COURSE
DESCRIPTION:
This course is intended to be taken in the first block of a
candidate’s program and is designed to provide a theoretical and practical
foundation for the pedagogical dimensions of the multiple subjects teacher credential
program. Through an exploration of the fundamental principles of instructional
design, assessment, and classroom management, candidates will obtain a solid
grounding in basic teaching methods and the framework for their future
coursework. Through taking part in an
active learner-centered synthesis of these three areas, candidates will better
understand the inter-relationship between each, and how each relates to student
achievement.
COURSE
OUTCOMES and STANDARDS:
Content
Standards: The following content will be covered in this course:
1. Instructional
design methodology including: lesson
planning, interdisciplinary unit models and construction techniques, direct and
indirect instructional models, creating behavioral objectives, aligning
instructional outcomes with assessment, use of instructional technology, and
how instruction effects classroom management (CCTC Standard 3c).
2. Strategies
for addressing learner needs and differences including: learning style models, learning psychology,
behavioral taxonomies, multicultural considerations and effects of pedagogical
choices on motivation (CCTC Standards 11b and 3b).
3. Assessment
methodology including: test item
construction, questioning techniques, performance and authentic assessment,
rubric construction, journal use, personal communication, interpretation of
standardized tests and the place of assessment in planning (CCTC Standard 3c).
4. Classroom
management strategies including:
creating a supportive healthy environment, developing a positive classroom social
contract, creating positive expectations, boundaries and rules, using effective
instructional, assessment and motivational practices that reduce the need for
corrective action, understanding basic reasons why students misbehave,
developing and implementing logical and related consequences to misbehavior and
dealing with difficult students (CCTC Standard 10).
Performance Standards and Assessments: As a result of the course students will be able to
demonstrate the following knowledge, skills, and dispositions shown by the
assessment methods outlined below:
1. Candidates
will develop an integrated approach to instruction, assessment and classroom
management that best fits their personal style and the learning needs of their
students. This standard will be evidenced
in the following performance indicators (TLW):
1. Reflect on the implications of their incoming values,
learning style, cultural background, ethnicity, and experience as these relate
to their guiding principles and expectations for their teaching (CCTC TPE 12).
2. Clearly define a personal approach to instruction
that includes multiple models, methods and student considerations (CCTC TPE 9)
3. Modify instruction as a result of acquiring knowledge
of different student needs and learning styles (CCTC TPE 8)
4. Construct learning activities that are logical,
sequenced, student-centered, and aligned with learning objectives, planned
assessments and state standards (CCTC TPE 4).
5. Articulate strategies for addressing the needs of
culturally diverse and special needs students. (CCTC TPE 4).
Assessments:
Candidates
will demonstrate these competencies in course discussions, assignments and
exams. Candidates will be assigned
specific field observation in which they will analyze how various instructional
practices affect students as well as how student needs are accommodated. Candidates will construct an integrated unit
of instruction to be included in their program portfolio. In this unit they
will include considerations for their teaching style, the needs of their students,
and a vision for a successful classroom.
2. Candidates
will be able to develop, interpret and apply instructional design knowledge,
incorporating a variety of models best suited to the learning context. This standard will be evidenced in the following performance
indicators (TLW):
a) Determine how to plan and if necessary modify
instruction to promote student learning (CCTC TPE 2)
b) Construct learning activities that promote student
cognitive development, creativity and imagination (CCTC TPE 4).
c) Construct well-designed, student outcome-based
behavioral learning objectives within the context of long-term instructional
planning (CCTC TPE 5).
d) Use instructional materials that are best suited to
promote student progress and meet state-adopted academic content (CCTC TPE 4)
e) Develop a unit plan that includes both long-term and
short term instructional planning (CCTC TPE 9).
f)
Formulate both
direct and indirect instructional lessons and demonstrate a clear understanding
of the instructional thinking required to teach concepts, procedures, facts,
and skills (CCTC TPE 9).
g) Demonstrate an understanding of how to consider
instructional timing in their planning, and reflect on the time management
choices of the teachers that they have observed (CCTC TPE 10).
h) Collaborate with classmates in designing instruction
and developing teaching strategies (CCTC TPE 11).
i)
Use technology
to more effectively and creatively bring about student learning (CCTC TPE 4).
Assessments:
Candidates
will demonstrate these competencies in course discussions, assignments and
exams. Candidates will be assigned
specific field observation in which they will analyze instructional choices and
their effects. Candidates will construct
an integrated unit of instruction including assessments, long-range and lateral
outcomes and individual lessons to be included in their program portfolio.
3. Candidates will be able to create
and interpret a wide range of assessment methods and be able to integrate and
align them with their learning outcomes and students’ needs. This standard
will be evidenced in the following performance indicators (TLW):
a) Incorporate assessment thinking as an integral part
of their instructional planning process (CCTC TPE 3)
b) Develop the appropriate forms of assessment instruments
and methods including authentic assessment methods that best fit their
instructional goals and student needs (CCTC TPE 3)
c) Accurately interpret various forms of summative and
formative assessment information (CCTC TPE 3).
d) Develop and use assessments that are consistent with
the state-adopted assessment program (CCTC TPE 3).
Assessments:
Candidates
will demonstrate these competencies in course discussions, assignments and
exams. Candidates will be assigned
specific field observation in which they will examine assessment practice. Candidates will construct an integrated unit
of instruction including a substantive section outlining how they will use a
variety of assessment methods and strategies, including a substantive authentic
assessment component, and articulate how those methods are aligned with their
general instructional and student learning outcomes.
4.
Candidates will be able to articulate and apply a variety of classroom
management strategies that will promote a positive, efficient, healthy, and
effective learning environment for their students. This standard
will be evidenced in the following performance indicators (TLW):
a) Develop a classroom plan that synthesizes their
understanding of discipline theory and with an understanding of the relationship
between classroom management, instruction and assessment (CCTC TPE 11).
b) Outline a set of strategies to bring about a
positive, motivational, healthy and productive learning environment (CCTC TPE
11).
c) Identify practices and methodologies that foster high
self-concept and success psychology in their students. (CCTC TPE 11).
d) Synthesize course content, classroom observation and
personal reflection to articulate a personal set of values and a vision for
their future classroom (CCTC TPE 13).
Assessments:
Candidates
will demonstrate these competencies in course discussions, assignments and
exams. Candidates will be assigned
specific field observation in which they will be asked to analyze classroom
management practices. Candidates will
construct a classroom management plan (CMP). The CMP will reflect the
candidates’ ability to articulate both a theoretical and practical basis for
successful management and will be included in their program portfolio.
Student Conduct
It is assumed that you are a
professional and will conduct yourself with the highest level of
professionalism. Given the large size of
this class, it is especially important that students make every effort to be
respectful of the learning environment, the professor and their fellow classmates. Appropriate behavior will be discussed and
modeled within the context of the course, and a self-conscious approach to
large-scale learning environment management will be incorporated into classes
as necessary.
Statement of
Reasonable Accommodation
The Charter College of Education Faculty members fully support the
Americans with Disabilities Act (ADA).
The members of the faculty will provide reasonable accommodation to any
student with a disability who is registered with the Office of Students Disabilities
(OSD) and who needs and requests accommodation.
The faculty member may wish to contact to verify status and need for
such an accommodation. The OSD will be
responsible for providing for the accommodation.
REQUIRED
TEXTS AND READING:
Course Reading Packet: Available in the bookstore
Borich, G.D. (2000) Effective Teaching Methods.
Curwin and Mendler (1988) Discipline With Dignity
Other required reading will be provided in class
ALSO: You
are encouraged to supplement this reading with readings from sources that
enhances the course and provided an alternative perspective to the subject.
EVALUATION:
Assignments will be assessed and then given points according
to how well they met the requirements in the guidelines . Point values are assigned to each assignment
(see Assignments section). End of
quarter grades will be awarded on the following percentage basis.
100 - 95 A
94.5 - 91 A-
90.5 - 88 B+
87.5 – 84 B
83.5 - 81 B-
80.5 – 78 C+
77.5 – 74 C
73.5 - 70 C-
70 -> E
Field
Observations:
You are responsible for spending 4 hours in an elementary
school observing. The requirements in Block 1 of the program include 8 hours
total. Using the observations that you make in EDEL 405 for EDCI and visa versa
is OK, as long as you attend to what you need to for each course and spend the
full 8 hours. If you are not taking EDEL 405 concurrently, then just 4 hours of
observation is required.
Use the observation time to inform your thinking for the
journal reflections and your CMP.
Currently, you are responsible for obtaining your own
observation site. CSLA will provide you with materials to give to those at the
school to help you gain access and legitimacy and to verify your time spent
there.
ASSIGNMENTS:
Journal Entries: 15 points
You are asked
to make a journal entry for each of the first 8 weeks of the semester. Journal prompts are listed on the final page
of the syllabus and are available on the web site. Journals are due on the 9th
week of the quarter. The following rubric will be used to assess each of the 8
entries.
|
|
Entry
content assessment levels |
|
2 pts |
Response addresses the question
given. Incorporates concrete
experiences to support ideas. Draws conclusions
about idea based on their current and/or previous experience. |
|
1 pt |
Response attempts to address the
question given. Incorporates concrete experiences to support ideas, or Draws
conclusions about idea based on their current and previous experience
only. |
|
.5 pt. |
Response attempts to address the
question given. |
|
0 pts. |
No Attempt |
Instructional
Strategies Plan Assignment (40 pts.)
Select a
topic for a 2+ week unit
·
it should be something that is complex, laterally
integrates content, and includes some form of student performance requiring
authentic assessment.
·
you need to know this content or get to know it well
so as to be able to operationalize it.
·
it should be something you want to actually teach
someday.
Unit
components
1.
A two
paragraph overview (3 pts)
·
Purpose and topic of the lesson
·
A context and target grade level.
2.
5 unit learning
goals (written in general outcome language, 2 pts)
3.
An
instructional overview (9 pts)
·
You will need at least 2 pages here.
·
Generally explain how you intend to facilitate the
instruction of your lessons.
·
Explain the learning and activity sequence you have
chosen. What are you trying to
accomplish and why have you chosen to use the forms of instruction that you
have (i.e., inductive, deductive, direct, learning centers, cooperative
learning, etc.)
4.
A detailed
explanation of all the assessment
techniques you plan to incorporate during the unit (8 pts).
·
Include all the ways you plans to obtain evidence of
student learning (i.e., personal communication, informal assessments, student
self-assessments, etc.).
·
Provide a brief rationale of why you chose each
method should be included, if it is not obvious.
·
Describe each method and explain how you will collect
your assessment information, and how you will use it.
5.
An
authentic/performance assessment instrument. (6 pts).
·
This can be a checklist, holistic rubric, or
analytic/primary trait scale, but it must be appropriate to the task you are
trying to assess.
·
Describe how you are going to collect your student
performance data.
6. 5 or more individual lesson plans (12 pts).
·
Each plan requires at least 3 objectives. These need to be stated in specific behavioral terms.
·
Use any format that you feel is best, but it should
be functional (per our conclusions in
class).
·
Address assessment
7. Rough drafts or ISP pieces and participation in peer
assessment activities (3pts)
ISP Assessment Rubric
|
|
Excellent |
Very Good |
Good |
Overview
|
2pts. Conveys
purpose clearly. Notes target grade. Introduces why topic is of interest.
Noted length of unit. |
2pts. Conveys purpose. Notes target grade and length. |
1pt. Introduces
unit. |
|
Unit Goals |
2pts. Goals
written in goal form. Goals cover
range of outcomes. State Standards are cited. All 5 goals are written
clearly. |
1pt. Goals
are written. |
|
|
Instructional Overview |
9pts. Instruction
is explained in-depth. Teacher
facilitation is explained. Cognitive progression/structure of unit is
apparent. Explanation of instructional choices is discussed. Language shows
conceptual understanding. |
7pts.
Instruction is explained in-depth.
Teacher facilitation is explained. Cognitive progression/structure of
unit is apparent. |
4pts.
Instructional activities are explained.
Teacher facilitation is explained. |
|
Assessment Overview |
8pts.
In-depth explanation of all the ways learning evidence will be obtained.
Rationale for why selected assessments were chosen. An explanation of how the
various pieces of evidence of learning will be collected. Methods well
matched to the outcomes. Integrity/scheme to the section as a whole. |
5pts. In-depth
explanation of all the ways learning evidence will be obtained. Rationale for
why selected assessments were chosen. An explanation of how the various
pieces of evidence of learning will be collected. |
3pts.
Explanation of all the ways learning evidence will be obtained. An
explanation of how the various pieces of evidence of learning will be
collected. |
|
Assessment Instrument |
6pts. A
reliable scale is developed (detailed, concrete, well-designed). Scale is
appropriate for task. Task is explained
clearly. Usage/data collection is explained clearly. |
4pts. A
reliable scale is developed (detailed, concrete). Scale is appropriate for
task. Usage/data collection is explained. |
2pts. A usable
scale is developed. Scale is appropriate for task. Usage is explained. |
|
Lesson Plans |
10pts. At
least 5 plans are developed. Plans are clearly explained so that another
could use them. Plans state 3
objectives written in correct format. Assessment is addressed. Plan format fits
the proposed learning activities. |
9pts. At
least 4 plans are developed. Plans are clearly explained so that another
could use them. Plans state 3
objectives written in correct format. |
6pts. At
least 4 plans are developed. Plans are clearly explained. Plans state 2 objectives. |
|
Workshops |
3 pts. Provides the rough drafts required for each of
the 3 ISP workshops. Is prepared and takes part in each ISP. Takes their
responsibility as a peer-assessor seriously and provides |
2 pts. Provides rough drafts required for at least 2 ISP
workshops. Is prepared and takes part in at least 2 ISP workshops. |
1 pt Provides rough drafts required for at least 1 ISP
workshop. Or is prepared and takes part in at least 2 ISP |
Classroom Management Plan (CMP) – 30 points
The classroom
management component of the course will culminate in each student’s development
of his/her own personal classroom management plan (CMP). The CMP will provide a venue for the
synthesis of many of the ideas examined in the course, and should be included
in each student’s programmatic portfolio.
While the careful examination and assessment of each plan would be ideal,
the size of the class requires the need to use peer assessment to a greater
extent and instructor assessment in a very limited capacity. For this reason, and to provide a valuable
form of processing, 3 workshop sessions will be incorporated near the end of
the quarter (see calendar). These
sessions should provide each student adequate resources for the successful
development of her/his plan and an opportunity to receive valuable peer and
instructor feedback.
The CMP will be
discussed in detail in class, however the following contents should be included
in a successful plan:
A. Theoretical
Introduction
·
Philosophy of classroom
management
·
Assumptions the nature of young
people and learning
·
A discussion of theorists that
clarify your perspective (a comparison of at least 3 theories would be sufficient
here).
B. Expectations/Policies/Rules/Boundaries
·
Expectations of students
·
Expectations of classroom climate
·
Rules and Policies (or how you
plan to develop clear boundaries).
·
Are your expectations more
student-centered (1 style) or teacher-centered (2 style)?
(This section
can be developed in any way that best expresses your feelings about how
expectations should be structured and communicated).
C. Instructional
and Assessment Strategies that Promote your Management Goals
·
What do you do instructionally to
meet student’s academic needs?
·
What do you do instructionally to
prevent students’ need to act out?
·
How does your assessment promote
the goals of your management?
·
How do you allow for variable
styles, cultures and circumstances in meeting the diverse needs of your
students
D. Motivation
·
From your point of view, what
motivates students?
·
In the Short-term?
·
In the Long-term?
·
Why do/will your students do what
you ask them to?
·
How do you plan to motivate your
students?
·
How would you characterize your motivational
style/approach?
E. Vision
·
In about 2 pages, depict a
typical day in your “ideal” class. See yourself one year from today, and
explain how your class feels, what the students are doing, how you are acting,
and how problems are dealt with. Here, you are clearly conceiving your ideal
“socially constructed classroom reality.”
Have fun and dream.
Classroom Management Plan Assessment Rubrics (30 points total)
|
|
Excellent |
Good |
Problematic |
Section A |
7 pts. Includes a thoughtful and well-developed
philosophy section. Mentions
assumptions about the nature of students. |
4 pts. Includes a philosophy section. Mentions assumptions about the nature of
students. Discusses at least 1 theorist. |
3 pts. Includes a philosophy section or Mentions assumptions about the nature of
students. |
|
Section B |
5 pts. Discusses how one intends to develop
classroom expectations. Lists a sample of some possible rules/expectations.
Mentions goals regarding classroom climate. |
2 pts. Discusses how one intends to develop
classroom expectations. Lists a sample of some possible expectations. |
1 pts. Lists a sample of some possible expectations |
|
Section C |
7 pts. Substantively addresses all 4 questions listed
in guidelines. |
4 pts. Addresses some of the questions. |
2 pts. Minimally address questions. |
|
Section D |
6 pts. Sets out a comprehensive plan to address
issues of motivation. Discusses both long and short-term issues. |
3 pts. Sets out
a well-developed plan to address issues of motivation. |
1 pts. Sets out some plan to address issues of
motivation. |
|
Vision |
5 pts. Uses an active voice. Takes nearly 2 pages to
develop ideas. Creates a vivid picture. |
3 pts. Takes over 1 page to develop ideas. Sincere
effort. |
2 pts. Some effort. |
Final Exam – Collaborative Essay Format – 15 points
Groups of 1 to
5 will work collaboratively on a series of essay/performance assessment
items. Item review sheets will be
disseminated before the exam. All
students are informally responsible for contributing to the group answers but
are only formally responsible for submitting an individual set of written responses. More information about this exam will follow.
Portfolio Evaluation:
You are
required to submit your Block 1 program portfolio in this class at the end of
the quarter as part of your overall program requirements. Guidelines will be
provided. Portfolios will be evaluated. A
successful evaluation is required to be eligible to take Block 2 courses.
Attendance Policy
You
are expected to attend class. There is
no substitute for attendance, what takes place in our 3 hours together each
week is irreplaceable. However, if you
do for some reason miss a class, it is your responsibility to contact a
classmate, find out what you missed and obtain any materials or notes that were
given during the meeting. Since it is
impossible to replace the experience and participation that occurs during a class
period, missing more than 1 class during the quarter assumes a loss of learning
and performance, and therefore as a result there will be a subsequent loss of
one grade (i.e., B to B-) per 2 classes missed. Each subsequent missed class results in another lowering of grade one
unit. There is no such thing as an excused absence!!! Being more than 20 minutes late will be
recorded as a tardy which equals ½ of an absence. Leaving more that 20 minutes
early will be recorded as a partial class and will be recorded as ½ of an
absence. You are adults and thus you do
not need to ask permission to miss a class or a part of a class, but it is a
courtesy to let the instructor know if you need to leave at the break for an
emergency.
A Final Note
Every
effort will be made to clarify assignments and points made in class. Between written guidelines and explanations,
what is expected of each student should be very clear. But, if there is something that you do not
understand, or something that you feel should be brought to my attention,
please come to my office KH A2045 and discuss it with me or contact me at
343-5824 or jshindl@calstatela.edu. I
really do want to know your thoughts, concerns, questions and/or recent
discoveries. Don’t be shy!