Special Methods in High School Subjects
Instructor: Dr. Paige L. Schulte
Office Hours: Monday = 11-12:30; 1:30 4:00 PM Wednesday = 11-12:30; 1:30 4:00 PM Thursday = 3 - 5 PM
Phone Number: 985-549-5274
E-Mail Address: email@example.com
Web Address: www.selu.edu/Academics/Faculty/pschulte (can log on BB)
Statement of the Conceptual Framework: In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in todays world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), and content knowledge (CK).
Course Description: The central goal of this course is to facilitate disciplined reflective inquiry among preservice teachers into the education process through the interaction of theory and practice based on the Conceptual Framework of the College of Education and Human Development. This course will focus on secondary methods and materials in the students main area of certification and is connected to the four components of The Effective Educator. Classroom observations and direct teaching in high school classes are an essential part of the course and included in the course requirements. Students will demonstrate knowledge, attitudes, and skills taught as part of this class in connection to the four components in The Effective Educator model through conceptualization in both written work, application activities, and teaching performance in the classroom, among teaching colleagues, and in the field. This course will provide preservice teachers an opportunity to:
develop an understanding of self in the role of teacher and as a student of reflective teaching.
develop initial technical skills of lesson design, instruction, and classroom management consistent with the Louisiana Components of Effective Teaching, national and state content standards, and contemporary educational reform efforts.
develop an appreciation of the current literature on effective teaching.
participate in a collegial relationship with teaching professionals as well as other students of teaching.
understand the attributes of school culture and productive and nonproductive teacher performance with regard to various school settings.
Textbook There is no single required textbook for this course. Students will use a variety of references and materials. The following must be purchased at the bookstore: 1) a packet of reference handouts and documents used for the school-based experiences in the course 2) Quick Flip Questions for Critical Thinking by Linda G. Barton.
Prerequisites: Senior standing; full SARTE status; currently taking or completed EDUC 407. It is recommended that students take this course the semester before student teaching and that the students semester course load is limited to 12 hours. You MUST block out the mornings from 7:30 AM to 11:00 AM (Monday through Friday) in order to participate in the required field experiences in a secondary school.
Objectives: (Referenced to the four components in The Effective Educator described in the Conceptual Framework) After participating in this course, students will be able to:
1. identify the diverse backgrounds, learning styles, and needs of learners in American secondary schools. (KL)
2. use various theories of learning as a consideration in planning effective teaching and learning experiences. (SBI, KL, PP, CK)
3. identify and provide a rationale for teacher behaviors, strategies, and methods that enhance student learning. (SBI, KL, PP, CK)
4. demonstrate proficiency in constructing and implementing lesson and unit plans in their specific content area. (PP, CK)
5. construct learning objectives in the cognitive, affective, and psychomotor domain. (SBI, CK)
6. construct and implement learner-centered activities. (KL. PP)
7. utilize a variety of teaching methods which accommodate the diverse backgrounds, learning styles, and special needs of students. (KL, PP)
8. demonstrate effective questioning techniques that promote critical thinking. (KL, PP, CK)
9. demonstrate the proper use of teaching aids and instructional media to enhance instruction in the classroom. (PP)
10. incorporate activities into secondary lessons that promote collaboration, decision-making, and problem-solving. (SBI, KL, PP, CK)
11. utilize appropriate assessment strategies for secondary students. (KL, PP, CK)
12. demonstrate a knowledge of effective methods of classroom management. (KL, PP)
13. identify relevant professional journals, organizations, and Internet sites that are concerned with secondary teaching methods. (PP)
14. describe the various roles of a professional teacher employed in a school district. (PP)
15. work cooperatively with other students of teaching in classroom activities. (KL,PP)
Participation (in class and on-line): Complete all class activities and homework assignments based on discussions, readings, and teaching episodes both in class and posted on Blackboard. Weekly assignments will be submitted to the instructor and/or classmates on paper or through email as prescribed by the instructor. Field experiences in the Practicum are included in this assessment. Email communication is an essential part of this course. Only your SLU email address can be used, as per University policy. Any email correspondence with the instructor must have your last name, course number, and assignment or question topic identified in the subject section.
Ex.: Smith, 485, question about observations.
Literature Reviews (2): Review 2 contemporary (1996…) articles from current professional literature both of which are related to general and content-specific secondary instruction. The articles must focus on instructional strategies relevant to you as a teacher in a secondary classroom. One article review (1-2 typed pages) should be from a professional education journal in your content area and a second article review should be from a general education journal in secondary curriculum and instruction. You must turn in a photocopy of each of the articles and each review (1-2 pages typed and double-spaced) should contain:
a) a bulleted summary of the main ideas of the article,
b) your own analysis of these ideas to you as a future teacher and the reasoning behind your position (connect to past and present teaching and learning experiences, class notes, discussions, etc.) How will you use this information as a teacher in the classroom? Specific descriptions and examples will support your grade.
Lesson Plan (prior to the Practicum): You must complete one lesson plan for a lesson of your choice in your content area based on the design taught in this course.
Microteaching: Participate in 2 microteaching episodes that demonstrate specific strategies discussed in the course-focusing event and questioning behaviors. These small teaching episodes will be presented to the other students enrolled in this course and videotaped by the instructor for peer and self critiques.
Attendance/Professionalism/Participation/Collaboration: Assessed using the rubric posted on Blackboard.
Classroom Observations (prior to Practicum): Rubric is posted on Blackboard. You must receive a Satisfactory rating to participate in the Practicum.
Literature Review: Rubric is posted on Blackboard.
Lesson Plan (prior to the Practicum): You must complete one lesson plan for a lesson of your choice in your content area based on the design taught in this course and receive a Satisfactory rating to participate in the Practicum. Rubric is posted on Blackboard.
Instructional Binder: Submit a completed binder of work based on school based experiences after the Practicum. Your portfolio must include classroom observations, lesson plans and lesson assessment, handouts, resources, daily teaching reflections, teaching evaluations, and assignments required by the instructor throughout the course. It is important that you keep this material organized throughout the course as well as when submitted for assessment. A check list will be provided for you before you begin your field experiences. The evaluation instruments are in your packet from the bookstore and posted on Blackboard.
Midterm and Final Assessment: Complete a midterm with both individual and group requirements (posted on Blackboard) and a final multiple-choice exam.
Artifact(s) appropriate for Portfolio: Artifact 3 for your portfolio submitted to the College of Education prior to student teaching will be completed in this class. It consists of a lesson plan implemented during your direct teaching experiences at Hammond High. You must include an assessment (formal or informal) of your teaching of that particular lesson plan completed by either your cooperating teacher or your instructor.
71 Formal = La. Components of Effective Teaching Assessment in your packet purchased from the bookstore.
72 Informal = detailed anecdotal notes demonstrating areas of strength and areas in need of development when implementing the lesson plan.
Field Experiences (Hours, Types, Documentation) = 10 hours of teacher observation; 6 hours as a Teachers Assistant; 30 hours of direct teaching; 4 hours of peer observation
Classroom Observations/Lesson Plan (prior to the Practicum): You must complete 4 one hour/class of at least 2 teachers in your content area prior to your Practicum assignments. One observation must be in another content area or in a Special Education class. I will set up class schedules for this DO NOT contact Hammond High until instructed to do so. Documentation: Observation forms must be signed by each teacher observed and are posted on Blackboard.
School-based Experiences (Practicum at Hammond High): Develop 15 daily lesson plans for field experiences and design and present these lessons to a secondary class in your content area. This will consist of the planning and teaching of a minimum of two complete instructional units to high school students at Hammond High School for a total of 3 weeks (M-F). In addition, students will be required to make no less than 4 observations of the cooperating teacher for Practicum at their assigned class at Hammond High School and no less than 2 observations of another teacher candidate enrolled in this class. You will also serve as a Teachers Assistant for a total of 6 hours. Transportation to and from the self-selected school and the assigned school is the responsibility of the practicum student. To accommodate the schools and to allow for maximum learning and teaching transition, students are required during the practicum experience to be in the classroom at the assigned time 5 days each week. No exceptions will be made. For this reason, adjustments made to class schedules and work schedules to allow for the practicum are the responsibility of the student. Documentation and Evaluation: Teaching evaluations will be conducted (and signed) by the cooperating teacher, the methods student, high school students, and the instructor of this course and will be included as part of your portfolio assessment. Note: Students who fail any of the instructor or cooperating teacher evaluations of the Practicum cannot receive higher than a D in the course. The cooperating teacher and/or supervisor has the right to remove you from classroom field experiences if any requirements are not met or due to unprofessional behavior. Any student that must be removed from the Practicum prior to completion will receive an F in both courses.
Attendance and Professionalism are an important component of this course. You must attend all classes (including field experiences) and participate in all class discussions, cooperative activities, Blackboard/on-line assignments and school-based assignments in a professional manner. Professional behavior should be displayed at all times in the schools (including your attire during observations and direct teaching experiences) and the classroom and will be included as part of your grade in the course. Field experiences in the Practicum are included in this assessment. You will be graded on attendance, professionalism, and participation according to the rubric posted on Blackboard. Professionalism includes appropriate behavior in the classroom and out in the field. Classroom behavior that interferes with the instructors ability to conduct the class or the ability of students to benefit from instruction is not acceptable. Examples may include routinely entering class late or leaving early, using mobile phones or other electronic devices, talking while others are speaking or without being recognized, arguing with others in a manner that crosses the line of civility, or participating in class while noticeably under the influence of alcohol or drugs. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and faculty member may be referred to the Office of Judicial Affairs by the student and the faculty member for administrative or disciplinary review as per the code of Student Conduct which may be found at www.selu.edu/StudentAffairs/Handbook/2003/codeofconduct.html. Note: Excessive absences (more than 1), tardiness, and other unprofessional behavior as described above during field experiences will result in removal from the Practicum and an F in the course.
Late work/Make up work: There will be a 20 percent deduction of points PER DAY on any work submitted to the instructor after the due date. Any lesson plans submitted late or not approved by the Practicum Cooperating Teacher will result in removal from the Practicum and F in the course.
Grade calculations: (assessment based on rubrics posted on Blackboard)
ALL work should be typed unless otherwise indicated by the instructor. Work should be grammatically correct including spelling which is included as part of the overall assessment of work.
Attendance/Professionalism 10 points
Cooperative Work/Presentations 10 points
Note: You cannot obtain full credit for the above unless you attend all classes and all field experiences.
Educational Literature Review 10 points
Pre-Practicum Classroom Observations (4) 5 points
Microteaching Episodes 10 points
Lesson Plan (before Practicum) 5 points
Midterm Presentation 10 points
Instructional Binder 30 points
Final 10 points
Total =100 points (100-93=A, 92-85=B, 84-77=C, 76-69=D, below 69=F)
Last Day to Drop Class: established each semester
Cell Phone: Mobile phones should be turned off in class unless you have spoken to the instructor prior to class.
Children in the Classroom: It is against University policy to bring children to class.
Plagiarism: Any references/resources used in submitted work including lesson plans must be cited according to APA format (5th edition) or a 0 will be assigned..
Self-Identification: If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 203, Student Union.
Student Teaching and Graduation Policies:
o Praxis Requirement--- Fall Semester 2003 and After (page 201 of the 2003-2004 catalog) Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003. This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the Specialty/Content test when required in the major field.
o Student Teaching Requirements for Elementary and Secondary EducationRefer to the web page for the Office of Performance Assessment: www.selu.edu/Academics/Education/opa.htm
o Portfolio Requirement (pages 198 and 201 of the 2003-2004 catalog)Students who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to student teaching/internship and receive a satisfactory /exemplary rating.During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio. The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification.
Important Reminders Regarding PRAXIS
Do not wait until the last test date prior to student teaching to schedule the PLT and Specialty/Content tests.
Attend a workshop presented by the Teacher Development Center prior to taking the PLT.
Remember to code Southeastern (RA 6656) to send your official scores to the College of Education and Human Development Deans office. The Deans office must have original copies.
Include your social security number on all Praxis registration forms.