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Iowa State University College of Human Sciences

___FAMILY AND CONSUMER SCIENCES EDUCATION AND STUDIES/ HD FS___

FCEdS 306 August 25 – December 19, 2014

MacKay 301, Tuesday and Thursday, 3:10 – 5:00 p.m. Arranged hours for 12 hour practicum experience

Instructor: Office Hours: Lisa Stange M/Thurs 8-10 1362 Palmer or by appointment (515) 294-5652 lgstange@iastate.edu Course Description: (3-2) Cr. 4 F. Principles of teaching and learning applied to family and consumer sciences content, including family financial literacy; reading strategies. Instructional methods appropriate for formal and non-formal educational settings. Specific strategies for diverse audiences. Includes 12 hour arranged practicum. May be used for family life certification. Major Purpose: The major purpose of this course is to provide students with a broad repertoire of effective instructional strategies and technology in order to meet the needs of a diverse audience, including those with cultural and/or special needs. Students will demonstrate and practice the use of these strategies during a 12 hour microteaching experience appropriate to their major option in order to observe and participate in an FCS related-career experience. Learning Outcomes: Through participation in the course activities and assignments, each student will:

Integrate successful career and technical education teaching philosophies and strategies within the professional practice of Family and Consumer Sciences.

Analyze models of teaching as presented in the course text and readings as they relate to student learning within FCS and CTE programming.

Create and present meaningful learning experiences in a variety of subjects based on the models of teaching analyzed in this course.

Evaluate teaching resources and curriculum materials.

Develop differentiated teaching and learning lessons.

Recognize different learning styles and multiple intelligences.

Develop critical thinking and problem solving.

Identify the strengths and weaknesses of a variety of instructional strategies.

Create enhanced learning experiences through the integration of a wide variety of multimedia and technological resources for instruction.

Apply skills and methods to integrate reading and science concepts and strategies into FCS instruction.

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Required resources: Students will need transportation to assigned practicum sites and have appropriate professional dress for the experience. A completed background check is required prior to participating in the practicum experience. Required Text: Moore, K.D. (2015). Effective Instructional Strategies: From Theory to Practice, 4th edition. Thousand Oaks. CA: Sage Publications, Inc. Available at the University Book Store. Additional Learning Resources and Readings: Students will find more resources and readings on the text Student Website found at http://www.sagepub.com/moore3e. Other readings may be posted on Blackboard through the e-library link. Class Policies:

Grading: Class grades will be determined by the percentage of total points possible obtained in the course. The letter grade assigned correlates to the following scale:

A = 93-100 B- = 80-82 D+ = 67-69 A- = 90-92 C+ = 77-79 D = 63-66 B+ = 87-89 C = 73-76 D- = 60-6 B = 83-86 C- =70-72 F = Below 60

Assignments: All assignments must be submitted electronically to Blackboard in Word format, size 12 font, double spaced, with 1 inch margins. Referencing must use the APA Style Guide 6th Edition. Be sure to proofread and edit for grammar and spelling before submission.

Academic honesty: The class will follow Iowa State University’s policy on academic dishonesty. Anyone suspected of academic dishonesty will be reported to the Dean of Students Office. http://www.dso.iastate.edu/ja/academic/misconduct.html

Late work: Electronic versions are the preferred method of turning in work. Be sure your computer and connections are working. Hard copies have the same deadline as electronic. Plan in advance for unforeseen problems. Work turned in after Blackboard closes is automatically reduced one grade level; 48 hours late, two grade levels, and so on.

Attendance: It is important for students to attend every class session. Information will be provided which relates to the content of the course and related assignments. This will be critical to student performance on the course objectives. Points are awarded based on discussion and participation during in-class activities. Conflicts need to be discussed with the instructor well in advance of the absence. There will be guest speakers visiting the classroom. As a manner of professional courtesy, you are expected to arrive for class on time and give the guest speaker, lecturer, and fellow students your undivided attention while they are speaking. You are allowed one absence due to attendance at a practicum site. Prior communication with the course instructor is required for all absences.

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Special needs and accommodations: Iowa State University complies with the

Americans with Disabilities Act and Sect 504 of the Rehabilitation Act. If you have a disability and anticipate needing accommodations in this course, please contact (instructor name) to set up a meeting within the first two weeks of the semester or as soon as you become aware of your need. Before meeting with (instructor name), you will need to obtain a SAAR form with recommendations for accommodations from the Disability Resources Office, located in Room 1076 on the main floor of the Student Services Building. Their telephone number is 515-294-7220 or email disabilityresources@iastate.edu . Retroactive requests for accommodations will not be honored.

Dead Week: This class follows the Iowa State University Dead Week policy as noted in section 10.6.4 of the Faculty Handbook http://www.provost.iastate.edu/resources/faculty-handbook .

Harassment and Discrimination: Iowa State University strives to maintain our campus as a place of work and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, genetic information, or status as a U.S. veteran. Any student who has concerns about such behavior should contact his/her instructor, Student Assistance at 515-294-1020 or email dso-sas@iastate.edu, or the Office of Equal Opportunity and Compliance at 515-294-7612.

Religious Accommodation: If an academic or work requirement conflicts with your religious practices and/or observances, you may request reasonable accommodations. Your request must be in writing, and your instructor or supervisor will review the request. You or your instructor may also seek assistance from the Dean of Students Office or the Office of Equal Opportunity and Compliance.

Contact Information: If you are experiencing, or have experienced, a problem with any of the above issues, email academicissues@iastate.edu.

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Important information for Teacher Education Option students ISU Educator Preparation Program Conceptual Framework The ISU educator preparation program is founded on the land grant commitment of access and opportunity when serving the people of Iowa, the nation, and the world. Like the University, the ISU educator preparation program is fundamentally grounded in the science and technology of living and learning. The themes of leadership, equity, critical thinking, and innovation are intentionally woven throughout the fabric of this program in order to help today’s learners achieve to their full potential. Additional information about the framework can be found at: http://www.education.iastate.edu/accreditation/iowa-state-university-educator-preparation-program-conceptual-framework/ Teacher Education Practicum Policy Practica (clinical experiences) are a key part of professional preparation working with children. It is important that you have opportunities to apply what you learn in coursework in authentic classroom settings, and you are successful in those practica settings. All students in teacher education licensure programs (including FCEDS) must pass course-related practica. If a student does not get the minimum passing grade for the practicum portion of a course, the student will have to retake the course in order to continue in the licensure program. A written student improvement plan will be used when a student is dismissed from a practicum or does not receive the minimum grade required to progress in the teacher education program. The student improvement plan will be developed by faculty/staff associated with the relevant course, practicum experience, and the student. Any student who does not receive the required minimum grade or is dismissed from two practica (two times in one course or in two different courses) will not be allowed to take courses with practica in teacher education related courses, and will be counseled to find another major. More information about this policy can be found at: http://www.education.iastate.edu/te/clinical/#repeating-clinical-experiences Iowa Teacher Licensure Standards In fall 2001, the Iowa Department of Education mandated that all teacher education programs, including Iowa State’s, comply with a performance based system for teacher training. The idea was that there are certain things that beginning teachers should be able to do, and that these competencies would provide evidence for a teacher in training to become licensed. In the fall of 2007, the Iowa State University teacher education program adopted the Iowa Department of Education Chapter 79 standards. These standards are the basis of the teacher preparation program at Iowa State, and students must demonstrate an acceptable level of proficiency in each area in order to obtain licensure. The Department of Human Development and Family Studies and the Family and Consumer Sciences Education and Studies Program at Iowa State demonstrates to the Iowa Department of Education that each student recommended for initial teacher licensure has an understanding of the following 12 standards: (1) Content/Subject Matter Specialization; (2) Student Learning; (3)Diverse Learners; (4) Instructional Planning; (5) Instructional Strategies; (6)Learning Environment/Classroom Management; (7) Communication; (8) Assessment; (9)Foundations, Reflective Practice, and Professional Development; (10) Collaboration, Ethics, and Relationships; and (11) Technology Related to Instruction and (12) Methods of Teaching.

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FCEdS 306 introduces and reinforces student exposure to the concepts and issues related to all standards. Students will be reflecting on their mastery of these standards as related to the four broad areas introduced in INTACS guidelines. Following this same competency based system, the state of Iowa (mandated through the Teacher Quality Act) developed and implemented a competency system for beginning teachers in order for them to qualify for a standard license. The eight State of Iowa standards (referred to as the Iowa Quality Teaching Standards) and their specific competencies, or model criteria, can be found at the following website: http://educateiowa.gov/index.php?option=com_content&task=view&id=1684. These standards have a close correspondence with the twelve Chapter 79 standards being used at Iowa State, but unfortunately have a different numbering system. As of July 2005, this system is also being used to evaluate the performance of all teachers. For students in family and consumer sciences education and studies, standards assessments have been identified in required courses. These can be an assignment, a project, practicum participation, or a combination of these. The scoring criteria for each standards assessment will be provided to the student. Each student will be evaluated on the completed standards assessment as either proficient or not proficient. The standards assessments may also count in the overall course grade. Because these assignments reflect key elements of learning in the course, students who do not perform at a proficient level on each standard for which there is a standards assessment will receive a C- or lower for the overall course grade. E-Portfolio Information Starting fall 2014, the FCEDS and ECE programs will pilot an alternative E-Portfolio system. Students will not upload artifacts to the E-Portfolio, but will write a Reflective paper during FCEDS 306 as a formative assessment, and another paper during student teaching as a summative assessment. Specific direction will be given to students during the time they are completing these assessments.

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Major Assignments For all assignments, see blackboard for specific assignment details and rubrics that are used for grading purposes. Attendance, daily assignments - approx. 200 points Class attendance and discussions, journal, practice teaching self-critique and peer critiques, and daily assignments (TBA) Unit or program plan - 100 points Students will prepare a unit or program plan that demonstrates their ability to develop a five-day general plan of learning for an FCS classroom (or a five hour workshop-for non- licensure students) using strategies that fit the philosophy of FCS as a Career and Technical course of study. The unit or program plan will include providing background information including context for learning, unit information, conceptual outline, essential questions, content standards and objectives, learning outcomes, rationale, National Standards for FCS (not required for non-licensure), unit overview, material and equipment needs, advance preparations, a description of the learning activities and the assessment methods to be used. Lesson plans – 300 points Science-based (100) The science-based lesson plan will include an analysis providing background information, a reason for the choice of strategies used, essential questions, content standards and objectives, learning outcomes, National Standards for FCS (not required for non-licensure), material and equipment needs, advance preparations, a detailed description of the learning activities, accommodations, and an assessment method. Reading-based (100) The reading-based lesson plan will include an analysis providing background information, a reason for the choice of strategies used, essential questions, content standards and objectives, learning outcomes, National Standards for FCS (not required for non-licensure), material and equipment needs, advance preparations, a detailed description of the learning activities, accommodations, and an assessment method. Unit plan-related (100) Related to the unit plan, each student will prepare and teach a minimum of a twenty-five minute lesson that demonstrates their understanding and ability to teach in an FCS classroom or program. The lesson plan will include an analysis including where the lesson fits into the unit, a reason for the choice of strategies used, essential questions, content standards and objectives, learning outcomes, National Standards for FCS (not required for non-licensure), material and equipment needs, advance preparations, a detailed description of the learning activities, accommodations, and an assessment method. The peer teaching activity will involve the students teaching peers while being digitally recorded, participating in a peer and self-critique of the lesson, privately watching themselves and writing a self-reflection.

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Peer teaching - 50 points Prior to teaching your practicum lesson, students will peer teach their lesson to the class. Depending on time and class size, we may split up into smaller groupings for this activity. The peer teaching is designed to get valuable feedback and practice prior to teaching the lesson for the first time. Peers will evaluate their classmate’s work and each student will have the opportunity to reflect and modify their lessons as a result of the experience. Web resources and/or expansion activity findings annotated bibliography - 50 points The use of technology in the classroom, both for content, career skills and for lesson use and development is an essential tool for FCS instructors today. Choosing what technology to use and evaluating that technology becomes a task within itself! This assignment will allow you to evaluate a minimum of FIVE technology resources to share. As a class, we will each look at different applications, websites, and technology resources. Duplications would not be as helpful this first time around, though what one person may see as useful may not be as useful to another depending on their skills and their interests. This is meant to be a starting point for us to see what is available to us for lesson planning and development.

12-hour practicum experience – 150 points Students will participate in a 12-hour practicum experience at an assigned school or agency, outside of class time. In this practicum experience they will seek an understanding of the education or agency setting, the teacher or supervisor, the learners, and the content to be taught. Students will prepare a unit or program plan (see Unit or Program Plan Assignment) so it dovetails with the teacher or supervisor’s scheduled block plan for the course or program. From that unit plan, they will also prepare and teach a twenty-five minute lesson not only to their peers in the 306 classroom (see Lesson Plan Assignment), but to their practicum students or clients as well. Ideally, students will arrange for this lesson to be digitally recorded allowing them an opportunity for self-reflection. Students will also prepare a Written Reflection Paper (see criteria sheet) and will prepare a presentation summarizing their experiences to be shared on the final day.

Written reflection paper (100) PORTFOLIO ARTIFACT PILOT 2014 o Must pass reflection or rewrite until it meets proficiency at 70%.

Instructor evaluation (50) o Must pass instructor evaluation or cannot pass the course and will re-take 306

FINAL - Philosophy paper – 100 points Philosophies of education determine what values are emphasized in a classroom, its organization and management, what content areas are stressed, and what teaching methods and assessment strategies are used. This course was designed to give you an opportunity to explore contemporary readings and strategies as they help you develop an understanding and working model of Family and Consumer Sciences as a part of Career and Technical Education in your classroom. In order to design a philosophy of FCS education today in a philosophy paper, think about the following questions in relation to class readings and discussions:

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(1) What is the role of school in society? What are the purposes of education? How do we assure that schools serve all students well? What is the place of Family and Consumer Sciences in this role today? (2) How do you view the student? What is the student's role in his/her education? How do we assure that all students are prepared to assume that role? (3) How do you view the role of the teacher? How is this consistent with the above beliefs? What are the primary responsibilities of the teacher in a society that values diversity? 4) How will you design your curriculum, instruction and classroom management so that it will best maximize the learning of the very diverse population of students you can expect to find in your classrooms in addition to providing the required skills for a 21st century worker/learner?

Course Reading List-2013 (Can be found on E-Library site, readings will be shared in class as appropriate)

Allington, R.L. & Gabriel, R.E. (2012). Every child, every day. Educational Leadership, 69 (6),

2012, 10-15.

Boggs Sass, H. (2011). Advancing a new image of CTE via high quality teacher preparation. Techniques, April (2011), 24-27.

Boor, M.L. (2009). Baby think it over: A weekend with an infant simulator. Journal of Family and Consumer Sciences Education, 27(2), 2009, 45-55.

Guthrie, J.T. & Lutz Klauda, S. (2012). Making textbook reading meaningful. Educational

Leadership, 69(6), 2012, 64-68. Hoachlander, G. & Yanofsky, D. (2011). Making STEM Real. Educational Leadership, 68(6),

2011, 60-65. McCaslin, N. L. & Parks, D. (2002). Teacher education in career and technical education: Background and policy implications for the new millennium. National Dissemination Center, The Ohio State University. Thompson, N. E., Wheeler, J. P. (2009). Diversity in the family and consumer sciences classroom: Teaching and learning strategies. Journal of Family and Consumer Sciences Education, 27(2), 56-62. Smith, B. P. (2010). Instructional strategies in family and consumer sciences: Implementing

the contextual teaching and learning pedagogical model, Journal of Family and Consumer Sciences Education, 28(1), 23-38.

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Tentative Schedule-2013

Date Basic Concepts Assignment/Reading

Tuesday August 26

Introduction to 306, course content, procedures, and materials. Is teaching an art or a science? What is an ideal FCS program? Philosophy of FCS education

o What is a philosophy? o What is an FCS education

philosophy? o What is your current

philosophy of FCS education?

Read:

McCaslin, N. L. & Parks, D. (2002) Read only pages 5 – 19 (beginning with the Individual, Society, and the Economy and stopping at Infrastructure)

Boggs Sass, H. (2011)

Text: Chapter 1

Thursday August 28

Subject specific pedagogy ACTE Vision presentation sharing:

What New and Existing CTE teachers Must Know How to Do and Do Well (2012)

What is the learning environment like?

Read: Allington & Gabriel (2012) Thompson, N. E., Wheeler, J. P. (2009) Smith, B. P. (2010). Text: Chapter 2 and 5

Labor Day Weekend

Tuesday September 2

Planning and Instruction Learning domains (Revised Bloom Taxonomy) Learning objectives activity Explore National Standards for Family & Consumer Sciences Education

Text: Chapter 6 Explore this website: National Standards for Family and Consumer Sciences Education website: www.doe.in.gov/octe/facs/NASAFACS/index.html

Thursday September 4

Supporting learning needs Context for learning/school site, students, program

Read: Text: Chapter 7

Tuesday September 9

Sample Unit Plan and discussion

Read: Text: Chapter 7

Thursday September 11

Sample Lesson Plan and discussion

Read: Text: Chapter 7

Tuesday September 16

Deepening Thinking Heuristic Methods

Read: Text: pps. 353-370, Chapter 12 and Chapter 13

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Thursday September 18

Models Direct instruction/flipping Authentic methods - discussions

Read: Text: pps. 325 – 337 pps. 345 - 352

Tuesday September 23

Models – Simulations Example: Habitat for Humanity Lesson on applying for housing assistance

Read: Boor, M.L. (2009) Text: pps. 415-417

Thursday September 25 IACTE in Ankeny

Class work on unit and lesson plans for practicum experience

Have practicum instructor verified and connected with by this time to begin unit plan

Tuesday September 30

STEM in the FCS Classroom Explore

Read: Hoachlander & Yanofsky (2011)

Thursday October 2

Teaching science methods in the FCS classroom

Meet in 1320 Molecular Biology, Mike Zeller, Outreach Education Coordinator

Tuesday October 7

Teaching science methods in the FCS classroom

Meet in 1320 Molecular Biology, Mike Zeller, Outreach Education Coordinator

Thursday October 9

Teaching science methods in the FCS classroom Practicum experiences check-in

Meet in 1320 Molecular Biology, Mike Zeller, Outreach Education Coordinator

Tuesday October 14

Teaching science methods in the FCS classroom

Meet in 1320 Molecular Biology, Mike Zeller, Outreach Education Coordinator

Thursday October 16

Debrief teaching science methods in the FCS Classroom T eaching reading methods in the FCS classroom

Read: Guthrie, J.T. & Lutz Klauda, S. (2012)

Tuesday October 21

Using reading methods - more methods and ideas What is CTE’s importance to the CORE curriculum?

Due: Science lesson plan

Thursday October 23

Peer teaching Q & A

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Tuesday October 28

Peer teaching (8 lessons-25 minutes each)

Due: Reading Lesson Plan

Thursday October 30

Peer teaching (8 lessons-25 minutes each)

Tuesday November 4

Peer teaching (8 lessons-25 minutes each)

Due: Lesson plan (due on the day you teach)

Thursday November 6

Peer teaching if needed Or work with unit plan and web resources

Read: Chapter 5

Tuesday November 11

Cooperative learning Johnson and Johnson, Kagan, Slavin, Sharan

Cooperative Simulation -- STAD Read postings on blackboard

Thursday November 13

Teaching in the lab/best practices that incorporate Cooperative elements Review Unit Plan and work time

Tuesday November 18

Speaker

Thursday November 20

Explore:

www.WebQuest.org No formal Class Period

WebQuest Activity (Develop in class in teams)

November 18-21 National ACTE in Nashville

November 25-29 Thanksgiving Break

Tuesday December 2

Portfolio pilot assessment information and sharing day. Refine reflections.

Thursday December 4

Reserved for speaker or catch-up! Due: Unit Plan

Tuesday December 9

Share Webquest and ACTE VISION Due: Web resources or expansion activity/annotated bibliography

Thursday December 11

Practicum Presentations

Due: Practicum Presentation

Due: Written Reflection Paper

Final WednesdayDecember 17

7:30 – 9:30 AM Practicum Presentations

Due: Philosophy Paper

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FCEDS 306: Suggested Experiences for FCS Communication and Professional Studies

Minimum of 12 hours

Four main areas of focus:

Context

Supervisor

Clients

Content – Subject matter

Some suggested experiences

Find out about overall goals, organizational structure, and funding sources of the work

setting. How does legislation affect the setting?

Observe physical environment (arrangement of office, educational areas, etc.) and

organizational climate in workplace.

Examine policy and procedure materials (handbooks, office procedures manual,

websites, etc.).

Observe characteristics of target audiences (age, interests, motivation to meet their

goals, health and energy levels, etc.).

Observe supervisor in their professional role. How does he or she relate to co-workers,

clients, staff and parents? How does he or she make decisions? How does he or she

manage time?

Examine instructional materials such as program guides, learning resources, technology

and multimedia materials available to both staff and clients.

Observe supervisor as they work. What is his or her communication style? How do the

clients react to her or him?

Meet and talk to other staff persons (supervisors, program coordinators, and support

staff, among others).

Interview clients (if possible) to determine reasons why they are seeking services.

Interview the supervisor about his or her philosophy of the profession. How does he or

she define their philosophy? In what professional organizations is he or she involved?

Examine professional literature in journals, magazines, newsletters, etc.

Discuss with the supervisor how he or she considers the diversity of clients in planning,

such as incorporating gender equity and multicultural perspectives in their work.

Assist the supervisor with instructional activity. (Prepare a bulletin board, brochure,

visual communication and help plan and implement a program/event etc.).

If feasible and with permission of your supervisor, prepare and implement a program

for target audiences. Share your plan with the supervisor prior to implementation. Ask

for feedback.

Plan and implement an exhibit or display.

Develop useful resources to be used by the supervisor or program coordinator.

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FCEDS 306: Suggested Experiences for FCS Teaching Observation

Minimum of 12 hours Four main areas of focus:

Context

Teacher

Learners

Content – Subject matter

Some suggested experiences

1. Find out about overall goals, organizational structure, and funding sources of educational

setting. How does legislation affect the setting?

2. Observe physical environment (arrangement of office, classroom, etc.) and climate in

workplace.

3. Examine policy and procedure materials (student handbook, office procedures manual,

etc.).

4. Observe characteristics of learners (age, interests, motivation to learn, health and energy

levels, etc.).

5. Observe cooperating educator in professional role. How does he or she relate to co-

workers, learners, etc? How does he or she make decisions? How does he or she manage

time?

6. Examine instructional materials such as curriculum guides, lesson plans, textbooks,

technology, multimedia materials, etc.

7. Observe cooperating educator in teaching/learning process. What is his or her teaching

style? How do the learners react to her or him?

8. As feasible, meet and talk to other staff persons in the school.

9. Interview learners to determine reasons why they are taking the course or are enrolled in

the program.

10. Interview the cooperating educator about his or her philosophy of the profession. How

does he or she define it? In what professional organizations is he or she involved?

11. Examine professional literature in journals, magazines, newsletters, etc.

12. Discuss with the cooperating educator how he or she considers the diversity of learners

in planning, such as incorporating gender equity and multicultural education in teaching

and/or working with special needs learners.

13. As feasible, assist the cooperating educator with instructional activity

14. Discuss with the cooperating educator the topic for your unit plan and the specific

concept/s for your lesson plan and fit it into his/her teaching schedule.

15. Arrange to teach your lesson plan in his/her class, scheduling it so that it follows your peer

teaching in 306 class.

16. Arrange to have this lesson digitally recorded for your private reflection.

17. Develop a list of web-resources that would be useful for the cooperating educators.