EdFn 745: Effective Teaching – Summer 13
3 credits
South Dakota State University
Delivered using D2L
Draft Course Syllabus
Kathryn Penrod - Professor
201 Wenona Hall - Box 507,
SDSU Brookings SD 57007
Office Phone 605-688-6258
Home 605-692-4568
Cell 605-695-2820
Course Delivery:
This course will be delivered fully on-line. It is expected that all students use the syllabus and the on-line tools to complete this course. It is expected that all communications be within the D2L environment and that each student participate each week during the semester. The ‘Dropbox’ should be used for submitting assignments. Each student is expected to participate in discussions initiated by the professor each week. The course is designed so that each week a different part of the text is being used. The discussion restrictions will allow participation in each week’s topic for at least nine days. My goal is that we encourage each other and support each other in this learning environment thus we need to be engaged on-line with a shared focus. If you have timing issues please feel free to e-mail. I check the computer for messages almost every day and will respond as quickly as I can – that is usually within 24 hours. My experience is things work out if we work together.
My Teaching/Learning philosophy:
I trust you to want to learn! I believe you will respect each other and learn from the text, the assigned readings, the Internet, each other, your efforts to think, and from your own past experience. It is my job to provide a forum, a structure, a set of materials, and challenges that will assist you in advancing your personal knowledge base. I have the task to evaluate your contributions and your work. I believe you each have rich personal knowledge and experience that is worth being included in this class and thus I look forward to your postings, your class participation, your interactions and your growth. Your contributions and involvement is enriched and limited because of our tight schedule – but I have confidence we can and will make it work. Each of you will/must contribute to others’ growth and knowledge related to effective teaching as we journey together.
Technology Skills:
See D2L description of needed hardware requirements. It will be necessary for each student to prepare electronic documents, use the Internet to search for information, to up-load assignments, and use D2L functions. The staff at the SDSU help desk is very skillful and eager to assist (until mid summer)– do call on them if their support is needed. Help desk – 605-688-6776 if you have questions about on-line etiquette (netiquette) there is a link on the course home page. On the D2L home page, left side there is a set of links to many helpful tools and resources. There is a tutorial for D2L if you need it.
Course Description:
EdFn 745 approaches content and skill instruction from the perspective of effective teaching research, practical experience, integrated with a focus on learning thinking skills and strategies. The constructivist perspective is used as a framework for effective instruction. Students study various aspects of effective teaching, instructional models and implementation of appropriate strategies.
Rationale:
The focus of this course is on instruction and the knowledge base of effective teachers. It builds on students' undergraduate teacher education, personal experience, other course work, and significant research related to effective instruction. It is the intent that students will learn how to develop thinking and learning practices among their own students or the students of those they supervise. Students will be expected to integrate their personal experience, research based perspectives, information learned in other classes and the contributions of their classmates into a personal perspective of effective teaching.
Students will be introduced to the Five Propositions of Accomplished Teaching, which are the guiding elements of the National Board for Professional Teaching Standards. These five core propositions will be used as a framework for a professional development plan.
Essential questions that will be the focus of thecourse --
*What are the foundations for student learning?
• How can teachers teach in ways that help students learn to learn?
• How do teachers teach reading skills as part of on-going instruction?
• What are various methods and models of instruction that can enhance student learning?
• How can teachers differentiate instruction to meet needs of diverse learners?
• How can the five core propositions support our constant work of reflection and growth as a professional educator?
Specific Goals/Learning outcomes:
Students will be able to:
• define effective teaching and explore complexities of interactions in classrooms
• explore and apply constructs of Constructivism as they analyze and build instructionallessons
• use and develop professional language
• explore and use various instructional models to design lessons and units
• use various models of instruction to plan lessons or support the development of instructional staff
• plan to apply constructs related to instructional, management, and motivation models while teaching
• study and use the Five Core Propositions and Accomplished Teaching
Sources and Materials:
Required text:
Teaching for Student Learning: Becoming an Accomplished Teacher; Richard Arends and Ann Kilcher; 0-415-96530-6 , Routledge , first published 2010
Plus one of the following:
Remediating Reading Difficulties, 6th edition, Crawley, S. J., MC Graw Hill,
ISBN 978-0-07-811024-5
Improving Adolescent Literacy: Content Strategies that Work; 2sd edition, Fisher, D., Frey, N., Pearson Education, ISBN 0-13-236876-5
Improving Reading Skills: Across the Content Areas: Ready-to-Use Activities and Assessments for Grades 6-12; Rozmiarek, R., Corwin Press 2006; ISBN 1-4129-0460-9
120 Content Strategies for English Language Learners: Teaching for Acedemic Success in Secondary School, 2sd edition, 2012; Reiss, J., Pearson, ISBN 13-978-0-13-247975-2
But I’m not a Reading Teacher: Strategies for Literacy Instruction in the Content Areas, 2007, Benjamin, A., Eye on Education; 1-59667-049-5
SDSU library support available at http://lib.sdstate.edu/
Student Assignments and Evaluation:
Over all grading scale for course:
100% - 93% = A
92% - 84% = B
83% - 75% = C
66% - 74% = D
To get an overview of points for the course please check the D2L grades.
For each assignment described below I will provide feedback in the drop box feedback box. I will also create a “points to date” grade book item that will show a calculated grade to the date indicated. This will allow students to know how they are standing in the course. In terms of the overall course grade if one wants to earn an A, it is required that all projects must be completed and turned in as well as on-going regular/timely participation in discussions.
Introduction of self:
Students will be expected to introduce self to the class. This will include filling out the D2L profile page and responding in the first thread I create. I encourage each of us to post a picture of self and or family to help us meet and get to know each other. (10 points)
Read chapters and discuss:
Students will be expected to read the assigned chapters and participate each week in a discussion thread related to the assigned chapters. The professor will start a thread using questions based on chapter(s) content; students should answer the questions posed by the professor; students can take the initiative to pose questions to each other and start additional threads. There may be additional assignments and discussions related to the chapter content. This will be worth approximately 20 points per week discussed (assigned based on engagement, timeliness, thoughtfulness and application). Each student will be expected to make an initial post and then interact with at least to other students’ posts. Discussions are open from Sunday through a week from the following Monday. It works well and it is my hope that everyone spend time in each discussion at least twice-once as to make an initial post by Thursday or Friday and then later to interact with classmates. Discussions will generally be graded the Wednesday following the day they close.
Assuring students are Learning through reading in the content area-A planning project
Students will choose one of the reading texts and study it. First a text review will be written including text features and goals of the text. This needs to be at least a comprehensive paragraph about how the content can be of value to a practicing teacher. Then a chart should be completed and appears something like what is presented below—include two ideas for each month – at least 20 entries—50 points Due
Month / Content Topic / Strategy to be used; pg # / Idea for implementation / Additional commentsSept
Sept
Oct
Reflective Essays to be written:
All essays below are to be written using standard grammar, correct spelling, and word use. They should use a professional tone and be focused on the respective description below. I will read these hoping to see evidence of understanding the text and its integration into your thinking.
1) A summary of personal goals for enhancing teaching-My work as a teacher currently includes and is likely to be . . . I hope to expand my skills and knowledge because . . . This reflective essay is to be a tentative look ahead and serve as an opportunity for me to learn more about your personal goals and the role this effective teaching class can have to aide your growth and development. 300-500 words 20 points. Due ______
2) My Understanding of and Commitment to Differentiation” My commitment and skills allow me to meet the needs of all learners through differentiation because . . . This essay may articulate some of what you have learned by reading this chapter, evidence of experience (success and failures), plans for the future as an administrator, coach, teacher, professor, factors that will aid your efforts to challenge all learners regardless of their diversity and or disability. 700+ words 30 points Due ______
3) “Teaching Thinking – Insights and Applications” To improve my teaching in terms of teaching thinking I must --This reflective application essay is to indicate ways you can use the information from chapter 10 to improve your learners’ ability to think and learn about learning. In assessing this essay I will look for content and concepts from chapter 10 as well as your ideas for application. 500+ words 30 points. Due ______
4) Summary of “Part 2” How I can improve my teaching based on this review methods and models of instruction. This reflective essay about application of course material is to summarize and synthesize the ways you hope to use and incorporate concepts and content from chapters 7-14 into your teaching. In assessing this paper I will look for authentic applications and ideas for potential lesson design. This essay should clarify your setting, communicate applications of text content, communicate plans for use of ideas from at least three of the chapters (various instructional models), use professional vocabulary, and standard conventions. 1000+ words. 60 points ______
My Personal Metaphor and visual representation of/for effective teaching. This will be a synthesis project that allows you to illustrate and share your thinking about effective teaching. The visual representation will be presented to your classmates at the end of the semester. It should be accompanied by a written explanation that clarifies how the visual informs/reflects your work as an educator including but not limited to interactions with diverse learners, use of critical content, implementation of instructional methods and collaboration with colleagues. Essay and presentation will be worth 50 points. Due ______on discussion thread and in drop box.
Professional Development Plan:
Each student using the NBPTS will be expected to write a 1500-2000 word professional development plan explaining personal goals for further development as an effective teacher. By using the NBPTS it is expected that each of the five core principles serve as an element or a focus for the individual’s plans for growth. This plan should explain goals and potential actions the teacher has in mind for each of the five areas. The plan may explain intentions related to formal education, leadership roles he/she may want to explore, mentoring opportunities etc. This plan is worth 50 points. Due ______
Plagiarism and Cheating are serious offenses:
They are unethical and unprofessional. Such offenses will be punished by failure to earn points for the assignments or pass the test. The codes of conduct that govern this class include both the SDSU Student Code as described in the Student Policy manual and the SD Teacher’s code of Ethics, both are linked on the course home page in D2L. These standards are the clearly written descriptions of appropriate behavior for those who are educational professionals. Failure to follow such expected behaviors would result in lowered grades, failure of the course, and other appropriate disciplinary action.
Evaluation Procedures:
I will use the assignment description as the basis for my evaluation. I will provide feedback for the work turned in and if the task is misunderstood I will allow resubmissions of work for a better grade. All work is graded with points. Assignments are usually given with specific due dates. These dates are given for various reasons and should be followed. Late work will be accepted but marked as late and the grade will be affected.
ADA statement:
“If you are a person with a disability and anticipate needing any type of accommodation in order to participate in this class, please inform me and make the appropriate arrangements with the Office of Disability Services (ODS). The Office of Disability Services is located in 110 West Hall. To schedule an appointment call (605) 688-4504 and request to speak with Nancy Hartenhoff-Crooks,, the Coordinator of Disability Services.”
Freedom in learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college, which offers the class to initiate a review of the evaluation.