CI 421 5

CI 421 Instructional Strategies, Assessment and Management (ISAM):

Middle Level Education (3 hours)

Spring 2009

Faculty Member: Ka-Rhonda M. Porter, MEd.

Office Address: Corbin 252C

Campus Box 28

Wichita KS 67260-0028

E-mail Address:

Office Hours: T 11 – 1:30 pm

R 11 – 11:30 pm

Telephone: (316) 978 6657

Note: Weather Cancellations – Call 978-6633 (select 2) to obtain information on weather related class cancellations. Unless the University is officially closed or the printed class schedule indicates, class will be held.

Catalog Description:

This course addresses concepts and skills related to classroom instruction, management, and assessment or adaptations for specific students for middle level education.

Prerequisite(s):

CI 317 Literacy Strategies in the Content Areas, CI 427 Philosophy, History and Ethics of Education and CI 318 Middle Level/Secondary Literacy Practicum; concurrent enrollment in CESP 433 Introduction to Learning and Evaluation and CI 422 Middle Level Practicum

Textbook(s) and Related Material:

Manning, M.L. and Bucher, K.T. (2005). Teaching in the middle school. Upper Saddle

River, NJ: Pearson. (required)

Major Topics:

Each guiding principle, associated with a major topic, is addressed and assessed in this course.

Major Topics /
Guiding Principles from the Unit Conceptual Framework*
Professionalism and Reflection (PR) / Human Development and Diversity (HDD) / Connection of Teaching Experiences and Assessment (CTA) / Technology (T) / Content Knowledge, Pedagogical Content Knowledge, and Alignment with Standards (CKS) / Collaboration (C)
Professionalism and reflection / X
Human development and diversity / X
Connection of teaching experiences and assessment / X
Technology / X
Content knowledge / X
Pedagogical content knowledge / X
Alignment with standards / X
Collaboration / X

* http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03.pdf

Technology Expectations:

Students are expected to be familiar with all of the technology expectations of the Core I Technology Integration Plan. In addition, students should check their WSU e-mail account at least every other day for messages. Technology awareness and applications play a major role in this course. Students are expected to approach all learning with an open attitude; this is especially true of learning in the technological area.

Students are expected to word process formal written materials. Internet research is required for formal written assignments. E-mails will be answered in a timely manner during the workweek.

For Undergraduate Teacher Education also see the course outline for the Technology Integration Plan Requirements.

Learner Outcomes (assessments, guiding principles and KSDE standards):

Course Outcomes / Related Assessment / Guiding Principles from the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C) / KSDE Program Standards
The middle level educator is a reflective professional. / Management Plan
Evaluation of Materials
Reflective Quizzes
Final Exam / PR, CTA / S9-K1, S13-K4
The middle level educator knows human development and promotes the ideals of human diversity. / Lesson Plans
Group Presentation
Management Plan
Evaluation of Materials
Reflective Quizzes
Final Exam / HDD, CKS / S2-K3, S3-K2-3-5, S5-K5, S6-K1-2
The middle level educator connects teaching experiences with assessment. / Lesson Plans
Group Presentation
Management Plan
Evaluation of Materials
Reflective Quizzes
Final Exam / HDD, CTA, T, CKS / S3-K1, S4-K3, S5-K1, S7-K4, S8-K1-2
The middle level educator is technologically skilled by knowing different kinds of technology tools and techniques and the roles these play in enriching learning opportunities, enhancing professional development, and facilitating professional productivity. / Lesson Plans
Group Presentation
Management Plan
Evaluation of Materials / PR, T / S12-K1-2-3
The middle level educator is knowledgeable about both content and pedagogy and how to align both with standards. / Lesson Plans
Evaluation of Materials
Reflective Quizzes
Final Exam / HDD, CTA, CKS / S1-K1, S2-K1, S4-K2-4, S5-K3-4-6, S6-K 3-4, S7-K1-2-3, S8-K3, S11-K1-2-3-4
The middle level educator works collaboratively to understand how schools are organized and function within the larger community context and the importance of collaboration among all stakeholders to promote maximum learning. / Lesson Plans
Group Presentation
Management Plan
Evaluation of Materials
Reflective Quizzes
Final Exam / C / S10-K1, S10-K2

Course Assignments:

Attendance/Participation (weight of 1)

Reflective Quizzes (weight of 3)

Group Presentation on Discipline Theory (weight of 2)

Management Plan (weight of 2)

Lesson Plan on Direct Instruction (weight of 1)

Lesson Plan on Small Group Instruction (weight of 1)

Lesson Plan Using a Worksheet (weight of 1)

Evaluation of Instructional Materials (weight of 2)

Final Exam (weight of 2)

Some of these assignments are more fully explained later in this syllabus. Detailed assignment sheets and rubrics are distributed in class for appropriate assignments.

Grading:

The grading for this course is based on the above activities. Each activity will be assigned a score of 3 to 1 based on TARGET TO AIM FOR, SATISFACTORY, or NOT SATISFCATORY. Completing all work satisfactorily will result in a grade of B; the student must HIT the TARGET at least part of the time to earn a grade of A. The final grade is determined by the average of the six assignments. Neither individual nor final scores will be rounded up.

Final grades will be issued based on the following numerical scale

Distinguished Achievement or A= 3.00 – 2.50

Superior Achievement or B = 2.49 – 2.00

Average Achievement or C = 1.99 – 1.50

Below Average Achievement or D = 1.49 – 1.01

Failing or F = 1.00 and below

Do NOT apply this numerical scale to individual assignments; the results will be misleading. The scale is designed to assess the combined weights of the six graded activities. You have been provided a Student Grade Record on which to keep track of your own grade; please, use it.

Academic Honesty:

A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(WSU Student Code of Conduct)

Special Needs:

If you have a physical, perceptual, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173. (Voice/TDD 978-3309). ODS will review your concerns, confirm your disability, and determine, with you, what accommodations are necessary. All information and documentation of your disability is confidential and will not be released by DS without your written permission

Tentative Course Schedule:

See distributed course schedule.

Performance Assessments:

Both the state of Kansas and national accreditation requires that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive satisfactory ratings on certain required assessments, many of those embedded within program coursework.

One such assessment required for all professional education courses is The Teacher Education Professional/Dispositions Rubric. At a minimum, this rubric is to be completed by the instructor at the conclusion of a semester for each student. The proficiency required of candidates is a 3 or higher in each area of the rubric. A copy of that rubric is attached to this syllabus.

No additional required assessments occur in this course.

If a student fails to meet the stated criteria on a required embedded assessment, the student must retake the assessment, or an alternate assessment decided by the instructor, in order to progress to the next transition point. The course grade will be based on the original assessment if used in the calculation of the course grade.

Information on program Transition Point requirements can be found in the program handbook. Candidates unable to successfully meet Transition Point criteria will ordinarily be assigned remediation, which may affect progress in the program (e.g., not proceeding to next semester’s coursework). Meeting Transition Point criteria ultimately is necessary to secure licensure recommendation or graduation even though general GPA requirements may be met.

Format of Written Work:

The faculty of the College of Education has chosen the style guide of the American Psychological Association as the manual to be followed when submitting written work. It is the responsibility of the student to follow the guidelines set forth in this manual. If questions arise, please refer to the manual FIRST, and then to the COE WEB site; the instructor should be consulted ONLY after all references. Specific assignments may offer some suggestions for APA format.

Explanation of Selected Assignments:

Attendance/Participation (weight of 1)

Regular, prompt attendance is the first requirement of a professional educator. The know ledges gained from participation in the activities conducted in class cannot be duplicated outside of class. Therefore, both attendance and participation are of paramount importance to your success in this class and as an educator. Attendance/Participation will be taken each class session. It is expected that candidates will remain for the entire class session.

The TARGET TO AIM FOR is no absences = 3; 1 or 2 class sessions missed is SATISFACTORY = 2; missing more than two class sessions is NOT SATISFACTORY = 1.

Reflective Quizzes (weight of 3)

The course is organized with the assumption that the text reading has been completed before the candidate comes to the class session each week. As a reinforcement tool, 3 unannounced reflective timed quizzes will start three class sessions. These quizzes will combine 3 multiple-choice questions with a short essay based on a case study. Topics for both the multiple-choice questions and the essays will come from the chapter(s) assigned for the week in which the quiz is given. Each reflective quiz will be worth 10 points. 9 or 10 points = TARGET TO AIM FOR = 3; 8 or 7 points = SATISFACTORY = 2; 6 points or less = NOT SATISFACTORY = 1.

These timed quizzes provide practice for the Principles of Learning and Teaching standardized test that is a requirement of state licensure.

Final Exam (weight of 1)

The final exam for this course will be on Wednesday, May 13, 2009 at 5:40 pm. The exam will consist of both objective items and essays. Students will be expected to perform both low-level and high-level cognitive tasks on the exam.