KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA COE COURSE SYLLABUS TEMPLATE

Transcription

1 KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA COE COURSE SYLLABUS TEMPLATE DEPARTMENT OF SECONDARY EDUCATION I. Course Description: Course Prefix, Number and Title Secondary Education SEU 520 Education Theory and Practice 3 semester hours 3 credit hours This course is designed for post-baccalaureate teaching candidates who have already passed the Praxis II in their content area. This course will provide the preservice middle and high school teachers with strategies necessary to promote effective, creative, and scholarly middle and high school instruction. Major emphasis will be placed on providing the necessary background to develop courses, instructional units, and lessons. Instructional activities will be aimed at promoting the subject literacy of their students. Teaching candidates will gain insights into methods of effective communication and interaction with students, utilization of technology for laboratory research and reference, and methods of evaluating student achievement. Process skills as well as content will be strongly emphasized. II. Course Rationale: The education of future teachers is challenging, rewarding work. Like many other professions, it is demanding and requires future practitioners to clearly understand what should be done to bring about the most desirable learning outcomes. Preservice teachers must develop into highly proficient planners, capable of implementing their plans with the best possible instructional strategies. They must have a sound knowledge of the technology, subject content, and tools of assessment. Pre-service teachers must be well aware of data driven curriculum in middle and high school environments. Pre-service teachers must also be well prepared to translate learning theory to classroom practices. Preservice teachers must be kept abreast of rapidly changing societal events and concern themselves with the effects of technology on society. This translates into pre-service teachers having the unique responsibility of encouraging the development of an enlightened society; cognizant of the ramifications research has upon its members. III. Objectives Students will demonstrate the ability to plan and prepare lessons. Students will demonstrate the ability to utilize knowledge of students in planning lessons. Students will write instructional objectives Students will design student assessments that are aligned with objectives.

2 Students will develop a classroom management plan Students will utilize a variety of instructional strategies. Students will differentiate instruction based on student abilities. Students will demonstrate professional conduct. Students will reflect on lessons and performance. IV. Assessment Assessment of each student s level of accomplishment will reference to the course objectives and be based upon a subset of the following. 1. Written personal philosophy of education. 2. Management plan. 3. Active participation in class and in discussions. 4. Reflective teaching lesson 5. Literature review 6. Unit Plan 7. Performance based instruction lesson V. Course Outline I. The effective teacher A. Defining issues B. Educational philosophy II. III. IV. Classroom Management Skills National and PA State Standards/curricular issues A. Discussions on integration into lessons and unit design B. Curricular issues in science Cognition/Learning Theory A. Constructivist learning B. Grade level instructional design C. Inquiry in science V. Models for effective instruction: The Three Major Categories of Instructional Method A. Methods 1. Methods 2. Lecture 3. Reading Information 4. Audio-Visual Presentation 5. Demonstration 6. Observation 7. Field Trips 8. Interviewing 9. Brainstorming

3 10. Mental Imagery B. Synthesis 1. Small group discussions 2. Experimenting 3. Problem-solving activities C. Buzz Sessions Performance 1. Independent Practice 2. Debriefing 3. Role-Playing 4. Modeling 5. Simulations 6. Projects 7. Skill Practice 8. Guided Practice 9. Reflective Inquiry VI. VII. VIII. IX. Professional journal article abstracts A. Articles for review B. Ideas for instruction Lesson Planning A. Developing instructional objectives B. Process lessons in science C. Standards based science instruction Non-content-reflective A. Matching instructional methods with instructional objectives B. Peer review techniques Content specific A. 15 minute mini lesson B. Self evaluation and peer evaluation X. Interdisciplinary A. Middle level instructional design B. Matching state standards across the curriculum XI. XII. Science laboratory (directed at science students only) A. Laboratory techniques B. Safety issues C. Inquiry and research design Technology-based lessons A. Effective use of the media B. Technology in the laboratory and the field

4 XIII. Assessing student s progress A. Data-driven analysis B. Effective assessments C. Laboratory assessments XIV. Instructional Unit A. Planning and preparing for teaching B. Developing organizations skill VI. Instructional Resources Asherman, J. (2002). Decreasing violence through conflict resolution education in schools. Retrieved July 3, 2009, from Bailey, B. (n.d.). Conscious Discipline :School family The story of fern Creek Elementary [Online video]. Retrieved July 2, 2009, from Bailey, B. (n.d.). Introduction to Conscious Discipline. Retrieved July 2, 2009, from Barba, Robertta H., Science in the Multicultural Classroom. Boston. Allyn and Bacon Publishers, Bloom, L. A. (2009). Classroom management: Creating positive outcomes for all students. Columbus, OH: Prentice Hall. Brandwien, Paul and Evelyn Marhalt. A Sourcebook for the Biological Sciences. New York: Harcourt Brace Jovanovich Publishers, Bullough, Robert V., Becoming A Student of Teaching. New York. Garland Publishing, 2002 Buzan, T. (n.d.). In search of genius. Retrieved July 2, 2009, from Buzan, T. (n.d.). Maximise the power of your brain. Retrieved July 2, 2009, from Campbell, B. (2008). Handbook of differentiated instruction using multiple intelligences and more. Boston: Allyn and Bacon. Champagne, Audrey and Leslie E. Haring. Science Teaching. American Association For the Advancement of Science. Washington DC, Collette, Alfred T. and Eugene L Chiappetta. Science Instruction in the Middle and Secondary Schools. Columbus, Ohio: Merrill Publishing Co

5 Consortium for Research on Emotional Intelligence in Organizations. (1998). Emotional competence framework. Retrieved July 2, 2009, from Cothron, Julia, Ronald N. Giese, Students and Research. Dubuque, Iowa: Kendall\Hunt Publishing Co., Cruickshant, Donald R. The Art of Teaching. Boston, McGraw Hill Higher Education, Cummings, Carol. Managing to Teach. Edmonds, Washington: Teaching, Inc Education World: Stop Bullying Now (lesson plans) Edutopia. (2001, February). Emotional intelligence: What teachers can do. Retrieved July 2, 2009, from Elias, Joseph S. Science Terms Made Easy: A Lexicon of Scientific Terms and Their Root Language Origins. Greenwood Pub. Group. Westport, Connecticut, London, England Gabel, Dorothy. Handbook of Research on Science Teaching and Learning. New York. MacMillan, National Science Teachers Association Project Gregory, G. H., & Chapman, C. (2007). Differentiated instructional strategies: One size doesn t fit all (2nd ed.). Thousand Oaks, CA: Corwin Press. Gunter, M. A., Estes, T. H., & Mintz, S. L. (2007). Instruction: A models approach (5th ed.). Boston: Allyn and Bacon. Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved August 18, 2009, from Hamilton, K. (n.d.). Emotional intelligence and emotional competence. Retrieved July 2, 2009, from Jones, V., & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed.). Upper Saddle River, NJ: Pearson/Merrill. Kim, Eugene and Richard Kellough. A Resource Guide for Secondary Teaching, Planning for Competence. New York: Macmillan Publishing Co., Marchuk, William N., A Life Science Lexicon. Wm. C. Brown Publishers, Martin, Ralph E. Jr., Teaching Science for All Children. Boston. Allyn and Bacon Publishers, 1994.

6 National Research Council, National Science Education Standards. Washington DC. National Academy Press, Latest Edition. Professional Growth. (2008). Differentiated instruction [Flash video]. Glenview, IL: Pearson Education. Professional Growth. (2009). Classroom management (3rd ed.) [Flash video]. Glenview, IL: Pearson Education. Quinion, M. (n.d.). Polychronic. Retrieved August 18, 2009, from Regina Public Schools and Saskatchewan Learning. (2003). Tiered instruction. In Best practices: Instructional strategies and techniques. Retrieved August 18, 2009, from TeacherVision: Conflict Resolution Lessons Teachnology: Conflict Resolution Lesson Plans Tolman, Marvin. Discovering Elementary Science. Boston. Allyn and Bacon Publishers, Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Upper Saddle River, NJ: Pearson Education. Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational L Leadership, 58(1), Retrieved August 18, 2009, from Differences%2B_StandardsBased_Teaching_and_Differentiation.aspx Trowbridge, L.W., Bybee, R., Teaching Secondary School Sciences: Strategies for Developing Scientific Literacy. Englewood Cliffs. Merrill, Prentice Hall Publishers. Latest Edition