This
course is designed to acquaint future teachers with the issues,
research, and
best practices of effective classroom instruction through close
examination of
curriculum development, classroom management, assessment, and pedagogy
and
their effect on
. To that end, the course is
divided into
two
sections. The first will include
ten sessions with the entire secondary cohort to focus on principles
and
applications that apply across the disciplines; the second set of ten
sessions
span fall quarter and are linked to each cohort¹s seminar to provide
opportunities for discipline-specific discussion and problem-solving in
these
key areas. Students are expected
to participate in all discussions and activities to bring diverse
perspectives
and experiences to each session.
Course Goals
Candidates will demonstrate understanding of student
learning and how it is influenced by:
- a variety of secondary classroom
management theories and techniques appropriate to different students
and classroom contexts
- the complexity of classrooms
cultural, social, and developmental forces that affect teacher and
student relationships and student achievement
- classroom community-building
approaches
- appropriate uses for a variety of
instructional approaches
- uses of classroom formative and
summative assessment approaches
- state content standards and curriculum
guidelines
- professional expectations for new
teachers (California Standards for the Teaching Profession, Teacher
Performance Expectations and Assessments)
Texts
On-line readings and resources are
listed for some
sessions. (Readings should be completed prior to the class where they
are
listed. Please be prepared)
Handouts
provided by instructors
Course Assignments and Due Dates:
1.
School Community Photo Response, 20 pts.
8/28
2.
Philosophy of Teaching, 30 pts.
9/25
3.
Annotated Bibliography 20 pts
9/25
4.
Shadow Assignment, 50 pts.
9/25
5.
Academic Abilities Response, 30 pts.
9/13
6.
Cookie Rubric, 20 pts.
9/18
7.
School Assessment Letter, 20 pts.
9/25
Assignments are listed in the order presented in class,
rather than due dates. All
assignments are due on the dates indicated. Late
work will be assessed a penalty.
Course Grading
August/Sept. Assignments
60%
Fall Assignments
20%
Regular Attendance and
Participation
20%
*Final course grades will be
assigned as follows: 90-100% = A, 80-89% = B, 70-79% = C, 60-69% = D.
Whole Cohort
Sessions Mondays and Wednesdays, 2-5 p.m.
8/21 Course and Peer Introductions
- What
is an effective teacher?
- Program
and course overviews
- Who
are we as teachers and a cohort?
Assignment #1 School Community Photo
Response (8/23)
Take a picture of your school and
several pictures in the community surrounding your school. After you
have taken
the pictures, select two or three that you feel describe the culture of
the
community around your school. We
are not looking for pictures of people as much as for pictures of
structures,
physical features, locations, institutions, businesses, etc. that
suggest
something about the lives of the people who live in the area around
your
school.
After creating and viewing your school community collage,
write a response about what you learned about your school and your
community
today. Limit your response to no
more than two pages, double-spaced.
(See class handout for additional details)
Assignment #2 Philosophy of Teaching (9/25)
Create
a one-page, double-spaced, statement that describes your beliefs about
how
students learn and how you will approach teaching to enhance learning
in your
classroom. Do not put your name on the paper. Instead,
put your UC ID# on this assignment. You
will be exchanging your ³coded²
philosophy statements with others in the single subject credential
program.
Assignment #3- Annotated Bibliography
Read
four articles, reports, digests or research articles from this syllabus
or
refereed journals on three topics covered in EDU 275 and write a short
annotated bibliographic review of each article. Reviews should include:
·
One
of the reviews should address the entire text of one of the major reports or chapters
listed in this syllabus
(designated by * in this syllabus)
·
One
review should address an ericdigest article (designated as ** in this
syllabus)
·
One
review should address one of the informational web sites listed in this
syllabus (***)
·
One
should be a review of a refereed research article from a research
journal such,
as but not limited to, those cited in the reference sections of many of
the
previous resources.
The reviews should include the topic addressed by the
article, the title, a complete bibliographic citation using MLA/APA
format, a
link to the article if it is available online, one paragraph summary of
the
article and one paragraph summary review/reflection about the content
of the
article. Submit these four reviews
as one document to the digital drop off in the class assignment section
of MyUCDavis.edu by 9/25. (Specific
instruction on how to do this will be given in class). Submissions must
be in
Word (.doc) format.
8/23 Understanding the Contexts of Your Teaching
- Exploring
your school¹s community
- Accessing
demographic data via computer
- Closing
the achievement gap
Activity 1-Gather and compare data from
your school and your
long term/primary placement
Activity 2- Create a photo collage (by school). See
additional information on handout
You should download and review the
entire article if this is one of the
major
articles you would like to review
Educating Language-Minority Children- Bowman
**
http://www.ericdigests.org/pre-9214/minority.htm
Critical Behaviors and Strategies for Teaching Culturally
Diverse Students- Burnette,
**
http://www.ericdigests.org/2000-3/critical.htm
HW: Review your content
standards/framework. Be familiar
with the organization of the standards and the terminology used.
HW: Review the Learning Theory assigned to you from
Resources listed for 8/28
Assignment #4 Shadow Day 9/25
After observing and becoming
acclimated to your classes in the first days of school, ask one student
if s/he
would allow you to spend the day with him or her. Choose
the student on any basis you wish, but your
"subject" should agree to the arrangement. Then
acquire the students¹ schedule, arrange a specific day
and check with each of the teachers involved to make sure you are
welcome. A note in each teacher¹s box with
your
name and resident teacher or room number is usually sufficient to reach
you,
should there be a problem.
On the shadow day meet your partner
at an appropriate place and then attend all classes and lunch (if
possible)
with him or her. Keep notes in
your journal about the experiences as you go. What
kinds of learning environments are created? How
do students attend to their
work? What variations in learning
and teaching occur during the day?
What social dynamics are at play in both classrooms and in the
hallways? In your journal record
your experiences, insights, questions, concerns, and anything else that
strikes
you about your experience during the day. Then, use those notes to
write a two
to three-page reflection on your day, focusing on the most significant
impressions of the teaching and learning you noticed with comparisons
and
contrasts to your memory of your own high school experiences.
We will discuss these shadow
experiences in small groups during one of the first classes in the Fall
quarter
so be sure to print two copies, one to turn in on Monday,
September 25,
and one to share in class in early October.
8/28 Learning Theories
- Learning
Theories- Jig Saw Skinner,
Bruner,
Vygotsky, Piaget, Rogers, Gagne, Bandura,
the
List Ausubel from of 50 Learning Theories below
- Rote
vs Meaningful Learning
Activity-Draw a concept map on the
topic of student
engagement
8/30 Planning and Teaching
- Frameworks
and Standards
- Goals
versus lesson objectives
- Concepts
of lesson design- Two examples
- Direct
Explicit Instruction
·
Activity- Use a backwards design
methodology to develop
a plan for teaching an assigned
9th
grade standard.
Readings:
Writing Quality Learning
Objectives- University Faculty
Website,
***
http://www.park.edu/cetl/quicktips/writinglearningobj.html
Setting Learning Objectives
/ Learning Outcome- Lubin
*** http://www.ucd.ie/teaching/good/cou3.htm
Six Facets of understanding
*** http://pixel.fhda.edu/id/six_facets.html
Madeline Hunter Resources
***
http://template.aea267.iowapages.org/lessonplan/
*** http://www.windows.ucar.edu/teacher_resources/sci_schools/HunterLessonP.pdf
Explicit Instruction Resources
*** http://www.cast.org/publications/ncac/ncac_explicit.html
*** http://olc.spsd.sk.ca/DE/PD/instr/strats/explicitteaching/index.html
* http://www.maupinhouse.com/pdf/twr-ch4.pdf
Assignment #5 -Academic Abilities
Response (9/13)
Identify the range of learning
needs of the students in one
of your
classes. Describe your class with respect to the following features, as
best
that you understand them at this early point in the year. Limit your
write up
to 2 pages, double spaced.
a.Academic development
- Course name and grade level. Consider students¹ prior
knowledge, key
skills, developmental levels, and other special educational needs.
b.Language development - Consider aspects
of English language proficiency in
conversational and academic language as well as in the students¹
primary
languages.
c.Social development
- Consider factors such as the students¹ ability and experience
in
working independently and with others.
d.Socio-economic and cultural context -Consider key factors
such as cultural context, knowledge acquired outside of school, and
home/community resources.
9/4 Labor Day Holiday- No class meeting
9/6- Classroom Pedagogy
- Cooperative
Learning
- Effective
implementation of group work
Reading: Results that Matter
*
http://collaborative.ucdavis.edu/sscredential/Courses/275ss/resultsmatter.pdf
9/11 Assessing Student Performance
- Tying
performance objectives to assessments you build
- Building
rubrics
-
Using
Rubistar to develop theory based rubrics for your assignments
9/13 Types of Classroom Assessments
- Formative
assessment
- Alternative
and authentic assessment
- What
does a letter grade mean?
Reading
The Concept of Formative Assessment² Boston
**
http://www.ericdigests.org/2003-3/concept.htm
Inside the Black Box
*http://www.pdkintl.org/kappan/kbla9810.htm
Assignment #6 Cookie Rubric (9/18)
Use
Rubistar (***
http://rubistar.4teachers.org/index.php
)
to create a rubric that assesses chocolate chip cookies using 3
criteria and 5
levels for each criteria.
Assume
that a Chips Ahoy® cookie is an ³average² (3) cookie.
You will use your rubric in class on 9/18.
(Please
bring two copies of your rubric
to class)
9/18 The State and Federal Assessment Picture-
Guest Speaker
- Rubric-guided
assessment The Chocolate Wars
- CA
assessment program and No Child Left Behind
presentation
Activity: Grade cookies using your
rubric from 9/13
Assignment #7 School Assessment Letter (9/25)
Look at the
online school assessment data related to today¹s presentation for your
current
placement (primary/long term) in the appropriate subject area (or one
that is
closely related to your discipline). If you were the principal of your
school,
what would you tell your teachers, based on the school data over the
past two
years? Write a letter to the staff
including the specific data for the past two years that you are
addressing,
your interpretation of that data, and specific recommendations for the
instructional focus that are linked to previous class discussions on
student
learning and assessment. Limit your response to two pages or less with
one
additional page that summarizes the data you are addressing. Cite your
data
source and include a link if data source is electronic.
Online STAR test results
***
http://star.cde.ca.gov/star2005/index.asp
CAHSEE Results
*** http://cahsee.cde.ca.gov/
9/20 - Classroom Management Principles
- The
management continuum
- Behavior
management applications
- Activity: Management scenarios/cases- What would you do?
- Reading: Overview of Management Theories (handout)
- HW: Complete Shadow Day write-up and Philosophy of Teaching
9/25 Assessing Your Goals and Needs as an
Effective Teacher
- Sexual
harassment presentation- Guest presente
- Share
and discuss Teaching Philosophy draft
- Pre-Fall
Evaluation and Survey of needs for future class.
Fall Quarter 275
Sessions
Math/Science/Ag. Tuesdays, 2-3 (Oct. 3,10,17,24, 31,
Nov. 7,14,21,28, Dec. 5)
Social Science/English Thursdays, 1:30-2:30 (Oct. 5,12,19,
26, Nov. 2, 9,16, 30, Dec. 7,14)
Ancillary Readings
*Bainbridge & Lasley, ³Demographics, Diversity, and K-12
Accountability: The Challenge of Closing the Achievement Gap²
http://eus.sagepub.com/cgi/content/abstract/34/4/422
**Molenda, ³A New
Framework for Teaching in the Cognitive Domain²
http://www.ericdigests.org/2003-4/cognitive-domain.html
Closing the Achievement Gaps-NCREL
http://www.ncrel.org/gap/library/text/scholarargues.htm,