I. COURSE INFORMATION:
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Course Number and
Title: EDUC 2130 Exploring Learning and Teaching |
Term: Fall, 2009 |
Building-Room: IC 119 |
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Credit Hours: 3 |
Days: TR |
Time: 8-9:15 |
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First Class Session: August 18 |
Last Class Session: December 3 |
Final Exam: December 10; 8-10 am |
II. INSTRUCTOR
INFORMATION:
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Professor: Dr. Sheryl O’Sullivan |
Office Location: Russell 104 |
Phone: 678/359-5466 |
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Office Hours: Monday: 12-2; 3-4; Wednesday: 12:00-2:00 and Thursday 9:15-12:15 |
e-mail: sosullivan@gordonstate.edu |
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III. Text (s) and Other Resources
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Textbook: Enz, B.J., Bergeron, B.S., &
Wolfe, M. (2007). Learning to Teach,
1st Edition. |
IV. CATALOG
DESCRIPTION:
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Pre-Requisites: None |
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Description: Explore key aspects of learning and teaching through examining your own learning processes and those of others, with the goal of applying your knowledge to enhance the learning of all students in a variety of educational setting and contexts. |
V. CONCEPTUAL
FRAMEWORK:
Unit Philosophy:
We envision the career of our teacher graduates along a maturity continuum in their development as adults. At various stages, teachers will find themselves in work conditions where concern for students may become subordinated by management issues and the sometimes chaotic nature of a school improvement environment. Adams and Martray (1980) described three stages of a teacher concerns continuum: Self Adequacy – Teaching Tasks – Teaching Impact. Anyone, who has tried to lead an in-service training with faculty in the media center at the end of a school day, knows that the attention given to the training concepts depends on what is more urgent in the individual and collective teachers’ psyche. Our aim is to prepare our graduates so that they begin their first teaching assignment at a maturity level that enables them to quickly focus their concerns on teaching tasks and student learning issues. Beginning teachers may have some period of years to grow in their progression toward master teacher status. A single year in the life of a child they teach is far more critical in his/her growth and development. Therefore, it is paramount that any student assigned to a teacher’s care will be guided by a professional who effectively utilizes best practices and exercises a mature professional judgment.
Teachers are leaders in
the educational profession making hundreds of executive decisions each
day. Such teachers understand that the
work they do is far less important than the work they get their students to
perform (Schlechty, 1997, p. 185).
Ultimately a teacher, who has grown past their own immediate concerns
and those of their own classroom, develops a “cause beyond oneself” as they
understand their work as being part of a collective mission in working with
others to improve learning opportunities for all students (Glickman, Gordon,
Ross-Gordon, 1995, p. 42).
Statement on
Diversity:
The most common statement on beliefs that all school or district plans for improvement have in common is: “We believe all children can learn.” This may be clarified in a follow-up statement or modified with a semi-colon; “Students learn in different ways and at different rates.” Past generating a written version of beliefs, the test is to act upon them. In what practices will these beliefs about children be found? At the core of any preparation program that seeks to influence the next generation of teachers, these beliefs about all children and finding value in their differences are fundamental and systemic.
Specific Learning Outcomes: Another representation for defining a Gordon teacher is illustrated by the Gordon Learning Outcomes Table on the following page. Ten conceptual framework outcomes are organized within the categories of the Georgia Framework for Teaching. Each outcome includes a set of four indicators labeled A, B, C, and D. The A, B, and C indicators name a particular knowledge and skill inherent with teaching for learning. The D indicators are all dispositional. Thus, the indicators are defined within the context of the outcome. As candidates progress through course work and field experiences, this system provides a basis for the evaluation instruments used to assess their proficiencies. The artifacts in their portfolio are also labeled according to this classification scheme. While they can be assessed as separate elements, in practice, these forty indicators are in continuous and relative motion, like the flakes within a snow globe. In becoming a teacher, the candidate’s transformation can be viewed as a succession of time lapse photographs. We see the indicator as a static image, but it continues to move in the next series of frames. Over the course of studies, this growing collection of evidence will chronicle the maturity and capability of teacher candidates. It will define their readiness to join the ranks of the teaching profession.
VI. GORDON LEARNING
OUTCOMES:
The entire toolkit of the
Early Childhood Education Program is described by ten conceptual framework
outcomes, organized within five categories of the Georgia Framework for
Teaching. Each outcome contains four
indicators, with the fourth indicator relating to dispositions. In summary, there are thirty indicators
related to the knowledge and skills essential to teaching for learning, and ten
indicators of dispositions inherent within great teachers. On the chart below, the ECE program outcomes
and indicators are summarized and linked to sources of evidence that will be
evaluated in this course.
Alignment of Framework, Outcomes, and Related Indicators:
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Conceptual
Framework Outcomes |
Indicators Indicators
in bold type are assessed in this semester. |
EDUC 2130
Exploring Learning and Teaching Sources of Evidence |
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Content and Curriculum |
CC |
DO |
CWS |
JE |
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CF1. The candidate
demonstrates an accurate understanding of elementary curriculum within the
contexts of central concepts, tools of inquiry, structures and engagement of
learners. |
A. Subject Matter B. Integration of Subject
Content C. Diversity D. Dispositions |
X X |
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Knowledge of Students |
CF2. The candidate
demonstrates knowledge of educational foundations within the contexts of,
law, philosophy, psychology, sociology, and technology. |
A. Child Growth & Development B. Learning Connections C. Critical Thinking D. Dispositions |
X X X X |
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CF3. The candidate
demonstrates knowledge of learning theory within the contexts of child
development, family and parent dynamics, human exceptionalities and
diversity. |
A. Planning B. Response to Diversity C. Appropriate Curriculum D. Dispositions |
X X X X |
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Learning Environments, Planning and Instruction |
CF4. The candidate is an
advocate for the success of all children in their care and provides nurturing
guidance appropriate to their development. |
A. Respect B. Advocacy C. Compassion &
Understanding D. Dispositions |
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CF5. The candidate
demonstrates simplicity in articulation of the curriculum based upon
understanding the complexity of learner needs and the systemic nature of
assessment, planning, and accommodations in teaching strategies. |
A. Learning Design B. Management C. Climate D. Dispositions |
X X X |
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X |
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CF6. The candidate
demonstrates an effective utilization of technology and curricular resources
in the implementation of learning plans. |
A. Learning Strategies B. Media C. Technology D. Dispositions |
X X X |
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Professionalism |
CF7. The candidate models
expectations held for students in his/her communication, demeanor, commitment
to personal growth, and sense of empathy. |
A. Communication B. Exemplary Behaviors C. Empathy D. Dispositions |
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X |
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CF8. The candidate
collaborates with parents, other educators, and members of the community to
improve the learning process for all students. |
A. Collegiality B. Parent Communication C. Sensitivity D. Dispositions |
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Assessment |
CF9. The candidate utilizes
analysis of the individual student’s assessment to make adjustments in
teaching to improve performance. |
A. Analysis of Impact B. Reflective Planning C. Professional Growth D. Dispositions |
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CF10. The candidate
encourages students to take responsibility for their learning and provides
multiple opportunities for them to develop proficiency. |
A. Formative Assessment B. Data Management C. Assessment for Learning D. Dispositions |
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*Evidence Abbreviations: CC =Course Content; DO = Directly Observed; CWS = Candidate Work Sample; JE = Journal Entry
VII. TENTATIVE OUTLINE:
- Introduction
to Teaching...............................................................Chapters
2 and 11
- History/Philosophy/Law...............................................................Chapters
1, 4 and 9
- Developmental
and Learning Theory ...........................................Chapters 3,
8 and 10
- Teaching
and Learning…………………………………………..Chapters 5,6 and 7
- Teacher
portfolio / Field experience……………………………..Seven documents are contained within
the portfolio requirement equaling 10 hours of field experience
- Final
portfolio presentation is completed on the day of the final
VIII.
OBJECTIVES/GOALS
General Education Objectives (Stated as Essential Questions)
- How
have I myself (i.e., the teacher candidate) learned in school, and how do I
learn most effectively?
- How
do student factors (e.g., motivation, family and cultural background,
temperament and learning preferences, prior knowledge and experiences)
impact student learning in educational settings?
- How
do teaching practices and instructional structures impact student learning
in educational settings?
- How
do other factors in the learning environment impact student learning in
educational settings?
- How
may I use this knowledge as a future educational professional to inform my
professional planning and decision-making so as to maximize learning of
all types in all students?
Specific Objectives:
- Major
learning theories, including Behaviorism, Information processing and
neuroscience, Piagetian and Vygotskian theory
- Motivation
theory
- Sources
and effects of student diversity in learning needs and preferences
- Developmental
aspects of learning
- Outside
environmental influences on learners, including culture, family structure
and background, home language, SES, and peers
- Effects
of teacher beliefs and expectations on learners, including the need to
avoid bias and stereotyping
- Elements
of effective educational environments for all learners, including teacher/student
and student/student relationships and classroom management
IX. REQUIREMENTS:
A. Portfolio Establishment/Field Experience
Each
student must establish a professional teaching portfolio reflecting
classroom/school observations and field experiences that equal ten hours. It is the individual student’s
responsibility to schedule his/her observations in advance. It is essential that each student has a
professional sponsor to facilitate obtaining the locations for these
observations. These professional
sponsors may be relatives, neighbors, or acquaintances. When conducting your observations, you must
dress professionally.
A formal
letter of introduction explaining the necessity of your observational
experiences will be provided.
Furthermore, observation confirmation forms will be provided so that you
can obtain the signatures of those professionals whom you choose to observe and
interview.
Your
completed portfolio must include the following documents:
- Signed confirmation timesheets for each observation
- Two “Routines” checklists—p. 163 (elem) and p. 164 (sec)
- Two lesson observation checklists—use p. 177 for both elem.
and sec.
- Journal entries for each observation
- One 3-page reflection document
Teacher
interviews and observation sets will be turned in as noted on the
schedule. Late entries will not be
accepted. Each assignment will then
be returned for final inclusion in your portfolio.
Fieldwork Observational Requirements
You must be in the field in
schools for 10 hours total during this semester. At least 3 of those hours must be in an
elementary school, and 3 must be in a middle/secondary school. The other 4 hours may be spent wherever is
most profitable for you. The teacher
interview does count in your 10
hours. During your 10 hours of
fieldwork, you must observe at least 4 classes at 4 different levels. In other words, observe a wide variety of
classroom settings rather than stay too long in one place. Keep a journal entry for each of your observations. You may want to use some of the following
points to organize your journal entry. These same points will also be valuable
as you write your three-page reflection on your observations for your
portfolio.
1. Describe the school, classroom, grade level, location in
the building, number of students, collaboration with other teachers, bulletin
boards, expectations, rules, etc.
2. Tell what the teacher was instructing and the materials
utilized.
3. Describe your perception of the classroom climate (the
atmosphere of the classroom: tense,
caring, boring, warm and loving, etc.)
4. Specify and describe the teaching techniques and strategies
utilized.
5. Explain the classroom management system established for behavioral/discipline
problems.
6. Describe any modifications that were made to accommodate a
variety of individual needs and abilities.
B. Oral Report
Each student will be assigned a
“big name” or an important event/period in education to research and explain in
class. The oral presentation should be
5-7 minutes long and include a visual aid.
Think like a teacher for this.
Teach us about the topic rather than just telling us about it. The outline for this talk is due on Sept. 3,
but the actual talks will take place on several different days which will be
assigned in class. (10% of grade)
C. Philosophy of
Education Paper
After we discuss general educational
philosophy, each student will begin to write an individual philosophy of
education. This paper is two pages
long. The first page is page 117 in your
textbook. Fill this form out to guide
your thinking. The second page is a summary
of your philosophy using the ideas you have considered as you filled in your
worksheet on page 117. Staple these two
pages together. They are due on October
10. This paper will be returned and
should be included in your portfolio. (10%
of grade)
D. Examinations
There are two exams in this
course. The first exam is on History and
Philosophy of Education and takes place just after these two topics are
discussed. The second test is on Developmental
and Learning Theories and takes place just after these two topics are
discussed. Each test is worth 20% of
your grade. (Total 40% of grade)
X. INSTRUCTIONAL POLICIES:
- Official
class roll is from the registrar:
It is the student’s responsibility to ensure that he or she is on
the official class roll for each course attended.
2.
Attendance: Attendance is taken daily, and I view
attendance as very important to your success as a student and as a future
teacher. For the 10% of the grade based
on attendance, I give an A for 0-1 absences, a B for 2 absences, a C for 3
absences and a D for 4 absences. More
than 4 absences and I will be asking you to withdraw from the course.
- Withdrawal
Policy: A student may withdraw from
a course without penalty by mid-term.
(Refer to Schedule of Classes for present semester). After mid-term, a student will receive a
WF for withdrawal except in approved cases of extenuating personal
hardship. (Refer to
4.
Assignments are due at
the beginning of the class meeting. No fieldwork assignments (teacher
interview, observations) will be accepted late.
Other late assignments will be accepted only with prior
permission. These will suffer a one
grade penalty anyway unless there are very special circumstances.
- Exemplary
classroom behavior is expected from each student. That is, a consistent demonstration of
good manners, common courtesy, and civility shall be manifested among you
and your classmates. Conversation
with classmates while your professor is talking / lecturing to the class
as a whole will not be permitted.
You are expected to join in class discussions and give an
intelligent opinion.
- Cell
phones: Each occurrence of cell
phone use (including any incoming calls) during class will result in you
being counted absent for that class session. Be sure to turn cell phones off before
class.
7.
All assignments,
documents, or written/typed responses emanating from you, as a student in this
class, must be grammatically correct. If
not grammatically correct, your grade per written/typed assignment will be
negatively impacted.
8.
Document
preparation:
Typed,
double-spaced, 12 point Times New Roman font
Stapled,
but without plastic sleeve or other cover
Heading
on top left of paper with your name, number and title of course, date, title of
assignment,
and name of professor
Documents
that go into the portfolio should be three-hole punched and placed in a
binder. The binder should have a cover
page on the front in the following style:
Teacher
Education Portfolio
Student’s
name
Title
and number of course
Name
of Professor
Date
Note of Suggestion:
It
is imperative that you study, complete the assignments on time, and
academically discipline yourself if you desire acceptance into a school of
education at a four-year college or university within the University System of
Georgia. Grade Point Averages (GPA) are
rising for admission into a Teacher Education Program. For acceptance for most schools of education,
a student must have an overall GPA of 2.75 or higher.
XI. ASSESSMENT
SUMMARY
Teacher Portfolio / Field
Experience 30% of grade
History/Philosophy Exam 20% of grade
Development/Learning Theory Exam 20% of grade
Oral Report 10% of grade
Philosophy of Education 10% of grade
Attendance 10% of grade
XII. ACADEMIC INTEGRITY AND ATTENDANCE:
Academic Integrity:
Ref.: Student Code of Conduct – Academic Catalog.
Ref.: Georgia Code of Ethics for Educators
XIII. RELATED
STANDARDS:
See Appendix A for the Alignment of Core Course Content and
Objectives with INTASC and NCATE Standards
XV. REFERENCE AND
BIBLIOGRAPHY:
Articles:
1.
2.
Bjorklund, D. E.
(1997) In search of a metatheory for cognitive development (or, Piaget is Dead
and I don't feel so good myself). Child
Development, 68, 1, 144-148.
3. Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399-413.
4.
Callaghan, T., Rochat,
P., Lillard, A., Claux, M.L., Odden, H., Itakura, S., Tapanya, S., & Singh,
S. (2005). Synchrony in the onset of mental-state reasoning: evidence from five
cultures. Psychological Science, 16,5,
378-384.
5.
Caulfield, R. (2000)
Number matters: Born to Count. Early
Childhood Education Journal, 28, 1, 63-65.
6.
Carey, W .B. (1998).
Temperament and behavior problems in the classroom. School
Psychology Review, 27, 4, 522-533.
7. Collins, A., Brown, J. S. & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, Winter 1991, 6-46.
8. Collopy, R. B. & Green T. (1995). Using motivational theory with at-risk children. Educational Leadership, 37-40.
9. Colvin, G., Ainge, D., Nelson, R. (1997, July/August) How to defuse confrontations. Teaching Exceptional Children, 47-51.
10. DeLoache, Judy, S., Miller, K.F., & Rosengren, K.S.
(1997) The credible shrinking room: very young children's performance with
symbolic and nonsymbolic relations. Psychological
Science, 8, 4, 308-313.
11. Kerkman, Dennis D., Siegler, Robert S. (1997) Measuring
individual differences in children's addition strategy choices. Learning & Individual Differences, 9,
1, 1-18.
12. Martin, N. K. (1997, March). Connecting instruction and management in a student-centered classroom. Middle School Journal, 3-9.
13. Neill, D. M. (1997). Transforming student assessment. Phi Delta Kappan, 79(1), 34-40.
14. Shandler, N. (1996). Just rewards: Positive discipline can teach students self-respect and empathy. Teaching Tolerance, Spring ‘69, 37-41.
15. Siegler, R.S. (2000) The rebirth of children's learning. Child Development, 71, 1, 26-35.
16. Thelen, E. (2000) Grounded in the world: developmental
origins of the embodied mind. Infancy, 1,
1, 3-28.
Books:
1.
Brophy, J. (2004).
Motivating students to learn.
2.
3. Holt,
J. (1983). How children learn.
4.
Meichenbaum, D. & Biemiller, A. (1998). Nurturing independent learners.
5.
Nicholls, J. G., & Hazzard, S. P. ((1993). Education
as adventure: Lessons from the second
grade.
6.
Tishman, S., Perkins, D. N., & Jay, E. (1995). The
thinking classroom.
7.
Tomlinson, C. A. (2001). How to
differentiate instruction in mixed-ability classrooms.
Tentative Schedule
Date Topic
8/18 Intro to course none none
8/20 Effective teaching Ch.
2 Begin
observations
8/25 Educational Environ.
8/27 Careers in Education pp.
119-127
9/1 Becoming a teacher Ch.
11
9/3 History of Education Ch. 1 Oral
Report due
9/8 History of Education Ch. 1
9/10 History of Education Ch. 1
9/15 Philosophy of Education Ch. 4
9/17 Philosophy of Education Ch. 4
9/22 Hist/Phil Exam Ch.
1 and 4 Exam
9/24 Issues in Education Ch.
9
9/29 Issues in Education Ch.
9
10/1 Developmental Theory Ch.
3 Philosophy
paper due
10/6 Developmental Theory Ch.
3
10/8 Learning Theory Ch.
3
10/15 Learning Theory Ch. 3
10/20 Dev/Lng Theory Exam
10/22 Diversity Ch. 8
10/27 Diversity Ch. 8
10/29 Equity/Environment
11/3 Equity/Teacher
11/5 Motivation Theory Ch.
5 First
set observations due
11/10 Teaching Dispositions
11/12 Classroom Management Ch. 6
11/17 Planning
11/19 Standards
12/1 Standards
12/3 Case Studies
12/10 Final Exam 8-10 am Final
Portfolio Presentation