dg3204

Ed Se 3204: General Instructional Methods. 4 Credits. Spring 2003.

Class meets: Monday and Wednesday: Section One--8:00a.m.-9:40 a.m in Sports and Health Center 208.; Section Two--2:00-3:40 p.m. in School of Business and Economics 32.
Instructor: Dan Glisczinski
Office: 178 Kirby Plaza
Office hours: Monday and Wednesday: 10-11:30 a.m.; Thursday 1-3:00 p.m.
Email: dglisczi@d.umn.edu
Website: www.d.umn.edu/~dglisczi

Course description:

This course forms part of the core of the UMD Learner Sensitive teacher preparation program which, emphasizes the values of diversity, reflection, collaboration, empowerment, and technology. This course is designed as an introductory methods class, intended to be taken before subject area methods courses. The focus of the course is on preparing preservice teachers to teach in middle and secondary schools. General Instructional Methods is an opportunity to study, reflect, question, and become highly knowledgeable about instructional methods--while applying and practicing these methods in a collaborative and constructive setting. This course will enable you to construct a rich store of knowledge of instructional methods and best practices.

Required texts and readings:

Callahan, Joseph F., Clark, Leonard H., and Kellough, Richard D. Teaching in the Middle and Secondary Schools. 7th Ed. New Jersey: Merrill/Prentice Hall. 2001.

Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass. 1998.

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards	UMD Education Department Conceptual Framework Themes
Standard 1 Knowing subject matter Standard 2 Human development and learning Standard 3 Diversity in learning Standard 4 Variety of instructional strategies Standard 5 Motivation and management Standard 6 Communication skills Standard 7 Instructional planning skills Standard 8 Assessment Standard 9 Reflection and responsibility Standard 10 Relationships and partners	Diversity (D) Reflection (R) Empowerment (E) Collaboration (C) Technology (T)

Course outcomes:

During, or upon completion of this course, you will demonstrate the following abilities, which are aligned with the following Interstate New Teacher Assessment and Support Consortium (INTASC) principles:

Course outcome	INTASC standards and Standards of Effective Practice	UMD theme
Create subject-specific lesson plans and conduct a micro peer teaching experience.	1	E, T
Apply the Minnesota Graduation Standards in your subject area, linking these standards to lesson objectives, lesson plans, and methods of assessment	2.11, 2.31, 2.22, 2.32,	D,R,E,T
Explain individual differences among students and teachers in their learning and teaching styles. Incorporate teaching and assessment tools which enable students to demonstrate multiple intelligences (or multiple ways of knowing)	3.11, 3.12, 3.13, 3,14, 3.15, 3.21, 3.32, 3.33, 3.34, 3.35, 3.36, 3.37	D,R,E
Identify and apply appropriate teaching strategies for different learners and learning situations.	4.12, 4.13, 4.22, 4.31, 4.36 6.13, 6.14, 6.33, 6.35	D,R,E
Develop lesson plans and teach using a variety of methods of instruction and instructional technologies.		D,R,E,C,T
Choose appropriate teaching strategies for meeting different lesson objectives.		D,R,E,C,T
Apply the Minnesota Graduation Standards in your subject area, linking these standards to lesson objectives, lesson plans, and methods of assessment.	7.12, 7.21, 7.32, 7.31	D,R,E,T
Write cognitive, affective, and psychomotor objectives at different levels	7.12, 7.21, 7.32, 7.31	D,R,E
Analyze and critique different methods of assessment including the Minnesota Graduation Standards Performance Packages.	8.12, 8.22, 8.34	D,R,E,T
Design grading rubrics and evaluate student work--supporting your feedback with reference to principles from this class, from supplementary readings, and from field observations.	8.12, 8.22, 8.34	D,R,E,C,T
Evaluate your own teaching, as well as the teaching of others--supporting your constructive critiques with reference to principles from this course, from supplementary readings, and from field observations.	9.12, 9.13, 9.21, 9.22, 9.25, 9.31, 9.32	R,C,E
Demonstrate your development as an educator by means of a portfolio showing work samples.	9.12, 9.13, 9.21, 9.22, 9.25, 9.31, 9.32	D,R,E,C,T
Develop a beginning framework for working with parents, families, and the community during parent-teacher conferences, as well as on a regular basis.	10.23, 10.33	C,E

Dispositions:
This course will help you develop and strengthen the following professional dispositions:

Attendance/Punctuality

Self-initiative/Independence

Reliability/Dependability

Oral expression

Written expression

Critical thinking skills

Tactful judgment

Collegiality

Reflective response to feedback/supervision

Interaction with students, peers, teachers, others

Desire to improve own teaching performance

Commitment to the education profession

Attitudes toward learners

Professional ethics and demeanor

Instructional strategies:
Together, we will study, use, and evaluate an array of student-centered as well as teacher-centered strategies--in order to develop an eclectic variety of instructional strategies from which you and your students will benefit.

Diversity:
You are invited to share your perspectives. You are expected to honor the diverse perspectives of those around you.

Attendance expectations:
Attendance is expected at all classes--except in the case of an emergency. If you will miss class, please notify me by email or phone, as noted above. If you miss more than three class meetings, you may be required to retake this course.

Assignment guidelines and expectations:
All assignments must be highly professional in nature. This means:

All assignments must be completed satisfactorily--in order to pass this course.
All written work must be on time, word processed and free of grammatical or spelling errors.
Late work may be considered for partial credit if accompanied by a word-processed request to be accepted.
When in doubt, ask questions--before the due date. Please visit me in my office to do this.
Save your graded assignments for your midterm and final portfolio. The feedback your work receives will provide you with a starting point for revisions. All assignments will be placed in your portfolio--including the original and revised version.

Assessment

Item	Quantity	Points	Total
1. Attendance: Please note: Students missing more than three class meetings may be required to retake this course.	20	1	20
2. Objective-driven reading quizzes	8	20	160
3. Assigned learning activities Please note: All assignments must be completed satisfactorily--in order to pass this course. Late work may be considered for partial credit if accompanied by a word-processed request to be accepted.	8	20	160
4. Micro peer teaching plan, delivery, and self-assessment	1	70	90
4. Midterm formative assessment: organizing and presenting your carefully revised work in portfolio	1	30	30
5. Final summative assessment: organizing and presenting your carefully revised work in portfolio	1	40	40
6. Eight classes of special education topics with Gerry Nierengarten Please note: This special education unit will compose 25%of your final course grade. Your special education component grade must be a c- or better in order to receive credit for this entire course. All assignments for this unit must be complete in order to receive your final course grade for Ed Se 3204.	T.B.A.	T.B.A.	T.B.A.

Grading:

A=93-100% A-=90-92.9% B+=87-89.9% B=83-86.9% B-=80-82.9% C+=77-79.9% C=73-76.9% C-=70-72.9% D=60-69.9% F=<60%

IMPORTANT:
I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.

Class schedule:

Week
and Date

Topic

Assigned reading for this class

Assignment due

Week One:
1/22/03
Welcome, overview, team building, lesson planning

Week Two:
1/27/03
Module 4 selections: Planning interesting and educational lessons
Teaching in the Middle and Secondary Schools: pp.133-156 (from Module 4).

1. Using the framework given in Module 4, create a one-page original lesson plan in your subject area--which meets criteria for written work. Attach a completed copy of the self-assessment checklist (also found on pp.155-56) to check your work

1/29/03

The Courage to Teach and your mission as an educator.

The Courage to Teach: Introduction and Chapter I.

2. Create your own personal educational mission statement--which meets criteria for written work (noted above). Incorporate a visual symbol which emphasizes your mission as an educator. Also attach, as reference material, one educational mission statement that you admire and respect.

Week Three:
2/3/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

2/5/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

Week Four:
2/10/03

Module 1: Schools today

Teaching in the Middle and Secondary Schools: Module 1.
First reading quiz: Module 1

3. For two minutes, teach your classmates an age-appropriate skill--as if your classmates were secondary students. Have some fun with this, and please select content and teaching methods which reflect your mission as an educator. Please bring a floppy disk--as you will be digitally photographed by your peers during your short oration. You will use your photograph in your portfolio.
Prepare to demonstrate voice, body language, proximity to your students, eye contact, professional attire, and knowledge of your chosen content.

2/12/03
Module 3: Selecting lesson content through well-prepared instructional objectives
Teaching in the Middle and Secondary Schools: Module 3
Second reading quiz: Module 3

(Using the Department of Children, Families, and Learning's "Class" Website, locate one or more high standard which is of interest to your within your area of licensure. Print this, and bring it to class with your name on it.)

Week Five:
2/17/03
Module 4: Lesson content and objectives
Teaching in the Middle and Secondary Schools: Module 4
Third reading quiz: Module 4

2/19/03
Module 4: Lesson content and objectives

4. Select a Minnesota state high standard in your licensure area. State your standard. Describe your student goal for this standard. Then articulate your rationale for teaching these objectives. Identify an introductory, intermediate, and advanced objective for each learning domain (cognitive, psychomotor, and affective). For every single objective, bullet the specifics of audience, behavior (in action verb language), conditions, and degree by which you will assess successful accomplishment of each objective. Note: you will use this Minnesota high standard for your micro peer teaching lesson.

Week Six:
2/24/03
The Courage to Teach: Chapters III and IV
The Courage to Teach: Chapters III and IV
(Note: Chapter II optional)

5. Compose a carefully revised three paragraph essay regarding The Courage to Teach. First choose a topic addressed by Palmer. Describe it in your first paragraph. Analyze it in your second. And then reflect on it in your third paragraph. This essay should be given an original title and be grammatically ready to be submitted to a professional educators' journal. Include parenthetical citations and a work cited section according to MLA guidelines.

2/26/03
Midterm formative assessment:
Review the evaluation rubric for your midterm portfolio

Midterm portfolio due. Original and revised drafts of all items due in portfolio organized into INTASC categories. This portfolio should reflect your strongest professional attributes and accomplishments.

Week Seven:
3/3/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

3/5/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

Week Eight:
3/10/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

3/12/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

Week Nine:
3/24/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

3/26/03

Special Education with Gerry Nierengarten

Per Special Education Syllabus

Per Special Education Syllabus

Week Ten:
3/31/03
Module 6: Student-centered instructional strategies
Teaching in the Middle and Secondary Schools: Module 6
Fourth reading quiz: Module 6

(Select one student-centered instructional strategy to be used in your micro-peer-teaching experience. Draft a plan for supporting your instructional objectives through use of this strategy. Be certain that this strategy will contribute to the accomplishment of your instructional objectives. Note: This assignment will be shared in class but will not be handed in--as it will instead be written into your micro peer teaching lesson plan.)

4/2/03
The Courage to Teach: Chapter V
The Courage to Teach: Chapter V

6. Compose a Powerpoint--or related media--presentation of four selected quotations from The Courage to Teach Chapter I, III, IV, and IV. You must select one quote from each chapter. Your powerpoint visual will state each quote, include a visual aid which supports each quote. You will briefly explain your support or opposition to Palmer's statements--as they relate to effective teaching and learning. You will present and explain the significance of these quotations in class using this software application. Be sure to include MLA parenthetical references for quotes as well as a Work Cited page identifying the source. Bring your presentation to class on a disk, and hand in a printed version of this presentation.

Week Eleven:
4/7/03
Module 7: Teacher-centered instructional strategies
Teaching in the Middle and Secondary Schools: Module 7
Fifth reading quiz: Module 7
(Select one teacher-centered instructional strategy to be used in your micro-peer-teaching experience. Draft a plan for supporting your instructional objectives through use of this strategy. Be certain that this strategy will contribute to the accomplishment of your instructional objectives. Note: This assignment will be shared in class but will not be handed in--as it will instead be written into your micro peer teaching lesson plan.)

4/9/03
Module 9: Assessing and reporting student achievement
Teaching in the Middle and Secondary Schools: Module 9
Sixth reading quiz: Module 9
7. Create two specific, full-page examples of assessment tools for your original lesson plan (such as your micro peer teaching plan or another original lesson plan.) Include brief statements regarding how these tools will allow students to demonstrate multiple ways of knowing.

Week Twelve:
4/14/03
Module 9: Assessing and reporting student achievement: Collaborative rubric research and design--including the Minnesota Graduation Standards. Inquiry reading

4/16/03
Communicating success and growth objectives to students and parents: sample communication tools, methods, and scenarios. Inquiry reading

Week Thirteen:
4/21/03
Establishing and supporting a classroom learning environment
The Courage to Teach: Chapter VI

4/23/03
Micro peer teaching through selected learning strategies and the Minnesota Graduation Standards Performance Packages
The Courage to Teach: Chapter VII

Conduct a 15 minute micro peer teaching lesson. This will be a 15 minute segment of your own original plan which is designed for at least one full instructional period. Be certain to meet all criteria from your advanced checklist--based on our lesson framework from Module 4. Evaluate your micro peer teaching experience--with rubric provided.

For the best learning experience, please arrange with your apprenticeship site faculty member to teach this lesson in a middle or secondary school classroom. See me if this presents a challenge.

Week Fourteen:
4/28/03
Micro peer teaching through selected learning strategies Seventh reading quiz: The Courage to Teach: Chapters VI and VII

4/30/03
Micro peer teaching through selected learning strategies

8. Review your teaching tips section in your notes and compile a master list of ten or more essentials that you'll follow through on. This is a list that you'll post in your own space within your classroom--to help remind you of the practices that you trust and will want to demonstrate. Format this in a visually appealing manner and include at least one digital or scanned photograph which you associate with your best practices.

Week Fifteen:
5/5/03
Micro peer teaching through selected learning strategies
Teaching in the Middle and Secondary Schools: Module 10
Eighth reading quiz: Module 10 (Assessment of Teaching and Continued Professional Development)

5/7/03
Micro peer teaching through selected learning strategies Identify , record, and review your own strengths and growth objectives for improving your own teaching.

Finals week:

Final summative assessment
Review the evaluation rubric for your final portfolio Final portfolio due. Revise all learning activities, and assemble these into your working professional portfolio. Include original and final drafts of all assignments. Organize these items into labeled sections which demonstrate INTASC competencies.

Next step: Not include corrected material in portolio.

Plenty of theory, need to organize this into material which meets the learner where the learner is.

Attendance/Punctuality	Self-initiative/Independence	Reliability/Dependability	Oral expression	Written expression
Critical thinking skills	Tactful judgment	Collegiality	Reflective response to feedback/supervision	Interaction with students, peers, teachers, others
Desire to improve own teaching performance	Commitment to the education profession	Attitudes toward learners	Professional ethics and demeanor

Week and Date	Topic	Assigned reading for this class	Assignment due
Week One: 1/22/03	Welcome, overview, team building, lesson planning
Week Two: 1/27/03	Module 4 selections: Planning interesting and educational lessons	Teaching in the Middle and Secondary Schools: pp.133-156 (from Module 4).	1. Using the framework given in Module 4, create a one-page original lesson plan in your subject area--which meets criteria for written work. Attach a completed copy of the self-assessment checklist (also found on pp.155-56) to check your work
1/29/03	The Courage to Teach and your mission as an educator.	The Courage to Teach: Introduction and Chapter I.	2. Create your own personal educational mission statement--which meets criteria for written work (noted above). Incorporate a visual symbol which emphasizes your mission as an educator. Also attach, as reference material, one educational mission statement that you admire and respect.
Week Three: 2/3/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
2/5/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
Week Four: 2/10/03	Module 1: Schools today	Teaching in the Middle and Secondary Schools: Module 1. First reading quiz: Module 1	3. For two minutes, teach your classmates an age-appropriate skill--as if your classmates were secondary students. Have some fun with this, and please select content and teaching methods which reflect your mission as an educator. Please bring a floppy disk--as you will be digitally photographed by your peers during your short oration. You will use your photograph in your portfolio. Prepare to demonstrate voice, body language, proximity to your students, eye contact, professional attire, and knowledge of your chosen content.
2/12/03	Module 3: Selecting lesson content through well-prepared instructional objectives	Teaching in the Middle and Secondary Schools: Module 3 Second reading quiz: Module 3	(Using the Department of Children, Families, and Learning's "Class" Website, locate one or more high standard which is of interest to your within your area of licensure. Print this, and bring it to class with your name on it.)
Week Five: 2/17/03	Module 4: Lesson content and objectives	Teaching in the Middle and Secondary Schools: Module 4 Third reading quiz: Module 4
2/19/03	Module 4: Lesson content and objectives		4. Select a Minnesota state high standard in your licensure area. State your standard. Describe your student goal for this standard. Then articulate your rationale for teaching these objectives. Identify an introductory, intermediate, and advanced objective for each learning domain (cognitive, psychomotor, and affective). For every single objective, bullet the specifics of audience, behavior (in action verb language), conditions, and degree by which you will assess successful accomplishment of each objective. Note: you will use this Minnesota high standard for your micro peer teaching lesson.
Week Six: 2/24/03	The Courage to Teach: Chapters III and IV	The Courage to Teach: Chapters III and IV (Note: Chapter II optional)	5. Compose a carefully revised three paragraph essay regarding The Courage to Teach. First choose a topic addressed by Palmer. Describe it in your first paragraph. Analyze it in your second. And then reflect on it in your third paragraph. This essay should be given an original title and be grammatically ready to be submitted to a professional educators' journal. Include parenthetical citations and a work cited section according to MLA guidelines.
2/26/03	Midterm formative assessment:	Review the evaluation rubric for your midterm portfolio	Midterm portfolio due. Original and revised drafts of all items due in portfolio organized into INTASC categories. This portfolio should reflect your strongest professional attributes and accomplishments.
Week Seven: 3/3/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
3/5/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
Week Eight: 3/10/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
3/12/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
Week Nine: 3/24/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
3/26/03	Special Education with Gerry Nierengarten	Per Special Education Syllabus	Per Special Education Syllabus
Week Ten: 3/31/03	Module 6: Student-centered instructional strategies	Teaching in the Middle and Secondary Schools: Module 6 Fourth reading quiz: Module 6	(Select one student-centered instructional strategy to be used in your micro-peer-teaching experience. Draft a plan for supporting your instructional objectives through use of this strategy. Be certain that this strategy will contribute to the accomplishment of your instructional objectives. Note: This assignment will be shared in class but will not be handed in--as it will instead be written into your micro peer teaching lesson plan.)
4/2/03	The Courage to Teach: Chapter V	The Courage to Teach: Chapter V	6. Compose a Powerpoint--or related media--presentation of four selected quotations from The Courage to Teach Chapter I, III, IV, and IV. You must select one quote from each chapter. Your powerpoint visual will state each quote, include a visual aid which supports each quote. You will briefly explain your support or opposition to Palmer's statements--as they relate to effective teaching and learning. You will present and explain the significance of these quotations in class using this software application. Be sure to include MLA parenthetical references for quotes as well as a Work Cited page identifying the source. Bring your presentation to class on a disk, and hand in a printed version of this presentation.
Week Eleven: 4/7/03	Module 7: Teacher-centered instructional strategies	Teaching in the Middle and Secondary Schools: Module 7 Fifth reading quiz: Module 7	(Select one teacher-centered instructional strategy to be used in your micro-peer-teaching experience. Draft a plan for supporting your instructional objectives through use of this strategy. Be certain that this strategy will contribute to the accomplishment of your instructional objectives. Note: This assignment will be shared in class but will not be handed in--as it will instead be written into your micro peer teaching lesson plan.)
4/9/03	Module 9: Assessing and reporting student achievement	Teaching in the Middle and Secondary Schools: Module 9 Sixth reading quiz: Module 9	7. Create two specific, full-page examples of assessment tools for your original lesson plan (such as your micro peer teaching plan or another original lesson plan.) Include brief statements regarding how these tools will allow students to demonstrate multiple ways of knowing.
Week Twelve: 4/14/03	Module 9: Assessing and reporting student achievement: Collaborative rubric research and design--including the Minnesota Graduation Standards.	Inquiry reading
4/16/03	Communicating success and growth objectives to students and parents: sample communication tools, methods, and scenarios.	Inquiry reading
Week Thirteen: 4/21/03	Establishing and supporting a classroom learning environment	The Courage to Teach: Chapter VI
4/23/03	Micro peer teaching through selected learning strategies and the Minnesota Graduation Standards Performance Packages	The Courage to Teach: Chapter VII	Conduct a 15 minute micro peer teaching lesson. This will be a 15 minute segment of your own original plan which is designed for at least one full instructional period. Be certain to meet all criteria from your advanced checklist--based on our lesson framework from Module 4. Evaluate your micro peer teaching experience--with rubric provided. For the best learning experience, please arrange with your apprenticeship site faculty member to teach this lesson in a middle or secondary school classroom. See me if this presents a challenge.
Week Fourteen: 4/28/03	Micro peer teaching through selected learning strategies	Seventh reading quiz: The Courage to Teach: Chapters VI and VII
4/30/03	Micro peer teaching through selected learning strategies		8. Review your teaching tips section in your notes and compile a master list of ten or more essentials that you'll follow through on. This is a list that you'll post in your own space within your classroom--to help remind you of the practices that you trust and will want to demonstrate. Format this in a visually appealing manner and include at least one digital or scanned photograph which you associate with your best practices.
Week Fifteen: 5/5/03	Micro peer teaching through selected learning strategies	Teaching in the Middle and Secondary Schools: Module 10 Eighth reading quiz: Module 10 (Assessment of Teaching and Continued Professional Development)
5/7/03	Micro peer teaching through selected learning strategies	Identify , record, and review your own strengths and growth objectives for improving your own teaching.
Finals week:	Final summative assessment	Review the evaluation rubric for your final portfolio	Final portfolio due. Revise all learning activities, and assemble these into your working professional portfolio. Include original and final drafts of all assignments. Organize these items into labeled sections which demonstrate INTASC competencies.