2. Course Name: Creating and Differentiating Learning Environments in Elementary Schools

Transcription

1 1 1. SYLLABUS for Course Number: EDE Course Name: Creating and Differentiating Learning Environments in Elementary Schools 3. Professor: Dr. Audra Parker Office: EDU 207 F Office Hours: By appointment only Phone: akparker@usf.edu Fax: Website: 4. Course Prerequisites: none 5. Course Description: This course examines various approaches to managing the elementary instructional environment and specific strategies for maintaining a safe, positive classroom climate. Current knowledge of innovative best practices in differentiated instruction are also explored as a means for meeting the diverse needs of all students in elementary classrooms including English Language Learners and students with other exceptionalities. An inquiry lens is used throughout to explore the key question: How does classroom management inform teaching and learning in diverse K-6 classrooms? This is an ESOL infused course with an emphasis on instructional resources for English Language Learners (3 undergraduate credits). 6. Course Objectives 1. Explore alternative strategies and models for classroom management. 2. Understand the role of high expectations and maintaining a climate of openness, inquiry, fairness and support that is respectful of learner differences (e.g. cultural, familial, linguistic, and ability). 3. Understand the importance of clear, acceptable oral and written communication. 4. Explore the integration of technological resources in planning and management. 5. Understand the principles of differentiated instruction. 6. Explore the use a variety of formative and summative assessments. 7. Understand approaches communicating with students parents and caregivers. 8. Learn how inquiry can facilitate exploration of questions related to classroom management and differentiated instruction. 9. Understands the role of ethical practices in planning instruction and managing student behavior 7. Student Learning Outcomes: 1. Compare alternative strategies and models for classroom management and maintains a management system that promotes a supportive, safe, organized, and efficient studentcentered learning environment. 2. Create high expectations and maintains a climate of openness, inquiry, fairness and support that is respectful of learner differences (e.g. cultural, familial, linguistic, and ability). 3. The Undergraduate Teacher Candidate will use and model clear, acceptable oral and written communication. 4. Integrate technological resources, current information, and communication technologies to support teaching and learning for diverse learners.

2 2 5. Apply the principles of differentiated instruction and use a variety of materials and strategies to differentiate the learning environment, instruction, and assessment to accommodate the diversities of learners. 6. Use a variety of formative and summative assessments to diagnose students learning needs and plan a unit of differentiated lesson plans for diverse learners 7. Identify strategies for communicating instructional, behavioral, and assessment data with students parents and caregivers. 8. Engage in inquiry to explore questions related to classroom management and differentiated instruction and implement knowledge learned in their teaching. 9. Demonstrate understanding of ethical practices in planning instruction and managing student behavior and adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession. 8. Content Outcomes / Course Schedule:

3 Date Course Content Text to be Read /Assignments Due Week 1 Introduction to classroom management Setting the tone: First days of school Weinstein Text Chapter 1 3 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Introduce Critical Task: Management Plan Introduce Student Learners assignment Knowing Our Students/Special Needs Connecting with Families Mgmt: Room Design/Physical Environment Instruction: Managing Classroom Time Mgmt: Creating Caring Classrooms Instruction: Co-teaching Mgmt: Models of Classroom Management Considering our Management/Instructional Style Review Lesson Planning Introduce Assignment: Management Inquiry Mgmt: Classroom Routines and Norms Instruction: Review Lesson Models Mgmt: Motivation Instruction: Review Unit Planning Weinstein, Chapters 5 and 6 Thousand, Chapter 4 DUE: Critical task rubric and first days section of CM Plan Weinstein text Chapter 2 and 7 DUE: Communicating with Families section of CM Plan Weinstein Chapter 3 Thousand Chapter 9 DUE: Room Layout/Rationale section of CM Plan DUE: Student Learners Assignment Weinstein, Chapter 4 DUE: Management Philosophy/Model section of CM Plan Weinstein, Chapter 8 DUE: Expectations and Rules section of CM Plan Week 8 Mgmt: Addressing Challenging Behavior Instruction: Understanding Differentiation Introduce Differentiated Instruction Unit Plan Weinstein, Chapter 12 Thousand, Chapter 1 Bb reading DUE: Consequences section of CM Plan; FULL CM PLAN POSTED TO CHALK AND WIRE; Management Inquiry

4 Question/Data Plan 4 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Approaches to Teaching in a Differentiated Learning Environment Preassessment and DI Differentiating by Content and Product Differentiating Process and Interest Differentiating by Readiness and Learning Style Differentiated Grading and Assessment Understanding our Legal and Ethical Obligations Tying It All Together Thousand, Chapters 2 and 3 DUE: Unit Topic and Preassessment tool Thousand, Chapters 5 and 6 DUE: Pre-assessment data (Bring Student Learner Profiles) Thousand, Chapter 7 DUE: Unit Rationale and Unit Graphic Organizer DUE: Management Inquiry Weinstein, Chapter 13 DUE IN CLASS: Ethics Reflection; MUST BE UPLOADED TO CHALK AND WIRE DUE: FINAL UNIT PLANS; FULL UNIT PLAN MUST BE UPLOADED TO CHALK AND WIRE Assignments and points are subject to change, based on the needs of the course and at the instructor s discretion. 9. Evaluation of Student Outcomes: A. Summative Assessments

5 1. Classroom Management Inquiry (80 points) This assignment consists of several components: Part 1 (15 points): 2-3 page narrative describing your philosophy on behavior management Part 2 (15 points): For two weeks in the field, maintain a journal of observations, questions, reflections related to issues of classroom management. From these journal entries, select an area of interest for inquiry. Possible topics include organization, management of space and time, maintaining attention, setting expectations, rules and consequences, etc ) Part 3 (50 points) Develop a plan for inquiry into your area of interest. This plan should include an inquiry question, a plan for data collection and analysis, and reflection on your learning including the impact of the inquiry on subsequent goals and your management philosophy Differentiated Instruction Assignment (10 points; CHALK AND WIRE assignment) Critical Task You will select an interdisciplinary topic appropriate for instruction within the specific school setting and the curricular context. You will plan a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations, and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity). This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course. The College of Education website has a link to Chalk and Wire for information about training and assistance. 3. Classroom Management Plan (52 points) Critical Task You will develop an in-depth plan reflective of your developing philosophy of classroom management. The plan will include an overview of what a teacher does to prepare for the new school year, a schematic diagram of the classroom, and Welcome to the School Year letter. In addition, you will address procedures and routines, rules and expectations, consequences when rules are not followed/motivational strategies, a first day of school narrative, samples of parent communication, technology incorporation, and a weekly newsletter. In each aspect of the plan, consideration will be given to culturally

6 responsive resources, materials, and technologies that support the classroom experiences of diverse learners, including ELLs. 6 This assignment must be posted on the electronic portfolio (Chalk and Wire). You must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course. The College of Education website has a link to Chalk and Wire for information about training and assistance. B. Other Formative Assignments/Assessments (Points and/or %) Reading Response /Post Class Thoughts (5 pts/5 pts, each class) For each class meeting, you will complete a graphic organizer synthesizing key points from the required readings. For the purposes of this course, readings related to differentiated instructional lesson and unit planning, maintaining the learning environment, and data-driven assessment will be assigned. At the end of each class meeting, students will reflect on their learning and questions. C. Quizzes (Points and/or %) n/a D. Final Exam (Points and/or %) n/a E. Policies Regarding Other Points Awarded (Points and.or %) Attendance and participation at every class meeting is indicative of your engagement, involvement and professionalism. (5 pts. per class) If you will be absent, you are responsible for notifying the instructor prior to class by or phone. It is the student s responsibility to get any missed notes, information, and handouts. An absence (excused or unexcused) will negatively impact your class participation points and ultimately, your final grade. I strongly encourage any student who knows before the class begins that they will miss more than one week of class to withdraw at this time. Excessive absences or tardies, even for legitimate reasons, result in substantial portions of the course not being fulfilled and will result in a failing grade. Prompt arrival to class is also a reflection of involvement and professionalism. Because many extraneous factors can influence arrival time, two tardies (30 minutes or less) can be overlooked. However, beyond two, your class participation points, and ultimately, your final grade will be negatively impacted. Missing more than 30 minutes of class will be considered an absence. 10. Grading Criteria:

7 7 List your grading policies here. If a rubric will be provided later along with more detailed instructions, say so. Assignment POINTS Assessment Method Class participation/in-class 5 pts/ 5 pts (per class) daily checklist response Reading response 5 pts per class daily checklist (5 pts each) Inquiry 80 points Rubric Differentiated instruction 117 points Rubric/CW Task assignment Classroom management plan 52 pts Rubric/CW Task Course Final Grades: Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100. Grading Scale: A A A B B B C C C D D D- 60 or below F 11. Textbooks and Readings: Custom built text (Pearson). Chapters include: 1. Laying out the school year 2. Planning Curriculum Units 3. Lesson Planning and Sequencing 4. Differentiating instruction for Diverse Learners 5. Establishing a Basis for Active, Authentic Learning 6. Teaching Strategies that Increase Authentic Learning 7. Classroom Management 8. What are the foundations that underlie today s best systems of discipline? 9. How do Harry and Rosemary Wong use responsibilities and procedures to establish class discipline? 10 School Law: Ethical and legal influences on teaching. Chalk and Wire account. ID # can be purchased from USF bookstore. 12. Academic Dishonesty Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the

8 appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. 8 Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course. 13. Detection of Plagiarism The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myusf. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. 14. Web Portal Information Every newly enrolled USF student receives an official USF account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student Account" for detailed information. Information about the USF Web Portal can be found at: ADA Statement Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation. 16. USF Policy on Religious Observances Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. 17. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-infused courses and other courses where assignments need to be collected by students to complete their portfolios): Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22) or (*) and should be saved once graded, as appropriate documentation for one or more of the Florida Accomplished Practices/ESOL Performance Standards. 18. Critical Tasks Pre-service teacher candidates in the Elementary Education Program are required to successfully complete Critical Tasks in program courses to document meeting State of Florida teacher preparation standards. In this course the Critical Tasks are Classroom Management Plan and Differentiated Unit. These assignments must be posted on the electronic portfolio (Chalk and Wire). Students must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit a copy of the assignment for the instructor s evaluation. If you do not meet the required score, you will be

9 given feedback and will revise and resubmit your assignment to Chalk and Wire; however, the original score will be used to compute your course grade. 19. Blackboard and Course materials, checklists, and announcements will be posted on Blackboard. Students are responsible for downloading materials. Hardcopies of checklists or rubrics must be handed in with assignments. Blackboard will be used to communicate among class members. You are responsible for information that is ed to your Blackboard account or is posted on Blackboard. Please check them regularly. 20. Emergency Preparation In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and messaging and/or an alternate schedule. It s the responsibility of the student to monitor the Blackboard site for each class for course specific communication, and the main USF, College, and department websites, s, and MoBull messages for important general information. 9

10 10 ATTACHMENT I This attachment must be completed for the following graduate programs: all MATs; MA and PhD in School Psychology;, Educational Measurement and Evaluation; Guidance and Counseling; Educational Leadership; MA programs in Early Childhood Education, Elementary Education, Secondary Education, Special Education, and Physical Education; and all programs that teach courses for majors in the above listed programs. This attachment is to be completed on a separate page(s) since it is for the College of Education files only. Course Prefix and Number EDE 4506 Course Name Creating and Differentiating Learning Environments in Elementary Schools Credit Hours 3 Briefly describe the following: The nature and duration of any field-based experiences. Undergraduate Teacher Candidates will plan and teach a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations, and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity). Any experiences that include instruction, observation, practice, and/or competency demonstration in any of the following: instructional strategies that address various learning styles, exceptionalities, achievement levels, and other specialized circumstances. Undergraduate Teacher Candidates will plan and teach a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations, and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity). Activities and assessments that assess the impact on pk-12 student learning. Undergraduate Teacher Candidates will plan and teach a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations,

11 and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity). 11 Any components of the course that prepare candidates in the use of technology in instruction, record-keeping, and other professional responsibilities. Undergraduate Teacher Candidates will identify a current ethical dilemma related to classroom management from the media and present the dilemma to the group for15 minute discussion in class. After leading the discussion, you will reflect on the key points from the discussion and propose possible solutions/suggestions for the dilemma. You will submit a 1page summary of your dilemma and reflection. Any components of the course designed to prepare teacher candidates to help pk-12 students achieve the Sunshine State Standards? Undergraduate Teacher Candidates will plan and teach a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations, and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity). How issues of diversity are addressed in this course? Indicate which aspect(s) of the course (e.g., instructional strategies and/or experiences) provide the teacher candidates the opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help all students learn. ( all students includes students with various learning styles, students with exceptionalities and different ethnic, racial, gender, language, religious, socioeconomic, regional/geographic origins, and achievement levels) Undergraduate Teacher Candidates will plan and teach a series of connected lessons that integrates multiple content areas and incorporates a variety of differentiated instructional strategies. Plans will be conceptualized based on data collected on students learning needs and should be written in detail, and should include Sunshine State Standards, learner outcomes/objectives, materials to be used, activities, related artifacts, and assessment of student learning. Lessons should include teaching strategies, modifications/accommodations, and resources appropriate for the needs of diverse learners (e.g. cognitive and linguistic diversity). Undergraduate Teacher Candidates will develop an in-depth plan reflective of your developing philosophy of classroom management. The plan will include an overview of what a teacher does to prepare for the new school year, a schematic diagram of the classroom, and Welcome to the School Year letter. In addition, you will address procedures and routines, rules and expectations, consequences when rules are not followed/motivational strategies, a first day of school narrative, samples of parent communication, technology incorporation, and a weekly newsletter. In each aspect of the plan, consideration will be given to culturally responsive resources, materials, and technologies that support the classroom experiences of diverse

12 learners, including ELLs. 12