Syllabus for ECh 5995 Special Topics:
Teaching Parent Education (3 credits)
Fall Semester 2007

Class meeting time: TBA
Instructor: Kim Riordan, M.Ed.
Office & phone: 120 Montague Hall (w)726-7251
Office hours: TBA
e-mail: kriordan@d.umn.edu
Class alias:  

Course Description:

Planning, presenting, and evaluating educational programs for parents; adult learning and development; philosophy of Minnesota early childhood family education programs; teaching strategies; curriculum development.

Required Texts / Readings:

Campbell, D. & Palm, G. (2004). Group Parent Education: Promoting parent lean ring and support. Thousand Oaks, CA:Sage

And Additional Readings, As Assigned

 

INTASC Standards/MN Standards of Effective Practice Conceptual Framework Themes
  • Standard 1: Subject Matter
  • Standard 2: Student Learning
  • Standard 3: Diverse Learners
  • Standard 4: Instructional Strategies
  • Standard 5: Learning Environment
  • Standard 6: Communication
  • Standard 7: Planning Instruction
  • Standard 8: Assessment
  • Standard 9: Reflection and Professional Development
  • Standard 10: Collaboration, Ethics, and Relationships
  • Diversity (D)
  • Reflection (R)
  • Empowerment (E)
  • Collaboration (C)
  • Technology (T)

Conceptual Framework: Learner-Sensitive Teacher

Course Outcomes:

Outcome

MN Board of Teaching

Standards of Effective Practice

Subject Matter Standards for Teachers of Parent and Family Education

 INTASC Themes Evidence of Learning and Assessment Opportunities
1. Candidate will understand how learners differ in their approaches to learning and can demonstrate adaptability in creating learning experiences that are flexible, adaptive and learner centered. A part of the effectiveness is successfully developing a learning community in which individual differences are respected.

Subp 4, Std 3 (Diverse Learners)

3(Q)

     C/D/E/R

(1) Facilitation of "mock" parent group and written reflections on the outcomes (Weeks #4 & #7)

(2) Observation of parent group facilitation and written summary (Week #13)
2. Candidate will use educational technology to broaden student knowledge and stimulate advanced levels of learning

Subp 5, Std 4

(Instructional Strategies)

4(L)

Subp 7, Std 6

(Communication)

6(K)

     T/D/E/R (1) Prepare rationale and model appropriate use of technology during facilitation of parent group including written summary of outcome (Week #13)
3. Candidate will effectively create learning environments that encourage positive social interaction, active engagement in learning, and self motivation. This will be supported by a thorough understanding of human motivation and behavior (drawing from social sciences), a knowledge of how groups function and influence people, how participation supports commitment, establishing productive relationships in support of student learning, and how to help people work productively and cooperatively with each other in complex social situations.

Subp 6, Std 5 (Learning Environment)

5(A), 5(B), 5(D), 5(G)

Subp 11, Std 10

(Collaboration, Ethics, and Relationships)

10(K), 10(H)

     C/E/D/R

(1) Facilitation of "mock" parent group and written reflections on the outcomes (Weeks #4 & #7)

(2) Observation of parent group facilitation and written summary (Week #13)

(3) Read Ch 3, 5, and 7, 9 in "Group Parent Education", and complete Mid Term Exam, Ch 1-5 (Week #8) and Final Exam, Ch 6-11 (Finals Week)
4. Candidate will use knowledge of effective communication in order to foster sensitive communication among peers, and promote effective listening techniques both for group members and by self.

Subp 7, Std 6

(Communication)

6(F), 6(G)

     C/D/R/E (1) Facilitation of "mock" parent group and written reflections on the outcomes (Weeks #4 & #7)

(2) Observation of parent group facilitation and written summary (Week #13)

(3) Read Ch 7 in text "Group Parent Education" and complete Final Exam (Final Exam Week)
5. Candidate will use effective communication strategies in conveying ideas and information and how to ask questions and stimulate discussion in different ways for particular purposes, to include an understanding of mandatory reporting laws and responsibilities

Subp 7, Std 6

(Communication)

6(H), 6(J)

Subp 11, Std 10

(Collaboration, ethics and relationships)

10(L)

     C/D/R/E

Activities: Candidates will participate in class discussion and problem solving in regard to the use of effective communication strategies. Discussion will be partially based on reading Ch 7 in “Group Pare tn Education”.

Assessment:

(1) Facilitation of "mock" parent group and written reflections on the outcomes (Weeks #4 & #7)

(2) Observation of parent group facilitation and written summary (Week #13)

(3) Read Ch 7 in text "Group Parent Education" and complete Final Exam (Final Exam Week)
6. Candidate will effectively evaluate plans in relation to short-term and long-range goals.

Subp 8, Std 7 (Planning Instruction)

7(H)

     D/C/R/E

(1) Adapted Lesson Plans (Weeks 3 and 6)

(2) Facilitation of "mock" parent group and written reflections on the outcomes (Weeks #4 & #7)

(3) Program Evaluation summary (Week # 11)
7. Candidates will understand the historical and philosophical foundations of Education and understand schools as organizations within a larger system and be able to utilize community resources in order to foster student learning

Subp 10, Std 9

(Reflection and Professional Development)

9(A)

Subp 11, Std 10

(Collaboration, ethics, and relationships)

10(A), 10(J)

     D/C/R/E

Activities: Lecture regarding the historical and philosophical foundations of education, including specifically the beginnings of family and parent education. Lecture and group discussion will be based upon the readings in text, Group Parent Education, weeks 1 through 3.

Assessment:

(1) Read Ch 1 & 2 in "Group Parent Education" and complete Midterm Exam, Ch 1-5, (Week 8)

(2) Portfolio/Resource Manual (Week #8)
8. Candidate will demonstrate knowledge and ability to apply knowledge in methods of inquiry, self-assessment, and problem solving, as well as understand the influences of the teacher's behavior on student growth and learning.

Subp 10, Std 9

(Reflection and Professional Development)

9(B), 9(C)

     D/R/C/E (1) Facilitation of "mock" parent group and written reflections on the outcomes (Weeks #4 & #7)

(2) Observation of parent group facilitation and written summary (Week #13)

(3) Read Ch 4 in text "Group Parent Education" and complete Midterm Exam (Week 8)
9. Candidate will understand the value of critical thinking and self-directed learning, and understand the professional responsibility and the need to engage in and support appropriate professional practice

Subp 10, Std 9 (Reflection and Professional Development)

9(F), 9(G)

     D/C/R/E (1) Facilitation of "mock" parent group and written reflections on the outcomes (Weeks #4 & #7)

(2) Observation(s) of parent group facilitation and written summary (Week #13)

(3) Read Ch 11 in text "Group Parent Education" and complete Final Exam (Final Exam Week)

10. Candidate understands developmentally appropriate learning environments, activities and interactions and is able to effectively plan and carry out activities and lessons

  

Subp 3

(Subject Matter Std)

C(9)

    D/R/E/C

(1) Participate in discussion based on reading Ch 9 in text "Group Parent Education" and complete Final Exam (Final Exam Week)

(2) Lesson Plan with Parent/Child Interaction Time (Weeks 3 & 6)

(3) Environment Design (Week 10)

11. Candidate understands adult development and that each adult is unique and influenced by a variety of experiential factors, biology, development and is able to make appropriate instructional decisions.  

Subp 3

(Subject Matter Std)

D(1), D(2), D(3), D(4)

    E/D/R

(1)Self-Assessment of Adult Development and Learning (Week # 2)

(2) Learning Theory Analysis (Week # 5)

 

Dispositions:

  1. Show sensitivity to differing family structures and cultural backgrounds.
  2. Demonstrate respect for and positive relationships with parent/learners.
  3. Establish rapport with colleagues.
  4. Demonstrate positive response to professional responsibilities.
  5. Attendance and punctuality indicate professional attitude.
  6. Engage in self-reflection to improve teaching and learning.
  7. Demonstrate poise and confidence in teaching environments.
  8. Accept constructive critique for professional growth.

Instructional Strategies:

  1. Your learning format will include small and large group discussion, lecture, videos, class assignments/activities, Internet and library research, role-playing and mock group facilitation, textbook reading, observations of parent education settings and personal reflection.
  2. In this class the standards based on the National Educational Technology Standards for Teachers (www.iste.org) include: #10-research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. A. Students will conduct an Internet search of parent education resources. B. Students will critique these resources utilizing guidelines established in class to define appropriate use. and C. Students will compile and share their resources with peers.

Diversity:

  1. Diversity will be addressed through course content and course methodology. The course content will guide the student toward an understanding of learner differences (e.g.. cultural backgrounds and exceptionalities).
  2. Sensitivity and awareness to the variations in parenting style based on ethnic heritage, sexual orientation, socioeconomic status and family configuration will be a critical component to discussions, activities and reflection.
  3. The instructional methods in this course will be designed to meet the needs of all learners through varied instructional methods, and through modeling effective adult education.

Course Requirements/Expectations:

  1. Attendance: Attendance is mandatory due to the nature of this course. To bring meaning to the course content you will be asked to participate in discussion, group work and other activities.
  2. Assignments: Assignments are due at assigned dates and times. Due dates are listed on the syllabus. Late assignments must be negotiated with the instructor. Unless otherwise specified, all assignments must be submitted in typed hard copy. Assignments will be graded for appropriate writing and formatting conventions as specified in Guidelines for Assignments.
  3. Professional Conduct: It is expected that students seeking parent education licensure will demonstrate specific dispositional skills in professional level of conduct for operating in educational settings. Therefore, your conduct in this class will be observed and evaluated according to those expectations. Professional conduct is here defined as skills required for successful future teaching and/or appropriate interpersonal interactions in educational settings. In addition to fulfilling class assignments, you are expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward all course participants and course activities. Up to one full letter grade can be added or deducted to your final score based on the instructor's evaluation.
  4. Academic Dishonesty: Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course and will be recommended for removal from the program.
  5. Attendance Exclusion: Students required to attend district or university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance.
  6. Incompletes: Incompletes will not be given without extraordinary circumstances and prior discussion and permission of the instructor.
  7. Cancellation: If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
  8. Missed Class: Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Do not contact the instructor for this. Do not wait until the next class period.

Assessment:

There are a variety of course activities, exams and assignments with which you will be assessed. Details of these will be given in class and in the handout Guidelines for Assignments. You will be expected to synthesize the information from readings, videos, observations, lectures and class discussions in the assignments that you complete.

Item
 Qty Points Total %of grade
Facilitation(s) of Simulated Parent Group
3
100
300
30%
Exams
2
100
200
20%
Reflection on Field Observation(s)
2
50
100
10%
Variety of Class Activities: Environment Design, Outreach Plan, Program Evaluation, Learning Theory Analysis, Self-Assessment of Adult Development and Learning, and Portfolio/Resource Manual
6
50
300
30%
Variety of Adapted Lesson Plans (including Parent/Child Interaction Time)
4
25
100
10%
Total
1000
100%

Grading:

A=93-100%
A-=90-92%
B+=87-89%
B=83-86%
B-=80-82%
C+=77-79%
C=73-76%
C-=70-72%
D=60-69
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:

Date
Topic
Reading for the following week...
Assignment due 
Week 1
Introduction-What is Parent Education? Intro to MN ECFE Program; Adult Development

Group Parent Education Ch 1
Week 2
Group Parent Education: Rationale, and assumptions
Group Parent Education Ch 2
Self-Assessment of Adult Development and Learning
Week 3
The History and Evolution of Parent Education
Group Parent Education Ch 3
Lesson Plan #1
Week 4
Content and Process in Parent Education-Conceptual Framework, group dynamics
Group Parent Education Ch 4
Group Facilitation #1
Week 5
The role of group leader
Group Parent Education Ch 5
Learning Theory Analysis
Week 6
Relationship Building
Group Parent Education Ch 1-5 review
Lesson Plan #2
Week 7
Facilitation Practice
Add'l Readings, as assigned
Group Facilitation #2
Week 8
Designing Educational Content
Add'l Readings, as assigned

Midterm exam

Portfolio/Resource Manual

Week 9
Facilitation Skills
Group Parent Education Ch 6
Outreach Plan (Promotional material/Mock Flyer)
Week 10
Managing difficult moments
Group Parent Education Ch 7
Environment Design
Week 11
Parent Child Interaction Time; Anthropology of Parenting-Variations in Style
Group Parent Education Ch 8
Program Evaluation
Week 12
Reflective Dialogue Approach in Parent Education; Adapting to the group needs; complex issues in parent Education
Group Parent Education Ch 9
Week 13
Philosophical Issues-Ethical Issues; Professional Growth and Development
Group Parent Education Ch 10

Facilitation w/ Media

Reflection on Observations
Week 14
Review-Group leader competencies
Group Parent Education Ch 11
Final exam
Final Exam (Ch 6-11)