Planning and Assessment for Secondary and All Level

Course Details

Course Number: EDUC 4113/5223  Section Number: 101

Fall 2011

Days & Times: Tuesday/Thursday 7:40-10:00

Course Attachments

Textbooks
MSU Faculty Member
Dr. Matthew Capps   
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Course Objectives

Specific learning objectives for the course derive from the Pedagogy and Professional Responsibilities Standards (EC-Grade 12).  This course provides teacher candidates with a knowledge base of the environment in which they may teach.  Satisfactory completion of the course will document that students have demonstrated the ability to:

 

1.     Use a variety of research based strategies to plan units, lessons, and activities.

2.     Use a variety of research based strategies to assess student achievement.

3.     Integrate assessment with planning and reform of curriculum.

4.     Implement a variety of research based strategies to address a variety of learning styles and diverse student populations.

5.     Implement a variety of research based strategies to address different kinds of knowledge and levels of understanding.

6.     Use state adopted standards to guide planning and assessment.

7.     Perform day-to-day classroom duties, assuming the role and decorum of professional educators.

8.     Use a variety of contemporary technology to prepare, present, and deliver instruction to students and to enhance students’ technology skills.

9.     Conduct classroom action research.

10.  Implement “best practice” models to guide planning and assessment.

11.  Apply concern for diversity to the learning process

Develop a vision of learning that promotes the success of all students based on relevant knowledge and theories, including but not limited to an understanding of the diversity of learners and learners’ needs, and schools as interactive, social and cultural systems

Course Expectations

Tuesday, August 23rd             Topics:            Orientation & Syllabus

           

 

            Thursday, August 25th          Topics: Taxonomies and Developmental Concepts

                                                            Teacher Philosophies and Viewpoints

                                                            Teaching decisions and student understanding

                                                Curriculum Design Concepts

 

Tuesday, August 30th             Curriculum Design Concepts (cont.) (Schultz out full time for Capps)

 

Thursday, September 1st       Topics: Curriculum Design Concepts (cont.)

                                                            TEKS Introduction & Examination

Preparatory Readings: Freiberg, Chapter 1

                 

            Tuesday, September 6th           Topics: Planning for Instruction

Preparatory Readings: Freiberg, Chapter 2, 3,

 

            Thursday, September 8th        Capps out (Full Class with Schultz)

                                                           

           

Tuesday, September 13th        Topics: Planning for Instruction (Cont.)

                                                            Instructional Strategies

                                                            Getting ready for field component

                                                Preparatory Reading: Freiberg, Chapters 7 & 8

                                                                                                           

 

            Thursday, September 15th      Classes with mentor teacher

                                                            Begin Maintaining Reflection Journal Field Experience

 

            Tuesday, September 20th        Planning for Instruction & Instructional Strategies (cont.)

 

            Thursday, September 22th      Classes with mentor teacher

                                                           

            Tuesday, September 27th        Planning for Instruction & Instructional Strategies (cont.)

 

            Thursday, September 29th      Classes with mentor teacher

                                                           

Tuesday, October 4th              Topics: Instructional Practices

Preparatory Reading: Freiberg, Chapters 9 & 10

Assignment: First lesson plan (*Assignment will be started in class and turned in when completed)

           

            Thursday, October 6th                        Capps out/Classes with mentor teacher

 

            Tuesday, October 11th                       Topics: Instructional Practices (cont.)

                                                            Preparatory Reading: Freiberg, Chapters 11 & 12

 

            Thursday, October 13th          Classes with mentor teacher

                                                           

            Tuesday, October 18th                        Capps out (Full Class with Schultz)

 

            Thursday, October 20th         Classes with mentor teacher

 

            Tuesday, October 25th           Topics: Technology and Teaching

                                                            Preparatory Reading: Freiberg, Chapter 13

           

Thursday, October 27th         Classes with mentor teacher

 

            Tuesday, Nov. 1st                 Topics: Technology and Teaching (Cont.)

                                                           

            Thursday, Nov. 3rd                Classes with mentor teacher

           

Tuesday, Nov. 8th                  Topics: Assessing Learning

                                                Preparatory Reading: Freiberg, Chapters 14 & 15     

 

            Thursday, Nov. 10th               Classes with mentor teacher

 

            Tuesday, Nov. 15th                 Topics: Assessing Learning (Cont.)

                                                                                                                                   

            Thursday, Nov.  17th              Classes with mentor teacher

           

            Tuesday, Nov. 22nd              Classes with mentor teacher

 

            Tuesday, Nov. 29th                Classes with mentor teacher

 

            Thursday, Dec. 1st                 Last Day of Class Review for Final and Closure


Grading Standards

Assignments

Point values for specific assignments are as follows:

Planning Projects (Lesson Plans)

Lesson Plan 1 @ 27 points (Started in Class)

Lesson Plans 2, 3, 4 @ 27 points (Due two days after lesson is taught)

                                                                                                Total   108

Teaching Evaluations 3@140 points each                                                      Total  420

            Learning Reflection     3@ 15  points                                                            Total   45

            Final Exam                                                                                            Total  150

           

           

Total Possible Points 723

 

Evaluation and Grades

A = 650.7-723

B = 578.4-650.6

C = 506.1-578.3

D = 433.8-506

F =  0-433.7


Final Exam12/8/2011  8:00

Submission Format Policy

Submitted Work Correct spelling and use of appropriate grammatical skills are expected on each written assignment or project.  All projects are to be typed and utilize an appropriate style.  Assignments are to be accomplished with the quality expected of an upper division university student.  Unacceptable work will be returned, un-graded, to the class member.  Students should always retain a copy of any work turned in for a grade.

 

In most cases, student work will be submitted electronically to the course instructor.  Explanation of the procedure and process of electronic submissions will be presented in class. In some cases students will be expected to submit assignments electronically and bring a hard copy of the assignment to class for class discussion and group work.



Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper PolicyLate work will not be accepted

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Absence Policy - Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. This includes classes with the mentor teacher. Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F for both block courses on the third absence from either course. It is the candidate’s responsibility to make up any missed work.  It is also expected that you will complete all course field experience hours in a professional manner.  Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff).  If you must miss your field experience for any reason, you are expected to call the school and the teacher you are working with before school begins for the day.  You must also contact the course instructor by e-mail or phone to let me know you will not be present and arrange a time with me when we can discuss the most appropriate way to make up that absence. READ THIS: If you do not contact the school AND mentor teacher due to an absence, you will be dropped with an F.

Excessive tardiness (determined by the professor) can be defined as an absence and subject to the absentee policy.  Three instances of tardy arrival will be counted as one absence.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.