Portland State University

Graduate School of Education

"Meeting Our Communities' Lifelong Educational Needs"

Engaging High School Learners 2011 Secondary Cohort

CI 510: 039 CRN: 82006 Summer 2011

Tues/Thurs 9-11:50 ED408

Gayle Y. Thieman, Ed.D.

Phone: 5037254630 Email: (preferred)

Wiki: www.gtpdx.wikispaces.com Cell: 360608-0579 (preferred)

Office Hours: GSE 608A Monday 11:00-1:00 by appointment

Prerequisite: Admission to the Graduate Teacher Education Program- Summer 2011 Full Time Thieman/Yank Secondary Cohort

The GTEP Secretary, Mark Wallace, can be reached at 725-4753. My mailing address is PO Box 751, Graduate School of Education 608A, Portland, OR 97207. Please call or email me directly to schedule an appointment.

Students needing an accommodation should immediately inform the course instructor. Students will be referred to Disability Services (7254178) to document their need for accommodations and to obtain support services when appropriate. I will work with you to arrange the supports you need in this class.

GSE Conceptual Framework

Course Essential Questions:

What are the characteristics and needs of high school learners?

What are research-based instructional strategies for adolescents?

What can be done to help make American high schools communities of learning?

Course Standards/Outcomes/Assessments

Standards / Outcomes / Assessments
CF 3.3 / Identify and analyze issues of high school reform. / Weekly journal entries based on course readings and guest speakers
CF 1.1; 1.2 / Describe developmental characteristics of adolescents. / Weekly journal entries based on course readings and guest speakers
Practicum Log
CF 2.1; 2.2; 3.1 / Explore instructional practices that engage adolescents with authentic work. / Weekly journal entries based on course readings and guest speakers
Practicum Log
CF 1.1; 1.2; 3.1 / Reflect on multiple perspectives of adolescent identity, including race, ethnicity, class, gender, sexual orientation, and ability. / Weekly journal entries based on course readings and guest speakers
CF 2.1; 4.1 / Review literature in the field of high school reform. / Analytical Paper
CF 2.1; 4.1 / Research and present orally and in writing effective strategies for adolescent learners. / Analytical Paper & Poster Presentation
CF 2.1; 2.2; 3.1 / Explore effective assessment of adolescent learning. / Weekly journal entries based on course readings and guest speakers
Practicum Log

Course Texts and Materials:

Sadowski, M. (2008). Adolescents at school. Perspectives on youth, identity, and education., 2nd ed. Harvard Educational Press.

On Line Material for Assigned Reading (gtpdx.wikispaces.com):

Wise, B. (2008). High schools at the tipping point. Educational Leadership, vol 65, 8, pp. 8-13.

Nelson, A. (2007). High school reform: It’s about time. ASCD Info Brief, 48

http://www.ascd.org/publications/newsletters/infobrief/winter07/num48/toc.aspx

Birkey, G. (2008). Spotlight on success: What’s working in Oregon high schools. Oregon Department of Education. http://www.ode.state.or.us/search/page/?id=1696 AND report of individual high schools

Oregon’s New Diploma, Oregon Department of Education

http://www.ode.state.or.us/search/results/?id=368

U.S. Department of Education (2010). A Blueprint for Reform. Reauthorization of Elementary and Secondary Education Act.

The 40 Developmental Assets, Search Institute, http://www.search-institute.org/assets/

Berliner, D. (2006). Our impoverished view of educational reform. Teachers College Record Volume 108 November 6, 2006, p. 949-995 http://www.tcrecord.org/content.asp?contentid=12106

Beyond Title IX: Gender equity issues in schools. http://www.maec.org/beyond.html

Assignments/Expectations

Class Participation and Professionalism 10%

My expectation is that you come to class on time each morning prepared to participate fully, support one another as a community of learners, challenge yourselves, and complete your assignments to the BEST of your ability. I expect students to attend every class during this session. In case of an emergency, you must contact Dr. Thieman prior to the class regarding your absence. Your grade will be based on a combination of active class participation, completion of all assignments and readings on time, demonstration of honest engagement, and professional demeanor. Excessive tardies or absences will negatively affect your grade.

Reading Reflection Due at beginning of each class 40%

Complete the assigned reading for each class and write a one page critical reflection (12 pt font, doublespaced). The reflection should not merely be a summary but rather a thoughtfully reflective analysis of personal insights derived, questions raised and responses to the assigned readings. You will receive a timely response from Dr. Thieman, and this will become an ongoing dialogue between you.

Lesson Plan Due August 4 10%

One of the two lesson plans you write for your mini unit in CI 513 Instruction and Technology should employ differentiation and accommodation strategies for learners with special needs. Use the lesson planning guide and lesson plan template to help you develop the lesson. Pay close attention to:

·  Create observable student objectives consistent with unit goals, national and state standards for each lesson.

·  Choose instructional methods and student activities to develop meaningful learning and understanding and address the needs of linguistically, cognitively, and/or culturally diverse students.

Upload the lesson plan and any support materials you develop to http://gthy2011.wikispaces.com on your team page and ALSO upload your lesson plan to TK20 by Thursday August 4.

Analytical Paper and Poster Due August 9 40%

1. Choose a book or set of 5-7 research articles on an issue pertaining to high school learners. Sign up for your topic by the end of class on July 21. OR suggest your own topic and resources and get instructor approval by the end of class on July 21.

2. Develop a five page analytical paper in which you a) summarize the issue, b) analyze why the issue is important, c) synthesize the findings, d) suggest implications for practice. You must upload the paper in TK20 by August 9. See the paper scoring guide (25 points)

3. Create an 11X17 poster for display in a gallery walk that succinctly a)summarizes the issue, b) highlights its importance, c) synthesizes the research, and d) outlines potential solutions. Poster presentations are due on August 9 or 11. See the poster scoring rubric. (15 points)

Evaluation: Criteria for Assessment...Class Projects and Written Work

1. Clarity, conciseness, and completeness.

·  You address assignment/ activity guidelines and expectations.

·  Your main points are clear, well-organized, and well-supported with examples, descriptive details, explanations, and evidence from readings.

2. Insightful reflection about and critique of topic/situations.

3. Authenticity and conviction. Your own voice, experience, and expertise come through!

4. Effective and appropriate use of language conventions to communicate with

audience/reader.

5. Professional and ethical use of source material. You include in-text citations for

quoted material (when appropriate) and a complete list of references at the end of your project.

Academic Integrity In the PSU Student Conduct Code # 577-031-0136

Proscribed Conduct by Portland State University

The following constitutes conduct as proscribed by Portland State University for which a student or student organization or group is subject to disciplinary action:

(1) Obstruction or disruption of teaching, research, administration, disciplinary procedures or other University activities, including the University's public service functions or other authorized activities on University-owned or -controlled property, or any other location where teaching, research, administration, disciplinary procedures or other University activities take place.

(2) All forms of academic dishonesty, cheating, and fraud, including but not limited to: (a) plagiarism, (b) the buying and selling of course assignments and research papers, (c) performing academic assignments (including tests and examinations) for other persons, (d) unauthorized disclosure and receipt of academic information and (e) falsification of research data.

Schedule of Topics and Assignments DRAFT

Date / Topics / Assignments due at beginning of class
7/19 / Review Syllabus
What’s Right/Wrong with High Schools
Personal Journey Poster
7/21 / Adolescent Identity; Racial Identity
Stephanie McBride: Guest Speaker
Choose analytical paper topic / Sadowski, Preface, Intro & Chapter 1 & 2
7/26 / History HS Reform
Film: In Schools We Trust
Create group timeline / § High Schools at the Tipping Point
§ High School Reform: It’s About Time.
§ Spotlight on success: What’s working in Oregon high school? Read summary article and 1 of 8 Oregon HS (assigned in class for jigsaw)
7/28 / Oregon HS Reform
Guest Speaker: Pat Burk / Group Timeline: History US Public Education
§ Oregon’s New Diploma, Oregon Department of Education
§ NCLB Reauthorization Blue Print
8/2 / Impact of Disability / § Sadowski (2008) ch. 9
8/4 / Social Class & Poverty / § Lesson Plan uploaded to TK20
§ Sadowski (2008) Ch, 3,4, 8
§ Our impoverished view of educational reform
8/9 / Poster Presentations / Analytical Paper uploaded to TK20
8/11 / Poster Presentations
8/16 / Gender/Sexual Orientation
Guest Speaker: Larry Smith,GLSEN / Sadowski (2008) ch. 5,6,7
Beyond Title IX: Gender equity issues in schools
8/18 / 40 Assets; Risk & Resiliency
Beyond Categories
What’s Right/Wrong High School / Sadowski (2008) 10, 11 & Afterward
§ The 40 Developmental Assets

Suggested Books

Ancess, J. (2003). Beating the odds. High schools as communities of commitment. New York: Teachers College Press.

Boynton, C. and Boynton M. (2005). The educator’s guide to preventing and solving discipline problems. ASCD.

Byrk, A.S. and Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.

Curwin, R., Mendler, A., Mendler, B. (2008). Discipline with dignity. Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond, L. French, J., Garcia-Lopez, S. (2002). Learning to teach for social justice. New York: Teachers College Press.

Delpit, L. (1995) Other people’s children. Cultural conflict in the classroom. NewYork: New Press

Flynn, K. and Hill J. (2006) Classroom instruction that works with English language learners. ASCD

Gay, G. (2000). Culturally responsive teaching. Theory, research, & practice. New York: Teachers College Press.

Goleman, D. (1995). Emotional intelligence. New York: Bantam.

Hagger, D. and Klingner, J. (2005). Differentiating instruction in inclusive classrooms. Special educator’s guide. Boston, MA: Pearson.

Kohl, H. (1998). The discipline of hope: Learning from a lifetime of teaching. Simon & Schuster.

Kotter, J. (2002). The heart of change. Cambridge: HBS Press.

Ladson-Billings, G. (1994.) The dreamkeepers. Successful teachers of African American children. San Francisco: Jossey-Bass.

Meier, D. (1996). The power of their ideas. Lessons for America from a small school in Harlem. Boston: Beacon Press.

Meier, D. (2002). In schools we trust. Boston: Beacon Press.

Orfield, G. (2004). Dropouts in America. Confronting the graduation rate crisis. Cambridge, MA: Harvard Educational Press.

Rothstein-fisch, C. and Trumbull, Ed. (2008). Managing diverse classrooms. How to build on students’ cultural strengths. Alexandria, VA: Association for Supervision and Curriculum Development.

Sizer, T. (1992). Horace’s school: Redesigning the American high school. Boston: Houghton Mifflin.

Sizer, T. (1994) Horace’s compromise: The dilemma of the American high school. Boston: Houghton Mifflin.

Sizer. T. (1996) Horace’s hope: What works for the American high school. Boston: Houghton Mifflin.

Sizer, T. and Sizer, N. (1999). The students are watching. Schools and the moral contract. Boston: Beacon Press.

Schultz, B. D. (2008). Spectacular things happen along the way. Lessons from an urban classroom. Teachers College Press.

Stigler, J. W. and Hiebert, J. (1999). The teaching gap. New York: Free Press.

Sullo, B. (2007). Activating the desire to learn. ASCD.

Tatum, B. (1997). “What are all the black kids sitting together in the cafeteria?” and other conversations about race. Basic Books.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wagner, T. (2001). Making the grade: Reinventing America’s schools. New York: Routledge Falmer.

Whelan-Ariza, E.N. (2006). Not for ESOL teachers. What every classroom teacher needs to know about linguistically, culturally, and ethnically diverse students. Boston: Pearson.

Suggested Topics for Other Books or Research Articles

Alternative Programs Assessment

Dropouts Engagement/Empowerment Strategies

High School Curriculum Reform Instructional Strategies

Linguistically Diverse Learners School Climate, Connections and Safety

Teaching Thinking Integrating Technology

Transition to High School Transient, Homeless, and Students of Poverty

Rubric: Analytical Paper

Engaging High School Level Learner

Identify a compelling educational issue about young adolescents. Review a book or 5-7 research articles that expand your thinking about the issue. Write an analytical paper (5 pages) that (1) summarizes the issue, (2) analyzes the importance of the issue, (3) synthesizes the findings, and (4) suggests implications for practice. Cite your references using APA format.

Dimension / Description /

Points

/ Comments
Part I:
Introduction / - Describe the compelling issue
- Analyze the importance of the issue /
Part II:
Review of the Literature / -Synthesize the literature (minimum of 5 research articles) and analyze its relevance to the issue /

Part III:

Implications for Practice

/ - Suggest implications for practice. Include ideas that could be used at the classroom and/or school level. / 5

Organization

/ - Organize ideas logically with supporting evidence
- Adhere to standard English conventions
- Cite references using APA /

TOTAL

/


Rubric: Presentation of Analytical Paper (Gallery Walk)

High School Level Learners

CATEGORY / 3 / 2 / 1
Required Elements / The poster includes all required elements (issue, importance, synthesis of research, and implications for practice). / The poster includes three required elements (issue, importance, synthesis of research, and implications for practice). / The poster includes less than three required elements (issue, importance, synthesis of research, implications for practice).
Mechanics / Capitalization, punctuation and grammar are correct throughout the poster and enhance readability / Several errors in capitalization, punctuation and/or grammar do not diminish readability / Multiple errors in capitalization, punctuation, and/or grammar seriously interfere with readability
Attractiveness. Creativity / The poster is exceptionally attractive and creative in terms of design, layout, and neatness. / The poster is acceptably attractive though it may be a bit messy. Limited creativity / The poster is distractingly messy or very poorly designed. It is not attractive.
Graphics -Clarity / All graphics relate to the topic and make it easier to understand. Graphics are easily viewed from 3 ft. away. / All graphics relate to the topic. Most graphics are easily viewed from less than 3 ft. away. / Graphics do not relate to the topic. Many graphics are not clear or are too small.
Knowledge Gained / Student converses knowledgeably and responds accurately to questions during the Gallery Walk. / Student is hesitant but responds to most questions accurately during Gallery Walk. / Student appears to have insufficient knowledge about the issue during the Gallery Walk.

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