SEED 4102: TEACHING AND LEARNING STRATEGIES
8:00-11:30 Monday;
102 (Kuechle) and 106 (Jepma) Education Building
FALL 2010
INSTRUCTORS
Judy Kuechle Office:
Education Bldg., room 104 Phone:
x 6413 E-mail:
jkuechle@morris.umn.edu
Carrie
Jepma Office: Education Bldg., room 105 Phone: x 6415 E-mail: jepma004@morris.umn.edu
OFFICE HOURS
As posted on office doors and
by appointment.
TEXTS
OTHER
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://cda.morris.umn.edu/~pagem). Additionally, the web site which accompanies
our textbook is http://www.routledge.com/textbooks/instructionalstrategies/ . This
website contains chapter overviews and outlines, weblinks, and reflection
exercises.
COURSE
DESCRIPTION AND OBJECTIVES
This course is meant to
educate pre-service teachers in the instructional cycle, including selecting
curriculum, planning, selecting and implementing instructional strategies,
assessing student learning, and creating engaging learning environments. Students in this course will not only learn
about these topics through readings and course activities but will apply and
demonstrate their knowledge through activities such as peer teaching and unit
planning. At the end of this course
students should be able to: create a
well-developed and thorough lesson plan; select topics and curriculum
appropriate to the developmental level of their students; create and implement
a well-designed unit plan; manage physical space, behavior, and learning in
classrooms; and demonstrate and reflect on their growth and learning through an
oral interview process.
STUDENT
SUPPORT
Students
with Disabilities:
The
University of Minnesota is committed to providing all students equal access to
learning opportunities. Disability Services is the campus office that
works with students who have disabilities to provide and/or arrange reasonable
accommodations. Students registered with Disability Services who have a
letter requesting accommodations, are encouraged to contact the instructor
early in the semester. Students who have, or think they may have, a
disability (e.g. psychiatric, attentional, learning, vision, hearing, physical,
or systemic), are invited to contact Disability Services for a confidential
discussion at 320-589-6163 or freyc@morris.umn.edu. Additional information
is available at the DS web site at www.morris.umn.edu/services/dsoaac/dso.
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
partially prepare students to meet the Minnesota Standards of Effective Practice (SEP) and
Minnesota Board of Teaching Standards (referred to in syllabi for other courses
and in the program guide). Students will further develop and
demonstrate their knowledge and skills in each area while student
teaching. Although we work on all standards
in all courses, in Teaching and Learning Strategies, we will especially
concentrate on standards relating to student learning, instructional
strategies, planning for instruction, managing learning environments, and
assessment (Standards 2, 4, 5, 6, 7, 8).
CLASS
STRUCTURE
Secondary education students meet as a cohort from 8:00-11:30
a.m. on Tuesdays in Sci 1020. Small
group sections of SeEd 4102 meet 8:00-11:30 AM Monday in the Education
Building. Students complete an intensive
practicum, culminating in a full-time, two-week field experience in a middle or
secondary school. Each Friday students
attend the practicum seminar in large groups in MRC 205. Consult the practicum (SeEd 4103) syllabus
for complete information. Students
complete subject methods concurrently with education courses.
EXPECTATIONS
ASSIGNMENTS
AND GRADING
Attendance at all class sessions is mandatory (see
Attendance Policy in the program guide).
The program rests on tenets of participation and interaction. If you must be absent, notify the instructor
as soon as possible. Make-up work may be
assigned. Tardies and missed classes
will impact grades for the course.
Participation entails engaging with classmates in discussion, listening
attentively to classmates, participating in others’ peer teaching lessons,
completing in-class writings and other class activities, and displaying
intellectual curiosity about the process of teaching.
Students will complete three peer
teaching exercises during the semester (two on teaching strategies and one on
classroom management). Included in each
peer teaching assignment are a lesson plan, teaching the lesson, and an
analysis of the effectiveness of the lesson based on the videorecording.
Peer Teaching
I, Two Teaching Models/Strategies:
The purpose of this assignment is for you to gain experience in planning
and implementing at least two
pedagogical models and to be able to observe the models “in action” that
you do not demonstrate.
§
Sign
up for two approaches: Lecture/Direct
Instruction, Questioning/Discussion/Debate, Concept Formation, Cooperative
Learning, Student-Directed Investigation, or Simulation and Role Play. You
will supply video media (see supplemental handout) to record your lesson so
that you can review it afterward for analysis and reflection.
§
Each
individual will prepare a lesson plan
for their sample instructional strategies model lesson, to be sent
electronically for feedback before noon the day before the lesson. For Peer Teaching IA (the first teaching
strategy peer teaching) you are required to submit your lesson plan in
advance. For Peer Teaching IB (the
second teaching strategy peer teaching) you may submit your lesson plan for
feedback but this is optional. For Peer
Teaching II on classroom management you will not submit a lesson plan early for
feedback (but you will turn one in for assessment of the peer teaching
exercise).
§
Each
individual will prepare a 20-25 minute lesson on any topic (perhaps choose one
from your discipline) that models the approach you have chosen.
§ Using the reflection
form provided online, each presenter will view their DVD
and reflect in writing on the lesson and follow-up.
§ The typed reflection is due the following class
session.
Peer Teaching II, Post Practicum Peer Teaching on Classroom
Management:
For the post practicum peer
teaching, each student will be responsible for preparing a lesson on one aspect
of discipline or classroom management found in the Weinstein text. As in the first peer teaching lessons, students
will be required to provide a lesson plan, digitally record their
lesson, and complete a post-lesson reflection. The peer teacher will also create a handout
to be distributed to peers during the lesson and a five-point quiz on
the lesson content to be given to peers at the conclusion of your lesson.
For
your first peer teaching assignments you were able to choose the content of
your lesson but had to employ a particular teaching model. Your second peer teaching will be the
opposite of this. You must teach the
assigned content while choosing the instructional strategies, methods and
activities you prefer. Make an effort to
vary your lesson activities. Your lesson
must meet the following criteria:
•
Lesson
will cover one chapter in Weinstein’s Secondary
Classroom Management
•
Time
limit for lessons will be 40 minutes
•
For
Peer Teaching II on classroom management you will not submit a lesson plan
early for feedback (but you will turn one in for assessment of the peer
teaching exercise).
•
Self-reflection
will be completed and submitted to instructor within one week of teaching the
lesson
•
Lessons
may utilize activities described at the end of the assigned Weinstein chapter
•
Peer
teacher must create a handout on the
content being presented for classmates
•
Peer
teacher must create a five-point quiz
on the content to be given to class after the lesson
•
Peer
teacher should use an instructional strategy not used in an earlier peer
teaching lesson in order to gain more facility with a new model
A detailed description of the assignment and assessment
rubric will be distributed in class.
Students are required to plan an instructional unit in their content
area, centered on an essential question.
Students will be provided a template to serve as a guide. The unit is two weeks in duration and must
include daily lesson plans and assessments.
Special attention should be paid to modifications for diverse learners,
technology, and the Minnesota Academic Standards (graduation standards). In order to provide feedback to facilitate
more effective, well-thought-out units, instructors will require that certain
portions of the unit plan be completed throughout the semester. These due dates are listed in the calendar of
learning events. Any unit plan that
receives a score of less than 80% must be revised as we expect preservice
teachers to demonstrate mastery in skills of planning. The old and new scores of the unit plans will
be averaged and that score recorded.
Revised unit plans will not earn more than an 80% grade. Students receiving scores higher than 80% may not revise for a new
grade.
To
facilitate understanding of Standards 2 and 8, during the practicum students will conduct an analysis of student
learning on at least one lesson that they teach. Each student will create a lesson plan, conduct a pre-assessment (assessing what students know before the lesson is
taught), teach the lesson, and then conduct a post-assessment (assessing what students have learned from the
lesson). Students will gather results of
the pre- and post-assessments for each
individual K-12 student and will also analyze results for the class and various
groups of students within the class. The
preservice teacher will write a reflection that discusses the results, focusing
on the following questions:
As
with the unit plan, mastery in this area is required. Scores of less than 80% on the ASL assignment
will require the preservice teacher to revise this assignment, with a new score
not to exceed 80%. Students receiving
scores higher than 80% may not revise for a new grade.
The final oral exam simulates an interview situation. Students, in groups of two or three,
participate in a question/answer session with the course instructor wherein
students’ knowledge of curriculum and instruction is assessed. A more detailed assessment rubric will be
provided before the exam.
GRADING
SCALE AND WORK LOAD:
This
course is a four credit course.
|
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 |
CALENDAR
OF LEARNING EVENTS
DATE
|
TOPICS OF
DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES AND
RESOURCES |
|
August
30 |
§ Introductions,
§ Nature of the Program § Role of Learning Theory § Planning for Instruction: § Choosing curriculum § Curriculum influences § Teaching the Whole Learner § MN Grad. Standards |
Instructional
Strategies,
Ch. 1, pp. 3-8 only Instructional
Strategies,
Ch. 2, pp. 39-59 |
|
4-B; 7-A 2-B;
2-E; 3-O; 7-A; 7-B; 7-D; 10-D; 10-J 4-A |
Constructivism: http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html Check
out Michelle’s “Links for Teachers” page for links to lesson planning web
sites: |
|
September
6 |
§ LABOR DAY—NO
CLASS |
|
|
|
|
DATE
|
TOPICS OF
DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES AND
RESOURCES |
|
September
13 |
§ Planning for
Instruction: Goals and Objectives § Writing behavioral objectives § Sample lesson plans-Internet § Developmentally appropriate instruction § Domains: Cognitive, Social,
Moral, Physical § Introduction
to Assessment |
Instructional
Strategies,
Ch. 3, pp. 61-85 |
|
2-E;
7-A; 4-J 2-F;
4-A; 7-C; 7-E; 7-F |
Briggs
Library’s Education “Research Quickstart” page has lesson planning links: http://quickstart.morris.umn.edu/rqs.phtml?subject_id=61 |
|
September
20 |
§ Planning for
Instruction: Lesson and Unit Plans §
Preparing Instructional Plans of Varying
Duration § Long and §
Unit Planning Template—Essential questions §
Evaluating your Plans, Reflection §
Discussion
of ASL |
Instructional
Strategies,
Ch. 4, pp. 87-116 |
|
4-J;
7-E; 7-F 6-J;
7-H |
Your
SeEd 4105I text by Harvey Daniels (Chapter 10) has some good info on this! Use
resources in your Intel manual to help you with this! |
DATE
|
TOPICS OF
DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES AND
RESOURCES |
|
September
27 |
§
Teaching
strategies: Lecture and Direct Instruction, Questioning
and Discussion/Debate §
Review Unit
planning: °
Outcomes/Goals °
Terms/Skills |
Instructional
Strategies,
Ch. 5, pp. 119-141 Instructional
Strategies,
Ch. 6, pp. 143-161 Instructional
Strategies,
Ch. 10, pp. 233-259 |
Peer
Teaching on Presentation/DI (at least 1 DI): Peer Teaching on Questioning or
Discussion/Debate:
Unit
template due: Beginning-standards |
2-A; 2-F; 4-C; 4-G; 4-K; 7-G 2-A;
4-C; 4-G; 6-H; 6-J |
Lecture/Presentation: Remember
to look at our textbook web site for more information on these
strategies/chapters! |
|
October
4 |
§ Teaching Strategies: Concept Formation and Cooperative Learning
§
Unit
planning: °
Discuss differentiated instruction section °
Discuss
Assessment of Student Learning assignment
|
Instructional
Strategies,
Ch. 7, pp. 163-181 Instructional
Strategies,
Ch. 8, pp. 183-208 Handout
from Instructional Models |
Peer Teaching on Concept
Formation:
Peer
Teaching on Cooperative Learning (1 STAD, 1 Jigsaw, 1 GI): Unit
template due: Learning
outcomes, terms, skills covered, materials and resources, accommodations |
2-A;
4-C; 4-G; 5-D; 5-I 2-A;
4-C; 4-G; 6-J; 7-G |
Cooperative
Learning links: http://www.ic.arizona.edu/ic/edtech/strategy.html#Coop Discovery
Learning definition: http://www.nwlink.com/~donclark/hrd/history/discovery.html WebQuests: www.webquest.org |
DATE
|
TOPICS OF
DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES AND
RESOURCES |
|
October
11 |
§
Teaching
strategies: Simulation
and Role Play, Student Investigation §
Preparation
for ASL in practicum |
Instructional
Strategies,
Ch. 9, pp. 209-231 Instructional
Strategies,
Ch. 11, pp. 261-284 |
Peer
Teaching on Simulation and Role Play: Peer Teaching on Student
Investigation:
Unit template due: Focusing activity to begin unit Plan for Analysis of Student Learning due |
2-A;
4-C; 4-G; 6-J 2-A;
4-C; 4-G; 4-K; 6-J 9-I |
Resources
on Direct Instruction: http://www.teach-nology.com/teachers/methods/models/direct/ Concept
Attainment Resources—make sure to look at the bottom of the page! http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/ |
|
October
18 |
NO CLASS—FALL BREAK
|
|
§ Attend Education Minnesota Thursday October 21!! |
|
|
|
October
25 |
NO CLASS—IN PRACTICUM FULL TIME
|
|
|
|
|
|
November
1 |
NO
CLASS—IN PRACTICUM FULL TIME |
|
|
|
|
|
November
8 |
§ Assessment: Teacher-made tests
§ Analysis of Student Learning Plan Review
§
Classroom Management general discussion |
Review
Instructional Strategies, Ch. 1,
pp. 26-38 |
Two
lesson plans from unit due for feedback |
9-H 5-E |
Look
for the program and other materials at EdMN’s web site: http://www.educationminnesota.org/index.cfm?page_id=312 |
|
DATE |
TOPICS OF DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES
AND RESOURCES |
|
November
15 |
§
Introduce Peer Teaching II §
Assessment and Evaluation §
Standardized tests °
Validity °
Reliability °
Norm-referenced °
Criterion referenced §
Forms of assessment °
group work °
discussion °
observation ° written documents ° formative
assessment ° summative
assessment ° performance
and authentic assessment § Self Assessment § Responding to Student Feedback and Errors, Modifying Instruction § Grading and
Assigning grades, § Recordkeeping,
Communicating with Families |
Review
Instructional Strategies Ch. 3, pp.
73-85 Weinstein,
Ch. 6, pp. 157-186 |
|
2-D;
2-E; 2-G; 8-B; 8-C; 8-D; 8-F; 8-G; 8-H 2-D;
2-E; 4-F; 4-I; 8-B; 8-E; 8-F; 8-G; 8-H; 8-I; 8-J; 8-K; 8-L; 8-M; 9-H |
FairTest: Some
nuts and bolts on grading: |
DATE
|
TOPICS OF
DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES AND
RESOURCES |
|
November
22 |
§
Establishing the Physical Environment §
Establishing Norms for Behavior § Making the Most of Classroom Time
§
Enhancing Students’ Motivation |
|
Peer Teaching:
__________________ Chapter 4 _____________________ Chapter 7 Chapter
8 UNIT PLAN DUE |
5-N; 5-O; 5-P 5-C;
5-H; 5-O |
Some
schools in our area use the Responsive Classroom approach: |
|
November
29 |
§ Managing Independent Work § Managing Small-Group Work §
Managing Recitations and Discussions §
Protecting and Restoring Order |
|
Peer
Teaching: Chapter
9 Chapter
10 Chapter
11 Chapter
12 Analysis of Student Learning due
|
4-E;
4-H; 5-E; 5-G; 5-I; 5-L; 5-R 5-F; 5-G; 5-J; 5-K; 5-P; 5-Q; 6-H |
Assessing group work: http://www.cshe.unimelb.edu.au/assessinglearning/03/group.html Motivation: |
DATE
|
TOPICS OF
DISCUSSION |
|
ASSIGNMENTS
DUE |
STANDARDS
ADDRESSED |
NOTES AND
RESOURCES |
|
December
6 |
§
Knowing your Students and their Special Needs §
Preventing and Responding to Violence §
Personal Attributes and §
Professional Skills and Abilities of Effective Teachers § Collaboration
with Colleagues |
Weinstein Ch 5, pp. 115-156; Weinstein Ch. 13, pp.
369-387 |
Peer
Teaching: Chapter
5 Chapter
13 |
5-Q 5-H 10-A; 10-G; 10-H; 10-I; 10-J |
Suicidal students: http://caps.ucdavis.edu/resources/brochures/CAPS_Dangerous.pdf UM
Extension Service on violence in schools: http://www.extension.umn.edu/distribution/youthdevelopment/DA7414.html |
|
December
13-17 FINALS
WEEK |
FINAL ORAL EXAM |
|
|
Standards 1-10 |
Info
on Interview Questions and Skills: http://resumes-for-teachers.com/news/education-interview-questions.htm#Question%202 http://www.teachingpersonnel.com/go/teachers/fqTeachers/permanent/interviewguide/skills/ |