Give background of case, legal outcome and implications for the field of education. See Bb for rubric.

Note the difference between position and interest in the conflict. Due various dates.

7.. Bring a favorite song/music (or a You Tube) that ‘speaks’ to you. Discuss what it says about you/your taste    and why you like it.  How does it make you feel?  What are cultural differences you  learn from each other’s music? How could you use this in a classroom? (1-2 typed pages)      Due various dates – 10 points

8. Tests  (5 – on 1/25; 3/1; 3/29; 4/19; exam week) – 400 points

9. Service-Learning: Working with Project Search (Boyd Hall) or Adopt A School (See Bb for details & dates.) – 100 points

Service-Learning Project Guide:

The class has served in three different settings, so the questions are somewhat generic.  Please be specific in your descriptions of your setting. This work follows the process of What, So What and Now What.

20 points

Locate and post on Bb one professional article related to the project you are doing. Please peruse the articles posted and see what ones might inform your own work more fully.  (Hand a copy of the reference only to KMK)

20 points

What…what you will do for the work

So What…why this is important; what will be accomplished by the work

Preflection:

Answer the following questions and keep them in your S-L folder/binder.

1. What do you hope to gain from this experience?  Think about skills, knowledge, attitude, etc.
2. How do you think this experience might help you later in life? In your future career as a teacher?
3. What do you anticipate will be difficult about this experience?
4. How would you describe your current attitude toward individuals with disabilities?
5. What would you LIKE to know/learn about Special Education in schools?

40 points

The Importance of Reflection

“The unexamined life is not worth living.” –Socrates

Although Socrates probably had more pressing implications in mind when he made this statement, similar sentiment can be applied to Service-Learning.  Without thoughtful examination of experiences, we miss an opportunity to integrate our learning, both academically and personally.

Description of what you did, how you did it and the consequences of doing it.

This is the 3-part weekly journal:  it can be typed (preferably) or hand written. Divide each page of your journal into thirds, writing weekly entries during the semester.

1. In the top section, describe some aspect of the service experience.
2. In the middle of the page, analyze/describe how course content relates to the service experience.
3. Comment on how the experience informs you as a future professional or taxpayer.
4. Now What- What should happen as the next step in this work of social justice & equity?
5. From what you observed and learned in the community setting, what ideas do you have to improve the inclusion of children with special needs into the full curriculum?

20 points

EDP 256 E-Reflection Guide

1. After having completed your Service-Learning experience, how would you define Service-Learning and what do you think is valuable about it?  Can you think of any ways in which Service-Learning was not valuable to you?
2. Did the experience of Service-Learning match your expectations?  Why or why not?
3. What did you gain from this experience?  Think about skills, knowledge, attitude, etc.
4. How do you think these experiences will help you in later life? In your future career?  Be specific.
5. How did this experience impact your current attitude toward teaching and toward individuals with disabilities?
6. In your opinion, what is important about this work in relation to Special Education & teaching?
7. Please describe your overall feelings toward your experience.  You may address what was rewarding, disappointing, surprising, or exciting.  What do you wish you had done differently? What are you most proud of?

In summary… what did you learn in doing this work?

How will you use this knowledge in your future role(s) as a teacher, taxpayer or, perhaps,  parent?

“When we try to pick out anything by itself, we find it hitched to everything else in the universe.”  John Muir

Students in this class have a wide range of backgrounds and experiences. Some of you may already have an extensive background in education and/or pedagogy. For others, the information may be completely new. Knowledge carries responsibility so you are expected to inform others in the areas you are knowledgeable.

From the rich backgrounds you bring to this class, the possibilities for exploration are endless. Create your own learning experience and opportunity. I will act as a resource and networker for you. Learning is not a spectator sport. You are expected to take responsibility for learning and take part in shaping the direction of this class.

“To transform the world, we must begin with ourselves; and what is important with beginning is the intention. The intention must be to understand ourselves and not to leave it to others to transform themselves…  This is our responsibility, yours and mine; because, however small may be the world we live in, if we can bring about a radically different point of view in our daily existence, then perhaps we shall affect the world at large.”  J. Krishnamurti, “Self Knowledge” in The First and Last Freedom

A prejudice is an unfavorable opinion about a person or group of people not based on knowledge.

A sterotype is a generalization about a group of people not based on fact.

Isms are prejudice and sterotypes enforced by people with more power than others, by institutions, and by cultural attitudes and values.

Prejudice + Power = Isms

Welcome to this community of learning. I look forward to our time together and the knowledge we will share

“What we call the beginning is often the end

And to make an end is to make a beginning.

The end is where we start from.”

-T.S. Eliot: Democratizing Access to Calculus: New Routes to Old Roots

Mission/Conceptual Framework of Miami University’s Educator Preparation Unit

Mission and Conceptual Framework of Miami University (as a unit) that prepares school personnel: The EAP community of collaborative practitioners, while committed to fulfilling Miami University’s mission, endeavors to prepare caring, competent, and transformative educators by infusing skills, knowledge, and dispositions that promote the highest caliber teacher education and allied professionals programs, professional development opportunities for educators and other professionals, and graduate degree programs. As a unit, we adopted 14 principles …which… set the foundation for our five institutional standards (IS) which are at the heart of our conceptual framework and our philosophical beliefs that our caring, competent transformative educators should be learner-focused (IS-I.), collaborative (IS-II.), discipline-grounded and integrative (IS-III.), socially responsive and responsible (IS-IV.),and reflective and inquiry-oriented (IS-V.).

“Individual difference in learning is an observable phenomenon which can be predicted, explained and altered in a great variety of ways. In contrast, individual difference in learners is a more esoteric notion. It frequently obscures our efforts to deal directly with educational problems in that it searches for explanations in the person of the learner rather than in the interaction between individuals and educational and social environments in which they have been placed.”  B. Bloom

Some websites of interest:

http://www.lib.muohio.edu/pictbks

http://www.edequity.org

http://www.cpsv.org

http://www.ncdjjdp.org

http://urbanext.uiuc.edu/conflict/

http://www.state.oh.us/cdr/

University Statement Asserting Respect for Human Diversity

Miami University is a multicultural community of diverse racial, ethnic, and class backgrounds, national origins, religious and political beliefs, physical abilities, ages, genders, and sexual orientations. Our educational activities and everyday interactions are enriched by our acceptance of one another, and, as members of the University community, we strive to learn from each other in an atmosphere of positive engagement and mutual respect.

Because of the necessity to maintain this atmosphere, bigotry will not go unchallenged within this community. We will strive to educate each other on the existence and effects of racism, sexism, ageism homophobia, religious intolerance, and other forms of invidious prejudice. When such prejudice results in physical or psychological abuse, harassment, intimidation or violence against persons or property, we will not tolerate such behavior nor will we accept hest, ignorance, or substance abuse as an excuse, reason, or rationale for it.

All who work, live, study, and teach in the Miami community should be committed to these principles which are an integral part of Miami’s focus goals, and mission.

(Note: This statement was adapted from the statement written and published by the University of Southern California, Student Affairs Division. Miami University is grateful to the University of Southern California for allowing us to use their statement as a model.)

This course offers the student the opportunity to develop knowledge and instructional strategies for teaching reading to students of diverse cultural/linguistic backgrounds.  Special emphasis will be placed on developing oral language proficiency as a prerequisite skill to reading and on instructional strategies designed specifically to meet the needs of such learners.  Field experience is required.  Prerequisite: Admission into the Teacher Education Program.

Required Books

Herrell, A.L. (2007). Fifty strategies for teaching English language learners ( 3^rd ed.). Boston:  Pearson.

Fleischman, P. (2002). Seedfolks. NY:  HarperCollins Children’s books.

Course packet, available at the UTB Bookstore for less than $5.00. No ISBN.

You will also need a 3-ring binder and lined paper for your daily learning logs (done at the beginning and end of each class).  Last, you will need gardening gloves, and one of the following: adult size shovel, spade, pick, or hoe (with your name on it, and to be stored in the trunk of your car every day).

Important Notice

EDLI/EALI 4367 is a field-experience/service learning class.  This May session, you will need to meet with your tutee for 7+ hours outside of our 5-9 p.m., M-Th. class time.  (The COE field experience requirement is 15 hours, but I will count 8 of your hours when you work with your tutee for the garden project from 5-5:45, M-Th.) If you cannot meet with the tutee for 7+ hours outside of class, you will need to drop the class, as the tutoring is part of the course syllabus.  If you have a disability or injury that prevents outdoor work, you must tell me the first class session so I can make accommodations.

Please be aware that we will be planting and watering and that you will need to wear old clothes, old shoes, and conservative (not revealing) tops and shorts.  Tutoring will start when you and your tutee agree. Middle school students leave school at 2:45 p.m. and elementary students leave at 3:15. We will have our garden project from 5 to 5:45, then refreshments. Our academic part of the class will begin at 6 p.m., but class officially begins at 5. You will need to start tutoring at least by 4 p.m. to complete field experience hours and the tutoring project. Proyecto Juan Diego is only open M-Th after school.

Course Outcomes – the learner will (TLW) be able to

1. Teach the various methods of vocabulary development, comprehension, and speaking and listening (Field Experience/Service Learning and Group Final).
2. Relate the foundations of bilingual education and English language instruction to reading (all course assignments).
3. Plan developmentally and culturally appropriate instruction to address individual differences among learners (Field Experience/Service Learning).
4. Enrich literacy activities by incorporating innovative technology and multimedia activities (Strategy Presentations with ELMO and Group Presentations with Power Point).
5. Teach questioning and communication skills as an integral part of literacy development (Field Experience/Service Learning, in-class activities, and Group Presentations).
6. View reading, writing, speaking, listening, and viewing/representing as related processes (in-class activities and Field Experience/Service Learning).
7. Demonstrate knowledge of how literacy is developed and valued in various contexts  (Field Experience/Service Learning).

College of Education Policies

Medical reimbursement:  University students will be responsible for their own transportation, meals, and health care while participating in field experience classes. University students bear the burden of any expenses incurred in conjunction with injuries that may occur during field experience classes. The university will not reimburse the student for any expenses related to injuries or illness.

Criminal record check and TB test:  When a UTB/TSC student begins to work with children for a class requirement, he/she will need a Criminal Record Check from UTB.

Assignments/Graded Work

1. Exam I

(250 points, exam on 5/26, Tues). The purpose of the test is for you to synthesize concepts key to bilingual education, literacy, and strategies.  Please refer to the study guide to prepare for the exam.  Concepts over the required readings will not be discussed in class, so it is the student’s responsibility to refer to the study guide for what pages and concepts will be on the exam.

2. Tutoring Recent Immigrants

(200 points, due throughout and 6/4). The purpose of Tutoring Recent Immigrants is to help you to:

• discover the type of homework students have and where they have difficulty (when you help them with their daily homework)
• discuss and write about the metaphor of a community walking path in relationship to service learning, 1-1 tutoring, mentoring, and teaching
• gain experience using realia and other TESOL methods to communicate specialized vocabulary through the walking path project and tutoring (Domains I and IV of the Language Arts and Reading TExES, 8-12)
• gain experience with diverse community resources (Domain IV, Competency 12 of the PPR)
• design and implement instruction for ELL’s (Domains I and III of the PPR)
• gain experience mentoring and teaching recent immigrants in diverse contexts (all domains of the PPR)
• make decisions about strategy implementation (Domain III of the PPR)
• gain experience and knowledge with facets of the Language Arts and Reading TExES (4-8: Domains I and II; 8-12: domains I-IV).
• gain experience, skills, and knowledge in literacy and ELL’s for your teaching (all domains of the Language Arts and Reading TExES).

Tutees must be immigrants who have been in the USA for less than 5 years.  It is preferable that the tutoring relate to your content area and/or reading/writing. Your grade will be based on 1) following all directions, 2) demonstrated effort, and 3) verification of sessions with the contact person’s questionnaire.

Specific Assignments:

2A: Pre-reflection (legible handwriting is fine). Please complete this and turn it in the first night of class. Please answer all questions: 

• Your major and grade level certification:
• Your hobbies/favorite past-times:
• Your experience with service learning SL in education (SL in education is content-related work with children for an agency/organization that services children who are low-income or who have special needs. Writing reflections of the experience and talking about the experience in class are also important in SL.)
• Your experience teaching or working with children (teacher, parent, babysitter, Sunday school helper, day care worker, etc.)
• Your experience with gardening (planting flowers and trees, composting, mulching, etc.)
• What are your impressions so far of the center, the director, and the children? (What did you see and hear that gave you these impressions?)
• What have you heard about the neighborhood?
• What skills do you think you’ll need to tutor the student and to help with the walking path project? 
• What do you think your tutee(s) will be like and why?
• What do you think you’ll have in common with your tutee(s) (race, social class, gender, ethnicity, ethnic identity, immigrant experience, hobbies, etc.)?
• How do you think you and your tutee(s) will be different (race, social class, gender, ethnicity, ethnic identity, immigrant experience, hobbies, etc.)?
• What do you think you’ll learn from your tutee(s)? 
• What do you think their parents will be like?
• What anxieties or questions do you have?  (Please do not use any names or identifying information about the tutee or site. If you have turned in your consent form, this pre-reflection will be used for data analysis.)

2B. Getting to Know the Tutee (legible handwriting is fine).

Rapport Building:

a)      Briefly Introduce yourself:  Tell the tutee that you’re a teacher/ studying to be a teacher, that you go to UTB, and that the class you’re taking focuses on helping ESL students with reading and writing.  Also, it would help rapport building for you to share how many siblings you have, if you have children, etc.

b)      Tutee’s introductory information: pseudonym (fake name you both create), age, grade level, and how long respondent has been in U.S. schools.

c)      Have the tutee put in order (1-6) what s/he likes the most (1=favorite and 6= worst).

Art__

Music (listen to it, play it, or sing it)__

Math__

Dance or sports___

Language (reading, writing, speaking, or listening)__

Science__

d)     KEY! Tutee’s wish for the tutoring sessions:  What do you want more help in? Reading, writing, math, or science?  What are your greatest needs in reading (sounding out, vocabulary, comprehension, reading aloud, etc.) or writing (vocabulary, grammar, spelling, punctuation, fluency, etc.)? What aspect of math or science do you need help in?

e)      Tutee’s wish for American teachers:  “What suggestions do you have for me as a new teacher who will have ELL’s in her/his classes?”

f) Write the answers for b-e as a language experience approach.  Have the tutee read back what you wrote down.

24-Hour Writing Log, 24-Hour Math Log, or 24-Hour Science Log (depending on your content area; handout or Blackboard). The goal is for the tutees to realize they use your content area authentically (outside of school work). Give this to the tutees as an assignment to complete or go over the responses together, prompt them to write down even more examples per question.  Analysis: Analysis: On the back of the form or on a stapled piece of paper, answer these questions: How does the tutee use reading and/or writing in her/his life?  Why do you suppose this?  How did s/he respond to your ideas about how your content area is involved in everything the tutee experiences? Why do you suppose this?

Newman’s Reading Interest Inventory (handout or Blackboard). You can copy this and give it to the tutee as homework. Make 2 copies in case s/he loses the first one.  Analysis: On the back of the form or on a stapled piece of paper, summarize the tutee’s responses and write about what might be her/his biggest obstacles to reading, writing, or school (e.g., TV, too much talking on the phone, hates school, etc.)

2C. 2 Lesson Plans (30 pts. each).  The tutor must complete at least two 30-minute+ lesson plans.  Both lessons must relate to gardens, butterflies, birds, or plants in some way.  You cannot use worksheets.  Please see the student model in the course packet. Each lesson must contain:

Introduction: your name, your subject name, student’s code name, rationale (student’s most significant interests, strengths, and needs in your content area or literacy), date of lesson, and center/place where tutoring took place.

Content-area Objective (in measurable terms): TLW…. (Hint: do not use these words: learn, realize, understand, appreciate, or know; they are not measurable.)

Language Objective (developing academic reading, writing, speaking, or listening skills in L2; CALP for language in your content area in measurable terms): TLW….

Strategy:  Apply a strategy learned in our textbooks or class sessions.  If you took 4351 or 4329 with me, this cannot be a strategy we discussed/did in either class.

Evaluation:  How you’ll determine if the tutee “got it” – asking her/him questions, having her/him paraphrase, etc.  Also, you must include verification/proof that you gave the lesson (e.g., tutee’s math, writing/summary, art that accompanies the lesson, etc.).

2D (15 points each): Two Typed Process Reflections, completed two times after your different interaction with the tutee (e.g., after the intake session, after the first tutoring session, after outdoor work alongside the tutee, etc.) Please type this and email it to me and please use these headings:

1) Description:  Summarize what you did. State only facts.

2) Reaction: How did you feel and react?  What did you learn about yourself, your biases, and your assumptions?

3) Intellectual Analysis: How can you better understand #s 1 and 2 by explicitly using our course textbook and concepts? (How do your descriptions and reactions relate to 4367 specifically?) (Please do not use any real names or identifying information about the tutee or site.)

2E: Contact Person’s Questionnaire (her/his initials written in every few days you meet with the tutee (handout). You must also participate actively in our project. * 0 points will be earned if successful completion of the service cannot be verified.

2F:  Put together the entire project. When you turn in your contact questionnaire, turn in all aspects of your tutoring project (process reflection, lesson 1, process 1, etc., in order). Please use a black clip or a thin binder (no thicker than ¼ inch).

2G: Final Reflection:  to be completed at the end of the entire project. Please email this to me. Reflect on your pre-reflection, assessments, Reader Interview, lesson plans, process reflections, and the community garden project.  Please type each question # and then each answer:

1. What have you learned from this project about teaching and learning?
2. What have you learned from this project about service learning (SL) in education? (SL in education is content-related work with children for an agency/organization that services children who are low-income or who have special needs. Writing reflections of the experience and talking about the experience in class are also important in SL.)
3. What have you learned from this project about this program?
4. What have you learned from this project about the tutee/s?  (Please use code name only.)
5. What did you find in common with your tutee(s) (race, social class, gender, ethnicity, ethnic identity, immigrant experience, etc.)?
6. What were differences between you and the tutee(s) (race, social class, gender, ethnicity, ethnic identity, immigrant experience, etc.)?
7. What have you learned from this project about this neighborhood?
8. Critical theorists and those who study structural inequalities believe that school libraries need to be open in the summer and that public libraries need to have at least book-mobiles (traveling RV libraries) in economically disadvantaged neighborhoods, especially in the summer, vs. individuals giving books away. What do you think about this?
9. What have you learned about social justice and structural inequalities?
10. What have you learned about yourself at a personal level?
11. Describe concrete ways you feel you impacted your tutee(s), e.g., grades in school, TAKS test, teacher’s comments, child’s change in behavior or attitudes, etc.
12. What did the child/ren say or do during the tutoring that showed that you made a difference in their lives?
13. What did you do or say that you feel particularly impacted the tutee/s? Why do you think these words or actions impacted them?
14. Some say that tutoring only prepares preservice teachers for informal teaching settings, not for formal public school classrooms. Do you agree or disagree? Why?
15. What specific service learning projects could you get your future students involved in that relate to your content area? Please see question 2 for a serv. learning explanation.
16. What can you do to make the world a better place?

(Please do not use any names or identifying information about the tutee or site. If you have turned in your consent form, this pre-reflection will be used for data analysis.)

3. Group Presentations and Scan-tron Final

(250 points, June 3-5); this assignment correlates with all PPR standards.
Goal: Demonstrate synthesis of course material.

Directions: You will get with a partner(s) to prepare and perform a group final for the class.  Questions to choose from will be distributed later.

Grading:  Each student will be graded individually on:  presentation (65 points), group/individual evaluation (10 points), and a scan-tron test over what class members presented (175 points). You must tell me exactly what part you worked on before you present. If your presentation is such that authorship is blurred, then it is your responsibility to check group members’ work for correctness.  Correct information (content) is more important than spending inordinate time on the presentation’s appearance; 10 points will be deducted from the presentation grade for every incorrect fact.  If you don’t do your share of the work, you will receive a low grade for the presentation.

Homework

(200 points) This correlates with Domain IV of the PPR.

Preparation will be evaluated on carefully reading the assigned chapters and carefully completing the assigned homework before class. Assignments are to be turned in to the instructor before class starts.  They are your ticket into class and will not be accepted if they are turned in more than 15 minutes after class begins. No late work will be accepted. Thus, turn in what you have done the day it is due; this is better than having an entire grade affected. If something says, “Show me” on the course schedule for a particular day, the item must be complete to get full preparation credit. A family member/friend can turn in work for you if you are absent or you may turn assignments in early.  As stated in the academic honesty policy of this syllabus, you cannot collaborate on reading assignments.  I cannot accept emailed homework assignments/attachments. Each homework assignment is worth 25 points (8 assignments by 25 points each = 200 points). These assignments are: Peddling Poverty for Profit article, Seedfolks (the tiny novel by Paul Fleishman), ch’s 1-10, ch’s 11-26, My Mother Never Read to Me article, Conversations with Miguel article, ch’s 27-35, and chapters 36-50.

Participation/Attendance

(100 points). This correlates with Domain IV of the PPR.

As professionals, your attendance is required at all class sessions.  Because this class meets for only 3 weeks, you will miss experiencing important strategies and discussions if you are late or absent.  The question to ask is, “What will my future students get out of 4367 if I’m consistently late or absent?” Attendance begins at 5 and ends at 9. Attendance starts for all students on 5/18, regardless of when a student adds.  There are 12 class sessions (5/18, 19, 20, 21, 26, 27, 28, and 6/1, 2, 3, 4, 5), so 8.33 X 12 = 100.

Besides attendance and punctuality, participation will be evaluated on: daily learning logs of what occurred from 3:30-6 and also what occurred from 6-9 (due at the end of each class); demonstrated preparation of readings/assignments; actively participating in small group and whole class discussions and activities; volunteering to speak on a regular basis, but not dominating; on-task behavior; listening to others completely and respectfully; and staying in class until it is over (unless a health or family emergency is explained before leaving).  Please do not assume that coming every day and on time, but rarely volunteering to speak will constitute an “A” on this component.

Methods of Evaluation/Testing

You will be evaluated on:

• following directions, including turning in materials on time,
• the creativity and quality of teacher-developed materials and written assignments,
• clarity and organization of content,
• mechanics, spelling, and usage,
• the quality of classroom participation and presentations, and
• demonstrating effort and thought.

These criteria are important since you will be serving as a role-model for adolescents as a classroom teacher.  Also, administrators, colleagues and parents will judge your effectiveness by your oral and written communication skills. If any written work has over six errors total in mechanics, it will receive a grade of 0 until it is corrected. The final reflection for the Tutoring Recent Immigrants project is an exception, because there won’t be enough time to revise it.

Tentative course schedule

Part of your grade is preparation.  Do what is assigned before each session.

5/18

Bring all required books and spiral notebook to class.

Activities:  Fiesta/ice breaker for tutors and tutees until 6. Do: Meet with tutee and begin completing these class assignments: Rapport Building (see syllabus), and 24-hr. Content Log and Newman’s RII (print from weekly modules, Blackboard).

Class starts at 6. Silent moment. Daily Learning Log 1. Volunteer sharing of logs. Complete index cards, criminal check, and phone chain. Select scribe. Introductions. Explain Field Experience and walking path project.

Possibly complete and turn in: Photo and IRB Consent form (if you desire to participate).

Complete: Pre-service Learning Reflection (“A” of tutoring project). Exam I Packet (handout). Discuss learning from disagreements and critical thinking. Overheads. Discuss syllabus. Discuss Seedfolks book assignment. Discuss artifacts for next session.  Daily Learning 2. Volunteer sharing of log.   Learning Logs will not be graded for mechanics, since they are free-writes or streams of consciousness. Turn in Learning Log 1 & 2 on the same side of a paper (not double sided) after class.

Learning Log 1 ( What did you learn since the moment you arrived? What was said or done that impacted you? How do you feel about this?)

When I arrived at 3:30 today, this is what happened…I feel… about …  because…

Learning Log 2: Today in class from 6-9, we did/said…  I feel … about…  because…

5/19

Bring 2 artifacts: hobby and most important thing to share with class.

Do: Meet with tutee and continue Rapport Building (syllabus), 24-hr. Content Log, and Newman’s RII (weekly modules, Blackboard).

Read: at least 50 pages of Seedfolks; write and turn in: summaries of all of the characters mentioned so far (at least 2 page handwritten total), and a 1-3 sentence connection of Seedfolks to our gardening project.

Read:  Paul Gorski’s article about Ruby Payne, “Peddling Poverty for Profit” (available under weekly modules of Blackboard; write and turn in: at least 2 pages of handwritten notes taken throughout the article (not just the beginning) and also which four ideas you think you can apply as a teacher and why from the last part of the article, “Authenticating Anti-Poverty Education.”

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log 1. Volunteer sharing of log. Scribe.  Announcements. Discuss how to do the analyses for “B.” Discuss tutees’ strengths and needs. Discuss how to create the lesson plans for our class. Brief artifact sharing. Discuss pp. 1-50 of Seedfolks and connect the book to gardening. Discuss Ruby Payne. Discuss Gorski’s article: poverty as an individual vs. a structural issue. What do you believe? Overheads: “Oral Fluency Levels” and your own L1 development.  Estimate academic English development for L2 learners. Power Point presentation. Daily Learning 2. Volunteer sharing.

5/20

Turn in:  Completed B (Rapport Building, 24-hr. Content Log, and Newman’s RII, + all of your answers to the analysis questions from the syllabus). Execute/do lesson one with your tutee.

Read: the rest of Seedfolks; Write and turn in: summaries of all of the characters mentioned so far, including the author on pp. 89-100 (at least 2 page handwritten and also write a new 1-3 sentence connection of the book to our gardening project, based on the class discussion yesterday and your understanding of the rest of the book).

Read: chapters 1-10 (pages 13-62 of Herrell and Jordan); Write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings. Please follow this model:

Strategy 1:   Predictable Routines, pages: 15-18

Brief paraphrased description: The teacher has a set routine or schedule when things are done; she also has certain signals (bell, clapping, etc.) to let students know when it’s time to do something.

Content modifications: As an English teacher at the high school level, I would have USSR every Tues. and Thurs. I would have students’ freewriting every M, W, and F. I would have an area for each class period for students to get their writing journals; I would also have a classroom library.  For my signals, I would raise my hand and become very quiet when students are getting too rowdy. I would keep looking at them, but would be silent with my hand raised until they got the idea.

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. The first 3 weeks of a semester. Clearly delineated criteria. Slicing. Scaffolding (handout from Booth Olson). High expectations: Kati Haycock (handout).Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class. Group work on myths. Overheads: “Myths and Facts.”   Daily Learning 2.  Volunteer sharing.

5/21

Execute/do: lesson one with your tutee.

Read: Conversing with Miguel by Rubinstein-Avila, found in Blackboard under weekly modules. Write and turn in: what you learned from the article that you can apply to your future teaching (at least ½ page total).

Read: chapters 11-26 (pages 65-150 of Herrell and Jordan); Write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings. Please follow the model:

Strategy 1:   TPR, pages: 65-68

Brief paraphrased description: The teacher calls out a command, physically models it, and the students physically do what s/he says.

Content modifications: As an English teacher who would like to teach sophomores, I would tell my students to go get their journals and copy the prompt from the board.  Next, I would walk over to where the journals for their class period are located.  I would pick up a journal, bring it to my desk, and look at the prompt on the board.  I would then act like I am writing. I would have the students physically do what I said and modeled.

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log. Volunteer sharing.  Scribe. Announcements. Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class. Discuss tutoring project. Issues in speaking and listening. Overheads. Receptive language skills. Accuracy vs. fluency. L1 interference. Getting the gist.  Discuss “Conversing with Miguel” and apply concepts to Exam I.  If time: Role-plays for the “Miguel” article. Daily Learning 2. Volunteer sharing.

5/25

No class. Memorial Day.

5/26

Exam I from 7:30-9 p.m.

Execute/do: lesson one with your tutee.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. Role-plays for the “Miguel” article. Discuss how Lesson 1 went. Reflection on walking path project and the ESL concepts of realia, context imbedded instruction, leveled questions, Ruby Payne, and the course concepts you learned/read about so far.  Tie in what you’ve learned so far from the site to Test 1. Daily Learning 2. Volunteer sharing. Review. BINGO and Catch Phrase games to synthesize concepts. Exam I from 7:30-9.

5/27

Do: Lesson 2 with tutee.

Turn in: Lesson 1, verification of lesson execution (tutee’s work).

Email me: Process Reflection 1.

Read: “My Mother Never Read to Me…” by Zulmara and Necochea, please find in UTB’s “Expanded Academic” database. Draw and turn in: a picture of your favorite part of the article and draw yourself into the scene (fly on the wall, a character, etc.). Write and turn in: on the back of the drawing, why this was your favorite scene and why you drew yourself as a certain object/character. Drawing and writing that appears to have taken less than 2 mins. to do will receive a lower grade. Stick figures are fine, as long as the drawing shows detail/effort.

Read: chapters 27-35 (pages 151-198 of Herrell and Jordan); write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings; follow the previous models.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. .  Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class. Issues in reading: Reading aloud: what is research based? Fluency. Comprehension. L2 testing rules in Texas.  Explore Dr. Kathy’s bilingual books and high interest, low vocabulary books. Budget tour. Discuss the article and share your art. Daily Learning 2. Volunteer sharing.

5/28

Do: Lesson 2 with tutee.

Read: chapters 36-45 (pages 199-285 of Herrell and Jordan); write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings follow the previous models.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements. Catch up. Issues in teaching vocabulary. Vocabulary strategies. Distribute group questions. Daily Learning 2. Volunteer sharing.

This weekend:  meet with your group members and have your group presentation ready; email me your individual part. Each student must demonstrate they did their fair share of the cognitive and course related parts (vs. making copies and doing the technology).

6/1

Turn in: Lesson 2, verification of lesson execution (student’s work).

Email me: Process Reflection 2.

Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe. Announcements.  Catch up. Issues in teaching writing. Rules in context. Finding 1-2 common errors. Mikhail Bakhtin and learning from conflicts. Role-play part of Dr. Kathy’s dissertation. Daily Learning 2. Volunteer sharing.

6/2

Read: chapters 36-50 (Herrell and Jordan); write and turn in: at least 7 applications/ideas you like and will use for teaching your content from the readings follow the previous models.

Activities: Walking path project 5-5:45 p.m. Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe.  Announcements. Discuss tutoring project. Students will discuss their favorite strategies. Strategy preparation time.  Each pair will teach class-selected strategies to the entire class.  Catch-up. Group flowers:  activity to synthesize and discuss the metaphors of gardening in relationship to 1-1 tutoring, mentoring, and teaching. Mikhail Bakhtin and learning from conflicts. Role-play part of Dr. Kathy’s dissertation. Focus group on these questions:

• Can you speak about the community walking path?
• Can you speak about the tutoring project?
• Can you speak about having a university class taught outside of UTB walls?
• Can you speak about service learning, which means assisting others in need in your content area and reflecting on these experiences?
• Can you speak about what you learned about caring?
• Can you speak about social justice and its application to this place and project?

Participants (who have signed the consent form) will participate in the focus group; only those who have agreed to participate will record themselves.  Comments from non-participants will not be transcribed.

6/3

Turn in: contact questionnaire and all aspects of your tutoring project (process reflection, lesson 1, process 1, etc., in order). Please use a black clip or a thin binder (no thicker than ¼”).

Bring: a game you could use in your content area (Yatzee, Monopoly, Battleship, Life, Catch Phrase, etc.)

Culminating Celebration activities. 4:00-5:30: Scavenger hunt, and prizes. Awards Ceremony and gift bags for tutees. Pizza and drinks, cake. Eat. Play the games you brought with tutees while you eat.

Activities: Walking path project 5-5:45 p.m . Break.  Silent moment. Daily Learning Log 1. Volunteer sharing.  Scribe.  Announcements. Course evaluations. Catch up. Students will briefly discuss their tutoring projects. Two groups will present (no Power Point Projector). Daily Learning 2. Volunteer sharing.

6/4

Email me: final reflection from tutoring project.

Group presentations.

Activities: Meet in the UTB Library. ……… Silent moment. Group presentations.

6/5 or 6/6

Fri. or Sat. — based on consensus of all students, 5 p.m.

Group presentations (if not finished).

Scan-tron final. Bring #2 pencils and scan-tron.

Mandatory attendance.

References

Booth Olson, Carol. 2006. (2^nd ed.). The reading/writing  connection:  Strategies for teaching and learning in the secondary classroom. Boston: Allyn and Bacon.

González, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, N.J.: L. Erlbaum Associates.

Haley, M. Hall. 2004. Learner-center instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106. 163-80.

Nieto, S. & Bode, P. (2008). Affirming diversity: the sociopolitical context of multicultural education ( 5^th ed.) Boston, Mass.: Allyn and Bacon.

Wilhelm, J.D. (2008).  You gotta be the book:  Teaching engaged and reflective reading

with adolescents. (2^nd Ed.). NY:  Teachers College Press.

Important Websites

www.sbec.state.tx.us

This website will give you information and practice tests for the TExES tests (math, PPR, etc.).

www.tea.state.tx.us

This website contains information about Texas public schools, TAKS, TEKS, etc.

“A brain is inherited; a mind is developed.” Reuben Ferenstein

As you work on your own research – the primary focus of the class – we will examine such research methods as interviews, observation, and focus groups.  You will have opportunities to practice using these methods in class in order to understand each method’s potential strengths and weaknesses.  In addition to learning how to design, carry out, and write up your own study, I would also like you to develop the ability to read research critically.

Your research will takes us behind the scenes of everyday life portrayed in what we read and introduces another level of complexity.  Just as it is useful to use different research methods than the ones you are accustomed to using, it is equally important to examine how people outside your field of vision have addressed the questions we raise.  These questions may not always be the same, but they may be similar.  For example, you might study inequities in education as an economic problem, looking at such factors as income in a particular neighborhood.  Or you might study educational inequities as a curricular problem; thus, you might analyze the content of different curricula within and across schools.  Or it’s possible to explore educational inequities as a social problem, which might lead you to visit students’ homes, observe the presence or absence of books, or ask parents how they go about preparing their children for school.

Finally, doing community-based research affords you the opportunity to do work that can be meaningful to community partners who will be anxious to apply what you learn together.  More than using others’ texts as sources of evidence for your claims, you can offer your own unique data to address a question or problem that others would not have access to.

Learning Goals

By the end of the term, you should be able to accomplish the following:

• Analyze existing research with a specific focus or rationale, questions asked, methods used, and conclusions drawn
• Formulate a researchable question
• Frame your question so that others see it as important and connected to a real problem in education
• Decide on an appropriate method (or methods) to use in collecting and analyzing data
• Explain the benefits and limitations of different research methods
• Write up a research study consistent with the standards of the field of inquiry (e.g., social science)
• Interpret your results appropriately, spelling out limitations and implications of your research
• Discuss and apply ethical standards to your research

Required Texts

Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago: The University of Chicago Press.

Greene, S. & Lidinsky, A. (2008). From inquiry to academic writing: A practical guide. Boston: Bedford Press.

Seidman, I. (2006). Interviewing as Qualitative Research. A guide for researchers in education and the social sciences (3rd Ed). NY: Teachers College Press.

Assignments

Rhetorical Analysis Papers: I would like you to analyze the research articles you use to generate ideas for your semester-long study and that you will eventually use to write your review of the relevant research.  The primary purpose of these papers, 2-3 single-spaced pages, is to help you examine important components of empirical studies that you will need to address in your own research.

Summaries of Articles:  I would also like you to submit summaries of articles you are reading and that will be part of the literature review that you will write as part of your research project.  These summaries will be more focused than rhetorical analysis papers.  In your summary, you should describe the relevance of the article to your research, identifying the ways the author(s) has defined the problem, described the methodology used to answer the research questions motivating the study, and what the author(s) found.

Research Log.  This is an informal assignment that will serve as a vehicle for you to record, describe, reflect, and critically evaluate your action research experience throughout the semester.  More than a chronological log, however, the research journal entry should catalog observations, ideas, challenges, and successes of your project.  I’ll ask you to bring the log with you to meetings you have with me after you begin collecting data.

Research Project.  Your project is the central part of the course.  I expect that you will base your project on some type of original research, using one or more of the methods we will discuss during the term: observation, field notes, interviews, and focus groups.  You should develop what you write by reviewing current research related to the questions you raise, explain the theory that frames your study, and address the consequences of what you find for those you study and for yourselves.  The finished paper should be 25 pages including references but not appendices such as transcripts or consent forms.

You will work on this project in stages, submitting the following during the course of the semester. (See pp. 22 – 24 for a further explanation of this assignment):

• An idea sheet in which you explain the purpose, relevance, audience, and value of your study
• Research log in which you record what you observe and describe your impressions.  You will need to keep these two purposes separate, and we will discuss strategies for doing so.
• A research proposal with working bibliography in which you provide a rationale for doing your study.  The proposal includes:
  • A review of relevant studies
  • The research question(s) motivating your study
  • Methods for collecting and analyzing data
  • Implications
• A revised proposal with annotated bibliography
• First draft, second draft, and final draft
• Oral presentation of results

Grading

Participation includes contributing in each class, providing constructive responses in draft groups, and meeting all deadlines.  I will lower this grade for those who don’t meet deadlines (I am doing this for your own good!)  It is especially important to meet these deadlines because you are to complete a research project in a relatively short amount of time; sticking to the schedule is one way to support the quality of your final research effort.  One absence will be excused; please inform me if you will not be in class.

Rhetorical analyses (10%)

Idea Sheet (10%)

Research Log (10%)

Proposal (20%)

Research Paper (40%)

Presentation of Results (10%)

Office Hours

I will arrange regular meetings with you to discuss your work in progress.  You should also feel free to make an appointment to see me at any time.  The best way to reach me is via e-mail.

Academic Honesty

In 1989, Notre Dame undergraduates and faculty published an Academic Code of Honor Handbook to express their shared commitment to respect and honor the intellectual and creative contributions of each individual.   Honor Code Pledge: “As a member of the Notre Dame community, I will not participate in or tolerate academic dishonesty.” For more details, visit: http://www.nd.edu/~hnrcode

Special Circumstances

Please speak with me as soon as possible if you have a documented disability and have registered with Disability Services. Students who are not registered can do so by contacting the Office of Disability Services: http://disability services.nd.edu/

Calendar

Identifying Issues and Forming Questions

Wed. Aug. 25

Discuss Strand, Marullo, Cutforth, Stoecker, & Donohue, “Community-Based Research and Higher Education” and Stoecker & Beckman’s “Making Higher Education Civic Engagement Matter in the Community.”

Discuss issues identified by the Community-School Collaborative.

What is research?  What is research for?  What distinguishes community-based research from other types of studies?

What are some possible benefits and limitations or challenges in pursuing this type of inquiry?

Mon. Aug. 30

Attend Meeting at Robinson Center from 6 – 8pm to meet with representatives from the South Bend Community School Corporation.

Bring in a research article you locate on the Hesburgh Library database that focuses on an issue that you may be interested in pursuing.

Discuss the role that a review of relevant research plays and the notion of academic writing as “conversation” as discussed in Chapter One, “Starting with Inquiry: Habits of Mind of Academic Writers,” in Greene & Lidinsky, From Inquiry to Academic Writing.

Share in groups: How does the author(s) whose article you read define, develop, and address a given problem?  How would you characterize the “conversation?” What contribution does the article make to the discussion of the problem that others have addressed?  How would you address the problem?

Wed. Sept. 1

Discuss Chapter 4, “Identifying Issues and Forming Questions” in Greene & Lidinsky and Stoecker’s “The Goose Approach to Research” from Research Methods for Community Change.

What are some strategies for identifying problems, issues, and gaps?  What constitutes a “good” research question? What’s theory got do with it?

Mon. Sept. 6

One-to-one meetings.

Idea Sheets Due.

Share in groups: what is the writer’s topic?  issue?  question? What’s at stake in addressing this question?

Wed. Sept. 8

Submit Rhetorical Analysis of an article focusing on the issue you identify in your idea sheet.

Discuss the structure of article introductions in Chapter 5, “From Formulating to Developing a Thesis,” in Greene & Lidinsky.

Share in groups: Is the writer filling a gap? building on and extending prior work? correcting a misconception?  Is the purpose to build upon, extend, or challenge theory, methodology, or conclusions that researchers have drawn?

Mon. Sept. 13

One-to-one meetings.Discuss Madison’s “Do I really Need a Method”? in Critical ethnography: method, ethics, and performance.Submit Revised Idea Sheet with a summary of a research article you read that is related to your research.How do we decide what methods to use in answering our research questions? What methods can best answer the questions we ask as researchers?

Wed. Sept. 15

Start making contacts with teachers and principles, making appointments, and visiting the site.

Discuss both “Interviewing” and “Technique Is Not Everything, but It Is A Lot” in Seidman’s book, Interviewing as Qualitative Research and “Interviewing” in Weiss’s  Learning from Strangers.

Discuss transcript of interviews that I will distribute.

What is the value of stories in doing research?  What are some strategies for conducting an effective interview?  What do we need to account for in developing a script?

Mon. Sept. 20

Bring in a script of your own and conduct an interview with one person in class, focusing on an educational issue that you find important.

What are the strengths and limitations of conducting an interview? What principles can and should inform an interview script?

Wed. Sept. 22

Discuss “Focus Groups” in Chapter 11 in Greene & Lidinsky.

Discuss transcript of a focus group that I will distribute.

Submit summaries of at least two articles that are helping you to refine your research question and method for collecting your data.

Why use focus groups?  What does videotape reveal that a written transcript does not?  How would you describe the strengths and possible limitations of focus groups?

Mon. Sept. 27

Conduct a focus group outside of  class and report what you found in class.

What are some ways to initiate and sustain focus group discussion?

Wed. Sept. 29

Discuss Chapter 11, “Writing a Proposal,” in Greene & Lidinsky.

What are some guiding principles for writing a literature review and a method section?  How does one envision the discussion and implications before actually doing the study?

Mon. Oct. 4

One-to-one meetings.

Discuss Chapter 4, “Creating Scenes on the Page,” in Emerson, Fretz, & Shaw’s Writing Ethnographic Fieldnotes

Submit summaries of at least two articles that are helping you to develop your research question and method for collecting your data.

What are some techniques for describing the settings you visit, presenting dialogue that you listen to, for characterizing individuals you write about?

Wed. Oct. 6

Start Collecting Data (Who do you still need to contact and get commitments from?)

Draft of proposal including working bibliography, consent forms, and drafts of questions or interviews, focus groups, and/or surveys due.

See Ch. 7 in Greene and Lidinsky for APA formatting.

Share proposals in small groups: What is the issue/question?  What methods would best answer the question?  What are the strengths and weaknesses of these methods?

Mon. Oct. 11

One-to-one meetings.

Discuss Fine, Weis, Weseen, & Wong, “For Whom? Qualitative Research, Representations and Social Responsibilities” and Seidman’s “The Path to Institutional Review Boards and Informed Consent.”

What are the ethical concerns of doing research?  For example, what does “informed consent” mean?

Wed. Oct. 13

Discuss Caspe, Lopez, & Wolos’s “Family involvement in elementary school children’s education” and Seidman’s “Analyzing, Interpreting, and Sharing Interview Material.”

What principles can and should guide the analyses of data?

Mid-Semester Break,October 16-24

Mon. Oct. 25

Discuss Stoecker, Beckman, and Min’s “Evaluating the Community Impact of Higher Education Civic Engagement.”

How do we measure the impact of what we find in our research? How does CBR depart from traditional conceptions of findings?

Wed. Oct. 27

One-to-one meetings – Bring Research Log.

Revised Proposal with Annotated Bibliography due.

Present your research proposal to your group. Be prepared to talk about the research you are building on and the theory framing your study, your research question, its importance, why you are using the methods you chose, and the possible implications of doing your study.

Mon. Nov. 1

Workday for research and writing

Wed. Nov. 3

One-to-one meetings – Bring Research Log

Bring some data that you have collected.

Discuss Chapter 6, “Process Fieldnotes: Coding and Memoing,” in Emerson, Fretz, & Shaw’s Writing Ethnographic Fieldnotes.

What strategies can we use to analyze what we observe, especially as we try to identify themes and “code” data?

Mon. Nov. 8

Discuss Sample Research Project and Chapter 8, “From Ethos to Logos: Appealing to Your Readers” in Greene and Lidinsky.

What is the writer’s argument?  Has the writer fully contextualized this argument within a discussion of others’ research?  In what ways has the writer specifically appealed to readers’ expectations in developing the argument?

Wed. Nov. 10

Workday for research and writing

Mon. Nov.  15

First Draft Due

Your draft should include: an introduction; a literature review; your research question; a clear theoretical frame; and a method section (how you collected and analyzed your data)

Wed. Nov. 17

One-to-one meetings – Bring Research Log

Mon. Nov. 22

Workday for research and writing

Nov. 24-28

Thanksgiving break

Mon. Nov. 29

Workday for research and writing

Wed. Dec. 1

One-to-one meetings – Bring Research Log

Second Draft Due

Your draft should include:  an introduction; a literature review; a theoretical perspective; your research question; a method section; a results section; implications/Conclusion

Mon. Dec. 6

Presentations

Presentations will be 5 minutes and should include brief discussion of your research question, method, and results.  The primary emphasis should be on the two or three key points that you think are significant.

Mon. Dec. 13

Final Drafts Due

Include a 200-word abstract

References

Appleman, D. (2003). ’Are you makin’ me famous or makin’ me a fool’? Responsibility and respect in representation. In S. Greene & D. Abt-Perkins (Eds.), Making race visible: Literacy research for racial understanding (pp.71-85). NY: Teachers College Press.

Becker, H. (1998). Tricks of the trade: How to think about your research while doing it. Chicago: The University of Chicago Press.

Bogdan, R., & Biklen, S. (1992). Qualitative research for education: An introduction.  Boston: Allyn & Bacon.

Carspecken, P. (1996).  Critical ethnography in educational research: A theoretical perspective and guide.  London: Routledge.

Denzin, R, & Lincoln, Y. (2005) (Eds.), Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Denzin, N., & Lincoln, Y. (2001). (Eds.). Handbook of qualitative research (2nd ed.). Sage Publications.

Dyson, A., & Genishi, C. (2005). On the case: Approaches to language and literacy research. NY: Teachers College Press.

Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago: The University of Chicago Press.

Fine, M., Weis, L., Weseen, S., & Wong, L. (2001).  For whom? Qualitative research, representations and social responsibilities. In N. Denzin &  Y. Lincoln (Eds.), Handbook of qualitative research. Sage Publications.

Geertz, C. (1983) Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.

Goodson, I., Sikes, P., & Sikes, P. (2001) Life history research in educational settings: Learning from lives. NY: Open University Press.

Lee, C., Spencer, M., & Harpalani, V. (2003). “Every shut eye ain’t sleep”: Studying how people live culturally. Educational Researcher, 32 (5), 6-13.

Lindlof, T., & Taylor, B. (2002). Qualitative communication research methods (2nd Ed). London: Sage.

Luttrell, W.  (2000).  “Good enough” methods for ethnographic research.  Harvard Educational Review, 70, 499-523.

Madison, D.S. (2005). Critical ethnography: method, ethics, and performance. Thousand Oaks, CA: Sage Publications.

Minkler, M., & Wallerstein, N. (Eds.). (2003). Community-based participatory research for health.  San Francisco, CA:  Jossey-Bass.

Peshkin, A. (2000).  The nature of interpretation in qualitative research.  Educational Researcher, 29, 5-10.

Strauss, A., & Corbin, J. (1998) (Eds.) Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.

Stoecker, R. (2005).  Research methods for community change:  A Project-based approach.  Thousand Oaks, CA:  Sage Publications, Inc.

Stoecker, R., & Beckman, M. (2010). Making higher education civic engagement matter in the community. Retrieved from http://www.compact.org/news/making-higher-education-civic-engagement-matter-in-the-community/9748/

Stoecker, R., Beckman, M., & Min, B. H. (in press). Evaluating the community impact of higher education community engagement. In H.E. Fitzgerald, C. Burack & S. Seifer (Eds.), Handbook of engaged scholarship: The contemporary landscape (Vol. 2 Community-campus partnerships). East Lansing, MI: Michigan State University.

Strand, Kerry, Sam Marullo, Nick Cutforth, Randy Stoecker, and Patrick Donohue.  Community-Based Research and Higher Education.  San Francisco, CA:  Jossey-Bass, 2003.

Weis, L., Fine, M. Weseen, S., & Wong, M. (2000). Qualitative research, representations, and social responsibilities. In L. Weis & M. Fine (Eds.), Speed bumps: A student-friendly guide to qualitative research (pp. 32-66). New York: Teachers College Press.

Weiss, R. (1994). Learning from strangers: The art and method of qualitative interview studies. New York: Free Press.

Rhetorical Analysis Papers

The idea here is to pay attention to how writers develop their ideas.  In turn, you can apply what you learn from others to your own writing.

• What is the author’s purpose? (to correct a misinterpretation? to fill a gap?  to modify an existing position?)• What is the research question(s)?
• What methods (e.g., ethnographic, case study, focus group, text analysis) did the author use?
• Why did the author choose a particular method?  Would other methods have been more appropriate?  Why? Why not?
• Who are the participants? Why these participants?
• What is the context?
• Why has the author chosen this context?
• What were the results of the study?  Did the author answer the research questions?
• What claims does the author make?  To what extent are these claims supported?
• What limitations are there?  Did the author identify and successfully address them?
• What implications does the author draw?  To what extent are these implications based on the data?
• What ethical issues were involved?  Did the author acknowledge and successfully respond to them?

I’d like you to be as specific as possible in the references you make to the text you cite in answering these questions.

Possible Topics for Research Based on Discussions of the Community Education Impact Committee (Administrators from the South Bend Community School Corporation; Faculty from Notre Dame, Saint Mary’s, Indiana University South Bend, Holy Cross, and Bethel College; and community partners.)

What can we do in our schools to support children and families who move from one neighborhood to another and, therefore, change schools?  What can we do for teachers and the students whose classes these students enter part way through the academic year?

How would we characterize the transition children make from programs like Head Start to kindergarten? Do students attending pre-school programs do better in school than those who do not?

To what extent does the Corporation’s “Explorer’s” program make a difference in children’s long-term achievement? (Students start this program in primary school and the first cohort is now in high school).

What issues do African American males face in school to explain low graduation rates?  What can we do to turn this around?

How can we characterize parent engagement in low-achieving schools?  How can the Corporation encourage increased parent involvement at schools?  What will motivate parents to be at school?  What do teachers need to do to welcome parents?

To what extent do current programs work? (e.g., English as a New Language; Magnet Schools at Kennedy Primary and LaSalle Intermediate; International Baccalaureate Program at Adams; Fine Arts curricula at Perley Primary, Dickinson Intermediate, and Clay High School; the Pre-College Program at Riley High School; and Parent University and Helping Hands in Title I Primary Schools).

What are some strategies that are in place (or could be in place) for rewarding teachers who achieve achievement goals set by the Corporation? What are strategies for helping teachers who do not achieve these goals?

To what extent has the Corporation implemented an effective research-based evaluation model that addresses specific instructional practice, cultural proficiency, and student growth?

Idea Sheets

The purpose of the idea sheet is to get you going.  Jot down some ideas about your area(s) of interest, explaining what in particular interests you, why you find this area of interest, and why it might be compelling to others.  For example, is there some situation or condition in teaching, teacher preparation, school finance, and the like that concerns you?  So what if we don’t understand the inequities of school financing?  So what if the drop-out rate for low-income minority students continues to grow?  So what that we don’t know the factors that motivate students to learn?  What if the situation remains the same?  What would happen if the situation changed?

Follow these steps in composing an idea sheet:

Step One: Explain your topic

Step Two: Detail the reasons why you are interested in the topic

Step Three: Describe what is at issue – what is open to dispute for you and others interested in education

Step Four: Describe for whom this issue might be significant or important (e.g., parents, teachers, administrators, policy makers)

Step Five: Formulate an issue-based question

Formulating an issue-based question can help you think through what you might be interested in writing about.  A good question develops out of an issue, some fundamental tension that you identify within a conversation. (See pp. 77-81 in Chapter 4 in Greene and Lidinsky).

For example, E.D. Hirsch believes that the best approach to educational reform (the topic or subject about which he writes) is to change the curriculum in schools.  In fact, he has argued that a curriculum based on “cultural literacy” is the one sure way to reverse the cycle of illiteracy that he has identified in urban cities.  This is Hirsch’s position.  So what is the issue?  The issue emerges in the presence of an alternative position.  As a social activist who has written extensively about educational reform, Jonathan Kozol presents an alternative: policy makers need to address reform by providing the necessary resources that all students need to learn.  He points out that students in many urban schools are reading textbooks that were published twenty years ago and the conditions in these schools make it impossible for students to learn.  In tension are two different views of what kinds of reform can reverse illiteracy.  One part of the issue is the view that educational reform should occur through changes in the curriculum; the second part is the view that reform should occur at the level of socio-economic change, change that would insure students have new textbooks and adequate conditions, such as windows that close in winter.

It is important to discuss an issue in the context of a current situation, so that readers will understand why you are raising a particular issue.  As a writer, you will need to familiarize yourself with what people are talking and writing about.  What is on people’s minds?  What is at issue for people?  What about for you?  What do your readers need to know about?  In turn, you will need to help readers understand why they are reading your essay and fulfill their expectations that what you are writing about is both relevant and timely.

Your issue-based question should be specific enough to guide inquiry into what others have written and help you accomplish the following:

• Clarify what you know about the issue and what you still need to know
• Guide your inquiry with a clear focus
• Organize your inquiry around a specific issue
• Develop an argument, rather than simply collecting information by asking “how,” “why,” “should” or the “extent to which something is true or not”
• Consider who your audience is
• Determine what resources you have, so that you can ask a question that you will be able answer with the resources available to you

You will have the opportunity to share your idea sheet with others in class and with me before you set out to write a more formal research proposal.

Writing a Research Proposal

Your proposal is an argument that justifies the reasons why you think your study is necessary and why others should be invested in the work you are doing.  You should include an introduction to the issue you are focusing on, a review of relevant research, the questions motivating your study, and some analysis of what you think the implications of your study will be.  What will your study help us to learn? Why will it matter?

Introduction

In the first several paragraphs of your introduction, you should (a) identify the issue that makes your study both relevant and timely; (b) provide a brief overview of the debate surrounding this issue, citing some prominent authors who have helped to frame the debate; (c) establish the presence of a gap in the knowledge we have about the issue you are focusing on; and (d) state the questions motivating your study.  (For an illustration of this kind of introduction, see pp. 89-97 in Chapter 5 in Greene and Lidinsky’s From Inquiry to Academic Writing).  Remember the criteria we have discussed for asking a “good question”:  (a) it should be specific enough to guide inquiry, (and know when we have answered the question); (b) it can be answered with the tools you have decided to use;  (c) it does not limit your answer to yes or no; and (d) it is organized around an issue.  (See pp. 77-81 in Chapter 4 in Greene and Lidinsky).

In your introduction, then, you should summarize the issue, explaining how this issue has led to the question motivating your research.  You should also explain why you are interested in this issue, why it is important, and what is at stake.  Why might others be interested in your attempts to answer the question?  Thus the introduction should help readers have a general understanding of the “conversation” you are entering and the ways that your research might contribute to that conversation.

Review of Research

Following the introduction, you should provide a review of the relevant research.  For a proposal, you should demonstrate that you have a firm grasp of the issue you are conducting research on as part of the argument you are making to justify your study.  The more effectively you convince readers that you know the issue, the more persuasive your argument.  Therefore, you will want to show that you have read widely, that you are aware of the most important studies conducted in your area of research – what I would call intellectual touchstones – that you are also aware of current research within the past 5 years, and that you understand the strengths and limitations of different approaches in justifying your own approach.

More specifically, you can use your review to accomplish some of the following:

• Define a key term (e.g., parent involvement) that is central to your study that others may not necessary agree upon
• Discuss the history relevant to your research (e.g., the impetus for testing in schools or the origin of a program such as Head Start)• Explain the strengths and limitations of different methodological approaches to answering similar research questions
• Analyze the different theoretical approaches that authors have used to frame the issue (e.g., psychological, sociological, socio-economic, racial)
• Identify trends in what researchers are finding or, perhaps, the lack of agreement
• Point to more comprehensive reviews of research that others have written

To organize your review, you can use “headings” that focus on themes or concepts (e.g., “Defining Parent Engagement,” “Understanding the Changing Nature of Families,” “Ways to Foster Parent Involvement,” “Challenges to Fostering Parent Involvement,” and “Methodological Issues in Research Focusing on Parent Involvement.”

Method

Your discussion of methods should be in the future. I will use (as opposed to “I hope to”).  First identify the participants in your study (e.g., principals, parents, teachers, children) by giving a brief biographical sketch, the context where your study will take place (e.g., a school), and the relevant demographic information (socio-economic background of participants, race, gender). The context is especially important since the site where your study takes place – the city, the school, and the neighborhood – shape the work and lives of the people you study.  Provide a visual description of the school and the neighborhood and offer a profile based on Census data.

Second, describe how you plan to collect your data. You will need to tell readers whether or not you will audiotape interviews and/or focus groups, and, if so, that you will transcribe the data.  If you are taking notes, you will want to explain whether or not you plan to take notes during or after the session.  Be sure to explain where you are conducting the interview or focus group and whether or not you are compensating participants.  If you are observing classes, you will need to explain how often you will observe, for how long, and whether you will be taking notes or transcribing data. And if you distribute a survey, be sure to explain how you will go about distributing the survey.

In this section on data collection procedure, you should also identify the types of secondary sources you plan to use (e.g., books and articles). What types of resources (e.g., library catalog, the Web) should you use to locate information? What search strategies (e.g., key word) will you use in getting the information you need?

Third, justify why you are using some methods of collecting data and not others.  Discuss the appropriateness of these methods given your research question.  Given the objectives you have set for yourself and the constraints of doing the research, are some methods better than others?  How will the methods you have chosen to use enable you to answer your question(s)?  These methods should reflect the theoretical perspective you are taking.

Finally, you should have some sense of how you will analyze the data you collect.  That is, readers will expect that you have done more than simply read your transcripts from interviews and focus groups to form impressions.  Therefore, you will want to explain the principles you will use to analyze the data in light of the research question(s) you are asking.

For example, your research might focus on the ways that families are involved in their children’s education.  Your interviews may include compelling narratives about the ways families get involved, but the challenge for you as a researcher is to create a conceptual framework for identifying the ways that families are involved.  This will require you to create categories based on the data you have collected and the research that others have done.  These categories may be cognitive (e.g., awareness of how their children are doing in school), affective (e.g., the relationships parents and other family members have with their children), social (e.g., the relationships families have with others in their community), and the like.

Implications

It may seem a little premature to talk about what you hope to find in your study, but it would be useful to say something about what you believe your study can help you (and readers) understand about the issue or question that has motivated your research.  More specifically, you can address how you believe your work can build upon, extend, or challenge what we know; how your work can affect teaching practice, theory, or policy; and how you study can raise questions that we have ignored.  It’s possible to say, even at an early stage, that policy, teaching, and the like can proceed if, and only if, we have studies of the sort you are conducting.

Timeline

Identify when you expect to complete specific tasks.  For example, when will you do the following:

• Contact participants and get their commitments
• Conduct interviews, focus groups, and the like
• Compile an annotated bibliography
• Transcribe the data
• Do the analyses
• Draft an introduction, methods, and findings

Consent Forms

This is what you must do if you will be working with children in your research.  I have included examples of the kind of form that you can use.  Richard Hilliard, the person at Notre Dame responsible for Human Subjects research, suggests that “at a minimum . . . parents [should] receive a letter explaining what . . . you will be doing and types of interaction.  It should have all elements of a Parental Permission form and give parents the option of not having their child participate.  I don’t think it would have to be signed and returned for the project to go forward.  Naturally, you would need permission from the schools.”

Basic Format of a Proposal

Begin with a title, followed by an introduction (no heading) in which you set up the problem you will pursue, and then a method section set up in the following way with these headings:

Introduction

Discuss Relevance of the Issue

Explain What We Know from Research and What We Need to Know

Define the Problem or Gap

Discuss How Your Research Will Address This Problem or Gap (Will you build upon and extend others’ research?  Fill the gap? Challenge prior assumptions?

Review of Relevant Research

Define Key Concepts

Give Historical Background

Discuss Methodological Issues

Reaffirm the Need for Your Study

Method

Summary of Methods

Participants

Context

Data Collection Procedure

Data Analysis Procedure

Implications

What the Study Should Help Us To Understand

Why What You Find Matters

Working Bibliography

**You should include the timeline and consent forms on separate pages.

Consent Form

You are invited to participate in a study of academic writing at the University of Notre Dame during the next four years.  You were selected from a random sample of all first-year students.  If you decide to participate, you will:

1. provide the researcher with copies of the writing you complete for every class and the assignment, when available;
2. provide up to four interviews during a given academic year;
3. allow the researcher to use excerpts from the writing you complete and interviews in publications about research with the understanding that your identity will not be revealed at any time.

In all, participation out of class will take no more than 4 hours during an academic year.

Participation is completely voluntary; you may stop participating at any time prior to completion of the project.  Should you have any questions at any time, you are welcome to contact the researcher at the above address or via e-mail.  Your decision to participate or not will have no effect on your grade in any course or prejudice your future relations with the University.  One benefit of participating in the study is that you will have the opportunity to learn important information about writing.

If you are willing to participate in this research, please read and sign the consent form below.  You will be given a copy of this form to keep.

I agree to participate in all of the procedures above.  I understand that my identity will be protected during the study and that instructors will not have access to the interviews I provide.  I also understand that my name will not be revealed when data from the research are presented in publications.  (Tapes from this study will be kept for 5 years and then destroyed.)  I have read the above and give the researcher, Stuart Greene, and his co-authors permission to use excerpts from what I write or transcripts of tapes without identifying me as the writer or speaker.

Signature

Signature of Investigator

Sample Focus Group Consent Form

Should colleges and universities take race and ethnicity into consideration when selecting new freshman from the applicant pool? What is the purpose of having preference to the minority status in admissions? What does a diverse campus offer to its students? These are some of the issues I want to discuss in today’s focus group. But before we start, let me tell you about the assignment and your involvement.

The focus group may be defined as an interview style designed for small groups of 5-7 participants. Focus groups interviews are guided discussions addressing a particular topic of interest or relevance to the group and the researcher. The informal group discussion atmosphere of the focus group interview structure is intended to encourage subjects to speak freely and completely about behaviors, attitudes, and opinions they possess. For the purposes of my research, focus groups are a way to include multiple perspectives in my paper.

This session will be recorded so that I can prove my research.  No names will be used in the final paper or in any drafts. Letters (A, B, C, etc.) will identify different speakers within the actual paper. Two focus groups–one for minority students at Notre Dame, and another for non-minority students–are being held so that I can attain opinions and viewpoints from both sides of the issue, and discuss the similarities and differences.

Some things to keep in mind during the session:

• Because I need to transcribe the dialog, try not to talk over another person
• Feel free to agree or disagree with a question, statement, or another person’s answer
• Don’t focus on the question, but on the discussion
• Avoid going off on tangents
• Be open and honest with all responses

Thank you for taking the time to be involved in my research. By signing below you give me permission to use the comments you provide for my paper. You understand that in no way will your identity be revealed, except by your minority or non-minority status. If you would like a copy of the results of the focus groups, please include your e-mail address and the documents will be sent to you.

Name                                                                               Male  Female (circle one)

Ethnicity                                                                        Class of_________

e-mail address

Research Log (From Jim Frabutt, Ph.D., Aliance for Catholic Education)

Conceive of the research log entries as a vehicle to record, describe, reflect, and critically evaluate your action research experience throughout the school year.  Each reflection serves as a project log, documenting your research activities.  More than a chronological log, however, the research journal entry should catalog observations, ideas, challenges, and successes of your project.

Below is a list of possible questions to keep in mind as you make entries:

a) What have you recently learned?

b) Are you satisfied with your progress?

c) What challenges are you facing, and how have you overcome them?

d) What do you want to do next?

e) What inhibits the outcome that you are trying to achieve?

f) Who might help overcome challenges?

g) What surprises you?

h) What, if anything, has challenged your assumptions about what is true?

References

Hendricks, C. (2006). Improving schools through action research: A comprehensive guide for educators. Boston, MA: Pearson Education.

James, E., Milenkiewicz, M., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Thousand Oaks, CA: Sage Publications.

Killion, J. P., & Todnem, G. R. (1991). A process for building personal theory. Educational Leadership, 48, 14-16.

Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Research Project Assignment

I would like you to do some research and write a paper on an issue or problem you identify in the area of education (at least 25 pages, including bibliography and appendices).  You will work on this in stages, and I will meet with you often to help you develop your project to its completion:

Idea Sheets: Sept. 3

Research Paper Proposal with working bibliography, scripts for interviews and focus groups, and draft of consent form(s): Oct. 6

Revised Paper Proposal with annotated bibliography: Oct. 27

First Draft: (introduction with a clear research question and method section describing the procedure for collecting and analyzing your data): Nov. 15

Second Draft: (Revised draft with results, discussion, implications, limitations): Dec. 1

Presentations: Dec. 6

FINAL DRAFT: Dec. 13

More than simply reporting what you find in your research, you should use your data to develop an argument that encourages readers to think one way or another about the issue out of which your study has developed.  The structure of your argument may vary, but there are several basic strategies that you need to consider.

• Formulate an issue and explain its importance. Remember, at the center of an issue (as opposed to a topic) is a fundamental tension that is open to dispute; this tension can lead to a clear research question.
• Identify a gap reviewing the relevant research. Your review should inform readers about the issue: define key concepts, provide historical background, discuss methodological issue.  Equally important, you should use your review to help readers see a gap in current research and to explain why your study is necessary.
• Justify your methodological approach. You should provide an argument to explain why the methodological approach you take is the best way to answer your research question.
• Analyze the evidence. Your reader will not automatically understand how your evidence fits into the larger picture of your paper.  By explaining how the evidence backs up your points, you reveal the logic of the argument and convince even the most skeptical reader.
• Make a claim. The claim is your thesis, and it is central to the argument.  What is your position, or what do you want to convince your reader of?
• Support your claim(s) with reasons or evidence. Reasons are the main points of your argument (the “because” part of your argument).  What is the basis of the claim you are making?
• Contextualize your claims. Explain how what you find fills a gap or builds upon and extends what others have found.  Refer to others’ studies in your discussion and consider how others might respond to what you argue.
• Help readers understand the implications of your study. In the end, you will want readers to understand what your findings mean for teaching, policy, learning, research, and/or theory.  You can also point to what you see are some next steps in the kind of research you are interested in, particularly if you think additional studies are necessary.

Getting Started

We will discuss the value of doing community-based research, so an important starting point is to identify an issue that you are not only passionate about, but which also grows out of a perceived need in the local community. You will have the opportunity to meet with local teachers and administrators in the South Bend Community School Corporation to discuss some of the pressing issues that they are facing.  I have listed a few of these issues on p. 11, which the Superintendant has expressed an interest in pursuing.

To get started, you can also consider the issues that you have read about and discussed in the introduction to Education, Schooling, and Society, as well as other classes: motivation as a factor in learning, school choice, the stratification of schools and the potential value of detracked classrooms, the promise of teaching and learning in democratic classrooms, the pressures of high-stakes testing on both teachers and students, the value of connecting service to disciplinary learning, and so on.

Alternatively, go to one of the electronic databases on the library homepage and type in some key words related to a topic that interests you (e.g., school finance, high-stakes testing, curricular reforms) or question (e.g., to what extent can school finance insure greater equity in schools?  How do low-income minority parents’ attitudes support or challenge the rhetoric used to make claims about the black-white achievement gap?)  After you locate relevant research, use the titles as additional key words for searches and look for bibliographies on each entry.

As you read and begin to take notes, you will find that the real work of writing occurs when you try to figure out the answers to the following questions.  Answering these questions is what makes inquiry central to the process of composing:

• What have people been talking about?
• What are some relevant concerns for those whose work I have been reading?
• What are the situations motivating people to write?
• What theories do writers use to construct their arguments?
• To what extent are the approaches others have taken adequate to assessing the problem?
• Have others provided sufficient evidence to support their claims?
• What gaps in knowledge exist in what researchers are finding? What do we still need to know about?
• Who will be interested in reading what I have to say?
• How can I connect with readers who may be both sympathetic and antagonistic toward my argument?
• What is at stake and for whom in my own argument? (what if things change? what if things stay the same?)
• What kinds of evidence might persuade readers?

Criteria for Assessing the Quality of Your Project

In coming to terms with what you find, you should address what your study teaches us and what you have learned.  You will find models of this type of writing in the studies that we will examine this semester.  A successful research project will:

• Include a relevant, timely, and important research question(s)
• Provide a substantial review of the research relevant to your study
• Justify the use of a particular methodological approach to answering the research question
• Provide a compelling analysis of the data
• Use evidence persuasively
• Place what you find in conversation with what others have found, showing how your study builds upon or extends what others have written
• Demonstrates a clear purpose and achieves it
• Effectively speaks to the target audience (appropriate “voice”, word choice, etc.)
• “Flows” well (i.e., has smooth transitions, logical organization, and effective intro/conclusion);

Sharing Writing in a Writing Group

In sharing writing with one another you need to be clear about the responsibilities each of you will assume in the group.  It’s helpful to distinguish between your responsibilities as readers and writers.

The Writer’s Responsibilities. Come to class with several specific things you want your group to listen for in your draft. Explain to your group members any concerns you have about the draft before you read.  Are you concerned, for example, about whether your ideas are developed enough to make sense? About whether your organization is easy to follow? About whether the tone you take toward your audience is appropriate? Always write down your concerns and questions before you come to class. When you’ve finished reading, ask the group to respond specifically to your concerns, in addition to raising new concerns of their own.

Here are some questions that you might ask yourself before asking your group for advice:

1. What is your goal with this essay? To fill a gap? To correct or modify an existing interpretation?
2. What is the issue you are responding to?
3. What motivates your research?
4. Have you adequately reviewed the relevant literature?
5. Have you spelled out the theoretical perspective you are taking?
6. What’s your thesis?
7. What evidence do you use to support your thesis?
8. Are your implications linked clearly to your data?
9. Have you acknowledged the limitations of your study?
10. What do you consider the strongest aspect of the essay – that is, what do you feel is working best? What aspect of the essay are you least satisfied with at this time? What kind of feedback do you especially want today?

Be open to suggestions.  You need not incorporate every suggestion your group makes in your revision of the draft, but you should make sure you at least understand their comments and concerns.  If you don’t understand what your group members are saying about your draft, ask them to clarify or give you an example. If you do not decide to take someone’s suggestion, you should have a good reason for doing so–– such as that following their suggestion would require you to change your purpose or intended audience in ways that are unnecessary (given the assignment) and unappealing to you personally.

The Readers’ Responsibilities. Follow along as the draft is being read, paying special attention to the concerns the writer has explained.  Take notes directly on the draft copy, circling or underlining sections you find confusing or have questions about, so that you can specifically refer to them in your discussion.

Offer both positive and negative criticism.  Starting the session by giving positive reinforcement on what is working well in the paper is extremely important, both so the writer knows when he is on the right track, and so that you provide an atmosphere in which it is easier for him to hear constructive criticism as well.  But don’t shy away from telling the reader what should be working better. It’s your job as a reader to offer honest and specific responses to the draft, so that it can realize its potential as a piece of writing; otherwise we’re all just wasting our time.

Try to have a conversation about your reactions to the draft (where confused you, persuaded you, and so forth), rather than just jumping in and telling the writer what he or she “should be doing” in the paper.  Your role as a reader is to give the writer a live audience, whose responses can help the writer decide what parts of the paper are successful and what parts need to be concentrated on in a revision.

A good strategy is to offer to paraphrase particular parts of the draft so that the writer can hear how you, the reader, have understood what he or she was trying to say.  This is especially helpful for early drafts and papers that are still in a confused state of organization.

Finally, make sure that the writer understands not only how the piece of writing affected you, but what, in concrete terms, she might do to make the writing even more effective. If the writer has no concrete plan for revising, help her brainstorm one.

This course facilitates a partnership between area public schools and the University of Georgia. Students enrolled in this course will spend significant time in a local elementary school assisting a classroom teacher in science instruction. The course goals are as follows:

• Improve the science experiences and science content knowledge of elementary students in the UGA area through relevant and hands-on science instruction
• Increase awareness among elementary students about career opportunities related to the sciences
• Provide experiences for students and teachers that will bring about more positive attitudes about science
• Improve the content knowledge and confidence of local elementary teachers and foster sustained, positive changes in how they approach science
• Develop a sense of community involvement for UGA students that will continue after graduation
• Enhance the communication and leadership skills of UGA students

COURSE EXPECTATIONS AND REQUIREMENTS

Students are required to attend a 3-hour orientation on the Saturday following the first week of classes. Students should start your work in their classrooms the second week of classes. The first week, the 3 hour requirement will be filled a bit differently than in other weeks. This involves meeting the teacher and at least two hours of observing the teacher’s classroom. The student and classroom teacher will need to plan the activities for the following week.

Students must devote a minimum of six hours each week to elementary school activities. This may include planning, preparing, and facilitating in the classroom. A minimum of three of those six hours must be in the classroom team-teaching science. The partnering teacher will assess you based on your effort, reliability, professionalism, and ability to communicate ideas. Please note students are expected to have 40 contact hours with students and teacher over 13 weeks. This is roughly 3 hours a week. If students are forced to miss a scheduled time in the classroom, they must contact their teacher and will need to arrange make up hours accordingly.

Students meet weekly with a group of fellow students led by educators and/or scientists. During these meetings, students will receive help with science lesson ideas and experiments, discuss experiences, get introduced to “hot topics” in science education, and most importantly, support each other.

Students submit journal entries according to the schedule provided (roughly one/week). The journal is expected to be thoughtful and reflective. There will be questions assigned to guide your first journal entry and your summary reflection.

EVALUATION

Everyone in this course starts with the grade of ‘A’. To sustain that grade, student’s need to complete the following:

• Facilitate science lessons in your elementary classroom a minimum of 3 hours per week for 13 weeks at the school. Your work on these lessons should reflect to the students and your partner teacher that you have prepared extensively for your teaching time in the classroom.
• Attend and participate in 12 of 13 reflection sessions. Students are expected to be punctual and courteous at all times, and to be present in the classroom for the entire period.
• Make a presentation about Project FOCUS to a UGA student group.
• Submit 10 of possible eleven reflective journals on time.
• Submit reflective summary of experience on time.
• Receive excellent evaluations from the teacher-partner.
• Make a best lesson presentation to other FOCUS participants.
• As required, complete requirements for receiving honors or graduate credit.

GRADING:

10% Reflective Journals

10% Summary Reflection

20% Weekly Reflection Sessions

15% Overall Professionalism and Participation

30% Teacher evaluation

2.5% Best Lesson Presentation

2.5% UGA Club (or other public group) Presentation

WEEKLY REFLECTIVE JOURNAL FORMAT

Students are responsible for submitting a Reflective Journal Entry according to the organizational calendar. Entries must be submitted before the start of the reflection meetings. Please include the journal number on all submissions. All entries are to be typed. You should discuss your experiences in the classroom through your reflective journals. Some weeks the instructor will provide you with a specific journal prompt. Otherwise, the journals may be written using the following questions as a guideline. Type at least 1-page, single-spaced.

• What significant learning events happened in your science classroom this week?
• What caused them to happen?
• What do you think about these occurrences? How do they affect you?
• What was your role and what was your teacher’s role in the science lesson?
• How is your presence benefiting the learning environment?
• What are some difficulties in the process of schooling?

Students are expected to be thoughtful at all times. If for some reason you cannot or do not teach during the week, you still must submit a journal explaining the situation. Of the 11 possible weekly journal entries, students are required to submit 10. These will be rated on a five-point scale according to thoroughness and thoughtfulness and when totaled, will determine 20% of the final grade.

SUMMARY OF EXPERIENCE

Additionally, students will submit one Summary of Experience at the end of the semester. Guiding questions will be provided to help structure the final summary. We expect these to be about 3 single spaced pages in length.

WEEKLY REFLECTION SESSIONS

Students are required to attend 10 of the 11 reflection sessions scheduled for the semester. Reflection session grades are based on the number of sessions attended and participation. NOTE: Attendance implies your presence at the entire session! Grading as follows:

TEACHER EVALUATION

Three times during the semester, the partner teacher will be asked to provide an evaluation of FOCUS student performance. Students are not rated on their ability as a teacher, as much as they are for effort, professionalism, relationship with the teacher, and willingness to respond to the needs of the elementary students. A copy of the Teacher Evaluation Form is posted on the class eLC site.

UGA CLUB PRESENTATION

Near the end of the semester, students are to make a short presentation of Project FOCUS work to one of the UGA student club meetings. This can be brief, but should inform peers of what we are accomplishing at the schools and your reaction to working there. Ideally, this will work as a recruitment tool for the following semester. Students will need to turn in an artifact (handout, brochure, etc) of this presentation to your reflection group leader. The grade for this is an all-or-nothing area.

BEST LESSON PRESENTATION

During the semester, students will choose a favorite lesson taught at the elementary school. In a 5-minute presentation students will share this lesson with other FOCUS students along with a one page hand out, following a sample lesson plan template provided, that explains the principles behind the activity as well as how to implement it in a classroom. The handout should make it very easy for other FOCUS students to utilize your lesson plan. These pages will be added to the Project FOCUS website with previous best lesson plans and will be a resource for teachers and other FOCUS students. These presentations will occur over several reflection sessions around the midpoint of the semester.

OVERALL PROFESSIONALISM AND PARTICIPATION

This portion of the grade comprises an assessment of your professionalism and participation. This assessment will be based on your punctuality, attendance, and participation in reflection sessions, timely completion of assignments, and our communication with your partner teacher regarding your preparation, conduct, and representation of FOCUS and UGA. This may seem non descript, but if students are in danger of losing points in this area we will be sure to meet with you and point out any areas in which you need to improve.

GRADUATE/HONORS CREDIT

See the instructor to discuss possible projects that will suffice to earn graduate or honors credit for the course. These projects must be approved by both Professor David Berle and your TA by the fourth week of class to receive credit. Reports and completion of the projects must be done by the last week of regular class.

3 semester credits. A guided practicum experience including classroom instruction on learner characteristics, cooperative learning, management of student conduct, various domains of the Florida Performance Measurement System (FPMS) and the Florida Educator Accomplished Practices (FEAP). One day clinical practicum experience is required. Students are placed in schools according to the campus where the student has enrolled. Not offered in the summer.

Course Connection to Conceptual Framework

As reflective decision-makers, the students will make informed decisions, exhibit ethical behavior, and provide evidence of being capable professionals by appropriately interacting in the classroom with secondary school students and teachers, assisting in the classroom to meet the needs of all students, developing lesson plans based on data driven instruction that demonstrate respect for the students and their academic success and by reflecting on the impact of their practicum experiences.

Academic Service-Learning

Due to the nature of the course content and the required 90-hour practicum experience, this course is designated as an “academic service-learning” course. The assistance you provide in the classroom to the teacher and students during your practicum experience is a service to the school community. Throughout this course you will be reflecting on your practicum experience and the impact on the school community as well as your professional development. At the end of the semester, please complete the academic service-learning survey and submit your signed Academic Service-Learning Log to the Weppner Center for Civic Engagement & Service. Once the survey is completed and your hours recorded, you will receive a 90-hour academic service-learning notation on your transcript.

Required Texts

• Cross, L. D., Pullease, B.G. & Targoff, H.W. (2009, 2nd edition). Setting the stage for effective teaching practices. Pearson Custom Publishing.
• Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2009). Classroom management for middle and high school teachers (8th edition). Upper Saddle River, NJ: Pearson Education, Inc.
• MacKenzie, R.J. (2003). Setting limits in the classroom: How to move beyond the dance of discipline in today’s classrooms. Roseville, CA: Prima Publishing.
• My CustomLab School (2008). http://www.pearsoncustom.com/fl/fau mylabschool/
• Pearson Custom Publishing.

Required Resources: LiveText

• Students in this course are required to have an active LiveText account to track mastery of programs skills, competencies and critical assignments and to meet program and college accreditation requirements. To receive a passing grade in this course you must have an active LiveText account. Information regarding obtaining an account is provided on the College of Education website, http://coe.fau.edu/livetext.

Suggested Resources

• MyEducationLab (2009). http://www.myeducationlab.com Pearson Education, Inc.
• Florida State Sunshine Standards: http://www.floridastandards.org/Standards/FLStandardSearch.aspx
• Service-Learning: http://www.servicelearning.org/
• Kizlik, B. (2004). How to write learning objectives: A guide to effective practice – http://www.adprima.com/wlo5.htm
• Classroom Management and Lesson Plan site:
  • www.teachers.net
  • www.disciplinehelp.com
  • http://atozteacherstuff.com/tips/
  • www.teachertimesavers.com
  • www.teachernet.com
  • www.tech-nology.com
  • Rubric Development
  • http://rubrics4teachers.com
  • www.rubistar.4teachers.org

Videos

1. Harry Wong – First Days of School Series
2. Association for Supervision & Curriculum Development (ASCD) Video Series
3. Video tapes from the Urban Teacher Series
4. Variety of other video tapes showing examples of teacher practices
5. Interactive Video for Classroom Management, 6th edition

Guidelines Used for Developing Course Objectives and Requirements

C-F = CoE Conceptual Framework connection to assignments
EAP = Preprofessional Florida Educator Accomplished Practices
FAU-EAP = Florida Atlantic University EAP Behavioral Indicators
ESOL = Florida Performance Standards for Teachers of ESOL

Course Objectives

1. Become familiar with the current body of research that supports effective teaching behaviors. (EAP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12; FAU-EAP 3.2, 6.2; ESOL 1.0, 5.4, 6.2, 6.10)
2. Be able to recognize, support and reflect on effective teaching practices in simulations and a classroom setting to enable you to become a reflective-decision maker. (EAP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; FAU-EAP 3.1, 3.2, 11.2 ; ESOL 3.2, 4.1, 4.2, 18.3)
3. Identify and demonstrate the appropriate use of instructional materials and resources and integrate the use of technology. (EAP 4, 5, 8, 10, 12; FAU-EAP 4.1, 5.1, 7.1, 12.1, 12.2; ESOL 8.2, 8.3, 8.4, 8.5, 15.2, 17.5 )
4. Recognize and exhibit instructional and assessment skills in the areas of presentation of subject matter and evaluation of students. (EAP 1, 3, 4, 7, 8; FAU-EAP 1.1, 2.1, 4.1, 4.2, 8.1, 8.2; ESOL 5.4, 6.2, 6.10, 12.5, 13.3, 20.3)
5. Develop, prepare, present and reflect on mini-unit lesson plans using data from an assessment cycle to drive instruction. (EAP 4, 7, 8, 9, 10; FAU-EAP 1.1, 2.2, 4.1, 4.2, 8.1,8.2,10.1,10.2, 12.1, 12.2; ESOL 5.4, 6.2, 6.10, 2.5, 13.3, 17.1)
6. 6. Recognize and incorporate Sunshine State Standards, Goal 3 Standards and FCAT assessed benchmarks in lesson plans. (EAP 1, 10,12; FAU-EAP 10.1)
7. Recognize how to meet the instructional needs of students, including providing for different learning styles, the LEP learner, and the needs of the low socioeconomic status student. (EAP 1, 2, 3, 5, 7, 9; FAU-EAP 5.1,7.1,7.2; ESOL 4.1, 4.2, 5.4, 13.3)
8. Recognize the need for confidentiality of student and parent information and working effectively with the total school community. (EAP 2, 6; FAU-EAP 6.1, 6.2, 11.1)
9. Acquire skills related to cooperative learning through classroom instruction and specific experiential activities. (EAP 1, 2, 3, 5, 7, 9; FAU-EAP 9.1,9.2,11.1; ESOL 1.0, 5.4, 13.3)
10. Recognize overt signs of emotional distress, alcohol and drug abuse and overt physical and behavioral indicators of child abuse. (EAP 5,6,7; EAP 6.1, 6.2)
11. Connect concepts from the Florida Performance Measurement System (FPMS) and Educator Accomplished Practices (EAP) to professional activities demonstrated in a middle or high school setting.(EAP 2,3, 6,11; FAU-EAP 3.2, 6.1, 6.2, 11.2; ESOL 3.1)

Course Topic Outline

1
1/13 Focus: Overview of the Educator Accomplished Practices (EAP) 1-12 & Preprofessional Developmental Portfolio
• Introductions/Course Expectations/ Requirement, BB and Syllabus
• Practicum Experience Expectations
• COE Conceptual Framework and Dispositions
• What is a Reflective Decision-Maker?
• Educator Accomplished Practices
(Preprofessional) DUE Next Class:
1) Print: Syllabus and other important documents from our Blackboard site and organize in a notebook, purchase textbooks and supplies.

2) Set-up:Preprofessional Portfolio structure (My Profile + 12 Preprofessional Educator Accomplished Practices)

3) Complete: Practicum Experience placement form on the web. Apply for security clearance or renew your badge through the school district office in the county in which you choose to serve field placement.

4) Review: Prologue: Teaching as a Performing Art- Setting the Stage for Effective Practices

2
1/20 Focus: Review Code of Ethics/Principles of Conduct EAP 6 and Field Experience
• Review Syllabus/Practicum Experience Expectations
• Practicum Experience Folder/ESOL Verification Form/Record of Hours
• Discuss Teaching as a Performing Art: FPMS vs EAP
• Base Group Activity: Establish base groups/design base group folders
• Jigsaw Activity: Discuss and assign Ethical Dilemma scenarios

Guest Speaker, Traci Catto: Student Teaching Applications DUE Next Class:
1) Complete Assignment: Ethical Dilemma Assignment & Portfolio Evidence Form (EAP 6)

2) Read: MacKenzie – Chapters 1-5: Introduction; Creating Structure that Works; How Teachers Teach Rules; How Students Learn Rules & Ineffective Discipline

3) Prepare: Practicum Experience Folder and bring to school and class next week.

Practicum Placement begins next week. Bring Practicum Experience Folder for your Clinical Educator when you go to the school for the first time. Meet with your Clinical Educator to discuss how you can assist in the classroom to help meet the needs of the students, review suggested assistance activities as outlined on the Clinical Educator’s Information Sheet. Discuss course Academic Service-Learning requirements and your mid-term/final evaluation.

3
1/27 Focus: Who do we teach? – Class Profile EAP 1 and 7 How do we manage? EAP 9
• Base Group Activity: Discuss Ethical Dilemma
• Be A CHAMP at Classroom Management
• Base Group Discussion MacKenzie – Chapters 1-5: How Teachers Teach Rules; How Students Learn Rules; & Ineffective Discipline

Practicum Experience placement begins this week!

Remember to meet with your Clinical Educator to discuss how you can assist in the classroom to help meet the needs of the students, review suggested assistance activities as outlined on the Clinical Educator’s Information Sheet. Discuss course Academic Service-Learning requirements and your mid-term/final evaluation. DUE Next Class:
1) Complete Assignment: ESOL Journal Abstract & Portfolio Entry Form (EAP 3)

2) Read: MacKenzie Chapters 6-10: Clarity in Communication; Power Struggles; Rules & Consequences; Natural Consequences & Learning Experiences; Logical Consequences

3) Review: The Script: Planning – Setting the Stage for Effective Practices

4
2/3
Focus: What do we teach? – Planning FAU Lesson Plan Format – FPMS Domain 1.0 and EAP 1, 5, 7 ,10 and 12
• Base Group Discussion MacKenzie- Chapters 6-10: Clarity in Communication; Power Struggles; Rules & Consequences; Natural Consequences & Learning Experiences; Logical Consequences
• Review Lesson Plan Packet
Portfolio Entry Form/Lesson Plan/Clinical Educator’s Evaluation/ Self-Reflection and Professional Goal
• Base Group Activity: Writing S.M.A.R.T. Objectives
• Link Sunshine State Standards/Goal 3 Standard and questions (Bloom’s Taxonomy) to objectives
Meet with your Clinical Educator to discuss what content (topic) you are going to teach and assess using the assessment cycle (pre-test, series of three related lessons and post-test.)

Discuss the timeline for administering the pre & post-test and teaching your three related lessons. Complete Assessment Cycle Schedule.

Your Clinical Educator must approve your pre/post assessments & lesson plans before hand. DUE Next Class:
1) Complete Assignment: Classroom Profile Assignment and Portfolio Entry Form (EAP 7)

2) Read: Evertson -Chapter 5 Planning and Conducting Instruction

3) Review: Reviews: Testing Preparation, Administration and Evaluation – Setting the Stage for Effective Practices

5
2/10 Focus: How do we know what they have learned? – Assessment and Grading
FPMS Domain 6.0 and EAP 1
• SMART Objectives and Assessment
• Base Group Activity: FCAT Analysis
• Alternative Assessments/Rubrics
• Video: Harry Wong: Assessment for Learning
• Link Sunshine State Standards/Goal 3 Standard and questions (Bloom’s Taxonomy) to objectives and assessment
• Discuss: Assessment Cycle: Developing your pre/posttest and planning your three lessons DUE Next Class:
1) Complete: Classroom Management Plan Analysis: Assignment and Portfolio Entry Form (EAP 9) This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Read: MacKenzie -Chapter 17 Solving Problems with Homework

3) Review: The Message: Presentation of Subject Matter -Setting the Stage for Effective Practices

6
2/17 Focus: What is the Subject Matter Presentation? (concept, academic rule, law, law-like lesson and value lesson) FPMS Domain 4.0 and EAP 8
• Review Lesson Plan Component
• Alignment of specific objectives, standards activities, procedures, and assessment
• Teaching a Concept Lesson = Definition/Attributes, (Characteristics), Examples, and Non-examples
• Base Group Activity: Developing a Concept

Administer pre-test at school site analyze result and share with the Clinical Educator. Then using the test data to determine how to appropriately plan the three sequential lesson to meet all students needs DUE Next Class:
1) Complete: Assessment Cycle – Pretest data and analysis Portfolio Entry Form (EAP 12)

7
2/24 Focus: What do we teach? – Subject Matter Presentation (concept, academic rule, law, law-like lesson and value lesson) EAP 8 and FPMS Domain 4.0
• Review S.M.A.R.T Objectives and Concepts
• Teaching Law-Law-like Principles, Academic Rules and Value Knowledge
• Identify: Subject Matter to be taught in your Assessment Cycle.

Discuss pretest results and lesson plans with your Clinical Educator in preparation for teaching your first lesson next week. Discuss how you are going to meet the needs of individual students in your lessons.

DUE Next Class:
1) Complete: Critical Thinking and Materials File and Portfolio Entry Form (EAP 4) This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Review: Staging: Lesson Organization and Development – Setting the Stage for Effective Practices

8
3/3 Focus: How do we teach? – Delivery of Instruction and Questioning FPMS Domain 3.0 and EAP 4 Critical Thinking
• Discuss Bloom’s Taxonomy/ Questioning/Critical Thinking
• Discuss Evertson Chapter 8 Communication Skills for Teaching
Teach your first lesson this week

DUE Next Class:
1) Complete: Lesson Plan Packet #1(Due after Spring Break)

2) Read: Evertson Chapter 8 Communication Skills for Teaching

3) Review: Methods of Acting: Verbal and Nonverbal Communication- Setting the Stage for Effective Practices

4) Preprofessional Portfolio Check 3/17 after Spring Break – Your portfolio should be organized and appropriately labeled. You should have completed the My Profile section and the portfolio entry forms for all assignments up to this point.

5)Clinical Educator’s Mid-Term Evaluation

9
3/10 SPRING BREAK ENJOY!!!
10
3/17 Focus: How do we teach? – Effective Communication Verbal and Nonverbal FPMS Domain 5.0 and EAP 2
• Review Domain 3.0 and Discuss Teacher Feedback
• Discuss Evertson Chapter 8 Communication Skills for Teaching

Teach your second lesson this week DUE Next Class:
1) Complete: Lesson Plan Packet #2

2) Read: Evertson: Preface; Chapter 1-Organizing Your Classroom and Materials; Chapter 2-Choosing Rules and Procedures; Chapter 3 Managing Student Work
and Chapter 4-Getting Off to a Good Start

4) Review: Crowd Control: Management of Student Conduct- Setting the Stage for Effective Practices

11
3/24 Focus: How do we set the tone? – Creating a Positive Learning Environment EAP 2 and 9
Discuss Evertson Chapter 1: Organizing Your Classroom and Materials; Chapter 2: Choosing Rules and Procedures;Chapter 3 Managing Student Work and Chapter 4 Getting off to a Good Start
• Establishing a Positive Classroom
• Environment/Room Arrangements

Teach your third lesson this week DUE Next Class:
1) Complete: Lesson Plan Packet #3 This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Read: Evertson- Chapter 7 Maintaining Appropriate Student Behavior; Chapter 9 Goal for Managing Problem Behavior/Management Strategies

3) Read: MacKenzie – Chapters 11-13: Time-Outs; Managing Extreme Behavior; Office Assistance

12
3/31 Focus: How to Establish and Maintain an Effective, Safe and Supportive Classroom Learning Environment – FPMS Domain 2.0 and EAP 9
• Rules vs. Procedures and Routines
• ASCD video or Harry Wong – “Classroom Management”
• Discuss Evertson-Chapter 7 Maintaining Appropriate Student Behavior; Chapter 9 Goal for Managing Problem Behavior/Management Strategies
• MacKenzie – Chapters 11-13 Time-Outs; Managing Extreme Behavior; Office Assistance

DUE Next Class:
1) Read: Evertson Chapter 6 Managing Cooperative Learning Groups and Chapter 10 Managing Special Groups

13
4/7 Focus: How do we teach? – Cooperative Learning EAP 2 , 5, 8 and 9
• Difference between Small Groups & Cooperative Groups
• Discuss Evertson -Chapter 6 Managing Cooperative Learning Groups and Chapter 10 Managing Special Groups

Administer post-test at school site analyze results and then discuss the Assessment Cycle results with Clinical Educator. Discuss how the pre/post data can be used by the Clinical Educator to develop additional remediation or enrichment activities for students. DUE Next Class:
1)Complete: Assessment Cycle – Post-test results, pre/posttest comparison and analysis and Portfolio Entry Form (EAP 1)
This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

2) Read: MacKenzie – Chapters 14-16 Inspiring Cooperation and Motivation; Motivational Tools; Teaching Skills that Work

14
4/14 Focus: Cooperative Learning Activities and Structures
• Discuss MacKenzie – Chapters 14-16 : Inspiring Cooperation and Motivation; DUE Next Class:
1)Review: Epilogue: Role of the Teacher – Setting the Stage for Effective Practices

15
4/21 Focus: Role of the Teacher EAP 11
• Discuss What Every Teacher Should Know
• Discuss What Every Teacher Should Know About Drugs DUE Next Class:
1) Complete: Preprofessional Portfolio with My Profile and at least one portfolio entry for each EAP with the appropriate Portfolio Entry Form and schedule individual interview for next week.

2) Complete by April 23rd: Weppner Center’s Academic Service-Learning survey and submit your signed Academic Service-Learning log to the Weppner Center for Civic Engagement & Service.

16
4/28 (No formal class session)

Individual Preprofessional Portfolio interview appointments will be held this week. DUE Next Class:
1) Complete: Practicum Experience Feedback Survey online
http://iea.fau.edu/surveys/snap/oass.htm print confirmation and give to your instruction
2) Complete: Clinical Educator’s Final Evaluation & Record of Hours
3) Review: Encore: Classroom Walk Through with Reflective Practices – Setting the Stage for Effective Practices

17
5/5 Focus: Teacher Evaluation
• FPMS Summative Evaluation/EAP Assessment and Professional Development Plans (PDP)
• Classroom Walk Through with Reflective Practices

Final Class Meeting -Reflection on the semester and
Celebration!!!

Course Requirements

Attendance and Active Participation =10%
Class participation includes regular attendance and being on time; preparedness and active participation in classroom activities and discussions. Expectations are that students will attend ALL class sessions and participate in large and small group activities. There will be a 4 point deduction from your grade for each unexcused absence; 2 point deduction for each tardiness. According to University policy, “Students are expected to attend all of their scheduled University Classes and to satisfy all academic objectives as outlined by the instructor.” Attendance includes meaningful, active involvement in all class sessions, class discussions, and class activities as well as professional, ethical, conduct in class. Reasonable accommodations are made for religious observances.
• Base Group Activities/Class Discussions/Written Quizzes
Students will complete a variety of activities that correlate and reinforce the concepts being taught. These activities are listed in the content outline and will be demonstrated in the class through base group interaction and/or class discussion.(C-F: the student gains information and experience to develop their knowledge and skills to become a informed, capable, ethical reflective-decision maker.) (EAP: 3, FAU-EAP 3.2, ESOL 1.0)
• Use of Electronic Devices
Due to the highly interactive nature of this course, the following policies apply:

Class Assignments and Practicum Classroom Assignments
Content of the assignments will be related to effective teaching practices as evidenced in the Florida Educator Accomplished Practices and the Florida Performance Measurement System as well as material from your textbooks and/or topics discussed in class. Practicum course expectations for assisting the teacher and students in the classroom are outlined on the Clinical Educator’s Information Sheet which is found on Blackboard under “practicum experiences.” Complete all reading and come to class prepared to discuss the information in depth. Complete all class assignments and practicum experience assignments on time. All written work should be proofread to avoid errors in spelling, grammar, and sentence structure. The instructor reserves the right to lower grades for work submitted late or work that has to be returned.
(C-F: The student gains knowledge and skills to become a reflective decision-maker)
(EAP: 2 ,4,5,6,7,8,9, 10,11,12, FAU-EAP 3.1, 8.1)

CLASS ASSIGNMENTS: = 20%
Ethical Dilemma
The purpose of this assignment is to provide you with an opportunity to become familiar with the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida and then apply these codes to a hypothetical ethical dilemma in both written and an oral format. Use the format and ethical dilemmas provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.
There are 4 parts to this assignment:
Part 1: Read the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida Principles of Professional Conduct for the Education Profession in Florida, (found in your Setting the Stage for Effective Teaching Practices text) and then discuss in base groups.
Part 2: Each member of the base group should select an ethical dilemma on which to do the assignment. Please make sure every member selects a different scenario. As homework, create a written response to your assigned ethical dilemma. The response must include your reaction to the assigned situation and citations from the Code of Ethics and/or Principles of Professional Conduct for the Education Profession in Florida that would support your reaction.
Part 3: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.
Part 4: Portfolio Entry Form (EAP 6)
This assignment and rubric, along with a completed portfolio entry form, should be placed in your Preprofessional Portfolio under EAP 6.
(C-F: The student becomes informed about the Florida Code of Ethics and Principles of Professional Conduct to become an ethical decision-maker.) (EAP 3, 6; FAU-EAP 6.2; ESOL 1.0; ACEI 5.2).

• ESOL Journal Abstract
The purpose of this assignment is to familiarize yourself with theories, strategies, and techniques utilized in meeting the needs of ESOL students. Select one article from a current professional education journal related to Second Language Learners (ESOL, TSOL, LEP, ELL), The article must have been written within the last 3 years. Use the format provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.
There are 4 parts to this assignment.
Part 1: Reference your article and include APA citation reference format
Part 2: Summarize the content of the article emphasizing the key theories, strategies,
techniques, etc.
Part 3: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.
Part 4: Portfolio Entry Form (EAP 3)
This assignment and rubric, along with a completed portfolio entry form should be placed in your Preprofessional Portfolio under EAP 3.
(C-F: As a reflective decision-maker the student makes an appropriate selection of an article and
uses reflection in making connections to personal experiences, other course content, and experiences
in the field.) (EAP: 3; FAU-EAP 3.2, 9.2; ACEI 5.2).

Critical Thinking and Materials File (Competency Assessment FAU-EAP 4.1)
This is a CA assignment to post on Live Text as well as submit as a hard copy in class
The purpose of this assignment is to research the theories, strategies, techniques, etc. that increase critical and/or creative thinking and use this research to create or find grade level appropriate/subject area content specific activities that help promote critical and/or creative thinking and problem solving in your classroom. Use the format provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.
There are 4 parts to this assignment.
Part 1: Research the three categories listed on the assignment (Cognitive Learning Styles,
Technology and Instructional Strategies)
Part 2: Create and/or find two activities that are grade level appropriate and in your
specific subject area for each category. You need at total of six activities,
two for each category. One activity must include use of a graphic organizer.
Complete the description for each activity per the required format.
Part 3: Reflection linked to CoE Conceptual Framework, your professional growth and the
impact in the classroom.
Part 4: Include Portfolio Entry Form (EAP 4)
This assignment and rubric, along with a completed portfolio evidence form should be placed in your Preprofessional Portfolio under EAP 4.
(C-F: The student becomes an informed and capable decision maker in planning activities that encourage critical thinking by their students.) (EAP: 4;FAU-EAP 4.1, ESOL 17.5)

PRACTICUM CLASSROOM ASSIGNMENTS: = 30%
• Classroom Research Assignment #1: Class Profile
The purpose of this assignment is to become familiar with the school, staff, teachers, and students in the classroom where you have been assigned so that you have the necessary knowledge to meet the needs of these students, while feeling more comfortable and connected to the school site. Use the format and questions provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.

There are 3 parts to this assignment:

Part 1: Research and investigate as much as you can about the school and students in the classroom where you are assigned.

Part 2: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.

Part 3: Portfolio Entry Form (EAP 7)
This assignment and rubric along with a completed portfolio entry form should be placed in your Preprofessional Portfolio under EAP 7.

(C-F: The student becomes informed and reflects upon classroom demographics and school routines in order to make capable decisions about instruction and interaction with students.) (EAP 7, 9; FAU-EAP 9.2; ESOL 2.1, 4.1.
Classroom Research Assignment # 2: Classroom Management Plan Analysis (Competency Assessment FAU-EAP 9.2) This is a CA assignment to post on Live Text as well as submit as a hard copy in class.

The purpose of this assignment is to recognize the components of an effective management system, why, and how the teacher developed the system. The system generally includes the organization of space, time and material, established procedures and routines; established rules, expected behaviors, consequences, and reinforcement techniques. Use the format and questions provided in the “Assignment” section posted on Blackboard. Attach the assignment rubric.

There are 5 parts to this assignment.

Part 1: Prepare a labeled sketch of the classroom including desks, bookcases, equipment, tables, etc. Discuss with the teacher why the room is set up in this manner and how it facilitates the instructional goals he/she has established for the year.

Part 2: Observe and discuss with your cooperating teacher how he/she deals with classroom procedures and routines. Write a brief description, addressing each bulleted section noted, on how each of these procedures occurs in the classroom and if these procedures and routines help to accomplish the instructional goals in the classroom.

Part 3: Make a copy of the teacher’s Classroom Discipline Plan. Include rules, positive reinforcement strategies and behavioral consequences. If the plan is not posted, ask your cooperating teacher to explain it to you. Also, ask your cooperating teacher for a copy of any correspondence regarding discipline that was sent home to parents. Describe how the teacher established the plan, enforces the rules, and provides positive
reinforcements. Explain how the students respond to the classroom management plan.

Part 4: Reflection linked to the CoE Conceptual Framework, your professional growth and the impact in the classroom.

Part 5: Include a Portfolio Entry Form (EAP 9). This assignment and rubric along with a completed portfolio entry form should be placed in your Preprofessional Portfolio under EAP 9.

(C-F: The student observes and practices effective classroom management to become a more capable,
ethical, and reflective decision-maker.) (EAP 3, 9; FAU-EAP 9.2; ESOL 3.2, 18.2, 18.3.)

• Classroom “Assessment Cycle for Improving Instruction”
(Competency Assessment FAU-EAP 1.1 & 3.1) Note: Lesson 3 and the Assessment Cycle Pre/Post test Analysis are CA assignments to post on Live Text as well as submit as a hard copy in class.
The purpose of this assignment if to demonstrate your ability to use data to make curriculum decisions and plan effective lessons to meets the needs of all students. The assignment includes a Pretest, Series of 3 Lesson Plans and Post-test. Use the format provided in the “Assignment” section posted on Blackboard. Attach the appropriate assignment rubrics.

There are 4 main parts to this assignment.

Part 1: Select a subject area topic in conjunction with your Clinical Educator that will allow you to plan, prepare, and teach a series of three lessons. The lessons must be part of the grade level curriculum and align with the Sunshine State Standards.

Part 2: Pretest

• Create pretest/post-test
• Create data displays and data analysis
• Reflection linked to the CoE Conceptual Framework, impact on student achievement and your lesson plans/instruction.
• Include a Portfolio Entry Form (EAP 12)

Part 3: Teach a series of three lessons (**See Lesson Plan Packet below**)

Part 4: Post-test

• Create data displays comparing pre/post-test and data analysis
• Reflection linked to the CoE Conceptual Framework, the impact on student achievement and your lesson plans/instruction.
• Include a Portfolio Entry Form (EAP 1)

**Lesson Plan Packet**
The series of three lessons should be part of the current classroom curriculum and align with the Sunshine State Standards. Your lesson plans must follow the FAU Lesson Plan format. Each lesson plan must be turned in as a part of a lesson plan packet, attach the assignment rubric.

The lesson plan packet includes:

1) Lesson Plan with Accompanying Materials (Use the FAU Lesson Plan Format posted on Blackboard under “Assignments”)

2) Student work samples (if applicable) Use first names only.

3) The Clinical Educator’s observation/evaluation of the lesson

4) Lesson Plan Self-Reflection (Use Self-Reflection questions as posted on Blackboard)

5) Portfolio Entry Form

These lesson plans packets should be included in your Preprofessional Portfolio under the appropriate EAPs. Suggested EAP entries are 2, 8 and 10.
(C-F: The student is capable of planning effective lessons and makes informed instructional decisions based on student assessment and reflective–decision making.) (EAP: 1, 10; FAU-EAP 1.1, 2.1, 2.2, 3.1, 4.1, 5.1, 7.1, 8.1, 8.2, 9.1, 10.1, 10.2, 12.2; ESOL 4.2, 5.4, 6.2, 6.10, 12.1, 12.5, 13.3, 15.2, 17.1, 18.1; ACEI 3.1, 5.2)

DEMONSTRATION OF COMPETENCIES = 30%
The Preprofessional Educator Accomplished Practices demonstrated during academic service-learning practicum experience in the classroom.
(Final evaluation completed by the Clinical Educator including Competency Assessments: FAU-EAP (CA) 2.1, 6.1, 6.2, 12.1 and 12.2) These ratings will be posted on Live Text by your instructor once you submit the Clinical Educator’s Final Evaluation NCR form to them.
Each student is assigned to a middle or high school. The school sites are determined through a cooperative agreement between the Department of Teacher Education and the school districts. This Practicum Experience requires 90 hours (12 weeks x 7.5 hours per week), one-day per week of field experience in a public school or the equivalent of 7.5 hours per week. There might be some weeks when you may want to coordinate with your Clinical Educator to come in a 2.5-4 hour time block several times a week instead of the one-day per week to accommodate the lessons that you are teaching, special projects or other classroom activities in which you are engaged that support student achievement.
This MUST be agreed upon ahead of time with your Clinical Educator and Instructor with a written schedule of days/times submitted to both. Remember overall you should have a 12 week experience. The Practicum Experience activities includes, but are not limited to enhancing classroom appearance, planning and presenting lessons, gathering materials for units, grading papers/recording grades, supervising (lunchroom, buses, etc.), tutoring, assisting individual ESOL and ESE students, facilitating group learning, attending faculty meetings and professional development activities. (See attached “Clinical Educator Information” on pages 18 & 19 of the syllabus) C-F: The student observes and practices effective instruction to become a more capable, ethical, and reflective decision maker.) (EAP:1,2,3,4,5,6,7,8,9,10,11,12; FAU-EAP 6.1,6.2; ESOL 1.0, 3.1, 4.2, 5.4, 6.2, 6.10, 8.2, 8.3, 8.4, 8.5, 12.1, 13.3, 15.2, 17.1, 18.1, 18.3, 20.3)
• ESOL Interactive Requirement
Students are required to have at least 8 hours of an interactive academic experience with ESOL students. This experience is documented by completing the ESOL Verification Form and an ESOL Reflective Activity Log (forms are found on our Blackboard site.) The ESOL Verification Form and copies of the ESOL Reflective Activities Logs are to be turned into your ESE 3940 Instructor, so your hours can be recorded. Students are responsible for keeping copies of all documentation. The ESOL Reflective Activity Log along with the ESOL Verification Form should be placed in your Preprofessional Portfolio under EAP 5.
(C-F: The student practices effective instruction with ESOL students to become a more capable reflective decision-maker.) (EAP: 5; FAU-EAP 5.1 & 7.1; ESOL 5.4, 6.2, 6.10, 8.2, 8.3, 8.4, 8.5, 13.3, 15.2, 18.1)

DOCUMENTATION OF COMPETENCIES:
Preprofessional Portfolio =10%
Your Preprofessional Portfolio is the documentation of the Florida Preprofessional Educator Accomplished Practices (FEAP) indicators that you have demonstrated. It should be set-up with:
• Cover page titled Preprofessional Portfolio and your full name. The cover page should be personalized to reflect your specific subject area.
• Section 1: Divider with a tab labeled My Profile. This section holds all important professional documents (Examples: Transcripts, Test Scores, Cover Letter/Resume, Letters of Recommendation, Certificates, Awards, etc.)
• Section 2: Dividers and tabs labeled with the 12 Educator Accomplished Practices.
This Preprofessional Portfolio documents your ability to demonstrate the twelve Florida Educator Accomplished Practices at the Preprofessional Level as well as the College of Education’s Conceptual Framework for being an effective classroom teacher who is an informed, capable, ethical, reflective decision-maker. During this course you will document one indicator under each EAP for a total of twelve. Your Preprofessional Portfolio will be checked at least twice during the course of the semester. Each assignment you complete in this class must be accompanied by a Portfolio Entry Form and placed in your portfolio.
Special Note: During student teaching you will complete your Preprofessional Portfolio by adding one more entry under each of the Florida Educator Accomplished Practices bringing the total to 24 entries, twelve from ESE 3940 and twelve from student teaching.
(C-F: The student compiles a Preprofessional Portfolio, which includes evidence of becoming a reflective, informed, capable, and ethical decision maker in the classroom.) (EAP:1,2,3,4,5,6,7,8,9,10,11,12; FAU-EAP 3.1 & 3.2)

USE OF STUDENT WORK
All teacher education programs undergo periodic reviews by accreditation agencies and the state education department. For these purposes, samples of students’ work are made available to those professionals conducting the review. Student anonymity is assured under these circumstances. If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.

TEACHING METHODOLOGIES:
Modeling Internet Communication
Research Cooperative Learning Groups
Simulations Use of overhead projector, Power Point, Videos, Computer
Lecture Discussion

ASSESSMENT PROCEDURES:
Attendance/Meaningful Class Participation and Base Group Interaction
Quizzes/Exams
Assignments Graded Using Course Rubrics
Professional Ethics and Dispositions
Practicum Experience Participation, Demonstration, Reflections and Final Evaluation
Lesson Plans and Self-Reflection
Assessment Cycle for Improving Instruction
Preprofessional Portfolio

BIBLIOGRAPHY:
1. Books

• Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria fir assessing and improving student performance. Thousand Oaks, CA: Corwin Press, Inc.
• Battistoni, R. ( 2002). Civic engagement across the curriculum: A resource book for service- learning faculty in all disciplines. Providence, RI: Campus Compact.
• Cangelosi, J. S. (2004). Classroom management strategies: Gaining and maintaining students’ cooperation. Hobokan, NJ: John Wiley & Sons.
• Cooper, J. M. (Ed.) (1999). Classroom teaching skills. (6th Ed.) Boston, MA: Houghton Mifflin Company.
• Curwin, R. L. & Mendlre, A.N. (1999). Discipline with dignity. Alexandria, VA: Association of Supervision & Curriculum Development.
• Erickson, H. L. (1998). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press, Inc.
• Erickson, J., & Anderson, J. (Eds.) (1997). Learning with the community: Concepts and models
• for service learning in teacher education. Washington, DC: American Association for
• Higher Education.
• Eyler, J. (1999) Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.
• Fried, R. L. (2001). Passionate teacher: a practical guide. Boston, MA: Beacon Press.
• Gabler, I. C. & Schroeder, M. (2003). Constructivism methods for the secondary classroom: engaged minds. Boston, MA: Allyn & Bacon.
• Gardner, H. (2000). Intelligence reframed: Multiple intelligence for the 21st century. New York, NY: Basic Books.
• Gardner, H. (1993). Multiple intelligences. New York, NY: Basic Books.
• Good, T. L. & Brophy, J. E. (2000). Looking into classrooms. (8th Ed.). New York, N: Longman.
• Guillaume, A. M. (2004). Classroom teaching: A primer for new professionals, second edition. Upper Saddle River, NJ: Merrill Prentice Hall.
• Howard, J. (2001). Michigan journal of community service-learning: Service-learning course design workbook. University of Michigan: OCSL Press
• Hunter, M. (1994). Enhancing teaching. New York, NT: Macmillan College Publishing.
• Johnson, D.W. & Johnson, E.J. (1998). Cooperation in the classroom. (7th ed.) Edina MN: Interaction Books.
• Johnson, D.W., Johnson, R.T. & Holubec, E.J. (1994). Nuts and bolts of cooperative learning. Edina, MN: Interaction Books.
• Kane, D. L. (2003). Problem-based learning for teachers, grade 6 -12. Boston, MA: Allyn & Bacon.
• Kellough, R. D. & Kellough, N. G. (2003). Teaching young adolescents: A guide to methods and resources. (4th Ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.
• Kuh, G. D., Kinzie, J., Schuh, J. H., and Whitt, E. J. (2005). Student success in college:
• creating conditions that matter. San Francisco, CA: Jossey-Bass.
• Marzano, R. J. (1992). A different kind of classroom: Teaching with the dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
• Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
• Ormrod, J.E. (2003). Educational psychology: Developing learners, fifth edition. Upper Saddle River, NJ: Merrill Prentice Hall.
• Palm Beach County School Board. (n.d.). The code of ethics & principles of professional conduct. Retrieved on March 3, 2006 from http://www.palmbeach.k12.fl.us/Jobs/codeofethics/ethics.pdf.
• Payne, R. & Krabill, D. L. (2002). Hidden rules of class work. Highlands, X: aha! Process, Inc.
• Payne, R. (2005). Framework for understanding poverty. Highlands, TX: aha! Process, Inc.
• Popham, J. W. (2003). What every teacher should know about educational assessment. Boston, MA: Pearson Custom Publishing.
• Sprick, R., Garrison, M. & Howard, L. M. (1998). CHAMPs: a proactive and positive approach to classroom management. Long Mount, CA: Sopris West.
• Sprick, R., & Howard, L. (1995). The teacher’s encyclopedia of behavior management. Longmont, CO: Sopris West.
• Sylvester, R. (1995). A celebration of neurons: an educator’s guide to the human brain. Alexandria, VA: Association of Supervision and Curriculum Development.
• Wandberg, R. & Rohwer, J. (2003). Teaching to the standards of effective practice: a guide to becoming a successful teacher. Boston, MA: Allyn & Bacon.
• Wilen, W., Bosse, M. I. Hutchinson, J., & Kindsvatter, R. (2004). Effective secondary teaching. (5th Ed.). Boston, MA: Allyn & Bacon.
• Wong, H. K. & Wong, R. T. (2003). The first days of school: how to be an effective teacher. Mountain View, CA: Harry Wong Publications.

1. Journals

• Educational Leadership
• Educational Horizons
• Journal of Educational Research
• Phi Delta Kappan
• Reading Research and Instruction
• TESOL Journal

2. Internet Sites

• www.adprima.com
• www.lessonplans.page.com
• www.teachingstrategies.com
• www.ncbe.gwu.edu
• www.tesol.edu

3. Search Engines

• Google http://www.google.com
• Yahoo http://www.yahoo.com
• Alta Vista http://www.altavista.digital.com
• Ask Jeeves http://www.ask.com
• Excite http://www.excite.com
• HotBot http://www.hotbot.com
• Lycos http://lycos.com

4. Organizations

• Association of American Educators
• American Federations of Teachers
• International Reading Association (IRA)
• National Council for Accreditation of Teacher Education (NCATE)
• National Education Association (NEA)
• Phi Delta Kappa

5. Reports, Standards, etc.

• Florida Department of Education Instructional Resources (Standards) www.firn.edu
• Florida State Sunshine Standards: www.firn.edu/doe/menu/sss.htm
• Just Read Florida www.justreadflorida.org

Clinical Educator Information

Primary Course Objective

The primary objective of ESE 3940: Secondary School Effective Instruction is to provide FAU students with an academic service-learning practicum experience, which provides practical application of the research knowledge base that underlies effective teaching behaviors as indicated in the Florida Educator Accomplished Practices (FEAP), the Florida Performance Measurement System (FPMS) and links to the College of Education Conceptual Framework, while assisting classroom teachers in middle or high school throughout the district.

Students are expected to meet with their Clinical Educator on their first visit to determine how they can assist with a wide range of classroom experiences, which may include, but are not limited to the activities listed below. Practicum students are assessed on their ability to demonstrate selected sample key indicators from the Florida Preprofessional Educator Accomplished Practices as evidenced on their FAU Practicum FEAP mid-term and final evaluation through the hands-on interactions and support they offer in the classroom. Throughout this course, FAU students will be reflecting on their academic service-learning practicum experience and the impact on the school community as well as their professional development.

Opportunities for your Practicum Student

• Working with an individual or a small group of students
• Assisting with tutorial, remedial, and/or make-up work
• Completing an “Assessment Cycle” collaboratively planned with the Clinical Educator which includes the following:
  • In collaboration with CE, selecting a standards-based curriculum topic that can be taught over three lessons.
  • Creating, administering and analyzing a pretest. This data will be shared with the CE.
  • Using the data from the pretest to plan, prepare and present three sequential large group lessons
  • Creating, administering and analyzing a post-test. This data will be shared with CE.
• Designing and completing bulletin boards
• Gathering, preparing, and presenting materials lesson or units of study
• Record keeping/grading, recording, and filing student work
• Assisting with non-instructional duties, such as bus, door or lunch duty
• Attending grade level, faculty, professional development workshops and/or committee meetings
• Assisting with grade level and/or school wide events

Practicum Experience Placement Requirements

School sites are determined through a cooperative agreement between the College of Education and the school districts. This practicum experience requires 90 hours (12 full day, 7.5 hours each session), one day each week in a public school setting. However, for some of the weeks students may want come in for a 2-4 hour time block several times a week rather than the one day each week in order to accommodate their “Assessment Cycle” and/or the lessons, participate in special projects or other classroom activities that the Clinical Educator requests. This revised Practicum placement schedule MUST be discussed ahead of time with the Clinical Educator and course instructor. A written copy of the revised schedule should be submitted to both the Clinical Educator and FAU course instructor. Remember overall students should have a 12-week practicum field experience.

2 Credits. Basic methods for teaching art in the elementary school. The development of skills and creative behavior in children.

Course Connection to Conceptual Framework

As a reflective decision-maker, the student makes informed and ethical decisions and provides evidence of being a capable professional by developing and presenting lessons that demonstrate a respect for the developmental characteristics of young children. Students demonstrate the ability to create artwork and evaluate historical and cultural artwork using knowledge of art elements and principles of art and aesthetic theory.

Academic Service-Learning

Due to the nature of the course content and the required 10 hour experience, this course is designated as an “academic service-learning” course. The assistance you provide in the classroom to the teacher and students during your academic service learning experience is a service to the school community. The faculty, administrators, staff, and students all benefit from interaction with you as a pre-professional, just as much as you will benefit from the experience. In this course you will be reflecting on your academic service learning experience and the impact on the school community as well as your professional development. At the end of the semester, please complete the academic service-learning survey and submit your signed Academic Service-Learning Log to the Weppner Center for Civic Engagement & Service. Once the survey is completed and your hours recorded, you will receive a 10-hour academic service-learning notation on your transcript.

Academic Service-Learning is pedagogy; it integrates intentional ways of community service with instruction and reflection. It is designed to enrich the learning experience through hands-on activity and to teach civic responsibility. Academic service learning encourages students to apply what they learned in the classroom and to reflect on their experiences by thinking, discussing, and writing about them. It also teaches students to apply academic knowledge to real-life civic issues and promotes teamwork and collaborative problem-solving, develops life skills, exposes students to the complexity of the human experience and challenges simplistic solutions, and makes learning more personally meaningful (Cross, L. 2008).

Required Text/Materials

Clements, R. D. & Wachowiak, F. (2009). Emphasis art: A qualitative art program for elementary and middle schools (9th ed.). New York: Pearson Education, Inc.

Suggested Resources

• Burnaford, G., Aprill, A., & Weiss, C. (Eds.). (2001). Renaissance in the classroom: Arts integration and meaningful learning. Mahwah, NJ: Lawrence Erlbaum Associates.
• Florida Department of Education. (1996). The arts for all students: The Florida pre-K-12 sunshine state standards and instructional practices. Tallahassee, FL: Author. Note: All Sunshine State Standards can be downloaded from: http://www.firn.edu/doe/curric/prek12/fram2.htm
• Greenway, S. (2000). Art: An A-Z guide. New York: Franklin Watts.
• Haring, K. (1997). I wish I didn’t have to sleep. New York: Prestel-Verlag.
• Herberholz, B., & Herberholz, D. (2001). Artworks for elementary teachers with artstarts
• (9th ed.). New York: McGraw-Hill.
• Hurwitz, A., & Day, M. (1991). Children and their art. New York: Harcourt Brace Jovanovich.
• Janson, H. W., & Janson, A. F. (2003). History of art (5th ed. revised). Upper Saddle River, New Jersey: Prentice Hall.
• Krull, K. (1995). Lives of the artists: Masterpieces, messes, and what the neighbors thought. New York: Harcourt Brace and Company.
• Lacey, S. (2001). Art for fun projects. Brookfield, CT: Copper Beech Books.
• Ringgold, F. (1991). Tar beach. New York: Crown Publishers.

Other Resources

• Art Educators’ Summer Forum, Savannah College of Art and Design: www.scad.edu
• Getting To Know The World’s Greatest Artists, a series of short books about individual artists by Children’s Press
• Lincoln Center Institute for the Arts in Education: www.lcinstitute.org
• National Art Education Association: www.naea-reston.org (the publication list)
• Florida Art Education Association: www.faea.org

Guidelines Used for Developing Course Objectives

• Florida Educator Accomplished Practices—Preprofessional= EAP
• Subject Matter Content Standards for Florida Teachers- Elementary=FSMCS-Elem.
• Subject Matter Content Standards for Florida Teachers—Art=FSMCS-ART
• Subject Matter Content Standards for Florida Teachers—ESOL=ESOL
• Association for Childhood Education International Standards= ACEI

COURSE OBJECTIVES:

1. Students will identify the role and significance of visual art in relation to other disciplines. (FAU EAP: 8.1, 12.1; FSMCS- Elem.: 27.5, 27.6; FSMCS-ART: 17.1, 17.2, 18.1, 18.2, 18.3, 21.1, 21.2, 21.3, 21.4; ESOL: 4.2, 4.3; ACEI: 2.5, 2.8, 3.1)
2. Students will demonstrate an understanding of basic visual art concepts and skills: elements and principles of design, and the ways they are used in communicating ideas, meanings, and emotions, through the creation of artwork in a variety of media appropriate for students in the elementary learning environment. (FAU EAP: 4.2, 5.2, 7.2, 8.2; FSMCS-Elem.: 27.5, 27.6, 28.4; FSMCS-ART: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.3, 8.3, 9.3, 10.1, 10.2, 10.3, 11.1, 11.2, 11.3, 11.4; ESOL: 17.1, 17.4, 17.5; ACEI: 2.5)
3. Students will demonstrate proficiency in planning and presenting high quality lesson plans in diverse settings that correlate and integrate subject matter of other disciplines using grade level objectives and the Florida Sunshine State Standards. (FAU EAP: 2.2, 4.2, 5.2, 6.1, 7.2, 8.1, 8.2, 10.1, 10.2, 11.1, 11.2, 12.1, 12.2; FSMCS-Elem.: 27.5, 27.6, 28.4, 31.2; FSMCS-ART: 17.3, 18.4, 19.1, 19.2, 19.3, 21.1, 21.2, 21.3, 21.4; ESOL: 4.1, 4.2, 4.3, 12.1, 12.2, 12.3, 13.3, 13.7, 16.2, 16.3, 17.1, 17.4, 17.5, 18.1; ACEI: 1.0, 2.5, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.2)
4. Students will apply knowledge and higher order thinking when participating in art criticism, aesthetics, art production, and art history activities appropriate for diverse learners in the elementary learning environment. (FAU EAP: 2.2, 4.2, 5.2, 6.1, 7.2, 8.1, 8.2, 11.1, 12.1, 12.2; FSMCS-Elem.: 29.3, 29.4, 30.2, 31.2; FSMCS-ART: 12.1, 12.2, 12.3, 12.4, 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 15.1, 15.2, 15.3, 15.4, 15.5, 16.1, 16.2; ESOL: 12.1, 12.2, 12.3, 17.1, 17.4, 17.5; ACEI: 2.5)
5. Students will demonstrate the ability to identify a variety of developmentally appropriate strategies and materials to assess skills, techniques, creativity, and communication in visual art for students in the elementary learning environment. (FAU EAP: 1.1, 2.2, 4.2, 5.2, 6.1, 7.2, 8.1, 8.2, 12.1, 12.2; FSMCS- Elem.: 31.2; FSAS-ART: 20.1, ESOL: 13.3, 13.7, 17.1, 17.4, 17.5;; ACEI: 4.0)
6. Students will research and evaluate creative and higher order thinking activities for visual art using technology and electronic resources. (FAU EAP: 2.2, 4.2, 5.2, 7.2, 8.1, 8.2, 12.1, 12.2; FSMCS-Elem.: 27.6; FSMCS-ART: 18.4; ESOL: 17.1, 17.4, 17.5;ACEI: 3.3)

Content Outline

A general guide subject to modification based upon class progress.

Week 1

• Syllabus review and introductions. Conceptual Framework connections to this course discussed. Discussion of Art Education Portfolio, Critical Assignments -Art Integrated Unit Plan and Artworks and Mid Term and Final Exams, Group Presentations (Break into Groups by grade level), Academic Service Learning Project at Karen Slattery Educational Research Center for Child Development, Critical Response to Schmidt Gallery and Jaffe Book Arts Collection, and all other course requirements.
• What is art? What are “qualitative” art activities?
• Studio Activity: Name Art Design (Oil Pastel Activity- Blending and Mixing color), paper marbling, journal, complete Journal entry #1- Elements of Art (Line, Shape, Form, Color, Value, Space, Texture, Pattern- write definitions and illustrate).
• Homework: Select an artist and research about them online. This artist will inspire you for the next class project. Research art lesson examples online that interest you. Bring in a printout of one lesson you would like to share with your group for the presentation. Read Chapters 1 (The Role of Art in Society and in the Schools), 2 (Art as Art: The Design Fundamentals), 3 (Teacher’ Role: Strategies and Management, 23 (Drawing) & 24 (Crayon and Oil Pastels). Write two paragraphs about your Best and Worst Teachers (no names of teachers, please). Consider how the performance of the teacher reflected being (or not being) a reflective, capable, ethical, informed decision maker (COE Conceptual Framework). Note: If you have any items for recycling such as plastic containers, bottles, boxes, etc. please bring to the next class for our recycled sculpture project.

Week 2

• Discussion of chapters and effective/ineffective teacher paragraph. Work on 3D sculpture Name Art, Crayon Resist, and Crayon Engraving. Prepare Collograph Printing Plate for Sept. 16th. How to write an effective lesson plan. S.S.S. Lesson Plan Organization. Discuss Art Integrated lesson concerning content, appropriateness (age, ability, adaptation, diverse learners, ESOL, special needs, materials, etc.), and assessment.
• Pre-Planning for Academic Service learning Project at Slattery Center.
• Work in groups for presentation (K, 1, 2, 3, 4, 5). Share artist information and lesson plan from online research with the group. Decide upon a lesson to present.
• Homework: Read Chapters 4 (Motivating Learning), 5 (Creating and Evaluating Objectives), 6 (Integration in the 3 Domains: Cognitive, Affective, and Psychomotor), 7 (Art and Social Studies: Understanding the Contextual Approach to the Visual Culture), 8 (Art and Literacy: Reading and Language Arts), 9 (Art and Mathematics), 15 (Kindergarten), 26 (Paper Projects in Two-Dimensions), 25 (Painting), 27 (Printmaking), & 31 (Clay).

Week 3

• Meet at the Slattery Early Childhood Education Center Academic Service learning project- Meet at the Slattery Early Childhood Education Center. We will be in 4 groups and work with the children on an art project. After the project we will discuss our ideas and experiences with the director of the Center. Write a reflection to share in class.
• Homework: Read Chapters 10 (Art and Science), 14 (Cognitive and Psychological Factors in Children’s Learning and Creative Development), 16 (Grades 1 & 2), 17 (Grades 3 & 4), 18 (Grades 5 & 6), 20 (Teaching Art Appreciation: From Picture Study to Visual Culture), & 21 (Teaching Art History), Journal entry #2- Principles of Design (Balance and Symmetry/asymmetry)

Week 4

• Share Academic Service learning reflections. Discussion of Chapters. Printmaking Studio Activity (Foam prints, glue-line, collograph). Ceramics – pinch pot method, coil method, and slabs with drape molds.
• Homework: Complete Journal Entry #3- Variety, Emphasis, and Domination-Subordination- write definitions and illustrate.

Week 5

• September 23rd MID TERM REVIEW covers Chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 16,17, 18, 20, 21, 24, 25, 26, 27, & 31
• Homework: Journal Entry #4- Repetition and Pattern- write definitions and illustrate.

Week 6

• September 30th Bring in Journals for Dr. Brown to grade during class.
• Art Integration Lesson Plan review and examples discussed in class.
• Glaze ceramics.
• Homework: Work on Integrated Art Lesson Plan. Complete lesson plan for group presentations on October 14th.

Week 7

• MID TERM EXAM

Week 8

• October 14th Group Presentations. Bring a printout of the lesson plan for Dr. Brown to grade.
• Discuss Drafts of Individual Art Integrated lesson plans.
• Discuss concerning content, appropriateness (age, ability, adaptation, diverse learners, ESOL, special needs, materials, etc.), and assessment.
• Homework: Journal Entry #5- Drawing outdoors- draw 2 sketches of landscapes (your choice) and Photograph the landscape bring in a print out of the photograph and Read Chapters 11 (Art and the Performing Arts), 22 (Teaching Art Criticism and Aesthetics), and 28 (Computer Art, Digital Photography, Video, and the Web)

Week 9

• Class meets at the Schmidt Gallery
• Art criticism at the Schmidt Gallery. The Schmidt Gallery in next to the theatre and inside the Performing Arts Building. At 8:50 I will be walking over from the classroom and anyone is welcome to join me. Just meet at the classroom by 8:50am and we will walk over together.
• Homework: 12 (Teaching Art to Children with Special Needs), 13 (Teaching Art to Students Who are Gifted), Journal Entry #6 – What is Art? Bring into next class an object that you think is art and an object that you think is not art.

Week 10

• October 28th Discussion of Students with special needs and gifted art students. Aesthetic discussion with art and non art objects.
• Studio watercolor painting- landscapes
• Share draft of art integrated lesson plan and work on the studio project for your lesson plan.
• Begin Weaving with a cardboard loom.
• Homework: Read Chapter 30 Crafts

Week 11

• 10 am Class Meets in Boca
• Library on the 3rd floor Jaffe Book Arts Collection 10 am Meet at the Library in the Jaffe Book Arts Collection 3rd floor.
• Practice the Critique Process of Description, Analysis, Interpretation, and Evaluation. Discussion of what is art? Can books be art?Art criticism at the Schmidt Gallery. The Schmidt Gallery in next to the theatre and inside the Performing Arts Building. At 8:50 I will be walking over from the classroom and anyone is welcome to join me. Just meet at the classroom by 8:50am and we will walk over together.
• Homework: Work on weaving. Read chapter- 29 (Three-Dimensional Design)

Week 12

• November 11 No Class FAU is closed for Veteran’s day.

Week 13

• November 18th All Assignments are due.
• Styrofoam subtractive sculpture and Metal Repousse
• Review for Final Exam covers chapters 1, 2, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 25, 27, 29, 30, 31

Week 14

• November 25th Return all assignments. Complete sculpture. Bring in Journal for final grading.
• December 4th as per the published final exam schedule 7:45-10:15am Final Exam 7:45- 10:15 am

Course Requirements

C-F = Conceptual Framework connection to assignment
FAU EAP = Florida Educator Accomplished Practices—Preprofessional
FSMCS-Elem. = Subject Matter Content Standards for Florida’s Teachers
FSMCS-ART = Subject Matter Content Standards for Florida’s Teachers for Art
ESOL= English to Speakers of Other Languages, Florida K-12 Standards
ACEI= Association for Childhood Education International Standards
Critical Assignments for NCATE assessment must be completed by students enrolled in this course with a grade of C or better in order to receive a final grade of C or better for the course, regardless of grading average.

1. Critical Assignment – Examinations—30%- NCATE Assessment for EAP 8.1
Mid-Term Exam – 15%
Final Exam – 15%
Midterm and final exam reviews will be conducted in class. You may not use the text, study guides, notes, etc. during the exams. Make-up tests and exams are given only with an excused absence at the instructor’s discretion.
(C-F: The student gains information to become a reflective decision maker.
FAU EAP: 1.1, 2.2, 4.2, 5.2, 6.1, 7.2, 8.1, 8.2, 10.1, 10.2 ; FSMCS-Elem.: 27.5, 27.6, 28.4, 29.3, 29.4, 30.2, 31.2; FSMCS-ART: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.3, 8.3, 9.3, 10.1, 10.2, 10.3, 11.1, 11.2, 11.3, 11.4, 12.1, 12.2, 12.3, 12.4, 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 15.1, 15.2, 15.3, 15.4, 15.5, 16.1, 16.2, 17.1, 17.2, 17.3, 19.1, 19.2, 19.3, 20.1, 20.2, 20.3, 21.1, 21.2, 21.3, 21.4; ESOL: 12.1, 12.2, 12.3, 16.2, 16.3; ACEI: 1.0, 2.5, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1)

2. Art Education Portfolio—5% The portfolio should include artwork you have created in the course. You should create a power point which includes photographs of all the artwork we have created this semester and insert a paragraph about one artwork that you think was the most successful or your favorite project. Please either print out thumbnails of the power point and bring in to class or email the power point to me (usually this works if you send through FAU email in three sections rather than one whole power point because of FAU file size limitations). Another option is to bring in your flash drive or burn a CD for me to view before or after class.
(C-F: As a reflective decision maker, students select resources from a variety of sources including technology and organize the resources in an accessible and informative way.
FAU EAP: 2.2, 4.2, 5.2, 6.1, 8.1, 8.2, 11.1, 11.2, 12.1, 12.2; FSMCS-Elem.: 27.5, 27.6; FSMCS-ART: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.3, 8.3, 9.3, 10.1, 10.2, 10.3, 18.1, 18.2, 18.3, 18.4; ESOL: 16.2, 16.3; ACEI: 2.5, 2.8, 5.1, 5.2)

3. Presentations – Group Presentation—10% Students divide into groups to represent grades K-5. Students share lesson plan ideas, choosing one to present. Students must provide a typed lesson plan for the instructor following the format given in class. The lesson plans should integrate art with another discipline, such as language arts, mathematics, science, social studies, etc. (C-F: As a reflective decision maker, the student demonstrates capable behaviors by researching, planning, organizing, and presenting art integrated lessons to peers which are age and grade appropriate.
FAU EAP: 2.2, 4.2, 5.2, 6.1, 7.2, 8.1, 8.2, 10.1, 10.2, 11.1, 11.2, 12.1, 12.2; FSMCS-Elem.: 27.5, 27.6, 28.4, 29.4, 30.2, 31.2; FSMCS-ART: 19.1, 19.2, 19.3, 20.1, 20.2, 20.3, 21.1, 21.2, 21.3, 21.4; ESOL: 4.1, 4.2, 4.3, 12.1, 12.2, 12.3, 13.3, 13.7, 16.2, 16.3, 17.1, 17.4, 17.5, 18.1; ACEI: 1.0, 2.5, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2)

4. Critical Response to Schmidt Gallery and Jaffe Book Arts Collection—5% This a written paper that describes, analyzes, interprets, and evaluates an original work of art viewed at an exhibition or art event. The paper will be given during the gallery visit and completed during class.
(C-F: As a reflective decision maker, the student selects an art exhibit or event and chooses to practice professional, ethical behaviors while attending and writes an informed critique of the event.
FAU EAP: 4.2, 6.1, 8.1, 11.1, 12.1, 12.2; FSMCS-Elem.: 28.4, 29.3, 29.4, 30.2; FSMCS-ART: 13.1, 13.2, 13.3, 14.1, 14.2, 14.3, 15.1, 15.2, 15.3, 15.4, 15.5, 16.1, 16.2; ESOL: 12.1; ACEI: 2.5, 5.1)

5. Academic Service-Learning Experience, Class Work and Homework—25%
As part of the Class Work Homework grade, you are required to participate in the Academic Service-Learning project at the Karen Slattery Educational Research Center for Child Development. The Academic Service Learning Experience activities include, but are not limited to enhancing classroom appearance, planning and presenting a lesson, gathering materials for the lesson, attending and participating in pre-professional development activities and a reflection discussion at the Slattery Center with the Director of the Center and classroom teachers regarding the impact of the A S-L project on pre-K students. The reflective discussion will also be continued in class with Dr. Brown and the other students. In addition, a written self-reflection about the impact of the Academic Service-Learning experience on your professional growth connected to course learning and practices is required.
(C-F: The student observes and practices effective instruction to become a more capable, ethical, and reflective decision maker.) (EAP:1,2,3,4,5,6,7,8,9,10,11,12; FAU-EAP 6.1,6.2; ESOL 1.0, 3.1, 4.2, 5.4, 6.2, 6.10, 8.2, 8.3, 8.4, 8.5, 12.1, 13.3, 15.2, 17.1, 18.1, 18.3, 20.3)

Assignments and studio projects in class are graded in proportion to the amount of class time assigned to the projects. Students are required to access and use Blackboard for this course. Each student must clean up after studio work is finished; actively participate in activities; and complete all requirements in a professional, ethical, and timely manner. Projects and activities that are completed in class and for homework are evaluated in part on the amount of work involved and the care and concern with which they are done. Assignments are due on the given date. Late work will not receive full credit. One class day late results in a loss of 10 points. An additional 5 points for each subsequent class late will be deducted. After two weeks, you will receive a zero for the assignment. All written assignments to be graded must be typed. Spelling and grammar are factored into the final grade.
(C-F: As a reflective decision maker, the student gains information, knowledge, and skills to become an informed, ethical, and capable professional.
FAU EAP: 1.1, 2.2, 4.2, 5.2, 6.1, 7.2, 8.1, 8.2, 10.1, 10.2, 11.1, 11.2, 12.1, 12.2; FSMCS-Elem.: 27.5, 27.6, 28.4, 29.3, 29.4, 30.2, 31.2; FSMCS-ART: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.3, 8.3, 9.3, 10.1, 10.2, 10.3, 11.1, 11.2, 11.3, 11.4, 12.1, 12.2, 12.3, 12.4, 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 15.1, 15.2, 15.3, 15.4, 15.5, 16.1, 16.2, 17.1, 17.2, 17.3, 19.1, 19.2, 19.3, 20.1, 20.2, 20.3, 21.1, 21.2, 21.3, 21.4; ESOL: 4.1, 4.2, 4.3, 12.1, 12.2, 12.3, 13.3, 13.7, 16.2, 16.3, 17.1, 17.4, 17.5, 18.1; ACEI: 1.0, 2.5, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2)

7. Critical Assignment – Art Integrated Lesson Plan with Artwork – 25%- NCATE assessment for EAP 8.1 & 10.1 This is a typed lesson plan that integrates Art with other disciplines such as, Mathematics, Language Arts, Science, Social Studies, etc. The lesson plan also reflects the Discipline-based Art Education approach (DBAE) or what is now known as the Comprehensive Arts Education Approach to teaching. This approach integrates art learning in art history, art criticism, aesthetics, and studio production with other disciplines. You must create the artwork, which meets the objectives of the lesson plan. Please refer to the assignment sheet and criteria list given in class. (C-F; As a reflective decision maker, the student applies knowledge and skills acquired in the course to demonstrate their ability to become an informed and capable professional. FAU EAP: 1.1, 2.2, 4.2, 5.2, 6.1, 7.2, 8.1, 8.2, 10.1, 10.2, 11.1, 11.2, 12.1, 12.2; FSMCS-Elem.: 27.5, 27.6, 31.2; FSMCS-ART: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.3, 8.3, 9.3, 10.1, 10.2, 10.3, 11.1, 11.2, 11.3, 11.4, 12.1, 12.2, 12.3, 12.4, 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 15.1, 15.2, 15.3, 15.4, 15.5, 16.1, 16.2, 17.1, 17.2, 17.3, 19.1, 19.2, 19.3, 20.1, 20.2, 20.3, 21.1, 21.2, 21.3, 21.4; ESOL: 4.1, 4.2, 4.3, 12.1, 12.2, 12.3, 13.3, 13.7, 16.2, 16.3, 17.1, 17.4, 17.5, 18.1; ACEI: 1.0, 2.5, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1, 5.2)

Teaching Methodologies

• Lecture
• Modeling
• Guided Practice
• Discussion
• Presentations
• Cooperative Learning
• Internet Communication (use of e-mail, Web sites, Blackboard)
• Power Point Presentations
• Lesson Plan Writing
• Use of LCD Projector, Videos, Computer
• Studio Production using a variety of media

Bibliography

A. Books
Alexander, K., & Day, M. (1991). Discipline-based art education: A curriculum sampler. Los Angeles: The Getty Center for Education in the Arts.

Anderson, T., & Milbrandt, M. K. (2005). Art for life: Authentic instruction in art.
New York: McGraw-Hill Companies, Inc.

Arnheim, R. (1974). Art and visual perception: A psychology of the creative eye.
Berkeley: University of California Press.

Atkins, R. (1990). Artspeak: A guide to contemporary ideas, movements, and buzzwords. New York: Abbeville Press.

Barkan, M. (1966). Through art to creativity. Boston: Allyn and Bacon.

Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis
Publications, Inc.

Bruner, J. S. (1966). The process of education. Cambridge, MA: Belknap Press of Harvard University Press.

Burnaford, G. E., Aprill, A., & Weiss, C. (Eds.). (2001). Renaissance in the classroom: Arts integration and meaningful learning. Mahway, New Jersey: Lawrence
Erlbaum Associates.

Chapman, L. H. (1978). Approaches to art in education. New York: Harcourt Brace Jovanovich.

Dewey, J. (1934). Art as experience. New York: Minton, Balch.

Dobbs, S. M., Hermine, F., & MacGregory, R. (Eds). (1991). Research readings for
discipline based art education: A journey beyond creating. Reston, Virginia: National Art Education Association.
Edwards, L. C. (1997). The creative arts: A process approach for teachers and
children (2nd ed). Upper Saddle River, NJ: Merrill/Prentice-Hall.

Feldman, E. B. (1996). Philosophy of art education. Upper Saddle River, NJ:
Prentice Hall.

Florida Department of Education. (1996). The arts for all students: The Florida pre K-12 sunshine state standards and instructional practices. Tallahassee, FL: Author.

Florida Education Standards Commission. (1996). Teachers of the twenty-first century: Educator accomplished practices. Tallahassee, FL: author.

Greenway, S. (2000). Art: An A-Z guide. New York: Franklin Watts.

Haring, K. (1997). I wish I didn’t have to sleep. New York: Prestel-Verlag.

Herberholz, B., & Herberholz, D. (2001). Artworks for elementary teachers with artstarts (9th ed.). New York: McGraw-Hill

Hobbs, J. A., & Rush, J. C. (1997). Teaching children art. Upper Saddle River, NJ:
Prentice Hall.

Hume, H. D. (1990). A survival kit for the secondary teacher. West Nyack, NY: The Center for Applied Research in Education.

Hurwitz, A., & Day, M. (1991). Children and their art. New York: Harcourt Brace Jovanovich.

Janson, H. W., & Janson, A. F. (2003). History of art (5th ed. revised). Upper Saddle River, New Jersey: Prentice Hall.

Krull, K. (1995). Lives of the artists: Masterpieces, messes, and what the neighbors thought. New York: Harcourt Brace and Company.

Lacey, S. (2001). Art for fun projects. Brookfield, CT: Copper Beech Books.

Linderman, M. G. (1997). Art in the elementary school (5th ed). Madison, WI: Brown & Benchmark.

Lowenfeld, V., & Brittain, L. Creative and mental growth (8th ed). Upper Saddle NJ: Prentice Hall.

McFee, J. K. (1970). Preparation for art. San Francisco: Wordsworth Publishing Co.

Michael, J. (1982). Lowenfeld lectures. University Park, PA: The Pennsylvania State
University Press.
Parks, M. E. (1994). The art teacher’s desktop reference. Englewood, NJ: Prentice Hall.

Piaget, J. (1969). The psychology of the child. New York: Basic Books.

Qualley, C. (1986). Safety in the art room. Worcester, MA: Davis Publications.

Read, H. (1958). Education through art. New York: Pantheon Books.

Ringgold, F. (1991). Tar beach. New York: Crown Publishers.

Roberts, P. L., & Kellough, R. D. (1996). A guide for developing an interdisciplinary
thematic unit. Englewood Cliffs, NJ: Simon & Schuster.

Schwartz, J. (1992). Purpose, principles, standards for school art programs. Reston, VA: National Art Education Association.

Spandorfer, M., Curtiss, D., & Snyder, J. (1992). Making art safely. New York: Van
Norstrand Reinhold.

Thompson, C. M. (Ed). (1995). The visual arts and early childhood learning.
Reston, VA: National Art Education Association.

Topol, C. W. (1992). Children and painting. Worcester, MA: Davis Publications.

Wong, H. K., & Wong, R. T. (1998). The first days of school. Mountain View, CA:
Harry K. Wong Publications.

Young, B. (Ed). (1990). Art, culture, and ethnicity. Reston, VA: National Art
Education Association.

B. JOURNALS:
Art Education, The Journal of the National Art Education Association
Arts Education Policy Review
Childhood Education
International Journal of Education & the Arts
Journal of Research in Childhood Education
School Arts
Studies in Art Education

C. INTERNET SITES: (Note: If the address is not given, search using the title or name of the site. Remember, URLs may change.)
1. Organizations
National Art Education Association
Florida Art Education Association
Palm Beach County Art Teachers Association
Getty Institute for the Arts (ARTSEDNET)

2. Reports and Standards
Florida Department of Education, Sunshine State Standards
National Art Education Association, Advancing Art Education Report

3. Resources (Materials, Lesson Plans, etc.)
Smithsonian American Art Museum http://www.mnaa.si.edu
Crayola Creativity Central http://www.crayola.com/educators
Kids Art http://www.kidsart.com
Art Education Resources http://www.cedarnet.org/emig/nj.html
Art Resources http://www.eduationindex.com/art
Multiple Intelligence Theory http://www.ncbe.gwu.edu

Welcome to Public Engagement and Higher Education! This course is designed to introduce students to the study and practice of public engagement in higher education.

During this nine-week session, students and instructors will consider the civic roles of postsecondary education institutions both past and present. Special attention will be paid to contemporary philosophies and practices of engagement, and how engagement is expressed in various institutional contexts. This course is designed for both practitioners and scholars who seek to deepen their understandings about the ways in which institutions might become more productively involved with communities they serve. Upon completion of this course, students will be able to:

• Understand and discuss higher education\’s role in society and how this role has evolved over time
• Articulate various philosophies and theoretical frameworks that guide engagement research and practice, and how these conceptual pieces inform the development of engagement programs Identify and apply best practices of engaged teaching and learning, scholarship, and
• service, and relate these practices to unique institutional missions and contexts.
• Develop strategies for supporting engagement on their own campuses
• Consider future directions for research on engagement

Readings
All course readings are available through e-reserves at the University of Minnesota Libraries via password access. A password and link to the course website will be distributed in an email.

Course Outline

1/21 Higher education and society: Historical and contemporary perspectives

• Personal introductions
• Introduction to the course (goals, learning contract, assignments)
• Foundational concepts and historical perspectives of higher education
• Changing and evolving purposes of higher education
• Class Activity: What is the purpose of higher education? (Affinity exercise)

Required readings:

• Dyer, T. G., (1999). Retrospect and prospect: Understanding the American outreach university. Journal of Public Service and Outreach. 4, (1), 52-64.
• Hoevelver, J. D., (1997). The university and the social gospel: Intellectual origins of the Wisconsin
• Idea, In, The history of higher education: second edition, ASHE reader series. Goodchild L.
• F. & Wechsler, H. S. (eds). Needham Heights: Simon & Schuster.
• Roper, C. D. & Hirth, M. A. (2005). A history of change in the third mission of higher education:
• The evolution of one-way service to interactive engagement. Journal of Higher Education Outreach and Engagement, 10(3) 3-21.
• Bringle Chapter 1, “Colleges and Universities as Citizens: Issues and Perspectives” (Robert G. Bringle, Richard Games, and Edward A. Malloy)

In class handouts for analysis:

• Lucas: Morrill Act (1862), Truman Commission: Higher Education for American Democracy (1947),
• Vannevar Bush Report, Science: the Endless Frontier (1945), Boyer: Scholarship Reconsidered (1990).

Recommended reading:

• Kellogg Commission, (February, 1999). Returning to our roots: The engaged institution., https://www.nasulgc.org/NetCommunity/Document.Doc?id=183

1/28 What is engagement, and should we be doing it?

• Presentation: Contemporary understandings of engagement (democracy, service
• learning, engaged scholarship, technology transfer, etc.)
• Large group discussion of readings
• Class Activity: Engagement Challenges and Pitfalls (Role Play)

Required readings:

• Checkoway, B. (2001). Renewing the civic mission of the American research university Journal of Higher Education, 72, 2 p. 126-147.
• Fish, S. (2004). Why we built the ivory tower. Opinion section, New York Times., http://query.nytimes.com/gst/fullpage.html/res=9E02E2DD113FF932A15756C0A9629C8B63&sec=&spon=&pagewanted=2
• Sowell, T. (December 3, 2008). Freedom and the left. Pioneer Press. Saint Paul, MN., http://townhall.com/columnists/ThomasSowell/2008/12/02/freedom_and_the_left?page=1
• Wingspread Declaration (1999). Renewing the civic mission of American higher education. Racine,, WI. http://www.compact.org/initiatives/research_universities/Wingspread_Declaration.pdf
• Bringle Chapter 2, “Ernest L. Boyer: Colleges and Universities as Citizens” (Charles E. Glassick)
• Bringle Chapter 3, “Promoting Leadership, Service, and Democracy: What Higher Education Can Do” (Alexander W. Astin)

Recommended reading:

• Cherwitz, R.A. and Hartelius, E.J. (2007). Making a ―great ̳engaged‘ university‖ requires rhetoric.
• In Burke, J.C. (Ed.). Fixing the Fragmented University. Boston: Anker Publishing Company, 265-288.

2/4 Mission and context in developing a campus engagement agenda, Conducting an institutional audit for community engagement

Approaches to engagement by mission and context. How do institutions find a place in the system?
Class activity: Engagement audit. (Small group activity)

Required readings:

• Bringle, Chapter 4, ―From Murky to Meaningful: The Role of Mission in Institutional Change (Barbara A. Holland)
• Cameron, K. S., (1984). Organizational adaptation and higher education. Journal of Higher Education, 55, (2), 122-144.
• Holland, B. A. (2005). Institutional differences in pursuing the public good. In A. J. Kezar, T. C.
• Chambers, & J. C. Brukhardt (Eds.), Higher education for the public good: Emerging voices from a national movement (pp.235-259). San Francisco: Jossey-Bass
• Morphew, C.C. & Hartley, M. (2006). Mission statements: a thematic analysis of rhetoric across institutional type. Journal of Higher Education, 77(3), 456-471.

Audit tools:

• Bringle Chapter 9, “Effective Assessment: A Signal of Quality Citizenship” (Barbara L. Cambridge)
• Committee on Institutional Cooperation (2005). Resource Guide and Recommendations for Defining and Benchmarking Engagement. Champaign, IL: CIC Committee on Engagement. http://www.research2.ecu.edu/Documents/Carnegie/Engagement%20Scholarship.pdf
• Campus Compact (2008). Indicators of Engagement Project. http://www.compact.org/indicators/ (community colleges and minority serving institutions)
• Clearinghouse for the Scholarship of Engagement, http://www.scholarshipofengagement.org/
• Campus Compact (2003). The engaged department toolkit. (library reserve—Wilson library) CD supplement available via class Moodle site.
• Holland, B.A. (1997). Analyzing institutional commitment to service: A model of key organizational factors. Michigan Journal of Community Service Learning, 4, 30-41.

Handouts for in-class analysis:

• Erlich, T., (2000). Chapters 11, 12, 13, and 16 in, Civic Responsibility and Higher Education. Phoenix, AZ: Oryx Press
• Engagement audit training guide (2009). Course instructors

2/11 Engaged teaching and learning and engaged service

• Connecting engagement with teaching and learning initiatives
• Engagement as a service and outreach initiative.
• Pedagogies of Engagement: Service learning, internships, field studies, study abroad
• Students, faculty, community, institutional issues (challenges)

Class Activity: Engagement audit planning (Audit Teams)

Required readings:

• Battistoni, R. (2002). Civic engagement across the curriculum, Providence, RI: Campus Compact. Brown University, 13-29.
• Bringle Chapter 6, “Pedagogy and Engagement” (Edward Zlotkowski)
• Butin, D. W, (2006). The limits of service learning in higher education. The Review of Higher Education 29(4), 473-498.
• Enos, S. L., & Troppe, M. L., (1996). Service-learning in the curriculum. In, Jacoby, B. & Associates, Service-Learning in Higher Education, San Francisco: Jossey-Bass.
• Moely, B., Furco, A., and Reed, J. (2008). Charity and Social Change: The Impact of Individual Preferences on Service-Learning. Michigan Journal of Community Service-Learning, 15(1), 37-48.

Recommended reading:

• Byron, W. (2000). A religious-based college and university perspective. In Ehrlich,T. (Eds.). Civic responsibility and higher education. American Council on Education. Phoenix, AZ: Onyx Press, 279-294.
• Smith, J. (Oct. 22, 2007). Land-grant experts explain how Cornell’s historically state mission has now gone global. Chronicle Online. http://www.news.cornell.edu/stories/Oct07/save.world.js.html

2/18 Engaged research and scholarship

• Engaged research and scholarship. Best practices, challenges, techniques to develop an engaged research agenda
• National review board, support structures
• Implications for faculty work and development

Class Activity: Guest speakers

Readings:

• Peters, S., & Lehman, K., (2005). Organizing for public scholarship in southeast Minnesota. In Peters, S. J., Jordan, N. R., Adamek, M. Alter, T. R., Engaging Campus and Community. Dayton, OH: Kettering Foundation
• Stanton, T. K. (2007) New times demand new scholarship. Research universities and civic engagement: Opportunities and challenges. Los Angeles: UCLA. Online available from www.compact.org/resources/research_universities/
• Bringle Chapter 8, “Habits of Living: Engaging the Campus as Citizen One Scholar at a Time” (William M. Plater)
• McDowell, G.R. (2002). What‘s the difference between extension and engagement? In, The extension system: A vision for the 21st century. Extension Committee on Organization and Policy (ECOP), National Association for State Universities and Land Grant Colleges. http://dasnr2.dasnr.okstate.edu/documents/whatsTheDifferenceExtEng.pdf
• Upper Midwest Campus Compact (2006). Civic Engagement in Graduate Education: Preparing the Next Generation of Engaged Scholars Wingspread Conference Report. http://www.mncampuscompact.org/vertical/Sites/%7BE34AF879-F177-472C-9EB0-D811F247058B%7D/uploads/%7B337246CB-D206-477C-ACC6-1A80274FDC0A%7D.PDF
• Peruse this website: Clearinghouse for the Scholarship of Engagement, http://www.scholarshipofengagement.org/

Recommended Reading:

• Feldman, A.M. (2007). Engaged scholarship at the university. A Great Cities Institute Working
• Paper. Chicago: University of Illinois at Chicago.

2/25 Institutionalizing engagement

Defining institutionalization

• Dimensions of institutionalization
• Building infrastructure to support the engaged campus

Class Activity: Institutionalization discussion, and audit planning

Readings:

• Furco, A., Miller, R., and Fross, S., (in press). Issues in assessing and benchmarking institutional engagement. In Sandmann. L. R. & Thorton, C. & Jaeger, A. (Eds.), Forthcoming issue of New Directions for Higher Education, San Francisco: Jossey-Bass.
• Bringle Chapter 5, “Strategies for Building the Infrastructure That Supports the Engaged Campus” (Mary L. Walshok)
• Bringle Chapter 7, “Organizational Structures for Community Engagement” (Sharon Singleton, Deborah Hirsch, and Catherine Burack)
• Weerts, D. J. (2007). Toward an engagement model of institutional advancement at public colleges and universities. International Journal of Educational Advancement 7(2), 79-103.

3/4 Leading the engaged campus

• Leadership issues and engagement
• Building organizational culture to support engagement

Class Activity: Leadership perspectives: Andy Furco
Leadership entry plan

• Bloomfield V., (2005). Public scholarship: An administrator‘s view. In Peters, S. J., Jordan, N. R., Adamek, M. Alter, T. R., Engaging Campus and Community. Dayton, OH: Kettering
• Foundation
• Furco, A. and Holland, B. (2004). Institutionalizing service-learning in higher education: Issues and strategies for chief academic officers. In Langseth, M. and Plater, W.M. (Eds.). Public work
• and the academy: An academic administrator’s guide to civic engagement and service-learning. San Francisco: Jossey Bass
• Weerts, D. J. & Sandmann, L. R. (in press). Community engagement and boundary spanning roles at public research universities. Journal of Higher Education
• Zimpher, N.L. (2006). Institutionalizing engagement: What can presidents do? In Percy, S.L,
• Zimpher, N.L, Brukardt, M.J. (Eds.), Creating a new kind of university. Institutionalizing Community-University Engagement. 223- 241

Handout;

• Jentz, B & Murphy, J.,  Starting confused: How leaders start when they don‘t know where to start. Phi Delta Kappan (June 2005). http://www.pdkintl.org/kappan/k_v86/k0506jen.htm

3/11 Public engagement, public policy, and the future of higher education

Engagement and public policy

• Class Activity: Guest Speaker

Readings:

• Brukardt, M.J., Holland, B.A., and Zimpher, N.L. (2006). The path ahead: What‘s next for university engagement. In Percy, S.L, Zimpher, N.L, Brukardt, M.J. (Eds.), Creating a new kind of university. Institutionalizing Community-University Engagement. 242-260.
• Davies, G. K. (2006). Setting a public agenda for higher education in the states. National Collaborative for Higher Education Policy. http://www.highereducation.org/reports/public_agenda/public_agenda.pdf
• Lane, J. (2008). Sustaining a public agenda for higher education: A case study of the North Dakota Higher Education Roundtable. Western Interstate Commission for Higher Education:
• Boulder, CO
• Kentucky Council on Postsecondary Education (2005). Five questions, one mission: Better lives for Kentucky’s people.  http://www.cpec.ca.gov/CompleteReports/ExternalDocuments%5CKentucky_Public_Agend a_20051004.pdf

3/18 Spring Break (No class)

3/25 No class this week—prepare for class presentations

4/1 Class presentations

Audit presentations—30 minutes per group followed by discussion
Course evaluations

Assignments

Student participation and attendance (32 points, 4 points per 8 sessions)

Engagement audit (report: 30 points, presentation: 18 points)

The class will be divided into four groups with members assuming roles as reviewers for the Carnegie Classification for Community Engagement. Each review team will conduct an audit of a Twin Cities area institution to provide analysis, critique, and recommendations about campus community engagement efforts. Campuses selected for audit will represent various institutional types (i.e. liberal arts college, research university, community college, regional/comprehensive university). As a team, the group will examine evidence about the institution‘s commitment to engagement by analyzing documents (web based, hard copy reports), interviewing leaders, and
(where possible) observation/site visits. If possible, students are encouraged to attend a meeting or other campus event that may inform their analysis (e.g., engagement council meeting, community engagement event, etc.)

Audit teams are required to select an engagement assessment tool to guide their analysis. A packet containing these tools will be provided, along with an audit training manual, on session three (February 4th). Throughout the course, students will have in-class opportunities to consult with classmates and instructors about the progress of their audit, and pose questions, insights, and recommendations pertaining to the project. Consultants rarely have a clear understanding of the scope of a project and often must discuss the project scope, time allowed for the project, and other
expectations. This process of clarification will occur throughout the course.

Report (30 points)

Audit teams will construct a report that is user friendly and likely to be read by clients (e.g, host institution, Carnegie review team). The report should be brief, informative, well organized, and provide concrete recommendations for the host institution. A specific format is not required, however, all reports should provide 1) an executive summary, and 2) an appendix indicating data sources used. All reports should reference course readings and literature where appropriate and provide a rationale for why they selected the particular assessment tool used in the audit. Visuals and supplemental reading materials may be included to add to the quality of the report. Reports will be evaluated by the depth and breadth of data collection (extent to which multiple sources are used to conduct the audit) quality of analysis, appropriate use of an assessment tool to conduct the audit, utility of recommendations for the host institution, and overall quality and organization of the report.
The report is due April 15th, two weeks after the final course meeting.

Presentation (18 points)

On the last day of class, April 1, audit teams will present their findings to their classmates and the instructors. Each team will have 30 minutes to present their consulting reports and another 20 minutes for audience feedback and discussion. Please let the instructors know if AV equipment will be required for the presentation so that such equipment can be arranged in advance. Evaluation of the presentation will be based on its organization, clarity of expression, use of resources and materials, engagement of classmates in dialogue and the quality of the material presented.
Choose 1 from 3 options (20 points):
We recognize that students may have specific goals for the course– using public engagement themes to develop a research agenda, incorporating engagement into practices for particular college, department or unit, etc. Thus, we offer the following 3 options for an individual project:

Literature review

Students selecting this assignment will conduct a comprehensive review of literature on a particular area related to public engagement and higher education. For example, students may choose to review works on the impact of service learning on students and faculty, or how institutions develop reciprocal relationships with communities they serve (best practices, theories, etc). As part of their review, students will offer perspectives on important questions that remain unanswered in the literature. Students selecting this assignment should first consult with instructors on the topic. Literature reviews will be evaluated on the significance of the subject area, depth and breadth of the review, and critique of future directions for research in the field. This assignment is strongly recommended for students who are in the idea forming stage of their thesis or doctoral dissertation. That is, this review of literature may be used to inform future research paper/dissertation proposals that align with themes of public engagement.

Research proposal/prospectus

Students selecting the assignment will develop a research proposal/prospectus related to public engagement and higher education. Proposals should discuss a particular problem/gap in the literature and provide a rationale for study in that area. Subsequently, research questions should be framed to address this problem, and literature should be introduced to inform the inquiry (above assignment on literature review requires more comprehensive analysis). Furthermore, the student will propose a conceptual framework that helps to guide the study. Finally, methods and sources of data will be proposed to address the research questions. Students selecting this assignment should first consult with instructors to approve the project idea and solicit feedback to strengthen proposal. Research proposals will be evaluated on the significance of subject area, alignment of research questions, literature, and
conceptual framework, and proposal of data and methods to answer the questions. This
assignment is strongly recommended for students who have concrete ideas about an area to study in the domain of public engagement and higher education.

Professional engagement plan

This assignment is for the practitioner seeking to incorporate concepts of public engagement in a particular unit where they work (e.g., college, department, etc.) or within their own professional practice (e.g., student affairs administrator, alumni relations officer, research administrator, etc.). Specifically, students will use course materials, readings, and exercises to develop their own plan for advancing engagement within their sphere of influence. For example, a student affairs administrator may consider how the principles of engagement apply to residence hall programming, providing proposals for community engagement in this context. Guiding questions may include, ―What might engagement look like as aligned with student development programming? What are the roles of the housing director, hall directors, and residence life staff in facilitating engagement? What are the challenges and opportunities of incorporating engagement in this context? What concrete strategies could leaders incorporate to facilitate this action?‖ Professional engagement plans will be
evaluated based on the comprehensiveness of the plan, attention to course literature,
discussions, and exercises in developing the plan, and overall organization and cohesiveness of the plan.

Own proposed project

Students may elect to develop an alternative project in consultation with the instructors.
Note: This project must be an individual project and not a group project.

Optional Assignment: Students can earn up to five (5) additional points by completing an optional
5-10 page (double-spaced) critical analysis of two or more supplemental readings as they pertain to issues discussed in class and reviewed in the main course readings. A critical analysis involves identifying the strengths and weaknesses of authors‘ arguments, comparing the selected literature for similar and differences in perspective, and offering personal insights into how the authors‘ arguments/ideas might be reframed. Points are awarded based on the appropriateness of the argument or discussion, the depth of the analysis, and the quality of the written presentation. To
receive credit for the critical analysis, it must be submitted by [DATE].

What is civic engagement? Why do some heed its call, while others shrug their shoulders and change the subject? How do youth who are involved in their communities evaluate their contributions? How do adults view their efforts? What results can programs that seek to engage and empower youth show? How can researchers and evaluators measure these outcomes and their meanings for the youth, for adults, for their communities, and for society?

This course will explore questions such as these, starting from the premise that youth civic participation is not just important, but imperative in a democracy. We will examine current research and theory about youth civic engagement, and we will test the assumptions, conclusions, and implications of these pieces by relating them to a particular youth empowerment program, sponsored by the John W. Gardner Center for Youth and Their Communities at Stanford. In its current sites in Redwood City and West Oakland, Youth Engaged in Leadership and Learning (YELL) trains youth to research and reform their schools and their communities. Through weekly service to this program, you will come to learn from the youth about the issues they face and about how they see themselves in relation to these concerns. The perspectives of these middle and high school students will lie at the heart of this course.

During the quarter, you will also have the opportunity to hear from adult researchers and practitioners about the challenges they face, the lessons they are learning, and the contributions they are making. Finally, you will also be encouraged to assess your own suppositions and convictions about youth, about community, and about civic engagement and service. In essence, you will serve as your own case study as well.
For more information about YELL or the John W. Gardner Center for Youth and Their Communities, please refer to the website http://gardnercenter.stanford.edu.

Course Eligibility

This course is open to all undergraduates and SUSE MA students, but it will be capped at eight. Interested students should submit an application via email to Jerusha and Milbrey prior to the second scheduled class.

Course Requirements and Expectations

* 3 hours per week of service to YELL (25%)
Based on the interests and skills you articulate in your application, the YELL participants will match you with a particular work team. While you will be expected to help your assigned team to prepare its product, you will also be encouraged to find additional ways to contribute to the learning of this community, to support the experiences of the participants, and to serve the program. This aspect of the course may well be the most rewarding and the most fun.

* Class attendance and engagement (20%)
Class attendance is mandatory. Regular participation in class is not required; however, at a bare minimum, we will expect you to have read the assigned readings (usually 50-75 pages a week), to listen respectfully to those speaking, and to appear attentive. We will encourage you to pose questions, to make connections across your experiences, and to share insights and critical interpretations of the readings, as we believe these are the keys to a rich learning experience. When readings for the week exceed 75 pages, we will divide the readings amongst you, using the jig-saw technique.

* Memos (20%)
These short memos will allow you to integrate the course readings with your service experience, and they may help you prepare for class discussion. They need not exceed a page in length. Often, we will prompt you with a directing question. In organization and in style, the memos should be more formal than traditional journal entries, but they should include some conscious analysis of self: your lenses, sensibilities, and sense-making. the first five weeks of the course, you will be asked to complete four memos. In the seventh week of the course, you will have the chance to revise one of these based on the feedback you have received.

* Final presentation (15%)
Throughout the first half of the quarter, the memos will serve to track the ways in which your understandings deepen, as beliefs and assumptions are confirmed or reassessed, and as you consider how research and theory illuminate or obfuscate Jived experience. The presentation you give on our last day of class can be seen as an extension of these memos. You will be expected to draw on personal experiences as you reflect on what you have learned over the past nine weeks from the YELL youth and staff, about yourself, and about civic engagement. You may also wish to discuss any related experiences with service, politics, or community involvement that you had prior to this course. Your audience for this presentation will consist of the YELL youth and staff. Although power point is not necessary, your five-seven minute presentation should be engaging, clear, and well organized. If you wish to present with a partner, you may do so. In this case, your presentation should last 10 minutes. There will be an opportunity to practice presenting and fielding questions in class before the YELL youth arrive on campus.

* Final paper (20%)
Over the course of the quarter, it will become clear to you that the field of youth civic engagement is riddled with problems. Within the research literature, there are problems of conceptualization and of measurement. Both in schools and in the community, effective practice is hampered by social, political, and financial constraints. For your final paper, you will choose one problem that you believe has significant implications for either future scholarship or future policy and practice. Your paper should trace the roots of this problem, discuss its costs, and formulate research-based recommendations for change. These papers should be approximately 10 pages in length, double-spaced, 12 point font. A proposal for the paper will be due in class on May 3. Drafts will be due May 24 in class, and final papers will be due on June 6 by 5:00 p.m.

Course Outline

I. Introduction: Pathways to Civic Engagement

Week 1: Introduction

Week 2: Conceptions and pathways
Assignments due: Memo on civic engagement conceptualizations. Course application
Readings:
Putnam, R. (2000). Thinking about social change in’ America. In Bowling alone: The collapse and revival of American community. New York: Simon & Schuster. 15-28.
Coles, R. (1993). Kinds of service. 1n The Call afService. New York: Houghton Mifflin. 13-67.
Camino, L., & Zeldin, S. (2002). From periphery to center: Pathways for youth civic engagement in the day-to-day life of communities. Applied Developmental Science, 6, 213-220.
Keeter, S., Zukin, C., Andolina, M., & Jenkins, K. (2002). The civic and political health of the nation: a generational portrait. Report for the Center for Information and Research on Civic Engagement (CIRCLE).

Week 3: Obstacles and challenges
Assignment due: Memo on obstacles
Readings:
Roach, C., Yu, H.C., & Lewis-Charp, H. (2001). Race, poverty, and youth development. Poverty and Race, 10, 3-6.
Checkoway, B., et al. (2003). Young people as competent citizens. Community Development Journal, 38,298-309.
C Hart, D., & Atkins, R. (2002). Civic competence in Urban Youth. Applied Developmental Science, 6,227-236.
Anyon, Y., & Naughton, S. (2003). Youth empowerment: The contributions and challenges 0/ youth-led research in a high-poverty, urban community. Stanford, CA: John W. Gardner Center for Youth and Their Communities.
YELL Reports: http://gardnercenter.stanford.edu/sharing_ what_works/work _ of jgc youth.html

II. The Anatomy of Youth Empowerment

Week 4: Civic interest and motivation
Assignment due: Memo on interest and motivation
Readings:
Miller, F. (1992). The personal and the political in reasoning and action. In H. Haste & J, Torney-Purta (Eds.), The development of political understanding: A new perspective. San Francisco: Jossey-Bass, 55-63.
Hart, D., Yates, M, Fegley, S., & Wilson, G. (1995). Moral commitment in inner-city adolescents. In M. Killen & D. Hart (Eds.) Morality in every-day life. New York:
Cambidge University Press. 3 I 7-339.
Lake Snell Perry & Associates and The Tarrance Group, Inc, (2002). Short term impacts, long term opportunities: The political and civic engagement of young adults in America. Report for the Center for Information and Research on Civic Learning and Engagement (CIRCLE) and the Center for Democracy and Citizenship and the Partnership for Trust in Government.
Flanagan, C., Bowes, J., Jonsson, B., Csapo, B., &. Sheblanova, E. (1998). Ties that bind: Correlates of adolescents’ civic commitments in seven countries. Journal of Social Issues, 54, 457-475.
Schondel, C & Boehm, K. (2000). Motivational needs of adolescent volunteers. Adolescence, 35.

Week 5: Civic knowledge and skills
Assignment due: Memo on knowledge and skills
Readings:
Baldi, S. (2001). What democracy means to ninth-graders: U.S. results
from the international EAS civic education study. National Center for Education Statistics. Chapters 1& 2.
Kirlin, M. (June 2003). The role of civic skills in/ostering civic engagement. Report for the Center for Information and Research on Civic Learning and Engagement (CIRCLE).
Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press, 101-107.
James, T. (Spring, 2003). Democratizing knowledge: The role of research and evaluation in youth organizing. CYD. 4,33-39.
Flanagan, c., & Faison, N. (2001). Youth civic development: Implications of research for social policy and programs. Social Policy Report, XV, 3-14.

Week 6: Civic and political efficacy
Assignment due: 1 page proposal for term paper
Readings:
Kahne, J. & Westheimer, 1. (2002). The limits of efficacy: Educating citizens for democratic action. Paper presented at the Annual Meeting of the American Political Science Association. Boston, MA. August 29-September 1,2002.
Kaba, M. (200 I). ’They listen to me … but they don’t act on it’: Contradictory consciousness and student participation in decision-making. High School Journal, 84,21-35.
O’Donoghue, J. & Kirshner, B. (2003). Urban youth’s civic development in community-based youth organizations. Paper presented at the International conference on civic education, New Orleans, LA, November 16-18,2003.
Steinberger, PJ. (1981). Social context and political efficacy. Sociology and Social Research. 65, 129-141.

Week 7: Leadership
Assignment due: Revision of one of your memos
Readings:
Gibson, C. (200 I, November). from inspiration to participation: A review of perspectives on youth civic engagement. New York: Carnegie Corporation.
Kouzes, J. & Posner, B. (1998). Student Leadersbip Practices Inventory. San Francisco, CA: Jossey-Bass.
O’Brien, J. & Kohlmeier, J. (2003). “Leadership: Part of the civic mission of the schools?” The Social Studies. 94(4) 161-166.
Roach, A., Wyman, L., Brookes, H., Chaves, C., Health, S.B., Valdes, G. (1999).
Leadership giftedness: Models revisited. Gifted Child Quarterly 43, I, 13-24.

III. School, State, and National Policies for Youth Civic Engagement

Week 8: Civic education in school
Readings:
Meier, D. (September, 2003). So what does it take to build a school for democracy? Phi Delta Kappan, 15-21.
Mosher, R., Kenny, R., Garrod, A., & Sadowsky, E. (1994). Democracy in a New Hampshire school: Applied citizenship education. In Preparing for citizenship: Teaching youth to live democratically. Westport, CT: Praeger, 151-163.
Sawyer, C. (1993). Democratic practices at the elementary school level: Three portraits. In Berman, S., & La Farge, P. (Eds.) Promising practices in teaching social responsibility. New York: State University of New York Press, 87-103.
Kreisberg, S. (1993). Educating for democracy and community: Toward the transformation of power in our schools. In Berman, S., & La Farge, P. (Eds.) Promising practices in teaching social responsibility. new York: State University of New York Press, 218-235.
Kahne, J., & Westheimer, J. (1999). In the service of what? The politics of service-learning. In J. Claus & C. Ogden (Eds.) Service learning for youth empowerment and social change. New York: Peter Lang.
Boyte, H. (1991). Community service and civic education. Phi Delta Kappan, 72. 765-767.

Week 9: Students and school reform
Assignment due: Draft of final paper
Readings:
SooHoo, S. (Summer 1993). Students as partners in research and restructuring in schools. The Educational Forum, 57,386-393.
Crane, B. (2001). Revolutionising school-based research. Forum, 43,54-55.
Harding, C. (2001). Students as researchers is as important as the national curriculum. Forum, 43,56-57.
Mitra, D. (2001). Opening the floodgates: Giving students a voice in school reform. Forum, 43,91-94.
Silva, E. (2001). Squeaky wheels and flat tires: A case study of students as reform participants. Forum, 43,95-99.
Fielding, M. (2001). Beyond the rhetoric of student voice: New departures or new constraints in the transformation of 21st century schooling? Forum, 43, 100-109.
Fletcher, A. (2003). Meaningful student involvement: Guide to inclusive school change. Olympia, WA: The Freechild Project.
Listening:

http://www.wrni.orglfocusrhodeisland/archives/022704.shtmI

http://www.youthradio.org/education/kqed2003 _ krystleexitexam.shtm

Week 10:
Assignment due: Prepared presentation
Readings:
Sirianni, C. (Fall, 2002). Volunteering then and now: Civic innovation and public policy for democracy. The Brookings Review, 20,42-45.
O’Donoghue, J., Kirshner, E., & McLaughlin, M. (Eds.) (Winter 2002). Youth evaluating programs for youth: Stories of Youth IMPACT. New Directions for Youth Development, 96,101.118.
Youniss, J., Vales, S., Christmas-Best, V., Diversi, M., McLaughlin, M., & Silbereisen, R.
(2002). Youth civic engagement in the twenty-first century. Journal of Research on Adolescence, 12,121·158.
Haid, P., Marques, E.C., & Brown, J. (1999). Re-focusing the lens: Assessing the challenge of youth involvement in public policy. Ontano, Canada: The Ontario Secondary School Students’ Association & The Institute on Governance.
Final papers due June 6, 5:00 p.m.

Students should have completed one or more of the following courses: Introduction to Anthropology, Political Science. Psychology, Sociology, Economics, and/or related subject matter. In addition, students should be able to read at an intermediate to advanced level in English and Spanish. Much of the subject matter will require a high level of bilingual transferability and shifting back and forth between sources, literature, and research written in both languages. Students will also be asked to access Internet and web based sites in the United States and through resources within the European Union and European Council.

Youth Development and Youth Policy have become popular topics and emerging fields of study worldwide. In order to access the growing sources of information, students will be asked to research common youth-related topics on the Internet and in work groups. For example, many of the European Union and European Council reports and documents on youth are accessible via Internet and prepared in multiple languages. Partnering across disciplines, languages, and international experience will be an important component of this academic experience.

Course Summary:

This course is designed to prepare students in all majors, but those especially in Education and other public service disciplines, to a set of emerging global trends associated with framing youth issues in developmental terms and strategizing about how to support youth through state level youth policies. The idea that youth experience developmental stages is as old as the field of psychology but recent researchers, policy makers, and youth service practitioners in Europe and America have begun to emphasize the connection between positive youth development and federal, state and local policies to support. youth.

The course seeks to: 1) make students more aware of the basic conceptual and theoretical underpinnings associated with what youth development and positive youth development, in particular, means in the literature and current discussions among researchers and people in the field of youth work; 2) study, analyze and critique how youth development is emerging as a public policy agenda and philosophy; 3) compare youth policy frameworks in the United States with what is emerging in Europe and elsewhere; 4) investigate proposed model youth policy approaches advocated by national and international intermediary organizations; 5) research, discuss and write about approaches to youth development and youth policy in Spain, Andalusia and Granada, as practice areas for focused inquiry, research and ongoing study.

This course encourages active discussion, reading, reflection, writing and research on current problems and issues impacting young people worldwide, using the United States, Spain and Andalusia as the context for that process. Students will work independently and in small work groups to study special interest topics (youth problems, impact of popular culture, youth research, youth programming, state and local youth policy, youth as assets, youth participation strategies. public financing of youth programming, and other identified concerns). Working groups will be organized on the basis of federal, state, local, and community level issue analysis. This is done so students experience macro and micro levels of analysis about theory, application and practice. Research will also be done on Granada as a province and a community with specific youth issues, youth challenges, needs and opportunities investigated and mapped. Students will meet with regional and university researchers, community leaders, and youth program staff and advocates. These meetings will take place both on campus and in the community.

Course Readings:

There will be an extensive packet of articles and chapters to be purchased at the COE Publications Center. In addition, you will need to buy the following book(s), available by online orders or at a bookstore announced on the first day of class:

• Lerner, Richard (J995). America’s Youth in Crisis: Challenges and Options for Programs and Policies. Thousand Oaks, California: Sage Publications. ISBN: 0-8039-7069-2.
• Servicio Civico y Voluntario (2004). Published by the Global Service Institute. Free through the Internet at http://www.service-enquiry.org.za/

Due to the web-based research and study emphasis of this course, students will also need to continuously access the following web sites to review literature and constantly update their knowledge of current developments, reports and publications. Many of the listed online resources are posted in English, Spanish, and other languages. Publications and resources can also be downloaded free from most foundations, NGO’s and intermediaries. Internet sites to monitor include:

• Harvard Graduate School of Education.www.gse.harvard.edu
• The Center for Community Partnerships. University of Pennsylvania. www.upenn.edu/ccp
• Out of School Time Research. www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief5.html
• Council of Europe. Education for Democratic Citizenship. www.coe.int/edc
• William T Grant Foundation Youth Initiatives. www.wtgrantfoundation.org/
• Youth Action Net. www.youthactionnet.org/
• Ashoka Worldwide Social Entrepreneurs Network. www.ashoka.org
• Inciativia para la movilizaeion de Recursos. www.moviliza.org
• Spanish Youth Council. www.cje.org
• European Youth Forum. www.youthforum.org
• W.K. Kellogg Foundation. www.wkk.org/
• Annie E. Casey Foundation Policy Magazine. www.aegf.org/
• Forum for Youth Investment. Leading Youth Policy Intermediary in U.S.
• www.forumforyouthinvestment.org/
• Soros Foundation Network Open Society Institute. Youth Initiatives. www.soros.org/initiatives/youth/
• Academy for Educational Development. Center for Youth Development and Policy Research. www.aed.org/Youth
• Ministry of Universities, Research and Information Society (Spain and International). Gencat. www.gencat.net
• European Commission Statistical Data. www.europa.eu.int/comm/eurostat/
• International Network of Observatories in Cultural Policies.
• www.unesco.org/culture/development/observatories/
• International Centre for Social Welfare Policy and Research. www.childwatch.uio.no
• Columbia University Clearinghouse on International Development in Child, Youth and Family Policies. Focus on Spain. www.childpolicyint.org/countries/spain01.htm
• European Children Network. www.childrensnet.org/
• British Youth Council. www.byc.org.uk/
• lnternational NGO Youth Networks. www.infoyouth.org/
• Global Youth Action Network. www.takingitglobal.org/
• International Council on National Youth Policy. www.icnyp.net/
• Spanish Institute of Youth (INJUVE). Database and extensive publications. www.mtas.es/injuve/
• Institute for Social Studies of Andalusia. Spanish Council for Scientific Research. www.iesaa.csis.es/
• International Centre for Youth Policy. Netherlands. www.youthpolicy.ni/smartsite/
• European Youth Observatory . www.diba.cs/cyo
• Barcelona Youth Council. www.cjb.org/
• International Youth Foundation. www.iyfnet.org/

Students will be expected to weekly review their cluster web resources, note and download important developments, and share their discoveries and findings with the class as a whole. This is one means for working groups to function as a research team and the class a whole to become a learning community. Instructions will be provided on how to share resources, Jinks, publications and referrals with each other online and in class. The class will also co-construct a web analysis form to use for individual and team assessment of web site utility.

Course Requirements:

Your grade will be based on the following:

1. A take home essay of your initial assessment of what youth development and youth policy means to you, what the central assumptions are underlying a youth development approach, and your initial thoughts on how these concepts do or ought to actually connect to youth policy. Specific questions for the essay will be distributed the first week of class, February 21-23, 2006 and the essay will be due the following week, February 22, 2005. This submission will be worth 5% of your final grade.

2. Instead of a final exam, each class participant will be responsible for preparing or contributing significantly to two submissions – a case study summary on a critical youth development or youth policy of interest to them or a working group of classmates, including a brief explanation of the issue, major relevant literature and references, core elements and/or findings underlying the concern, programs and projects designed to address it, and organizational and web-based resources to follow-up with or contact for information. These youth development/youth policy briefings should be concise, to the point, factual, thorough, tightly written and not longer than 4-6 typed pages. The final briefing should be prepared in PDF format and on CD for final submission. The second submission relates to community/site observations, interviews, and service participation with a local youth serving organization, city project, and/or NGO. The format fur this submission remains virtually the same: brief explanation of the organization/site, program and/or projects main purpose; the key focus of their activities with and for youth; summary listing of major themes from your interviews with youth or staff, what you learned about youth participation from your observations and involvement with this group and the youth it serves. Again, this should not be longer that 4-6 typed pages, prepared in POI’ format and ready to load on a web site, submitted on a CD. The quality of these assignments will represent 50% of your final grade. Each submission will be worth 25%.

3. Preparation of a student journal covering thoughtful reflections on the class, readings, presentations, research and working group activities, field observations, and voluntary service experiences that captures your intellectual, group interactions, and personal insights on the entire course experience from start to finish. This document should record your private observations and lessons being learned throughout the entire academic experience. It should be typed with daily/weekly entries noted, given themes and titles to comments and observations, and thorough in terms of the range of learning activities engaged in (class, reading, observation, service). The Youth Development Youth Policy Journal will be collected at four intervals over the course of the semester as noted on the class schedule. Lateness and non-submissions will impact your final grade. 25% of your total class grade will be impacted by this reflection and self-learning tool. See syllabus for submission dates. Again, this can be submitted through the Internet as an email attachment, in a notebook, or as a diskette and/or CD.

4. Class participation, project activities, team involvement, actual engagement in service will all be important contributing factors for this course’s success. Students are expected to show up, be involved, give of their time and talents. Voluntary youth participation is a primary goal for the entire experience. Items 2 and 3 above are ways to submit products that demonstrate this involvement. However, actual participation — going to class, attending work group meetings, conducting youth research and preparing briefings, attending community sessions, spending time at youth field sites, volunteering your time to youth organizations (documented and verified) — represents 20% of the final class grade. Sign in sheets will be provided for all sessions to indicate your attendance. Actual attendance is but one way to measure participation. How you use your voice, raise questions and concerns (orally or in writing), and your willingness to help and serve the group as a whole, and/or the youth you volunteer with, are other indicators.

Class Activities and Assigned Readings

WEEK ONE:
Course Overview – Assignments, Requirements, Internet Cluster and Working Group Projects, Journals and Final Products. All Equal High Expectations!
Session Focus: Personal Explorations into Youth Development and Youth Policy
Reading Assignments
Secure Reading Packet and Books, Explore Web Sites, Identify Language Preference in Sites, Bookmark Favorites, Select Personal lnterest(s), Survey Youth Development and Youth Policy Issues – Come to Class Ready to Discuss What You Discovered and What You Want to Know More About

WEEK TWO:
Youth Development and Youth Policy from Student Perspectives – Class Small Group Exercise, with Follow-up Strategies for Students and Instructors
Continue to Research On-line Cluster Web Sites Assigned to You or Your Working Group and Be Prepared to Share What Relevant Information You Found. .

Framing Youth Development – American Perspectives
Reading Assignments
Lerner (1995). “The Contemporary Crisis of America’s Children and Adolescents,” and “Developmental Contextualism,” pp. 1-32 in primary text.
Pittman and Zedlin (1995). “Premises, Principles and Practices: Defining the Why, What, and How on Promoting Youth Development Through Organizational Practice,” pp. 1-30, in your reading packet.

WEEK THREE:
Session Three: Integrating Perspectives, Towards Framing Core Concepts – Ist Mapping Exercise
Reading Assignments
Lerner (1995). “Integrative Vision of Human Development Research and Outreach,” pp. 33·60, in primary text.
Juan Sebastian Fernandez Prados. (2002). La categoria social devoluntariado y su realidad Espana, pp. 181-198 in your reading Packet.
Servicio Civico y Voluntario (2004). Read the entire text over the next three class sessions.

WEEK FOUR:
Youth Development Examined in Multiple Contexts — Family, Community, Institutions, and Government – Small Group Class Exercise with Reports
Reading Assignment
Search Web Sites For References, Publications, Reports on Issues Related to Youth Development and/or Youth Policy That Address Family, Community, Institutions and/or Government Topics.
Background Readings:
Goran Therborn (1993). Los Derechos de los ninos desede la constitutcion del concepto moderno de menor: Un estudio comparado de los pates occidentales, pp. 77- 143 in the reading packet. Though this article deals specifically with children’s issues and child and family policy, it has great relevance as an overview on how youth as a subject, field of study, and subsequent policies emerged in modem Spanish society over the last 25-50 years. This is a major article for you to review and refer throughout this entire course.
Francisco Fernandez Palomares. (1992) “Sociologia y cambio educativo, escuela contexto, una experiencal en el poligono de cartuja de granda,” in the reading packet. Report by the current Dean of the College of Education at UGR on a community learning project dealing with school and community context in a barrio next to the UGR campus, the Cartuga neighborhood.
Columbia University (2001). Spain Report. Secure on line from the Clearinghouse on International Developments in Child, Youth and Family Policies website,
www.childpolicyintl.org/countries/spain01.htm
Check Update report, March 2003, same site.

WEEK FIVE:
Youth Development in Practice – Role of Research, Intermediaries and NGO’s
Reading Assignments
Zedlin (1995). “Opportunities and Supports for Youth Development: Lessons From Research and Implications for Community Leaders and Scholars,” in the reading packet, published by the Center for Youth Development and Policy Research, pp. 1-21, plus Appendix, in the reading packet. This is a thorough review of the field to the mid-1990′s. Not available on line, at this point.
Lerner (1995). “Designing Successful Prevention Programs,” pp. 61-76 in the main textbook.

Additional Reading Assignments
Hugh Frazer (2002). La accion voluntaria y los programas contra la pobreza, pp. 165-196, in the reading packet.
This is an introductory reading on the challenges of dealing with poverty through voluntary action, focusing on Ireland and Spain mostly, with some reference to Portugal as well. It clearly lays out the challenges associated with trying to solve large societal problems by dealing with local volunteer actions. It addresses the value of these strategies, only if they are tied to national level public policies.
Joaquin Susino Arbucias (2002). La sociedad urbana en andalucia. In La Sociedad Andaluza 2000, pp. 307-331, in the reading packet.
Manuel Fernandez Esquinas y Morcnte Mejias (2002). La juventud andaluza,” in Sociedad Andaluza 2000, pp. 497-521, in the reading packet.

WEEK SIX
Asset Mapping – What Really Needs To Be In Place To Support Young People
Reading Assignments
Barcelona Youth Council. Youth Participation: “Conference on Zones and Facilities for Young People–Tools for Debate,” on www.cjb.org web site. Download documents and relevant resources. Check links.
Search Institute (1998). J 50 Maneras de Mostrat a los Ninos su Interes por Ellos. Handout.

WEEK SEVEN
Impacting Public Agendas – TIle New Mexico Story
THIRD YOUTH DEVELOPMENT/YOUTH POLICY JOURNAL SUBMISSION
Morris (2001). Reframing New Mexico’s Assets: Toward A Sustainable Statewide Youth Initiative. In your reading packet.

Session Focus: Impacting Public Agendas – European Union and European Council
Reading Assignments
Research and Review the European Union Youth Program through the European Commission at www.europa.eu.int/comm/youth/program/
Also download the Commission of the European Communities (2001) White Paper – A New Impetus for European Youth. Pay particular attention to how the idea of youth as a field of work and services was framed, and the role education are to play in young people’s development.

WEEK NINE
The Universities as Sites — for Youth Work and Civic Engagement (CE)
Reading Assignment
Council of Europe (2002). Executive Summary Report on Education for Democratic Citizenship (EDC) 1nitiative. www.coe.int/TE/Culture_Co_coperation/education/Higher_education/Activities/Universities_as_sites_of_citizenship/Executive-Summary.asp
Among the main ideas this report raises is the fact that universities should be sites where young people learn civic engagement skills and volunteer, work and serve at the grassroots level of society as a way of building social capital and to develop citizenship skills and civic experiences.
Carey and Forrester (1999). Sites of Citizenship: Empowerment, participation and partnerships. A special report on all the pilot projects that were part of the first round of the Education for Democratic Citizenship (EDC) project. Council of Europe, Cultural Co-operation Documents and Publication section.

Session Focus; Initiatives From EO and Federal and Regional Government: Education for Democratic Citizenship – What Does CE Mean in Practice?
Additional Reading Assignments
Commission of the European Communities (2004). Making Citizenship Work: Fostering Culture and Diversity Through Programmes for Youth, Culture, Audiovisual and Civic Participation. This documents proposes a series of initiatives and special projects to develop a “European citizenship” based on a set of principles and supporting activities.
Audigier (2002). Basic Concepts and core competences for education for democratic citizenship. Another Council of Europe publication about what the core learning and practice are associated with education for democratic citizenship. Also in the document section of the www.coe.int web site.

WEEK TEN
Youth Mapping Preliminary Reports- Themes and Topics
FOURTH YOUTH DEVELOPMENT/YOUTH POLICY JOURNAL SUBMISSION
No Reading Assignments
Lessons Learned from Civic Engagement and Youth Participation – Insights from Observations, Reflection, Immersion and Service

The social foundations of education course is an exploration and analysis of the underlying issues within contemporary educational policies, practices, and theories. It is an attempt to ground the day-to-day realities of the classroom within a larger philosophical, historical, anthropological, political, and sociological context. Such an interdisciplinary perspective will allow students to begin to reflect upon the structures and practices of American education and provide a foundation from which to continue becoming reflective and critical educational practitioners and leaders. It is also an opportunity to investigate the role of schooling and education within a democracy.

Through classic and contemporary text,.this class will: explore numerous issues at multiple levels: classroom, school, and school system. Overarching questions of multiculturalism, inequity; identity formation, the role of schooling, and issues of power will be discussed. So will more specific issues, such as tracking, educational reform, dropouts, community,-school relations and affirmative action. Moreover, the class will make use of field observations in schools, service-learning and experiential learning activities to highlight and reinforce the relationship between the theory and practice of education.

A fundamental, component of this course is student involvement and debate. To this end, the course will make use of diverse methods to help students grapple with the many issues of our educational system. This course will be run on the principle of a “guide on the side” rather than a “sage on the stage” – discussions, debates, questions, and silence will be the rule, not the exception.

Course Goals

• to give students a deeper multidisciplinary perspective from which to interpret, question, reflect upon, and engage with the underlying issues within contemporary· educational theory and practice
• to nurture and promote the art of dialogue (written and oral) inside the classroom and civic responsibility outside of it
• to link the theory of the texts with the lived reality of students in their schools and communities
• to make explicit and begin to question the implicit norms of radical individualism and in the process foster students’ self-reflexivity towards who we are and what we do and subsequent implications upon teaching, leading, and learning in our school?

Course Texts

Deborah Meier, The Power of Their Ideas, 2002
Jay Macleod, Ain’t No Makin’ lt, 1995
Richard Rodriguez, Hunger of Memory: TheEducation of Richard Rodriguez, 1983

All of the other readings are available as e-reserves on CNAV, through on-line databases or on the Internet. Please refer to the syllabus and the professor’s website for specific information.

Additional books for book critiques:

• Theodore Sizer, Horace’s Compromise: The Dilemma of the American High School, 1992
• Vivian Gussin Paley, White Teacher, 2000
• Esme Raji Codell, Educating Esme: Diary of a Teacher\’s First Year, 2001
• Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 1998

Course Evaluation

Critique Papers

Three critique papers will be due. Each should be submitted to the professor (either as an e-mail or in class) and archived on your personal web page. The overarching goal of each critique is to synthesize your thinking on the readings in relation to your experiences outside of class (e.g. service learning, classroom observations) and your own interest in being a teacher. This will be facilitated through a set of guiding questions to be taken up, analyzed, questioned, and expanded on.

Each subsequent critique will be worth more points as you come to learn my expectations for writing a critique. Thus the 1st critique will be worth 10 points, the 2nd critique 15 points, and the 3rd critique 20 points. This does not connote that the content of the 3rd critique is more important than the content of the 1st critique; rather, it simply signifies the expectation I that you will be able to write a concise, articulate and thoughtful critique by the end of the term. I expect critiques to be analytical, reflective, critical, and synthesizing. By this I mean that I do not want a description of the texts (I have already read them), nor a negative analysis. A rubric for how I will grade critique papers is attached.

Each critique should be between 1,000 – 2,000 words (approximately 3 – 6 pages). All critiques are due in class; if there is no Class on that particular day, the paper is due by the time class would have normally started. Each critique should be double-spaced, 12-font, have page numbers, and be stapled. All citations of the texts
should be footnoted. Late papers will be downgraded one letter grade (e.g. from an ‘A’ to a ‘B’) for each week late. Any papers not handed in by the due date of the next paper will be given a grade of zero (0).

You have the opportunity to hand in a draft of each paper to the professor. The draft must be submitted at least 48 hours before the due date\’., The draft should be either e-mailed to the professor or given as a paper copy. I will try to respond with comments as soon as possible. The topics for each paper are attached. As such, you are free to begin thinking about, reading for, and asking questions concerning these issues.

Blackboard e-Journals

You will be required to maintain an e-journal throughout the semester on Blackboard. The goal of the e-journal is to provide you with an informal opportunity to further articulate, reflect upon, and question your own thoughts and beliefs and those of your d1assmates. I have posted initial questions for each set of e-journals due (see the course schedule below for exact due dates and questions); you are free to answer the question, take the question in a different direction, respond to other postings, or articulate\’ a different issue you feel is pressing and relevant.

The e-journal entry should be a minimum of 150 words (half a page) and is due by midnight on each Thursday before class (with the exception of days when quizzes or papers are due). You will not be graded on the content; rather, you will be graded on whether or not you completed your entry for each week in a timely and adequate manner. You will receive one point for each e-journal completed on time and of adequate length. Given the non-graded format (for content, at least), you are strongly encouraged to “take chances”: develop linkages between multiple ideas and themes, engage in self-reflection of personal educational experiences, try out different perspectives, write in a different voice and style, etc. You are also highly encouraged to read and dialogue with other classmates’ postings.

All e-journal submissions should be kept strictly confidential–they are not to be shared with anyone outside of the Class (either by the professor or by other students); if you feel more comfortable, your entries can be directly e-mailed to the professor rather than posted on Blackboard. Moreover, you may find that after writing some journal entries you may want to keep some or all parts of it completely confidential. You have the right to not submit those parts. A note to that effect should be sent to me for that week. I have the right to question the excessive use of this prerogative and may ask for additional journal entries to be submitted.

Quizzes

Three quizzes will be given in this course. Each will be worth ten points. They will focus on your ability to clearly and succinctly articulate the main themes of our readings. The final quiz will have one component that will need to be completed during the final exam time. See the schedule below for the exact dates of the quizzes.

Book Critique

You will be required to read an additional book and present a summary of it to the class (due on December 1st). You may do this on your own or in a group of two or three. I have listed some suggested books (see the course readings above). You may also choose a different book that has been written by one of the authors on the syllabus (e.g. John Taylor Gatto’s A Different Kind of Teacher, John Dewey’s Experience and Education, Jonathan Kozel’s Savage Inequalities, Lisa Delpit’s Educating Other People’s Children, E. D. Hirsch’s Cultural Literacy, Alfie Kohn’s What To Look For in a Classroom, A. S. Neill’s Summerhill). While choosing your own book is strongly encouraged, you must consult with me before choosing a book not on the suggested list.

The book critique is worth five points. It will be graded on (a) your book summary hand-out, and, (b) your short presentation. The summary should be a one-page summation of the book through bullet points, a concept map, or some other notational method – to be handed out at the beginning of the class such that other students can use it as a reference for that book. It should make use of quotes, page references, etc., in order to give a sense of the content and goals of the book. The presentation should be about 5 minutes, in length. This is your opportunity, to directly guide the teaching and learning process in the class. As such, all aspects of the presentation should be thoroughly prepared: e.g. it should be succinct, clear, informative, challenging, and engaging. Additionally, the presentation should have an overarching theme (e.g. “what I have learned”, “the main point of the book”, “how this book relates to this class”.

In-Class Engagement

In-class engagement implies both personal contributions and thoughtful contemplation of peers’ points. Although the extremes–constant contributions and complete meditative silence–are obviously discouraged, everything in between is acceptable.

Additional Notes & Requirements

Classroom Observations
The education, department requires that all students in the education minor complete a total of 40 hours of c1assroom observations before they begin their student teaching semester. All students must therefore complete\’ a minimum of ten hours of classroom observations during this course. Secondary students must also complete an additional ten hours of observation; this may be done either during or after this semester. A minimum of five hours must be done at a school and with a cooperating teacher to be assigned to you. You have the option of completing these observations at another school and with I another teacher. All other hours may be completed in a variety of ways, such as a classroom assistant, as a tutor in an after-school program, etc. Your service-learning hours may count towards these hours as well. You will receive a classroom placement in the first weeks of the semester. Make sure to keep track of your hours using the blue cards available in the Educational Department office. You are to turn in a jourl1lal of your classroom observations on the last class of the semester. The journal should consist of your observations with explicit linkages to issues discussed throughout the course. More specific journal guidelines will be passed out and discussed in class. Lack of timely and adequate completion will result in the loss of 5 points.

Personal web page
All education minors are required to develop a personal web page if you do not already have one. This is the site where you will archive all of your writings and, in later classes, your lesson plans, units, resume, etc. You should therefore think of this web page as the start of your education portfolio. Detailed instructs for the construction and maintenance of this site will be given in class. You will also have full support from College’s IT department for the construction, maintenance, and trouble-shooting of this site. Your web page is due on November 10th. Lack of timely and adequate completion will result in the loss of 1 point per day until the web page is completed.

Text Outline Discussion
You will be required to outline one text during the semester. You may do this on your own or with a partner. A text outline should be a one-page summation of a text through bullet points, a concept map, or some other notational method – to be handed out at the beginning of the class such that other students: can use it as a reference for the day\’s texts. Additionally. You should present a short verbal overview that articulates the main issues in the text, links the text to the guiding questions (see the Course schedule, below), and begins some questioning and analysis of the text. Lack at timely and adequate completion will result in the loss of 5 points.

Service Learning Project
This course has a service-learning component. Service-learning in this Course is defined as the integration of community-based service and academic classroom work. Some of the primary foundations for service-learning are reciprocity between the college and community, respect for those being served, and relevance of content both to the teacher education students and to the youth and community, organization, partnered with. This service-learning project has direct linkages to numerous issues we will be studying in the semester (e.g. multicultural education, equity in education, access to higher education, the politics of identity, literacy, second-language learners, affirmative action). Specifically, you will be working with migrant, immigrant, and Iow-income 9th grade students: from Gettysburg High School and other surrounding high schools. This will be run by the Migrant Education program of the Lincoln Intermediate Unit (L1U #12) and will be conducted at Musselman Library on Mondays and Wednesdays from 3:30 – 4:30 p.m. (alternative arrangements are possible for individuals unable to meet during these specific times. These will be developed individually at the beginning of the semester with the professor). You will be required to do two things: (a) tutor a minimum of 1 hour Mondays and Wednesdays to increase your familiarity with the program and the youth and to provide stable relationship for the youth you are tutoring: If you cannot tutor on both days, you should partner with another classmate (who can be from the other ED 209 section) in order to alternate days. You or your partner are required to be there for every single tutoring session. The social/cultural event should be planned for the end of the semester and is a group undertaking. You will work in groups to provide the youth with an enjoyable and informative event (e.g. ropes Course, college tour, musical event/demonstration, theater collaboration). All activities must be approved by the professor prior to implementation. More specific guidelines and information will be passed out and discussed in class. Additionally, the Center for Public Service will run several orientation sessions to help you prepare for the service-learning experience. Attendance at such events is mandatory. Lack of timely and adequate Completion of the tutoring and event planning/enactment will result in the loss of up to 10 points.

Course Schedule

Wed Sept. 1 Class Introduction & Overview

Fri Sept. 3 Philosophical and Historical Foundations ’“Goals of Education I

• A.S. Neill, Summerhill, pp. 3 ’“ 34 [e-reserve]
• E.D. Hirsh, Culture Literacy, pp. 1 ’“ 32 [e-reserve]

Guiding Questions: What is the goal of education of Neill? Why are children (as opposed to adults) at Summerhill allowed to make the choice of whether to attend class or not? What is the purpose of the Saturday night meeting at Summerhill? What is the goal of education for Hirsh? What does culture literacy mean? How is culture literacy, for Hirsh, linked to social justice?

Blackboard posting # 1 due by Thursday at midnight ’“ would you send your child to Summerhill? Why or why not?

Wed Sept. 8 Philosophical and Historical Foundations ’“Goals of Education II

• John Dewey, Experience and Education, Chapter 1, 2, 3, 7, 8 [website]
• John Dewey, My Pedagogical Creed [website]

Guiding Questions: How does Dewey overcome the traditional versus progressive opposition? When is experience ‘educative’? When is it ‘mis-educative’? What does Dewey mean by the term ‘continuity’ and ‘interaction’? How is experience and education linked? Why does Dewey education as a ‘progress of living and not preparation for the future living’? How is education the driving force of social progress? What does Dewy mean that the goal of education should be the opportunity for more education? How is education connected to democracy?

Fri Sept. 10 Philosophical and Historical Foundations

• Professor at conference ’“ no class

Blackboard posting # 2 due by Thursday at midnight ’“ complete the following sentence and explain your answer: ‘education is like’¦’

Tuesday September 14th or Wednesday, September 15th ’“ Center for Public Service Orientation REQUIRED
6:30 ’“ Community Partner Fair ’“ required for those not working at Musselman Library
7:00 ’“ Your rights and expectations
7:30 – Diversity
8:20 – Liability and professionalism

Wed Sept. 15 Philosophical and Historical Foundations ’“ Feminist Perspectives

• Nel Noddings, ‘”Teaching Themes of Care”" Phi Delta Kappan, 1995″ 76, pp. 675-679. [on-line]
• Nei Noddings, “The Care Tradition:\’ Beyond \’Add Women and Stir\’\'\’: Theory into Practice, 2001, 40(1), pp. 29-34. [on-line database]
• Adrienne Rich, “Toward a Women-Centered University\’;\’ pp. 328 -355 [e-reserve]
• Blythe McVicker CHnchy, “On CritiCal Thinking and Connected Krlowing.” in Liberal Education, 75, pp. 14 – 19. 1989. [e-reserve]

Guiding Questions: What, according to Noddings, is the “care tradition\’? How does it differ from previous educational theories studied so far? What does it mean, according to Rich, that our educational institutions are “male-centered”? What would a “women-centered university” be like?

Fri Sept. 17 Philosophical and Historical Foundations ’“ Critical Perspectives

• Paulo Freire, Pedagogy of the Oppressed, pp. 57 -74 [e-reserve]
• Jules Henry, Culture Against Man, pp:.. 283 – 293, [e-reserve]

Guiding Questions: What according to Freire; is the “banking concept of education?” What is the problem-posing notion of education? What does Henry mean when he says that schools are notset up to encourage creativity? What is the “noise” in the classroom, according to Henry, and why is it more important than the content? How and why does Haley compare schools to factories?

Blackboard posting #3 due by Thursday at midnight –Has your education ‘oppressed’ you?

Wed. Sept. 22 Philosophical and Historical Foundations ’“ The Hidden Curriculum of School

• Phillip Jackson, Life in Classrooms, pp. 3 – 37 [e-reserve]
• Larry Cuban & David Tyack, Tinkering Towards Utopia, pp. 85 – 109. [e-reserve]

Guiding Questions: What according to Jackson, is the “hidden curriculum?” Why, according to Cuban and Tyack, are the fundamental features of schools and classrooms so difficult to change? Why do they refer to this as a “grammar of schooling?”

Quiz #1 handed out

Fri. Sept. 24 Philosophical and Historical Foundations ’“ Founding Ideals

• Thomas Jefferson’s letter – “The Natural Aristocracy” (1813) ’“ [website]
• Thomas Mann, Report No. 12 to the Massachusetts School Board (1848) – preface, intro, first section [website]

Guiding Questions: What does Jefferson mean by a ‘natural aristocracy’? How does this differ from an “artificial aristocracy’? What was Jefferson’s educational vision and how did it relate to his notions of a natural aristocracy? What is, according to Mann, the “common school’? How will this type of schooling serve as a “means of removing poverty and securing abundance?”

Quiz #1 handed out

Wed. Sept. 29 Philosophical and Historical Foundations ’“ Founding Problematics

• 1872 Rules for Teachers ’“ [website]
• 1923 Teacher’s Contract – [website]
• Nineteenth century\’ schedule for a day — [website]
• Plessy versus Ferguson (1896) – [website]
• Margaret Haley, “Tile Factory System”, 1924 ’“ [e-reserve]
• Agnes de Lima, “Any School Morning”, 1\’924 ’“ [e-reserve]
• Larry Cuban, How Teachers Taught, pp. 23 – 45. [e-reserve]

Guiding Questions: What were the guiding- concepts and structures\’ to the school day at the end of the nineteenth and beginning of the twentieth century? What do the rules for teachers and teacher’s contract imply about the role of teachers in society at that time? How were issues of race, class and authority in schools and society conceived of at that time?

Quiz #1 due

Fri Oct. 1 Philosophical and Historical Foundations ’“ Conclusion

• 1St Critique Paper Due [Experiential Learning Activity] – in-class -> paper]

Wed Oct. 6 Sociological and Anthropological Foundations ’“ Inequities in US Society

• Jonathan Kozol, Savage Inequalities ’“ East St. Louis & Chicago, IL [website]
• NAACP Call For Action in Education – [website]; note: do not read the recommendations
• NCTAF “Two-Tiered Educational System” – executive summary – [website]

Guiding Questions: What, according to all of the readings, are some examples of the continued inequities in American education? Why does this continue to happen?

Fri Oct. 8 Sociological and Anthropological Foundations ’“ Issues of Race

• Lisa Delpit, Other People’s Children, pp. 21 ’“ 47 [e-reserve]
• John Ogbu, “Adaptation to\’ Minority.· Status and Impact on School Success” Theory into Practice, 1992,- 31(4), I, pp. 287-295. [on-line database]
• Racial Implicit Association Test – [website]

Guiding Questions: What, according to Delpit, is the ‘culture of power’? What, according to Ogbu, is the difference between involuntary and voluntary minorities? Why does Ogbu create this distinction between minority groups?

Blackboard posting #4 due by Thursday at midnight – Are you comfortable with the results of your racial implicit association test? Why or why not? Are you racist?

Web Oct. 13 Sociological and Anthropological Foundations ’“ Issues of Multiculturalism

• Richard Rodriguez, Hunger of Memory

Guiding Questions: What is Rodriguez’s perspective on Affirmative Action? On bilingual education? On assimilation? How and why does Rodriguez believe that education changes you? Why does Rodriguez insist on making the distinction between the public and the private spheres?

Fri Oct. 15 Sociological and Anthropological Foundations ’“ Tracking/Detracking

• Maureen Hallinan & Jeannie Oakes, ‘Exchange on Tracking’, Sociology of Education, 1994. 67(3). Pp. 79 ’“ 91. [on-line database]
• Alfie Kohn, ‘Only For My Kid’, Phi Delta Kappan, 1998, April, 79(8). Pp. 568 ’“ 577. [on-line database]

Guiding Questions: What, according to Hallinan and Oakes, are the positive outcomes of tracking? What are the negative outcomes of tracking? What is detracking? Is tracking in and of itself the problem, or are there other structural conditions that cause the majority of the problems associated with tracking? Why does Kohn blame parents for the continuation of tracking?

Blackboard posting #5 due\’ by Thursday at midnight – Did you benefit from the tracking at your high school? Why or why not?

Wed Oct. 20 Sociological and Anthropological Foundation ’“ Issues of Race and Class

• ’¢Jay Macleod, Ain’t No Makin’ It, Part I

Guiding Questions: What, according to Macleod, is the efficacy of schooling argument? What is the equality of opportunity argument? Why does Macleod argue that one\’s socioeconomic status determines one\’s educational level rather than the other way around?

Fri Oct. 22 Sociological and Anthropological Foundation ’“ Issues of Race and Class

• Jay Macleod Ain’t No Makin’ It, Part II

Blackboard posting #6 due by Thursday at midnight – Why were the Hallway Hangers not successful?

Wed. Oct. 27 Sociological and Anthropological Foundations – Issues of Gender

• Myra and David Sadker, Failing at Fairness, pp. 1 -14 [e-reserve]
• Judith Kleinfeld, “Student Performance: Males versus Females, The Public Interest” 1999, Winter, pp. 3 – 20. [on-line database]

Guiding Questions: How, according to the Sadkers, is gender discrimination still occurring in classrooms? Why, according to the Sadkers, are girls marginalized in the classroom? Why does Kleinfeld believe that gender discrimination does no longer occur? What statistics does Kleinfeld use to support her argument?

Quiz # 2 handed out

Fri. Oct. 29 Sociological and Anthropological Foundations – Questioning Gender

• Blythe McVicker Clinchy, “On Critical Thinking and Connected Knowing.” In Liberal Education, 75, pp. 14 – 19. 1989. [e-reserve]
• Dorte Marie Sondergaard, “Poststructuralist approaches to empirical analysis.” In Qualitative Studies in Education, 15(2), pp. 187 – 204. [e-reserve]

Guiding Questions: Are women different from men in how they think and act? What specifically, are the differences between connected knowers and separate knowers according to Clinchy? What, according to Sondergaard, is the point of the Paper Bag Princess story? Why do the children resist it? Who, according to Sondergaard, is Kim (e.g. a “male,” a “female”)?

Quiz #2 due

Fri. Nov. 5 Sociological and Anthropological Foundations
Professor at conference – no class

2nd Critique Paper Due

Wed. Nov. 10 Political and Legal Foundations – Educational Reform
* Deborah Meier, The Power of Their Ideas

Guiding Questions: Meier argues for the importance of small, self-governing, schools of choice; why are these three things so important? What are Meier\’s “habits of mind”? How does Meier\’s school relate to her consistent desire to promote democracy in our society?

Web page due

Fri. Noy. 12 Political and Legal Foundations – Landmark Policy and Legal Cases *Brown v. Board of Education of Topeka (1954) – [website]

• A Nation at Risk (1983) – [website]
• No Child Left Behind (2001) – [website]

Blackboard posting #7 due by Thursday at midnight – Should schools be used as the primary mechanisms for social change?

Wed. Nov. 17 Political and Legal Foundations – Teaching as a Political Act

• James Baldwin, “A Talk to Teachers”, pp. 131 – 137 [e-reserve]
• John Taylor Gatto, “A Different Kiind of Teacher”, pp. 158 – 167 [e-reserve]
• bell hooks, “Ecstasy”, pp. 201 – 207 [e-reserve]

Guiding Questions: Why does Baldwin claim that education is fundamentally a paradoxical act? What does Baldwin mean when he argues that a label says more about the person doing the labeling than about the person being labeled? What does Gatto mean when he argues that you can only teach who you are? Why is Gatto disparaging of the traditional educational system and the students going through it? What does hooks mean by “engaged pedagogy”? What does hooks mean that education is about being on the “razor\’s edge” or being “pushed off a cliff”?

Frl. Nov. 19 Political and Legal Foundations – Politics of Identity and (Dis)Ability

• George D. Spindler, “Beth Anne – A Case Study of Culturally Defined Adjustment and Teacher Perceptions” pp. 111- 126. [e-reserve]
• Ray McDermott & Herve Varenne,”Culture as Disability” In Anthropology & Education Quarterly 26(3), pp. 324-348. 1995. [e-reserve]

Guiding Questions: Why do the teachers choose Beth Anne as the representative “well adjusted” student? Does Spindler consider her well-adjusted? What, according to McDermott and Varenne, are the differences between three models of looking at education: deficit model, difference model, culture as disability model? What does it mean that culture is a disability? Is Adam disabled? What does it mean to have a disability?

Blackboard posting #8 due by Thursday at midnight – Is Beth Anne successful? Why or why not? Why do her teachers believe her to be “well-adjusted”?

Thanksgiving Break

Wed. Dec. 1
Fri. Dec. 3
Wed. Dec. 8
Fri. Dec. 10
Political and Legal Foundations Book critiques

Political and Legal Foundations – Cross-Cultural Perspectives

• G. Victor Sogen Hori, “Teaching and Learning in the Ritual Zen Monastery.” In. Journal of Japanese Studies, 1994, 20(1), pp. 5- 35 [on-line database]
• Nancy Ukai, “The Kumon Approach to Teaching and Learning: In Journal of Japanese Studies, 1994,20(1), pp.87 -113. [on-line database]
• IQ test – [website]

Guiding Questions: What, according to Hori, are the differences between “teaching by teaching” and “teaching without teaching”? What are the assumptions and implications of “teaching without teaching”? How does “teaching without teaching” lead, according to Hori, to mystical insight? What is the “kumon” approach? Why is repetition so important? What is “over-learning”?

Blackboard posting #9 due by Thursday at midnight. Are you intelligent based on your IQ test? What does your IQ test say about you?

Political and Legal Foundations – Conclusions
3rd Critique Paper Due [Experiential Learning Activity in-class]

Blackboard posting #10 due by Thursday at midnight – What use is the social foundations of education class? Who cares? So what?

Quiz #3 handed out

Mon. Dec. 13 Final Exam
Final quiz due

Critique Paper Questions

1st critique paper. The readings in the philosophical and historical foundations articulate very different philosophies of education, each premised on different visions of the role of schooling in our society. They put forward differing educational goals (e.g. freedom, cultural literacy, lifelong learning) and suggest highly divergent means by which to achieve such goals. What is your own philosophy of education? How does this relate to your vision of the role of schools in society? How should such goals be accomplished in your classroom and/or in society as a whole? What is the historical precedent, if any; for your vision? Use at least two authors from the readings to engage with these issues. You should be able to adequately describe, analyze, and critique the perspectives of the authors you are using (see grading rubric for specifics).

2nd critique paper: The readings in the sociological and anthropological foundations suggest that American education may not be truly equitable; it may not be a place where all children have access to an excellent education. Issues of race, ethnicity., class, language, and gender (among others), are intertwined in complex ways to students\’ academic achievement and sense of self. As Jay Macleod would argue, American education may be better understood in terms of structural determinism rather than radical free agency. Or as Richard Rodriguez may suggest, notions of academic success and assimilation are mutually dependent. Analyze one or more of these issues. For example, to what extent do we have free will to pursue our educational aspirations, regardless of our race, gender, or ethnic group? Is education the primary variable in a successful future? Is American education a “level playing field”? Is assimilation a necessary but not sufficient prerequisite to academic success? Your paper should ideally work on explicating interrelations: (a) between readings (e.g. Delpit, Ogbu, and/or Macleod); (b) between variables (e.g. race, class, and/or gender); or (c) between discourses (e.g. readings, your educational experiences, and/or service-learning project).

3rd critique paper: Choose a topic/issue of your choice and analyze it. You may choose to focus on one or more readings throughout the semester, your own educational experiences, your service-learning project, the experiential learning activities, and/or your classroom observations. Regardless of your focus, your paper must make some direct reference and linkage to class readings and other activities engaged in throughout the semester (e.g. service-learning, classroom observations)

Rubric for Grading Critique Papers

A critique does not denote a negative analysis. Instead, a critique involves a sensitive and thorough reading of the texts in question. This reading should not be for its own sake; in other words, while an accurate, concise, and well-articulated description of the texts is critical to your paper, such a description should be a first step to deeper analysis, reflection, critique, and synthesizing. By this I mean that the paper should be able to engage one or more of the following:

Analytic:
What is the purpose of the reading? What is the main argument?
How does the author support: his/her position? What are the implications of this argument?
How is this argument supported, extended, and/or contradicted by other readings?

Reflective:
Where do you stand on the author\’s position?
What aspects of your own experiences as a human being and as a student support and/or contradict this author\’s perspective?
Why do you believe as you do on these points? What are your assumptions and presuppositions?
How has this reading affected your position and/or understanding of this issue?

Critical:
What are the assumptions of the reading? What is glossed over in the reading?
What (or who) is kept silent/silenced in the reading?
What are some unintended consequences of the conclusions of the reading? What are some of the limitations of the conclusions of the reading?
Do other readings support, extend, and/or contradict this argument? What are the implications if there is major disagreement and/or contradiction in the readings?

Synthesizing:
How does this reading relate to other course readings? To classroom observations? To the service-learning project? To the experiential learning activities? To your own educational experiences?
What implications does this reading have upon your classroom observations, experiences, etc.? What implications does this reading have upon your perspectives concerning the issues brought out?
If accurate, how does the reading modify and/or support: your perspectives concerning teaching and learning? To the functioning of a school? To the goals of education for our society?

Your paper may take any shape or form, use a formal or informal voice, be first- or third-person, etc. You may want to make use of Gettysburg’s writing center. In general, though, your paper should have the following components:

Purpose – this is where you outline what you are going to, write about and why.

Main thesis – this is where you state, clearly and succinctly, the main argument/point you are discussing. Note that even if your paper does not reach a firm final conclusion on a specific issue (and many times there are no firm conclusions on the most important and complex issues), you should still be able to articulate the issue on which you cannot reach a conclusion.

Elaboration – this is where you spend more time articulating your main thesis. You may do so through multiple examples, in relation to, other readings, through different perspectives, etc.

Support/evidence – this is where you support your thesis by referring to other discourses, be they class readings, personal experiences, etc. Be aware that neither your subjective opinions (“I think this … “) nor received knowledge (“Dewey says this … “) are valid support in and of themselves. You must be able to show why your and/or others\’ perspectives are helpful to the discussion, what limitations, they may have, etc.

Evaluation – this is where you take a harder, deeper, and more critical look at your argument and the arguments; of others, you may have put forward. This is also where you begin to make some tentative and/or firm conclusions and implications of such conclusions.

Your paper will be graded based on the following rubric:

70% Clear and succinct description of the texts. Able to articulate the position of the author(s) and the main point(s). No analysis. No questioning. No reflection based on personal perspective. No linkage to other readings. No synthesis and extension of reflection, critique, and other readings.
80% Clear and succinct description and analysis of the texts. Able to articulate the position of the author(s) and the main point(s) and able to analyze it and/or reflect upon it. Rudimentary questioning and linkage to other readings. No synthesis and extension of reflection, critique, and other readings.
90% Clear and succinct description, analysis, critique, and linkage of the texts. Able to analyze, reflect, and question the author and the main point(s) based on personal perspective and/or other readings. Rudimentary synthesis and extension of reflection, \’critique, and other readings.
100% Clear and succinct description, analysis, critique; linkage and extension of the texts. Able to synthesize readings and personal perspectives in order to effectively argue for one’s position. Able to show how the central issue is related to other major issues.

This course examines various components involved in developing high quality programs for children ages birth to eight. Students learn about the physical space children inhabit and how the child interacts with the space. The course involves a study of appropriate methods required to create an educational environment that is nurturing, stimulating, and welcoming for all children to explore. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of young learners. Students gain an understanding of these needs through a study of major learning and childhood development theories. Learning is demonstrated through designing appropriate learning activities and applying knowledge of theories.

PREREQUISITES: EDEC 1150 and EDUC 1115

Licensure/Accreditation Statement: This course is required for students completing an associate or baccalaureate degree in early childhood education.

II. Required/Optional Materials

1. Designs for Living and Learning: Transforming Early Childhood Environments. Deb Carter & Margie Carter, Redleaf Press, 2003.
2. Developmentally Appropriate Practice: Curriculum and Development in Early Education (2nd ed.). Gestwichi, C., Cincinnati, OH: Delmar Publishers, 1999.

Optional/Support Materials
Decker & Decker. Administering Early Childhood Programs (Required text for EDEC 2283).

III. TOPICS TO BE COVERED

• Laying a Foundation for Living and Learning
• Creating Connections and a Sense of Belonging
• Keeping Space Flexible and materials Open-ended
• Designing Natural Environments That Engage Our Senses
• Provoking Wonder, Curiosity, and Intellectual Engagement
• Engaging Children in Symbolic Representation, Literacy, and Visual Arts
• Enhancing Children?s Use of the Environment
• Facing Barriers & Negotiating Change
• Tools for Assessing Your Environment

IV. NAEYC Standards

Standard 1. Promoting Child Development and Learning
Candidates use their understanding of young children?s characteristics and needs, and of multiple
interacting influences on children?s development and learning, to create environments
that are healthy, respectful, supportive, and challenging for all children.

1a. Knowing young children?s characteristics and needs
1b. Understanding multiple influences on development and learning
1c. Using developmental knowledge to create learning environments

Standard 4. Teaching and Learning
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive
development and learning for all children.

4b. Using developmentally effective approaches
4c. Understanding content knowledge in early childhood
4d. Building meaningful curriculum

Standard 5. Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

5b. Upholding ethical and professional standards
5c. Engaging in continuous learning
5d. Integrating knowledgeable, reflective, and critical perspectives

V. COURSE OBJECTIVES/REQUIREMENTS

Knowledge: The preservice teacher education candidate will demonstrate knowledge of:

1. Essential components of developmentally appropriate practice.
2. Components of effective scheduling.
3. Health and safety issues in varying environments.
4. Characteristics of room arrangements that are developmentally appropriate.
5. Social/emotional issues of young children as related to caregivers and the environment.
6. Appropriate/inappropriate adult responses to a young learners? social/emotional behavior.
7. The importance of outdoor and indoor environments.

Skills: The preservice teacher education candidate will be able to:

1. Differentiate between active/passive children, play, materials.
2. Examine classroom management as it relates to environmental construct
3. Define major theories of learning and development i.e., Rousseau, Pestalozzi, Froebel, Dewey, Montessori, Piaget, Vygotsky, Erikson, Reggio, and others.
4. Identify developmental milestones in respect to various ages: infants, toddlers, preschoolers, primary-aged children.
5. Identify elements of appropriate physical environments: room arrangement, furniture selection, equipment, materials, toys, health, & safety.
6. Conduct a playground assessment and identify playground needs based on that assessment.

Dispositions: The preservice teacher education candidate will:
Demonstrate willingness to:

1. Use developmentally practices to work with children and colleagues.
2. Advocate for developmentally appropriate practices in varying levels of early childhood environments i.e., childcare, preschool, elementary classrooms.

VI. COURSE REQUIREMENTS/GRADING

Attendance Policy & Course Participation Requirements__________Dec. 18_____(50 pts.)
Effective learning requires you to be an active participant in the construction of your own knowledge which includes active, involved, quality participation in class demonstrated by entering into discussions, asking questions, and offering thoughts and ideas for further exploration. Constructive learning of this nature can only occur if you are present. Up to three points per class will be awarded on the basis of attendance and active class participation.

Most assignments are authentic, thus involving a service learning component i.e., planning an event, conducting an environmental survey that can be shared with the school/institution, etc.

Three Program Visitations and Reaction Papers_________________________(150 points)
Students will be required to visit three different types of preschool/childcare (private, public, Head Start, etc.), collect data, review policies, and write a report on their findings. Put yourself in the shoes of the 3-6 yr. old children who spend their days in a space and use the following statements, from a child?s perspective, to assess the space:

I can see who I am and what I like to do at school/home?
There are comfortable places where adults in my life can sit and talk with me.
The natural world can be found here (objects from nature, animals, living specimens)
There is something sparkly, shadowy, wondrous/magical here.
My teacher leaves a special object out every day so I can keep trying to figure out more
about its properties and how it works.
I can feel powerful and be physically active here.
I can learn to see things from different perspectives here, literally, and through assuming
roles in dramatic play.
I see my name written, or I get to regularly write my name here.
I get to know my teachers here- what they like, how they spend their time away from
school, and which people and things are special to them.
Collect data [school brochure, enrollment package-including tuition, parent/staff
handbook, visit website)

Playground Visit/Analysis__________________(150 points)
Students will visit 3 different playgrounds, categorize them, reflect on and make recommendations about their design.

Description of Playground (Blueprint/layout)

Categorization Defined
Specific Zones/Equipment (Active/Passive play areas)
Safety Considerations
Relaxation Areas/Incorporation of the Senses
Loose parts for children to use/explore
Recommendations/References

DAP Play-based Activity_________________________100 points
Students will create/participate in an outdoor play activity based on the following guidelines:

The Big Idea
Purpose of activity
Activity itself
Materials (list materials needed by the child/children)
Manipulation (describe the use of the materials)
Choice (Modified options made available for children
Language/Literacy (Opportunities for communication)
Integration (Connectivity to content standards/indoor learning opportunities)
Support (how will adults/peers help the child think about his/her work
Time (Required time/use of time)

Concept Paper______________________________________________________50 points
Examine early and contemporary pioneers in early childhood education, refine your personal philosophy in the context of their concepts, and define your vision of what is possible.

Alignment with Early Pioneers
Alignment with Contemporary Pioneers
Present Philosophy
Visioning Change/the Future

This course explores collaboration with parents and with intra-and inter-agency teams as a basic framework to prepare students for administrative and leadership roles in the field of early childhood education, PreK-grade 3. The emphasis is on the importance of communication, teaming, and the assimilation of knowledge related to family/community partnerships; issues dealing with diversity; planning, implementing, and evaluating programs for all learners; leading and managing personnel; financing and budgeting; record keeping, and the establishment of policies and procedures in support of NAEYC Standards 2, 3, 4, and 5.

PREREQUISITES: EDEC 1150 and EDUC 1115

Licensure/Accreditation Statement: This course is required for students completing an associate or baccalaureate degree in early childhood education.

II. Required/Optional Materials

Decker & Decker (2005) Planning and Administering Early Childhood Programs

Helpful Resources
Rules resource: http://www.odjfs.state.oh.us/lpc/mtl/CCMTL51.PDF
Child care provider forms: http://www.jfs.ohio.gov/cdc/page5.stm#ccl04
Operation for a childcare center form: http://www.odjfs.state.oh.us/forms/pdf/01250.pdf
Websites: Ohio Department of Education; NAEYC, SSU Children?s Learning Center

III. TOPICS TO BE COVERED

• Overview of Early Childhood Programs
• Planning, Implementing, Assessing Curriculum/Program Offerings/Environments
• Establishing and Maintaining Mentoring Relationships
• Assessing and Evaluating Programs for Young Children
• Articulating a Philosophy and Rationale for Decisions, Regulations, and Policies
• Using Observation and Authentic Assessment: Methods to plan programs for children between the ages of birth and age eight
• Using Leadership and Management Strategies for Program Planning, Modification, and Professional Development
• Demonstrating an Understanding of National Trends, Legal Issues, Public Policies, and Early Childhood Issues Through Reflection
• Professional Codes of Ethical Conduct
• Professional Literature, Organizations, Resources
• Working Collaboratively with a Professional Team
• Advocacy Roles & Legal Requirements (Training of Staff in Health and Safety Issues, Child Abuse, etc.)
• Basic Principles of Administration, Organization, and Operation of Early Childhood Programs

IV. NAEYC Standards

Standard 2: BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
Candidates know about, understand and value the importance and complex characteristics of children?s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children?s development and learning.

Standard 3: OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT
YOUNG CHILDREN AND FAMILIES
Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentations, and other effective assessment strategies in a responsible
way, in partnership with families and other professionals, to positively influence children?s development and learning.

Standard 4: TEACHING AND LEARNING
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.

4a. CONNECTING WITH CHILDREN AND FAMILIES
Candidates know, understand, and use positive relationships and supportive
interactions as the foundation of their work with young children.
4b. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Candidates know, understand, and use a wide array of effective approaches,
strategies, and tools to positively influence young children?s development and
learning.

Standard 5: BECOMING A PROFESSIONAL

Candidates identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other professional standards
related to early childhood practice. They are continuous, collaborative learners
who demonstrate knowledgeable, reflective, and critical perspectives on their work,
making informed decisions that integrate knowledge from a variety of sources. They
are informed advocates for sound educational practices and policies.

V. COURSE OBJECTIVES/REQUIREMENTS

Knowledge: The preservice teacher education candidate will:

1. Define the importance of good communication skills in school-related interactions.
2. Identify behaviors that promote positive interactions between teachers and other school professionals, teachers and parents, teachers and paraprofessionals, and teachers and community members.
3. Identify leadership roles/styles and their impact on communication, collaboration, consultation.
4. Identify types of school-related teams and their functions.
5. Understand how special circumstances can impact families/education i.e., special health conditions, special diets, special needs
6. Identify how issues of diversity (economic, ethnic, social norms) can impact families
7. Identify methods of establishing positive communication and resolution to conflicts
8. Demonstrates a holistic understanding of early childhood administration as it relates to national trends and public policies

Skills: The preservice teacher education candidate will be able to:

1. 1. Effectively analyze observations, case studies/scenarios to determine positive/negative teaming behaviors and suggest ways of improving team interactions
2. Write a personal teaming philosophy/code of ethical conduct that demonstrates understanding of key aspects of effective communication, collaboration, and professionalism as it relates to leadership decisions, regulations, and policies.
3. Demonstrate effective technology/collaboration skills.
4. Conducts/participates in classroom discussions, simulations, role-plays, debates, planning sessions, observations, cooperative learning, reflective prompts, and other exercises/activities of this course.
5. Document weekly reflections on personal communication and collaboration behaviors relative to readings, presentations, class discussions, and activities of this course on Service Learning and Professional Development logs.
6. Participate in developing an issues? survey used to interview and administrator(s) or an administrative designee about the early childhood program for which they are responsible. The interview will help the student gain insight into the role of an early childhood administrator and identify what components are necessary to achieve an effective family/community partnership.
7. Examine budgets and program needs, build a case for dollars, explore resources, and submit a funding proposal/grant that is predicated on good collaboration.
8. Plan/assist with a developmentally appropriate children?s activity and review/reflect on its results with families, professionals, children, and the community.
9. Students will examine current health issues/trends and complete a nutrition activity involving families, taking into account CACFP guidelines that are non-discriminatory noting special diets, ethnicity, etc.
10. Students will conduct a developmental assessment as keen observers of relationships between/among children and the adults in their lives, and the children and their environment with a review of observations, recorded, and evaluation instruments.

Dispositions: The preservice teacher education candidate will:
Demonstrate willingness to:

1. Use positive communication behaviors and collaborative behaviors in order to work with other professionals and parents.
2. Advocate for stronger professional, family, collegial partnerships.

VI. COURSE REQUIREMENTS/GRADING

Attendance Policy & Course Participation Requirements__________April 29 (50 pts.)
Effective learning requires you to be an active participant in the construction of your own knowledge which includes active, involved, quality participation in class demonstrated by entering into discussions, asking questions, and offering thoughts and ideas for further exploration. Constructive learning of this nature can only occur if you are present. Up to three points per class will be awarded on the basis of attendance and active class participation.

Health/Nutrition Activity __________January 29 (50 points)
Students will examine current health issues/trends and complete a nutrition activity taking into account CACFP guidelines, special diets, variety, and parent education/involvement.

The rubric for evaluation of the action plan is as follows:

Nutrition Components/Special Diet Options (10 points)
Quality/Cost (10 points)
Standards Linkages/Integrated Activities (10 points)
Parent Education/Involvement (10 points)
Presentation (10 points)

Education Issues Survey/Administrative Interview______________Due February 5 (50 points)
Students will interview an administrator or administrator designee of a center, school, or program serving early childhood students ages 3-8. The interview will be based upon questions and statement completions that are comprised of topics of the course. Students will actively assist in the choice of issues addressed, as well as the design of the interview. Students will make the administrative appointment, conduct a personal interview, and write a paper that includes: an introduction; survey responses; information secured i.e. forms, field notes; summary of the interview/findings; recommendations; and reflections. Rubric scoring is as follows:

Professional Connection/Introduction (10 points)
Survey/Survey Responses (10 points)
Family Involvement (10 points)
Information Secured/Summary of Interview Findings (10 points)
Reflections (10 points)

DAP Family Event Plan___________________February 12 (50 points)
NAEYC Standard 2 Rubric. Students will plan a Developmentally Appropriate family event that is collaborative, reflects intra-interagency involvement, and is multiculturally relevant.

Activity Plan (10 points)
Organization/Method of Execution (10 points)
Communication/Collaboration/Community Partnerships (10 points)
Family Involvement (10 points)
Research/Standards-based Documentation/Reflection10 points)

Records Review/Child Observation/Assessment ________ Due February 26 (50 points)
Following the Records Review/Child Observation/Assessment activities, each student will evaluate their success in achieving the goals and objectives of the assignment and reflect upon their experience as a member of the group and as an individual contributor. Each individual will also identify what impact this assignment had on their knowledge, skills, and dispositions. Remember to observe confidentiality in all assignments.

Introduction-Abstract of Assessment Too/Assessment Process10 points)
Standards Linkages (10 points)
Observational Skills/Strategies (0 points)
Reflections: Instrument/Process/Professional Growth (10 points)
Presentation: Organization/Grammar/Clarity (10 points)

Proposal for Funding _____________________________Due: March 11 (50 points)
Students will examine budgets and program needs, build a case for dollars, explore resources, and do a funding proposal following the rubric guidelines. The project narrative will give a description of the current program including an overview of the proposal and pertinent demographic data; a brief summary of the activity being funded will include timelines and desired outcomes; an explanation of how the funded activity will result in improved instruction and improved performance for boys and girls; a description of the ways in which the activity to be funded is aligned with: a) the program base and philosophy; b) the building SIP (School Improvement Plan); the district CIP (Continuous Improvement Plan.) The rubric for evaluating the proposal follows the format of the Martha Holden Jennings Funding Proposal.

Playground Visit/Analysis__________________________Due March 25 (50 points)
Students will visit a playground, categorize it, reflect on and make recommendations about its design.

Description of Playground (Blueprint/layout) (10 points)
Categorization Defined (10 points)
Specific Zones/Equipment (10 points)
Safety Considerations (10 points)
Recommendations/References (10 points)

Professional Development Conference Reflection___________________Due April 22 50 points
This conference is about collaboration with intra-and inter-agency teams to foster professionalism in and among programs and equip early childhood educators to be more professionally grounded. Cite evidence and describe the conferences effectiveness in reaching this goal:

Overview of the conference/collaborative partners (10)
Sessions attended:
   Description (10)
   Impact on collaboration (10)
   Relationship to course/learning: Standards Cited (10)
   Value to your professional growth (10)

Professional Development/Service Learning Logs____________Due 4/29 (50/50 points each)
Students will be required to documents their professional and service learning activities on activity logs that mirror those in the Pathwise Framework for Teaching, noting benefits derived and contributions made. Professional activities can include EDEC 2283 class reflections, conferences, study teams, and professional journal readings that are outside of required class work for this course. Outside readings should be professionally reputable and cited in simple bibliographic fashion. The combined total of both logs should be a minimum of 25 entries (Class assignments can be used to support this assignment.) Service learning contributions should be for a period of not less than one hour.

Overview of event, conference, reading (Completion of formatted log)
Benefit Derived/Contribution Made

Textbooks:

Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension Grades 6-12. Portland, MA: Stenhouse Publishers. (Required).

Alexie, S. (2007). The Absolutely True Diary of a Part-Time Indian. Art by Ellen Forney. NY: Little, Brown and Company. (Required)

Select a textbook in your field that is currently in use that you will use throughout this course to develop materials. (Required)

A Faculty Pack has been prepared for you. These are available for you at the UC Bookstore. Please purchase one as soon as possible so that you can begin the readings on time. In all probability, we will be adding to these as we find things to share throughout the course. (Required)

Hadaway, N.L. & McKenna, M.J. (Eds.). (2007). Breaking Boundaries with Global Literature: Celebrating Diversity in K-12 Classrooms. Newark, DE: International Reading Association. (Optional; best suited for social and physical sciences.)

Goals for the Course:

By the end of this semester you will:

1. Understand the expanded definition of the nature of literacy and its social and cultural impact on a diverse and multicultural society.
2. Understand how students learn most effectively and apply this understanding to classroom methods and activities
3. Create a variety of meaningful classroom activities, materials, & resources for future use, which guide and assist learning, foster critical thinking, and incorporate literacy skills.
4. Be familiar with a variety of ways to assess student abilities and plan for instruction accordingly
5. Understand the principles of and be able to demonstrate pedagogical uses of academic service learning.
6. Understand the 7 Essential Understandings of the Montana Indian Education for All Act.
7. Be able to bring learners and texts together such that it results in active student involvement and collaboration with both the classroom and larger community.
8. Uderstand the difference and achieve a balance between subject content and learning processes.
9. Develop the practice of critical reflection in your professional life.
10. Challenge and reinforce your own beliefs and feelings about teaching and participating in a democracy.

COURSE REQUIREMENTS, ATTENDANCE, AND EVALUATION

Requirements

1. Complete the assigned readings and be prepared for class discussions. (20 points)
2. Prepare a collection of activities and responses for a textbook of your choice from your teaching field. (25 points)
3. Complete academic service learning project, presentation, & reflective paper. (40 points)
4. Complete a collection of Writing Tasks/Prompts that you will use with your content area students. (25 points)
5. Prepare a packet of activities that will be compiled with your book club members. (30 points)
6. Develop a media literacy ?Caf
   ]]> http://www.compact.org/syllabi/education/literacy-strategies-for-middle-and-secondary-content-area-teachers/4187/feed/ 0 http://www.compact.org/syllabi/education/crossing-the-border-through-service-learning/4197/ http://www.compact.org/syllabi/education/crossing-the-border-through-service-learning/4197/#comments Mon, 29 Sep 2008 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4197 EDCI 5684 / SPAN 5684/4684

   WEB PAGE: http://www.fll.vt.edu/lubbs
   http://www.soe.vt.edu/secondlanguage

   JUSTIFICATION FOR THE COURSE:

   This is a service-learning course designed for preservice and in-service teachers and other students who wish to have an immersion experience in the Latino community. The students will have the opportunity to interact in a personal way with members of the community, thereby enriching their understanding of the culture and the language. This is a grass roots program that will be driven by the needs of the Latino community. The course itself will be co-constructed by the students, the members of the Latino community who are involved in the project, and the instructor. This immersion in a diverse culture will provide exposure to different perspectives in preparation for teachers working with students who represent diverse cultures in the classroom.

   MISSION STATEMENT:

   In facilitating a service-learning class, I plan to create an inviting and stimulating environment in which the students will form a learning community based on mutual respect and interests with the common goal of pursuing research and inquiry into the methodology and practice of working within a diverse community. They will construct their own knowledge so that it will be meaningful and applicable to their own projects and goals, thereby granting them ownership of the class and its outcome. They will design projects that will immerse them in the Latino community. By means of reflection, they will constantly evaluate their progress, examining how the theory that they are reading is or is not present in their experiences in the community. Their reflection will be guided by reading current teacher education literature and relating it to their own experiences.

   OBJECTIVES:

   By the end of the semester, the students will be able to articulate what they have learned about service-learning within the Latino community. Through a variety of readings, in-services, guest speakers and reflections, they will be able to analyze how they can help people from other cultures to navigate within the community in which they are now living. They will have the opportunity to examine themselves by interactions with others. They will examine their own teaching in terms of working with diverse student populations.

   LEARNING OBJECTIVES:

   Having successfully completed this course, the students will be able to:

   • Identify their own personal perspectives through interactions with others.
   • Analyze how they can facilitate ways for people from other cultures to navigate within the community in which they are now living.
   • Make evident through journal reflections their understanding of and appreciation for Latino culture and the Spanish language.
   • Demonstrate an understanding of different learning theories by putting them into practice.
   • Articulate methods to integrate parents of immigrant children into the school community and put them into practice by acting as a liaison between the home and the school.
   • Describe an awareness of the complexity of multicultural education.

   PRINCIPLES OF SERVICE-LEARNING:

   This service-learning experience will be guided by the following principles which state that an effective program:

   • engages people in responsible and challenging actions for the common good;
   • provides structured opportunities for people to reflect critically on their service experience;
   • articulates clear service and learning goals for everyone involved;
   • allows for those with needs to define those needs;
   • clarifies the responsibilities of each person and organization involved;
   • matches service providers and service needs through a process that recognizes changing circumstances;
   • expects genuine, active, and sustained organizational commitment;
   • includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals;
   • insures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved; and
   • is committed to program participation by and with diverse populations.

   Honnet, E.P., & Poulen. S.J. (1989). Principles of good practice for combining service and learning (A
   Wingspread Special Report. Racine, WI: The Johnson Foundation.)

   ASSESSMENT:

   The evaluation for the service-learning course will be based on the following:

   • Class participation and exit slips 20%
   • Weekly journal reflections 20%
   • Service-Learning Expo Poster 10%
   • Final transformation paper 15%
   • Power point presentation 15%
   • Community project 20%

   Total 100%

   CLASS PARTICIPATION AND EXIT SLIPS:

   In a discussion class, attendance is crucial to the
   dynamics of the group. The class activities will be varied, ranging from rich discussion of the
   reflection papers to guided activities whose goal is to foster deeper understanding of diversity
   to guest speakers who will share about their work in the Latino community. There will be in-
   class journal writing which will provide opportunities for deep reflecting to relate the
   teachers? lives to those of their students. Each week the students will be asked to write an exit
   slip commenting on the direction of the class itself.

   COMMUNITY PARTNERSHIPS:

   During the first two class meetings, the students will have the
   opportunity to hear about the various collaborative activities in which they may participate
   with their families in the Latino community. Each student will have an individual plan, based
   on proficiency in Spanish and the circumstances in her/his own school setting. 50 hours of
   contact with the families are required, including the Family Literacy Program (FLP). Below
   are listed some of the possible activities:

   • Serve as a mentor/tutor to ESL students.
   • Attend the meetings of the FLP, interacting with Latinos and their families.
   • Work with the families of the Latino students, functioning as a cultural mediator.
   • Facilitate literacy activities for children during the FLP.
   • Provide transportation and a nurturing presence for women who want to attend group support sessions.
   • Make phone calls to make appointments or to find out information about the available services.
   • Interpret for people at medical and social service appointments where no interpreter is provided.
   • Work with individuals and families to help them with their English, either by tutoring or by teaching small classes.
   • Teach basic survival skills, ranging from how to ride the bus to how to get a library card to be able to use the library facilities.

   REQUIRED READINGS AND VIDEOS:

   Certain readings, web pages, and videos will be required for the course. The readings will be available on Blackboard under Course Documents. The web page links are included in the electronic syllabus on the web page as hot links. The readings are an essential component of the course, and serve as a guide for constructing theory from experience. All course readings will be directly connected to class discussions and activities and must be done for full credit in the course.

   REQUIRED WEBPAGES:

   February 6:
   National Council of La Raza: http://www.nclr.org/
   U.S.C.I.S. site: http://www.uscis.gov/graphics/index.htm

   March 13:
   Mi pediatra: http://www.mipediatra.com.mx/inicio.htm
   Jefferson Latino Health Organization: http://www.geocities.com/CollegePark/Field/4725/
   National Hispanic Medical Association: http://home.earthlink.net/~nhma/

   March 20:
   Oral Histories from the Mexican Migration Project: http://mmp.opr.princeton.edu/expressions/prologue-en.aspx
   Las mujeres: Sandra Cisneros: http://www.lasmujeres.com/sandracisneros/cisnerosgoal.shtml
   Interview with Cisneros: http://acunix.wheatonma.edu/rpearce/MultiC_Web/Authors/Sandra_Cisneros/body_sandra_cisneros.html
   Cisneros? career: http://www.english.uiuc.edu/maps/poets/a_f/cisneros/career.htm
   Hear Cisneros? interview: http://www.wiredforbooks.org/sandracisneros/

   March 27:
   The true story of Francisco Jim

   ]]> http://www.compact.org/syllabi/education/crossing-the-border-through-service-learning/4197/feed/ 0 http://www.compact.org/syllabi/education/elementary-social-studies/4198/ http://www.compact.org/syllabi/education/elementary-social-studies/4198/#comments Mon, 29 Sep 2008 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4198 The BIG IDEAS behind this course are:
   1. Social studies should teach about what it means to be a human being.
   2. Social studies is about content, processes, and values.
   3. Social studies instruction should foster reflection and interaction.
   4. Social studies instruction should be responsive to the concerns of a diverse and interdependent world and relevant to the present day lives of students.
   5. Social studies should give students opportunities to contribute actively to the betterment of their school and the larger community.

   TEXTBOOKS

   Kids Taking Action: Community Service-Learning Projects K-8 by P. Roberts.
   Social Studies for Social Justice: Teaching strategies for the elementary classroom by R. Wade.
   You will also be loaned a copy (free of charge) of Looking at Ourselves and Others, a publication of the Peace Corp?s World Wise Schools.

   THE DEMOCRATIC CLASSROOM

   In a democratic classroom, teacher and students strive to create a participatory learning community. Thus, your role in discussions, making decisions, and teaching in class will be very important to everyone's learning. Democratic education also involves connecting with the larger community through meaningful, hands-on involvement. The focus of a democratic classroom is on responsible participation from all the members of the classroom community. I welcome your questions and feedback on any aspect of this course via e-mail, phone, stopping by our offices during office hours, or setting up an appointment to meet.
   
   

   GRADING

   Students who are interested in learning the subject matter of this course and complete high quality assignments in a timely manner generally receive the highest grades. I take seriously the responsibility for designing meaningful assignments, explaining the criteria for grading as clearly as possible, and evaluating student work fairly, based on high standards. In an effort to communicate fairly with you about the grading process, the information here will help you to set goals and to assess your progress in the course. Please feel free to check in with me at any time to inquire about assignment information and/or the status of your grade in the course. Grades for the course are assigned according to the following scale: 94-100 A, 90-93 A-, 87-89 B+, 84-86 B, 80-83 B- and so forth. (I do not round up; a 93.75 is an A-).

   COURSE AND ASSIGNMENT INFORMATION

   You should consult the course website (www.uiowa.edu/~c07e161a/) for details on the following course assignments, samples of the CSL pages, the complete syllabus, and other information on the course.

   Unit Introduction Page ? 10% (10 points) ? Due February 13 or 18
   Unit ? 25% (25 points) ? Due April 23 or 28
   CSL Portfolio Pages ? 15% (15 points) ? Due May 12
   Team Teaching ? 20% (20 points) ? Due date varies
   Activities Card File ? 5% (5 points) ? Due March 26 or 31
   Exam ? 15% (15 points) ? April 16 or 21
   Professionalism and reflection exercises ? 10% (10 points)

   The professionalism aspect of the course covers being in class on time, completing the required reading for class each week, turning in assignments on time, and responsible participation in both in-class activities and the CSL project.

   Each of the two reflection exercises should be typed, proofread, and thoughtful. Students meeting all of the criteria satisfactorily will receive all 10 points. Students will lose points for the following:

   missing a class without a legitimate excuse (generally just for sickness or family emergency, not family vacations, work, or other class experiences) ?2 pts (for each class missed)
   missing more than two classes for any reason ?2 pts (for each class missed)
   coming late to a class without a legitimate excuse ?1 pt (for each time late to class)
   irresponsibility in the CSL project ?2 to ?8 pts
   irresponsibility on the team teaching project ?2 to ?4 pts
   turning in an assignment late ?1 pt (for each late assignment)
   inadequate reflection exercise -1 pt

   Respect for Diversity

   The diversity that students bring to this class is a wonderful resource, strength and benefit. It is our intent to present materials and activities that are respectful of all types of diversity: gender, sexual orientation, disability, age, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics. Your suggestions about how to improve the value of diversity in this course are encouraged and appreciated. Please let us know ways to improve the effectiveness of the course for you or for other students or student groups.

   In addition, in scheduling the exam, we have attempted to avoid conflicts with major religious holidays. If, however, we have inadvertently scheduled the exam or major deadline that creates a conflict with your religious observances, please let us know as soon as possible so that we can make other arrangements.

   COMMUNITY SERVICE-LEARNING (CSL) PROJECT

   The CSL Project has been designed to provide you with the following benefits:

   • learning about the value of community service-learning projects in the social studies curriculum through direct experience
   • learning about two of the primary goals of social studies (learning about what it means to be human and developing skills in active citizenship) through direct experience
   • developing skills in critical and creative thinking, lesson planning, collaboration, and working with children
   • learning about the role of a community agency that serves children or families

   Why are we doing the CSL project?

   The CSL project is one of the centerpieces of the course. It is an excellent opportunity for experiential learning and for the development of many skills that are important in being an exemplary teacher. These include: creative thinking, problem solving, empathy, responsibility, planning skills, and time management. The CSL project is included in the social studies methods course for all of the following reasons:

   1. The goal of social studies is active citizenship. To date, the traditional social studies curriculum (history and geography facts) has failed in fostering active citizenship. A more promising approach is active involvement in the school and community.
   2. Most people learn more through experience. Most teachers after being in the field for 10 years believe they learned very little from their traditional social studies methods course. Experiential learning with children offers you as the learner a chance to have a meaningful and relevant learning experience that you will be able to draw on in your future teaching.
   3. The community service-learning experience also offers the opportunity to develop many of the professional skills teachers need: time management, organization, planning, and problem solving.
   4. You will be more effective at integrating CSL in your future classroom if you have experienced it yourself.
   5. Through the CSL project, you will become aware of community resources and the importance of networking with others to enhance students' academic, social, and personal development. Community connections are becoming increasingly important as teachers attempt to respond to the varying needs of their students.

   In summary, the CSL project supports the goal of social studies instruction?active citizenship?and provides you with an opportunity to develop a variety of skills that will be useful in your future teaching.

   CSL Project Options

   SCHOOL BUDDIES

   Day: any school day (M-F)
   Time: varies, but typically between 9 am and 3 pm (or 2 pm on Thursdays). For many schools, lunch time is ideal.
   Agency: Big Brothers/Big Sisters of Johnson County and schools in Iowa City, North Liberty and Oxford

   Special Requirements: THIS IS A SCHOOL YEAR LONG, TWO SEMESTER
   COMMITMENT. You cannot do School Buddies if you are student teaching in the spring. Must be able to pass a police record check and background check. Must have own transportation to school site.Project Description: School Buddies is a school-based mentoring program. Mentors are matched one-to-one with elementary school students in the Iowa City Community School District and neighboring school districts. You meet with your child "buddy" once a week during the school day at a designated location within the school. Activities may be academic (reading, homework, etc.) or social (playing games, eating lunch, etc.). The goal of the School Buddies program is to provide a friend to a child who may need a little extra help and guidance from a mentor. You must go through a screening process and attend a training and orientation session.

   WEST LIBERTY FAMILY LITERACY PROGRAM
   Day: Thursday evenings
   Time: 6:30-8:15 PM (in West Liberty)
   Agency: West Liberty Family Literacy Program
   Special Requirements: You can carpool with the tutors or others from this class if you don't have a car. This is a wonderful opportunity for reading and language arts specialization students. It would be helpful if you have already taken reading and language arts methods. If you choose this option, you should be interested in gaining experience working with diverse elementary students.

   Project Description: Carolyn Colvin, Associate Professor in Curriculum and Instruction, oversees a literacy tutoring program for Latino/Asian adults and their children in West Liberty. While the parents are receiving literacy instruction from tutors, their children are also engaged in literacy activities. You will work directly with the supervisor of the children's program and will be assigned to work with students each week. You will be responsible for planning other activities which might include games, songs, and art projects, as well as reading and writing experiences. If you have an interest in working with individuals who speak English as a second language or with a family literacy program, this project will provide you with these opportunities You should plan to attend each Thursday evening through the last week of classes (except Spring break week).

   HILLS FAMILY RESOURCE CENTER -TUTORING
   Day: Monday, Tuesday or Wednesday
   Time: 3:15 to 5:30 pm
   Agency: Hills Family Resource Center at Hills Elementary School
   Special Requirements: You will need to have a car or arrange carpooling with others who are doing their CSL placement there.
   Project Description: The Hills Family Resource Center exists to provide programming for Hills Elementary students and their families. You will be working with one or more students to help them complete their homework or practice their reading skills. Students working in their programs must commit to the entire duration of the program (it goes through the last week of classes, not including the week of Spring break). There is also a need for one or two volunteers for Thursday evenings from 5 pm to 7 pm to provide recreational and literacy activities at the family nights.

   NORTH LIBERTY FAMILY RESOURCE CENTER
   Day: Tuesdays
   Times: 4:30 – 5:45 pm and 6:00 – 7:15 pm
   Agency: North Liberty Family Resource Center at Penn Elementary School in North Liberty
   Special requirements: You will need to have a car or arrange carpooling with others who are doing their CSL placement there.
   Project Description: The North Liberty Family Resource Center provides support and programs for Penn children and their families. The Tuesday tutoring program will match you one to one (or one to two students) with 3rd through 6th graders. The tutoring sessions run on Tuesdays from February 26 through April 29 excluding March 18. Because there are just 9 sessions for each time slot, you will need to tutor during both time slots. You need to commit to tutoring through April 29, even though you will have completed your 15 hours before that.

   WASHINGTON A.C.C.T AFTER SCHOOL PROGRAM

   The Washington Community School District?s A.C.C.T. after school program in Washington, Iowa is recruiting University of Iowa education students who are excited to work with kids and who are willing to devote one afternoon each week to our after school program. This program will begin in September, and will provide kids in grades 4-6 with opportunities to learn about what interests you! In the past, interns have focused on teaching fencing, acting, foreign languages, sports, forestry, and much more! We are looking for student interns who will instruct Washington students in these and many other areas of their own choosing. If you want to participate in a dynamic environment where your ideas and abilities will be used with hands-on activities, we are looking for you! We will provide training and support. You need to plan lessons and manage a a class of 5-15 students. If you are interested, contact Kelly Swift at kswift {at} washington.k12.ia(.)us

   Note: To do this experience for CSL in social studies methods, the students you work with must do a service activity as part of your class.

   Washington Iowa is located 25 minutes from Iowa City.

   ALTERNATIVES

   You may prefer to arrange your own CSL project. This is fine provided it fits the requirements listed below.

   1. involves at least 15 contact hours with elementary age children who are in need (special education, ESL students, from single parent families or low income students) OR you are coordinating children being involved in service-learning
   2. project is coordinated through a community agency or organization (or a school district other than the Iowa City or Cedar Rapids school districts)
   3. project is not associated with a paid job you have and does not take place in a classroom during the school day.
      Sometimes students who live outside of the Iowa City/Coralville area prefer to arrange a CSL project through an agency in their own community. This is fine.

   An alternative project in the Iowa City/Coralville area in the past that satisfies these requirements is working with children at: Pheasant Ridge or Broadway Street Neighborhood Centers – working with children in poverty and/or children from different cultures in recreational or academic activities, afterschool and evening hours, for Pheasant Ridge contact Pat Meyer, 354-2886, pat-meyer {at} ncjc(.)org, for Broadway Street contact Josh Gurian at 354-7989

   Good places to inquire about local alternative possibilities: Volunteer Action Center of United Way or the Iowa City Public Library

   If you wish to do an alternative CSL project, please discuss with your instructor before you have confirmed with the agency. Once you have contacted the agency and received the OK, you should write down the name of a contact person at the agency, the email address of this person (or phone number if an email is not available), and a brief description of what you will be doing for the CSL project and give this information to your instructor. This information is due to your instructor byFebruary 27 or March 3.

   CSL PORTFOLIO PAGES ? Due on Monday, May 12 by 5 pm

   The benefits to you of the CSLPortfolio Pages are:

   • an opportunity to reflect on your CSL experience
   • a "keepsake" to look back on your experience
   • a resource you can use in your professional teaching portfolio for job interviews

   This assignment consists of the following pages:

   1. The first page should introduce the reader to the agency you worked with. Use photos, parts of agency brochures, graphics, or other visual elements to draw the reader's attention to this page. Include the full title of the agency and program, not just acronyms. Also include some text and/or captions to inform the reader about the agency and the program in which you participated.
   2. The second page should focus on your role during the CSL experience. Again, with both visuals and text, the reader should learn about what you did there (include photos with captions or "artifacts" of your work with children or other visual and written descriptions of what you did during your CSL experience).

      Someone unfamiliar with your CSL project should be able to understand both the agency/program and what you did there from looking at these two pages. (Be sure to see the sample pages for this assignment on the Portfolio Pictures section of the course web site).

   3. a one to two page single spaced essay addressing the following questions about
      your CSL experience:

      What did you learn about yourself as a teacher? What "teacher skills" did you need to use in this project? What knowledge or abilities did you develop as a result of working on this project? What skills or abilities do you now recognize that you need to develop?

      How did your experiences in this project change your views of children or families? What will you do as a teacher to accommodate children with differing needs in your classroom?

      How might what you learned about service, social issues or community agencies impact your future teaching of elementary social studies? How can you apply what you learned about community service-learning to your future teaching of elementary social studies?

      Grading on the Portfolio will take into account the following criteria:

      1. neat and proofread
      2. well crafted and informative introductory CSL pages and
      3. evidence of strong reflective ability in what you learned from the CSL project

   UNIT ASSIGNMENT

   Introduction Page due February 13 or 18
   Complete Unit Assignment due April 23 or 28

   The purpose of this assignment is to develop an enriched unit of study based on a social justice oriented social studies topic. To complete this assignment, follow these steps.

   1. You will choose a topic within the broad category of HUMAN RIGHTS based on your interests and in-class information. On the introduction page, include all of the following: Unit title or topic, grade level, and your name. Write a paragraph that introduces the topic. What are the big ideas or concepts important in this unit? Why should elementary students learn these concepts and ideas? How will this unit help students in their daily lives and as future democratic citizens? Finally, list at least 5 broad generalizations that students will learn as they complete the lessons in the unit you have designed. These generalizations should be useful to children in their daily lives as well as in their future as democratic citizens. Phrase these generalizations as you would like students to be able to express if you asked them, "What are the important ideas you learned from this unit?" The generalizations should be substantive in terms of student learning but broad enough to be applied (generalized) to a variety of situations in students' lives, both now and in the future.
   2. Develop a list of at least 10 resources on your topic (web sites, children's books, journal articles, non-fiction books, etc.) for this unit. (These should not include social studies methods course textbooks or articles). Use an appropriate reference format (e.g. APA, Chicago, MLA) and include complete reference information on each resource. For each resource, provide an informative, two sentence description.
   3. Use the social studies methods course texts, readings and handouts given in class, your course notes, the powerpoints from class, and the course web site information to develop a plan for how to enrich the teaching of the textbook content/topic you have chosen.
   4. Next, type 4 to 5 pages that include 6 to 8 teaching ideas for this unit. For each idea, write one paragraph that includes the following: Title , one Objective, the number(s) of the generalization(s) supported by this lesson, Materials, Description of the activity, and Rationale. A teaching idea might be just one lesson or might include several activities to be completed over a number of days.
      • Submit this assignment with the following components in this order:
      • title page with your name and class day (Monday or Wednesday).
      • introduction page (include original initial assignment and if you revise it, the revision as well)
      • annotated resource list
      • teaching ideas
   5. Somewhere among your 6-8 teaching ideas, you must include evidence of the following:
      • community service-learning activity
      • integration of reading and language arts
      • multicultural/global emphasis
   6. Criteria for excellent assignments include:
      written well and proofread, all required information included, resource list includes two sentence descriptions for each resource, all resources are in an acceptable reference format, thoughtful introduction and important, appropriate generalizations, teaching ideas are connected to the elementary textbook content, teaching ideas are well supported by course materials, objectives are written well, lessons include community service-learning, integration of reading and language arts, and multicultural/global emphasis.

   TIPS FOR SUCCESS:

   1. Write your objectives carefully. Make sure they include what the student is to learn, how the student will demonstrate the learning, and criteria for success (look at the lesson plan links on this website).
   2. The rationale sections are an important part of this assignment. Be sure to cite course texts as well as course handouts, notes from in-class activities, Powerpoint lectures, etc. Do not use the same citations over and over again. Please do NOT cite the resources you found and included in the annotated resource list; please DO cite a variety of materials and books from the social studies methods course.
   3. Carefully think through the activities. Provide detailed descriptions of them and sequence them in the order you would teach them. Your first teaching idea should be an attention-getter, an overview, a lesson to find out what students know about the topic, and/or another way to effectively introduce the unit. Your last teaching idea should assist students in synthesizing their learning and/or applying what they learned in the unit to their lives or their community.

   ]]> http://www.compact.org/syllabi/education/elementary-social-studies/4198/feed/ 0 http://www.compact.org/syllabi/education/technology-for-educators/4160/ http://www.compact.org/syllabi/education/technology-for-educators/4160/#comments Wed, 18 May 2005 17:00:18 +0000 tdomf_26a6d http://compact.localhost.com/?p=4160 This course works in close collaboration with the
   Brevard Center for Service-Learning: Brevard Community College
   ]]> http://www.compact.org/syllabi/education/technology-for-educators/4160/feed/ 0 http://www.compact.org/syllabi/education/introduction-to-education/4156/ http://www.compact.org/syllabi/education/introduction-to-education/4156/#comments Wed, 18 May 2005 16:31:03 +0000 tdomf_26a6d http://compact.localhost.com/?p=4156 Phone: 321 – 433-5738

   E-mail:

   ]]> http://www.compact.org/syllabi/education/introduction-to-education/4156/feed/ 0