EDRE 4890 Inquiry into Classroom Practice – Student Teaching Seminar
Spring 2016
Syllabus
Class Location: WHDC
Instructor: Dr. Kelly Feille
Time of Class: Tuesday 3:30-6:20
Office: Matthews Hall 204-I
Office Hours: Monday 11:00-1:30, Thursday 11:00-1:30, Friday 9:00-11:00
Email: *Please put your section number in the subject of any email you send to me
Prerequisite: Successful completion of PDS I and current placement in a field site for student teaching.
Course Description: Inquiry into Classroom Practice is a required component of the PDS II experience and is taken concurrently with student teaching. The purpose of this course is to provide Interns with the opportunity to synthesize their student teaching experience through inquiry into their own teaching. Through the seminar interns will strengthen the ability to be a reflective practitioner of: content and curriculum knowledge, pedagogy and assessment knowledge, equity for all learners, encouragement of diversity, professional communication, and engaged professional learning as outlined in the conceptual framework.
Communication
The official manner of communication outside of class meetings and office hours will be by email to (NOT through Blackboard). When sending emails, please attend to the following:
1. Put EDRE 4890 in the subject line of the email (It may not catch my attention otherwise).
2. Clearly elaborate your question or concern
3. Include your full name at the close of your message
Please note: Before you send an email, please make sure you have used due diligence to answer your question yourself. Refer first to assignment instructions, assignment rubrics provided, Blackboard announcements, and your syllabus. J
Emails may not be responded to after 5:00 pm on weeknights or at all on the weekends. Please plan ahead!
Required Text:
Johnston, P. H. (2004). Choice Words. Portland, ME: Stenhouse Publishers.
Goals:
1. Develop a research mindset that supports critical inquiry.
2. Support Interns as they inquire into their own teaching in order to bolster their reflective practices and enhance professional growth.
3. Enhance on-going collegial interactions that model professional learning communities.
4. Promote passion for teaching and learning through an engaging classroom.
5. Gain in-depth experience with identifying and responding to student strengths and needs.
Outcomes:
As 21st Century Teachers the Interns will be able to:
1. Develop curriculum that demonstrates strong content knowledge and skills as a decision maker who knows how to adjust the environment, content, materials, and activities in order to address the needs of all students.
2. Exhibit appropriate communication in a variety of settings to a wide array of audiences --- students, peers, mentors, administrators, parents, and other community members.
3. Demonstrate and model the ability to problem solve through classroom research.
4. Establish reflective practices that support lifelong learning.
Assignments:
Reflections – We will participate in professional reflection with our peers and in writing.
The reflective cycle includes:
What?--- briefly tell what happened.
So what? --- what did you learn during the lesson? --- about the students, the lesson, the content, etc.
Now what? --- consider what you might do next time you teach differently. Be
explicit about future use. It is not enough to say “everything was great, I would not make any changes.”
Language of Teaching/Learning – 3 points
Choice Words by Peter Johnston helps us take a closer look at the ways that communication happens in the classroom. Johnston elaborates on Vygotsky’s thoughts about language and mental functions. Vygotsky wrote about language moving from the interpsychological to the intrapsychological. More simply put, the conversations and words that we share with others soon become words and ideas that we think about inside our heads. Think about the times you might have thought --- I sound like my mother/father. Or I can already hear my teacher’s reaction when I tell her that the dog ate my homework. We will use Johnston’s book as a springboard for discussions on Blackboard Learn. Our discussions will help us build deeper knowledge about classroom talk, as well as make us aware of the talk in mentor’s classrooms.
(3 online posts plus responses to group)
Planning for Success in my Profession – 2 points. The goal of this assignment is to present yourself to a variety of audiences. In this assignment you will develop a resume and letter of introduction for future employers, a philosophy that explains your beliefs, principles, and practices about teaching and learning, classroom expectations, and sample lessons. You may create a website, a portfolio, newsletter, documentary, or other appropriate format. Think about the various audiences with whom you will communicate – parents, students, administrators, community leaders, etc. So your format should appeal to a wide range of audiences and clearly demonstrate who you are as an educator.
Lesson Plans – 4 points (1 point per lesson plan). Using the Madeline Hunter and 5 E lesson design format, develop and implement 4 lessons in at least two content areas. Please do two of each kind. The lessons should demonstrate that you: understand the apprenticeship model of teaching/learning, know the content and supporting TEKS, allow for ways to differentiate and adapt during the lesson, and reflect on the outcomes as a inquirer. Lesson plans are part of your TRP.
Teacher Research Project – 11 points
Provide Contextual Factors and Define Instructional Problem
Identify possible solutions and then determine which solution you will use and why. (Because you are addressing instructional goals, you will want to consider the assessment plan.)
Describe the intervention/action that you will implement.
Collect classroom data (this may be papers, tests, observations, lesson plans, etc.)
Analysis of Student Learning and Reflection
GRADING
18-20 = A
14-17 = B
0-13 = F
Bibliography
Ballenca, J., & Brandt. R. (Eds.) (2010). 21st century skills: Rethinking how students learn (Leading Edge). Bloomington, IN: Solution Tree Press.
Baker, F. W., & Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world.
Alexandria, VA: ASCD Publications.
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research in the next
generation (Practitioners inquiry). NY: Teachers College Press.
Cochran-Smith, M., & Lytle, S. (1993). Inside outside: Teacher research and knowledge. NY:
Teachers College Press.
Coil, C. (2000). Teaching tools for the 21st century. Beavercreek, Ohio: Pieces of Learning.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Darling-Hammond, Linda (2010). Constructing 21st-Century Teacher Education. In V. Hill-
Lewis & C.W. Lewis. Transforming Teacher Education (pp. 223-247). Sterling, VA:
Stylus Publishing.
Fichtman- Dana, N. L., & Yendel-Hoppey, D. (Eds.) (2008). The reflective educator's guide to
classroom research: Learning to teach and teaching to learn through practitioner
inquiry (2nd Ed.). NY: Corwin Press.
Fullan, M. (2012). Change leader: Learning to do what matters most. San Francisco, CA:
Jossey-Bass.
Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school. NY. Teachers
College Press.
Goswami, D., Lewis, C., Rutherford, & Waff, D. (2009). On teacher inquiry: Approaches to
language and literacy. NY: Teachers College Press.
Hargreaves, A. (1995). Changing teachers, changing times: Teachers’ work and culture in the
postmodern age. NY: Teachers College Press.
Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for education change.
Thousand Oaks, CA: Corwin Press.
Hill-Jackson, V., & Lewis, C. W. (Eds.) (2010). Transforming teacher education: What went
wrong with teacher training, and how we can fix it. Sterling, VA: Stylus Publishing.
Kinchloe, J. L. (2012). Teachers as researchers: Qualitative inquiry as a path to empowerment.
NY: Routledge.
LaBoskey, V. K. (1994). Development of reflective practice: A study of preservice teachers.
NY: Teachers College Press.
Lieberman, A., & Miller, L. (Eds.) (2008). Teachers in professional communities: Improving
teaching and learning. NY: Teachers College Press.
November, A. (2010).Empowering students with technology (2nd ed.).Thousand Oaks, CA;
Corwin.
Pelton, R. (2010). Action Research for Teacher Candidates: Using Classroom Data to
Enhance Instruction. NY: Rowman & Littlefield Education. Silverman, Rita, et. al. Case
Studies for Teacher Problem Solving, 2nd ed. NY: McGraw Hill, 1996.
Pitton, D.E. (1998). Stories of student teaching: A case approach to the student teaching experience. Upper Saddle River, New Jersey: Prentice-Hall, Inc.
Wong, H.K. & Wong, R.T. (1998). The first days of school: how to be an effective teacher. Mountain View, California: Harry K. Wong Publications Inc.
Zemelman, S., Daniels, H., & Hyde, A. (2005) Best practice: Today’s standards for teaching and learning in America’s schools (3rd Ed.). Portsmouth, NH: Heinemann.
Internet sites and sources:
Texas Education Agency: Action Research
http://www.tea.state.tx.us/news_release.aspx?id=2147493577&menu_id=692
National Board for Professional Teaching Standards
http://www.nbpts.org/nbpts/
The Education and Research Network American Education Research Association
Action Research: A Brief Overview
http://users.andara.com/~jnewman/ARoverview.html
WEB Links To Participatory Action Research Sites
http://www.goshen.edu/soan/soan96p.htm
Schedule --- Assignments, Face-to-face meetings, Online work, Homework and Due Dates
Week/DateLocation / Topic / Inquiries / Activities / Weekly Work
Week 1 –
1/19
Blackboard / Work with Mentor to plan for independent teaching schedule.
Who am I?
What is my learning landscape / Acclimate yourself to role in the classroom.
Self-study for introduction / Take notes on planning for teaching schedule.
Document routines and expectations.
Make notes on students.
Blackboard Introduction – See announcement and follow expectations. Reflection on Who am I and How am I growing as a teacher? / Mentor’s Classroom
Self-study posted to Blackboard by 11:59 pm (midnight) Sunday 1/24.
Week 2 –
1/26
Face to Face / Teachers at work in their classrooms / Introductions/Syllabus
What qualities must an individual exhibit in the classroom in order to be an effective teacher?
What elements of classroom knowledge, beliefs, & practice are essential in the classroom? / Extensive explanation of syllabus and TRP
TRP – Contextual Factors – Mentor’s
Classroom Student Learning Goals vs. Classroom Management (T chart)
Choice Words
Jigsaw sections of Chapter 1
1-5, 5 – 8, 8 - 10
Brainstorm – qualities of a teacher – in class self-assessment. Set goals for yourself. / Component 1 of TRP due to Blackboard by midnight Sunday 1/31.
Bring hard copy of Component 1 and your goals and ideas for what student learning goals (TRP) you might address in your classroom to class on 2/2.
Read --- Chapter 7 Choice Words for Class on 2/2
Week 3 – 2/2
Face to Face / Building a community of Learners: Making Learning Irresistible & Expectations / What elements of community are you seeing in your mentor’s classroom?
Short and Simple Rules/
Principles & Beliefs
How does teacher inquiry support teaching and learning in the 21st century classroom?
How do you set conditions for learning to happen? / Community Building Activity ---
What does a teacher do to build community in a classroom? Why is it needed?
What is Inquiry? What does it mean to be an inquirer in your classroom?
What? So what? Now what?
Meeting the needs of your students
Possible TRP Unit/learning goals - how do you know that this is the inquiry that needs to happen? How do the contextual factors
help you identify needs?
Lesson Planning – Madeline Hunter vs. 5E / TRP Component 2 posted to blackboard by midnight Sunday 2/7
Week 4 –
2/9
Blackboard / Setting conditions for learning to happen / Do the conditions that were set for learning match effective lesson design?
Plan your work and work your plan. / Learning goals, assessments, and lesson design. / What assessments are you developing?
What is your work plan?
Component 3 of TRP posted to Blackboard by midnight Sunday 2/14
Week 5 – 2/16
Face to Face / Noticing and Naming / How does noticing patterns help us teach?
How do I make decisions about what needs to happen in my classroom?
How does research help me plan lessons for my student? What kind of planning makes a difference for instruction and learning?
What decisions about student engagement strategies make a difference for students? / Choice Words Read Noticing and Naming, Chapter 2 – Think about how you use this during teaching. How does your mentor use Noticing and Naming?
Assessments – formative and summative/TRP/TEKS, curriculum driven
Chart:
Whole class – kind/purpose/outcome
Group – kind/purpose/outcome
Individual-kind/purpose/outcome / Read Chapter 2 before class.
Respond to the Following on blackboard:
Give an example of a pattern that you or your mentor noticed. Tell what the pattern was. In your post, explain how naming the pattern helped/hindered the learning environment. How will you follow up on this event? Post by 10:00 pm Friday, 2/19.
Work on TRP – Focus on Design for Instruction.
Week 6 –
2/23
Blackboard / Building content that matters / What conditions have you set for student learning?
What is the content of your instructional design meaningful to students? / This week you should be moving forward with your TRP. You may even be past this point, but this is your check-in point with the instructor.
This will help you get feedback on your TRP so that you know that you are headed in the right direction. / Get peer feedback on drafts of a Madeline Hunter LP and a 5E LP from your TRP (Lessons 1 and 2)
Drafts of lesson plans 1 and 2 with partner feedback posted by midnight Sunday 2/28
Week 7 – 3/1
Face to Face / Teacher Communities
Diversity / What is your mindset about student learning? Growth/Fixed
How does student diversity promote acceptance of differences and foster opportunities to develop strategies that assist all learners?
How do we communicate beyond our classrooms? / Share Dweck’s explanation of growth/fixed mindsets --- Connect to Knowing --- categorize teacher statements.
Cultural Identities – Use sticky to categorize the various groups you belong to --- discuss identity of groups. Translate to classroom.
What do we know about Identity and fixed/growth mindset?
Professional Portfolio set up and expectations. / Read Choice Words, chapter 3 – Identity for Blackboard post for Week 7 (due by 5:00 pm 3/8).
Lessons 1 and 2 due to Blackboard by midnight Sunday 3/6
Week 8- 3/8
Blackboard / Identity / How do we communicate with students in a way to positively impact their identity? / Go to Blackboard and respond to post connected to Chapter 3 in Choice Words.
Just as you are building your identity as a teacher, your students are building an identity. Identify one student that you think that you have had a positive impact upon with regard to the student’s identity. Tell your group about the student, what changes do you see, and then how did you contribute to these changes?