PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

 

 

I.          COURSE INFORMATION:

            EDUC 736: Contextual Analysis of A School Environment

            Corequisite:  EDEC 742 or 744-745               

            Credit:   Three    

Period: Online

                                                                       

II.        INSTRUCTOR INFORMATION:

            Name:                          Dr. Julie Palmour

            Office Location:            L-126, Demorest Campus

            Phone Numbers:           (706)778-3000 X1230 (Office)

                                                (706)839-6337 (Home)

            E-mail:                               jpalmour@piedmont.edu

            Fax number:        (706)776-0135

   Office Hours:         As posted or by appointment

                       

                                               

 

III.       TIME AND PLACE

CAMPUS:     Demorest/Online                            SEMESTER: Spring    YEAR:  05

Time:    Online

Place:   N/A

 

IV.       TEXT AND SUPPLEMENTARY READINGS:

          Bosch, K.A., & Kersey, K.C. (1994). The first year teacher: Teaching with confidence (K-8).  Washington D.C.: National Education Association Professional Library.

            Buswell, B.E., Schaffer, C. B., & Seyler, A.B. (1999). Opening doors: Connecting students to curriculum, classmates, and learning (2nd ed). Colorado Springs, CO: PEAK Parent Center.  *

            Evertson, C., Emmer, E.T., Clemnets, B.S., & Seyler, A.B. (1997). Classroom management for elementary teachers (4th ed.). Boston: Allyn and Bacon *

 

*Text are optional.  Supplemental readings will be required as needed throughout the course. 

 

American Psychological Association. (2001).  Publication manual of the American Psychological  Association (5th ed.).  Washington, D. C.: Author.

 

REQUIRED:  Graduate Student Teaching Handbook- available in the bookstore

 

Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also, copying some materials to share with the class may be required.

 

V.        PIEDMONT MISSION:

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

 

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs.  Instructional opportunities are also provided at distant locations to meet student needs.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.”  The School of Education strives to prepare scholarly, reflective, proactive educators in a caring environment with challenging and meaningful learning experiences.  These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

 

Specific ideals under-gird our conceptual framework.  We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

 

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings.  Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback). 

 

Graduate MA and MAT Program Goals: 

The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students.  Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:

¨      provide the candidate  with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;

¨      use and facilitate critical thinking skills;

¨      enhance candidates’ content knowledge, integrating it with instructional technology;

¨      enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to

¨      provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.

 

MAT Program Goals 

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:

¨      build the candidate’s knowledge base and understanding of P-5 students’ characteristics, knowledge, skills, experience, interest, approaches to learning, special needs, and cultural heritage;

¨      prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;

¨      build the candidate’s knowledge and understanding of content, pedagogy, record keeping and a wide variety of diagnostic and assessment techniques and strategies;

¨      develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨      build candidate’s ability to create classroom environments that include: respect, rapport, a culture for learning, effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;

¨      inform candidates of resources available for teachers and students to support and enhance student learning;

¨      develop the candidate’s repertoire of strategies for effective teaching;

¨      enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;

¨      provide candidates with concrete field experiences across grades P-5 that help them link theory and practice through observation and participation;

¨      develop the candidate’s understanding and use of effective interactions with parents or guardians for supporting students learning and well-being;

¨      develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;

¨      help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and lifelong learners who improve the lives of children.

 

MA Program Goals    Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:

¨      enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;

¨      broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;

¨      expand the candidate’s repertoire of strategies for effective teaching and communication with parents;

¨      enhance and expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;

¨      expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨      diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;

¨      develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;

¨      develop the candidate’s ability to assume roles as leaders and mentors in the profession;

¨      establish procedures that candidates can use to continually keep up-to-date on changes in the field;

¨      help candidates become more independent in their professional development as scholarly, reflective, practitioners and lifelong learners who improve the lives of children;

¨      encourage candidates’ involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.

 

VI.       COURSE DESCRIPTION AND PURPOSE:

Teachers are faced with diversity in their students more today than ever before, not only culturally, but in learning styles.  Therefore, there is a need to diversity instruction to fit individual needs in the classroom at the same time allowing for individual teaching styles. In this course, students will study a variety of instructional methods including cooperative learning, peer tutoring, inquiry learning, grouping considerations, and other instructional variables. Students will learn how to select, plan, sequence, implement, and evaluate various instructional methodologies.  The course includes a study of program and curriculum design in relation to individual differences among students, teaching strategies used, and expected outcomes.  Students will analyze the curriculum they will teach during student teaching and learn how it relates to the rest of the K-12 curriculum.  They will also examine materials and media used for teaching in elementary childhood education.  Topics include: curriculum organization and presentation; grouping for instruction; instructional modes and techniques; instructional planning; use of media; classroom management and discipline techniques; evaluation and assessment; communicating and working with families; professional development; and working in a variety of teaching settings.  This course is integrated into the student teaching block.

 

VII.     SCHOOL OF EDUCATION OUTCOMES

            Core Candidate Learning Outcomes : 

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.

1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration.  The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.  CO:

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.  CO:

3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO:

4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO:

5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CO: 

6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO: 

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO:

8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals. CO: 

9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy. CO: 

10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being. CO:

 

 

 

Early Childhood Graduate Candidate Learning Outcomes:  

11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices.  CO:

12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional.  CO:

13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work.  CO:

14) Action Research: The scholarly, reflective, proactive teacher participates in action research.  CO:

 

Secondary Education Masters-level Candidate Learning Outcomes: 

For both Initial and Advanced Certification Programs

15) Research:  The teacher refines instructional practices informed by critical consideration of relevant research and by the application of action research as an ongoing aspect of practice.  CO:

16) Democratic Classroom: The teacher guides students toward involvement in activities that provide skills and dispositions to fulfill the roles of a citizen engaged in pursuing the ideals of democracy.  CO:

17) Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings.  CO:

18) Integrity:  The teacher pursues her/his professional practices with a strong sense of mission beyond keeping a job, and with a keen sense of ethical integrity.  CO:

19) Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by conceptual refinements, which are in turn refined by assessing the results of implementations over time.  CO:

 

 

¨       For Advanced Certification Programs

20) Modeling and Mentoring: The teacher both models best practices and accepts responsibility to mentor new and veteran teachers. CO:

21) Professional Discourse: The teacher participates actively in the professional discourses related to the field of certification--at the school and in regional and national venues. CO:

22) Proactive Involvement: The teacher takes advantage of opportunities to influence the school toward curricula, instructional practices, policies and professional climate which result in students acquiring more durable knowledge and skills and in-depth understanding, as well as positive dispositions toward learning. CO:

 

Dispositions for All Candidates:

In addition to the common core learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals.  Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:

Scholarly:  Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.

Reflective:  Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.

Proactive:  Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.

Democratic:  Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.

Responsible:  Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so. 

 

VIII.    COURSE OUTCOMES (CO):

            Upon successful completion of this course, the candidate will be able to:

The format for this course will include lectures, labs, discussions, cooperative group decision-making, student presentations, field experiences, and the use of educational technology.  Upon completion of the course, students should be able to:

1.      Describe the characteristics of effective and competent teachers.  (CCLO  1,9)

2.      Describe the ability to plan instruction that will accommodate the needs of diverse learners. (CO:  1,4)

3.      Apply knowledge about learner characteristics toward developing appropriate learning activities and environments. (CCLO:  1, 3-4)

4.      Describe the planning process important for teaching including choosing and writing objectives, lesson plans, sequence planning, and evaluation of instruction and learning.  (CCLO:  6,8)

5.      Describe ways of organizing and working with student sin group appropriate for different instructional needs, including cooperative learning.  (CCLO:  1-3, 8)

6.      Implement various methodologies in the instruction of students, including technology; the use of various methods, media, resources, and materials of teaching specific content.  (CCLO:  2,5,7-8)

7.      Demonstrate competencies in the skills and abilities needed to work with families in the home, school, and community.  (CCLO:  3,9,10)

8.      Be reflective about his/her own teaching and make suggestions for improvement.  (CCLO:  8-9)

9.      Describe classroom management skills essential to effective teaching, including a variety of discipline techniques.  (CCLO:  3)

10.  Describe the community that the school serves.  (CCLO:  10)

11.  Describe the physical, organization, and social structures of the school and classroom where he/she will student teach.  (CCLO:  1,10)

12.  Describe the Georgia Teacher Observation Instrument (GTOI) evaluation process.  (CCLO:  6)

13.  Develop and teach a 10 day comprehensive instructional plan that will be thematic in nature or focus on a specific content area.  The plan should reflect the student’s abilities to: facilitate critical thinking, teach using strategies that promote multicultural education, use state of the art technologies, enhance student’s multiple intelligence, meet the objectives of the Georgia Quality Core Curriculum (QCC’s), and assess student learning.  (CCLO:  all)

 

IX.       COURSE POLICIES & PROCEDURES:

1.  Class Attendance/Participation:

Online classes do not have attendance policies per se.  Posted dates for assignment completion are within each module.       

Attendance, timeliness, and participation are required and part of your grade.  The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  Attendance/Participation:  

Attendance, timeliness, and participation are required and part of your grade.  The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  The allotted number of excused absences is as follows:

·        Day classes meeting three times a week for entire semester: 6 absences

·        Day classes meeting two times a week for entire semester: 4 absences

·        All eight-week classes: 1 absence

·        Evening classes meeting for entire semester:  3 absences

Only those absences due to emergencies will be excused.  Work missed due to an excused absence may be made up.  It is the student’s responsibility to inform the professor in writing how he or she plans to make up the work.  Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester.  It is your responsibility to contact the professor prior to absence.  Failure to do so will result in an unexcused absence.

                                                                                      

Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.

Tardies to class are considered a rude interruption.  While everyone has circumstances, which create lateness, repeated tardiness is unexcused.  Three tardies will equal one absence regardless of the nature of the tardy.  Please be on time!

INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean.  An incomplete is not granted just to extend time to complete work that should have been done in a timely manner.  (See the Piedmont College catalog for additional information regarding an incomplete).

 

If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal.  If the Registrar approves the request, a candidate may receive a “W” for the course.

 

INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive.  Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home.  Candidates who miss class should consult their instructors for assignments and make-up work.  Dismissed or cancelled classes must be made up during semester breaks, the first available Saturday, or an agreed upon make-up by class members and the professor.  When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.

 

PARTICIPATION - Active participation means:

Ø      prepare for classes by reading the text and/or other assigned readings;

Ø      attend all classes for duration of allotted class time;

Ø      take active part and contribute significantly during class discussions and activities;

Ø      be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

Ø      submit all assignments on time.

 

2.  Written Work:

Use APA style (5th ed.).  All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).  Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. 

 

Quality is important!  Work submitted should reflect your professionalism and graduate level work.  Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey.

 

Be sure to keep a duplicate copy of all submitted work for your own records.

3.  Academic Integrity:

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception.  This class will be conducted in strict observance of the policy.  Refer to your Piedmont College Student Handbook for details.

 

All work submitted must be your original work created in and for this course.  It should be referenced properly using APA (including information from the internet).  Double dipping (to be discussed in class) is not permitted.

 

4.  Special Considerations: Piedmont College makes every effort to provide candidates with learning disabilities equal access to all academic programs.  Reasonable and appropriate accommodations are coordinated through the Academic Support Office.  Candidates are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations.  Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the professor/instructor during the first class session.

 

X.        STUDENT EXPECTATIONS AND COURSE OUTLINE:

            1.  Instructional Methods

This class will operate as a democratic classroom.  Candidates will engage in shared decision- making and in taking responsibility for making the classroom the best it can be.  Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected.  Various approaches will be utilized by the candidates and professor including:  lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

 

2.  Assignments:

All work for the course is to be in on time, or handed in on an agreed upon future date.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

 

3.  Description of Assignments  

Student Teaching and Internship Field-based Observations.

Several field experiences will be completed in the school and community where you student teach and/or conduct an internship.  Specific modules will be provided or each field experience on separate handouts.  The field experiences are adapted from:

Posner, G.J. (1994).  Field experience: A guide to reflective teaching (3rd ed.).  White Pains, NY: Longman.

 

Module #1: Community Observation (10%).  Write a rich description of the community/neighborhood and its inhabitants.  Describe the community’s attitudes toward the school as reflected by your conversations with people, the newspaper, and other media.  DUE:  August 20

 

Module #2: School Observation (10%).  Write a detailed description of the school where you student teach and/or conduct an internship.  DUE:  August 27

 

Module #3: Curriculum and Assessment Observation (10%).  Analyze the curriculum and assessment practices that are used in the school.  Write a detailed summary of your analysis.  DUE:  September 3

 

Module #4: Classroom Observation (10%).  Take detailed notes during your observations (they may be handwritten).  Be prepared to share your results in class and turn in a copy of the notes.  The information you glean from these observations will also be part of the data/information for writing your personal classroom management plan.  

A.     Use of Space- the Physical Arrangement- Make a sketch of the classroom roughly to scale.  Take detailed notes about the features of the classroom and your general impressions of the room.

B.     Behavior Management- Observe & note: 1) what the teacher has planned in order to enhance positive, on task behavior, 2) how the teacher supports appropriate behavior, and 3) how the teacher corrects inappropriate behavior.  Be able to describe the management plan the teacher uses whether it is a school-wide plan, teacher-initiated plan, or a combination of the two.  For internships, reflect about your own management plan.  DUE:  September 10

Module #5: Student Observations and Learner Characteristics (10%). 

General characteristics- Write a description of the general characteristics of the learners you are working with during student teaching and/or the internship.  Include information about he following four categories: physical, social, emotional, and cognitive.

Characteristics Specific to the Group- Conduct several observation of the students to gain understanding of characteristics specific to this group.  Write a summary or your results.  DUE:   September 17

 

Instructional Plan:  (15%). 

Graduate Candidates should design a comprehensive plan of no less than three consecutive lessons that they will be teaching during their student teaching block.  This plan should be used as one of the pieces of evidence in the final program portfolio (Core Outcome # 8).  The plan should reflect the candidate as reflective, scholarly and knowledgeable.  The candidate should include authentic work samples of both instructional materials, pictures, etc… of the lessons taught as well as student work samples.  The plan should be inclusive including evidence of evaluation and accommodations for diverse learners. Due no later than April 19, 2004.  This plan is to be evaluated by the college supervisor and is to be included in the final portfolio.  A signoff sheet which is signed by the college supervisor and the cooperating teacher (if applicable) is to be turned in to Julie Palmour along with a copy of your instructional plan.  The grade for your plan is calculated from the sign off sheet.  DUE by December 3

 

Personal Classroom Management Plan:  (15%). 

Graduate Candidates should prepare a document, which outlines the classroom management plan used by their cooperating teacher in their respective classrooms.  This document should be detailed enough so that the reader obtains a clear picture of the plan, including illustrations, real-life examples, etc….  The plan should then be evaluated against the 10 core outcomes for the School of Education for their support of the overall conceptual framework.  For example:  How does the classroom management plan reflect (CC # 1) a proactive teacher who uses collaboration in a democratic classroom?  After evaluating the plan for all ten outcomes, the candidate should reflect on what is missing from the plan relative to the conceptual framework of The School of Education.  Post copy of this plan to the webct discussion thread labeled Classroom Management Plan. Due October 22

            Required Certification Seminar

A certification seminar will be held on December 6 to complete the Certification Process  10:30 a.m.- 12:00 p.m. Meet in Camp Younts unless otherwise noted on the Education reception door

(you must bring a black ink pen and the dates you passed Praxis I and II to this certification seminar)

 

XI. RESOURCES: 

 

1.      Bibliography

 

 

Gayeski, D. M. (2001). Out-of-the-box instructional design. American Society for Training  

     and Development. Retrieved December 18, 2001, from

     http://www.astd.org/CMS/templates/index.html?template_id=1&articleid=11475

 

Marshall C. & Stern. S. (2004). Understanding emotions in the classroom : differentiating  

     teaching strategies for optimal learning. Dude Publications, Port Chester, N.Y.

 

Morrison, G.R., Ross, S.M., & Kemp, J.E. (2004). Designing effective instruction, 4th

     ed. John Wiley & Sons.

 

Relevant Web Sites:  (Add or delete based on content and needs of course.)

Piedmont College’s Web Page: www.piedmont.edu

§         Library: http://library.piedmont.edu

§         Galileo: http://www.galileo.usg.edu/

§         Bookstore: http://www.piedmont.bkstr.com/

§         Georgia Professional Standards Commission: www.gapsc.com

§         Georgia Department of Education: http://www.doe.k12.ga.us/

§         QCC objectives/GPS: http://www.glc.k12.ga.us

            US Department of Education: http://www.ed.gov/

            Education World: http://www.education-world.com/

            Internet Public Library: http://www.ipl.org/

            Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm

Educational Software Institute: http://www.edsoft.com/

National Council of Teachers of English: http://www.ncte.org

Center for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu

Center on English Learning and Achievement (CELA): http://cela.albany.edu

Better Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com

 

Praxis Information:

All students seeking initial certification in the state of Georgia must pass Praxis I in order to be admitted to student teaching.  Students may exempt this requirement by providing either SAT, ACT, GRE, CBEST, CLAST, or FTCE scores which meet the following criteria:

SAT:   minimum required score – 1000 (w/ no minimum verbal score or math score required)  The composite score is obtained by adding the verbal and the math scores.  Candidates must take both the verbal and the math sections of the test.

            ACT:   minimum score – 43 (w/ no minimum English score or math score required)

The composite score is obtained by adding the verbal and quantitative scores.  Candidates must take both the English and the math sections of the test.

            GRE:  1030 minimum score (w/ no minimum verbal score or quantitative score required)

The composite score is obtained by adding the verbal and quantitative scores.  Candidates must take both the verbal and quantitative sections of the test.

CBEST:  Passing Scores indicated on score report – Used in California and Oregon

            http://www.ctc.ca.gov/profserv/examinfo/cbest.html

CLAST:  Passing Scores indicated on report – Used in Florida

            http://www.firn.edu/doe/sas/clast/clstpscr.htm

FTCE:  General Knowledge – Passing Scores indicated on score report – Used in Florida

            http://www.cefe.usf.edu/TestDescGK.aspx

 

            Teacher candidates who are seeking initial certification must also pass Praxis II in the appropriate

            content area in order to be recommended for certification.  Candidates who are currently certified

            and are adding a new field must also pass the appropriate content exam.  Information on Praxis I &

            II may be found at www.ets.org/teachingandlearning/index.html

 

XII.     ASSESSMENT AND EVALUATION

Evaluation criteria

Grades will be determined using the following weights and scale:

 

Module #1: 10 pts

Module #2: 10 pts

Module #3: 10 pts 

Module #4: 10 pts

Module #5: 10 pts

Instructional Plan: 15 pts

Personal Classroom Management Plan: 15 pts

Attendance and Participation: 20 pts

 

 

A =      92-100 pts.                  B = 82-91 pts.             C = 72-81 pts.

D = 62-71 pts.                         F = below 62

 

XIII.       TENTATIVE SCHEDULE

Date                Topics and Assignments

See webct for schedule of due dates and assignments