Embed Size (px)
Citation preview
Fall 2012
Page | 1
DIVISION: Teacher Education PROGRAM AREA: Secondary Education COURSE TITLE: Analysis of Secondary Teaching COURSE REF. NO: TED 5160 - 007 (CR# 15702) COURSE CREDIT: 3 Credit Hours TERM/YEAR: FALL 2012 LOCATION: College of Education, Room 255 TIME: Mondays 5:00-7:45pm INSTRUCTOR: Alycia Meriweather OFFICE HOURS: Before/after class, and/or by appointment E-MAIL: [email protected] PHONE: 313-873-7553 COURSE DESCRIPTION An overview of structure, function, and purpose of secondary education including teacher planning
Development and analysis of instructional objectives
Organization and management of learning techniques
Exploration and utilization of resources in the community
Creation of an educational portfolio for use in the ‘Capstone Conversation’
Prerequisite: Admission to the Teacher Certification; Program Co-requisite: TED 5650
Fall 2012
Page | 2
Course Outcomes: Students are expected to develop skills needed for successful student teaching by demonstrating an understanding of the WSU/COE student teacher competencies. The students will:
1. Present effective lessons by:
Planning for instruction using a variety of skills and strategies based on current research
Understanding the content matter/objectives of the curriculum material presented
Organizing instruction to maximize student time on task
Integrating cultural diversity into the curricular material/being culturally sensitive
Meeting the needs of all students 2. Develop effective management techniques by:
Creating a student friendly classroom environment
Establishing routines and procedures
Managing student behavior including disruptive incidents
Conferring with support staff and following the appropriate process 3. Develop innovative instructional strategies by:
Showing the sequence of lessons
Using different teaching styles and strategies/techniques
Using media, technology and other resources
Creating a variety of learning activities
Integrating content across curricular areas 4. Develop evaluation and assessment procedure/skills to measure student progress/growth by:
Maintaining accurate records of assignments/grades
Using rubrics/assessment tools based on curriculum taught
Assessing student achievement and relating same to parents 5. Develop programs/procedures/time for personal and professional growth by:
Knowing the staff, building rules/procedures, and the physical plant
Understanding the organizational structure of the school and district
Working with parents
Researching the demographics of the community
Understanding the needs/expectations of the community
Reflecting on daily experiences as a means of improving
Required Text/Subscriptions:
1. Stronge, James H. (2007) Qualities of Effective Teachers. Alexandria, VA: ASCD, 2007. ISBN 978-1-4166-0461-7
2. Stronge, James H., Tucker, Pamela D., & Hindman, Jennifer L. (2004) Handbook for Qualities of Effective Teachers. Alexandria, VA: ASCD, 2004. ISBN 1-4166-0010-8
3. Lemov, Doug (2010) Teach Like a Champion: 49 Techniques that Put Students on the Path to College. Jossey-Bass, 2010. ISBN 978-0470550472
4. Jackson, R, (2009). Never work harder than your students & other principles of great teaching, Alexandria, VA: Association for Supervision and Curriculum Development, 2009. ISBN 978-1-4166-0757-1
Fall 2012
Page | 3
Suggested References:
Rodriguez, Eleanor Rene & Bellanca, James (2007). What is it About Me You Can’t Teach: An Instructional
Guide for the Urban Educator. California: Corwin Pres ISBN 978-1-4129-3763-4
Singleton, Glenn E. & Linton, Curtis (2006). Courageous Conversations About Race. California: Corwin Press
ISBN 978-0-7619-8876-2
ASSIGNMENTS: (See tentative class schedule for due dates) NOTE: All Assignments must follow RUBRIC guidelines for maximum points. Late assignments result point deductions for each class day missed.
TOPIC POINTS DUE
Fellow Log 5/each specific assignment within the Log, unless otherwise noted
See Class schedule for all required assignments
10/1/12,10/22/12,11/12/12, 11/26/12, 12/10/12, and 12/17/12
Reading Reflections & Video Reflections 7/each assigned reading
See Class schedule
Bring every week, but they will be submitted within the
appropriate Fellow Log.
Never Work Harder than Your Students Poster
10 *completed in class on
9/17/12*
Teaching and Learning Statement-revised 10 12/17/12
Unit of Instruction Plan/Lesson Plan 10 12/17/12
Mini-lesson Presentations & Bulletin Board (must be from your unit plan/lesson plan)
20 12/17/12
Digital portfolio/Capstone Project (in progress)
30 12/17/12
Professionalism/Attendance 5/session
Research Review (Qualities of Effective Teachers; Chapters 1-7)
6/each
Bring every week, but they will be submitted within the appropriate
Fellow Log.
Requirements Expanded: All assignments should be submitted by hard copy unless otherwise stated.
1. Teaching and Learning Statement: After several clinical experiences and readings, please revise your Teaching and Learning Statement.
2. Fellow Logs: There are multiple assignments that are to be included in the Fellow Log at each submission date. Please submit EACH assignment within the Log, and ideally, the Log would be contained in a 3 ring binder separated with dividers to distinguish each date. Refer to the class schedule for the specific elements that should be included for each date. Here are some examples of what is required:
a. Field Experience Reflection: Use the template to record your experiences. Each Fellow log will have multiple different field experiences required such as “clinical visit #X, On-site Assignment, etc.). Adapt the template to meet the specific experience and include EACH form in your Fellow Log.
b. Self Reflection: In the Fellow Log, there are several requirements of tasks that you actually need to complete, rather than observing someone else, such as conduct bellwork/Do Now discussion, assist small groups of students, etc. For these experiences, you must complete a Self Reflection and include that in your Fellow Log.
Fall 2012
Page | 4
c. Extra Curricular Involvement: It is expected that you will choose and participate in at least 1 extra-curricular activity at your school site for at least 6 hours. You must complete the extra-curricular log (due 12/19/11), and a Self Reflection sheet for every time you assist (to be included in the appropriate Fellow Log)
d. Reading Reflection/Video Reflection: This assignment is due for EVERY reading/video clip assigned. Bring the assignment with you to the class that pertains to that discussion, but they should be submitted with your log.
3. Unit of Instruction Plan: Develop a unit of study that includes at least three daily lessons using the WSU/COE format. One of the lessons will be presented in class, along with a bulletin board that reflects the unit.
a. Use one Lesson Plan for the Mini-lesson presentation, although the bulletin board can reflect the entire unit. b. Bulletin Board: Create a bulletin board that is reflective of the concepts in your Unit Plan that is interactive,
informative and attractive. Write a brief summary of the BB. If you are unable to put BB in the classroom where you are observing/teaching, create a simulated classroom diagram.
4. Digital portfolio/Capstone Conversation: The assignment will continue with your student teaching experience and be presented before a panel at the end of your student teaching experience. The digital portfolio is a collection of artifacts that demonstrate your competency as a beginning professional. It should reflect the many dimensions of you as an urban educator including knowledge of subject matter, instructional strategies, classroom organization, and management of student behavior and evaluation of learning. Ultimately, your digital portfolio should also demonstrate your understanding of the WSU COE theme: Reflective, Innovative, and Committed to Diversity.
5. Reflection on Research: For each chapter of the Qualities of Effective Teachers book, choose an original piece of research that is listed in the back of each chapter. Pull that original research, read it, and complete a “Reflection on Research: 5W’s +1” of the piece.
Class Policies:
1. Punctual attendance is your professional responsibility.
The WSU Attendance Policy states: “It is the student’s responsibility to learn the course material. When
classes are missed for whatever reason, it is the student’s obligation to obtain copies of the class materials
and students are responsible for all materials covered in the lectures. An excused absence does not excuse
the student from completing assigned work, including exams.”
2. All assignments must be submitted electronically and in hard form. Presentations are to be made when
scheduled. Late assignments will receive a reduced grade. Assignments may be re-done for a grade
improvement by arrangement. Proofreading, editing and correct grammar are pre-requisites for all
assignments. Developing effective writing skills is essential to your grade.
Plagiarism is unacceptable.
Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or
presenting outside information as if it were your own by not crediting authors through citations. It can
be deliberate or unintended. If you're in doubt about the use of a source, cite it. Students caught
plagiarizing information from other sources will receive a failing grade in the course. University policy
states that students can be subject to multiple sanctions, from reprimand to expulsion as a consequence
of academic dishonesty. To enforce this policy, all outside references must be submitted with
assignments.
3. Active participation in all class activities and discussion is expected. Come to class with ideas,
agreements or disagreements on the reading assignments. We expect you to question our ideas and those
of your peers.
Fall 2012
Page | 5
4. Professional dress, behavior, and language are required at all times.
5. Please put all electronic devices on vibrate or turn off during class and when in your assigned school.
Enrollment/ Withdrawal Policy
Beginning in Fall 2011, students must add classes no later than the end of the first week of classes. This
includes online classes. Students may continue to drop classes (with full tuition cancellation) through the
first two weeks of the term.
Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or
WN.
o WP will be awarded if the student is passing the course (based on work due to date) at the time
the withdrawal is requested
o WF will be awarded if the student is failing the course (based on work due to date) at the time
the withdrawal is requested
o WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the
withdrawal request before it becomes final, and students should continue to attend class until they receive
notification via email that the withdrawal has been approved. Beginning in Fall 2011, the last day to withdraw
will be at the end of the 10th
full week of classes. The withdrawal date for courses longer or shorter than the full
15-week terms will be adjusted proportionately.
Religious Observance Policy:
Because of the extraordinary variety of religious affiliations represented in the University student body and
staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy,
however, to respect the faith and religious obligations of the individual. Students who find that their classes or
examinations involve conflicts with their religious observances are expected to notify their instructors well in
advance so that alternative arrangements as suitable as possible may be worked out.
Fall 2012
Page | 6
EVALUATION AND GRADING:
All assignments are due on the date indicated. All late assignments are lowered by a point for each class
that they are late. Assignments will be rated using the specific criteria identified in the rubrics.
93 – 100% A
90 – 92% A-
87 – 89% B+
83 – 86% B
80 – 82% B-
77 – 79% C+
73 – 76% C
Below 73% F
Fall 2012
Page | 7
Tentative Class Schedule
Class # Date Readings/Discussions Items Due
1 9/10/2012 Syllabus Organization of Course Week 1 Assignment
N/A
2 9/17/2012 Never Work Harder than Your Students (Ch. 1-7)
9/17/12
Never Work Harder than Your Students Chapter Questions (per your assigned chapters)—bring completed work to class.
9/24/12
Never Work Harder than Your Students, Chapter 8 questions
Reading Reflections (RR) for QE/QEH Ch. 1 (one assignment that covers both books)
QEH Ch.1 Exercises (p. 22-23)
Reflections on Research (5 Ws+1)-QE Ch 1 10/1/12
Fellow Log #1 must include:
Assignments for 9/17 & 9/24/12 (at minimum session notes and reflection, any in class assignments,& ALL assignments due on those dates)
RR for TLAC Chapters 5,6, & 7 (1 RR to cover all 3 chapters)
Video Reflection (VR): Pick 1 video clip from TLAC chapters 5-7
Determine extra-curricular involvement (complete/submit extra-curricular log sheet)
Student interviews (at least 2)—develop and administer; include interviews AND self reflection (SR) sheet on the task
Lesson planning discussion with mentor (SR)
3 9/24/2012
Digital Portfolio QE Chapter 1:Prerequisites for Effective Teaching QEH Chapter 1 Research Review Chapter 1
4 10/1/2012
Teach Like a Champion Chapters 5, 6, & 7
5 10/8/2012 One on One Time slots 10/8/12
Self Analysis Task
SR for One on One conference
10/15/12
RR QE/QEH Ch.2 (1 assignment to cover both books)
QEH Ch. 2 Exercises (pp. 48-49; 56-57; 60-61)
5 Ws +1 QE Ch. 2 10/22/12
RR QE/QEH Ch. 3 (1 assignment to cover both books)
QEH Ch.3 Exercises (pp. 79-80; 88-91)
5ws +1 QE Ch. 3
Fellow Log #2 must include
All Assignments from 10/1, 10/8, & 10/15 (at minimum session notes and reflection, any in class assignments,& ALL assignments due on those dates)
On site Assignment: Main Office (FERG)
6 10/15/2012
Digital Portfolio QE Chapter 2: The Teacher as a Person QEH Chapter 2 Research Review Chapter 2
7 10/22/2012
QE Chapter 3: Classroom Management and Organization QEH Chapter 3 Research Review Chapter 3
Fall 2012
Page | 8
Assist small groups of students/individual students (SR)
School Entry Process; assist for 3 days (SR on overall experience)
Conduct Bell work/Do Now discussion with the students at least 1X/week (developed with mentor or by mentor) (SR)
Continue with Extra Curricular activity (SR and log)
Student interviews (at least 4)—include interviews and SR
8 10/29/2012 One on One Time slots 10/29/12
Self Analysis Task
SR for One on One conference 11/5/12
RR QE/QEH Ch. 4 (1 assignment to cover both books)
QEH Ch. 4 Exercises (113,114,122,125)
5ws +1 Ch. 4 11/12/12
RR TLAC Chapters 2,3, & 4 (1 assignment that covers all 3 chapters)
VR TLAC Chapters 2, 3, & 4 (pick 1 clip total)
Fellow Log #3 must include:
All Assignments from 10/22, 10/29, & 11/5/12
Co-Develop a lesson with the mentor; fellow conducts the lesson AFTER seeing the mentor teach it first (1 time during this segment) (SR)
Conduct Bell Work/Do Now discussion with the students (at least 2X/week) (SR on overall experience)
Assist with school dismissal process; outside the building -3 days(SR on overall experience)
Assist small groups or individuals (SR)
Attend Parent Teacher Conferences (SR)
Clinical Visit #2- another school (FERG)
Student interview(interview at least 2 S’s and complete SR)
Continue with extra-curricular activities (log and SR)
9 11/5/2012
Digital Portfolio QE Chapter 4: Planning and Organizing for Instruction QEH Chapter 4 Research Review Chapter 4
10 11/12/2012 Teach like a Champion Chapters 2,3,& 4
11 11/19/2012
Digital Portfolio QE Chapter 5: Implementing Instruction QEH Chapter 5 Research Review Chapter 5
11/19/12
RR QE/QEH Ch. 5 (1 assignment that covers both books)
QEH Ch.5 Exercises (148,149,159,165,166)
5ws +1 QE Ch. 5 11/26/12
RR QE/QEH Ch. 6 (1 assignment that covers both books)
QEH Ch. 6 Exercises (187,188,193,195-196 for self)
5ws +1 Ch.6
Fellow Log #4 must include:
All Assignments from 11/12 & 11/19
Lesson sequence (2-4 days) co developed with the mentor that the fellow will conduct after seeing the mentor teach it first (at least 2X)
Conduct Bellwork/Do Now at least 2X/week (SR)
Assist small groups or individuals (SR)
Clinical Visit #3 (FERG)
Extra Curricular activity (log and SR)
Student interview(interview at least 2 S’s and complete SR)
12 11/26/2012
QE Chapter 6: Monitoring Student Progress and Potential QEH Chapter 6 Research Review Chapter 6
Fall 2012
Page | 9
13 12/3/2012 Lesson/Unit Plan Prep 12/3/12
SR on process of Lesson Plan/Unit Plan development 12/10/12
Fellow Log #5 must include:
All Assignments from 11/26 & 12/3
RR TLAC Chapters 1,8, & 9 (1 assignment to cover all chapters)
VR TLAC Chapters 1,8, & 9 (pick 1 clip total)
Develop and deliver 1 lesson sequence (2-4 days) that was developed independent of the mentor (or can be co-developed), mentor delivers their version, fellow delivers their version. (lesson sequence and SR)
Conduct Bellwork/Do Now (at least 3X/week) (SR)
Assist small groups of students or individuals (SR)
Clinical Visit #4 (FERG)
On Site Assignment: Lunch Room duty (assist with lunch room monitoring for 2 days) (SR)
14 12/10/2012 Teach Like a Champion Chapters 1,8, & 9
15
12/17/2012
FINAL
12/17/12
Teaching/Learning Statement revised
Lesson/Unit Plan
Mini Lesson Presentation/Bulletin Board
Final
Fellow Log #6 must include:
RR QE/QEH Ch. 7 (1 assignment to cover both books)
Session notes and reflection for 12/10/12
Extra Curricular Log and Self Reflections along with a final reflection should be assembled and submitted as one document.
Develop and deliver 1 lesson sequence (2-4 days) that was developed independent of the mentor (or can be co-developed), mentor delivers their version, fellow delivers their version. (lesson sequence and SR)
Conduct Bellwork/Do Now (at least 3X/week) (SR)
Assist small groups of students or individuals (SR)
Clinical Visit #5 (FERG)
Final Reflection/Analysis of Experience (see Final Rubric)
RR=Reading Reflections
SR=Self Reflection sheet
VR=Video Reflections
FERG=Field Experience Reflection Guide
TLAC =Teach Like a Champion
QE=Qualities of Effective Teachers
QEH=Qualities of Effective Teachers Handbook
Fall 2012
Page | 10
Wayne State University
Woodrow Wilson Teaching Fellows Reading Reflection (RR)
For every assigned reading, complete the assignment below, bring to class, and then submit as part of the appropriate Fellow Log.
Name _________________________________________________________
Reading _______________________________________________________
1. Understanding: Demonstrate an understanding of the reading either by providing a summary, an outline, or with a graphic
organizer. (2 points)
2. Critique the reading by providing both highlights/points of interest and relevance and issues of concern or confusion. (2
points)
3. Application: Apply the concepts from the reading to the classroom/teaching. (2 point)
4. Favorite quote from this reading and why (1)
Fall 2012
Page | 11
Wayne State University
Woodrow Wilson Teaching Fellows Video Reflection (VR)
Complete the assignment below for the assigned video clip, bring to class, be prepared to present, and then submit as part of the
appropriate Fellow Log.
Name _________________________________________________________
Video Clip _______________________________________________________
1. Understanding: Demonstrate an understanding of the video clip either by providing a summary, an outline, or with a
graphic organizer. (2 points)
2. Critique the video clip by providing both highlights/points of interest and relevance and issues of concern or confusion. (2
points)
3. Application: Apply the concepts from the video clip to the classroom/teaching. (2 point)
4. Favorite segment, quote, scene from this video clip and why (1)
Fall 2012
Page | 12
Wayne State University Woodrow Wilson Teaching Fellows
Name: ______________________________________________________
Reflection on Research: 5 W’s + 1
Qualities of Effective Teachers by James H. Stronge Chapter ________
1 point for each item below (total= 6 points)
Research Article: _______________________________________________________
1. Who conducted this research?
2. What was the research about?
3. When was the study conducted (years;length)?
4. Where?
5. Why?
+1: What are your thoughts about this body of research?
Is it relative to teaching? Does this have significant implications to urban education? Do you think this study should be shared more
widely? Compliments or concerns related to this specific research.
Fall 2012
Page | 13
Wayne State University
Woodrow Wilson Teaching Fellowship
Extra Curricular Activity Log
Name _________________________________________________________
Location: ___________________________________________________
Extra Curricular Activity: _______________________________________
Minimum requirement: 6 hours of assistance with the extra-curricular activity
Please describe the extra -curricular activity:
Why did you choose to participate in this extra-curricular activity?
Please record the dates/times that you assisted with the extra-curricular activity and a brief description of what you did during that
time:
Date Time Description of task
Please NOTE: For each date/time you participate with the extra-curricular activity, you need to complete a Self Reflection sheet.
Those sheets should be included in the Fellow Log for the appropriate time span. This sheet is due on 12/19/11.
Fall 2012
Page | 14
Wayne State University
Woodrow Wilson Teaching Fellowship
Self Reflection (SR)
Name _________________________________________________________
Date _________________________________
Task _______________________________________________________
Location: ___________________________________________________
To be included in Fellow Log submission (list date): _________________________
1 point for each item below (total= 8 points)
1. Describe the task/situation (ie. Describe the students (#, age, etc.), describe the adults (only you, more than you, etc.), Describe
what you are charged with doing.
2. Were you able to complete the task?
3. What went well? Why?
4. What didn’t go well? Why?
5. What would you do differently next time?
6. The most valuable thing I learned from this experience was…
7. I wish…
8. Other thoughts/free write
Fall 2012
Page | 15
