ED 17: CURRICULUM AND METHODS SEMINAR
Spring 1999 Diane Anderson
danders1
Home: 328-3664
Office: x8065
Office Hours: By appointment
Class: Thursday, 4:00-7:00 PM, except as noted or announced in advance.
Course:
The course in Curriculum and Methods is designed to provide students with the skills required for certification in teaching by the State of Pennsylvania. It will provide a forum for exploring applications of educational theory to practice. We will operate with a flexible workshop/discussion-type format. My goals for the course, for you, are to provide:
¥ a support group of fellow teachers
¥ readings to prepare you for the NTE
¥ ways to integrate theory, research, practice, reflection, vision and revision
¥ timely advice and support to keep you enthusiastic and healthy
¥ support for your professional goals
Course Requirements:
¥ Attendance at all classes is required for certification. (Class may be held over Spring break; your calendar is the calendar of the school where you are student teaching.)
¥ Completed weekly assignments, which allow you to be an active seminar participant.
¥ The use of portfolios in your teaching.
¥ Attendance at Special Topics Workshops.
¥ Attendance at one professional meeting sometime during the year.
¥ Exam - written and oral competency exam at end of term.
¥ Portfolio of your student teaching/seminar experience.
General Assignments:
1. Talk with your cooperating teacher and supervisor about the ideas and goals you laid out in your initial approahes/ideas assignment. In addition, you might want to ask them about something you'd really like to know, such as
Why did you become a teacher?
What observations do you have about working with student teachers?
How do you schedule your work so that you can get exercise and sleep?
How has your conception of teaching and learning changed over time?
What do you enjoy about having a student teacher?
2. Observations (most of this should happen in the first two weeks)
a. Observe two-three times a day in your cooperating teacher's classes, particularly in classes you will ultimately take over. (Learn the names of all students in these classes.)
b. Observe three classes/topics taught by someone other than your cooperating teacher. Observe at least one in a grade level before and one in a grade level beyond the one you will teach.
c. Observe at least two classes outside your subject or grade.
d. Follow one student through an entire day.
e. Observe a resource room class for students at the grade level you are teaching.
f. Write a brief (1-3 paragraphs) summary of each observation. You will include these in your portfolio later.
(These abservations may be modified according to your school/district configuration.)
3. Microteach
The micro-teach activity is scheduled for January . Students will each present a
ten minute lesson, a written plan for that lesson, videotape another student, and be videotaped.
4. Professional journals
a. You are expected to become familiar with at least 2-3 journals in your field. They might include: English Journal, The Reading Teacher, Mathematics Teacher, History Teacher, Teaching K-8, Teacher, Learning Magazine, KAPPAN, Educational Leadership, etc. Speak to your cooperating teacher or me for suggestions.
b. Sometime during the term you are expected to use ideas from your journal reading
in your lessons.
c. File lesson plans in your portfolio.
5. Multicultural approaches
a. You are expected to familiarize yourself with resources which support multicultural approaches and responses in your classroom and use those which are appropriate.
b. Write up you inclusion of multicultural approaches for your portfolio.
6. Computers/technology
a. You are expected to be both familiar with and critical of the software and technology appropriate to your content area.
b. Develop and use at least one lesson in your teaching which employs software.
c. Summarize your efforts/effects and file in your portfolio.
7. Prepare your resumŽ. File in your portfolio.
8. Secondary students--you must arrange to be observed teaching by a content-area faculty member before April 15.
9. You must be videotaped at least once while teaching and analyze this videotape with a supportive other. File this analysis in your portfolio.
10. Three weeks of planned lessons will be due at announced dates during the semester. Copies
should be given to your supervisor and shared, as appropriate, with your cooperating
teacher.
Schedule and Tentative Topics:
All classes, unless otherwise noted, will be held from 4-7 PM in the EMC.
1. 1/18 Monday Solid Beginnings: All learners; planning; School and Classroom Culture.
(NOTE: 5-8 PM)
2. 1/21 Thursday Instructional Objectives; Assessment I-Quantitative and Qualitative
3. 1/25 Monday Management and Routines; Teaching Strategies I
4. 1/28 Thursday Teaching Strategies II: Questioning and Non-Questioning (3 week plans due)
5. 1/30 Saturday MicroTeach
(NOTE: class will begin at 9:30 and continue until we finish! Pizza will be served)
6. 2/4 Thursday Discipline and Conflict-Authoring the Learning experience
7. 2/11 Thursday Reading, Writing, Thinking I (3 week plans due)
8. 2/18 Thursday Assessment II: Documenting Progress and Test Construction
9. 2/25 Thursday Reading, Writing, Thinking II; Individualizing
10. 3/4 Thursday Inclusion, Mainstreaming, In Class Support
11. 3/11 Thursday Dinner at Diane's: Portfolio Review (3 week plans due)
12. 3/18 Thursday Multicultural Education
13. 3/25 Thursday Standardized Tests and Assessment
4/1 Thursday NO CLASS
14. 4/8 Thursday Conferencing with Supervisors, Students, and Parents
15. 4/15 Thursday State of the Disciplines
16. 4/22 Thursday Professionalism; Rights and Responsibilities
17. 4/29 Thursday Portfolios Writers Conference (NOTE: probably daytime class)
Due Dates:
5/10 Monday: Final Written Exam
Week of 5/10: Oral Exam
5/14 Friday: Portfolio Due
Texts:
Mandatory:
Charney, R. S. (1991). Teaching Children to Care. Greenfield, MA: NE Coalition for Children.
Maria, K. (1990). Reading Comprehension. York Press.
Lytle, S., & Botel, M. (1988). Reading, Writing and Talking Across the Curriculum. PA Department of Education. (I will get this to you.)
Atwell, N. (1987). In the Middle: Writing, Reading and Learning with Adolescents. Portsmouth, NH: Heinemann.
Cohen, E. (1986). Designing Groupwork: Strategies for the Heterogeneous Classroom. NY: Teachers College Press.
McCarney, et. al. (1993). The Pre-Referral Intervention Manual. Columbia, MO: Hawthorne.
Countryman, J. (1992). Writing to Learn Mathematics. Portsmouth, NH: Heinemann.
Marzano, R., Pickering, D. & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment using the Dimensions of Learning Model. Alexandria, VA: Association for Supervision and Curriculum Development.
Kohn, A. (1996) Beyond Discipline from Compliance to Community. ASCD.
Fischer, L., Schimmel, D., & Kelly, C. (1999). Teachers and the Law, Fifth Edition. NY: Longman.
Highly Recommended:
Spring, J. (1993). Conflict of Interests. Longman. (especially for students who haven't taken Urban Ed)
Wiggins, G. P. (1993). Assessing Student Performance. San Francisco: Jossey Bass.
Recommended for Elementary:
Paley, V. G. (1992). You Can't Say You Can't Play. Cambridge, MA: Harvard University Press.
Kreidler, W. J. (1984). Creative Conflict Resolution. Illinois: Scott Foresman.