EDF 2005 Intro to Education

EDF 2005: Intro to Education

Winter Park Campus

CRN 24694

SPRING 2008

Updated 3-21-08

Instructor Information

Wendi Rowlett

Email:

Office Hours: Available by appointment.

Required Text

1.  Ryan, K. and Cooper, J., Those Who Can, Teach, 11th edition, Houghton-Mifflin. ISBN: 0-618-626379.

Course Description

Please note: this is a HYBRID COURSE. You will spend time in a classroom and online through WebCT. A general overview of teaching developed through study of processes of teaching and learning, organization and structure of American education and current issues and problems related to education. Included in this course is a required 15-hour field experience in a K-12 public school setting. This course is generally required as a prerequisite for state university teacher education programs in Florida. Check with prospective transfer program on current requirements.

Valencia Student Core Competencies

This course is designed to assist you in reinforcing the following Valencia graduate competencies. At the end of the course students will:

1.  Think critically and make reasoned choices by acquiring, analyzing, synthesizing and evaluating knowledge on education issues.

2.  Read, listen, write and speak effectively regarding issues of diversity.

3.  Explore strengths, values and goals in relation to educational values.

4.  Review the knowledge and skills necessary for effective citizenship.

5.  Possess and practice skills necessary to succeed in the 21st century.

Attendance Policy

I encourage you to attend all scheduled class sessions. The format of these classes is structured in such a way that attendance is mandatory. If you miss more than two (2) hours of instruction, you will be withdrawn. Please see the college catalog for information concerning the withdrawal policy.

Withdrawal Policy
During a first attempt or a second attempt in the same course, if you withdraw or are withdrawn by your professor before the specified withdrawal deadline, you will receive a W (Withdrawn). After the specified deadline, if you withdraw or are withdrawn by your professor, your professor will assign you either a WP (Withdrawn Passing - based upon the last date of attendance) or a WF (Withdrawn Failing - based upon the last date of attendance). If you do not withdraw and fail to take the required final examination, the professor will assign you a WF (Withdrawn Failing). Please refer to the College catalog for more details.

No Show Status

Class attendance is required beginning the first week of the term. If you do not attend class during the first week, you will be withdrawn from the class. In this event, you will be billed for the class and a “W” will appear on your official transcript for the course.

NOTE: The Withdrawal deadline differs from the Drop/Refund deadline. The Drop/Refund deadline is March 24, 2008. The Withdrawal deadline for this Trimester 3 class is April 11, 2008.

Tardiness is disruptive to everyone. If you come into class after roll has been taken or late from a break, see me. Cell phones, beepers, and other electronic devices are also disruptive and must be turned off during class time.

Important Notice: Your instructor cannot provide technical support. If you are experiencing problems with Atlas, WebCT, etc. you will need to contact the appropriate department: (407) 582-5600 or . The ATLAS help desk phone # is (407) 582-5444.

*A special note about computers : Even though computers and word-processing software are marvelous time and energy-saving devices, they can and do cause problems with the production of your documents. Please be aware that a broken or ill-functioning computer, or the inability to retrieve, produce or submit your assignments from a computer will not be accepted as a valid excuse for a document that is submitted late. I advise you to save all your documents to both a floppy disk, a CD, or a flash drive and your hard drive.

Classroom Policies

All homework assignments must be turned in on time. Late assignments will receive half credit if received at the next class meeting. There are no make-up quizzes or exams in this course. Reading assignments must be completed prior to coming to class. Plagiarism is claiming as your own a paper, report, article, or speech which, in whole or part, was prepared by someone other than yourself. Plagiarism can result in failure of the entire course. All forms of academic dishonesty are prohibited at Valencia Community College. All work submitted by each student is expected to be the result of the student’s individual thoughts, research, and self-expression.

Internet research statement

Because of the variety of sources, ease of publication, lack of central control and proliferation of commercial information on the free Internet, it is often hard to tell if the information is reliable. Many sites contain research and information of high quality. However, unlike traditional print publications or library-based electronic resources, there is usually no process of peer review, nor is there an editor verifying the accuracy of information presented on the Internet. There are an increasing number of sites containing information that may be incomplete, anonymously written, out-of-date, biased, fraudulent, or whose content may not be factual. Students should, therefore, use caution in use of the free Internet for their research needs. For academic topics that are addressed in scholarly literature, use of electronic databases or visiting the library may better meet your needs. However, each professor makes the final determination of what is or is not accepted as a valid source so review the syllabus for specific guidelines from your professor.

Student Code of Conduct
Student Code of Classroom Conduct Policy Number: 6Hx28:10-18
Activities which disrupt classroom setting and which are in violation of this Student Code of Classroom Conduct are those which, with or without intent to do so, are disruptive of the essence of the educational process. Faculty members are authorized to define, communicate, and enforce appropriate standards of decorum in classrooms, offices, and other instructional areas under their supervision. In the case of the violation of the Student Code of Classroom Conduct, the faculty member may initiate personal conferences, verbal and written warnings, referral to the director of student services for counseling, and removal from the classroom pending disciplinary action under policy 6Hx28:10-04. Examples of such disruptive or distracting activities include, but are not limited to, the following:

• Activities that are inconsistent with commonly acceptable classroom behavior and which are not conducive to the learning experience, such as: tardiness, leaving and returning during class, and early departure when not previously authorized;

• Activities which violate previously prescribed classroom guidelines or constitute an unreasonable interruption of the learning process;

• Side discussions which are irrelevant to the subject matter of the class, that distract from the learning process, or impede, hinder, or inhibit the ability of other students to obtain the full benefit of the educational presentation; and,

• Utterances of "fighting words" or epithets directed specifically toward other persons with the purpose or effect of creating a hostile educational environment or which may reasonably be expected to incite imminent or immediate violence.

Students with Disabilities

Students with disabilities who qualify for academic accommodations must provide a letter from the Office of Students with Disabilities (OSD) and discuss specific needs with the professor, preferably during the first two class meetings. The OSD determines accommodations based on appropriate documentation of disabilities (Winter Park Campus, Room 203: 407/582-6887).

Children on Campus

We ask that you follow college policy relating to children on campus. Please make arrangements for childcare. Children are not permitted in the classrooms or labs.

Evacuation Routes

Please make note of the evacuation route from your Valencia classroom in case of an emergency. Interpret all audible alarms as valid and act accordingly.

Course Evaluation & Grading

I.TESTS: will be given during the classroom meeting, as time allows, to be completed or as take home. See proposed schedule.

II.GROUP PROJECT: (Groups will be selected at first class meeting)

1.  Chapter Presentation: Your group will sign up for one of the designated text chapters. The Group will work TOGETHER to (1) decide the primary points of the chapter and then develop an ORIGINAL multimedia presentation to illustrate these points (30 minute minimum – 1 hour maximum) and (2) develop a quiz on the material which will be given following your presentation to you and your fellow classmates. This quiz should be worth a total of 30 points. You may design the quiz anyway you wish, i.e. multiple choice, short answer, oral, etc. Please provide an answer key to the instructor for grading and a rubric (if applicable).

You will also need to post an individual reflection (due by April 26th) under the appropriate Group Number under “Discussion – Group # Reflection” with the list of group members and their roles, teaching objectives of the lesson plan, grade level targeted, resources utilized for this project, and reflect on how you thought it would be and the actual result.

III.FIELD EXPERIENCE ASSIGNMENT: The purpose of this component is to give students an opportunity to observe the principles of education discussed in the textbook and supplemental readings, and in class at work in real life classrooms. You are required to complete fifteen (15) hours of field experience observing classroom activities in K-12 classrooms or at the community college level. (Public or private schools, such as Head Start, Montessori, Technical or private schools meet the criteria; however, day care facilities do not). NOTE: You may start your observations and interviews prior to the beginning of class.

TURN IT IN: Each class member will write a summary about your field experiences and if time permitted, a 5-minute talk about your experiences may be scheduled. The format for submitting your Field Experience Journal is listed below:

FIELD EXPERIENCE JOURNAL RUBRIC:

I. Introduction 50 points

a.  One page autobiography with picture – should be personal.

b.  Professional resume.

c.  Philosophy of Teaching Paper (we will do an exercise in class to help you determine this).

d.  Recommendation Letters (3). Letters should be from teachers, professionals or personal references attesting to your work ethic, character and abilities.

II. Field Observation 175 points

a.  Title page including: the name of school and school district, teacher’s names, grade level, number of students in class, and subject area.

b.  To document your field experience, you must write a 500-750 word report or journal of your activities, A typed reflection(s) for each of the observations including key concepts from the chapters and how they relate to your observations.

c.  Artifacts (i.e. brochures, handouts, sample lesson plan, Classroom Management plan, etc.) from the school and classroom.

d.  Provide a minimum of three (3) pictures from the classroom. Examples: bulletin boards, students, class projects.

e.  Interview a teaching professional. Suggested questions are attached.

f.  Signed verification Form for observation hours (no verification form= no grade).

III. Organization, Creativity, and Professionalism 75 points

a.  Followed specific guidelines – ½ inch thick binder, cover & content pages, total quality, etc.

IV. GRADING:

Quizzes 200 points

Final Exam 100 points

Group Presentation 1: Chapters 200 points

Field Experience Journal 300 points

WebCT Activities (website searches, journal critiques) 125 points

Class attendance and participation 50 points

Tentative Schedule

The course schedule may be changed at the discretion of the professor. Please note that WebCT assignments and due dates are listed on the WebCT page.

March 22: The Profession

Chapter 1: “Why Teach?

Chapter 14: “What can the new teacher expect?”

Introductions

Review of Syllabus

Formation of Groups

Group Meetings

March 29: The Profession

We will be meeting in the ATLAS Lab upstairs for the first part of the class

Chapter 3: “Who are today’s students in a diverse society?”

Chapter 6: “What makes a teacher effective?”

Chapter 13: “What are your job options in education?”

Group Meetings

April 5: Student Holiday

April 12: Curriculum, Management & Assessment and The Institution of Education

Chapter 2: “What is a school?”

Chapter 5: “What is taught?

Chapter 8: “What are the ethical and Legal Issues Facing Teachers?”

Group Presentation

Group Meetings

April 19: The Institution of Education

Chapter 9: “What are the Philosophical Foundations of American Education?”

Chapter 10: What is the History of American Education?”

Chapter 11: How are Schools Governed, Influenced and Financed?”

Group Presentation

Final Exam Distributed

April 26 Challenges for Today & Tomorrow

Chapter 4: “What Social Problems Affect Today’s Students?”

Chapter 7: “What Should Teachers Know about Technology and its Impact on Schools?”

Chapter 12: “How Should Education be Reformed?”

Group Presentation

Course Evaluation

TURN IT IN:
Final Exam

Field Experience Journal

Interview Questions for Teacher Interview in Your Major or Favorite Subject Area

1. What factors contributed to your teaching this subject (at this grade level)?

1. What do you enjoy most about teaching this curriculum? What do you enjoy the least?
   

1. How do you go about selecting what content and skills to teach?

1. When do you do your planning? The year before, the night before, as the bell rings?

1. Do you integrate other subject areas into your program?

1. How do the school district’s “official” curriculum and the textbook shape your decisions?

1. Can you make your own decisions as to what topics to teach, or are you confined to the “official” school curriculum?

1. Do professional associations influence your decisions?

1. Do parents or students participate in deciding what is taught?

1. Are selections made by you alone or with others in your department or grade-level team?

1. Do you try to offer different perspectives (multidisciplinary? multifaceted?) on these topics?

1. Are there areas of this subject that are controversial? How do you handle these “hot” topics?

Field Experience Component

Log for Tracking Observation Hours

Use this form to log your hours and to affirm that you have completed this assignment.

Student Signature ______Date ______