Embed Size (px)
Citation preview
1
EDUC 101: Introduction to Teaching and Learning (3 units)
Contact Information Course Information
Instructor: Sandy Buczynski, Ph.D.
Office location: MRH 249
Office hours: Monday 12:30-2:30
Wednesday 12:30-2:30
Additional office hours can be
arranged by appointment.
Email: [email protected]
Semester: Spring, 2016
Location: MRH 137
Time: 2:30-3:50 p.m.
Days: Monday & Wednesday
Course Description
This course has been developed to help USD undergraduates explore and/or confirm career
interests in education, with a focus on teaching. It is a required course for the Undergraduate
Minor in Education. Presenting both historical and current views of teaching and education, this
course encourages students to think more deeply, more broadly, and more systematically about
what teaching is, what teachers do, and whether teaching is an appropriate career choice for
them. The course begins with the review of the global purpose of education through the
millennium goals for education and how schooling in the United States and other countries
function and what life is like in schools. Then, this course will look at the diversity of students
who populate schools, and how they are affected by social factors. In addition, the course will
review various tension points (such as access and equality of educational opportunity, school
choice, and gender issues) that cause controversy in our educational system. Next, the course
focuses on teachers, including what constitutes effective teaching, what teachers should know
about teaching with technology, and what subjects are taught as part of the school’s curriculum.
By the end of the course, students will begin to understand teaching as a profession that is a
complex endeavor, embedded in a larger organizational and social context.
Course Objectives/Candidate Outcomes
A: Academic Excellence & Critical Inquiry and Reflection
Actively engage in reflective activities to examine own learning.
Discuss the global and historical roots of education that explain contemporary models of
teaching.
Analyze key theories about how people learn and teach.
Draw on ideas about learning and teaching to analyze & examine contemporary episodes
& issues that support and challenge teaching and learning both in local and international
contexts.
Investigate societal and educational practices that determine success or failure of the
school system as it relates to different groups in the U.S. and in some international
contexts.
2
Examine teaching strategies, instructional activities, procedures and experiences that are
designed to provide a balanced and comprehensive curriculum for students.
Become acquainted with some pedagogical theories, principles, and instructional
practices designed to address the needs of a diverse group of students.
C: Community and Service Learn how to create and support a collaborative learning community in a classroom
Investigate how to bridge parent and community involvement theory with teaching
practice.
E. Ethics, Values, and Diversity: Develop a personal educational philosophy statement based upon a reflective view of her/
himself as a practitioner.
Develop a greater appreciation and respect for the importance of teaching to the needs of
a variety of cultural groups and to a variety of individual differences.
Required Texts/Readings
1) Esquith, R. (2007). Teach like your hair is on fire: The methods and madness inside room
56. New York, NY: Penguin Books.
2) Villasenor, V. (2004). Burro genius. New York, NY: Harper Collins.
+ ON-LINE Readings posted on Edmodo
3) Join Edmodo EDUC 101 Spring 2016
use code: m93vhu
Assessment Plan
Attendance and Engagement
Students are encouraged to actively participate in class discussions, and honor their classmates
by truly listening and responding to their contributions. As a community of learners, we will
facilitate each other’s learning through dialogue and exploration of ideas in the field of
education. Lack of participation can result in a total of -10% of your grade. This covers
assignments that are completed (and presented in class) but are not stand-alone grades.
Attendance is important however emergencies come up. One absence is excused, after that, -
02% per absence unless doctor’s note.
Statement of Sustainability
We are using an online course management platform (Edmodo); this is a paperless class.
3
Please bring your own mobile devices (BYOD) such as tablet, laptop, or smart phone to class to
access Apps and Edmodo. In addition, this is a hybrid class with several sessions conducted
online so you will need access to Internet outside of class.
My Life As a Learner
Students will provide a personal introduction, focusing on their experiences as a learner by
integrating the following possible questions into their paper: How do you like to learn? What
would you like to learn more about? What is the best setting for your learning? What have you
learned a lot about? From whom did you learn well/not at all, and why? Students are encouraged
to be creative in using a combination of music, dance, text, images, and/or graphic
representations of these thoughts-- NO POWERPOINTS! These introductions will be presented
in class.
Teaching Shield
Design a “teacher shield” that you might put on the front of your desk. What are your values?
What is your teaching asthetic? Expectations? Goals? What characteristics from “your life as a
learner” applies to “ your life as a teacher”? What are the qualities of a GREAT teacher that you
would like to incorporate into your practice? Accept and like children? Being knowledgeable in
content area you are teaching? Being able to use MULTIPLE teaching strategies? Having fun,
wanting to be at work? What teaching characteristics does Rafe use that you might emulate?
READINGS ARTICLES: As assigned, you will complete an article review. In this review, identify (a) the
main idea or thesis of the article, (b) what you thought was interesting/important/unclear, (c)
points with which you agreed or disagreed, (d) any new ideas/terms/concepts that you learned,
and (e) how this article connects to classroom readings and discussions. Do not just summarize
the contents of the articles, but offer your own perspectives and thoughts about the article. Present to the class and post on Edmodo.
BOOKS: Students will be required to actively participate in literature circles with specific role
assignments. Roles include “summarizer,” “discussion facilitator,” “illustrator,” and “literary
luminary” on a rotation basis. See literature circle handout for details on each role. For each
session, please complete an electronic copy of the role sheet and upload to Edmodo. In addition,
reading quizzes will be given online periodically.
Literature Circle Contributions
For each book, you will select on of the following roles for our literature circle:
Discussion Director:
Literary Luminary:
Summarizer:
Illustrator:
Vocabulary Enricher:
See syllabus appendix for explanation of roles.
APP presentation(individually in class)
4
Students will select an “app” that can be applied in the classroom and present a demonstration of
this app to the class with an explanation of how it could be used for teaching and/or learning.
Students then annotate and organize selected apps into a S.A.M.R. model and post on Edmodo.
The Global Context of Education: Learning in Faraway Places
Select a country and research best teaching practices or effective learning strategies for that
location. Then create a narrated presentation that can be posted online. The presentation may
include links to videos, illustrations of student work, statistics of student achievement, examples
of teacher behaviors, etc. India: hole in the wall computers
Finland: high standardized test scores South Korea: Robot English teachers
Italy: Reggio Children
Columbia: Crossing a canyon to learn Sweden: Innovative global network
Singapore: Singapore math curriculum
Japan: Lesson study New York: Using video games for learning
Germany: Special Education
United Nations Declaration of Human Rights
Reflection of Villasenor & strategy for teaching chapter of the book
Write a one-page reflection about your impression of Villasenor and his writing based on his
website and post to Edmodo. Consider the title to his book – What is a burro? What does
“genius” mean? What could they mean when put together? What is a memoir?
Research and then select one of these strategies to present a chapter of the book.
Book Marks and Trouble Slips
Chunking
GIST
Graphic Organizers
Quickwrites
Reciprocal Teaching
Rereading or Repeated Reading
Say, Mean, Matter
SQP2RS
Talking to the Text/Annotating the Text/Highlighting
Think Aloud
Personal Philosophy of Education Students will create and present a personal philosophy of education, integrating and citing
support from the readings and discussions in class. The personal philosophy of education should
include the students’ thoughts and beliefs about the process of teaching and learning, some
reasons for the possibility of selecting teaching as a profession, what type of teachers they hope
to become, and how they plan to improve the field of education. A portion of this paper will be
presented in class.
Lesson Planning (Inquiry learning OR direct instruction)
5
Design a lesson plan and then peer TEACH the concept to the class & ASSESS their learning of
the topic. This is a 20-minute segment of TEACHING a topic at a particular “grade level”. The
activity should be inviting and engaging and in line with common core standards.
iMovie Presentation on Education
Students will present a 5-minute movie based on any educational theme of interest. These
movies can be based on interviews with teachers and students or they can be commercials for an
“ideal” school or perhaps you want to tackle an educational issue such as bullying, English
language learners, Personalized learning, 21st century skills, etc. Links to samples will be posted
on Edmodo
Quizzes
Quizzes will be taken online on the honor system. No book or notes are to be used during the
quiz – please use your own words to demonstrate your understanding of the topics.
Grading Criteria at a Glance
Course Requirements Percentage
Attendance and Engagement (- 0.2 % per absence or lack of participation
on an assignment)
Reading Questions
How to Learn Vocabulary
Rubric Debate
Etc.
My Life as a Learner 5%
Teacher Shield 5%
Article Review 5%
APP for effective learning 5%
Literature Circle Contributions 2 @ 5 10%
Reflection of Villasenor & strategy for teaching 5%
Lesson plan & presentation 10%
Learning in Faraway places post 5%
Personal Philosophy of Education 10%
Quizzes 3 @ 10 30%
iMovie Presentation on Education 10%
TOTAL: 100% 100% - 90% A
89% - 80% B
79% - 70% C
69% - 60% D
59% and below F
6
Course Calendar
Week Date Session Topic Assignments Due
1
1/25 Orientation
Family Feud: Why teach?
PPT: Building the Academic Language
of Teaching
The role of academic language in
learning? ABC – CBV
Educational Technology
S.A.M.R
1:1 classrooms
BYOD
Assignment:
1. Design a teaching strategy to
teach a small group the
“academic language”
introduced in the ppt
2. My life as a learner
1/27 Creating an Inviting Learning
Environment
Presentation: My life as a learner
Reading:
Teach like your hair is on fire
pp 1-61
Assignment:
Baldacci, L. Johnson, S. Why new
teachers leave…And why new
teachers stay
Durcharme, E. The great teacher
question: Beyond competencies
Reading questions
2
2/1
2/3
Characteristics of Teachers
The Truth about Teaching
Examining your motives for teaching
The rewards of teaching
The challenges of teaching
Reading questions
Presentation: How to learn Academic
Language
Content Areas
Multiple subject / single subject
Single disciplines / integrated
Teach like your hair is on fire
pp 62-132
Design a Teacher’s “Coat of Arms”
or Shield
Reading: Teach like your hair is on
fire pp 133-158
Assignment: Reading:
Lipitz, J. & West, T. What makes a
good school
7
Presentation: TEACHING SHIELDS
Discuss reading questions
Knaak, W. & Knaak, J. Charter
Schools: Reform or failed
initiative?
3
2/8
2/10
Qualities of Good Schools
Charter Schools
Academies within a school
Challenges of Schools
Bullying
What is testing measuring?
Bias or discrimination in the classroom
Children at risk
Article reviews
World Café of Issues in Diversity
Gender
Socio-economic
Language
Ethnic
Teach like your hair is on fire
pp 159-171
Assignment:
Literature Circle Role
Gurian, M. & Stevens, K. With Boys
and Girls in Mind
Lubienski, S. What we can do about
achievement disparities.
Teach like your hair is on fire
pp 172-end
4
2/15
2/17
Literature Circle
Teach Like your Hair is on Fire
Discussion Directors:
Literary Luminaries:
Summarizers:
Illustrators:
Vocabulary Enrichers:
Jeopardy Review for Quiz
Teach like your hair is on fire + Weeks
1- 4 readings
5
2/22
2/24
CLASS IS ONLINE
Quiz #1
CLASS IS ONLINE:
Visit Villasenor’s website at
www.victorvillasenor.com. Read his
biography and summaries of the other
books he has written. What kind of
person is he? What are his interests?
What are the themes he writes about?
Begin Reading Burro Genius
Research and then select one of
these strategies to present a chapter
of the book.
Book Marks and Trouble Slips
Chunking
GIST
8
Write a one-page reflection about your
impression of Villasenor and his writing
based on his website and post to Edmodo
Graphic Organizers
Quickwrites
Reciprocal Teaching
Rereading or Repeated Reading
Say, Mean, Matter
SQP2RS
Talking to the Text/Annotating
the Text/Highlighting
Think Aloud
6
2/29
3/2
Curriculum and Standards
21st Century Skills
Common Core Standards
International Comparisons
Interdisciplinary Approach
Curricular Innovation
PBL
Flipped Classrooms
Inquiry Learning
Common core standards in CA:
Browse this website
http://www.cde.ca.gov/re/cc/tl/wha
tareccss.asp
to determine what the standards look
like for the grade level that you
might teach.
Continue reading Burro Genius
Readings:
Monke, L. W. The overdominance of
computers
Gow, P. Technology and the culture
of learning
Prensky, M. Listen to the natives
Assignment: Select an education
app to present to the class
7
3/7
3/9
iPad cart:
CoLAr, Educreations, Symbaloo, Tagxedo, Notability,QR reader & ABCya
Presentation of Apps
Continue reading Burro Genius
Continue reading Burro Genius
Assignment:
Literature Circle Roles
8
3/14
Use of Technology in the classroom
9
3/16
Article reviews
Literature Circle #2: Burro Genius
Discussion Directors:
Literary Luminaries:
Summarizers:
Illustrators:
Vocabulary Enrichers:
Complete reading Burro Genius
3/21
3/23
SPRING BREAK
NO CLASS
SPRING BREAK
NO CLASS
9
3/28
3/30
EASTER MONDAY
NO CLASS
Philosophy of Education
Self-Inventory Activity and Discussion
Developing your personal philosophy of
education
http://www.edulink.org/portfolio/philoso
phies.htm
http://www.cabrillo.edu/~stappero/Math
%20158T/TeachingPhilosophy.htm
10
4/4
4/6
Teaching logistics
Classroom management
School Safety
Parts of a lesson: Anticipatory set,
instructional input, guided practice,
independent practice, formative
assessment, closure
Presentation: Philosophy of Education
Review for quiz
Eisner, E. W. The kind of schools we
need
Cuban, L. A tale of two schools
Kohn, A. Safety from the inside out
10
11
4/11
4/13
CLASS IS ONLINE
Reading Quiz #2
Burro Genius + Readings from week 5-
10
CLASS IS ONLINE
Post Presentation: The Global Context
of Education: Learning in Faraway
Places
Learning in Faraway Places India: hole in the wall computers
Finland: high standardized test scores South Korea: Robot English teachers
Italy: Reggio Children
Columbia: Crossing a canyon to learn Sweden: Innovative global network
Singapore: Singapore math curriculum
Japan: Lesson study New York: Using video games for learning
Germany: Special Education
United Nations Declaration of Human Rights
12
4/18
4/20
Student Assessment
The Dangerous Myth of Grade Inflation
The Case Against Grades
Watch: The (alternative) schools our
kids deserve
https://www.youtube.com/watch?v=ephQ
8Y8Srkw
Lesson Planning
Inquiry Learning: Engage, Explore,
Explain, Elaborate, Evaluate
Presentation: Rubric Debate
Reading: Andrade, H. (2000). Using rubrics to
promote thinking and learning.
Educational leadership, 57(5).
Kohn, A. (2006). The trouble with
rubrics. English Journal, 95(4).
Assignment: Debate points PRO / CON
Readings:
Jones, K., Jones, J., Vermette, P.
Six common lesson planning pitfalls Eisenkraft, A. (2003). Expanding the
5E Model. The Science Teacher, 70(6).
13
4/25
4/27
½ class presents: Model Lesson
½ class presents: Inquiry Lesson
Readings: McDaniel, T. R. The
teacher’s ten commandments:
School law in the classroom
Jennings, J. and Renter, D. S. Ten
big effects of no child left behind act
on public schools
Assignment: iMovie/ Vimeo Project
Planning
14 5/2
Ethical Issues and Law in Education
Ethics and Education Activity
11
5/4
LAST DAY OF CLASS
iMovie/ Vimeo Presentations on
Education
(bring popcorn)
15 5/9 CLASS is ONLINE
Quiz #3: Readings from weeks 11-15
** This calendar is tentative and subject to change based on students’ and instructor’s
collaborative discretion
Requests for Accommodation
Reasonable accommodations in accordance with the Americans with Disabilities Act will be
made for course participants with disabilities who require specific instructional and testing
modifications. Students with such requirements must identify themselves to the University of
San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every
effort will be made to accommodate students’ needs, however, performance standards for the
course will not be modified in considering specific accommodations.
Statement on Plagiarism
Students are responsible for knowing what plagiarism is and avoiding it. Students who commit
plagiarism are subject to penalties that may include no credit for the assignment, suspension or
expulsion from the university. Plagiarism occurs when individuals present the words and/or
ideas of others as if they are their own. To avoid plagiarism, you must give credit to your source
whenever you use: another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings—any pieces of information—that are not common
knowledge;
quotations of another person’s actual spoken or written words; or
a paraphrase of another person’s spoken or written words.
If you wish more information on what plagiarism is and how to avoid it please see
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml (The bulleted material above is from
this website.)
Grade of Incomplete
The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course
have been substantially completed but, for a legitimate reason, a small fraction of the work
remains to be completed, and, (2) that the record of the student in the course justifies the
expectation that he or she will complete the work and obtain the passing grade by the deadline.
It is the student’s responsibility to explain to the instructor the reasons for non-completion of
work and to request an incomplete grade prior to the posting of final grades. Students who
receive a grade of incomplete must submit all missing work no later than the end of the tenth
week of the next regular semester, otherwise the “I” grade will become a permanent “F.”
12
SOLES On-line Course Evaluation
Student evaluations in SOLES are collected via an on-line system that maintains student
anonymity. SOLES uses these evaluations for continuous improvement of course content and
instruction and as a component of its regular performance review of faculty members, so please
take them seriously. Course evaluations are available to students in their MySanDiego accounts
via the Active Registration link on the One-Stop Services tab.
13
Appendix A
14
15
16
17
APPENDIX B
How to Write Your Philosophy of Education
Assignment:
Your own philosophy of education is very important because it provides focus and emphasis for your
teaching. Working to communicate your philosophy helps you to become aware of your own goals and
values, which prepares you to integrate them with the goals and values espoused by your district and your
community.
Your statement of philosophy is a description of your own goals and beliefs as a teacher. There is no
“right” philosophy. Some fit into certain settings better then others. You will refine, augment, and
develop your philosophy for the rest of your career. Usually it is not successful to “change” your whole
philosophy to meet the expectations of someone else.
Below are some guidelines to keep in mind to produce a well-written, focused, and articulate statement of
your philosophy.
Your philosophy should be no longer than two typed, double-spaced pages. Somewhere in your statement
of philosophy answer the following questions:
What is the purpose of education? (What goals do you want your students to achieve?)
What is the student’s role? (What are students’ responsibilities?)
What is the teacher’s role?
What is the teacher’s role as a bridge to the community? (optional)
What is the teacher’s role in educational renewal and reform? (optional)
This statement of philosophy should rely on your personal beliefs and experiences. Your philosophy
will be influenced by the knowledge and experience you acquire as you proceed through your
licensure/certification program.
You may want to “try on” a metaphor to more clearly and vividly describe your philosophy.
Growing plants, filling a pitcher, and molding clay are some common (but stereotypical)
metaphorical vehicles. You may want to create a new one to avoid previous connections associated
with these three. Successful use of a metaphor may depend on using a skill, hobby, or activity you
have experience with and also on knowing when to step outside the metaphor and show a contrast
(for instance, unlike a bicycle, education has more than two wheels).
Appendix C: Rubric for iMovie/ Vimeo Presentation on Education
Screenwriter
1 thumb up
Film Editor
3 thumbs up
Director
5 thumbs up
Storytelling Be sure to detail the
storyboard, plot and
characters before
filming begins.
To document the
issue, consider all
perspectives.
The issue selected was
documented in a
compelling manner.
18
Logistics Did not meet the 5-
minute requirement.
Need to consider
attention span of view
and have tighter
editing.
Kept to the 5 minute
requirement but
needed a microphone
to capture sound and
tighter editing.
Kept to the 5-minute
requirement. Editing
was tight and sound
was exceptional.
Appropriate location
& look to the film
Cinematography Jerky motions, out of
focus, too dark, and
inconsistent visual
look.
Transitions from
scene to scene were
smooth but the
structure of the film
was not easy to follow
In focus, smooth pans,
good lighting, and
consistent visual look.
Social Media Unable to attend the
film festival.
Viewed but did not
leave any comments
on peer films
Viewed and provided
comments on all peer
films
