SEED
4101: BLOCK I—TEACHING THE MIDDLE AND
SECONDARY STUDENT
10:00-11:40
AM Tuesday/Thursday, Science 1020
FALL
2006
Instructor:
Office Hours:
Monday 1PM-3PM Tuesday
2PM-3PM Wednesday
1PM-3PM By Appointment.
Required Texts:
§
Daniels, H. and
Zemelman, S. (2004). Subjects
Matter: Every Teacher’s Guide to
Content-Area Reading.
§
Cruickshank, D.,
Jenkins, D. B., and Metcalf, K.
(2006). The Act of Teaching, Fourth Edition.
You will also need to
purchase a novel or memoir for this class.
You will be assigned a title the first week of class, so please wait to
purchase your book. All texts are
available at the UMM Bookstore.
Additional Resources:
Catalog and program information can be found on the
secondary education homepage (http://www.morris.umn.edu/academic/education/seed/seed.html
). Other educational resources such as
lesson planning sites and professional organizations can be found on Michelle
Page’s homepage (http://facultypages.morris.umn.edu/~pagem). Additionally, the web site which accompanies
our textbook is http://highered.mcgraw-hill.com/sites/0072982071/student_view0/index.html . This website contains chapter overviews and
outlines, self-tests, and reflection exercises.
Course
Description and Objectives:
This
course is designed to address three major topics or modules: Professionalism, Ethics, and Communication;
Teaching Diverse Learners; and
Student Support:
Students with
Disabilities:
This material and
course texts are available to persons with disabilities in alternate formats on
request. Please contact Disability
Services. It is University policy to
provide, on a flexible and individualized basis, reasonable accommodations to
students who have disabilities that may affect their ability to participate in
course activities or to meet course requirements. Students with disabilities are encouraged to
contact their instructors and Disability Services to discuss their individual
needs for accommodation.
Additional
Resources:
If you have any special needs or requirements to help you succeed in the
class, come and talk to me as soon as possible, or visit the appropriate
University service. Some resources include:
The Academic
Assistance Center www.morris.umn.edu/services/dsoaac/aac/
Student Counseling
www.morris.umn.edu/services/counseling/
Disability Services
www.morris.umn.edu/services/dsoaac/dso
Multi-Ethnic Student Program
www.morris.umn.edu/services/msp/
Course
Standards:
Secondary education courses
prepare students to meet the Standards of Effective Practice (SEP) approved by
the Minnesota State Board of Teaching and the
The
teacher understands the central concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and can create learning experiences that
make these aspects of subject matter meaningful for students.
The
teacher understands how children and youth learn and develop and can provide
learning opportunities that support their intellectual, social and personal
development.
The
teacher understands how learners differ in their approaches to learning and
creates instructional opportunities that are adapted to learners from diverse
cultural backgrounds and with exceptionalities.
The
teacher understands and uses a variety of instructional strategies to encourage
the students’ development of critical thinking, problem solving, and
performance skills.
The
teacher uses an understanding of individual and group motivation and behavior
to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
The
teacher uses knowledge of effective verbal, non-verbal and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
The
teacher plans and manages instruction based upon knowledge of subject matter,
students, the community, and curriculum goals.
The
teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical
development of his/her learners.
The
teacher is a reflective practitioner who continually evaluates the effects of
her/his choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
A
teacher communicates and interacts with parents/guardians, families, school
colleagues, and the community to support the students’ learning and well being.
In
addition, this course addresses
Minnesota Statutes 2002, revised 2005, Chapter
122A.18 Subd. 2a.
**2005 MN 122A.06 subd 4: Definition of comprehensive, scientifically
based reading instruction:
Comprehensive,
scientifically based reading instruction includes a program or
collection of instructional practices with demonstrated success in instructing
learners and reliable and valid evidence to support the conclusion that when
these methods are used with learners, they can be expected to achieve, at a
minimum, satisfactory progress in reading achievement. The program or collection of practices must
include, at a minimum, instruction in five areas of reading: phonemic
awareness, phonics, fluency, vocabulary, and text comprehension. Comprehensive,
scientifically based reading instruction also includes and integrates
instructional strategies for continuously assessing and evaluating the
learner’s reading progress and needs in order to design and implement ongoing
interventions so that learners of all ages and proficiency levels can read and
comprehend text and apply higher level thinking skills.
Class
Structure:
Secondary
education students meet as a cohort group from 10:00-11:40 a.m. on Tuesdays and
Thursdays in Sci 1020 (this is SeEd 4101:
Block I). Small group sections
(Block II) meet from 8:00-9:40, 12:00-1:40, or 2:00-3:40 on Tuesdays and
Thursdays in the
Expectations:
Assignments and Grading:
The
Secondary Education Program is interactive and involves full
participation. Key learning takes place
during class sessions and this learning cannot be replicated at another time or
in other settings. Therefore, it is essential
that students complete readings and assignments prior to attending class. In class I do not lecture on or summarize the
reading; rather, you and your classmates will discuss and apply the
material. Therefore, full participation
in all class sessions is vital. If an
event necessitates an absence from a class session, notify me as soon as
possible. Unexcused absences and late
arrival at class will reflect negatively on final grades in the Secondary
Education Program. Missed work must be
made up for any absence, and may require additional work be turned in to meet
goals and standards.
Homework:
65%
Homework assignments are
designed to help you become a reflective teacher and to provide you experience
in the practical aspects of teaching.
The assignments are meant to help you think deeply about events in your
practicum and decisions you make as a teacher.
(Due
September 26)
Assignment 2—Strategy
Presentations (2):
You
will do two demonstrations of literacy strategies during this course. First, with a partner, you will conduct a
vocabulary learning presentation. You
may choose any sample text. You will
briefly model how a teacher would implement this strategy in a classroom in
your content area to teach vocabulary to students. You will have ten minutes to present your
strategy. (Due September 14, 19 or 21)
Your
second strategy presentation is a comprehension strategy presentation. With a partner, you will model a pre- post-
or during-reading instructional strategy for your peers. You will use one reading from one of your
text sets as the sample text and will model a literacy strategy for the class
that illuminates the text. You will have
ten minutes for this presentation. (Due
September 28 or October 3)
Create a newsletter or
brochure for parents that introduces yourself and the unit you will be
teaching, or create a newsletter for parents about your classroom. Module 4 of your Intel manual will lead you
through the steps of creating a publication using MS Publisher (available on
many lab computers on campus). (Due October
24)
Assignment 4—Differentiated Lesson:
Using
what you have learned about differentiating instruction, take one lesson that
you have taught in your practicum and re-create it as a differentiated lesson. Email the lesson plan and a short description
of what you did and why to Michelle. (Due
November 7)
One
important component of the standards for
Together with others who read
the same book, present your choice book, paying particular attention to issues
of diversity and schooling and what you have learned about people different
from yourself. Your presentation must
contain the following elements (though they do not have to be in this
order): Summarize the book briefly; Discuss
themes related to diversity, themes related to schooling, and cultural
information you have learned from the book; Present an aesthetic/artistic
response to the book. This could be a
reader’s theater, an art piece, a musical performance, creating/reading poetry,
or anything else that your group feels communicates the emotion of the
work. Each group member should be
somehow involved in both the discussion of themes and the aesthetic response
(either behind the scenes or in the performance/presentation). Each group will have 20 minutes to present
during our final exam time. (Due December 21)
Progress on a Standards of
Effective Practice Portfolio will be required during your education
program. Prepare a 3-ring binder with 10
sections. Papers, teaching lessons, units, evaluations, research in educational
areas, etc. can be included in the portfolio.
You may include papers and items from other courses or experiences,
including those outside of the field of education. During this semester you are required to more
thoroughly gather information and reflect on all standards 1 through 10. For each of these standards, prepare a written
a statement that: 1) describes your growth and progress towards meeting this
standard, 2) explains the significance of the evidence which you have included
in the portfolio and 3) describes your goals to further reach this
standard. Identify each of the three
sections in your reflection paper. Your
portfolio will be reviewed by your practicum supervisor and should be handed in
at his or her office on the due date.
Your supervisor will read your standard(s) and assign a grade of “S” for
satisfactory work or “N” for work needing improvement. To receive a practicum grade of “S” all
standards must have received an “S” grade.
If a standard receives a grade of “N” you will be expected to revise
that standard until it reaches an “S” level of assessment. Your portfolio will be submitted and assessed
on the following schedule.
Dec.
8: SEP Portfolio reflection on Standards
3 and 5
Dec.
15: SEP Portfolio reflections on
Standards 9 and 10
During
student teaching you will continue to build your portfolio and you will prepare
a final portfolio during your senior seminar following student teaching. The portfolio should assist you in preparing
your final senior presentation before licensure. Ultimately, your portfolio can be of great
assistance in the hiring process.
Some employers will want to see your portfolio. While others may not, having prepared your
portfolio will equip you with better, deeper answers to interview questions and
will enhance your interview and hiring process even if you do not show the
portfolio to the employer.
GRADING SCALE
AND WORK LOAD:
This
course is a four credit course.
Grades
will be assigned based on the following scale, according to
|
93-100% |
A |
4.00 |
Represents
achievement that is outstanding relative to the level necessary to meet
course requirements |
|
90-92 |
A- |
3.67 |
|
|
87-89 |
B+ |
3.33 |
|
|
84-86 |
B |
3.00 |
Represents
achievement that is significantly above the level necessary to meet course
requirements |
|
80-83 |
B- |
2.67 |
|
|
77-79 |
C+ |
2.33 |
|
|
74-76 |
C |
2.00 |
Represents
achievement that meets the course requirements in every respect |
|
70-73 |
C- |
1.67 |
|
|
67-69 |
D+ |
1.33 |
|
|
62-66 |
D |
1.00 |
Represents
achievement that is worthy of credit even though it fails to meet fully the
course requirements |
|
0-61 |
F |
0.00 |
Represents
failure (or no credit) and signifies that the work was either (1) completed
but at a level of achievement not worthy of credit or (2) was not completed
and there was no agreement between the instructor and student that the
student would be awarded an I |
All
courses must be passed with C- or better in order to move forward in the
program. A grade of less than C- will
prevent you from student teaching.
|
DATE |
TOPICS OF DISCUSSION |
|
ASSIGNMENTS DUE |
STANDARDS ADDRESSED |
NOTES AND RESOURCES |
|
August 29 |
§
Course overview, introductions,
community building
§
History of schooling §
No Child Left Behind §
Professionalism |
|
|
3-Q; 5-D;6-G |
|
|
August 31 |
§ Code of Ethics § Mandatory reporting § Professional Behavior |
|
Practicum schedule |
9-K; 10-C; 10-L; 5-D; 6-G; 9-G |
Guest Speaker:
Tammy Barnes Link to Code of Ethics: http://www.revisor.leg.state.mn.us/arule/8700/7500.html Education http://www.educationminnesota.org/index.cfm?PAGE_ID=15736 |
|
September 5 |
§ Observations
in the Schools |
|
|
|
|
|
September 7 |
§
Communication principles and theories § Intercultural
communication § Reflection
as a method of growth § Practicum §
Portfolios |
§ Communicating
with Students and Parents |
Portfolio
Standard 1 due on 9/8 to your practicum supervisor |
3-E; 3-H; 5-D; 6-A; 6-B; 6-D; 6-C; 6-E; 6-F; 10-I;
10-K; 9-E; 9-F |
Principles of Communication: http://www.uwm.edu/Dept/CUTS/bench/commun.htm Cross-Cultural Communication: http://www.wwcd.org/action/ampu/crosscult.html Guidelines for the portfolio are found on Michelle’s
web page for the practicum, as is other information about the practicum. Reflective Teaching Resource: http://www.teachingenglish.org.uk/think/methodology/reflection.shtml |
|
September 12 |
§
Literacy overview §
Programs §
Phonics §
Fluency §
Vocabulary §
Comprehension |
§Alternatives
to Look It Up in the Dictionary! |
|
Reading Statute; 6-A; 6-E |
International Reading Association on Phonics: http://www.reading.org/resources/issues/positions_phonics.html
Phonics Instruction: http://www.readingcenter.buffalo.edu/center/research/phonics.html Adolescent Literacy: http://www.ncrel.org/litweb/adolescent/qkey10/qkey10.pdf Resources for Adolescent Literacy: http://knowledgeloom.org/resources.jsp?location=6&bpinterid=1174&spotlightid=1174 |
|
September 14 |
§
Why content teachers care about
reading §
Visions of reading §
Cognitive connections: schema §
Connecting reading to life |
§Daniels
|
Vocabulary strategies presentations (5) |
Reading Statute; 2-F; 6-A; 6-E |
An Introduction to Schema Theory: http://chd.gse.gmu.edu/immersion/knowledgebase/strategies/cognitivism/SchemaTheory.htm |
|
DATE |
TOPICS
OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
September 19 |
§
Selecting reading materials §
Textbook and curriculum
evaluation §
Readability formulas |
§Daniels
Ch 3-4 |
Vocabulary strategies presentations (4) |
Reading Statute; 2-F; 3-A |
Substitute teacher today—Michelle is at a
conference. Resources for Evaluating Textbooks and
Readability: http://www.luc.edu/libraries/mallinckrodt/TextEval.htm Readability Formulas Online: http://kathyschrock.net/fry/fry.html
SMOG: http://uuhsc.utah.edu/pated/authors/readability.html Frye: http://kathyschrock.net/fry/fry.html |
|
September 21 |
§
Pre, during and post reading
strategies |
§Daniels
§Cruickshank
pp. 54-57 |
Vocabulary strategies presentations (4) Portfolio Standards 6 and 7 due 9/22 to your
practicum supervisor |
Reading Statute; 3-I |
|
|
September 26 |
§
Multiple Intelligences §
Learning Styles |
|
Text set due |
3-A; 3-K; 3-L; 7-C |
Learning Style Inventories: http://www.engr.ncsu.edu/learningstyles/ilsweb.html http://www.rrcc-online.com/~psych/LSInventory.html Multiple Intelligences Inventory: http://surfaquarium.com/MI/inventory.htm |
|
September 28 |
§
Reading Comprehension Strategies |
|
Strategies Presentations (7) |
Reading Statute; 6-A |
Literacy Strategies: http://www.learningpt.org/literacy/adolescent/strategies.php |
|
October 3 |
§
Reading Comprehension Strategies |
|
Strategies Presentations (6) |
Reading Statute; 6-A |
|
|
DATE |
TOPICS
OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
October 5 |
§
ESL Simulation §
Strategies and accommodations |
|
|
3-C; 3-E |
Accommodations for LEP learners: http://www.education.umn.edu/NCEO/LEP/Accommodations/AccomLEPfaq.htm Strategies to support ELL/LEP/ESL learners: http://www.ncte.org/library/files/Elementary/FreemanFourKeys.pdf http://www.ncte.org/library/files/Free/Journals/vm/VM0111Scaffolds.pdf |
|
October 10 |
§
ESL and Differentiation |
§ Differentiating
Instruction for Academic Diversity |
|
2-D; 3-A; 3-L; 3-M; 7-C; 7-F |
Guest speaker:
Ann Hendershott |
|
October 12 |
§
Portfolio and Unit Plan Work Day |
|
|
|
|
|
October 17 |
§
NO CLASS—FALL BREAK |
|
|
|
|
|
October 19 |
§
NO CLASS—ATTEND EDUCATION |
|
|
9-I |
Collect notes, certificates of completion, and
other materials to document what you have learned for your portfolio. The program of sessions for the conference will
be posted here: http://www.educationminnesota.org/index.cfm?page_id=312 |
|
October 24 |
§
Special education overview §
Legislation §
Strategies, responsibilities and
accommodations §
IEP’s §
FERPA/data practices |
§Cruickshank
pp. 57-68 |
Parent Communication due |
3-B; 3-I; 3-N; 10-C; 10-F |
Education General Information (the left navigation menu is
helpful): http://specialed.about.com/ |
|
DATE |
TOPICS
OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
October 26 |
§
Special Ed Video §
Types of disability §
Processing difficulty §
Accommodations |
|
Standard 4 due 10/27 |
3-B; 10-C |
|
|
October 31 |
§
NO CLASS—IN PRACTICUM FULL TIME |
|
|
|
Your supervisor will be visiting you during this
time. Remember to work with him or her
to set up a time for observation. |
|
November 2 |
§
NO CLASS—IN PRACTICUM FULL TIME |
|
|
|
|
|
November 7 |
§
NO CLASS—IN PRACTICUM FULL TIME |
|
Differentiated Lesson due. |
7-E; 7-F |
Email your assignment to Michelle. |
|
November 9 |
§
NO CLASS—IN PRACTICUM FULL TIME |
|
|
|
|
|
November 14 |
§
Textbooks and Testing §
Textbook quality §
Building a Community of Learners §
Inquiry and Reading Projects §
Struggling Readers §
Applying Research in |
§Daniels
|
|
Reading Statute 3-Q |
Resources and Research on Adolescent
Readers: http://www.aea11.k12.ia.us/curriculum/reading/dmreaders.html |
|
November 16 |
§
Working with Parents and Families |
§Weinstein
Chapter 6 |
Standards 2 and 8 due 11/17 |
3-O; 3-P; 10-K |
Communicating
With Families: http://teacher.scholastic.com/professional/futureteachers/communicating.htm
|
|
DATE |
TOPICS
OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
November 21 |
§
Social Inequity, Impacts on
Schools §
Prejudice §
Demographic Changes |
§Jonathan
Kozol: Excerpts from Savage Inequalities and The Shame of the Nation §Enid
Lee: Taking Multicultural, Antiracist
Education Seriously §Handouts: The Is and Isn’t of Multicultural Education;
Facets of Being a Multicultural Educator §Paul
Kivel: The Culture of Power §“The
Face of the American Teacher…” |
|
3-E; 3-I |
Inequality Related to Class, Education, Race,
etc.: http://www.nytimes.com/pages/national/class/ Institutional Racism: http://en.wikipedia.org/wiki/Institutional_racism http://www.eraseracismny.org/institutional_racism/ Resegregating Public Schools: http://www.civilrightsproject.harvard.edu/research/deseg/reseg_schools02.php Race and Criminal Justice: http://www.alternet.org/story/28376/ http://www.alternet.org/story/11330/ http://www.alternet.org/story/13769/ |
|
November 23 |
§
NO CLASS—THANKSGIVING BREAK |
|
|
|
|
|
DATE |
TOPICS
OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
November 28 |
§
Institutional Racism §
Racial Identity |
§“Black
Teen is Only Three Cents Short” §“Put
It in Blacks Backyard” §“Color
Blind or Just Plain Blind” §“The
Full Blown ‘Oprah Effect’: Reflections
on Color, Class, and New Age Racism” §“Math,
SAT’s, and Racial Profiling” §“Teachers’
Race Linked to Students’ Scores” §“The
Only One: Being Black in the White
Working World” §“Finding
the Words to Talk about Race” §Paul
Kivel: Guidelines for Being Strong
White Allies §Know
Your Rights Comix |
|
3-D; 3-I |
Environmental
Racism: http://egj.lib.uidaho.edu/egj01/weint01.html http://www.wcc-coe.org/wcc/what/jpc/echoes/echoes-17-02.html Racial
Identity: http://www.diversityweb.org/Digest/W98/benefits.html http://www.edletter.org/past/issues/2003-ma/noguera.shtml |
|
DATE |
TOPICS
OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
November 30 |
§
Race and Culture in Schooling §
Native American learners,
sovereignty |
§Cruickshank
pp. 47-49 |
|
3-D; 3-E; 3-F; 3-G; 3-H; 3-J; 3-0; 3-P; 10-D |
White
Teachers at the Crossroads: http://www.tolerance.org/teach/magazine/features.jsp?p=0&is=17&ar=174&pa=2 Tolerance.org
has online curricula like the Vietnamese American curriculum: http://www.tolerance.org/teach/magazine/features.jsp?p=0&is=34&ar=482 |
|
December 5 |
§
Sexual Orientation, Gender |
§Cruickshank
pp. 49-52 §“What
do We Say When We Hear ‘Faggot’?” §“Male
Bashing on TV” §“Study
Casts Doubt on the ‘Boy Crisis’” |
|
3-D; 10-D |
GLSEN: http://www.glsen.org/cgi-bin/iowa/home.html Respond
to Hate at School: http://tolerance.org/rthas/index.jsp Ten
Ways to Fight Hate: http://tolerance.org/10_ways/index.html UNICEF
on gender and learning: http://www.unicef.org/teachers/learner/gender.htm Gender
Equity in Schools: http://www.american.edu/sadker/genderequity.htm |
|
December 7 |
§
Social Class |
§Cruickshank
pp. 45-47 §“Not
All Inequality Bothers Bush” §“Test
Scores, Poverty are Entwined” §“Needy
Kids, Novice Teachers” §“Genes’
Sway over IQ may Vary with Class” |
Native American essay due Standards 3 and 5 due 12/8 |
10-B; 3-D; 3-F; 10-D |
OnPoint radio show on poverty in schools: http://www.onpointradio.org/shows/2004/05/20040520_b_main.asp Institute on Race and Poverty: http://www.irpumn.org/website/ |
|
DATE |
TOPICS
OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
December 12 |
§
|
|
|
|
Guest Speaker:
Gary Donovan UMM Career Center: http://www.morris.umn.edu/services/career/ Statute on employment and contracts: http://www.revisor.leg.state.mn.us/stats/122A/40.html Education http://www.educationminnesota.org/index.cfm?PAGE_ID=874 |
|
December 14 |
§
Jobs/Hiring §
Obtaining and Maintaining
Licensure §
Professional Development |
§Legal
Issues |
Standards 9 and 10 due 12/15 |
9-L; 9-G; 9-D |
Guest Speakers:
Area superintendents and principals Board of Teaching on Obtaining and Renewing
License: http://education.state.mn.us/mde/Teacher_Support/Educator_Licensing/index.html |
|
December 21 |
§
FINAL EXAM/BOOK
PRESENTATIONS: DECEMBER 21
(THURSDAY), 8:30-10:30 AM |
|
Book presentations during our final exam
time. Each group will have 20 minutes
to present. |
5-I; 3-F; 3-H; 6-E |
Rubric is located on the Block I course web
page: http://facultypages.morris.umn.edu/~pagem/courses/SeEd4101/block1.html |