PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
1. COURSE INFORMATION:
EDUC 638.1: ADVANCED ASSESSMENT AND INSTRUCTION IN READING
Prerequisite: EDUC 631, 632
Credit: Three
Period: 435
II. INSTRUCTOR INFORMATION:
Name: Dr. Charles Lucado
Office Location: L-124, Demorest Campus
Phone Numbers: (706)778-3000 X1231 (Office)
E-mail: clucado@piedmont.edu
Fax number: (706)776-0135
Office Hours: Mon. 3:30 - 4:30 p.m.
Tues. & Wed. 2:30 - 4:30 p.m.
Others by Appointment
III. TIME
AND PLACE:
CAMPUS: Demorest SEMESTER: Spring YEAR: 2004
Dates:
March 17 – May 5
Time: 5:00 p.m.- 9:30 p.m., Wednesday
Place: L-122
IV.
TEXT AND SUPPLEMENTARY
READINGS:
Gillet,
J. W., Temple, C., & Crawford, A. N. (2004). Understanding reading
problems: Assessment and
instruction (6th ed.). Boston, MA: Pearson, Allyn, & Bacon.
Tompkins, G. E. (2004). 50 literacy strategies: Step by step (2nd ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall.
American Psychological
Association. (2001). Publication
manual of the American Psychological
Association (5th ed.). Washington, D. C.: Author.
Supplemental readings will be required as needed throughout the course. These readings will include research and professional documents, personal reading, and children’s literature. 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, and 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 MAT and MA 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:
Proficient reading contributes to learning in every academic discipline and in life. This course recognizes the necessity of a teacher to possess a thorough understanding and competence in classroom assessment/diagnostic principles and practices for improving learner reading ability. Emphasis is placed on providing candidates with theoretical and practical experiences that will enhance and strengthen their knowledge base and enable them to gain competence with: 1) the reading processes, 2) the skills of reading, 3) reading assessment tools, 4) techniques and strategies for addressing specific reading strengths and difficulties of students, and 5) procedures for developing individual prescriptions for reading improvement based on identified student needs. Topics include: 1) what teachers need to know about reading assessment, 2) changing trends in assessment, 3) ongoing assessment, 4) periodic in-depth assessment, 5) portfolio assessment, 6) formal measures (norm-referenced, criterion-referenced, and minimum competency testing), 7) instructional strategies for remediation, and 8) assessment factors related to reading problems.
(Field
Experience Required).
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, 3, 9, 10, 11
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: 1, 3, 4, 5, 7, 10, 11, 12, 14
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: 2, 3, 4, 5, 9,12, 13, 14
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: 1, 2, 3, 4, 5, 10, 11, 12, 14
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: 1, 2, 3, 4, 5, 10, 12, 13, 14
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: 1, 2, 3, 4, 5, 9, 13, 14
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: 1, 2, 3, 4, 5, 7, 13, 14
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: 1, 2, 3, 4, 5, 9, 10, 12, 13, 14
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: 1, 2, 3, 5, 6, 14
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: 6
Early Childhood Graduate
Candidate Learning Outcomes:
11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices. CO: 5, 6, 8, 9, 13
12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional.
CO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 12
13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work.
CO: 2, 6, 14
14) Action Research: The scholarly, reflective, proactive teacher participates in action research.
CO: 2, 3, 5, 6, 8, 9, 10, 11, 14
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:
1. Identify purposes for studying and learning various approaches to reading.
2. Explore, question, and consider current philosophies and concepts in the area of reading as it relates to this course, linking theory to practice.
3. Synthesize old and new knowledge and skills in all areas, and use these skills and techniques in a
diverse classroom setting.
4. Analyze understanding of diagnostics and ability to plan and write effective new lesson plans.
5. Question, reconsider, and use various methodologies in the instruction of students.
6. Analyze and be reflective about his/her own teaching and make suggestions for improvement.
7. Explore and develop knowledge of classroom technology for reading.
8. Develop observational skills in the areas of listening to children read and answer questions.
9. Translate diagnostic findings into a plan for instructional support that is realistic in view of both the
students’ needs and the school’s needs.
10. Demonstrate knowledge and skills of effective ways of organizing and managing reading instruction in the classroom environment for all students including diverse learners and children from different cultural backgrounds.
11. Demonstrate knowledge and skills in observing, recording, and assessing children’s behavior in order to plan an appropriate instructional program and learning environment.
12. Demonstrate competence in the knowledge of child development with emphasis on the implication of the learning process as it relates to reading and emphasis on the development of the self-concept and group responsibility of the child.
13. Enable children to express themselves creatively and enhance their critical thinking skills and decision-making.
14. Explore and analyze the relationships among reading objectives at the local, state, and national levels.
IX. COURSE POLICIES & PROCEDURES:
1. Class 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 for this course is one. Only those absences due to emergencies, illness, or extenuating circumstances will be excused. Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade. Work missed due to an excused absence may be made up. Please contact me prior to the absence when possible. It is your responsibility to inform me in writing how you make up the work. Make-up work must be submitted by the next class meeting. Your writing should be professional and include: the date you were absent; a statement about why you were absent; a detailed quality description of the process you undertook to make up the work; and a comprehensive summary of the content that was covered in class. Be sure to include a cover page. If work is not made up satisfactorily, the highest grade a teacher candidate can receive for the course is a B. Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester. However, if make-up work is approved by the professor and satisfactorily completed, a passing grade is still possible. Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.
INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course professor 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).
If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawl. 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 the duration of alloted 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. Each paper should have a cover page with your name, course number and name, assignment, and date clearly typed on the front. For example (double-spaced and centered), Your name; EDUC 638.1: Advanced Assessment and Instruction in Reading; Learning Log #1: Essay Questions for Chs. 1 and 2; Date.
Quality
is important! All work submitted should reflect professional, scholarly,
graduate level work. Your writings and reflections will be assessed according
to the depth, breadth, clarity and accuracy they convey. (10% Assignment Parts; 20% APA Format / Citation
and Standard Edited English; and 70% Quality)
Be sure to keep a duplicate copy of all submitted work for your own records. It is also wise to periodically save your work on the hard drive as well as the disk.
3. Academic Integrity:
By accepting admission to Piedmont College, each student 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 properly referenced using APA (including information from the Internet). Double dipping (to be explained 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:
Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate/could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and the candidate. To meet the deadline, assignments may be mailed (post-marked by the due date), sent electronically on or before the due date, or delivered by a peer at the class meeting. Make-up tests will be considered if a reason for missing the original test is justified. 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:
15% A. Journal Reading: CO: 1, 2, 3, 4, 5, 7, 14
Select three current journal articles (1999-2004) reflecting research in the teaching of reading in the
primary/elementary school (P-5). Use the following criteria to select the articles: 1) you have not read the article, 2) the article is of interest to you, 3) it broadens your perspective/learning, and 4) the article is in a professional research journal.
The first article should relate to Assessment of Reading, the second to Intervention/Remediation/Amelioration Instructional Strategies for Teaching Reading (Emergent Readers, Beginnining Readers, Developing Readers, Mature Readers, or English Language Learners), and the third to Factors Related to Reading Problems (Special Needs Students, Intellectual Factors, Physical Factors, Language Factors, Special Learning Problems).
(Some suggested professional research journals):
Journal
of Reading Journal
of Reading Education Reading
Today
Georgia Journal of Reading Reading Horizons