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EDU 344 -‐ Teaching Social Studies at the Secondary Level School of Education Fall 2011 Professor: Jamie Isham, M.A. Office: Dietzman Hall -‐ School of Education* Cell phone: 517-‐262-‐0492 Email: [email protected] *I don’t have specific office hours, as I am not regularly on campus except for our class meetings. However, I am available any time by phone or email, and I make it a point to get back to my students in a very timely fashion. If you have a question that needs to be answered right away, please don’t hesitate to call me. I turn my phone off when I am unavailable and at night, so there really is no bad time to call. Simply leave a message and I’ll get back with you at my earliest convenience. The Spring Arbor Concept: Spring Arbor University and the School of Education are communities of learners distinguished by our: Life-‐long involvement in the study and application of the liberal arts, total commitment to Jesus Christ as our perspective for learning, and critical participation in the contemporary world. In addition, the Spring Arbor University concept revolves around faith, living and learning. These dimensions are vitally important to the impact living Christ intends his followers to exhibit and will be integrated throughout this course. Course Description: This course is an introduction to the theory and practice of instruction in history and the social sciences in middle and secondary schools. The course is a prerequisite for the secondary level student teaching in history and the social sciences as well as for certification in social studies from Spring Arbor University. Course Objectives, based on the SOE Effective Teaching Model Integrating Faith and Learning: 1. The students will participate in discussions that focus on how one’s worldview affects one’s teaching. Content Knowledge: 1. The students will be able to identify and discuss the merits of multiple approaches to the teaching of secondary social studies. 2. The students will be able to articulate early, middle and late adolescent developmental characteristics and needs 1|Page and relate these to plans for instruction in the teaching of secondary social studies. Management and Organization: 1. The students will demonstrate an understanding of the basic nature, scope and methodology of history and the social sciences. 2. The students will demonstrate the process of selecting objectives, monitoring and adjusting instruction in the teaching of history and the social sciences. 3. The students will practice the development of strategies that take into account the awareness of concept development and several levels of questioning in the cognitive and affective areas. 4. The students will identify and practice principles of learning including motivation, retention, transfer, reinforcement, participation and evaluation as applied to the teaching of history and the social sciences. Pedagogy: 1. The students will collect ideas for using various teaching strategies in their course notebooks. 2. The students will create a curriculum map, individual lessons, and a unit plan that demonstrate their understanding of the use of a wide variety of instructional strategies. 3. The students will design and teach two social studies micro-‐lessons to their peers, and they will develop and teach two more lessons in a social studies classroom. Then they will evaluate their own lesson plans and teaching, looking for appropriate pacing, transitions, interest, age-‐appropriateness, and overall effectiveness of each lesson. 4. The students will observe and evaluate good teaching techniques modeled by actual classroom teachers and their peers. Collaboration with Stakeholders: 1. The students will be able to articulate to parents and students why they apply a specific theory and instructional strategy in order to increase student achievement. 2. The student will demonstrate an awareness of the importance of the role of parents in the education of young people. Diversity: 1. The students will be able to identify and incorporate into their social studies instruction the role of important contributions and challenges resulting from a diverse and pluralistic social and historical fabric. 2. The students will understand the influences of education of people from diverse cultures. 3. The students will demonstrate recognition of the range of research and literature about teaching and learning available to social studies classroom teachers. Assessment: 1. The students will show they can critically read appropriate books and journals and write about their perceptions of student assessments in the area of social studies. 2. The students will describe and evaluate several plans for skill development in the social studies. 3. The students will practice and evaluate the use of media in the social studies classroom. 4. The students will observe, critique, and teach micro lessons in the social studies. 5. The students will assess a range of activities, resources and instructional objectives for alignment with the Michigan social studies curriculum benchmarks. Students will also have opportunities to demonstrate the following aspects from the outer ring of the Effective Teaching Model throughout the course: 2|Page 1. Professional Skills and Dispositions – habits of thinking and action that emanate from professional attitudes, values, and beliefs. They are demonstrated through both verbal and non-‐verbal behaviors as educators interact with students, families, colleagues, and communities. 2. Global Perspective – an awareness, understanding, and appreciation of the world beyond oneself, one’s community, and one’s culture, as reflected in teachers’ choices and actions. 3. Leadership and Scholarship – the ability to provide exceptional guidance and direction as classroom teachers and in the larger educational arena through mentoring, service, and advocacy. This domain encourages and understanding of the value and role of scholarship and intellectual engagement to inform and enhance professional performance. 4. Technology – a universal tool in contemporary culture, calls for literacy, skill, and intent to appropriately use it in all aspects of effective teaching. Technology competence encompasses electronic media, hardware, software, and other devices and applications. Course Textbooks: Beal, C, Bolick, C, and Martorella, P. Teaching Social Studies in Middle and Secondary Schools, Allyn & Bacon, Boston, 2009. Michigan Department of Education Social Studies High School Content Expectations and Grade Level Content Expectations (download from MDE website at http://www.michigan.gov/mde/0,1607,7-‐140-‐ 38924_41644_46818-‐-‐-‐,00.html) On the above website, you’ll need to click • Social Studies High School Content Expectations v.10.07 Classroom Policies – Please take note of these! Civility Policy In keeping with Spring Arbor’s Christ-‐centered concept, civility will be expected and practiced in this course. All class members (including the instructor) will be treated with respect and dignity. Please insure your discussions in class are appropriate and not inflammatory. It is alright to agree to disagree, but not to be disagreeable. If a student is prejudicial or inflammatory, it will be noted on your disposition form, and the instructor reserves the right to remove the student from the class. Remember to give grace to others as you would like grace extended to you. Technology Policy Cell phones are to be turned off and put away during class time unless approved by the instructor for emergency situations. Any unauthorized use of cell phones during class, including texting, may result in a significantly lowered grade or failing the class. You are welcome to use your phone during breaks. Use of laptops is limited to note-‐taking or authorized use of the internet. Any unauthorized use of computers during class may also result in a significantly lowered grade or failing the class. Assignment Policies – Please take note of these, as well! Original Work – Please do NEW work for this class at all times. It is required that all work submitted in Edu344 be original and specifically created for this course. You may only use work completed for any other course to fulfill the requirements of Edu344. If you submit work that was created in the past or present for another course, you will fail to earn any credit for the assignment, and recurring problems may result in failure of the course. The purpose of this hard and fast rule is to be sure that you are effectively practicing the skills of lesson creation that we will cover in this course rather than revamping work you have done in a previous semester or for another course. 3|Page Plagiarism – If you borrow it, cite it. It is expected that you will create lesson plans on your own rather than finding lessons online or from any other source. Sometimes you may borrow an activity or a quote from someone else, but when you do so in any assignment, please be sure to cite your source. Plagiarism will result in a failure of the assignment and possible failure of the course, so be sure to avoid it. If you are uncertain of what constitutes plagiarism, please see the Library Guide on plagiarism at the end of this syllabus. Course Requirements & Assignments: Pedagogical & Professional Behaviors and Dispositions Becoming an effective teacher requires many behaviors, skills, and dispositions. Both the Michigan Department of Education and the National Council for the Accreditation of Teacher Education require that teacher education institutions assess the behaviors, skills, and dispositions of their teacher education candidates. The faculty of Spring Arbor University School of Education has developed two approaches to assessing behaviors, skills, and dispositions. EDU 344 is one of the classes where formal assessment via one of these approaches will be done on every student regarding these professional requirements. Feedback on these dispositions will be provided to each student during the course on scheduled dates and/or any time that intervention may be deemed necessary. The professor, advisor, or the SOE staff will counsel a student failing to meet the minimum standards and a record of action will be placed in the student's file. If the student is rated as needing improvement (failing to meet the minimum standard on any disposition) by more than one professor, the student may be placed on probation by the SOE. Please refer to the SOE Student Handbook for a more detailed explanation. Satisfactory dispositions evaluations are necessary to earn a passing grade in Edu344, as unsatisfactory growth in any dispositions area could result in failure of the course. Thus, it is very important to humbly listen to and employ any recommendations given to you. The SOE staff is here to make you the best teacher you can be, and we are on your side, but we have high standards. Attendance and Participation For this class you will be expected to: 1. Come prepared Many of our class activities and discussions assume that you will have completed the readings and assignments for each week, so it is imperative that you are prepared. Some assigned activities (for instance, completing a Unit Plan worksheet) are not collected, but I will check to be sure that these activities are completed when you arrive in class. Failure to come prepared will result in a failure to earn full participation credit. 2. Participate in meaningful dialog and discussion during class and on the Discussion Board (when DB conversations are assigned). Students are expected to contact the professor in advance of absences/late arrivals and work with her in a professional, proactive manner similar to the professional expectations of your future work environment. Repeated absences and/or lateness will result in earning a severely reduced grade in the course, and may result in the student being removed from the class. Nobody wants this! So please come to class each week on time, and come prepared to participate. 3. Complete the reading assignments You will be expected to carry on meaningful dialogue based on the readings during class, so it is essential to read the assigned materials. Sometimes this dialogue may take place via the Discussion Board on Blackboard. At other times, you will be required to complete notes or answer questions based on the reading, and these will be due at the start of class. Some of these reading activities will be part of your participation grade, while others will count as a separate assignment, depending on the 4|Page length and difficulty. You can find the descriptions for each week’s reading activities attached to the course schedule. That document is also located on Blackboard under “Course Materials”. You will be evaluated on your daily attendance, overall preparedness and contributions to class/learning team discussions as follows: Participation 100 points possible (this may change by 5 or 10 points as reading Grade assignments are adjusted throughout the semester) • Being present and on time for each class Activities that will • Actively participating in both class and small group discussions in a allow you to earn manner that advances the overall learning experience for yourself and all of your others in the class participation • Always completing the reading activities well • Coming prepared to class points • Being absent without contacting the professor in advance Activities that will • Having more than one absence cause you to lose • Being tardy participation • Failing to complete reading activities points • Failing to contribute to the class discussion in a meaningful way Journal Article Critiques Before you become a social studies teacher you should know which social studies methodologies advance a maximum learning environment for students. To achieve this end you will locate, read, analyze, and respond to three (3) periodicals pertaining to teaching the social studies. The due dates for these critiques are given on the course schedule. Each critique should be two (2) pages and contain the following: 1. An article overview (summary ½ page maximum) 2. A response that analyzes the article’s value and worth (½ page to 1 page length) – see the instructions under each critique topic on Blackboard for questions to guide your response 3. A summary of practical ways that you could or would be able to implement the article’s ideas in your future classroom (½ page to 1 page length). Refer to the “Journal Article Critiques” folder in the “Assignments” folder on Blackboard for all of the materials related to this assignment, including the rubric and topic for each critique. Lesson Plans & Microteaching A significant portion of this course emphasizes developing and teaching social studies lessons. You will develop two 50-‐70 minute lesson plans in one or more of the social studies disciplines (history, geography, civics, economics), and you’ll teach “micro” versions (condensed to around 15 minutes) of these lessons to your peers in the class. Both your lesson plan and your classroom teaching will be evaluated. You’ll also complete a self-‐evaluation of your lesson and teaching after each microteaching experience. This part of the course is so valuable because it gives you the opportunity to show us the kind of teacher you want to be, and it allows you to receive helpful feedback from your instructor and peers. The topics for your microteaching lessons are as follows: Microteaching 1 – Constructivist History Lesson Plan with Geography Component 5|Page Microteaching 2 – Subject of your choice Lesson Plan with inclusion of Multiple Intelligences and Classroom Management techniques *Every effort will be made to instruct you as to the components that should be included in any effective lesson. In order to pass this course, by the end of the semester you will need to be able to produce a quality unit plan that contains lessons including all of the components that are expected by the SAU School of Education. Refer to the “Microteaching” folder in the “Assignments” folder on Blackboard for all of the materials related to this assignment, including rubrics and the self-‐reflection form. Unit Plan: This is the biggest assignment of the semester, the culminating product to show what you have learned in Edu344. This well-‐developed unit plan (containing 7-‐10 lessons, plus a review and assessment) is a crucial component of your professional portfolio. Not only will you find it a valuable resource to have in a job interview, it also provides an opportunity for you to personally plan and develop a teaching unit that you may teach in the future. You’ll be given a great deal of instruction about this assignment before it is due, and there will be “checkpoints” throughout the second half of the semester to help guide you through the process. Refer to the “Unit Plan” folder in the “Assignments” folder on Blackboard for all of the materials related to this assignment, including more instructions and the rubric I’ll be using to grade your Unit Plan. Site-‐based Observation Hours & Practice Teaching (Field Experience) All methods courses taught at SAU require students to complete a set of observation hours and as well as participate in active teaching in a classroom setting. The School of Education has set as a minimum of 20 hours of observation in a secondary social studies classroom (grades 6-‐12) for this course. For each hour or block you observe, you will fill out one observation sheet and keep it in your course binder. (You may fill out only 1 observation sheet if you watch the same lesson being taught in 2 successive hours, but make notes about how the teacher adapted the lesson to the second set of students.) The observation sheet for your first hour is due early on in the course to ensure that you have made arrangements to be in a classroom. The due dates for the rest of your hours are also given in the course schedule. Students are also required in this methods course to actively teach two lessons in a secondary social studies classroom and videotape one of the lessons. These two lessons count as two of your 20 observation hours. It will be important very early on to make arrangements with the teacher you are observing to schedule two dates you can teach the class. It is probable that you’ll be making your own lesson plans for those days, so check with your teacher to find out what you should be teaching and plan accordingly. Refer to the “Observation Hours” folder in the “Assignments” folder on Blackboard for more specific instructions for this requirement and for the Observation Sheets that you will need to print and fill out. Analysis of Learning Paper This is now a required paper in every education course at SAU and it counts for 5% of your grade. The feedback we receive from students helps us track which parts of the Model for Effective Teaching are being covered in each course. Refer to the “Analysis of Learning” folder in the “Assignments” folder on Blackboard for the rubric and more specific instructions for this assignment. 6|Page Late Work Policy: The due date for every assignment can be found on the course schedule. All work is expected to be turned in on time in class. For every day (day of the week) an assignment is late, the total available points you can earn will drop by 10%, including for “performance assessment” assignments (i.e. doing your Microteaching or turning in your observation hours). Thus, it is very important to meet your deadlines – think of them as “fixed”, not flexible. If you will not be in class when an assignment is due, be sure to send it with someone else or email it to the professor. If an assignment is late, email it to the professor as soon as possible rather than waiting until the next class period to submit it, as then your grade would be 70% reduced. Extra Credit Policy: There are no opportunities for extra credit in this class. Please be sure to do your best work at all times. Grade Distribution: Attendance/Participation = 15% of final grade Be sure to check the “My Grades” section Binder / Observation sheets = 5% of final grade of Blackboard often to stay informed of your accumulated grade in this course. Journal Critiques & Reading Assignments = 25% of final grade Any questions regarding your grade can be directed to the professor through Microteaching = 20% of final grade email or a phone call. Analysis of Learning = 5% of final grade Unit Plan = 30% of final grade So you know in advance, your professor grades with high expectations for you as a future teacher. Your grammar, punctuation, and overall writing must be very good, and your level of professionalism must be high in order to earn respect from your future students and be the kind of teacher your future employers hope to have as a part of their team. Thus, every assignment will be graded with these things in mind. Grading scale used in Edu344: Grade Points Grade Points A A-‐ B+ B B-‐ C+ 94 -‐ 100% 90 -‐ 93% 87 -‐ 89% 84 -‐ 86% 80 -‐ 83% 77 -‐ 79% C C-‐ D+ D D-‐ U 74 -‐ 76% 70 -‐ 73% 67 -‐ 69% 64 -‐ 66% 60 -‐ 63% 0 -‐ 59% Students are reminded that, in EDU courses, grades less than a “C” require the student to retake the course. NOTE: THIS SYLLABUS IS SUBJECT TO CHANGE AT THE DISCRETION OF THE INSTRUCTOR. ANY CHANGES WILL BE COMMUNICATED TO THE STUDENTS. 7|Page Edu 344 – Methods of Teaching History & Social Studies Class Session 4 – Engaging Students in Learning Part 1 Materials Needed: Opener (“Hook”) – thick string, thin string w/ paperclip, thick strap w/ hook, 3 bags for “Bag of Tricks” The King’s M&Ms – Dixie cups, M&Ms Economic Interdependence (“The World on a String”) – ball of string, country cards Opener (6:30pm – 15 min.) Due on desk: 1. Benchmarks & objectives for Microteaching 1 2. Reading activity Hand Back: Curriculum Maps; Dual-‐Entry Notes Opener: Pick 2-‐3 students to be tied together at the front of the room. Pick 3 people whose goal it is to get them to walk across the room together using their voice and whatever is in their “Bag of Tricks”. Bag 1 = nothing in it (doesn’t work) Bag 2 = thin string & paperclip (doesn’t work well at all) Bag 3 = thick strap & hook (works great) Stress the importance of the Anticipatory Set in a lesson (it’s the hook to get students to follow you) Anticipatory Set (6:45pm – 10 min.) Discuss the purpose of the Anticipatory Set (follow PowerPoint) Example Anticipatory Set (for WWII intro): “Suppose you see someone beating up someone else. Really beating her up. She is going to end up in the hospital, or maybe dead. What do you do? This isn’t your fight. If you try to break it up you almost certainly will get slugged. Should you call the police? Should you stay out of it? If someone is killed it won’t be your fault. Or will it?” (from Joy Hakim’s A History of Us volume 9) What would you do in this situation? Do you agree that “He who permits evil, commits evil?” Stress follow-‐up with some kind of transition into the lesson Beginning to Plan Microteaching 1 (continued) (6:55pm -‐ 10 min.) 1. Write an Anticipatory Set – ask others for ideas if you’re stumped. 2. Write a transition from your anticipatory set into your lesson. 3. Create ideas for assessment within your lesson (formative) and at the end (summative) (if you haven’t already). Simulation – Economic Interdependence (7:05pm – 25 min.) Break after simulation See attached lesson plan for directions (could also do this with the PARTS of a lesson plan instead of with countries & goods) Simulations (Group & class discussion) (7:30 – 20 min.) Discuss the following questions in your groups: (10 min.) 1. Why are simulations so interesting for students? 2. Why don’t teachers use them more often? 3. What is the coolest simulation you’ve ever witnessed? Have groups share the most interesting ideas; share my China example (surprising them!) (10 min.) Reflection time – Write about one simulation you might be able to do with your subject The King’s M&Ms Simulation (7:50 – 15 min.) See attached directions Reflection time Reading Discussion -‐ Questioning (8:05 – 10 min.) Model questioning technique with the following questions: 1. How much time did the text say we should wait before calling on a student? 2. Summarize what the text said about the use of questions in our teaching. 3. You just taught a lesson about the causes of the U.S. Civil War. Write a question from one level of Bloom’s taxonomy, and we’re going to see if we can guess which level it is from. 4. What makes this method of questioning difficult? What makes it easy? 5. Judge whether or not you feel that the work it takes to prepare good questions is worth it. Partner feedback on lesson for Microteaching 1 (8:15 – 10 min.) 1. Write questions 2. Share ideas with a partner / get feedback Closure (8:25) For next week: 1. Write your ant. set & begin planning for instruction 2. Read chapter 6 & do reading activity 3. Permission to be in classroom & 1st hour of observation are due next week Using Role-‐Plays in Social Studies Subjects History Civics / Political Science Geography Economics What “rules” or “parameters” should be put in place by the teacher before students do a role-‐play? The King's M & M's (Fischer) In order to get my students to realize how American colonists really felt about King George's Stamp Act and the subsequent Intolerable Acts, which taxed various imported goods such as tea, 1. Give each student ten M&M's in a paper cup. 2. Randomly assigned roles where most students are colonists, two are tax collectors, two are members of Parliament, and one is King George. 3. Members of Parliament draw slips of paper out of a hat on which is written the names of some common items. These items -‐-‐ for example, blue jeans, Nike shoes, or eyeglasses -‐-‐ will be subject to taxation. 4. The tax collectors go around and withdraw a specific number of candy pieces for each taxable item if a student possesses that item. 5. The confiscated candies are then distributed among Parliament members and the king (with a few going to the tax collectors). The student colonists were infuriated, and I compared their umbrage of the apparent inequity in candy distribution to what the colonists actually felt toward the British system of taxation. The fact that the students had no say in what was taxed in the classroom paralleled the infamous "taxation without representation" sentiment of the colonists. TEN EASY WAYS TO ENGAGE YOUR STUDENTS Tara Gray and Laura Madson A,bzircoi Twenty years of research shows that using interactive techniques more often can make a class more effective. For example, a study of six thousand physics students compared classes using passive lecture to classes using interactive techniques that allowed for discussion among students and between the professor and students. The study showed that students in classes that used interactive approaches rather than lecture Always If we are to engage students, there are a few things that we must always do-occasionally is not enough. 1. Maintain sustained eye contact Sustain eye contact with one student for several seconds throughout an entire sentence or idea. Think of eye contact as the way you stay plugged into your audience, like a source of electricity. Never disconnect from your audience for more than ten seconds (Hoff 1992). Find a friendly face, someone supportive who listens intently, and make this person your anchor and the interactive techniques, note taking, student engagement source of your positive energy. Return to your anchor to refuel when you encounter students who are not looking at you or who are sources of negative energy. Good If we rely on only lecture, the odds are eye contact can improve your speakuniversity for twenty andattena against our becoming the most effective ing delivery more than any other single We have taught full time years, respectively. We have seen the teachers. Twenty years of research shows change (Hoff). blank looks, the tired expressions, and that using interactive techniques more the students seemingly bored out of often improves learning. For example, 2. Ask before you tell their minds. We have complained about in a six thousand-student study of learnWhenever possible in a lecture, ask stuthem. But we have also challenged our- ing physics via traditional and interac- dents what they know about a given topic selves to do what we can to be as tive approaches, the traditional approach before telling them what you know. For effective as the most engaging teachers. relied on passive lectures and the interac- example, you could ask if they know the The most engaging teachers are indeed tive engagement method included imme- difference between prisons and jails. Or, very effective, and we strive to be like diate feedback through discussion with you could lecture on the fact that prisons peers and instructors. Students of teachers hold inmates for the length of their senthem. who taught with interactive approaches tences if more than one year and jails hold made twice the average gain in learn- inmates awaiting trial and for sentences Tara Gray is director of the Teaching Academy at ing-greater than two standard deviations up to one year, then pose a true-false New Mexico State University in Las Cruces. Laura question to find out if students already (Hake 1998). Madson is a professor ofpsychology at New Mexico know this. By asking students to think We challenge you to try some of these State University. about it and make a decision, you are Copyright © 2007 Heldref Publications ideas (for a reference list, see table 1). learned twice as much. Keywordsc. Vol. 55/No. 2 83 TABLE 1. Ten Easy Ways to Engage Your Students Always 1. Maintain sustained eye contact 2. Ask before you tell 3. Create a structure for note taking 4. Let your readings share the lectern Sometimes 5. Use the pause procedure 6. Assign one-minute papers 7. Try Think-Pair-Share Hold students accountable daily 8. Quiz daily 9. Use clickers or colored cards 10. Call on a student every two to three minutes Web because it encourages passivity and poor class attendance. It is better simply to provide an overall framework that they can fill in by listening (McKeachie 2002, 67). To leave your notes partially incomplete, include (a) an organizational framework for the students to fill out, (b) the labeled axes of graphs (leave the plotting to the students), (c) diagrams (leave the labeling to the students), (d) a table of data, omitting certain crucial figures, (e) partially completed calculations, and (f) a series of questions the students should be able to answer by the end of the lecture (Gibbs, Habeshaw, and Habeshaw 1992; Howe and Godfrey 1977). 4. Let your readings share the lectern involving them more actively than if you told them first. Therefore, the information is more likely to be retained. Make sure the students write out their answers before revealing yours to them. Asking before telling capitalizes on several factors that improve human memory (see Terry 2006). It helps students link what they are learning to what they already know, a crucial step in committing information to memory. It increases the meaningfulness and distinctiveness of the new information, both of which improve memory. Students apply more effort to the learning situation because they must generate possible answers on their own. It also focuses students' attention on the subject and raises their interest in it. In fact, students are markedly more interested in your answer because they have tried to articulate their own. Another advantage to asking before telling is that you might be able to exclude some unnecessary information from your lecture. If students can generate the correct answers on their own, there is less need to include that information in your lecture. You can instead move on to more challenging material, which may again increase your students' interest in the material. 3. Create a structurefor note taking Because the quality of notes is important, teachers should help students take them. A skeletal outline helps students, while detailed notes relax them into passivity (Annis 1981; Hartley and Davies 1978; Kiewra 1989). Therefore, it is not a good idea to post complete notes on the 84 Readings can transfer information better than lectures for a variety of reasons: reading is less passive, makes it easier to stop and review when confused, extends time on task, and frees up class time for other activities. To guarantee that students will complete the readings, have them reevaluate the assignments themselves. Textbooks and other readings should be carefully examined in terms of the level of detail, reading level, and momentum. As professors, we do not often put ourselves in the place of our students when choosing readings. Early in her teaching career, one of the authors was ranking textbooks for junior-level students with the help of a senior-level student who had successfully completed the course. After independently ranking a half-dozen textbooks from best to worst, they realized their rankings were exactly opposite. The instructor preferred the ones that taught her the most, whereas the student thought the level of detail in these books would be overwhelming for junior-level students taking their first course in the subject. Nearly everything the instructor intuitively looked for in a book was opposite of what her students need to learn. What do you look for in your readings? How closely does it mirror what your students need in terms of level of detail, reading level, and momentum? Do you ask students to help you select readings? Consulting with students has taught us that there are important differences among textbooks, even though they all may look similar. We now choose texts that are easier to read, including more paperback supple- ments. Once you choose texts with the students in mind, you can rely on your readings to do more of your lecturing. Another way to increase students' reading is to give them reasons to read. Simply assigning the readings is not enough. Even if you choose student-friendly readings, many students feel overwhelmed when facing them. Students need help breaking down their readings into what they are supposed to know. They need a focus. Consider providing study questions to show students what you expect them to know from the readings. A few specific, concrete questions about what they are to know when they finish a reading can be very effective. (Appendix A contains a series of questions that the reader should be able to answer at the completion of reading this paper. Questions like these could be given to students who were expected to read this article for a class.) Also consider some form of daily accountability, such as a quiz on the readings. If you have assigned study questions, make one of them the question on a daily quiz (this is discussed in the third section). Good readings-ones that are carefully chosen and supplemented with study questions or other guidelines so students have a reason to read-can more than substitute for lectures. If you give a quiz on the readings, so much the better. Let your fingers do the walking? The expression for teachers should be, "Let your readings do (some of) the talking." Sometimes The banker-teacher model of teaching assumes that instructors are the repository of information and students are the receptors. Using this model, our job as teachers is to deposit the material in the students the way a banker might deposit money in a bank. Instructors lecture, and the material is duly recorded in students' brains. Thus, research shows that between 80 percent and 90 percent of class time is devoted to lecture or other forms of professor talk, with the rest devoted to silence or student talk (Fischer and Grant 1983; Lewis 1982; Nunn 1996; Smith 1983). When teachers are challenged about the amount of class time devoted to the lecture, we typically respond, "But in my discipline, I have to cover the material." This reminds us of the fable of the pitchCOLLEGE TEACHING er and the glass. In a land before time, at a school not far from yours, a pitcher was trying to teach a glass. The pitcher naturally wanted to teach as much as possible, so it poured in a great rush. Some water was caught by the glass, but much was lost to the table. The moral of the story is that learning is not what is poured from the pitcher, but what lands in the glass. Our instincts as teachers are to pour more water from the pitcher, but more is not always better. Our education makes teachers like huge pitchers-even like fully pressurized fire hoses-compared with our students' tiny glasses. But when we unleash that on a little glass, it backfires. Indeed, it is not how much the instructor covers in class that determines how much students learn. How much students learn is instead related to how active learning is, specifically how much time they devote to process the material presented (as mentioned earlier). As a result, we would be more effective as teachers if we lecture a bit less to create time for occasional active-learning techniques, such as the pause procedure, one-minute papers, and Think-Pair-Share. 5. Use the pause procedure In this procedure, the teacher pauses for two minutes to allow students time to discuss their notes together, with no interaction from the teacher. The teacher pauses three times in a fifty-minute period. When this was done for five class periods in one section-but not in another section-the section with pauses scored up to 17 percent more points on tests (Ruhl, Hughes, and Schioss 1987). An advantage of this method is that it requires little preparation from teachers. All a teacher must do is decide which six minutes of material could be covered by students outside of class. Another advantage is that the pause procedure gives students time during class to delve deeper into more difficult material, while learning less difficult material outside of class. 6. Assign one-minute papers The one-minute paper is an in-class assignment in which the teacher asks students to write for one minute, usually about the main point of the class or the student's biggest question. One-minute papers are Vol. 55/No. 2 usually assigned toward the end of each class period. One-minute papers help students synthesize and think holistically (Angelo and Cross 1993, 149). The most typical questions include the following: - What was the most important thing you learned during this class? . What important question remains unanswered? - What was the muddiest point? Of course, you can also ask for the most illuminating example, the most powerful image, the most convincing argument or counterargument, the most surprising information, the most memorable character, or the most disturbing idea (Angelo and Cross, 152). Students can compare answers, share with you orally, or turn in their papers to you. If they turn in their papers, be sure to read some of them and respond to them at the beginning of class the next day. This closes the feedback loop: students have told you what they know and do not know, and you have responded by addressing the issues with which they are having most problems. The one-minute paper has been subjected to rigorous empirical tests, and its daily use has been found to increase student knowledge significantly (Chizmar and Ostrosky 1998). 7. Try Think-Pair-Share As its name implies, Think-Pair-Share occurs in three phases. In the first phase, students think or write about a question or statement. This usually lasts thirty to sixty seconds (Millis and Cottell 1998, 73). In the second phase, students compare their answers in pairs. In the final phase, they share their answers with the entire class. This procedure has the advantages of a one-minute paper, plus the advantage of comparing one's answers with others; however, it takes longer-usually about ten minutes. The extra time of the ThinkPair-Share versus the one-minute paper is worthwhile when it is important that students process what they write or think about with other students and the instructor. Think-Pair-Share can be done at any point during a class period. Students can turn in their papers, but do not have to. Think-Pair-Share increases student time on task, helps them internalize content by teaching and discussing it, and gives them a chance to hear the content in words other than the instructors. Hold Students Accountable Daily Many courses are taught with lecture punctuated by three tests. The problem with the three-test approach is that frequency of studying is related to the frequency of accountability, and both are related to time on task. When there are three tests in a term, students study three times. To maximize study and learning, students need to be held accountable daily. In one study in which students were tested infrequently, students initially recalled 62 percent of lecture content but declined to 24 percent after eight weeks. When students were quizzed at the end of each lecture, however, they retained twice as much after eight weeks (Jones 1923). More recently, Menges (1988) concluded that [m]ore studies of [the impact of holding students accountable daily] would be redundant. Even though further studies of this effect are unnecessary, we do need better ways of understanding why teachers fail to apply that well-established principle. Our students' learning would certainly be enhanced if, as a condition for leaving the classroom, they had to demonstrate mastery of the day's instruction. (260) Quizzing is one way to hold students accountable daily. Other methods include using clickers or colored cards, or by calling on a student every two to three minutes. 8. Quiz daily A daily quiz can be one short-answer or multiple-choice problem asked at the beginning of class, the end of class, or both. As long as the quiz is short and the class is small, it will not be overwhelming to grade. You can also have students assess each other's quizzes (perhaps just for feedback rather than a grade), especially if your class is large. Just the act of trying to get a correct answer changes the tone of the class. If you quiz at the beginning of the class, you will arrive at class and find students studying together. If you quiz at the end of the class, you will notice an increased attentiveness and seriousness among students during class. Either way, students will learn more. 9. Use clickers or colored cards Clickers-also called wireless response technology or classroom performance system (CPS)-work like remote controls, 85 except instead of selecting a channel on a odically throughout the class. This way, television, each student selects the answer students still have to pay attention after to a multiple-choice question. Clickers they have been called on once because allow you to instantly see in a bar, chart their names can come up a second time. if everyone agreed on the right answer. In a small class, this method allows you If they did, you can move onto the next to call on every student every day. Even question; if they did not, you can have in a big class, calling on twenty or thirty them turn to a neighbor and discuss the students randomly will make them more question, then vote on the answer again. accountable than they are when you call Because the best way to learn is to teach, on only five or six students (and probably all students benefit from this discussion. the same five or six ones consistently). The cards make calling on students There is usually more convergence of the far more neutral than calling on students answers after the discussion. There is no You are not singling unsystematically. grading because the clickers automatically record answers, making it possible out a student for not paying attention or to give quizzes and exams as well as eas- because you are picking on him or her. ily ask many practice questions. Clickers You are simply calling the next name on are new, but preliminary research suggests the next card. Therefore, being called on they increase class attendance and help loses some of its sting. We also recomstudents prepare for tests (Woods and mend you write your own name on a card and challenge the students to "ask me Chin 2003). If you like the idea of clickers but do anything" when it comes up. Teaching with cards requires organiznot have the technology they require, you can use colored cards labeled A, B, C, ing your class around questions. We have and D to achieve much of the same effect. seen cards work especially well in modem When you ask a question and the answer language classes and technical problemis given in a rainbow of colors, you know solving classes. In both cases, it is easy to that a student-to-student discussion is call on different students in rapid succesnecessary. If all the answers come back sion because the questions readily suggest correct, you can move on to new mate- themselves. That is, in a language class rial. Colored cards are not as perfect as you can converse with different students; clickers because students can wait to see in a problem-solving class, you can ask each other's answers before raising their how to do the next step of the problem. cards and because you cannot use them to In some classes, it is not as obvious what administer a quiz or an exam. But they do questions to ask. One way to structure a help you hold students accountable daily. class around questions is to devise a set of study questions for the readings and your 10. Call on a student every two to three lecture; then, lecture by going through the minutes list of study questions. ("Mark, can you help me on number one?") We have found accountAnother way to hold students able daily is to call on a student every two this to be very effective in two ways: (1) to three minutes and let peer pressure do it greatly increases reading of the material some of the work. Students are more like- because students know for what to read, ly to prepare for class so that when their and (2) they are more inclined to pay name is called, they can appear knowl- attention in class because they may be edgeable (or at least avoid appearing fool- called on at any time. ish). This technique creates a high energy level in class-students seem eager to Conclusion To engage students, always maintain know what is going to happen next, who will be called on next, and what he or she eye contact, ask before you tell, create a structure for note taking, and let your will say. Index cards make calling on students readings share the lectern. To add varieasier and more systematic. Write each ety, try an occasional interactive techstudent's name on a card; every time you nique. For example, if the pause proceneed to call on a student, turn up the next dure intrigues you, consider trying it three card and call out that name. Visibly shuf- times every class period for a week. Then fle the cards before class begins and peri- try a one-minute paper instead of one of 86 the pauses. Later, replace a pause with a Think-Pair-Share activity. Ultimately, you should hold students accountable daily, because this has been shown to greatly increase student learning (Menges 1988). However, making this change may require waiting for a new semester. Think about if you want to do this with daily quizzes, clickers or colored cards, or calling on a student every two to three minutes. REFERENCES Angelo, T. A., and P. K. Cross. 1993. Classroom assessment techniques: A handbook for college teachers. 2nd ed. San Francisco: Jossey-Bass. Annis, L. F. 1981. Effect of preference for assigned lecture notes on student achievement. Journal of Educational Research 74 (3): 179-81. Chizmar, J. F., and A. L. Ostrosky. 1998. The one-minute paper: Some empirical findings. Journal of Economic Education 29 (1): 3-10. Fischer, C. G., and C. E. Grant. 1983. Intellectual levels in college classrooms. In Studies of college teaching, ed. C. L. Ellner and C. P Barnes, 47-60. Lexington, MA: Heath. Gibbs, G., S. Habeshaw, and T. Habeshaw. 1992. 53 interesting things to do in your lectures. Bristol, UK: Technical and Educational Services. Hake, R. R. 1998. Interactive-engagement vs. traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics. http://www.physics.indiana.edu/ -hake/index.html. Eric Document Reproduction Service no. 441679. Hartley, I., and I. K. Davies. 1978. Note-taking: A critical review. ProgrammedLearning and EducationalTechnology 15 (3): 207-24. Hoff, R. 1992. I can see you naked. Kansas City, MO: Andrews and McMeel. Howe, M., and J. Godfrey. 1977. Student notetaking as an aid to learning. Exeter, NH: Exeter University Teaching Services. Jones, H. E. 1923. Experimental studies of college teaching: The effect of examinations on permanence of learning. Archives of Psychology 68 (10): 5-70. Kiewra, K. A. 1989. A review of notetaking: The encoding storage paradigm and beyond. Educational Psychology Review 1 (2): 147-72. Lewis, K. G. 1982. The large class analysis project: Finalreport.Eric Document Reproduction Service no. 260089. McKeachie, W. J. 2002. McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. Boston: Houghton Mifflin. Menges, R. J. 1988. Research on teaching and learning: The relevant and the redundant. Review of Higher Education 11 (1): 259-68. COLLEGE TEACHING Millis, B. J., and R G. Cottell. 1998. Cooperative learningfor higher education faculty. Westport, CT: Oryx Press. Nunn, C. E. 1996. Discussion in the college classroom: Triangulating observation and survey results. Journal of Higher Education 67 (3): 243-66. Ruhl, K. L., C. A. Hughes, and R J. Schloss. 1987. Using the pause procedure to enhance lecture recall. Teacher Education and Special Education 10 (1): 14-18. Smith, D. G. 1983. Instruction and outcomes in an undergraduate setting. In Studies of college teaching, ed., C. L. Ellner, 83-116. Lexington, MA: Lexington. Terry, W. S. 2006. Learning and memory: Basic principles,processes, and procedures. 3rd ed. Boston: Pearson. Woods, H. A., and C. Chiu. 2003. Wireless response technology in college classrooms. Technology Source. http://technologysource. org/article/wireless-response_technologyin._college classrooms/ (accessed March 11, 2007). APPENDIX A Sample Study Questions to Guide Note Taking (If This Article Were a Lecture) Study Questions 1. In a six thousand-student study of learning physics via traditional and interactive approaches, the interactive engagement method yielded learning compared with the more passive lecture approach that was: a. Less by two standard deviations b. Less by one standard deviation c. More by one standard deviation d. More by two standard deviations 2. What are some good traditional questions to ask on one-minute papers? 3. How long should a speaker maintain eye contact with an audience member? 4. A speaker should not break eye contact with audience members for more than seconds. 5. When using the pause technique, a teacher should pause how many times in a seventy-five-minute class? a. One to two b. Three c. Four to five d. Six 6. When using the pause technique, a teacher should pause for how long each time in a seventy-five-minute class? a. One minute b. Two minutes c. Three minutes d. Four minutes 7. By how much does a quiz at the end of the lecture increase retention? Vol. 55/No. 2 87 COPYRIGHT INFORMATION TITLE: Ten Easy Ways to Engage Your Students SOURCE: College Teaching 55 no2 Spr 2007 PAGE(S): 83-7 The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact he publisher: http://www.heldref.org/html/body_vend.html Edu344 -‐ Unit Plan Assignment A well-‐developed unit lesson plan is a crucial component of Edu344. Not only will you find it a valuable resource to have in a job interview, it also provides an opportunity for you to personally plan and develop a teaching unit that you may teach in the future. For this assignment, you will develop a specific plan for teaching a social studies unit from your Curriculum Map that covers 7 to 10 teaching periods. (You may choose a different subject than your Curriculum Map and Microteaching lessons, if you wish.) Unit in a Binder Please keep the parts of your Unit Plan in a binder so that pages can easily be removed and added as you develop your unit. This also helps keeps the pages organized as I grade your unit, and if there is anything missing it can be added in later. (A used binder is fine because I will only be grading your actual unit, not the attractiveness of the binder.) Unit Overview The first section of this assignment should be a unit overview that includes: 1. Unit Title 2. An essential question (or questions) that guide the focus of the unit 3. The course and grade level in which the lessons will be taught 4. A list of the learning objectives covered in the unit 5. A list of the instructional methods that the teacher will use to teach the unit, including critical thinking skills and primary documents (if all you have here is “lecture,” you’ll need to re-‐think your lesson plans) 6. A summary of how the teacher plans to assess learning through formative and summative assessments 7. A description of how you have adapted the summative assessment for special needs students 8. A short summary of how various learning styles or the Multiple Intelligences are included in the unit, and identify two lessons that each include at least 4 of the 8 MI’s. 9. Identify two lessons that include additional adaptations for special needs students 10. Identify two lessons that integrate the use of reading and interpreting charts, graphs, data, and primary documents 11. Identify at least two lessons that are designed using constructivist methodology Lesson Plans for 7-‐10 Teaching Periods The second part of your unit plan will include your lessons, and you’ll include all of the materials* that would be needed to teach these lessons (like copies of worksheets, maps, handouts, printed PowerPoint slides, notes, and any other documents). Place the materials directly behind the lesson plan in the order they will be used in the lesson. Copies of text pages are not necessary (unless you are assigning homework questions from the text), but please be sure to note the page numbers your students will read. *If you have any materials that cannot be included due to their size or shape (like a poster on poster board), describe or draw a small diagram of what the item would look like. Also include examples of products students will make for their assignments (like a cartoon they will draw or a foldable they will make). Please be sure to follow the format we have been using for each individual lesson in your unit plan. If a lesson plan covers more than one day, as they sometimes do, please make a note of this. Refer back to the Lesson Plan Rubric from your microteaching lessons to be sure you’re being thorough and giving appropriate detail. Don’t forget to include these items that students often forget: 1. Text page numbers you will have students read 2. Homework you will assign (with answer key) 3. Transitions! (What will you say to students to transition from one activity to the next?) Summative Assessment & Modified Assessment The final section of your unit plan will include BOTH a summative assessment piece and a modified assessment for special needs students. Your modified assessment should be a separate piece with its own answer key or rubric for grading. You can design either a written test or performance assessment. Written Tests: If your assessment is a written test, please include an answer key that includes the points possible for each question. Also be sure to include the criteria for a correct answer under each short answer or essay question. Performance Assessments: If your assessment is performance assessment, please make sure to include very specific directions for the assessment and a rubric for grading it. Remember: Your assessment must match the learning objectives presented in the lessons. Thus, be sure that your test questions or performance assessment measure the objectives that you teach in the lessons. *Hint – this instructor absolutely HATES to see tests that are copied directly from teacher resource materials, and you will receive no credit for an assessment that is copied from a textbook. CREATE YOUR OWN! Final Thoughts about your Unit Plan When planning your unit, remember that students must have the following questions answered: • What will I have to understand by the unit’s end and what does that understanding look like? • What are my final obligations? What knowledge, skill, tasks, and questions must I master to meet those obligations and demonstrate understanding proficiency? • What resources are available to support my learning and performances? • What is my immediate task? How does it help me meet my overarching obligations? • How does each day’s work relate to what we did previously? What is most important about this work? • How should I allot my time? What aspects of this and future assignments demand the most attention? How should I plan? What should I do next? What has priority in the overall scheme of things? • How will my final work be judged? Where is my current performance strongest and weakest? What can I do to improve? Also remember the questions that teachers must be able to answer: • What do I need to know in the area of content knowledge to help my students understand the material I am expecting them to learn? Where am I going to gain this knowledge and what sources will I use to make sure I have a complete understanding of the material that I will present through my lessons? • • • • What tasks, skills, learning activities, teaching techniques, and assessment methods am I going to use to maximize student learning? How will I reach each student and allow them to “own” the learning that I want accomplished throughout this unit? What materials of instruction am I going to provide for my students so they will be successful learners in my classroom? Where are these materials of instruction? Do I have to create them? If so, how am I going to do this? Are there templates I can copy? How will I know that they are relevant to the students’ learning needs? Do my lesson plans identify the most important thing I want students to learn for the day? Do they follow a sequence of logical order? Do I link learning from one transitional activity to the next? Do students see a correlation in learning from one day or activity to the next? Am I including a variety of “best practice” teaching methodologies in my lessons? Am I reaching all students? Are my expectations high enough? Are my lessons rigorous enough to challenge my students? Are my time frames reasonable for the age group I am writing the unit plan for? Are my benchmark standards driving my lesson planning? Am I teaching to the objectives and assessing to them as well? How will I be able to assess learning throughout the unit? Am I using enough differentiated instruction and assessment methodologies that I get a full picture of the learning that is taking place in each of my students? Am I assuming that learning is going on or can I actually measure that learning is occurring? If I can measure it, how am I going to do that? What are my formative and summative learning activities? What is the “Big Picture” I want students to understand and how can they show me that they have learned what I have identified as most important? Students will be evaluated on the unit plan as follows: (see the Unit Plan Rubric Checklist for specifics) Outstanding unit plan. Addresses all components of the assignment in an excellent manner. Lessons are realistically planned and timed appropriately; support materials are age/subject appropriate, attractive, engaging, and easy to Exemplary: use by the learner. Lesson plans are formatted exceptionally well and 120 pts assessment techniques are age/subject appropriate and match the learning objectives. Benchmark standards are clearly indicated and addressed within the lesson. The unit is error free or may contain one or two minor mechanical errors. Very good unit plan. Addresses all components of the assignment in a very good manner. Lessons are realistically planned and timed appropriately; support materials are age/subject appropriate, attractive, engaging, and easy to use by Excellent: the learner. Lesson plans are formatted very well and assessment techniques are 110-‐115 pts age/subject appropriate and match the learning objectives. Benchmark standards are clearly indicated and addressed within the lesson. The unit may be lacking in some minor deficiencies and may or may not contain one or two minor mechanical errors. The unit plan is well constructed and adequately addresses all the components of the assignment but may be lacking in one or more areas related to the realistic Good: planning/format of the lessons, appropriateness of the nature of the support 90-‐105 pts materials assessment methodologies or citing benchmark standards. Contains minor and/or major mechanical errors. Minimal: The unit plan is lacking in multiple areas associated with the expectations of the 80 pts or less assignment. Edu344 -‐ Unit Plan Rubric Checklist Student: __________________________________ Unit Organization (Only those organized in binders will be graded.) ____ The Unit Plan is organized in a binder, per the instructions Unit Overview (20 pts) The Unit Overview includes the following: ____ Unit Title ____ Course and grade level in which the lessons will be taught ____ List of all the benchmarks & objectives covered in the unit ____ List of the instructional methods that the teacher will use to teach the unit (things like group discussion, constructivism, cooperative learning, direct instruction, simulations/role play, using maps and primary sources, etc.). Lists the specific lessons (ex: days 4 and 7) in which you have used constructivist teaching methods. ____ Summary of how various learning styles or the Multiple Intelligences are included in the unit, and identify two lessons that include at least 4 of the 8 MI’s. ____ Summary of how you have included accommodations for special needs students (particularly those with reading/writing deficiencies) in your daily lessons ____ Summary of how good classroom management is built into your daily lessons ____ Summary (justification) of why you feel your unit is engaging & based on good teaching practices Lesson Plans for 7-‐10 Teaching Periods (100 pts) The following chart will be used to evaluate each lesson plan. (check plus = excellent; check = good; check minus = needs improvement; blank = missing item) Lesson 1 2 3 4 5 6 7 8 9 10 Lesson title, grade level, & other basic info at the top Benchmarks (complete, with parts highlighted that will be taught) Objectives (list format; worded well; include higher order thinking) Anticipatory Set (engaging, relevant, involves all students) Content outline (thorough, enough for students to do activities) Plan for instruction (thorough enough for a sub to teach ) Estimated timings (for every part of the lesson) Classroom Management (include collecting previous day’s homework, keeping students actively engaged in all parts, and good instructions & transitions) Special Needs Accommodations (how various parts of the lesson will be altered for those with learning disabilities, especially reading/writing) Homework (if any is assigned, with instructions, questions, or a good description attached at the end of the lesson, plus an answer key) Assessment (formative & summative within this lesson; explanation of how the teacher will know learning is happening / has happened) Closure (clearly identified as the closure, even if it is the Materials (everything needed for the lesson is attached directly behind same as the assessment; wraps up the learning well) the lesson, including example projects & drawings or descriptions of items too large; also including rubrics, answer keys, completed guided notes, etc.) Effectiveness (age appropriate, intriguing, includes multiple activities & teaching strategies, strives to meet needs of all students) (See back side for Summative Assessment checklist) 1 Summative Assessment (30 pts) (check plus = excellent; check = good; check minus = needs improvement; blank = missing item) Assessment Introduction Page: ____ List of unit objectives with descriptions of how each is assessed through the summative assessment (example: an objective that asks students to “identify” would probably be assessed through a multiple choice or fill-‐in-‐the-‐blank question on a written test; an objective that asks students to “explain” might be assessed through a short answer question; “analyze” might be covered in an essay question) ____ Description of how the teacher as adapted the summative assessment for students with reading/writing deficiencies (in keeping with good practices; not too simplistic) Summative Assessment: Option 1 -‐ Written test: ____ Matches the stated learning objectives of the unit ____ Includes methods of recall that vary in difficulty and are age appropriate to the audience ____ Employs multiple methods of testing activities (if it is a written test) ____ Contains very clear test directions for students, including the points each section is worth ____ Answer key, including a rubric/checklist for every subjective question (short answer, essay – i.e. What parts do students have to have to earn each point ____ Modified version of the test for special needs students (particularly those with reading/writing deficiencies) ____ Answer key for modified test for special needs Option 2 – Performance Assessment: ____ Matches the stated learning objectives of the unit ____ Includes very clear and thorough instructions for students to follow ____ Contains opportunities for various expressions of learning (think learning styles & multiple intelligences) ____ Rubric clearly identifies how the assignment will be graded, including the required criteria that students must include to earn full credit. ____ Modified version of the project for special needs students (particularly reading/writing deficiencies) ____ Rubric for modified version of the project for special needs 2 Syllabus attachment IMPORTANT NOTE TO ALL EDUCATION STUDENTS (Main Campus and Off-Site Locations) As a teacher education candidate, you are responsible for being aware of the following information and acting in a timely manner. Michigan Basic Skills Test (MBST) You must pass all 3 sections of the MBST before being accepted in the School of Education (SOE) and also before being allowed to register for any education classes at the 300 level or above. There are limitations to the number of times you may attempt to pass the tests. Check the SOE Student Handbook for clarification. Plan ahead, because these tests are offered only in January, April, July, October, and November, and scores take approximately 4-5 weeks to be officially reported. NOTE: SAU must receive official verification of these test scores directly from the testing agency. Therefore, be sure to denote SAU as the receiving institution when registering for the MBST. Main campus students preparing for the tests should avail themselves of student materials and study sessions in SAU’s Academic Student Connections – open only during the traditional academic year. Students at the off-site locations are advised to use the study materials available on the testing agency’s website (www.mttc.nesinc.com) and to check the partner school’s library to find out whether study materials are available. SOE Application After successful completion of EDU 140 and the Professional Skills Lab, a student will be invited to apply to the School of Education. Student Teaching Application New School of Education Policy Regarding MTTC: Beginning with the Fall 2012 student teachers, students in the Spring Arbor University School of Education program must pass the MTTC (Michigan Test for Teacher Certification) test prior to being approved and placed for student teaching. This policy is in addition to the current policy mandating that students pass all three portions of the MBST (Michigan Basic Skills Test) prior to being admitted to the School of Education or taking EDU 300/400 level courses. For more details, see http://www.arbor.edu/edu_departmentDetail.aspx?id=65022. Main Campus students: You must declare your intent to student teach two semesters in advance of the semester you expect your student teaching will take place. Student Teaching Intent forms are available at the front desk in the School of Education. ALL prospective student teachers are required to attend a student teaching information meeting two semesters in advance of the planned student teaching experience. Student teaching information meetings are held in the months of April and November and specific meeting dates will be posted via the SAU announcement and SAU List serve. Students who fail to attend these meetings forfeit the opportunity to have their applications accepted. If you desire to student teach overseas you must begin the application process one year in advance of the student teaching experience and should contact Professor John Williams ([email protected]). Students considering student teaching outside the state of Michigan, but within the U.S., should contact Professor Dale Linton ([email protected]) one year in advance of their planned student teaching experience. Students at off-site locations: You must formally apply to student teach VERY EARLY in the semester prior to when you intend to teach. You are required to attend a student teaching information meeting at least one semester prior to the planned student teaching semester. See the Director of Student Teaching at your site for specifics. Students who fail to attend these meetings forfeit the opportunity to have their applications accepted. International or out-of-state student teaching: For international student teaching, applications are due at least one year in advance of the intended student teaching semester. Interested students should contact Professor John Williams ([email protected]). Students considering student teaching outside the state of Michigan, but within 8|Page the U.S. should contact the Director of Student Teaching at your site for specifics. Make contact with the Placement Director VERY EARLY. Main Campus and off-site Students: Students are reminded that they are expected to be fully aware of all program and student teaching requirements and deadlines, as detailed in the SAU catalog and the SOE Undergraduate Student Handbook. Failure to complete the program requirements and deadlines may result in the student teaching placement being delayed and/or cancelled. For spring student teaching the deadline is September 15 and for fall student teaching the deadline is February 1. If you are hoping to student teach in any other time frame, you must formally petition in writing at least 6 months in advance. Additional information regarding the student teaching experience and application can be found at www.arbor.edu/stapp.aspx. Field Experience One of the requirements that must be met prior to receiving approval to student teach is completion and proper documentation (on the Field Experience Record Sheets available through the SOE) of at least 120 Field Experience hours. At least 15 of these hours must be in classrooms with a diverse student population, another 15 in classrooms with special needs students, and 15 more in classrooms whose content area matches your major or minor, with at least 5 hours in each of your major(s) or minor(s). Please see the SOE Undergraduate Student Handbook for details about the 120-hour requirement. To assist you, a number of classes have required hours built in, such as Edu 140, Edu 202, Edu 271, Edu 272, Edu 273, methods, Edu 360, and SED 422. For example, the 15 hours for both diverse and special needs classrooms is part of Edu 271, The Diverse Learner. If you have already met the minimum 120-hour requirement and you are in a class with required hours that takes you past the 120, these hours are not waived as a requirement for the class. Course Prerequisites It is the responsibility of the student to make sure that they meet all course prerequisites prior to the day the course begins. Prerequisites for each course are listed in the academic catalog as well as the online academic planner. Liability Insurance Due to field participation, it is strongly recommended that each education student join one of the education organizations that provide liability insurance to students. Stop by the SOE to pick up information on organizations, which provide liability coverage to students, such as the Student Michigan Education Association (800-292-1934 or www.mea.org). Students at off-site locations may inquire about these forms through the TESA (Teacher Education Student Advisor) at the site. Dispositions • Becoming an effective teacher requires many behaviors, skills, and dispositions. The Michigan Department of Education (MDE) requires that teacher education institutions assess behaviors, skills, and dispositions of their teacher education candidates. Students will be assessed throughout their time at SAU in all education classes. Certain classes will intentionally assess every student in the course either with pedagogical and/or professional dispositions. In these particular courses, a copy of the disposition assessment will be attached to the syllabus. If the sample copy of the disposition is missing, it will be the responsibility of the student to obtain a copy from the SOE. • Student dispositions will be assessed in other education classes as the need arises. In addition, the faculty of the various content areas will be assessing for dispositions that the particular department deems important. • Dispositions will be taken into consideration when the student’s application for SOE admission and application for student teaching approval are being reviewed. Poor ratings in dispositions may result in various actions including, but not limited to, denial of admission, removal from the teacher education 9|Page program, probation in the program, and so forth. Check the SOE Undergraduate Student Handbook for specifics. • Students who are assessed as having unacceptable dispositions will be counseled and given a remediation action plan and a time frame within which improvement must be made. • If the student fails to cooperate in the creation of an acceptable action plan, fails to follow through on an action plan for improvement, or fails to improve, a student may be denied entry into or dropped from the School of Education program, denied acceptance into or dropped from student teaching, or be given special guidelines or conditions for the student teaching semester. First Aid/CPR Certification The Michigan Department of Education requires that each individual has a valid CPR (Child and Adult) card and First Aid card at the point of recommendation for certification by Spring Arbor University. The Michigan Department of Education has stated that this training is only acceptable if completed through one of their approved providers: American Red Cross; American Heart Association; American Safety and Health Institute; Emergency Care and Safety institute; NSC Affiliate – Safety Council for Southeast Michigan; Medic First Aid. If the training is not completed through Spring Arbor University’s student teaching seminar course, the cards must be signed by the instructor of the course and the actual cards provided to the Certification Officer (Julie Zeller) on main campus or the Teacher Education Student Advisor (TESA) at the student’s site. The cards will then be returned to the individual. Copies will not be accepted. If you have any questions about this requirement, contact Julie Zeller, Certification Officer by e-mail at [email protected]. Policy for the Return of Physical Copies of Student Final Papers/Projects For a final exam or paper, a student must attach a self-addressed envelope addressed either to their campus box or their U.S. Mail address (with proper postage…in most cases two first class stamps). For a bulky project, the student should clearly mark their name, class number, and class title on the outside of the project so it is easily seen. These projects will be kept for only four weeks from the last day of the term, and then will be discarded. For main campus, the projects will either be held in the professor's office area or at the front desk in the School of Education Office. For off-site locations, check with the instructor and the TESA for instructions on picking up work after the course has been completed. Permission to use Student Work The faculty and staff of the School of Education often have a need to obtain and show examples of student work (without names) from education courses. In some cases, we would show student work to accrediting bodies or advisory councils in order to keep the SAU education programs in good standing. In other cases, we would show examples of student work to other students or to prospective students to help them understand what would be required of them in a particular course. In still other cases, faculty may wish to include student work as part of a University merit proposal for promotion and tenure. If you are *not* willing to allow the School to show your work to others, please inform the instructor of the course in writing or by email. Academic Integrity The University catalog addresses SAU’s policy on the “Integrity of Scholarship and Grades” and “Academic Integrity”. Please refer to that policy in its entirety, found in the current catalog. The School of Education wishes to highlight some of the ideas and ideals articulated in the policy. Using our common commitment to Jesus Christ as the perspective for learning, members of the School of Education acknowledge that truthfulness is essential in our dealings with one another. Specifically within the academic areas, “there shall be no cheating, misrepresentation or plagiarism (borrowing ideas, images, facts, stylistic phrasing or quoted material without credit) on assignments, tests, lectures, handouts or other written materials.” Violations of this policy by a student may carry disciplinary consequences such as zero on the assignment and/or failure of the course and/or suspension from the University. 10 | P a g e Incidents of cheating or plagiarism should be reported immediately to the appropriate professor, department chair, dean, or other University employee. Students are encouraged to report in writing. Confidentiality will be honored unless specific written permission to disclose sources is obtained. No one will be disciplined solely on the testimony of one report without further substantiation. Anyone not clear about what constitutes plagiarism should review the notes from the ENG 104 or 304 course and confer with the course professor. If ENG 104 or 304 or its equivalent was not taken at SAU, consult the Academic Student Connections Faculty or the English Department Faculty. Use of Mobile Technology in the Classroom Policies outlining mobile technology use (laptops, cell phones, tablets, etc.) during class time are established by the course instructor. The use of mobile technology during the class time is for the facilitation of learning as determined by the professor. Therefore, the professor has the right to limit or suspend classroom use of mobile technology at any time. Disclosure of Criminal Record In many Spring Arbor University EDU or SED courses, students are required to complete classroom field participation hours in P-12 schools. It is every student’s responsibility to complete and submit a Conviction Disclosure form (regarding misdemeanor or felony convictions) prior to entering P-12 schools for classroom observations or on-site work of any kind. • • The Conviction Disclosure form is required through participation in SAU’s EDU 140 or the School of Education Orientation Session. Completion of this form will be met during this class. Students who do not take EDU 140 need to be aware that it is the student’s responsibility to complete and submit the Conviction Disclosure form prior to taking part in any on-site P-12 classroom observation experiences. If the student plans to participate in observation experiences prior to completing this form in EDU 140 or an SOE Orientation Session, it is the student’s responsibility to acquire the Conviction Disclosure form from the School of Education front desk (or from the TESA at off-site locations). The completed form must be submitted to the School of Education front desk or the TESA at off-site locations before beginning work toward any field participation hours. Methods Classes and Site Visitations Being placed into a site-based classroom during an EDU course is contingent upon successful completion of all preparatory assignments prior to the placement. Throughout the semester, failure to meet these deadlines and/or successfully complete all assignments may result in the loss of the site-based placement. In addition, the student must complete all site-based expectations and assignments in order to pass the course. In the event that a student does not successfully complete the preparatory work or fails to successfully complete course expectations prior to site-based placement, the student may be given the choice to immediately withdraw from this course or receive a "U" at the end of the semester. In the event that a student displays unsatisfactory performance during their site-based placement, the student may lose their site-based placement and receive a "U" at the end of the semester. Unsatisfactory site-based performance may include, but is not limited to, the following unprofessional behaviors: tardiness, absenteeism, lack of preparation, inappropriate and/or unprofessional communication with mentor and instructor, lack of content or pedagogical knowledge, skills and/or refusal to teach at mentor or teacher's request. Americans with Disabilities Act (ADA) 11 | P a g e The Academic Student Connections staff is responsible for working with eligible students both on campus and at the various SAU sites in determining the academic accommodations as outlined by the ADA and Section #504 legislation. It is Spring Arbor University’s intention to be non-discriminatory and attempt to remove as many barriers as possible. If a student with proper professional documentation requests accommodations at Spring Arbor University, Academic Student Connections personnel will inform professors prior to or as early as possible in a semester of the requested accommodations. 12 | P a g e LIBRARY GUIDE PLAGIARISM When to footnote or cite can be confusing. This handout is designed to help you decide when you should be citing the works you used so you are not plagiarizing or cheating. "Plagiarism is the act of using another person's ideas or expressions in your writing without acknowledging the source...to plagiarize is to give the impression that you have written or thought something that you have in fact borrowed from someone else." This and other quotations used below are all taken from section 1.6 (pages 21-25) of the MLA Handbook for Writers of Research Papers by Joseph Gibaldi and Walter S. Achert, 3rd. ed. New York: The Modern Language Association, 1988. DO I HAVE TO FOOTNOTE EVERY FACT? "If you have any doubt about whether or not you are committing plagiarism, cite your source or sources." WHAT IF I PUT SOMEONE ELSE'S IDEAS IN MY OWN WORDS? "Other forms of plagiarism include repeating someone else's particularly apt phrase without appropriate acknowledgment, paraphrasing another person's argument as your own, and presenting another's line of thinking as though it were your own." WHY DOES PLAGIARISM MATTER? Careers and reputations have been damaged by findings of plagiarism. Journalists have been fired recently from the Sun-Times1, the Wall Street Journal2, and the Nashville Tennessean3. A Harvard psychiatrist resigned after a finding of plagiarism against him4. Art Buchwald sued Paramount Pictures (and won) over the idea for the plot of Coming to America5. IS THIS PLAGIARISM? 1 Mark Fitzgerald, "Sun-Times Drops Columnist over Plagiarism" Editor & Publisher June 23, 1990:17. 2 Daniel Lazare, "The Kandell Case: Plagiarism at The Wall Street Journal?" Columbia Journalism Review January-February, 1991: 6. 3 Mark Fitzgerald, "Rash of Plagiarism: Nashville Tennessean Fires an Editor, Reprimands Another." Editor & Publisher September 16, 1989: 15. 4 Kim A. McDonald, "Noted Harvard Psychiatrist Resigns after Faculty Group Finds He Plagiarized." The Chronicle of Higher Education December 7, 1988: A1. 5 Jeanne McDowell, "He's Got Their Number, Almost; a Writer Scores Against a Studio But Where's the Money?" Time January 22, 1990: 50. 13 | P a g e Read this passage from the article on Malcolm X by Peter Goldman in Dictionary of American Negro Biography, page 422, New York: W.W. Norton & Co., 1982. "In prison Malcolm was introduced by his younger brother Reginald to the teachings of the Lost-Found Nation of Islam, the sect led until 1975 by Elijah Muhammad and known popularly as the Black Muslims. Malcolm quickly became a convert, took the Muslim "X" in place of the "slave name" Little, shed his past and entered upon his own reeducation, beginning by copying words out of a dictionary from A to Z. He was ordained a minister upon his release, and over the next twelve years he became the best known and most effective evangelist of the Nation of Islam, heading its Harlem mosque, organizing dozens more temples from Connecticut to California, building its following from 400 to perhaps 10,000 registered members and countless additional sympathizers." Are the following paragraphs correctly done or has some plagiarism taken place? • Malcolm was introduced by his younger brother to the teachings of the Nation of Islam while he was in prison; he became a convert, exchanged the Muslim "X" for the "slave name" Little and eventually became an ordained minister. Loose paraphrasing of the author's words with no credit given for the ideas is plagiarism. • As the Nation of Islam's most famous evangelist, Malcolm built its membership from 400 to as many as 10,000. The statistics given are not common knowledge and are not credited. Plagiarism! • Malcolm quickly became a convert, took the Muslim "X" in place of the "slave name" Little, shed his past and entered upon his own reeducation, beginning by copying words out of a dictionary from A to Z.1 Still plagiarized! While the writer used a footnote to indicate the source, he does not use quotation marks to indicate that the sentence was quoted word for word. Chances are that an abrupt change in writing style will be noticeable to your instructor. • The "best known and most effective evangelist of the Nation of Islam" Malcolm had been introduced to the LostFound Nation of Islam, known as the Black Muslims, by his younger brother while he was in prison; later ordained as a minister, he was instrumental in the growth of the Nation of Islam over the next 12 years.2 The direct quote is in quotation marks, but the footnote number does not appear until the end of the sentence, indicating that both those specific words and the other facts are Goldman's. There are various style manuals in the reference shelves at the 808 call number that can help you with how to do bibliographies and footnotes, as well as writing manuals that can help with research, grammar and writing skills. You can also look at the Citation Styles Handout. DON'T GO AWAY EMPTY HANDED!!! If you are having trouble finding what you need, just ask a reference librarian. We are here to help! 14 | P a g e