Online Course
Adjunct Instructor: Prof. Linda Reynolds Virtual Office Hours:
Mondays from 7p.m.-7:30p.m
Telephone:
612-6717 E-mail:
Lreynolds@shawu.edu
The theme/purpose of the conceptual framework
undergirding the Education Department’s program is: To produce graduates who are critical
thinking problem solvers with the knowledge, pedagogical, and technological
skills, and professional depositions needed to function as effective teacher in
a diverse world.
DEPARTMENT
OF EDUCATION
The
Shaw University Department of Education builds on the knowledge, skills, and
values that students acquire through their
liberal
arts and science foundations. Candidates
graduating from the department will have the specialty area knowledge,
professional
skills, and experiences that will enable them to function as competent and
effective teachers who think critically
and
demonstrate effective problem-solving skills.
Departmental majors may choose a specific concentration
from four different specialty areas. Each
student is encouraged to choose
one of the specialty areas listed below by the end of
his/her sophomore year.
Birth through Kindergarten
Education (B-K)
Elementary Education (K-6)
Graduate students may pursue a Master of Science in
Curriculum and Instruction with a concentration in Early Childhood Education.
[The Secondary English Education (9-12) and Secondary
Mathematics Education (9-12) programs are housed in the content areas.
The University suspended the Special Education: General
Curriculum (K-12) Program, effective in fall 2006.]
DEPARTMENT OF EDUCATION GOALS
The
goals of the Department of Education are:
1.
to align the
institutional mission and goals with state, regional, national, and
departmental standards and
requirements;
2.
to prepare
candidates to work in schools as teachers who know and can demonstrate the
content, pedagogical, and
professional knowledge, skills, and
dispositions necessary to help all P-12 students learn;
3.
to implement an
assessment system that collects and analyzes data on applicant qualifications,
candidate and graduate performance, and unit operations to evaluate and improve
the unit and its programs;
4.
to collaborate
with school partners to design, implement, and evaluate field experiences and
clinical practice so that
teacher candidates develop and
demonstrate the knowledge, skills, and dispositions necessary to help all
students learn;
5.
to design,
implement, and evaluate curriculum and experiences for candidates to acquire
and apply the knowledge, skills,
and dispositions necessary to help all
students learn;
6.
to maintain a
qualified faculty that models best professional practices in scholarship,
service, and teaching; and
7.
to maintain the
leadership, authority, budget, personnel, facilities, and resources for the
preparation of candidates to meet professional, state, and institutional
standards.
NOTE: The mission statement and goals of the
Department of Education are aligned with the mission statement and goals of
each of its programs.
REQUIRED TEXT
Parkay, Forrest W. & Stanford, Beverly H.
(2006). Becoming a teacher with
MyLabSchool Series, (7th ed.).
REQUIRED
FOR SHAW EDUCATION MAJORS ONLY
LiveText
with United Streaming (required) www.Livetext.com Cost: $109.00
LiveText
with United Streaming can be ordered
online.
Blackboard
(required)
(High
Speed Internet Access) – DSL
Students
must be proficient in the use of Blackboard
Students must have
access to a computer that can run video clips/multi media, powerpoints, etc.
GENERAL COURSE DESCRIPTION
This
course investigates the role of the teacher as a facilitator and decision-maker
who creates a classroom environment in which all learners can be
successful. Students examine
instructional practices and evaluation procedures that impact student learning.
Classroom management, working with families, and the use of the NCSCOS are
discussed and analyzed.
As a separate but related part of this course, a 30-hour field lab (EDU
251: Curriculum and Development Lab) is required. This 30-hour field lab provides students the
opportunity to share in selected teaching duties with an emphasis on
instructional methodology and teacher-student interaction.
STUDENT LEARNING OUTCOMES
Curriculum Development for a
Community of Learners is designed to enable students to acquire relevant,
minimum competencies as identified by DPI Standards and Indicators as well as
the unit’s conceptual framework. Upon
completion of this course, the students will:
Demonstrate the ability to be
critical thinkers and problem-solvers with the professional dispositions and
technological skills necessary to function as competent and effective teachers
in a diverse world.
1.
Demonstrate
effective speaking and listening skills.
2.
Know the major
3.
Identify cognitive processes that affect pupil
performances in achieving instructional objectives.
4.
Identify motivational techniques that influence
pupil management.
5.
Describe multicultural implications to be considered
in planning instruction.
6.
Demonstrate reasoning and reflective thinking.
7.
Recognize inconsistencies, examine assumptions, and
draw conclusions.
8.
Recognize and analyze problems in the content area,
identify possible solutions to problems, select problem-solving strategies, and
evaluate problem-solving techniques.
9.
Analyze emerging trends in the content area; think
critically, effectively, and ethically to best meet the needs of all concerned.
10.
Demonstrate understanding of the North Carolina Professional Teaching
Standards and INTASC
standards as they apply to prospective teachers.
NORTH CAROLINA DEPARTMENT OF
PUBLIC INSTRUCTION STANDARDS AND INDICATORS
CORE STANDARDS
Core Standard 1.
Teachers know the content they teach.
Core Standard 2.
Teachers know how to teach students.
Core Standard 3.
Teachers are successful in teaching a diverse population of students.
DIVERSITY STANDARDS
Diversity Standard 4. Teachers acknowledge and understand that
diversity exists in society and utilize this diversity to strengthen the classroom
environment to meet the needs of individual learners.
Diversity Standard 6. Teachers of diverse students are reflective
practitioners who are committed to educational equity.
TECHNOLOGY STANDARDS
Technology Standard 1. Teachers demonstrate a sound
understanding of technology operations and concepts.
Technology Standard 3. Teachers implement curricular plans that
include methods and strategies for applying technology to maximize student
learning.
BIRTH-KINDERGARTEN STANDARDS
Standard 5. Birth-Kindergarten
professionals prepare for teaching and learning by conducting appropriate,
on-going formal and informal assessments.
Standard 6.
Birth-Kindergarten professionals prepare for teaching and learning by
creating an integrated and responsive environment.
Standard 8.
Birth-Kindergarten professionals recognize and respect individual
differences in program planning and implementation.
Standard 10. Birth-Kindergarten
professionals function professionally.
ELEMENTARY EDUCATION STANDARDS
Standard 7. Elementary
teachers use developmentally appropriate strategies to design and deliver
instruction in all areas of the elementary curriculum.
Standard 14. Elementary
teachers develop strategies to address topics that are controversial to diverse
groups.
ENGLISH EDUCATION
Standard 11. Teachers
foster in students awareness and appreciation of their own and others’
cultures.
Standard 12. Teachers
recognize commonalities and individual differences within the classroom.
Standard 13. Teachers
respect and accommodate areas of exceptionality in learning, including learning
disabilities, visual and perceptual difficulties, special physical or mental
challenges, and giftedness.
MATHEMATICS EDUCATION
Standard 11. To
promote diversity as a strength, teachers are knowledgeable about and sensitive
toward various teaching/learning styles.
COURSE PROCEDURES
A variety of methods will be
adopted, including lectures (powerpoint notes), discussion threads on
Blackboard, collaboration on Blackboard, video clips from MyLabSchool, case
studies, journal reviews, research paper. etc.
ASSIGNMENTS
This
course engages students in thinking about strategies to design and deliver
instruction in all areas of the curriculum.
All projects should be posted on
College Livetext (Shaw Education Majors Only) in addition to being posted on
Blackboard.
1.
Quizzes and Exams. There will be two quizzes
based on the readings, lectures and discussions. A mid-term exam and a final exam will also be
given.
NC-T Standards: Core Standards 1, 2, 3 Diversity Standards 4, 6 Technology Standards 1, 3, ELED Standards 7, BK Standards 5, SPED Standards 8
2.
Reflective Paper Due Date
February 4, 2008
Write a one page reflective paper
describing YOUR
elementary and/or secondary school experience,
to include your teacher(s)’ teaching
style, opportunities provided for the individual child, knowledge
of content, professional dispositions,
use of technology, opportunities to use critical thinking and
problem-solving skills, care and concern
for students, and professionalism.
NC-T Standards: Core
Standards 1, Diversity Standard 6, Technology Standard 1,
INTASC Standard 9
3 Semester
Research Paper: Due Date April 21, 2008
The research paper should follow APA
format and must be about 8-10 pages in length.
The research paper must have no fewer than 5 references. (See APA format online at the following
address: APA Website (http.//www.uwsp.edu/psych/apa4b.htm).
·
How to write, using the APA style
·
How to search the WEB to locate
sources
·
Printout of WEB sites that provide
tips on writing research paper
·
(Resource-MyLabSchool, Course, Foundation/Intro to Teaching (CD),
Research
Navigator (FDRN) http://www.researchnavigator.com
Standards: NC-T
Core Standard 2, NC-T Diversity Standard
1, NC-T Technology Standard 1,
INTASC
Standard 9
4. Journal
Article Reviews: POST ON
BLACKBOARD
Read
and report on two current journal articles using the following Shaw University
Department of Education format:
A.
Title of Article:
B. Author(s):
C. Journal:
D. Synopsis: (summarize in your own words; at least ½ page
in length)
E. Subjects:
(people involved in the study; ex. (50) ten year old boys)
F. Instrument:
(kind of test, survey, etc. used to collect data)
G. Findings:
(outcome)
H. Implication/Application:
(how will or can the information be used)
I.
Reaction: (your personal reaction to the article)
J.
NCDPI Standards/Goals and Indicators/Objectives (NCDPI standards and indicators that align
with the article)
All journal articles must be
submitted with the article reviews. Each
part in the format for article reviews (A-J) should be addressed.
Resource Site Research Navigator http://www.researchnavigator.com
Standards: NC-T Core Content Standard 2,
NC-T Core Diversity Standard 1, NC-T Core Technology Standard 1, INTASC Standard 1,
9
5. Library Component
The librarian in the Curriculum and Materials
Center (CMC) will make a presentation to the class to help students with
library skills. The presentation will include:
·
How
to write, using the APA style (Publication Manual of the American Psychological
Association, 6th ed.)
·
How
to search databases to locate sources
·
How
to locate sources in the
·
Printout
of Web sites that provide tips on writing research papers
·
Tips
on how to use Microsoft Word.
To provide feedback on this library component, students
will be asked to complete an evaluation form.
(Standards: 11.0, 2.6, 2.8, 6.4, 7.2, 7.3, 9.0, 12.1)
TOPICS FOR RESEARCH PAPER MUST COME FROM CHAPTERS
7-11 IN THE TEXTBOOK
TEXTBOOK CONTENTS
1.
The Teaching Profession
·
Teaching:
Your
·
Learning to Teach
2.
Foundations of Teaching
·
Ideas and Events that Have Shaped Education in the
·
Social Realities Confronting Today’s Schools
·
Struggles for Control of Schools in the
·
Ethical and Legal Issues in Education in the
3.
The Art of Teaching
·
Teaching Diverse Learners
·
Addressing Learners’ Individual Needs
·
Authentic Instruction and Curricula for Creating a
Community of Learners
·
Curriculum Standards, Assessment, and Student
Learning
·
Teaching with Technology
4.
Your Teaching Future
·
Teachers as Educational Leaders
·
Your First Teaching Position
TOPICAL COURSE OUTLINE
|
Date |
Topic |
Class Activity/ Assignment Due |
|
Week 1 Jan 14 |
Introduction; Overview; Read Chapter 1 - Textbook Teaching: Your Lecture-Powerpoint Notes Take Practice Quiz, Email
Results, Send Text-Attached HTML |
Read Syllabus www.dpi.state.nc.us/curriculum North Carolina Professional
Teaching Standards adopted 2008 http://www.ncptsc.org Homework Assignments posted on
the Assignment Tab on Blackboard |
|
Week 2 Jan 28 |
Read Chapter 2 Learning to Teach Lecture-Powerpoint Notes MyLabSchool Series Course-Foundation/Intro to
Teaching (FD) Video Lab (FDV) The Profession for Teaching
(FDV1) |
Textbook Homework Page 17 Case
Study Answer Questions 1, 2, 3 Submit Homework Assignment in the Digital Dropbox
in Blackboard |
|
Week 3 Feb 4 |
Read Chapter 3 Ideas & Events that Have
Shaped Education in the Lecture –Powerpoint Notes MyLabSchool Series Course-Foundation/Intro to
Teaching (FD) Video Lab (FDV) Philosophical Foundation FDV4) “Developing a Philosophy of
Education” MyLabSchool Series Career Lesson Plans (LP) Lesson Plan/Portfolio Builder
(LLPORT) Focus: How to Write an
Effective Lesson Plan |
Reflective
One Page Paper Due; submit paper in the Digital Dropbox in Blackboard, directives are in the Project
Tab on Blackboard Check
Assignment Tab on Blackboard for additional homework assignments |
|
Week 4 Feb 11 |
Read Chapter 4 -Social Realities Confronting Today’s Schools Lecture-Powerpoint Notes MyLabSchool Series Course-Foundation/Intro to
Teaching (FD) Video Lab (FDV) “Involving Parents” |
-Quiz #1 Chapter 1, 2, 3 Blackboard - use Study Guide in
the Resource Section on Blackboard. -Lesson Plan #1 due -Journal Article #1 Focus:
Foundations of Education |