College of Education Conceptual Framework COE Conceptual Development and Knowledge Base

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College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through
which we organize and deliver our programs; hence they are central to our vision of
professional educators and scholars. These include:
 Interculturalism
 Interrelatedness
 Inquiry
 Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in
teaching, research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflective inquiry, critical thinking, and
respect for the cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific
educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas
of science, mathematics, educational technology and intercultural dimension
(language, literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professional
at all levels, not only for the school system but for other economical and service
areas which require training, human resources, development and life-long
learning.
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Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping
to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the
local, regional, and national educational communities in the previously
mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will
receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second
survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB/TSC. Please remember that your response to these surveys is critical to
UTB/TSC excellence.
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TEACHING, LEARNING, AND INNOVATION
EDCI 4324
Implementing Responsive Instruction and Assessment
Summer I 2012
Prerequisite:
EDCI 4325
Instructor:
Sonja Varbelow
REK Center 2.624
882.8986
[email protected]
Office Hours:
TBA
Meeting Times:
TWTH 11:40 am – 2:40 pm
Location of Class:
MRCS 224
Required Texts:
1. Arends, Richard I. (2009). Learning to Teach 8th Ed. McGrawHill. Parts 1, 2 & 5. ISBN 978-0-07-337867-1 (recommended)
.
2. Choose one of the following books. You do not have to purchase
it but can check it out from a library:
1. The Freedom Writers Diary – Erin Gruwell
2. Room – Emma Donoghue
3. Nineteen Minutes – Jodi Picoult
4. House Rules – Jodi Picoult
3. Tk20 account is required for this course. Tk20 is an electronic
toolkit used by candidates to provide evidence that they have
mastered state and professional standards for the profession.
COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGE BASE
Course and Purpose of the Course:
This course focuses on designing instruction that reflects an understanding of relevant
content including continuous and appropriate assessment.
Knowledge of student
diversity will be implemented in order to enable students to create a classroom
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environment of respect and rapport that fosters a positive climate for learning, equity, and
excellence.
Field Experience Component: 20 observation hours and three lesson plans prepared and
implemented in a school that accommodates EC-6 learners.
Course Objectives:
1. characteristics and instructional needs of students with varied backgrounds, skills,
interests, and learning needs as well as cultural and socioeconomic differences
and the significance of those differences for instructional planning; Ch.2
2. different approaches to learning that students may exhibit and what motivates
students to become active, engaged learners; Ch. 2
3. current research on best pedagogical practices that are designed to maximize the
learning of students in early childhood through grade 6; Ch. 2, 3
4. the importance of developing instructional goals and objectives that are suitable
for students with varied learning needs; Ch. 3
5. the use of appropriate materials and resources (e.g., appealing manipulative
materials, information presented in a variety of formats and media) for preparing
instruction, presenting lessons, and assessing learning; Ch. 3, 6
6. the importance of designing instruction that reflects the Texas Essential
Knowledge and Skills (TEKS) through grade 6; Ch. 3
7. features of instruction that maximize students’ thinking skills (e.g., prompting
children to examine discrepancies between their observations and their
expectations); Ch 3
8. the importance of planning lessons and structuring units so that activities progress
in a logical sequence; Ch. 3
9. the role of varied types of age-appropriate assessments in guiding instructional
planning; Ch. 6
10. the importance of creating assessments that are congruent with instructional goals
and objectives; Ch. 6
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11. the benefits of and strategies for promoting student self-assessment (e.g.,
motivational benefits to students of recognizing personal growth in academic
achievement); Ch. 4, 6
12. the importance of creating a learning environment in which diversity and
individual differences are respected; Ch. 2, 4
13. the impact of teacher-student interactions and interactions among students on
classroom climate and student learning and development; Ch. 4
14. ways to establish a positive classroom climate that fosters active engagement in
learning among students; Ch. 4
15. the importance of communicating enthusiasm for learning and the necessity of
communicating teacher expectations for student learning; Ch. 1, 4
16. how classroom routines and procedures affect student learning and achievement
and procedures for managing transitions from one activity or lesson to another;
Ch. 5
17. the importance of establishing classroom standards of student conduct and clear
consequences for inappropriate behavior as well as theories and techniques
relating to managing and monitoring student behavior incl. appropriate responses
to a variety of student behaviors and misbehaviors; Ch. 5
18. design and implement assessment instruments that reflect real-world applications
of knowledge and understanding as well as self-assessment; Ch. 6
19. communicate effectively with parents and the community about students’
progress and respond to concerns; Ch. 14
20. collaborate professionally with supervisors, mentors, and colleagues, and other
members of the school community to achieve school educational goals; Ch. 14
21. legal requirements and ethical guidelines and procedures for educators;
Educators’ Code of Ethics
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TOPICS, LEARNING PROCESSES AND DESIRED RESULTS
Week
1
06.04.12
through
06.07.12
Classroom Activities
Introduction to Course; syllabus
 Meetings
 Field-Based Component
 Hybrid Component
Chapter 2: Student Learning in Diverse
Classrooms
Explain how teacher expectations influence
student learning p. 47 ff.
Discuss student diversity and describe effective
teaching strategies for student diversity in regards
to
 Learning abilities, styles & preferences p.
50 ff
 Exceptionalities p. 54 ff.
Multiple Intelligences
Bloom’s Taxonomy
2
06.11.12
through
06.14.12
Chapter 2: Student Learning in Diverse
Classrooms
Discuss student diversity and describe effective
teaching strategies for student diversity in regards
to
 Culture & Religion p. 63 ff.
o Review research on p. 70
 Language p. 73
 Gender p. 76
 Social class p. 81
Chapter 3: Teacher Planning
Group Presentations
Compare & contrast linear and non-linear
planning model p. 94 ff.
Explain the consequences of planning
Describe the planning domains p. 97 ff.
Provide definitions and examples for the specifics
Assignments Due
 Print and bring syllabus p. 39 (06.04.12)
 Complete online clearance
application for B.I.S.D.
http://www.bisd.us/em
ployment/newclassified
/campus%20clearance
%20info.htm
(06.05.12)
 Complete MI test and print
results
http://www.bgfl.org/bgfl/c
ustom/resources_ftp/client
_ftp/ks3/ict/multiple_int/q
uestions/choose_lang.cfm
(06.06.12)
 Print Handouts on Bloom’s
Taxonomy from Bb
(06.07.12)
 Print On Being Seventeen …
(06.07.12)
 Submit Journals (06.11.12)
 Submit OA 1 with focus on
Gardner’s Multiple
Intelligences online
(06.12.12)
 Complete Peer Review for
LP on Multicultural
Education through Wiki
(06.17.12)
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of planning
 Instructional & behavioral objectives
p.106-114
Analyze the taxonomies p. 114 ff.
3
06.18.12
through
06.21.12
Explain the elements of effective lesson & unit
plans
Chapter 5: Classroom Management
Explain various perspectives of classroom
management p. 176 ff.
Review research on well-managed classrooms p.
180-181
 Submit Journals (06.18.12)
 Submit LP with focus on
Multicultural Education in
your content area (06.20.12)
 Submit OA 2 with focus on
Bloom’s Taxonomy
(06.21.12)
Describe & discuss strategies for effective
classroom management p. 183
Describe classroom management programs p. 198
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06.25.12
through
06.28.12
Chapter 6: Assessment and Evaluation
Define assessment & evaluation p. 212
Discuss the effects of assessment & evaluation on
student motivation & learning p. 216
 Submit Journals (06.25.12)
 Submit Classroom Lesson 1
(06.28.12)
 Submit OA 3 with focus on
Classroom Management
online (06.28.12)
Discuss research p. 219 ff.
Describe the nature of standardized tests & the
teacher’s role in them p. 222
Describe & evaluate key features of a teacher’s
classroom assessment program p. 229
 Traditional assessment
 Alternative assessment
5
07.02.12
through
07.05.12
Review, Reflections, Evaluation of Growth
 Submit Journals (07.02.12)
 Submit Classroom Lesson 2
(07.05.12)
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MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
Homework Assignments
20%
Discussions & Journals
20%
Observation Analyses
20%
LP on Multicultural Ed
20%
Mentor Lessons
20%
EVALUATION WEIGHTS AND SUMMMARY
Students will be provided with a final letter grade based on above criteria in
accordance with the course policies. The instructor reserves the right to
penalize any additional facets of unprofessional and irresponsible work
dispositions or conduct if the need arises.
COURSE POLICIES
Attendance:
Each student is allowed one absence without affecting his/her grade. Use it for an
emergency situation only and inform me by e-mail before our meeting. A second absence
for any reason will result in a grade of B; a third absence will result in a grade of C;
hence, the fourth absence will result in failure of the course, as does leaving early. If you
miss a class, it is your responsibility to contact a fellow student to obtain notes and
explanation of handouts and homework. Tardies are absolutely unacceptable and will be
reflected in your final average.
Assignments:
Assignments are due in the beginning of the class meeting in form of a hard copy. Only if
previously arranged with the instructor may the assignment be turned in electronically.
All work must be typewritten (unless otherwise specified) and submitted in a professional
manner. The professor reserves the right to return, for resubmission, any work that is not
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neatly, legibly, and professionally submitted. In addition, assignments containing
multiple spelling, usage, and/or mechanics errors will be returned for revision upon the
discretion of the professor, or a reduced grade may be assigned.
Late Work:
One letter grade will be deducted for all late work. Late work is considered only if turned
in within one day from the date it was due, with the exception of weekends or holidays.
Syllabus Disclaimer:
While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any
provisions herein, not covered by UTB/TSC Handbook of Operating Procedures or UT Regent Rule, with the exception of Course
Description, Course Goals, and Course Objectives, with notice if circumstances so warrant. Every effort will be made to keep
students advised of such changes, and information about such changes will be available at all times from the instructor. It is the
responsibility of each student to know what changes if any, have been made to the provisions of this syllabus and to successfully
complete the requirements of this course. Questions regarding information on the syllabus and course requirements need to be
addressed by the students when the syllabus is received.
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The University of Texas at Brownsville and Texas Southmost College
Grading System Policies and Procedures
A student's performance in academic work is expressed by the
following grades.
Alphanumeric Grading System
+/- Letter Grade
Grade Points
Guide
100-Point Scale
(Not
prescriptive)
A+
4 grade points
(98-100)
A
4 grade points
(93-97.9)
A-
3.67 grade points
(90-92.9)
B+
3.33 grade points
(87-89.9)
B
3 grade points
(83-86.9)
B-
2.67 grade points
(80-82.9)
C+
2.33 grade points
(77-79.9)
C
2 grade points
(73-76.9)
C-
1.67 grade points
(70-72.9)
D+
1.33 grade points
(67-69.9)
D
1 grade point
(63-66.9)
F
0 grade points
(Below 60)
To receive credit for a course, an undergraduate must earn a grade of
at least D. Academic departments may require a higher grade for the
course to be counted toward the student's degree.
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To include a course in the Program of Work for a graduate degree, a
graduate student must earn a grade of at least C. More information
about the Program of Work is given in the graduate catalog.
One of the following symbols may be assigned instead of a grade.
Courses in which these symbols are recorded are not included in the
grade point average.
Valid symbols used in grading
Au
Audit
NC
No credit
Q
Course was dropped
W
Withdrawn
X
Temporary delay of course grade
I
Permanent incomplete
* asterisk
Course is continuing
S
Satisfactory
U
Unsatisfactory
# pound sign Grade was not submitted in time for this report
Z
Student is registered on the credit/no credit or pass/fail basis
To receive the symbol CR, an undergraduate must earn a grade of at
least D. To receive the symbol CR, a graduate student must earn a
grade of at least C.
GPA Calculation
Grade points are computed by multiplying the points for each grade by
the number of credit hours; for example, 4 (A) x 3 (hours) = 12 grade
points. A student’s grade point average (GPA) is determined by dividing
the total number of grade points earned by the number of semester
hours for which a grade other than X, NC, or CR is received.
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INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to
identify those students who are experiencing difficulty with their courses.
Satisfactory Academic Progress (Sap) is based upon two components: GPA of
2.0 or higher and successful course completion of at least 70% of couse work
attempted. Students remain in good standing with the university and
Financial Aid when both criteria are met. Students who do not maintain
these required minimum standards will be placed on probation or
suspension as appropriate. The complete Satisfactory Academic Progress
policy and the Undergraduate Satisfactory Academic Progress for Financial
Aid policy can be found in the current Undergraduate catalog. For more
information, please visit http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and expulsion from
the University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to be unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the
individual, all students and the integrity of the University, Policies on
scholastic dishonesty will be strictly enforce. (Board of Regents Rules and
Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class
regularly and on time. Students are responsible for all class work and
assignments. On recommendation of the instructor concerned and with the
approval of the Dean, students may, at anytime, be dropped from course.
This may result in a “w” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program,
academic course, partially or entirely, will be made available on the
MyUTBTSC Blackboard course management system. This allows faculty
members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtscblacboard.com, in case the university
shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements
notifying faculty members and students of their responsibilities as a
hurricane approaches our region. If the university is forced to shut down,
faculty will notify their course(s). To receive credit for a course, it is the
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student’s responsibility to complete all requirements for that course. Failure
to access course materials once reasonably possible can result in a reduction
of your overall grade in the class.
To facilitate the completion of class, most or all of the communication
between students and the institution, the instructor, and fellow classmates
will take place using the features in your MyUTBTSC Blackboard and UTB
email system. Therefore, all students must use Scorpion Online to provide a
current email address. Students may update their email address by following
the like titled “Validate your e-Mail Account” in MyUTBTSC Blackboard
Portal. In the event of a disaster, that disrupts normal operations, all
students and faculty must make every effort to access an internet-enabled
computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early
in the semester so that the appropriate arrangements may be made. In
accordance with federal law, a student requesting accommodations must
provide documentation of his/her disability to the Disability Services
counselor. Fro more information, visit Disability Services in the Lightner
Center, call 956-882-7374, or e-mail [email protected].