SEED 4102: TEACHING AND LEARNING STRATEGIES
8:00-11:30 Monday; 12:30-4:00
Monday; or 12:30-4:00 Tuesday,
FALL 2007
INSTRUCTORS
Ruth Trageser =
Office: Education Bld=
g.,
room 105 =
; &n=
bsp; Phone:
x 6415 &=
nbsp; &nbs=
p; &=
nbsp; E-mail:
trageser@morris.umn.edu
Windy R=
oberts =
Office:
Education Bldg., room 110 =
&nb=
sp; Phone:
x 6412 &=
nbsp; &nbs=
p; &=
nbsp; E-mail: wroberts@morris.umn.edu
OFFICE HOURS
As posted on office doors and by
appointment.
TEXTS
OTHER RESOURCES
Catalog and program information can be fo=
und
on the secondary education homepage (http:/=
/www.morris.umn.edu/academic/education/seed/seed.html
). Other educational resource=
s such
as lesson planning sites and professional organizations can be found on
Michelle Page’s homepage (http://cda.morris.umn.edu/~pagem). Additionally, the web site w=
hich
accompanies our textbook is http://highered.mcgraw-hill.com/sites/0072982071/student_view0/inde=
x.html
. This website contains chapt=
er
overviews and outlines, self-tests, and reflection exercises.
COURSE DESCR=
IPTION
AND OBJECTIVES
This course is meant to educate pre-servi=
ce
teachers in the instructional cycle, including selecting curriculum, planni=
ng,
instructional strategies, assessing student learning, and classroom
management. Students in this =
course
will not only learn about these topics through readings and course activiti=
es
but will apply and demonstrate their knowledge through activities such as p=
eer
teaching and unit planning. A=
t the
end of this course students should be able to: create a well-developed and thorou=
gh
lesson plan; select topics and curriculum appropriate to the developmental
level of their students; create and implement a well-designed unit plan; ma=
nage
physical space, behavior, and learning in classrooms; and demonstrate and
reflect on their growth and learning through an oral interview process.
STUDENT
SUPPORT
Students with
Disabilities:
This materia=
l and
course texts are available to persons with disabilities in alternate format=
s on
request. Please contact Disab=
ility
Services. It is University po=
licy
to provide, on a flexible and individualized basis, reasonable accommodatio=
ns
to students who have disabilities that may affect their ability to particip=
ate
in course activities or to meet course requirements. Students with disabilities are
encouraged to contact their instructors and Disability Services to discuss
their individual needs for accommodation.
Additional
Resources:
If you have any special needs or requirements to help you succeed in the
class, come and talk to me as soon as possible, or visit the appropriate
University service. Some resources include:
The Academic
Assistance Center www.morris.umn.edu/services/dsoaac/aac/
Student Counseli=
ng
www.morris.umn.edu/services/counseling/
Disability Servic=
es
www.morris.umn.edu/services/dsoaac/dso
Multi-Ethnic Student Pr=
ogram
www.morris.umn.edu/services/msp/
COURSE STANDARDS
Secondary education courses partially
prepare students to meet the National Standards of Effective Practice (SEP)=
and
Minnesota Board of Teaching Standards (listed in the syllabus for Block I a=
nd
in the program guide). Students will further develop =
and
demonstrate their knowledge and skills in each area while student
teaching. Although we work on=
all
standards in all courses, in Block II, we will especially concentrate on
standards relating to student learning, instructional strategies, planning =
for
instruction, managing learning environments, and assessment (Standards 2, 4=
, 5,
6, 7, 8).
CLASS STRUCT=
URE
Secondary education students meet as a cohort from 8:00=
-11:30
a.m. on Tuesdays in HFA 6. Sm=
all
group sections of SeEd 4102 meet 8:00-11:30 AM Mondays, 12:30-4:00 Monday, =
or
12:30-4:00 Tuesday in the
EXPECTATIONS=
ASSIGNMENTS AND GRADI=
NG
Attendance
at all class sessions is mandatory (see Attendance Policy in the program
guide). The program rests on =
tenets
of participation and interaction.
If you must be absent, notify the instructor as soon as possible.
Students will complete four peer teaching exerc=
ises
during the semester. Included=
in
each peer teaching assignment are a lesson plan, teaching the lesson, and an
analysis of the effectiveness of the lesson based on the videotape.
§
Sign
up for three approaches: Pres=
entation,
Direct Instruction, Concept Teaching, Cooperative Learning, Discovery Learn=
ing,
or Classroom Discussion. You will supply a videotape to record=
your lesson
so that you can review it afterward for analysis and reflection.
§
Each
individual will prepare a lesson p=
lan
for their sample instructional strategies model lesson, to be sent
electronically for feedback before noon the day before the lesson.
§
Each
individual will prepare a 10-15 minute lesson on any topic (perhaps choose =
one
from your discipline) that models the approach you have chosen.
§
Using
the provided sheet, each presenter will view their videotape and reflect in
writing on the lesson and follow-up.
Consider the following:
1)
How
effectively did the lesson teach your objectives?
2)
What
activities or aspects of the lesson design were particularly beneficial in
teaching the objectives?
3)
What
aspects/ activities might have made it more effective?
4)
How
complete was the information you supplied about your pedagogical model?
5)
What
did you do a particularly good job with?
6)
What
did you forget to include?
7)
How
clear were you in communicating information to your peers?
8)
How
effective were you at involving them in your presentation?
9)
How
effective was your eye contact, body language, facial expression, voice pit=
ch
and rate, gesturing, etc.?
10)
Finally,
how effective was your pacing and structuring of the lesson?
Assessment will be based on these principles and
criteria.
Post
Practicum Peer Teaching on Classroom Management:
For the post practicum peer teaching, each stud=
ent
will be responsible for preparing a lesson on one aspect of discipline or
classroom management found in the Weinstein text. As in the first peer teaching less=
ons,
students will be required to provide a lesson plan, videotape
their lesson, and complete a post-lesson reflection. The peer teacher will also create =
a handout
to be distributed to peers during the lesson and a five-point quiz on
the lesson content to be given to peers at the beginning of the class perio=
d after
the lesson.
For
your first peer teaching assignments you were able to choose the content of
your lesson but had to employ a particular teaching model. Your second peer teaching will be =
the opposite
of this. You must teach the
assigned content while choosing the instructional strategies, methods and
activities you prefer. Incorp=
orate
at least two teaching models or strategies in your lesson. Your lesson must
meet the following criteria:
=
•Lesson
will cover one chapter in Weinstein’s Secondary
Classroom Management
=
•Time
limit for lessons will be 40 minutes
=
•Lesson plan will be
submitted to instructor electronically for feedback by noon the day prior to
the beginning of lesson
=
•Self-reflection
will be completed and submitted to instructor within one week of teaching t=
he
lesson
=
•Lessons
may utilize activities described at the end of the assigned Weinstein chapt=
er
=
•Peer
teacher must create a handout =
on the
content being presented for classmates
=
•Peer
teacher must create a five-point q=
uiz
on the content to be given to class at beginning of next class session
=
•Peer
teacher must use an instructional strategy not used in an earlier peer teac=
hing
lesson
A
detailed description of the assignment and assessment rubric will be
distributed in class. Student=
s are
required to plan an instructional unit in their content area, centered on an
essential question. Students =
will
be provided a template to serve as a guide. The unit is two weeks in duration =
and
must include daily lesson plans and assessments. Special attention should be =
paid
to modifications for diverse learners, technology, and the Minnesota Academ=
ic
Standards (graduation standards). In order to provide feedback =
to
facilitate more effective, well-thought-out units, instructors will require
that certain portions of the unit plan be completed throughout the
semester. These due dates are
listed in the calendar of learning events.
To
facilitate understanding of Standards 2 and 8, during the practicum students will conduct an analysis of student
learning on at least one lesson that they teach. Each student will create a lesson plan, conduct a pre-assessment (assessing what students know before the lesson =
is
taught), teach the lesson, and then conduct a post-assessment (assessing what students have learned from the
lesson). Students will gather
results of the pre- and post-assessments for each individual K-12 student and will also analyze results for =
the
class and various groups of students within the class. The preservice teacher will write a
reflection that discusses the results, focusing on the following
questions:
The
final oral exam simulates an interview situation. Students, in groups of two or thre=
e,
participate in a question/answer session with the course instructor wherein
students’ knowledge of curriculum and instruction is assessed. A more detailed assessment rubric =
will
be provided before the exam.
GRADING=
SCALE
AND WORK LOAD:
This
course is a four credit course.
|
93-100% =
; |
A |
4.00 |
Represents
achievement that is outstanding relative to the level necessary to meet
course requirements |
|
90-92 |
A- |
3.67 |
|
|
87-89 |
B+ |
3.33 |
|
|
84-86 |
B |
3.00 |
Represents
achievement that is significantly above the level necessary to meet course
requirements |
|
80-83 |
B- |
2.67 |
|
|
77-79 |
C+ |
2.33 |
|
|
74-76 |
C |
2.00 |
Represents
achievement that meets the course requirements in every respect |
|
70-73 |
C- |
1.67 |
|
|
67-69 |
D+ |
1.33 |
|
|
62-66 |
D |
1.00 |
Represents
achievement that is worthy of credit even though it fails to meet fully t=
he
course requirements |
|
0-61 |
F |
0.00 |
Represents
failure (or no credit) and signifies that the work was either (1) complet=
ed
but at a level of achievement not worthy of credit or (2) was not complet=
ed
and there was no agreement between the instructor and student that the
student would be awarded an I |
CALENDA=
R OF
LEARNING EVENTS
=
DATE
|
TOPICS OF DISCUSSIO=
N |
|
ASSIGNMENTS DUE |
STANDARDS ADDRESSED=
|
NOTES AND RESOURCES=
|
|
September
10/11 Monday/Tuesday NO
CLASS 9/3 AND 9/4—LABOR DAY AND OBSERVING IN SCHOOLS |
&sec=
t; &nbs=
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Introductions, &sec=
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p;
Nature of the Program &sec=
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p;
Role of Learning Theory § &n=
bsp;
Planning for Instruction: § &n=
bsp;
Choosing curriculum § &n=
bsp;
Curriculum influences § &n=
bsp;
Teaching the Whole Learner § &n=
bsp;
Long and § &n=
bsp;
Sample lesson
plans-Internet |
The Act of Teaching Ch. 4, pp.73-89 The
Act of |
|
4-B; 7-A 2-B;
2-E; 3-O; 7-A; 7-B; 7-D; 10-D; 10-J |
Constructivism: =
http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html
Check
out Michelle’s “Links for Teachers” page for links to
lesson planning web sites: |
=
DATE
|
TOPICS OF DISCUSSIO=
N |
|
ASSIGNMENTS DUE |
STANDARDS ADDRESSED=
|
NOTES AND RESOURCES=
|
|
September
17/18 |
§
Planning for Instruction: Lesson Plans &sec=
t; &nbs=
p;
Writing objectives &sec=
t; &nbs=
p;
Developmentally appropriate
instruction &sec=
t; &nbs=
p;
Domains: Cognitive, Social, Moral, Physic=
al &sec=
t; &nbs=
p;
Planning for Instruction: Lesson Plan =
Set-
Closure &sec=
t; &nbs=
p;
MN Grad. Standards |