Fall 2008

COURSE DESCRIPTION (UMD Catalog)

Teaching and learning models as a basis for structuring diverse learning environments for children. Curriculum, classroom management, and instructional strategies. Sociocultural and historical backgrounds, issues, and unique learner needs of students.

COURSE OVERVIEW

This course is designed to help students:

• Develop a repertoire of basic teaching and learning skills in the context of diverse learning environments especially in terms of classroom management
• Develop an awareness of the knowledge base that supports current practices in teaching, especially as it relates to classroom management
• Engage in a community service learning project and develop an appreciation for civic engagement in a diverse community
• Understand the emotional and intellectual complexities of teaching while interacting with students in the field

TEXTS/READINGS/MATERIALS

• Various readings on electronic reserve through the UMD library
• Web readings
• Other books/readings as assigned
  
• One paper folder

STANDARDS AND CONCEPTUAL FRAMEWORK

The content, teaching methods, activities, and requirements for this course are based on the following:

• INTASC (Interstate New Teacher Assessment and Support Consortium)
• SEP (Minnesota Standards of Effective Practice)
• Conceptual Framework themes of the Learner-Sensitive Teacher model in the Department of Education at UMD

COURSE OUTCOMES

DISPOSITIONS

Dispositions have been defined by the American Heritage Dictionary as "A habitual tendency or inclination". According to the dictionary, dispositions include temperament, character, personality, nature, and demeanor. Professional dispositions important to the UMD ElEd Program and to this class include the following:

• Show sensitivity to people from diverse backgrounds, including different family structures and cultural and special needs backgrounds.
• Demonstrate interaction formats that are ethical and respectful of diversity.
• Establish rapport with colleagues/peers.
• Demonstrate professional/collegial responsibilities.
• Indicate a professional attitude by attending class and being punctual.
• Engage in self-reflection to improve teaching and learning.
• Accept constructive feedback for professional growth.
• Acknowledge, accept and implement constructive suggestions.
• Communicate effectively with adults and children.
• Show enthusiasm and reflect a positive attitude.
• Work in a productive, constructive and collaborative manner with students, cooperating teachers, staff, and UMD faculty.
• Listen and communicate effectively, clearly and appropriately either verbally, in writing and demeanor with students, cooperating teachers, staff, and UMD faculty.
• Demonstrate poise and confidence in teaching environments.

INSTRUCTIONAL STRATEGIES

Your learning will include: small and large group discussion and activities, cooperative learning, lecture, online and other readings, role play, guest presentations and/or panels, homework assignments, personal reflection, field reflection, internet research and a community service learning project. Class sessions will revolve around the themes of diverse classroom learning and teaching environments. Daily attention will be given to relating new information from readings and class activities to personal past experience and present experience in school settings.

DIVERSITY

• Diversity will be addressed through course content and course methodology.  The course content will guide the student toward an understanding of learner differences, including, but not limited to, special needs, exceptionalities, multiple intelligences, cultural and ethnic differences, sexual orientation and socioeconomic status.
• The instructional methods will be varied in order to meet the needs of all learners.

COURSE AND FIELD EXPECTATIONS/POLICIES

Overall Course/field Policy: YOU MUST COMPLETE THE COURSE AND THE FIELD EXPERIENCE SUCCESSFULLY IN ORDER TO CONTINUE THE BLOCK SEQUENCE. UNSATISFACTORY COURSE GRADES AND/OR POOR RATINGS BY YOUR COOPERATING TEACHER IN THE FIELD WILL RESULT IN YOUR HAVING TO REPEAT THE COURSE AND/OR THE FIELD EXPERIENCE.

Attendance: Consider this class to be professional job in which you are a member of a teaching team. As in a job, attendance is required because (a) you are an important part of the teaching team, (b) you are a valuable sounding-board for your peer's ideas and (c) ideas received in class are vital to your success as a teacher.

You are expected to attend and participate in class. To bring meaning to the course content you will be asked to participate in discussion, group work and other activities.  A variety of class activities will be conducted throughout the course.  Since class participation cannot be made up, your absence forfeits the opportunity to learn from these activities. Grades will be lowered for missed days.

Exceptions will be made for serious illness, accident, or a death in your social network. If you miss a class for any reason, you must do all of the following:

(a) A physician's note or other documented evidence of your absence will be required.
(b) Make an appointment to see me. It is your responsibility to do so.
(c) Missed work must be made up within one week (the work will vary depending on the topic covered and what you missed).

Please do not wait till the next class period to find out what you need to accomplish to catch up. If something in your life prevents you from attending class, please inform me via voicemail or email.

Attendance Exclusion: Students who are required to attend district or university events that conflict with class time must, within the first week of class, 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.  Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.

Quizzes: Quizzes must be completed during class hours on days scheduled.  If exceptional circumstances cause you to miss a quiz, it is your responsibility to schedule a time to take the quiz; do not wait for me to contact you.

Assignments: Assignments are due on assigned dates at the beginning of class. Due dates are listed on the Class Schedule. Late assignments will be penalized 10% of the total grade for each late day. Assignments later than 3 days will not be accepted and will result in a failing grade for that assignment. Unless otherwise specified, all assignments must be submitted in typed hard copy. Hard copies of late assignments should be handed in to the Education Dept office, 120 Montague Hall, between 7:30 a.m. and 4:30 p.m. Monday-Friday.

All assigned readings must be done before class.  These readings are related to in-class activities and discussions.

Follow minimum standards for assignments below.

Minimum Standards for Assignments: 

• Include the following information on the top right corner of your page (this part should be single spaced): Your name, group number, assignment, and course number/section.
• Staple paper (No paper clips).
• Assignments must be submitted in typed hard copy unless otherwise specified.
• Assignments will be graded for appropriate writing and formatting conventions.
• Always keep a copy of your assignment.

Netiquette: Netiquette refers to network etiquette. Apply proper netiquette 'rules' when engaging in various online communictions. Here is a good website on the core rules of netiquette.

• Use appropriate language in emails and other online communications
• Include your (a) Class and (b) your first and last names in every email to me so the sender is easily recognized (Recommendation: Add a signature to your email messages so this information is automatically included in all messages).
  

Electronic Devices: Use of electronic devices such as personal laptops, cel phones, music systems etc. are not allowed in class unless specifically requested by the instructor.

Confidentiality: You are bound by professional ethics as well as the law to protect the confidentiality of the individuals and schools you work with.

Consultation: Assistance is available to you by email, telephone and in person. Emails to the instructor are usually answered or returned within two business days. In-person or telephone assistance is available from the instructor during office hours. Drop in, or give me a call. I'm glad to help!

If you have questions, need help, are anxiety-ridden, or want to discuss something in more detail than is possible in class, Please come and see me. I have office hours and am available at other times by appointment. Don't let problems slide until it is too late. I am here to listen and to try to be of help.

Academic Integrity: 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.  When you borrow from other's work, you must give them credit in the form of a citation and reference. Please note the UMD policy on academic integrity below: http://www.d.umn.edu/assl/conduct/integrity/

Student Conduct Code: Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that interrupts the instructor's ability to teach and/or the students' ability to learn is prohibited. Please note the UMD Student Conduct Code below:
http://www.d.umn.edu/assl/conduct/code/

Incompletes: Incompletes are granted mainly to individuals who are passing the course but who encounter a situation (e.g., extended illness or a death in the family) that prevents them from finishing the course on time. In such an event, it is your responsibility to formally request a grade of Incomplete. An Incomplete will not be granted merely to avoid a low or failing grade in the course. If you are not doing well in the course, it is your responsibility, in consultation with your advisor and with me, to decide in a timely manner whether you need to drop the course.

Students with special needs: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the start of the quarter. Adaptation of methods, materials, or testing may be made as suggested through the Access Center to provide for equitable participation.