3/2015
COLLEGE OF EDUCATION
GRADUATE DEPARTMENTAL COURSE SYLLABUS
(for MAT and graduate state licensure programs)
“The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethical Practice (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.”
Course Prefix and Number: RED 6749 Credit Hours: 3
Course Title: History and Foundations of Reading and Literacy within STEM Discipline
Course Prerequisites (if any): none
Regular Instructor(s): James R. King, Danielle Dennis
Course Description: RED 6749 introduces historical approaches to literacy. The course also traces the history of science/STEM movement in Education. Students learn the connections between current research and practice and former models in literacy, and their deployment within STEM areas of curriculum.
Course Objectives:
A. Develop an understanding of the different instructional models that have guided reading instruction in the last century, including whole word, letter-sound associations, readiness, direct instruction, whole language, and others in first and second language literacies. (FEAP 5d,e, FRC 4.1-4.7; ILA 1, 6; CF 2, FLCS 4, 8, 13)
B. Develop an understanding of the history of science paradigms that have guided scientific inquiry, and how changes in the field of science presage twentieth century changes in literacy.
C. Develop a conceptual understanding of the connections between theoretical models of literacy learning and STEM area learning and the instructional models that emanate from the theories. (FEAP 1a, 3e,h; CF 2, 4, 6; ILA 1, 2, 6; FCLS 8, 9, 10, 11, 13)
D. Develop the ability to synthesize and personalize reading research. (FEAP 5d,e; CF 2, 4, 6; ILA 1, 2, 3, 6; FLCS 3, 7, 8, 9, 10; FRC 1.G.1, 1.G.3, 4.1-4.7)
E. Develop an understanding of paradigmatic shifts in literacy and STEM content area by completing a project that identifies the different paradigms in literacy within a STEM content area, with relationships to classroom practices, identifies the classic studies associated with the paradigm, and relates the paradigm to the societal movements that were occurring at the time. (FEAP 5d,e, CF 1-4, ILA 1, 6; FLCS 4, 8, 11, 13; FRC 1.G.1, 1.G.3)
Course Goals (student learning outcomes):
A. Students will develop an understanding of the different instructional models that have guided reading instruction in the last century, including whole word, letter-sound associations, readiness, direct instruction, whole language, and others in first and second language literacies through Response to assigned Readings. (FEAP 5d,e, FRC 4.1-4.7; ILA 1, 6; CF 2, FLCS 4, 8, 13)
B. Students will develop an understanding of the history of science paradigms that have guided scientific inquiry, and how changes in the field of science presage twentieth century changes in literacy in the Response to Readings.
C. Students will develop a conceptual understanding of the connections between theoretical models of literacy learning and STEM area learning and the instructional models that emanate from the theories in a Research Paper assignment. (FEAP 1a, 3e,h; CF 2, 4, 6; ILA 1, 2, 6; FCLS 8, 9, 10, 11, 13)
D. Students will demonstrate the ability to synthesize and personalize reading research in the Research Paper assignment. (FEAP 5d,e; CF 2, 4, 6; ILA 1, 2, 3, 6; FLCS 3, 7, 8, 9, 10; FRC 1.G.1, 1.G.3, 4.1-4.7)
E. Students will demonstrate their understanding of paradigmatic shifts in literacy and STEM content area by completing a project that identifies the different paradigms in literacy within a STEM content area with relationships to classroom practices, identifies the classic studies associated with the paradigm, and relates the paradigm to the societal movements that were occurring at the time in the Group Learning Tasks (FEAP 5d,e, CF 1-4, ILA 1, 6; FLCS 4, 8, 11, 13; FRC 1.G.1, 1.G.3)
Content Topics:
Paradigms in Literacy, and Science, paradigmatic shifts
Moments or periods in 20th Century Literacy
Brief historical treatment of Science
Eugenics, Intervention and Culpability
Beginnings of Reading Teacher Efficiency
The Reading Clinic
The Cognitive Moment in Psychology and Literacy
Collaboration, Constructivism and Socio-Cultural influences in Literacy
Critical Theory and Literacy
The Media incursion in Literacy
Evaluation of Student Outcomes:
Students will utilize the Assignments tab (located on the course menu in Canvas) for each assignment. Failure to do so will result in a score of “0” on the assignment. Assignments are due by 11:59 PM on Sunday.
A. Five-bulleted Synopses and Syntheses (5 Points Each) – (25%)
Make a bulleted list of 5 key ideas for each separate reading—consider a “reading” to be that text written by a specific author or group of authors. When the author and date change, it is a new piece and should be represented by 5 key ideas. For the Robinson text, provide the 3 key ideas from each article included in that chapter. Then combine the readings by writing a synthesis. Look for and report relationships among the sets of readings and ideas explored. Next, ask any lingering questions you may have and raise discussion points. Add any applications you can regarding STEM area implementations. Also include any relationship to your own life/teaching experiences. An assignment submission must include all of these aspects to gain full points. (FEAP 5d,e; CF 2, 4; ILA 1-5; FLCS 2, 4, 8, 13; FRC 1.G.1, 1.G.3, 4.1-4.7)
B. Group Learning Tasks (GLTs) (5 points each) - (25%)
These tasks include an array of activities that will enrich your understanding of the underlying paradigms from a given “moment” in 20th century reading history. Your group (of 2-3) will document your collective work and submit it as one assignment. You may work ahead on these assignments if you wish.
GLT #1: There are several readings labeled with “IQ” housed in “Course Files.” Each group member will choose a different one. Individuals will read and write a summary of readings as it relates to IQ and post it on the Discussion Board. All members will then study the summaries and the group will collaboratively create an audio-enhanced Power Point/Key Note presentation on IQ testing in education. The slides should not just consist of each summary—develop a synthesis. All of these aspects need to be included to earn full points. Submit the project to me as a final piece with all group members’ names on it. (FEAP 1e, 2d,f,h, 3d,f,h; CF 1, 2, 4, 5; ILA 1-4; FLCS 1, 4, 5, 6; FRC 4.4, 4.5)
GLT #2: Spache spends considerable space refuting the idea of dyslexia. This was in the 1970’s. (This was also the period of time when Gifted Education was established). But Manzo & Manzo are proposing the construct of dyslexia in 2000+. What are Manzo & Manzo adding to the picture? What do they have that Spache didn’t? As a group, have a discussion on Blackboard on the usefulness of dyslexia. Compare the approaches of Spache and Manzo & Manzo. Create and submit a graphic organizer that displays the essence of your discussion. Final score will be dependent on individuals’ contribution to the conversation as well as the substance of your group’s visual display. (FEAP 4d, 6; CF 1, 2, 4, 5, 6; FLCS 1, 7, 10; FRC 4.1)
GLT #3: In your task group, try out the cognitive experiments housed in Course Files. Add your reaction to the Discussion Board and carry out a discussion of what you experienced. (FEAP 1a,d, 3a,b,d; CF 1-4; ILA 1, 2, 4, 6; FLCS 1, 7, 8, 13; FRC 4.1, 4.5, 4.7)
GLT #4: In your group, discuss (on Discussion Board) the conflict between cooperative education, group work, the hallmarks of the collaborative moment, and the requirements of accountability that stem from NCLB. Taking each participant’s comments and conclusions into account, summarize your collective discussion in a response no longer than 2 pages, double-spaced. Submit the response. (FEAP 1a,d, 3a,b,d; CF 1, 4, 5; ILA 2, 4, 6; FLCS 2, 9, 10, 11; FRC 1.G.1, 1.G.3, 4.1, 4.4)
GLT #5: Consider the six different moments in reading history (see matrix at the front of the Pro Copy packet) and think about the Five Big Ideas from NCLB (Phonemic awareness, Phonics, Vocabulary, Comprehension, Fluency). If we put these big five down the right side of this matrix, a clever thinker could imagine what vocabulary (for instance) might have been like during the moment of instruction, or during the clinical moment. One could do the same with comprehension across the different moments. Also, a real clever thinker could compare the operating definitions for a given topic across different moments to see how it might have changed (or changed back)! James Welsh, a technical assistant for FCIT’s USF laptop initiative, has set up a matrix in a web page so you can add to it. Previous RED 6749 students have made contributions and/or revisions to this matrix, as will you. As a group, create a document delineating what each member did to enhance the matrix. The matrix can be found in under the “Wiki” tab on the course menu. (FEAP 1a,e, 5e; CF 1, 2, 3; ILA 1, 5, 6; FLCS 2, 3, 8, 12, 13; FRC 1.G.1, 1.G.3, 4.5, 4.7)
C. Oral History of Literacy Professional (25%)
Students will complete an interview study of a Literacy Professional. Detailed information regarding the steps of this project, suggestions for questions to ask, presentation guidelines and scoring procedures will be available in the Course Documents folder on Canvas. Oral histories will comment on teachers’ experiences with teaching reading within STEM area subjects.(FEAP 5e, 6; CF 1, 2, 4; ILA 1, 6; FLCS 2, 3; FRC 1.G.1)
D. Research Paper * (25%): Complete a 7-9 page double spaced research paper with a minimum of 10 professional citations on a topic related to literacy curriculum, instruction or outside influences that connects literacy with STEM research. Use APA (6th edition) publication style. A rubric is be provided in Canvas . (FEAP 5e, 6; CF 2, 4; ILA 1, 6; FLCS 2, 3, 4, 8, 13; FRC 1.G.1, 1.G.3, 4.1-4.7)
a. Identify a researchable topic.
b. Identify a theoretical perspective & historical basis for the topic.
c. Find research relevant to the topic by conducting library and literature reviews. Sources should be studies from peer-reviewed journals-not opinion pieces. You may use studies we’ve read in class.
d. Analyze the articles that have been collected using techniques that are appropriate to the research format and data.
e. Synthesize your research & list references accumulated (APA style). Your paper will be enhanced by personal contributions and reactions, but should not rely on opinion. This paper is primarily a synthesis of research.
f. Write the paper/report based on your findings.
g. Submit to SafeAssign by the date listed in the Course Outline. Successful completion of this assignment is posted to Chalk and Wire in fulfillment of FRC Reading Competency 4.
* Indicates a critical assignment
**Include a statement as to the consequence of not satisfactorily completing a critical assignment.
Hillsborough County Public Schools Task Force specific class activity statement(if applicable)
(This applies to all courses that require USF students to engage with K-12 students, student records, or school settings. To prepare students, faculty are encouraged to include as part of their courses a discussion about the FERPA requirements and what is and is not acceptable.) : This project has been approved through the Hillsborough County Public School Research Review process. Note that individual student information is protected under the Family Educational Right and Privacy Act (FERPA). The University of South Florida and Hillsborough County Public Schools both want to ensure that student records are protected and that teachers and potential teachers have the most appropriate training opportunities. Student Information (K-12) collected for this task will NOT include information that identified the individual student and any student identifiable information/data collected will NOT be retained (e.g., videos with students in them, copies of student work, audio recordings of student interviews, etc.) past the completion of the course and the assignment of a grade by the instructor/professor.”
Chalk & Wire (if course has a critical task) : All tasks designated as critical must be completed with a score of 3 or above on each criterion in order to pass the course. An assignment that receives a score of below 3 on any criterion must be resubmitted until a score of 3 or better is achieved and that score will be entered into the Assignment E-portfolio system. However, the original grade on the assignment will be the score used to compute the final grade for the course. All revisions must be completed before the last class meeting. A Chalk&Wire e-portfolio account may be purchased at the USF Bookstore.
Grading Criteria:
Each Assignment Cluster is weighted according to the percentages listed above. Total weighted percentage will determine final grade according to the following scale: Grading Scale: (Weighted percentage)
A+ = 98-100 B+ = 87-89 C+ = 77-79 D+ = 67-69
A = 94-97 B = 84-86 C = 74-76 D = 64-66
A- = 90-93 B- = 80-83 C- = 70-73 D- = 60-63