C&I 543: FUNDAMENTALS OF TEACHING & LEARNING Course Syllabus Dr. Donna M. Post, Instructor Summer, 2014 Anyone who imagines that teachers in middle schools, junior high schools, and senior high schools lead lives free from the general stresses of our times makes a mistake. Today s secondary teachers have to be tough-minded thinkers. They are stakeholders in a proud calling that obligates them to nurture, defend, and modify the educational enterprise to make it as good as it can be; [they must] develop the breadth of knowledge and the intellectual toughness that are hallmarks of the professional secondary education teacher. David G. Armstrong and Tom V. Savage, authors Secondary Education: An Introduction (3 rd Edition) INSTRUCTOR INFORMATION A. Name: Donna M. Post, Ph.D. B. Title: Associate Professor of Education C. Office Location: 323N Wham Building D. Office Hours: By appointment; available daily after class or at other times by arrangement E. Phone/Fax/E-Mail: (618) 453-4224 (O); 529-1799 (H); 453-4244 (F); dmpost@siu.edu F. Snail Mail: Department of Curriculum & Instruction, 625 Wham Drive, MAILCODE 4610, Carbondale, IL 62901 INSTRUCTOR INFORMATION A. Name: B. Title: C. Office Location: D. Office Hours: E. Phone/Fax/E-Mail: F. Snail Mail: TEACHING ASSISTANT INFORMATION A. Name: B. Office Location: C. Office Hours: D. Phone/Fax/E-Mail: E. Snail Mail: COURSE INFORMATION A. Title: Fundamentals of Teaching and Learning B. Number: C&I 543 C. Section Number: 301 D. Credits: 5 hours E. Prerequisites: Acceptance into a specific MAT cohort or status as a non-declared graduate student. F. Room/Location: 303 Wham Education Building; Workshops in Wham Ed. Bldg. room 303. G. Dates/Days/Hours: May 12 to June 6, 2014; Monday through Friday, 8:40 A.M.-Noon; workshops 1:30-3:00. H. Primary Premise of the Course: Most educators agree that effective teaching is part science and part art or craft. The art/craft aspect of instruction takes into account a teacher s unique set of natural abilities, life experiences, beliefs about teaching and learning, personality traits, diligence, etc. that affect his or her approach
to planning and instructional delivery. It also considers unique ways by which different individuals might seek resolution to a problem, cultivate student imagination or intellectual curiosity, or exhibit a sense of playfulness with words, relationships, and experiences that emerge during interactions with students. Spontaneity, pace, and rhythm are part of the creative side teachers add to instruction. In short, the art/craft aspect of teaching considers the bibbidibobbidiboo the magic that good teachers bring into their classrooms. The science of teaching, conversely, considers that part of teaching that has to do with cognitive and developmental research, instructional tools and strategies, and basic knowledge needed by all teachers if they are to be successful in a classroom. The science of teaching takes into account such things as organization and management of a classroom, selection of course content, curriculum alignment, articulating and teaching to a relevant objective, theories and skills related to assessment, and a variety of teacher planning skills that are critical to the success of any instructional lesson, regardless of content emphasis or grade level. Briefly stated, the science of teaching refers to its technical side a common skill set that all teachers need to be minimally successful in the profession. A primary premise of this course is that those who enroll already possess sufficient background in their content areas and an ability to bring some level of magic to classroom instruction, but lack the technical skills that must be directly taught in an organized manner to those who would teach others. Fundamentals of Teaching and Learning is intended for candidates pursuing the Master of Arts in Teaching who lack these technical skills and concepts and who, with a little encouragement and coaching, along with some experience in real classrooms with real students of their own, are likely to combine both the art and the science of teaching to make learning come alive for children and young adults. I. Catalog Description: Fundamentals of Teaching and Learning is an instructional methods class restricted to students enrolled in the Master of Arts in Teaching (M.A.T.) program. Its focus is on development of a specific set of planning skills secondary school teachers need to appropriately design, implement, manage, and assess student learning. The course is offered annually during spring intersession only, and students who enroll do so as members of a cohort. It is the first course of the M.A.T. course sequence. J. Detailed Description: Students in this course will study cognitive, physical, and intellectual development of the secondary school child; factors influencing instructional decisions; motivational techniques; content selection and organization; the breakdown of academic content into facts, concepts, generalizations, principles, and rules; performance objectives and their importance in the instructional planning process; long- and shortterm planning processes; roles of content area and professional teaching standards in professional teacher behaviors; accommodations for diverse student backgrounds, situations, and needs; basic classroom management and discipline techniques; use of media and technology in the instructional process; elements of effective instructional practice; measurement and evaluation of students and programs; legal issues affecting the teacher s decision-making process; and the role of reflectivity in continuous instructional improvement. K. Course Objectives: At the end of this course, M.A.T. students will: 1. understand and appropriately apply teaching, learning, and adolescent development theories to lesson, unit, and course design and implementation; 2. understand and appropriately apply assessment/measurement theories in the creation, interpretation, selection, and effective use of assessment tools for the secondary school classroom (including standardized testing instruments); 3. understand and appropriately apply and evaluate effective classroom management strategies for the secondary school level; 4. understand, apply, and evaluate delivery skills and delivery systems appropriate in implementing instruction and assessment at the secondary school level; 5. select, understand, and effectively apply and assess a variety of basic teaching models and strategies that are appropriate for the secondary level classroom; 6. demonstrate through performance and effectively explain in their own words the importance of cognitive and student development theories in the application of teaching, learning, and assessment processes; 7. understand, analyze, evaluate, and apply national and state content area learning standards for teaching, learning, planning, and assessment purposes; 8. understand and apply task analysis procedures in lesson, unit, and course curriculum design; and 9. effectively employ reflective teacher practices in the design, delivery, assessment, and re-design of teaching, learning, curriculum design, evaluation, and assessment strategies. 2
L. Instructional Methods: 1. Discussion 2. Lecture 3. Demonstration 4. Cooperative Learning 5. Microteaching 6. Guided Self-Instruction [possibly web- or computer-based] 7. Break-out group projects M. Fit of this Course Within COEHS Conceptual Framework (See attached documents regarding the Conceptual Framework): C&I 543 requires students to develop and apply reflective and pedagogical skills that are the core of SIUC s teacher education program to courses they plan to teach in secondary school settings. That is, the course adds to the Core Knowledge Base and Subject Matter Major portions of the model the remaining two significant pieces that are required before a graduate can be certified to teach in the public school setting: Pedagogy (i.e., practice, evaluation, curriculum, history and philosophy of education, management and discipline, instructional strategies, and knowledge of human growth and learning) and Reflection (i.e., analysis, synthesis, assessment, and critical thinking as they relate to teaching and learning). TEXTS, READINGS, MATERIALS A. Required Text(s): 1. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy of learning, teaching, and assessing: A revision of Bloom s taxonomy of educational objectives. (Complete Edition.) New York: Addison Wesley Longman. [Hardcover]. ISBN #0-321-08405-5. [710 Bookstore; University Bookstore; approximately $58 new; no used price available] 2. Burden, P. R. (2006). Classroom management: Creating a successful k-12 learning community. (3rd Ed.). Hoboken, NJ: John Wiley & Sons. [Paperback.] ISBN #0-471-71073-3. [710 Bookstore; University Bookstore; approximately $63 new; no used price available] B. Optional Text(s): 1. Armstrong, D. G., & Savage, T. V. (1994 or later edition). Secondary education: An introduction. New York: Macmillan College Publishing Company. ISBN #: 0023040939 2. Bevevine, M. M., Snodgrass, D. M., Adams, K. M, & Dengel. J. A.. (1999). Educator s guide to block scheduling: Decision making, curriculum design, and lesson planning strategies. Boston: Allyn & Bacon. ISBN #: 0205278477. [$38.00 new.] 3. Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers. (6 th Ed.). Boston: Allyn & Bacon. [Paperback.] ISBN #: 0205349951 [710 Bookstore; approximately $52.00 new; $42 used] 4. Gronlund, N. E. (2003). Assessment of student achievement. (7 th Ed.). Boston: Allyn & Bacon Longman. [Paperback.] ISBN #: 0205366104 5. Kim, E. C., & Kellough, R. D. (1995). A resource guide for secondary school teaching: Planning for competence. (6 th Ed.). Englewood Cliffs, NJ: Merrill/Prentice-Hall. [Paperback.] ISBN #: 0023638729. 6. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4 th Ed.). Hoboken, NJ: John Wiley & Sons. ISBN #0471216518. [710 Bookstore; approximately $102 new.] 7. Packard, S, & Rominger, L. M. (2001). Your first year as a high school teacher: Making the transition from total novice to successful professional.?: Prima Publishing, [Paperback.] ISBN #: 0761529691. [$13.27 new; Amazon.com] 8. Thompson, J. G., & Kolwicz, S.. (Eds.). (1998). Discipline survival kit for the secondary teacher.??: Jossey-Bass. [Paperback.] ISBN #: 0876284349. [$20.97 new; Amazon.com] 9. Wyatt, R. L., III, & White, J. E.. (2002). Making your first year a success: The secondary teacher s survival guide. Thousand Oaks, CA: Corwin Press. [Paperback.] ISBN# D2A050761978577. ($22.95). C. Supplementary Readings: 1. Allen, R. H. (2002). Impact teaching: Ideas and strategies for teachers to maximize student learning. Boston: Allyn & Bacon. [Paperback.] ISBN #: 0205334148. [Chapter 5; the art of effective directions.] 2. Arends, R. I. (2000). Learning to teach. (5 th Ed.). Boston: McGraw Hill. [Paperback.] ISBN #: 007-2321644. [Chapters 7, 12, 13; teacher presentation skills, discussion basics; structures that impact teaching and learning.] 3. Bigge, M. L., & Shermis, S. S. (1999). Learning theories for teachers. (6 th Ed.). New York: Longman. [Paperback.] ISBN #: 0321023439. 3
4. Burden, P. R., & Byrd, D. M. (1994). Methods for effective teaching. Boston: Allyn & Bacon. [Paperback.] ISBN #: 0205139183. [Chapters 2, 3, 6, 9, 13; fundamentals of planning, decision-making about planning; instructional materials and resources; dealing with individual differences; grading systems, marking, and reporting.] 5. Callahan, J. F., Clark, L. H., & Kellough, R. D. (1995). Teaching in the middle and secondary schools. (5 th Ed.). Engleweood Cliffs, NJ: Merrill. [Module 2, pp. 32-52; middle and secondary school students today; intellectual development: contributions of learning theorists; styles of learning.] 6. Chuska, K. R. (1995). Improving classroom questions: A teacher s guide to increasing student motivation, participation, and higher-level thinking. Bloomington, IN: Phi Delta Kappa. [Paperback.] ISBN #: 087367474X. 7. Eggen. P. D., & Kauchak, D. P. (2001). Strategies for teachers: Teaching content and thinking skills. (4 th Ed.). Boston: Allyn & Bacon. [hardbound.] ISBN #: 0205308082. [Chapters 4, 5, 8, 9: Models of teaching.] 8. Indiana University Center for Adolescent Studies. (1996). Normal adolescent development. Retrieved May 10, 2003, from http://education.indiana.edu/cas/adol/development.html. 9. Kindsvatter, R., Wilen, W. W., & Ishler, M. F. (1988). Dynamics of effective teaching. New York: Longman. [Paperback.] ISBN 3; 0582286131. [Chapters 4 & 5; basic instructional techniques and elements of effective teaching.] 10. Kottler, E., Kottler, J. A., & Kottler, C. J. (1998). Secrets for secondary school teachers: How to succeed in your first year. Thousand Oaks, CA: Corwin Press. [Paperback.] ISBN #: D2B02-0-8039-6604-0. [$20] 11. Moore, K. D. (2001). Classroom teaching skills. (5 th Ed.). Boston: McGraw Hill. [Paperback.] ISBN #: 0072322381 [Chapters 2, 4, 7, 10; planning for diversity, writing objectives, reinforcing good performance, concepts and methods of assessment.] 12. Orlich, D. C., Harder, R. J., Callahan, R. C., Kravas, C. H., Kauchak, D. P., Perndegrass, R. A., & Keogh, A. J. 91985). Teaching strategies: A guide to better instruction. (2 nd Ed.). Lexington, MA: D. C. Heath. [Paperback.] ISBN #: 066907466. [Chapters3, 4, 7; sequencing instruction; understanding and using taxonomies; small group discussion.] 13. Stone, R. (2002). Best practices for high school classrooms: What award-winning secondary teachers do. Thousand Oaks, CA: Corwin Press. [Paperback.] ISBN #: D2B02-0-7619-7730-9. [$30] MEANS OF STUDENT ASSESSMENT A. 50 points Lesson Plans Given a list of general learning outcomes, a description of learner characteristics, and a lesson plan format, you will design two (2) appropriate lesson plans for different content that correctly address and state specific learning objectives/outcomes, learning principles, learning taxonomies, instructional and assessment strategies, and teacher reflectivity elements. Lesson Plan #1=20 points; Lesson Plan #2=30 points B. 50 points Microteaching & Reflections Using a revised original Lesson Plan, you will microteach it to peers to demonstrate your ability to successfully achieve the objective within 15 minutes. Given an assessment rubric and the necessary equipment to view a videotape or DVD of your microteaching lesson, you will complete a self-analysis that realistically analyzes your success in teaching to the objective within the specified time period and, at the same time, employing elements of effective instruction discussed during coursework. Delivery & reflection for Lesson Plan #1=25 points; delivery and reflection for Lesson Plan #2=25 points C. 50 points Midterm Exam D. 50 points Final Exam E. 25 Points Homework/In-Class Assignments TOTAL COURSE POINTS=225 GRADING SCALE AND POLICIES A. Scale: 92-100% = A Points: 207-225 84-91% = B 189-206 75-83% = C 169-188 NOTE: The course is based on points, and your grade is based on the percentage of points you achieve. The right to deduct points for late assignments or excessive absence at the rate of 10 points per day and, for a missed exam, up to 10 total points is reserved by your instructor! 4
B. Objectivity: For the sake of objectivity, a rubric is used to evaluate all assignments. You will be provided with a copy of the rubric far in advance of each assignment due date so that expectations are clear and so you will have ample opportunity to ask questions and clarify issues. C. Incompletes: In this course, assignments serve as the foundation for subsequent assignments. Thus, it is both illogical and unwise to give incompletes in the course except in extreme cases where a student s health or circumstances warrant special consideration. It is better that we be finished with the responsibilities of the course within a few days after the end of the semester. It s also a commonly held truth that students who request incompletes frequently have difficulty completing necessary coursework once they move into a subsequent semester. For these reasons, please do not ask for an incomplete on an assignment or in the course unless you feel yours is a special case. COURSE POLICIES A. Attendance/Tardiness/Early Dismissal: Your attendance at all class meetings is expected, and all absences beyond the first will result in a point penalty. The courtesy of a phone call or an e-mail message explaining an unexpected absence is expected and appreciated. It is further expected that you will notify your instructor in advance to discuss anticipated absences and their impact on your progress in the course. B. Class Participation: As this is a graduate class, you are expected to make contributions of a substantive nature during all discussions of course content. Your insights and experience are valuable, and your instructor and peers will learn vicariously through what you can share with them. Please take an active role without being forced to do so. C. Missed Exams or Assignments: As noted above, there are possible penalties for late or missed exams and assignments--10 points per day for assignments, and up to 10 points total for a missed exam. It is your responsibility to make arrangements to satisfy the requirements of the course and to make up missed work as soon as possible after a problem has occurred. Please be advised, however, that your grade in the course will be an F until all missed work is completed satisfactorily unless extenuating circumstances are evident. Students will not be excused from completing assignments and compensated with a lower grade, nor will incompletes be given for the course except under conditions outlined above. D. Academic Dishonesty: This is rarely a problem among graduate students. However, this is the policy: University guidelines regarding plagiarism and academic dishonesty will be followed precisely. Should you be found guilty of academic dishonesty, your grade in the course will be an F. No exceptions will be made. E. Preparation of Assignments: It is assumed that all work submitted by you for a grade in this course was completed by you. It is further assumed that graduate students possess a level of academic integrity that renders concern about this issue relatively obsolete. However, if that trust proves to be ill-advised, you may be charged with academic dishonesty, and your grade and credit for the course may not be posted on a transcript until the situation is investigated and a finding is announced. The format that you are to follow for a particular assignment or quiz will be distributed in writing and explained thoroughly in class in ample time for you to comply before the due date. Further, assignment rubrics pretty much assure that students do the work themselves to achieve a good grade on the specific assignment in question. Proceed wisely! F. Special Accommodations: The nature of this course allows ample flexibility in working with students who have special needs. Please arrange an appointment time to discuss any needs you may have; it is very likely that a mutually agreeable plan can be worked out. COURSE CONTENT A. 10%--history and philosophy of secondary education. B. 20%--using and teaching reflective and critical thinking skills. C. 30%--knowledge of human growth and intellectual development; taxonomies of learning (Bloom, Harrow, Krathwohl & Bloom). D. 40%--practical pedagogy (lesson, unit, and course design; instruction, motivation, assessment, and evaluation strategies; classroom management and discipline strategies; grading systems, marking, and recording, etc.) EMERGENCY PROCEDURES Emergency Procedures. Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT s 5
website at www.bert.siu.edu and the Department of Safety s website www.dps.siu.edu (disaster drop-down), and in the Emergency Response Guidelines pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team (BERT) will provide assistance to your instructor in evacuating the building or sheltering within the facility. 6