Wichita State University

College of Education

Fall Semester 2008

Department, Number, Title, and Number:

CI 411 Pre-student Teaching, 1 credit hour

Instructor:

Kim McDowell

Office Address:

Corbin Education Center, Room 120 CE

Office Hours:

T,TH after class and upon arrangement

Contact me via email or voice mail for appointments at other times.

Telephone, Fax and Email:

Kim McDowell, (316) 978-6873, (316) 978-6935 (fax),

Inclement Weather: Call (316) 978-6633 (select 2) to inquire about class cancellations due to inclement weather.

Prerequisites: CI 316, CI 328, CI 312, and CESP 433; concurrent enrollment in CI 402L,

Catalog Description: This field experience allows students to spend an extended length of time in an appropriate classroom working with a cooperating teacher to plan and implement instruction designed to teach objectives in language arts/reading and evaluate learning outcomes. Students will document and reflect upon the experiences in their assigned classrooms.

Textbook(s) and Related Material:

http://blackboard.wichita.edu

Graves, M.; Juel, C.; Graves, B. Teaching Reading in the 21st Century ; Allyn & Bacon 4th edition.

Three-ring notebook with dividers.

Major Topics

Reflective practice

Collaboration with school personnel and students

Effective instruction

Professionalism

Conduct

Collegiality

Communication

Curriculum integration

Student Learning Outcomes:

KSDE Indicators / Common Program Assessments & Criteria / Other course Assessments / KSDE Standard / WSU Guiding Principles
P1. The teacher designs, implements, and evaluates literacy experiences that are developmentally appropriate. / Pre-Student Teaching Evaluations: Cooperating Teacher and University Supervisor (75% of items at the proficient or higher level) / - Lesson plans
- Reflective log
- Evaluations from
cooperating teacher and university supervisor / Elem. Standard #1 / CKS
P2. The teacher models a variety of effective instructional strategies that aid students in developing their reading, writing, speaking, listening, and viewing abilities. / Pre-Student Teaching Evaluations: Cooperating Teacher and University Supervisor (75% of items at the proficient or higher level) / - Lesson plans
- Reflective log
- Evaluations from
cooperating teacher and university supervisor / Elem. Standard #1 / CKS
P3. The teacher uses effective instructional strategies to help students make cross-curricular connections. / Pre-Student Teaching Evaluations: Cooperating Teacher and University Supervisor (75% of items at the proficient or higher level) / Newsletter / Elem. Standard #1 / CKS
P4. The teacher develops and uses criteria for evaluating and selecting a variety of materials for language arts instruction, recognizing issues of equity in gender, age, ethnicity, lifestyle, ad socioeconomic status. / Pre-Student Teaching Evaluations: Cooperating Teacher and University Supervisor (75% of items at the proficient or higher level) / Elem. Standard #1 / PR
P7. The teacher creates literacy rich environments and experiences that promote individually and culturally responsive approaches throughout the curriculum. / Pre-Student Teaching Evaluations: Cooperating Teacher and University Supervisor (75% of items at the proficient or higher level) / Bulletin board display
Classroom sketch / Elem. Standard #1 / C
P8. The teacher evaluates and selects assessments to fit diverse learner strengths and needs. / Pre-Student Teaching Evaluations: Cooperating Teacher and University Supervisor (75% of items at the proficient or higher level) / Elem. Standard #1 / CTA
P9. The teacher uses a variety of assessment tools, analyzes the results, and applies the results to instruction. / Pre-Student Teaching Evaluations: Cooperating Teacher and University Supervisor (75% of items at the proficient or higher level) / Elem. Standard #1 / C

Course Assignments:

1.  Complete field experience requirements as stated in the CI 402L syllabus and given in class.

2.  The attendance policy is the same as CI 402L. However, if absent from any field experience due to an emergency, you must make arrangements with the cooperating teacher to make up the full amount of time. The cooperating teacher, your CI 411 supervisor, and the building principal must be notified prior to any absence.

3.  Complete notebook containing lesson plans, reflections, instructional materials, etc. for evaluation. Notebook should be available in your field experience classroom each day you are present. Notebook will be turned in to instructor at the field experience debriefing on campus, Dec. 2.

Grading:

This field experience is graded satisfactory/unsatisfactory (S/U).

Common (required) 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 or more of those required assessments occur in this course. See the student learning outcomes table in this syllabus for a list of those common assessments and the criteria required of students for passing those assessments.

Students failing to attain a satisfactory rating on a required assessment may be provided special assistance. The university is not able, however, to recommend individuals for licensure who fail to attain a satisfactory rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

Remediation plan: If you fail to meet the required level of proficiency on any of the common assessments, you will need to meet with the instructor to create a remediation plan. This remediation plan will allow you to revise the assignment or assessment piece in order to pass at the level of proficiency; however, the grade which you were originally assigned will be the grade recorded.

Academic Honesty (Wichita State University’s Undergraduate Catalog): A standard of honesty, fairly applied to all students is essential to a learning environment. Students violating such standards must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated persons. 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.

Statement on Disability: If you have a physical, 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 phone 978-3309; tdd/tty 978-3067). DS will review your concerns and determine, with you, what accommodations are necessary for you. All information and documentation of your disability is confidential and will not be released by DS without your written permission.

CI 402L/411

Field Experience

Notebook Guidelines

All field experience documentation should be filed weekly in a three-ring notebook. The notebook should have dividers labeled for each week. The first page of each week’s file should be a list of the daily calendar of events. A model notebook will be available for your review from your university supervisor.

Part I: Observation Log

Each pre-student teacher will keep a log of all observations during the initial visit and the first session of field experience. Documentation of each day’s activities must be recorded. These written observation notes will include such things as the physical environment, teacher modeling instruction, teacher management techniques, activities outside of the classroom (library, music, or physical education), and anecdotal recordings about the students. The log should include the complete classroom schedule for the assigned field experience days.

Part II: Lesson Plans, Reflections, and Observations

Each lesson taught in this field experience will require two forms of documentation: lesson plan and reflection. Three LA lessons require formal written observation feedback (two from the classroom teacher and one from the university supervisor). The lesson plan and reflection must be included in the notebook in the appropriate weekly section. File materials used together with each specific lesson plan in the notebook. The cooperating teacher observation form is filed as soon as it is completed. The notebook should be available for review by the university supervisor at all times. Entries from the previous week are due for review at the beginning of the following week.

Lesson Plans

All lessons must have a written plan prior to the delivery of instruction. Lesson plan objectives should be assigned by the cooperating teacher at least one class session prior to instruction. Lesson plans must be reviewed, dated, and initialed by the cooperating teacher prior to the delivery of each lesson.

Reflections

You are to record your self-reflections for each class. The following questions will guide you as you do this self-evaluation.

1.  Did I accomplish the objective(s)?

2.  What are the strengths of the instructional techniques that I used?

3.  What are the weaknesses of the instructional techniques that I used?

4.  How did the lesson go in relationship to other lessons?

5.  How could this lesson be improved?

6.  Were any students in need of additional instruction/help? What revisions could I have made to help these students?

7.  What other comments do I have?

Observations

Throughout the field experience, you will receive formal and informal feedback. Three lessons must be evaluated formally. Two observations should be completed by the cooperating teacher and one by the WSU supervisor. An observation form is furnished for their three formal observations. A variety of methods may be used for the informal observations. Informal communication such as post-it notes should be included in the notebook. Verbal feedback should be discussed in the reflection. The cooperating teacher, principal, or WSU supervisor may request a conference at any time throughout the field experience. These observations and your reflective observations are to help you critique your ability to work with elementary age students.

Instructional Areas

Each of the following instructional areas can be taught within the context of the teaching you do in the field experience classroom. However, each strategy does not have to constitute a separate lesson. For example, you may integrate two or more of the strategies within a single lesson or one or more of these strategies may be integrated into a math and/or science, or social studies lesson. Each of the seven areas of language arts/reading instruction should be clearly labeled on your lesson plans. You do not have to cover all of these skills. You may only get to teach Vocabulary and comprehension, for example. We’d like you to get a variety but that will be dictated by your CT.

Phonemic Awareness.

Any lesson that relates to increasing the awareness of or manipulation of sound segments within words.

Phonics.

Any lesson that links the sounds of a word to the letters that represent those sounds (i.e., graphophonics).

Vocabulary

Any lesson that relates to the meaning of the words is considered a vocabulary lesson. Examples: synonyms, antonyms, multiple meaning words, idioms, similes, metaphors, etc.

Fluency.

Any lesson that allows the readers to practice or improve on their ability to orally read a text in a manner that is fluent, prosodic, and of efficient speed.

Comprehension

This includes all strategies that help students understand the text. Examples: characterization, cause/effect relationships, drawing conclusions, main idea, prediction, QAR, questioning, sequence, supporting details, story mapping, etc.

Writing.

Writing lessons can include a variety of strategies such as the use of the language experience approach in primary grades, the Six-Trait Analytic Model, creative writing, etc.

1