Planning for Teaching

Course Details

Course Number: 5223  Section Number: 101 and 103

Fall 2013

Location: Off-Campus

Days & Times:

MW 8-2:20

TR 8-2:20



Course Attachments

Textbooks

TEaching student-centered Mathematics (Grades 3-5)  ISBN: 0132824876

Teaching Student-centered Mathematics (6-8)  ISBN: 0132824868

Powerful Social Studies  ISBN: 1111838062

Teaching Science as Inquiry  ISBN: 0131599496

MSU Faculty Member
Dr. Susan Cooper   
view Profile »

Course Objectives

The teacher candidate will acquire the necessary knowledge and skills to create a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. The knowledge and skills will be developed within the following areas, and you will demonstrate skills from each of the following categories as you complete the assignments for this class:

 

  1. Engaging student learning through appropriate instructional planning
  2. Creating an environment of respect and rapport
  3. Establishing an environment for learning and excellence
  4. Managing classroom procedures and student behavior
  5. Maintaining a physical and emotional environment that is safe and productive

 

(Adopted from the PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS; EC-GRADE 12)


Course Expectations

 

**Because your coursework relates to 3 different areas, so will your assignments. You will be expected to complete the below assignments and turn them in to each of the indicated professors. All will be compiled to make a single grade.

SOCIAL STUDIES

 

Objectives

Assignments

Domain I: Planning and Preparation

  • Demonstrate knowledge of content and pedagogy
  • Demonstrate knowledge of students
  • Select instructional goals
  • Demonstrate knowledge and understanding of learning/teaching models and strategies
  • Demonstrate knowledge of resources
  • Design coherent instruction
  • Assess student learning

 

 

  • Plan “minds-on” lessons around “powerful ideas” that have students actively involved in the learning process.
  • Integrate technology.
  • Use the TEKS for social studies, as well as district   curriculum and NCSS standards, to develop and present the lessons.
  • Content understanding and learning goals are assessed.
  • Data collection and analysis.
  • Aligned course readings and assignments.

Domain II: Classroom Environment

  • Set high expectations for learning and achievement for all students
  • Show respect for all students
  • Honor diverse learning styles and cultures
  • Work within the context of the school, classroom, and students

 

 

  • Reflection of lessons will specify how these objectives were met.
  • Feedback provided by your mentor teacher.
  • Creating a Learning Community exercise.

Domain III: Instruction 

  • Communicate clearly and accurately
    1. Directions and procedures
    2. Oral and written language
    3. Student communication
  • Use questioning and discussion techniques
    1. Quality of questions
    2. Discussion techniques
    3. Student participation
  • Engage students in learning
    1. grouping of students; student interaction
    2. materials, resources, and technology
    3. motivating students to learn; hook
    4. presentation of content in relevant ways
    5. structure, sequence and pacing of lessons
      • Use appropriate learning models and strategies
  • Teacher assesses student learning
    1. Implement assessment
    2. Use of assessment for future planning
    3. Teacher self-reflection
  • Demonstrate flexibility and responsiveness
    1. Lesson adjustment
    2. Response to students
    3. Persistence in search for alternative approaches as necessary

 

 

  • Teach and tape “minds-on” lessons (Domain I).
  • Peer reviews.
  • Feedback provided by your mentor teacher.
  • Observations completed by the professor.

Domain IV: Professionalism

  • Reflect on teaching
  • Show professionalism
  • Contribute to the school and/or district
  • Professional dress and demeanor
  • Preparation for Planning and Assessment class meetings

 

  • Observation of professionalism by instructor, mentor, and principal.
  • Reflection required after each lesson taught (same day).
  • Being present in class in a prompt manner.
  • Develop personal learning goals for each domain.
  • Reflect through discussion board.
  • Member in good standing within the Professional Learning Community.
  • Share a relevant scholarly article and PD opportunity on discussion board

Technology Integration

  • Teacher and student use of technology
  • Integrate technology TEKS
  • Proper use of Internet

 

  • Annotated bibliography (APA) of exemplary tutoring websites (those that instruct and assess) content knowledge and skills.
  • Assignments accurately posted through D2L.

 

Grading

Plan “minds-on” lessons around “powerful ideas” (Domains I and III)                           350 points

*Observations completed by the professor (Domain III)                                                  pass/fail

Reflection after each lesson with a SS component taught (see reflection guide on D2L)                        

(all Domains)                                                                                                         100 points

Course reading assessments and activities (Domain I)                                                      100 points

Creating a Learning Community exercise - see page 49 of your text (Domain II)            100 points

Annotated bibliography of exemplary tutoring websites (Technology)                           100 points

Feedback provided by your mentor teacher (Domains II and III)                                    100 points

Develop personal learning goals for each domain (Domain IV)                                          10 points

Continual reflection through discussion board (Domain IV)                                              10 points      

Relevant scholarly article and Professional Development opportunity on D2L

            (Domain IV)                                                                                                            10 points

*Observation of professionalism by instructor, mentor, and principal (Domain IV)                                  

*Member in good standing within the Professional Learning Community (Domain IV)

                                                                                                                         

Final: reflection (details forthcoming)                                                                                                      120 points

 

 

*These are unscored expectations. Failure to meet these expectations could result in a Fitness Alert.

 

Note: Ten percent point reduction in assignment grade for each class period late.

 

     

 

 

 

 

SCIENCE

Common Assignments for All Students

 

 

Daily Assignments/Readings

 

Competencies Addressed

Day One

  • Read Chapters 1 and 3 (for Day 2 discussion)
  • Complete D2L profiles
  • Purchase materials needed for notebooks and activities
  • Complete the Acronyms assignment for the notebook
  • Set up notebook sections (in class)

 

 

 

 

1, 4 and 5

Day Two

  • Read Chapter 4 (for Day 3 discussion)
  • Research historical education “heroes”
  • Complete Philosophy of Education for the notebook (to include references to researched individuals and (specifically) teaching science content)

 

 

 

1, 4 and 5

Day Three

  • Read Chapter 2 (for Day 4 discussion)
  • Complete Professional Journals for the notebook
  • Development Lesson Plan with inclusion of 5-E format
  • Quiz One (complete by midnight Sunday)

 

 

 

 

1, 4 and 5

Day Four

  • Read Chapter 5 (for Day 5 discussion)
  • Design Manipulatives for exchanging with peers and mentor teacher

 

1, 4 and 5

Day Five

  • Read Chapter 6 (for Day 6 discussion)
  • Complete Lab Safety Section for notebook
  • Complete TEKS Alignment for notebook

 

 

1, 2, 4 and 5

Day Six

  • Read Chapter 7 (for Day 7 discussion)
  • Complete Science Project Folder
  • Complete Assessment section for notebook
  • Quiz Two (complete by midnight Sunday)

 

 

 

1, 2 and 3

Day Seven

  • Read Chapter 8 (for Day 8 discussion)
  • Present Science Projects
  • Complete WebQuest for notebook

 

 

1, 2, 3 and 5

 

Day Eight

  • Read Chapter 9 (for Day 9 discussion)
  • Complete Website Reviews for notebook

 

1, 2, 4 and 5

Day Nine

  • Read Chapter 10 (for Day 10 discussion)
  • Complete Classroom Stocking/Grant-Writing section for notebook
  • Complete Response to Intervention section for notebook

 

 

 

1, 2, 4 and 5

Day Ten

  • Notebooks due
  • Final Exam (complete by midnight Sunday)

 

1, 3 and 4

 

 

 

 

MATHEMATICS

 

Assignment

Course Objective Connection

Tentative

Date Due

5 Article Reviews (25 pts ea):

  • One for each of the content standards (see table in A Word About Your Book)
  • Countdown paper format. No need for complete sentences!
  • All must be math-related and come from either Teaching Children Mathematics or Mathematics Teaching in the Middle School
  • Must have the APA citation for the article

1, 3, 4

Due on or BEFORE 9/4, 9/25, 10/16, 11/6, and 12/4

 

Submit to D2L Dropbox

Webquest of Exemplary Sites  (100 pts).

  • Find a minimum of 10 websites that are content-specific, tutorial-style websites. This means that a student sitting down to use the site would receive some sort of instruction in a skill or concept, then would have the opportunity to practice the skill jut explained.
  • Complete the Website Evaluation Sheet (coming to D2L) for each site.

1, 2, 3, 4, 5

Due on or BEFORE 11/25

 

 

Standards Summaries (25 pts ea)

  • Complete the Standards Summary form from D2L for each of the Content Standards areas
  • These must be uploaded to D2L BEFORE THE START OF CLASS.
  • Bring a copy to class to assist you with participating in the discussion.

 

Due as assigned

 

Submit to D2L

Class Participation  (100 pts)

  • Based on teacher assessment of how well you:

Participate in class discussions and activities by making meaningful, thoughtful contributions; don't monopolize discussions; actively include other class members in discussions; demonstrate that you have read all readings when assigned.

 

 

All field experience hours must be documented to be eligible to receive a final course grade. The gold field experience document will be turned in at the end of the semester to your classroom management professor, or you will receive an incomplete. If you must turn in an assignment late, arrangements must be made in advance, and a deduction of 1 letter grade per day late will be assessed except in terms of MAJOR catastrophes (ie-a tornado destroys your house, or you must have a lung transplant).

 

 

In all formal written assignments that you complete in this class (e.g., papers, essays, presentations), you WILL BE GRADED upon both the quality and the content of your writing.

 

Mechanics are especially important to presenting yourself as a knowledgeable professional, and thus all writing assignments must be submitted free of spelling and basic punctuation errors. These are errors that could easily be corrected if you read through your paper prior to submission. I WILL NOT GRADE PAPERS THAT CONTAIN SUCH ERRORS. If I find such an error, I will return the paper to you ungraded, and you will have one day to edit and resubmit the work (without any changes to the content), with a DOWN GRADE of 1 letter grade. AFTER THIS ONE CHANCE, ANY OTHER SUBMITTED WORK THAT CONTAINS SUCH ERRORS WILL RECEIVE A GRADE OF ZERO.


Grading Standards

Final Grade Scale and Grading Policies

          93-100% = A

          86-92% = B

          78-85% = C

          70-77% = D


Submission Format Policy

All written work must follow APA guidelines as specified in the 6th edition of the Publication Manual of the American Psychological Association (2009). All assignments will be submitted via D2L or TK20. Some assignments may also require a hard copy or interaction with a Wiki-space. Use the review format.



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 Policy

If you must turn in an assignment late, arrangements must be made in advance, and a deduction of 1 letter grade per day late will be assessed except in terms of MAJOR catastrophes


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
  • 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. Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously.
  • Course grades will be affected by each absence. Daily grades are given for class participation and in-class assignments. Daily work cannot be made up. I will only take responsibility for having handouts and materials at class on the day initially provided. If you have to be absent, be sure you have arranged for A PEER to obtain materials for you. Call or email the appropriate professor/mentor teacher if you are going to be late or absent for lecture or internship.
  • Absences will cost you 20 points per class. Any absences beyond 3 will demonstrate the candidate’s lack of professional responsibility and may result in the candidate being dropped from the course or issued a fitness alert. It is the candidate’s responsibility to make up any missed work.

Other Policies
  • Internship Experience: Throughout your internship experience ask your mentor teacher to give you some constructive feedback to lessons taught and/or planned. Use this information to make changes in the remaining lessons. Always conduct yourself in a professional manner. Any missed field experience days will be made up on a different day of the week and will be coordinated with the mentor teacher.
  • Attendance: 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. Tardiness, leaving early, and absences are considered evidence of lack of dependability, and are taken seriously.
  • Course grades will be affected by each absence. Daily grades are given for class participation and in-class assignments. Daily work cannot be made up. I will only take responsibility for having handouts and materials at class on the day initially provided. If you have to be absent, be sure you have arranged for A PEER to obtain materials for you. Call or email the appropriate professor/mentor teacher if you are going to be late or absent for lecture or internship.
  • Absences will cost you 20 points per class. Any absences beyond 3 will demonstrate the candidate’s lack of professional responsibility and may result in the candidate being dropped from the course or issued a fitness alert. It is the candidate’s responsibility to make up any missed work.
  • Participation: It's not just enough to show up! Be prepared. Participate in class discussions and activities by making meaningful, thoughtful contributions. Be sure you don't monopolize discussions; actively include other class members. You must read all readings when assigned.
  • Attitude: Demonstrate the following dispositions essential for learning:
    • curiosity (ask questions, look for additional information, probe, reflect);
    • flexibility (take alternate points of view, venture new ideas; be open-minded and playful);
    • organization (plan ahead);
    • patience (take time to reason, be persistent in efforts);
    • risk-taking (try things beyond current repertoire);
    • care/passion (invest in ideas/process/product).
  • Be aware of how your attitude is conveyed to others (body language, conversation, neatness and completeness of work, willingness to assist and contribute, etc.). A sense of humor and ability to be flexible are crucial!
  • Preparation: Complete all assigned readings before class and be ready to fully participate in class activities. Complete written assignments on time. Note: Be sure and keep a back up of all work.
  • Respect: Be considerate of others. Do not talk while others are talking; do not use foul language; behave in an ethical manner. Remember we are guests in the Burkburnett school district.
  • Professional Development: Remember that teaching requires a commitment to continual learning. Demonstrate your eagerness to learn outside of the classroom by reading professional journals and attending professional meetings when possible.                                              

 

 

Academic Honesty

 

MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed.  Academic honesty involves the submission of work that is wholly the student's own work, except in the case of assigned group work. Additionally, academic honesty involves the proper citation of other authors' works.

 

By enrolling in this course, the student expressly grants MSU a "limited right" in all intellectual property created by the student for the purpose of this course. The "limited right" shall include but shall not be limited to the right to reproduce the student's work product in order to verify originality and authenticity, and for educational purposes.


 

 

 

 

 

Disability Support

 

As the faculty of the West College of Education, we are dedicated to helping meet the needs of our students with disabilities and are eager to provide the accommodations to which such students are entitled. If you have a documented disability and are registered with the Office of Disability, please let your instructor know to expect a letter from that office describing the accommodations to which you are entitled. If you have a documented disability but are not registered with the Office of Disability, please contact that office immediately to register.


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.