ECUR 991 - Scholarship in Teaching Instructor:

8/14/2019 ECUR 991 - Scholarship in Teaching Instructor:

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ECUR 991 - Scholarship in Teaching Instructor: Dr. Tim Molnar

Office: 3035 Education Building

Phone: 966-7572Email: [email protected]

Face to Face Meeting Days

(optional Saturday Jan 16th, 10:00 am to 1:00 pm, to help in orientation)Class 9:00 am - 11:50 am S Jan ______, 2010 (30th?)

Class 9:00 am - 11:50 am S Feb ______, 2010 (13th or 20th?)

Class 9:00 am - 11:50 am S Mar ______, 2010 (13th or 20th?)Class 9:00 am - 11:50 am S Apr ______, 2010 (3rd?)

Room 1020 ( but may vary as our needs evolve)

Purpose of the Course:

This course is the culmination of Graduate Studies colleagues' research into professionalknowledge and identity undertaken throughout the MEd degree within a transformative and

reflective learning culture. Graduate level colleagues will demonstrate their scholarship in

teaching through developing a collection of academic and professional work. The work may be

represented through a variety of media, such as portfolios (including electronic portfolios),multi-media presentations, and professional development initiatives. If possible we will

participate in the graduate studies seminar at the end of term.Learning Outcomes:

To reflect on teaching and learning philosophy.

To demonstrate awareness of the ethical nature and practice of professional work and

research. To analyze, synthesize and evaluate teaching scholarship through growth in

understanding educational theory.

To demonstrate academic and professional competence in their chosen field ofcurriculum studies or educational communication and technology.

Technical Requirements: Browser enabled computer for online discussion (minimum) Ability to run and function in programs such as "Elluminate", "Mahara" and "Moodle"

(suggested not compulsory)

Specific Course Activities and Topics

As you build your portfolio, presentation, performance etc...you may:

Identify major trends in curriculum theory, and major trends in their own specific

areas of interest, then identify how their understanding of curriculum has evolved

through participation in their MEd courses. Decide on the final form of your Scholarship in Teaching portfolio, presentation or

performance.

Reflect on teaching practice. Through examples from your own and othersexperiences, you will describe ways in which educators influence practice in different

educational settings, as well as identify ways in which educators can best represent

their skills, challenges and changes. Take a problem-solving approach to evaluating practice and to curriculum

implementation.

Reflect on issues of diversity, including Aboriginal issues, teaching and learning in

multicultural contexts, and working with the full range of student needs.


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Create and make a presentation of your understanding of your academic and

professional growth during the MEd program to the class or to another academic/

professional group. Carry out a final interview with a faculty member, based on your presentation

Construct an annotated personal curriculum vitae that demonstrates leadership in

curriculum or educational technology.Format and Flow of Class:

There are basically three areas of activity in this course. One, participation in online

discussion providing feedback concerning particular professional and scholarly topics, andcolleagues work. Two, preparing a summary, closing or final representation of your scholarly

experience as a teacher. Three, attending and participating in face-to-face discussions and

presentations.Evaluation:

Online discussions and/or in-class presentations: 30%

Final interview/oral examination 25%

Portfolio, Presentation, Performance 45%

Topics:

Topic 1-Jan 10th

What are your plans for developing your final portfolio, presentation or performance?

Describe your initial ideas, what you may focus on as meaningful from your M.Ed experienceand perhaps a hint of why.

1 To create and maintain a learning environment that encourages and supports the

growth of the whole student.2 To demonstrate a professional level of knowledge about the curriculum and the skills

and judgment required to apply this knowledge effectively.

3 To demonstrate and support a repertoire of instructional strategies and methods thatare applied in teaching activities.

4 To carry out professional responsibilities for student assessment and evaluation.

5 To reflect upon the goals and experience of professional practice, and adapt one s

teaching accordingly.6 To work with colleagues in mutually supportive ways and develop effective

professional relationships with members of the educational community.

7 To conduct all professional relationships in ways that are consistent with principles ofequity, fairness and respect for others.

ECUR 801.6 - Principles and Practices of Curriculum Construction

ERES 800.3 - Research Methods: Introductory LevelECUR 990.0 - Seminar in Curriculum Research

ECUR 992.6 - Project or

ECUR 991.3 Portfolio

ECUR 994 - ThesisECUR 805.3 - Trends and Issues in Educational Research and Development

ECUR 809.3 - Models and Methods for the Evaluation of Educational Programs

ECUR 810.3 - Design and Practice of the Evaluation of Educational ProgramsECUR 819.3 Trends and Issues in Mathematics Education

ECUR 820.3 Introduction to Graduate Studies in Science Education

ECUR 830.3 Research in Teaching and Learning


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ECUR 832.3 Practicum in Professional Development

ECUR 843.3 Reading Process and Practice

ECUR 870.3 Literacy Education and CurriculumECUR 872.3 Trends and Issues in the Study of Writing

ECUR 888.3 Trends and Issues in Social Studies

ECUR 898.3 or ECUR 899.6 Individual Reading Courses in CurriculumERES 845.3 Qualitative Research

ERES 840.3 Quantitative Research

_________Required courses for the MEd degree in Educational Technology and Communication:

ECMM 802.6 - Historical and Theoretical Foundations of Educational Technology

ERES 800.3 - Research Methods: Introductory Level

ECUR 990.0 - Seminar in Curriculum ResearchElective courses for the MEd degree in Educational Technology and Communication:

ECMM 803.3 - Principles and Practices of Designing Multimedia Resources

ECMM 804.3 - Distance Education

ECMM 873.3 - Principles and Practices of Instructional DesignECMM 874.3 - Advanced Approaches to Instructional Design

ECMM 876.3 - Organization and Administration in Educational TechnologyECMM 877.3 - Advanced Video Production in Education

ECMM 879.6 - Television in Education

ECUR 991 Molnar

Session No. 1 Getting StartedGoals of our first group discussion:

1. To understand the general purpose and intended outcomes of the ECUR 991 course

as a capstone experience of your M.Ed experience.2. To become familiar with some possible organizing frameworks for demonstrating

your meaning making (learning) as a scholarly teacher or educator.

3. To become become familiar with various technologies and formats you might

employ in virtually and physically presenting your learning as a scholarly teacher oreducator.

4. To begin planning and outlining how you will integrate the goals 1, 2 and 3.


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Some Ideas for discussion concerning the final final form of your electronic portfolio:

Electronic portfolios (Mahara, Moodle personal web site etc.)

Overview of MaharaPaper portfolios (i.e. indexed folder collection, binder etc...)

Presentations (i.e. posterboard/panels, powerpoint/keynote, slideshow, movie etc...)

Performance or artistic display (i.e. Found poems, prose, drama, poetic, visual art) orother.

Possible frames or structures for the development of portfolios, electronic

portfolios, presentations etc...

Sample A:

Using the STF Code as a guide for reflection in building your portfolio. The Code

includes the following core principles of competent teaching practice, each of which

teachers may demonstrate in various ways and which you can integrate with yourscholarly knowledge and understanding.

1. To create and maintain a learning environment that encourages and supports the

growth of the whole student.

2. To demonstrate a professional level of knowledge about the curriculum and theskills and judgment required to apply this knowledge effectively.

3. To demonstrate and support a repertoire of instructional strategies and methodsthat are applied in teaching activities.

4. To carry out professional responsibilities for student assessment and evaluation.

5. To reflect upon the goals and experience of professional practice, and adapt ones

teaching accordingly.6. To work with colleagues in mutually supportive ways and develop effective

professional relationships with members of the educational community.

7. To conduct all professional relationships in ways that are consistent with principlesof equity, fairness and respect for others.

Sample B:Using the STARR technique with your portfolio or presentation etc.

For each artefact (story, paper, image etc...) you include in your portfolio include a

STARR story.STARR is a technique which assists you to place your experiences, behaviours,

knowledge, skills and

abilities in a context. You can use class work, assignments, fieldwork experiences,

volunteer work, family life - anything really - as examples of how your understanding asa scholar teacher has developed during your M.Ed experience.

The acronym STARR relates to:

Situation: Describe the specific situation. Set up your story.Task: What was the task you were trying to accomplish? Tell who, what, when, where,

and why (include only relevant details)

Action: What did you do to solve the problem or meet the task?Result: Specify results. What happened?

Reflection: Link the capability you were demonstrating in this example to broader goal

of becoming a teacher.

Such reflection may include: in-depth insight and self-knowledge; an explanation of


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how do you understand yourself in relation to the capability; what the selected

artefacts reveal your understanding; what does each artefact says about your growing

capability; your personal knowing and transformation, values ; the development of youridentity as a scholarly teacher and involvement in the teaching community.

Sample C:Schwab's Common places. A Matrix Analysis for considering the development of your

understanding during your M. Ed experience (using a modification of Schwab's Commonplaces

and Nine Cultural Universals). Using selected areas that prompt or resonate with what you havelearned.

Cultural

Universals

The Scholar-Teacher (how instruction is delivered)The Student (who is being taught)

What is Taught (the content)

The Milieu (of teaching learning)

Value system of school/ schools

Guiding ideas for meaning making: What is or was.

What changed in my understanding and what I understand now.

i.e. Whitehead's criticism of the"banking" system of education provoked me and began a changein my thinking about curriculum.....

Cosmology i.e. the Western values implicit in current education carry with it the force ofcolonialization that continue to be deaf to the "voice" of more marginalized people.

Through Battiste's discourse and my own observation I began to change my... SocialOrganization i.e. Through my

readings and discussions on leadership I began to realize that power existed throughout the

school system and tha twith colleagues I could...

Technology i.e As I began to consider how technological innovation was being used in schools I

began to wonder if much of it was truly needed. I began to research the utility of technology in

relation to cognition that allowed me to more clearly see....

Economic system i.e. Reading I grew to understand better the nature of intergenerational poverty

and its effect on students and their families I realized there were necessary duties that I as aneducator needed to address. With this knowledge....

Political system i.e. Reading Foucault's work left me with a new understanding of how power isshared across the domains of schooling

Language i.e. Todd's work began to reveal to me that the peer to peer language I overheard gave

me new insight into what the students' valued and this began to change my way of...


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Aesthetic system i.e. while the need for structure remains as I read Eisner's work on

connoisseurship I realized that learning was not always orderly , that the beauty of learningresided equally....

Socialization Process i.e. Constructivist pedagogy allowed me to realize the social nature oflearning and that children were often reliant upon peers to create meaning. With this

understanding I started to think about my classroom and began changes that.....


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Portfolio Work: Some Ideas, Cautions and AidsConsiderations of Portfolios (especially electronic one's)


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Creating a Portfolio

Presented

By

Mary Sue Baldwin

Director

Center for Teaching, Learning & Scholarship

August 2006

A portfolio is. . .

a structured documentary history

contains a carefully selected set of coached or

entered accomplishments

contains samples of student work

is supplemented by reflections

(Schulman, 1991)Rationale

To demonstrate teaching/career effectiveness

To reflect upon learning/managing/leading/teaching

To provide evidence of static/dynamic learning

To apply for positions/internships/awards

To share knowledge/expertise

To foster discussions on leading, teaching, and learning

Portfolios can be a . . . A Sonnet, Map, Mirror

Diez, 1994

Portfolio Development

Define the portfolio context and goals

Audience, purpose, goals, standards, resources

Types

Working portfolio (Digital packrat)

Reflective portfolio (Formative)

Connected portfolio (Hyperlink)

Presentation portfolio (Networking)


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Portfolio Structure

Portfolio

Samples Reflective Commentary

What was learned,

by whom,

and under what conditions

Context of Meaning

Electronic Portfolios

Allows portfolio developer to:

Collect and organize portfolio artifacts

Use a variety of media types

Aid reflection on these artifacts

Organizes portfolio around:

StandardsLearning goals

Learners reflection

Process

Review

Plan

Collect

Select

Arrange

Reflect Edit

Submit

Format & Items

Format

Table of Contents

Curriculum

Vitae/Resume

Goals

Philosophies

Projects

Assessments

Awards & Recognitions

Reflections

Appendices


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Items

Program of Study

Written Work

Clinical Plan

Skills Assessment

Letters

Emails

Newsletters

Award Programs

Presentations

Photos

CEUs

Timelines

8 10 pages plus supporting evidence 12 15 hours over several days

Recommendations

Limit page numbers.

Obtain support from other portfolio authors

and evaluators.

Have a unified construct.

Develop standard evaluative criteria.

Emphasize evidence over glitz

Assessment

Current

Balanced

Coherent

Valid

Diverse

Evidence-Based

Contribution

Products

Context

Format

Feedback

Portfolio Mentor

A mentor can assist in:


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Reviewing areas of the teaching-learning process to be examined.

Determining what kinds of information you collect.

Determining how the information is analyzed and presented.

Outlining the purpose and audience for the portfolio.

Maintenance

Use the appendix as a filing system.

Dont reinvent the wheel.

Focus on selected areas.

Keep revisions detailed and specific.

Take advantage of continuing education opportunities.

Use your mentor.

Examples

Carolyn Austin (English)

www.ags.uci.edu/~cfaustin/ Kathleen Fischer (Teaching)

durak.org/kathy/portfolio/

Michael Barnett (Education)

Inkdo.indiana.edu/mikeb/portfolio/portfolio.html

Katherine Conrad (Nursing)

Helium.vancouver.wsu.edu/~conradk/frame.html

John Zubizaretta (Program Director)

www.columbiacollegesc.edu/faculty/johnz/admn_excerpt.html

Jay Rumsey (OD)

www.nova.edu/~rumsey/cv/Portadmin.html

Source:

Creating a Portfolio

Presented

By

Mary Sue Baldwin

Director

Center for Teaching, Learning & Scholarship

August 2006

Helpful References

Anderson, R. S., & DeMeulle, L. (1998). Portfolio use in twenty-four teacher educationprograms.

Teacher Education Quarterly, 25(1), 23.Bartell, C. A., Kaye, C., & Morin, J. A. (1998). Teaching portfolios and teacher education.

TeacherEducation Quarterly, 25(1), 5.
http://www.nova.edu/~rumsey/cv/Portadmin.htmlhttp://www.nova.edu/~rumsey/cv/Portadmin.html


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Barton, J., & Collins, A. (1993). Portfolios in teacher education. Journal Of Teacher Education,vol, 44(3),200-210.Berliner, D. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.).London:

SRHE and Open University Press.Biggs, J., & Tang, C. (1998). Assessment by portfolio: Constructing learning and designingteaching. InP. Stimpson & P. Morris (Eds.), Curriculum and assessment for Hong Kong: Two components,one system (pp. 443-462). Hong Kong: Open University of Hing Kong Press.Borko, H., Michalec, P., Timmons, M., & Siddle, J. (1997). Student teaching portfolios: A toolforpromoting reflective practice. Journal Of Teacher Education, vol, 48(5), 345-357.Cambridge, B. (2001). Electronic portfolios as knowledge builders. In A. Cambridge (Ed.),Electronicportfolios: Emerging practices in student, faculty and institutional learning. New York: AAHEPublications.Grant, G. E., & Huebner, T. A. (1998). The portfolio question: A powerful synthesis of thepersonal andprofessional. Teacher Education Quarterly, 25(1), 33-43.Heath, M. (2003). Telling it like it is: Electronic portfolios for authentic professionaldevelopment. LibraryMedia Connection, 21(6), 38.Hopper, T., & Sanford, K. (2004). Representing multiple perspectives of self-as-teacher:Integratedteacher education course and self-study. Teacher Education Quarterly, 31(2), 57-74.Hopper, T., Sanford, K., Lauzon, L., Yeo, M., & Stogre, T. (2003). Enhancing professionaldevelopmentthrough integrated campus/field-based teacher education: Rekindling the passion forteaching.Paper presented at the CATE, CSSE, Halifax.Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism.New York:

Teachers College Press.Munby, H., Russell, T., & Martin, A. (2001). Teachers' knowledge and how it develops. In V.Richardson(Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC: AmericanEducational Research Association.

Young, J. R. (2002). "e-portfolios" could give students a new sense of their accomplishments.Chronicleof Higher Education, 48(26), 31-32.Second Set of Helpful ReferencesBarrett, H. (2005) e-Portfolios for learning(Blog). Retrieved September 21, 2005 from: http: //electronicportfolios.org/blog/Batson, T. (2002). Electronic portfolio boom: Whats it all about? Syllabus. Retrieved

September 21,2005 from: http://www.syllabus.com/article.asp?id=6984Bean, J.C. (2001). Engaging ideas: the professors guide to integrating writing, criticalthinking, andactive learning in the classroom. San Francisco, CA: Jossey-Bass.Entwistle, N. (1998). Approaches to learning and forms of understanding. In B. Dart & G.Boulton-Lewis(Eds.), Teaching and learning in higher education, (pp. 72101). Melbourne, AU: ACER.


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Jonassen, D.H. (1991). Objectivism vs. Constructivism: Do we need a new philosophicalparadigm?Educational Technology: Research and Development,39(3), 514.Kuh, G., Kinzie, J., Schuh, J.H., Whitt, E.J., & Associates. (2005). Student success in college:creatingconditions that matter. San Francisco, CA: Jossey-Bass.

LaSere Erickson, B., & Weltner-Strommer, D. (1991). Knowing, under-standing and thinking:the goals offreshman instruction. In Teaching College Freshmen (pp. 65-80). San Francisco, CA: Jossey-Bass.Marton, F., & Saljo, R. (1984). Approaches to Learning. In F. Marton et al. (Eds.), TheExperience ofLearning (2 nd ed.) (pp.39-58). Edinburgh, UK: Scottish Academic Press.McNeely, B. (2005) Using Technology as a learning tool, not just the cool new thing. In D.G.Oblinger &

J.L. Oblinger (Eds.), Educating the Net Generation (4.14.10). EDUCAUSE.Ramaley, J., & Zia, L. (2005). The real versus the possible: closing the gap in engagementand learning.In D.G. Oblinger and J.L. Oblinger (Eds.), Educating the Net Generation. (8.18.21)EDUCAUSE.Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London, UK:RoutledgeFalmer.Seely Brown, J. (2000). Growing up digital: How the web changes work, education, and theways people learn. Change, (March/April 2000).

Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers approachesto teachingand students approaches to learning. Higher Education, 37: 57-70.Walvoord, B., & Johnson-Anderson, V. (1998). Effective grading: a tool for learning andassessment. SanFrancisco, CA: Jossey-Bass.

Yancey, K.B. (1998). Reflection in the writing classroom. Logan, UT: Utah State UniversityPress.

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ECUR 991 - Scholarship in Teaching Instructor: