EdSe 3204 - General Instructional Methods Spring 2005: Dr. Helen Mongan-Rallis

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 Assignment  % of grade  Due Date

Creating an inclusive learning environment based on understanding students

10% 3/9

Philosophy of Education. You may present this in any way that you wish. Typical areas to include are descriptions of your beliefs about:

  • students
  • teachers
  • schools


5% 3/18

Analysis of teaching:

  1. Peer teaching 1: How your teaching aligns with and reflects personal philosophy of teaching and learning. Examples:
  2. Peer teaching 2: See also Peer teaching 2 rubric. Plan & teach a lesson using the strategy assigned to your group. Provide an explanation of the teaching strategy to the class.
  3. Apprenticeship teaching analyses : See also apprenticeship assignment rubric (turn in aong with your assignment) analyze at least 2 different lessons that you have taught at your apprenticeship site. Include a brief description of your (you may include your lesson plans, but are not required to) with your lesson analyses. Examples from past students:
PT1: 5%
PT2: 5%
Apprenticeship: 2 x 5%
Total: 20%
PT2: 4/25
Appr: 4/27

Planning & Teaching Strategies:

  1. Lesson Plan 1 & LP1 checklist: Develop a LP using the UBD framework and based on a content standard obtained from the MN Dept. of Ed Stds Website.(see LP1 checklist) See examples of UBD lesson plans:
  2. Lesson Plan 2 & LP2 checklist: Group LP using UBD framework but not necessarily based on content standard from MDE. Your plan should use a different set of strategies to the ones you used in LP1 (so that you gain experience with planning for different types of lessons); it must used the pyramid design (differentiating what all, most, & some students will do. (see LP2 checklist)
  3. Teaching strategies matrix & teaching stratgies rubric: summarizes key teaching strategies & gives examples of each. (Group assignment: group size 2-5 students).

1) 10 %
2) 10 %
3) Matrix: 10%
Total: 30

1) lp1 3/30
2) lp2 4/11
3) 5/4

Assessment - Develop assessments that show your ability to:

  1. Create a test in your subject area. Ideally have this be a test that you have designed & administered to students at your apprenticeship site.
  2. Assess students using some form of authentic, performanced based assessment. Your assessment should include a rubric that you would use to evaluate the student work. (Group assignment: group size 2-5 students).

Test: 5%
Authentic Assess & rubric: 10 %
Total: 15%

Professionalism and professional dispositions: Provide evidence of these. You should include something in each of the following categories:

  1. Self-evaluation of your professional dispositions (assessing your performance in each area in all aspects of your work related to EdSe 3204 (i.e. in class on campus, homework, and work at your apprenticeship site). Use the Professional Dispositions checklist (view as html) or you may download this document in MS Word and use this as a template (so you type your responses directly into the document). For each of the fourteen professional dispositions, circle the one that most closely describes your performance in General Instructional Methods and at your apprenticeship site this semester. Provide comments to support your self-evaluation, and include if appropriate goals that you set yourself to develop this area further in future (in Block 2, or for some of you, student teaching) and beyond.
  2. Evaluation of your professionalism and professional dispositions by others. (e.g. by your students, cooperating teacher, principal, other teachers, peers)
  3. What you have done to become aware of and connected to professional communities of practices and resources in your discipline.
5% 5/4
Preparation for Class and Readings : Self-evaluation of your preparation for class and your keeping up with readings for class. 10% ongoing
Final portfolio:

Portfolio due Monday of finals week. See portfolio rubric. Example of online portfolio: Stacey Mittag (used with permission)

(5%: serves as evidence of final grade) 5/9

Assignment Policies:

  1. Earn at least a C- in all required assignments by the end of the semester in order to earn higher than a D grade for the course.
  2. All assignments are due on the date listed. Late work will be graded but may earn a reduced grade (10% per week past due date). In order for you to be allowed to recycle an assignment, you must have turned in at least a first attempt by the due date.
  3. If an assignment is designated as one that can be recycled for a higher grade, you may recycle it no later than May 2nd (Monday of last week of classes). Recycled assignments must be submitted along with the original and with highlights noting the areas that have been changed in the recycled version.
  4. Prepare yourself thoroughly for class sessions by doing the necessary outside work and readings. All readings and assignments will be posted on the course web site. It is your responsibility to check the site prior to class for updates and to link to readings and assignments.
  5. Work cooperatively with others in class and on group assignments, contributing your fair share of work.
  6. Challenge yourself to make the most of in and out-of-class work. IMPORTANT*: If you already have evidence demonstrating your achievement of the expected knowledge and skills for any assignment, meet with Helen to develop an alternative assignment that further extends and challenges you and meets your needs.
 Total Course Grade:
A = 93% ....... 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

Grading of assignments in EdSe 3204

The approach that I use in "grading" your assignments in EdSe 3204 is to provide you with detailed written feedback on your assignments, giving suggestions on what you might consider doing differently. In Ed. Psych terms, I try to find your zone of proximal development and scaffold your learning accordingly. Thus this will vary for each of you and also vary if you have arranged with me to change the format of or do an alterative assignment.

I do not assign grades. Rather, part of your assignment is to self-evaluate your work (see the guidelines that I have provided below). Provided that you support your self-grade with a well defended rationale, I will honor the grade you give yourself unless you have not met the minimum professional standards required for the assignment (as defined by INTASC and course requirements). If this happens, I will indicate this with an "I" and provide detailed feedback guiding you in what you need to do to revise the assignment. If you wish, you may turn in one sheet with a list of all of your assignments: under each, list the grade and your self evaluation rationale for that assignment (this approach may help you to see the "big picture" and also to calculate how you have done overall in the course.

Important: You MUST revise all assignments on which you receive an "I" as a requirement for this class is that you earn a passing grade on all required assignments. You may not earn an incomplete for this class, so if you have any incomplete grades on any assignments (or any missing assignments) by the end of the course, you will earn a D for the course (or less if your grades total less than a D).

Guidelines for self-grading:

For each assignment you need to turn in a short paragraph that:

  1. Identifies the number of points you have earned for the assignment (out of the total possible number of points for that assignment). See the assignment grid for number of points for each assignment.
  2. Provides your rationale for the grade you have given yourself (based on the assignment criteria as specified in the assignment guidelines or according the criteria that you have established in collaboration with Helen if you have created your own adaptation of an assignment).

Recycling assignments:

If you wish to recycle your assignment for a higher grade, you are welcome to do so. All recycled assignments need to be turned in to me no later than the Monday of last week of classes) If you do this you should:

  1. Turn in the original assignment (that has my feedback on it) attached to the back of your revised assignment (I need paper copies of each -- don't e-mail to me)
  2. Attach a cover sheet to the assignments explaining your revised grade (using same criteria as below) and explaining why the changes that you have made warrant an increase in your grade.


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