SYLLABUS FOR TEACHING II:
INTRODUCTION TO THE EDUCATION PROFESSION
Term: Fall, 2003-2004
Course Number: EDU 200x
Instructor: Bruce Wisowaty
Office
Phone: 219-473-4264
E-mail: bwisowaty@ccsj.edu
Office
Hours: M & R 3:00 –6:00 pm
T & TH
12:00 –3:00 pm
Course
Time: Wednesdays 7:00 – 10:00pm
Course
Description: This survey course introduces the student to the
theories/theorists,
current issues in the Education profession, and
pedagogy fundamental to the educational profession. Students will become knowledgeable about Dewey, Toffler, Banks,
Bayles, Kohlberg. Brofenbrenner, and Gardner.
Issues covered would include the role of technology, meeting the needs
of Special Education students, bilingual education, multi-cultural education,
and school safety. Pedagogical strategies covered would include instructional
methodology, effective teaching practices, planning, implementation, and
assessment. This course is also
designed to screen applicants for admission to the Education Program. Students must take and receive passing
scores on the PPST, the state required standardized teaching tests.
Standardized tests are approximately $100.
Learning
Outcomes/ Competencies:
Students in this course will:
Ø Study theories and theorists
in education.
Ø Focus on current issues and
pedagogy in the education profession.
Ø Observe instructional
practices.
Ø Explore various educational
settings in the school community.
Ø Complete procedures
necessary for admission to the Education Program.
Ø Will consider current
professional educational issues such as, but not limited to: special education,
inclusion, curriculum development, evaluation and alternative assessment
practices, multicultural education, technology, etc.
Ø Will document and reflect on
classroom observation experiences in a journal.
Ø Will generate a professional
resource file, which will a portfolio of original, relevant and formal
education classroom products.
Ø Will participate in
mandatory Education Seminars covering current educational issues such as:
professionalism, observation techniques, classroom routines and management,
lesson planning, parent/teacher conferences, the teaching/learning process,
resource development, classroom assessment, current trends in restructuring and
reform, and job searches.
Textbook:
Learning to Teach , 5th Edition.
Richard Arends, McGraw Hill.
Assessment:
Class
Policy for Assignments:
Late
assignments are unacceptable. A grade
will be reduced by 10% per week or part thereof if an assignment is not
received by the professor no later than the due date. Assignments need to be completed as scheduled since one
assignment builds on another. Please
note the timetable for assignment deadlines. Assignments are announced in advance and will typically cover
readings assigned for class that day.
Students
will be assigned two articles to
critique. They must be from at least two different professional
journals. It will be your task to
complete the assignment in a professional manner.
Each assignment will be graded on content, style, reflection, and a
demonstrated understanding, application, or evaluation of the material.
Assignments will also be graded on adherence to APA format and clear
writing: unity, coherence, sound
writing mechanics. All written
assignments will have a specific format for the title cover sheet, sample to be
provided. Be prepared to discuss your
articles in class..You will be provided a choice of several articles from
Educational Leadership for one of the 2 article critiques.
All forms including a Personal History form and additional information sheets along with the faculty interview must be completed by the end of the semester. The PPST must also be completed by the end of the semester in order to pass EDU 200.
Field Experiences:
All field experiences are independently arranged, but cleared through school administration. If, for a very serious cause, the student is not able to visit the school at the arranged time, the student is to contact the school as soon as possible and also notify the college professor.
Field experiences will be varied as to the type of school
activity. There will be some daytime as
well as some evening observations.
tips do they have for developing a positive relationship with a
cooperating teacher? For establishing
rapport with students ? For developing
confidence in presenting lessons?
3.
Tutoring experience must be completed, 10 hours total.
Recommended sites: East
Chicago Park District., other sites will be mentioned and discussed in
class; Calumet City, Schererville, Griffith Tutoring will be discussed in
class, but guidelines to follow are:
The session should begin
with the student reading orally from a familiar story. The tutor should provide a story that is
predictable and interesting for the student to read. The teacher provides
assistance with sounding out words and meanings of words when
needed. Comprehension questions are
asked and answered , passages from the story are reread to promote
fluency. The student engages in writing
activities. Math games and concepts may
be introduced.
4. Students are to attend A PTA/PTO
or Board of Education meeting and write up a report describing the
meeting. Be specific, attach an agenda.
Grading
Scale:
All assignments must be completed , turned in on
time, and all course requirements met
to receive the PASS grade.
Class
Policy on Attendance:
Students
are expected to be present and on time for all classes. Hands-on experience and
class interactions are invaluable and cannot be made-up individually.
Class
Dates: Topics/Assignments:
May 12, 2003 Introduction to the course; signatures; explanation of
Personal history Form; explanation of course
requirements.
May 14, 2003 No class, Education
Program Stakeholder’s Meeting, CCSJ
Library tour, locate and research your second article.
May
19, 2003 Chapter 1 Art of
Teaching, Portfolio
May
21, 2003 Chapter 2 Teacher
Planning
May
26, 2003 No class, Memorial
Day
May
28, 2003 Chapter 3
Classrooms as Learning Communities
June
2, 2003 Chapter 4
Multicultural Classroom
June
4, 2003 Chapter 5
Classroom Management
June
9, 2003 Chapter
6 Assessment
June
11, 2003 Chapter 7
Presentation
June
16, 2003 Chapters 8 and 9
Direct Instruction
June
18, 2003 Chapters 10 and 11
Cooperative Learning
June
23, 2003 Chapters 12, 13
School Leadership
June
25, 2003 Class Wrap-up
Class
Participation:
Students should be in attendance and participating for the entire class session. Students are expected to be present and on time for all class meetings. Class interaction is invaluable.
Center
for Academic Excellence:
Tutoring
assistance is free to all students of Calumet College of St. Joseph. Call the
Center for Academic Excellence (CAE), to make an appointment at 473-4287. The
Center has experienced and well-trained tutors in most subject areas to help
students who are struggling in a course or who are doing well and would like to
do better. Regular weekly tutoring sessions are likely to improve your grade.
Statement
of Plagiarism:
If an instructor or other Calumet College of St.
Joseph personnel find that a student has plagiarized or been involved in
another form of academic dishonesty, the instructor or other personnel may
elect to bring the matter up for judicial review. The maximum penalty for any
form of academic dishonesty is dismissal from the College. The procedures for
judicial review are listed under the section of CCSJ handbook that addresses
student grievances. (Academic Planner 2001/2002 p.27)
Citation
Guidelines:
Calumet College
of St. Joseph adheres to citation guidelines as prescribed by the particular
discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guidelines are available in the
Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources,
including electronic media.
Withdrawal
from Classes Policy:
After the last
day for class changes has passed (see College calendar), students may withdraw
from a course in which they are registered with permission from the faculty
member conducting the course. A written request detailing the reason(s) for the
withdrawal must be filed with the Registrar. Written request for withdrawal
must be received by the Registrar by the last day of classes prior to the final
examination dates specified in the catalogue. Written requests may be mailed to
the Registrar or faxed to the College fax number 219-473-4259. Students are to
make note of the refund schedule when withdrawing from courses. The request is
forwarded to the faculty member, who makes the final determination to accept or
deny the request. If the request is honored, the student will receive
notification of official withdrawal; if denied, the notification will indicate
why the withdrawal is disallowed. Note: Degree Completion Division (DCD)
students should consult the DCD Student Handbook for information on DCD
withdrawals.
An official
withdrawal is recorded as a "W" grade on the student's transcript.
Dropping a course without written permission automatically incurs an
"F" grade for the course (see Refund Schedule).
Interstate New Teacher
Assessment and
Support Consortium (INTASC)
Principles
The ten INTASC
principles are listed below. Specific
standards for knowledge, dispositions, and performances accompany each
principle, but space does not permit listing them below. For a complete copy of the INTASC standards,
contact Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue
NW, Washington DC 20001-1431.
Principle #1: The teacher understands the central concepts,
tools of inquiry, and the structures of the discipline(s) he or she teaches and
can create learning experiences that make these aspects of subject matter
meaningful for students.
Principle #2: The teacher understands how children learn
and develop, and can provide learning opportunities that support their
intellectual, social, and personal development.
Principle #3: The teacher understands how students differ
in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
Principle #4: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
Principle #5: 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.
Principal #6: The teacher uses knowledge of effective
verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Principle #7: The teacher plans instruction based upon
knowledge of subject matter, the community, and curriculum goals.
Principle #8: The teacher understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Principle #9: The teacher is a reflective practitioner who
continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and who
actively seeks out opportunities to grow professionally.
Principle #10: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support students’
learning and well-being.
CALUMET
COLLEGE OF SAINT JOSEPH
EDUCATION PROGRAM
EDUCATION PROGRAM MISSION, VISION, AND GOALS
Respecting the diverse gifts
and culture of each student, the Education Program of Calumet College of St.
Joseph prepares quality teacher candidates for the 21st Century
through a refining process, which ensures:
·
professional preparation
·
continuous reflection
·
ongoing transformation
Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph:
·
values the dignity and worth of each student,
·
shapes attitudes and values,
·
strives for social justice,
·
instills a sensitivity for the poor and the
powerless,
·
refines professional competency and scholarship in
every teacher candidate
At Calumet College of St.
Joseph we are committed to developing the natural abilities of our students,
refining them into high quality professional educators.
As
educators of the 21st Century, teacher candidates who complete the
Education Program at Calumet College of St. Joseph will be prepared to:
1.
Demonstrate
competency in core knowledge and skills essential to the various disciplines:
English, mathematics, theology, philosophy, humanities, sciences, social
sciences, and the fine arts.
2.
Demonstrate
competency as skilled, reflective teaching professionals, cognizant of their
role in transforming self, students, and community.
3.
Demonstrate
knowledge of current standards (INTASC, NCTM, etc.) theories and theorists that
establish the framework for educational methodology and pedagogy for a diverse
student population.
4.
Develop
a deep respect for the values inherent in various religions, educational, and
cultural traditions.
5.
Develop
a commitment to life-long spiritual and professional growth with an
understanding of one’s own system of values and ethics.
6.
Develop
personal responsibility to transform society for the common good based on
values and principles that insure social justice.
7.
Demonstrate
integration of reflection, analysis, evaluation, synthesis, and communication
skills in problem solving situations.
8.
Collaborate
with community resources and services to provide quality educational
experiences and opportunities to meet the future needs of all students.
9.
Incorporate
the best media and technology in planning, organizing, and assessing student
needs.
10.
Demonstrate
professional skills and educational leadership to address evolving
educational
trends.