AGED 4103 METHODS AND SKILLS OF TEACHING AND MANAGEMENT IN AGRICULTURAL EDUCATION

Transcription

1 DEPARTMENT OF AGRICULTURAL EDUCATION, COMMUNICATIONS & LEADERSHIP AGED 4103 METHODS AND SKILLS OF TEACHING AND MANAGEMENT IN AGRICULTURAL EDUCATION Theory: 7:30-8:20 a.m. Monday Friday 439 AGH (with scheduled exceptions) Lab: 1:00-5:00 p.m. Monday Friday (with scheduled exceptions) Location 439 AGH and HYD Instructor: Dr. Jon W. Ramsey Office: 466 AGH Office Phone: Cell Phone: Primary Lab Instructors/Facilitators: Ms. Amanda Kacal Mrs. Ashley Whiddon Office : 459AGH Office Phone: Cell Phone: amanda.kacal@okstate.edu Office: 459AGH Office Phone: Cell Phone: ashley.whiddon@okstate.edu Oklahoma State University Professional Education Council Mission and Conceptual Framework The Professional Education Unit (PEU) prepares and develops professional educators who facilitate lifelong learning and enrich quality of life for people in public schools and other educational settings. OSU s Professional Education programs are based upon the L.E.A.D.S. conceptual framework: Leadership; Ethics and Professionalism; Academics and Professional Roles, including Content Knowledge, Integration, Human Growth and Development, Learning Environment, Technology, Teaching/Professional Practice and Assessment; Diversity; and Service Orientation/Community Outreach. Course Description Facets of the teaching learning process including teaching methods, basic teaching skills, proper classroom management techniques, and motivational techniques and ideas. Preparation for clinical student teaching, which is to be completed during the semester. Course Goals This course is designed to provide the following learning experiences: 1. Exposure to a variety of teaching methods and techniques 1

2 2. Practice a variety of teaching methods and techniques 3. Develop a set of interactive teaching and communication skills 4. Develop a comprehensive assessment and evaluation process to be used during the student teaching experience (formative and summative) 5. Practice student behavioral management techniques in a laboratory setting to provide useful experiences and strategies for teaching diverse learners 6. Practice positive classroom climate building behaviors in a laboratory setting 7. Develop a complete unit of instruction for use during clinical student teaching 8. Design a comprehensive summative assessment to measure student learning 9. Develop and deliver teaching lessons using multiple methods and media 10. Acclimate student teacher to cooperating teacher(s), school, and community Required Materials All curriculum materials to be used while student teaching Handouts, including various professional readings as assigned (see Appendix A) USB Flashdrive (32GB minimum) Managing your files and utilizing an external storage system is highly recommended. I recommend Dropbox, it s free and your files can be accessed from anywhere. To create a free Dropbox account, use the following link to get started. Lab receipt (~$20.00; cost varies slightly by semester) Recommended Textbooks Course Textbooks: (1) Foundations of Agricultural Education, second edition, (2007), Talbert, Vaughn, Croom, & Lee. (The first edition is also sufficient.); (2) Handbook on Agricultural Education in Public Schools (6th ed.) (2008), Phipps, Osborne, Dyer, & Ball. Purchase textbook (1) on-line at: (cost is $69.95 and includes shipping) or buy textbook (2) at one of the local bookstores (cost may vary). Course Requirements Professionalism One of the most important outcomes of AGED 4103 is to provide a bridge between your experience as a student and forthcoming experience as a teacher. To that end, you will be provided opportunities to develop habits of professional teachers. You are expected to attend all sessions scheduled for AGED 4103: lectures, labs, or special called meetings. Further, you are expected to come to the sessions on time and prepared to participate. You are also expected to dress professionally while on the block. Specifically, business casual should be the standard for regular class days and business professional should be the standard on days you are teaching or if a special occasion i.e., professional photos is scheduled. You will be notified in advance of these occasions. Professional Dress: See handout for a description of Business Casual for Men and Women Lesson Presentations To further prepare you for student teaching and provide multiple opportunities to receive feedback on your lesson delivery, you will teach four complete lessons while on campus. 2

3 Your peers will role-play an appropriate level of student behavior and provide a critique of your performance; when not teaching, you will assume that role. To complete this assignment successfully, you will do the following: Develop and use detailed lesson plans following the OSU AGED Lesson Plan Format or other prescribed formats as instructed. See the following URL: Practice effective planning in the context of an actively engaged agricultural education instructor by developing Lesson Plan Outlines Employ appropriate visual aids, teaching materials, and teaching methods View video-recordings of your lesson presentations and develop self-critiques that are reflective and well composed. Use Ralph Tyler s 4 Questions and/or Rosenshine s and Furst s Five Effective Teaching Behaviors as a framework to develop the reflection. These will be addressed in the Lesson Planning Refresher provided by Dr. Robinson. 1 to 1.5 double-spaced, type-written pages (12 pt. TNR font), including complete sentences and proper use of rules for spelling and grammar Discuss strengths of lesson Describe problems or challenges encountered during the lesson Address ways to improve the lesson and future presentations Unit of Instruction Note: Self-critiques are due to your lab instructor the next class day following your teaching presentation. Another outcome of AGED 4103 is that you will enter your field experience prepared and organized. Your cooperating teacher should provide you a list of topic areas that you will teach during the field experience portion of the semester. Secure this list as soon as possible by contacting your cooperating teacher. You are to select a topic area and develop a complete unit of instruction. The complete unit will include the following components: Five detailed lesson plans (one will be a review lesson that features a motivational game) using the OSU AGED Lesson Plan Format or other prescribed formats as instructed. See the following URL: Appropriate visual aids to accompany each lesson Instruments and/or detailed procedures to evaluate student achievement, including daily or short quizzes (i.e., formative assessments of learning) and a comprehensive unit examination (i.e., a summative assessment) Answer keys to each evaluation instrument (worksheets, quizzes, exams, etc.) An electronic folder/binder containing all of the above items is to be uploaded into the master folder for the class by 5:00 p.m. on 09/13 Note. The comprehensive unit examination is evaluated as a component of your complete unit of instruction and as a separate stand alone assignment. Criteria for developing a comprehensive unit examination will be discussed in class. An initial draft of the unit exam is due to your lab instructor by end of the afternoon lab session on 08/29 3

4 An electronic copy of your complete unit of instruction, including revised unit exam, all lesson plans, and supplemental materials, is due to your lab instructor by 5:00 p.m. on 09/13. Special Accommodations for Students If any member of this class believes he or she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and the Office of Student Disability Services, 315 Student Union, to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please, advise the instructor of such disabilities and the desired accommodations. Grading Scale* Range % A 80 89% B 70 79% C 60 69% D Less than 60% F Grade *Note. Cheating, plagiarism, or other forms of academic dishonesty will not be tolerated and will be addressed within the guidelines and policies of Oklahoma State University. In particular, submitting any recycled assignments that can be attributed to student work from previous semesters will be grounds for failing the course and dismissal from student teaching. 4

5 Evaluation Criteria Assignment Professionalism 100 points for coming to each session on time, dressed appropriately, and on-task Points Possible 100 Points Earned Unit Plan 50 Introduction Lesson: Modified Lecture using Q-A-D w/ Probing Questions 10 points for lesson plan outline Simulation, Demonstration, or Hybrid Lesson Inquiry-Based Teaching & Learning Lesson: Problem Solving, Case Study, or Another Approach to Inquiry Contextual Teaching & Learning Lesson Unit of Instruction s Summative Examination* 50 Unit of Instruction 200 Total 1000 Note. *The Unit s Summative Examination should be administered to your students as a pre-test of their knowledge of the lesson topics contained in the unit. The same examination should be given to your students again at the end of the unit as a post-test. The purpose of this procedure is to determine how much your students learned about the topics as a result of your teaching. Ideally, the teaching of lessons for this unit and the pre- and post-testing should occur as soon as possible during your 12-week, clinical student teaching experience. 5