University of Minnesota, Duluth

Syllabus for ELED 4345, Instructional Strategies, Assessment, and Management

3 credits: Spring Semester 2009

 

Co-teaching with Brian McInnes

Section: 01

Section: 02

 

 

 

Class meeting time:

 

M & W 8.00 -9.15  AM, Section 01: Montague 151

M & W 9.30-10.45 AM, Section 02: Montague 151

 

Instructor:

 

Dr. Chang’aa Mweti

 

Office & phone:

 

MonH 105: (218) 726 6212 (O); ( 218) 355 8113 (H)

 

Office hours:

 

M. 2.00-3.00 PM

W. 1.00-5.00 PM (Other times by appointment)

 

E-mail:

 

cmweti@d.umn.edu: (office),  cmweti@charter.net (home)

 

Class alias:

 

eled4345-1-s2009@d.umn.edu

eled4345-2-s2009@d.umn.edu

 

 

To teach in a manner that reflects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.

Bell Hooks

 

 

Course Description:

 

Assessment strategies to ensure and evaluate continuous intellectual, social and physical development of students while managing and supporting a positive classroom environment. This class will include participation in actual teaching activities and a field experience.

 

Required Text / Readings:

 

Kronowitz, E. (2004) Your First Year of Teaching and Beyond (4 ed.). Pearson Ed.Inc.,

 

 

 

 

 

 

 

 

 

 

 

INTASC Standards / Standard 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)

 

 

 

Course Outcomes:

 

 

A. Identify and describe the knowledge base for the following content

 

 

 

 

 

 

 

  1. Identify Strategies

 

 

 

 

 

3.11, 3.14,3.15, 4.11, 4.12, 4.13, 4.21, 4.22, 4.32, 4.33, 4.34, 4.35, 4.36

 

3A, 3E, 3H

4A, 4B, 4C

4D, 4E, 4F

4G, 4H, 4I

4J, 4K, 4L

 

D

R

E

T

 

 2. Classroom management

 

5.14

 

5E

 

E

 

 3. Assessment and evaluation

 

2.31, 8.11,

8.13

 

2E, 8B, 8C, 8D

 

D

E

T

 

B. Observe application in the schools and implement related to:

 

 

 

 

 

 

 

  1. Classroom instruction

 

2.11, 2.12,  2.13

 

2A, 2B, 2C

 

E

 

 2. Classroom management

 

5.11, 5.12, 5.36

6.14, 9.12

 

5A, 5B, 5Q

6D, 9B, 9C

 

D

R

E

 

 3. Assessment and evaluation

 

3.34, 6.32, 6.35, 7.35, 6.12, 8.22, 8.31

 

3N, 6H, 6I

6J, 7H, BA

8E, 8F, 8G

 

D

R

E

T

 

C. Reflect on the following:

 

 

 

 

 

 

 

  1. Ways to instruct students

 

2.32, 2.33 3.31, 3.32,3.35, 3.36,

5.23, 5.25, 5.35, 5.37, 6.35, 7.12,

7.31, 7.32, 6.33, 7.35

 

2F, 2G, 3K,

3L, 3O, 3P,

5I, 5J, 5K,

5L, 5P, 5R,

6K, 7B, 7C,

7E, 7F, 7G

 

D

R

E

T

 

 

  2. Ways to manage a classroom

 

3.21, 3.33, 3.37, 5.13, 5.15, 5.21, 5.22, 5.32, 5.33,

5.34, 7.11, 8.35, 9.21

 

3I, 3M, 3Q,

5D, 5F, 5G,

5H, 5M, 5N,

5O, 7A, 8K,

9F

 

D

R

E

 

 

 

 

 

  3. Ways to assess and evaluate students

 

2.22, 7.21, 8.32,

8.33, 8.34, 8.36,

9.13, 9.25, 9.31, 9.32, 9.33

 

2D, 7D, 8H,

8I, 8J, 8L,

8M, 9D, 9G,

9K

 

D

R

E

C

T

 

 

Dispositions:

Communicator                                                                 Enthusiastic

Collaborative                                                                   Listener

Integrity                                                                           Open to Suggestions/Criticism

Knowledgeable                                                                Seeks Help When Necessary

Reliable                                                                            Passion for Teaching

 
 

UMD teacher candidates are expected to behave professionally. A professional teacher is defined in the following way:

1. She/he is punctual and well prepared

2. She/he works in a productive, constructive and collaborative manner with: students, cooperating teachers and UMD faculty.

3. She/he understands and demonstrates interactions formats that are ethical and respectiful of diversity

4. She/he listens and communicates effectively, clearly and appropriately either verbally, in writing and demeanor with students, cooperating teachers, staff, parents and UMD faculty.

5. She/he is able to acknowledge, accept and implement constructive suggestions and criticism.

 

Instructional Strategies, Class Format & Diversity:

 

Instruction will include small and large group discussions and activities, lecture, cooperative learning, videos, homework assignments, individual and group presentations using power point/an overhead projector, websites, internet search etc. We will describe the purposes of effective assessment touching on different ways teachers can assess their students.

 

Class sessions will revolve around the theme of diverse classroom learning and teaching environments. Attention will be given to relating new information from reading, discussions, videos/speakers to personal past and present experience in school settings.

 

Working Assumptions for the course:

 

Ideas, not individuals are open to challenge. The nature of this course should produce a diverse of ideas. To insure that multiple voices are heard, the course must foster a high degree of psychological safety. As college students you should feel comfortable challenging the ideas and thinking of others. However, that challenge can not disparage the personhood of others. We are here at UMD to learn with, from and about each other.

 

Questions represent an opportunity to learn. Sometimes students feel that they should not ask questions because they may sound dumb. On the contrary, questions can be an indication of your engagement with the subject. Do not self-sensor because your questions may lead to clearer understanding for us all.

 

Course Requirements/Expectations:

 

Attendance:

 

Consider this class to be a professional job in which you are a member of a teaching team. As in a job, therefore, you as a professional must be present, prepared for class discussions and activities, actively involved in the lesson and ready to cooperate and help others. Since you are very close to being paid professionals, you should therefore adhere to professional ethics and expectations.

 

Attendance is mandatory and will be taken at the beginning of each class session. If you miss more than three (3) classes, your final grade will be lowered. If your absences are 20% or more, you will fail the course. Exceptions would be (a) illness, accident or death in your social network.

(b) absence due to official college activities. A signed explanation, notifying me ahead of time, from your coach, director, etc. will be required. Planning ahead usually eliminates problems later.

 

 

Missed Test Policies:

 

Sometimes there are acceptable reasons for not being able to take a test on the regularly scheduled time. You must get prior approval from me if you need to miss a scheduled test. Leaving early for vacation or weekends, poor time management, or having other tests on that day are not acceptable reasons.

 

Late Work/Projects

 

The penalty for late work will be as follows: (a) Work turned in within 24 hours of the due date will be deducted 10% (b) Work turned in 24 hours past the due date will be deducted 10% plus an additional 5% for each class period the work is late. For planned absences, inform me ahead of time and make the proper arrangements to turn in your work. In case of an emergency, call me.

 

Students with special needs

 

Individuals who have a disability, either permanent or temporary, or any other special circumstances, which might affect their ability to perform in this class or in the field, are encouraged to inform me at the start of the semester. Together adaptation of methods, materials, testing, assignments as needed, or field experience may be made as suggested through the Access Center or me to provide for equitable participation.

 

 

Field Policy: YOU MUST COMPLETE THE FIELD EXPERIENCE SUCCESSFULLY IN 
ORDER TO CONTINUE THE BLOCK SEQUENCE. UNSATISFACTORY RATINGS BY YOUR COOPERATING TEACHER IN THE FIELD AND/OR YOUR FACULTY SUPERVISOR WILL RESULT IN YOUR HAVING TO REPEAT THE COURSE AND/OR THE FIELD EXPERIENCE

 

 

Confidentiality

 

It is imperative that you maintain a professional ethics as well as the law to protect the confidentiality of the individuals and schools you work with.

 

Quizzes                                                                                                                70 pts

 Oral Story                                                                                                         100 pts

 

 

Tell about a real life classroom management experience (positive or negative), that you had either in Block 1 Practicum and then tell how it impacted you and/or your teaching. Be prepared to share your story with the class. Hand in a minimum of 3 page double spaced summary paper describing your experience. Due Wednesday, Jan. 28th

 

 

Tenure Interview                                                                                                        100 pts

 

 

Interview a tenured teacher about the teacher evaluation and tenure process. At a         minimum, ask him or her:

What are the procedures for annual evaluation of teachers?

Is there a difference between tenured and non-tenured evaluation procedures?

What are the procedures for receiving tenure in the district?

Describe the copies of the written instrument that the district uses for both formative and summative evaluations. Prepare a written summary of this information. Also be prepared to share this information with the class.  This summary should be at least 3-4 pages long, double spaced.

Due Monday, May. 4

 
 
 

Teaching - Learning Philosophy (more explanation attached)                                  130 pts

 
 

Grading:

 

Final grade will be based on the following scale:

 

Total Points                                                                                    Semester Grade

 

 

376- 400                                                                                                      A           94-100%

360- 375                                                                                                      A-          90- 93%

 

348- 359                                                                                                      B+         87- 89%

 
336- 347                                                                                                      B           84- 86%
320- 335                                                                                                      B-          80- 83%
312- 319                                                                                                      C+         78- 79%
304- 311                                                                                                      C           76- 77%
296- 303                                                                                                      C-          74- 75%
288- 295                                                                                                      D+         72- 73%
284- 287                                                                                                      D           71%
272- 283                                                                                                      D-          68- 70%
Below 272                                                                                                   F            Below 68%                                                

 

 

 

 

 

 

 

 

 

 

 

 

 

Tentative Class Schedule:

 

 

Date

 

Topic

 

Reading

 

Assignment

 

Week 1

Jan. 21

 

Introduction : Class discussion

Classroom Organization/ Management

 

 

 

 

 

 

 

Week 2

Jan. 26

 

Jan 28

 

 

Classroom strategies: Lecture,

Co-operative learning, R.Play,

Discipline, Question/answer.

Discuss experience in block 1

Share oral story, cards for noting your observation on Friday 30

Oral paper due

 

Kronowitz

Chapter 4

 

 

Kronowitz

Chapter 9

 

Response

 

 

 

 

Response

 

Week 3

Feb. 2

 

 

Feb. 4

 

Group discussions. Report your

Observation: what worked or did not work and why?

 

Discuss the philosophy paper.

Laptop research (pc cart)

 

 

Observation notes

 

 

Research theories

 

 

 

 

Week 4

Feb. 9

Feb. 11

 

Positive Discipline

 

Working with parents

 

Kronowitz

Chapter 5

Kronowitz

Chapter 7

 

 

 Quiz

 

Response

 

Week 5

Feb. 16

Feb. 18

 

 

 

 

 

 

 

 

 

 

 

Week 6

Feb. 23

Feb. 25

 

 

 

 

 

 

 

Week 7

Mar. 2

Mar. 4

 

 

 

 

 

 

 

Week 8

Mar. 9

Mar. 11

 

 

 

 

 

 

 

 

 

Week 9

Mar. 16

Mar. 18

                      

 

 

 

Spring Break for UMD

 

 

 

Week 10

Mar. 23

Mar. 25

 

 

  All  day lab experience

 

 

 

 

 

Week 11

Mar. 30

Apr. 1

 

All day lab experience

 

 

 

 

 

Week 12

Apr. 6

Apr. 8

 

All day lab experience

 

 

 

 

 

Week 13

Apr. 13

Apr. 15

 

All day lab experience

 

 

 

 

Week 14

Apr. 20

Apr. 22

All day lab experience

 

 

 

 

Week 15

Apr. 27

Apr. 29

 

 All day lab experience

 

 

 

 

 

 

Week 16

May. 4

May. 6

 

 

Class Seminar

Brian and Chang’aa

 

 

 

 

 

    Due Date

Week 17

May. 11

May. 13

EXAM WEEK

 

 

 

 

 

 

 

 

 

 

 

 

 

TEACHING -LEARNING PHILOSOPHY

 

COMPONENTS TO INCLUDE IN YOUR PAPER:

 

 

USE LABELED HEADINGS FOR THE FOLLOWING:

 

ELED 4345

 

1. Describe your teaching and learning philosophy. Relate your philosophy to at least 3-4 theorists/theories below. Research these theories online: You can do a Google search (google.com) or a Google Scholar (Scholar.google.com) Cite each source you use as follows: For example: www {website}.org and be specific. You must show that you spent time looking at the site. 75 pts

   

 

Maslow - Needs Theory

Dewey - Democratic Processes

Piaget - Cognitive Theory

Vygotsky - Social Interaction

Bruner - Discovery Learning

Johnson & Johnson - Cooperative Learning

Bandura - Social Learning Theory

Skinner - Behaviorism and Reinforcement Theory

 

2. Explain the physical environment in your classroom. (Read  Kronowitz Ch. 4.)  (Attach a diagram of your classroom). 25 pts

   

3. Discuss parent, guardian and community involvement and why you think this is necessary  (Read Kronowitz Ch. 7)  25 pts

 

4.  Paper should be 4-5 pages long, typed, double-spaced and due date. 3pts

 

5. Attach this evaluation sheet to your paper. 2pts

 

TOTAL POINTS: 130

 

DUE DATE:   ________________