SYLLABUS- EDT 589
STUDENT TEACHING: MILD/MODERATE: Full-time supervised and evaluated teaching with students demonstrating mild/moderate learning problems. Candidate is to demonstrate the knowledge, skills and dispositions of a beginning teacher. Attendance at a weekly seminar is required. Prerequisites: EDT 575, EDT 576, EDT 579
1,3,5, or 7 sem. hrs.*Credit hours required dependent on prior teaching experience.
This syllabus is specific to the 1 sem. hr. section only.
Instructors:
Dr. Steve Richards
937-2294511
Syllabus Reference to EDT Theme and SOEAP Theme
The School of Education and Allied Professions in conjunction with the University of Dayton's Vision 2005 has adopted a school wide theme of "Building Learning Communities Through Critical Reflection." The goal for the faculty in the School of Education and Allied Professions is to become a learning community of its own, model that learning community, and mentor others in their quest for a learning community. This can happen when we work with the human services within the larger communities of public, Catholic and private learning institutions.
The University of Dayton's Department of Teacher Education has adopted a theme that is integrated throughout our entire program of study. The theme of "Teacher as Reflective Decision Maker in a Pluralistic Society" is an appropriate choice, considering the complex needs of students from many different backgrounds and the demand that teachers have as much preparation for this challenge as possible.
The department adopted this theme in accordance with the University's Marianist Mission Statement, which encourages student to take an active role in improving the state of the larger community. This attitude is encouraged when professors and teachers embrace and model qualities of character embodied in the Marianist tradition. These values, found as well in student centered classrooms, include faith, community, mission, inclusivity, respect, acceptance, empathy, authenticity, service, compassion, a sense of humor, expectancy of good, concern for the total development of the child, and commitment of be professional minded.
SYLLABUS Disability STATEMENT
To request academic accommodations due to a disability, please contact the Office for Students with Disabilities, 002 Albert Emanuel Hall, (937) 229-3684. If you have a self-identification form from the Office for Students with Disabilities indicating that you have a disability, which requires accommodation, please present it to me so we can discuss the accommodations you might need in class.
II. Course Objectives
This course is designed to meetStandard 4- Instructional Strategies and Standard 9- Professional and Ethical Practice- in the CEC Common Core and Individualized General Curriculum standards. These standards are also aligned with the Ohio standards for teacher preparation.
Common Core Standards in Knowledge and Skills:
Skills:
CC4S1Use strategies to facilitate integration into various settings.
CC4S2Teach individuals to use self-assessment, problem solving, and other
cognitive strategies to meet their needs.
CC4S3Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs.
CC4S4Use strategies to facilitate maintenance and generalization of skills across
learning environments.
CC4S5Use procedures to increase the individual's self-awareness, self-
management, self-control, self-reliance, and self-esteem.
CC4S6Use strategies that promote successful transitions for individuals with
exceptional learning needs.
Standard 4 - Instructional Strategies
Individualized General Curriculum
Knowledge:
GC4K1Specialized materials, curricula, and resources for individuals with
disabilities*.
GC4K2Strategies to prepare for and take tests.
GC4K3Advantages and limitations of instructional strategies and practices for
teaching individuals with disabilities*.
GC4K4Prevention and intervention strategies for individuals at-risk for a
disability.
GC4K5Strategies for integrating student initiated learning experiences into
ongoing instruction.
GC4K6Methods for increasing accuracy and proficiency in math calculations and
applications.
GC4K7Methods for guiding individuals in identifying and organizing critical
content.
Skill:
GC4S1Use research-supported methods for academic and non-academic
instruction of individuals with disabilities*.
GC4S2Use strategies from multiple theoretical approaches for individuals with
disabilities*.
GC4S3Teach learning strategies and study skills to acquire academic content.
GC4S4Use reading methods appropriate to individuals with disabilities*
GC4S5Use methods to teach mathematics appropriate to the individuals with
disabilities*.
GC4S6Modify pace of instruction and provide organizational cues.
GC4S7Use appropriate adaptations and technology for all individuals with
disabilities*.
GC4S8Resources, and techniques used to transition individuals with disabilities*
into and out of school and post-school environments.
GC4S9Use a variety of nonaversive techniques to control targeted behavior and
maintain attention of individuals with disabilities*
GC4S10Identify and teach basic structures and relationships within and across
curricula.
GC4S11Use instructional methods to strengthen and compensate for deficits in
perception, comprehension, memory, and retrieval.
GC4S12Use responses and errors to guide instructional decisions and provide
feedback to learners.
GC4S13Identify and teach essential concepts, vocabulary, and content across the
general curriculum.
GC4S14Implement systematic instruction in teaching reading comprehension and
monitoring strategies.
GC4S15Teach strategies for organizing and composing written products.
GC4S16Implement systematic instruction to teach accuracy, fluency, and
comprehension in content area reading and written language
Standard 9- Professional and Ethical Practice
Common Core
Knowledge:
CC9K1Personal cultural biases and differences that affect one's teaching.
CC9K2Importance of the teacher serving as a model for individuals with
exceptional learning needs.
CC9K3Continuum of lifelong professional development.
CC9K4Methods to remain current regarding research-validated practice.
Skill:
CC9S1Practice within the CEC Code of Ethics and other standards of the
profession.
CC9S2Uphold high standards of competence and integrity and exercise sound
judgment in the practice of the professional.
CC9S3Act ethically in advocating for appropriate services.
CC9S4Conduct professional activities in compliance with applicable laws and
policies.
CC9S5Demonstrate commitment to developing the highest education and quality-
of-life potential of individuals with exceptional learning needs.
CC9S6Demonstrate sensitivity for the culture, language, religion, gender,
disability, socio-economic status, and sexual orientation of individuals.
CC9S7Practice within one's skill limit and obtain assistance as needed.
CC9S8Use verbal, nonverbal, and written language effectively.
CC9S9Conduct self-evaluation of instruction.
CC9S10Access information on exceptionalities.
CC9S11Reflect on one's practice to improve instruction and guide professional
growth.
CC9S12Engage in professional activities that benefit individuals with exceptional
learning needs, their families, and one's colleagues.
Standard 9 - Professional and Ethical Practice
Individualized General Curriculum
Knowledge:
GC9K1Sources of unique services, networks, and organizations for individuals
with disabilities*
GC9K2Organizations and publications relevant to individuals with disabilities*.
Skill:
GC9S1Participate in the activities of professional organizations relevant to
individuals with disabilities*.
GC9S2Ethical responsibility to advocate for appropriate services for individuals
with disabilities*.
III. Topics to be covered:
All domains of the Pathwise/Praxis III criteria will be covered.
IV. Student Evaluation Criteria:
A/A- = All Expectations Met or Exceeded on all evaluation criteria
B=/B- = All Expectations Met but repeated submissions required
C = All Expectations Met but repeated submissions and observations required
F = 1 or More Expectations are Not Met after repeated submissions and observations
V. Teaching Methods: Small group discussion and presentation, individual presentation, instructor consultation, and direct observation of student performance in the classroom.
VI.Instructional Technology: Communications will be by email. Syllabus and Evaluation form available on the instructor’s webpage.
VII.Field Experiences: All students must be full-time teachers.
VIII.Required Texts: None.
IX. Date of Syllabus Revision: 01/05.