Assessment and Teaching Methods in Secondary English Education: A Course Overview, Study notes of History of Education

Download Assessment and Teaching Methods in Secondary English Education: A Course Overview and more Study notes History of Education in PDF only on Docsity! ENGLISH EDUCATION Chapter 354—Program Requirements Compliance ENGLISH EDUCATION Certification Area: Courses that meet requirement: I. Knowing the Content IA Language and linguistics including: - linguistic change, etymology, and processes of word formations - variation: dialectics, registers (languages used within different groups and settings) - semantics: ambiguity, euphemism, connotation, denotation and jargon - syntax: word order and sentence structure - grammatical/linguistic theories and practice: EDUC 452 Teaching Secondary English ENGL 324 Teaching and Evaluating Writing ENGL 329 History of English Language ENGL 330 Structure of English IB Reading and literature including: - reading independently: including strategies, processes, purposes, synthesis of essential ideas, vocabulary development, and comprehension of fiction and non-fiction works - reading critically, differentiating fact from opinion and essential from nonessential information, drawing conclusions, and determining the author’s purpose - evaluating a variety of media, including the Internet and film ENGL 122 Literary Analysis ENGL 318 Adolescent Literature ENGL 323 Teaching Reading and Literature ENGL 434 Shakespeare IC Literature including: - reading, analyzing, interpreting and writing about British, American and world literatures that reflect a diversity of gender, racial and cultural perspectives - historical and cultural contexts of the works and writers - literature for adolescents and young adults - historical and contemporary literary movements - characteristics of literary types, forms, elements and devices ENGL 122 Literary Analysis ENGL 210 or 211 Brit Lit Survey ENGL 212 American Literature ENGL 318 Adolescent Literature ENGL 434 Shakespeare ID Composition/Writing including: - regard writing as a process: prewriting, determining purpose/audience, drafting, revising, editing, and publishing - practice various types and modes of writing: descriptive and informational pieces, analysis and persuasion, technical writing, journalistic pieces, reflection, fiction, poetry and résumés ENGL 101 College Writing ENGL 202 Research Writing ENGL 220 Advanced Composition ENGL 324 Teaching and Evaluating Writing 1 - evaluate quality of writing: in terms of focus, content, organization style, and mechanics/conventions - skilled use of sentence and paragraph structure, spelling, punctuation, parts of speech and precise language - understand effective word choice and usage - apply technology to composition - writing workshops IE Speaking and Listening including: - contributing to and participating in small and large group discussions and individual and group presentation - speaking appropriately in formal situations - listening to others for different purposes such as interviewing, extracting information, summarizing, and reflecting - practice with audiotape and videotape. EDUC 342 Clinical Experience II ENGL 314 Speech and Communication ENGL 318 Adolescent Literature ENGL 434 Shakespeare IF Research and Technology including: - selecting and defining research topics - organizing, summarizing, and presenting the main ideas from research in oral and written form - documenting and attributing sources of information, in an appropriate format style - accessing information using traditional and emerging resources - applying technology to enhance the study of language and literature using computers and media. COMM 103 Communications Media EDUC 242 Clinical Experience I EDUC 342 Clinical Experience II EDUC 452 Teaching Secondary English ENGL 202 Research Writing ENGL 324 Teaching and Evaluating Writing II. Performances IIA Managing the instructional environment in order to: - managing the classroom and student behavior - creating an environment of respect and rapport - communicating challenging learning expectations to each student - promoting a safe environment conducive to learning EDEX 301 Education of the Exceptional EDSP 102 Educational Psychology EDUC 242 Clinical Experience I EDUC 342 Clinical Experience II EDUC 452 Teaching Secondary English EDUC 441 Secondary English Student Teaching IIB Planning of instruction based upon: - Pennsylvania Academic Standards - subject matter, - assessment of student needs and potential - instructional goals and methods to achieve them - local, state and federal mandates - knowledge of resources EDSP 477 Assessment of Student Learning EDUC 242 Clinical Experience I EDUC 442 School Law EDUC 452 Teaching Secondary English EDUC 441 Secondary English 2 Library http://www.lib.iup.edu English Department http://www.iup.edu Registration http://www.banner.iup.edu/ursa Student Tech. Services http://www.iup.edu/ats/sts Student Handbook http://www.iup.edu/stuaff/source Election Information http://www.speakout.com Course Costs  3 1/2” disks--Several needed for doing course work.  Xeroxing--Students must pay for copies of papers and drafts.  Books--Students must purchase at least one book for the course. Course Grading Categories Course Grading Scale 70% essays 93-100% A 20% daily work/participation 85-92% B 10% attendance 70-84% C 100% final grade 60-69% D below 60% F Course Work  Students are expected to actively participate in all class activities. This means fully cooperating with other students, thoroughly completing class assignments, and regularly speaking during discussions. If the instructor feels a student is not meeting these criteria, the student’s grade will be docked accordingly.  Always bring a computer disk to class.  All course papers must be produced using a word processor.  The writing and other work you do for this course will be shared, both in our classroom and online. So as you write, please carefully consider the public audience for whom you will be writing. We’ll discuss this important issue further as part of the course.  Microsoft (MS) Word for Windows is the primary software for the course. You are required to convert work done elsewhere so it is compatible with MS Word. Please avoid Brother Word Processors since they are usually not compatible with MS Word.  A hard copy printout of all assignments must be turned in to the instructor when due unless otherwise indicated. You should also keep a hard copy of everything you do so that it can be reflected on later. Course Rewrites Revising is an essential part of the writing process, so for most essay assignments, if you are not satisfied with your grade, you may rewrite the paper. The rewrite option is not available for daily work or late papers. If your revision deserves a higher grade than you originally received, the new grade will replace the original one. In order for a rewrite to be acceptable, it must be turned in within one week of the original paper being returned to you. (For example, if you get the paper back on Wednesday, it must be turned in no later than the following Wednesday.) To get credit for a rewrite, you must turn in:  the original paper  the instructor’s response/grade sheet  the revised paper  a page which explains in detail why you have made particular changes If any of these criteria are not met, the rewrite will be returned to you unread and ungraded. Course Conferences One key to success in any writing class is having regular conferences with your instructor about your papers. In fact, these meetings are so important that they’ve been built into all IUP English 101 classes. EN 101 has 2 weekly class meetings equaling 3 credits of the course with 1 more credit reserved for conferencing time. To earn this part of the course credit, students are required to schedule at least 2 writing conferences with their instructor. These conferences will be around 30 minutes in length and will be scheduled during the semester when appropriate. Course Syllabus Disclaimer While this syllabus is as complete and accurate as possible, all dates are subject to change without notice. The instructor may, to suit the educational needs of the students enrolled in this course, change any information contained within this syllabus, such as grading criteria, whenever necessary. Course Schedule (The instructor may change this schedule without prior notice. The theme of particular essay assignments may also be changed to meet specific student needs.) 5 August & September October Aug. 31 R course introduction discuss Carpe Diem e-mail introduction Assignment: get old photo and interview family member Sep. 5 T share photos discuss-family stories begin Literacy Autobiography Due: photo 7 R review drafts in groups with class 12 T Post Online: Literacy Autobiography 1st draft 14 R respond to Literacy Autobiographies at eDRAFT 19 T discuss-What makes for a good response? Usenet introduction Due: Book Commentary 1 21 R Book Groups Post Online: revised Literacy Autobiography 26 T respond to Literacy Autobiography revisions at eDRAFT 28 R discuss-What makes for a good revision? 3 T online chat with partner classes begin research for Social Issues Paper Due: turn in Literacy Autobiography 1st Presidential Debate 5 R online newspaper research for Social Issues Paper Vice Presidential Debate 10 T Post Online: Social Issues Paper 1st draft 12 R respond to Social Issues Papers at eDRAFT Due: Book Commentary 2 17 T Post Online: Social Issues Paper revision 19 R respond to Social Issues Paper revisions at eDRAFT Book Groups 24 T begin Collaborative Paper Due: turn in Social Issues Paper 26 R work on Collaborative Paper 31 T Post Online: Collaborative Paper 1st draft November December 2 R respond to Collaborative Papers at eDRAFT 7 T revise Collaborative Paper Election Day--Be sure to vote! 9 R Post Online: Collaborative Paper revisions 14 T work on revising Collaborative Paper 16 R discuss-professional book reviews begin Book Reviews 5 T Begin Reflective Paper Due: Turn in Book Reviews 7 R Last Day of Class Due: Reflective Paper 11 M All Classes Finish 12 T Reading Day 15 Friday 2:45 p.m.-5:45 p.m. Final Exam Day 6 21 T work on Book Reviews Due: Turn in Collaboartive Paper 23 R Thanksgiving No Class 28 T compare Book Reviews Post Online: Book Review 1st draft 30 R revise Book Reviews begin Final Letter Due: Final Letter 13 M-20 Sat. All Finals ______________________________________________________________________________________ ENGL 122: Introductory Literary Analysis For English Majors Professor Mike Sell Spring 2002 Description: As the introductory course to the English major, this class will help you to understand the importance of and effectively utilize the three basic approaches of literary analysis: 1. Examine and appreciate the aesthetic form of literary texts such as poems and plays and understand how the form affects our understandings of texts. 2. Situate texts in their historical context so that we understand the impact of such things as migration and industrialization on the way writers write and think about writing. 3. Understand the philosophical and political significance of literary texts and literary analysis To make sense of these three approaches, we will read various kinds of literary texts from various places and moments in history. We will also explore a variety of methods used to create and analyze literature, including Formalism, Modernism, Structuralism, Feminism, Transnationalism, and Performance Studies. The pace will be fast and the reading demanding, but the results will be positive for your future as a literary scholar and teacher. Goals: 1. To acquire the technical vocabulary required of English majors. 2. To develop skills in analyzing literature with a range of analytical methods. 3. To understand the social, historical and political significance of literature and reading. 4. To develop thinking and writing skills. 5. To increase the pleasure of reading and thinking about literature. (CH 354 IB, IC) Required Texts: Dictionary (American Heritage College Dictionary is recommended). SAMUEL BECKETT, KRAPP'S LAST TAPE Maurice Kilwein Guevara, Autobiography of So-and-So The Norton Anthology of Theory and Criticism Edgar Allan Poe, Complete Tales and Poems The Popol Vuh, ed. Dennis Tedlock Sophocles, Oedipus Rex 7 number of “real world” research tasks for your experimentation with. Additionally, in this course we’ll talk about the ethical dimensions of research, particularly as they relate to copyright law and plagiarism. In addition to these basic ideas about research, I also want you to know that I am a firm believer in using an active, student-centered, technology-based pedagogy. That basically means that we’ll be doing a lot of in class writing and discussing and we’ll be using the classroom computers almost every day. It also means you’ll get some say in what you write about since I’ve always found that students are the most motivated when they’ve chosen their own writing topics. And my reading in Russian socio-cognitive theory (see Bakhtin and Vygotsky) has helped me understand that knowledge is socially constructed which is the reason we’ll do plenty of collaborative writing and research in this course. Teamwork will thus be part of your final course grade, though as is traditional I will still weigh grades heavily in favor of individual performance. Lastly, I strongly believe that learning is the most exciting and the most enjoyable activity in which we can engage, so I’ll work hard to make this class fun and interesting. But I can’t do that alone. So please allow me to ask for your ongoing help to make this class worth the time and money you are putting into it. Together, I know we can have a terrific semester. Course Goals There are many goals for this course. Among them, this class should help improve your:  writing skills  research abilities  ability to identify good writing and quality reference sources  ability to recognize plagiarism and to quote reference material accurately  skills at using the Internet to do research  knowledge of how to write research papers for the World Wide Web  teamwork skills  creativity  skills with desktop publishing  ability to express yourself in writing (CH 354 ID, IF) Technical Abilities Computers and the Internet are vital tools for the researcher in the 21st Century, so we’ll make active use of these. If you are a technological novice, though, don’t worry: In class instruction will be provided for all technological tools with which students are unfamiliar. In other words, I will provide lots of help for anyone who needs it. By the end of the course, I hope you will all have developed sound fundamental abilities in researching and publishing online. Course Texts and Costs  MLA Handbook for Researchers.  Assorted stories, poem, handouts, and web sites.  Drafts and Web Pages by other students—You must pay for producing draft copies, but the web pages and feedback are free.  3.5” high density computer disks—Several needed for doing class work.  Xeroxing—Students are responsible for paying to copy drafts of all papers (3 for each draft due date). Web Sites Here are some valuable web sites you will want to know about: IUP http://www.iup.edu Dr. Pagnucci http://www.english.iup.edu/pagnucci English Department http://www.english.iup.edu Writing Center http://www.chss.iup.edu/wc Library http://www.lib.iup.edu/ Registration Info. http://www.iup.edu/banner Student Handbook http://www.iup.edu/stuaff/source Student Tech. Services http://www.iup.edu/ats/sts IUP E-mail http://www.iup.edu/email Course Work 10  Students are expected to actively participate in all class activities. This means fully cooperating with other students, thoroughly completing course assignments, and regularly speaking during discussions. If the instructor feels a student is not meeting these criteria, the student’s grade will be docked accordingly.  Always bring a computer disk to class for saving your work.  All course papers must be produced using a word processor or web page creation program. Course Deadlines Meeting deadlines is critical. It’s one of the ways bosses evaluate their workers, for instance. Therefore, work that is turned in late will be lowered by one letter grade. Overdue work will not receive credit if it is more than one class session late. Missed daily work may not be made up. Exceptions to this rule will only be made at the instructor’s discretion in extenuating circumstances. Note: Since the course schedule may need to be revised during the semester, assignment deadlines announced in class have precedence over the ones listed in this syllabus. Course Grading Categories Course Grading Scale 60% papers 93-100% A 20% team research project 85-92% B 10% daily work/participation 70-84% C 10% attendance 60-69% D 100% final grade below 60% F These are current estimations for the value of each part of a student’s final grade. If the instructor feels that students' educational needs require changes in the course requirements, grading categories, or grading scale, the instructor will announce these changes during class and in advance of final grade calculations, thereby allowing time for students to adjust their work plans as necessary. Any student who fails to turn in one major paper by the end of the semester will not receive a grade higher than a D for the course. Any student who fails to turn in two major papers by the end of the semester will automatically receive a grade of F for the course. Course Schedule (The instructor may change this schedule without prior notice.) Date Day Activities Assignments Work Due Aug. 28 Tuesday  course overview  researching your past 30 Thursday Genealogical Research  read and discuss family stories  trace family tree collect 4 family stories Sep. 4 Tuesday discuss interview reports interview report 6 Thursday  draft review of interview report  create one story from interview  revise interview report  family story  3 draft copies of interview report  interviews must be completed 11 Tuesday read and discuss Lowell family poems family poem Interview Report 13 Thursday draft review of family stories and poems  revise poem  “Blood of My Blood” essay  3 draft copies of family story  3 draft copies of family poem 18 Tuesday Academic Research  discuss essay  web ethnicity research  ethnicity essay  find 4 web sources related to your ethnicity paper 2 page response to essay 20 Thursday library research introduction  find 4 library sources related to your ethnicity essay  compile bibliography  Family Story  Family Poem 25 Tuesday  draft review of bibliography revise bibliography 3 draft copies of 11  Avalon film clip and discussion bibliography 27 Thursday discuss plagiarism and copyright law Date Day Activities Assignments Work Due Oct. 2 Tuesday draft review of ethnicity papers revise ethnicity paper 3 draft copies of ethnicity paper 4 Thursday web page building ethnicity web site bring electronic copy of ethnicity paper 9 Tuesday web page building 11 Thursday web page building 16 Tuesday ethnicity web site introduction and contents class ethnicity web site Ethnicity Web Site 18 Thursday complete web site work Class Ethnicity Web Site 23 Tuesday Team Research research project brainstorming project proposal 25 Thursday  discuss proposals  form teams team research project site  Proposal  copies of proposal for class 30 Tuesday web and library project research Nov. 1 Thursday web and library project research 6 Tuesday build project web site 8 Thursday draft review of project web site  revise project web site  project bibliography draft of project web site 13 Tuesday draft review project bibliography revise project bibliography 15 Thursday complete project web site team research project site 20 Tuesday Thanksgiving Break 22 Thursday Thanksgiving Break 27 Tuesday Career Research  resume writing  career plan  resume 29 Thursday draft review of resumes revise resume draft copies of resume for class Dec. 4 Tuesday career research 11 Tuesday 12:30 p.m.- 2:30 p.m. Final Exam  Career Plan  Resume ___________________________________________________________________________________ BRITISH LITERATURE, 1660-1900 ENGL 211 Dr. Heather Powers Email: hjh@grove.iup.edu Credits: 3.00 Surveys British literature from about 1660 to the beginning of the twentieth century, acquainting students with the experience of reading many of the primary materials (whole works whenever possible or full, free-standing parts) and providing them with background information concerning the development and flowering of the various genres, the dominant ideas of each period, and the social and cultural context of the separate work. Offered as EN212: English Literature prior to Spring, 1998. Course Goals In the process of gaining an overview of a variety of texts, students will learn:  Basic historical contexts for three major literary periods: Restoration/Eighteenth Century, Romantic, and Victorian.  How to identify and define a variety of literary terms, tropes, and techniques.  How to write about and discuss literary works in terms of both form and content.  How to use MLA format. 12 Week Eight – Spring Break Week Nine (3/11 – 3/15) Reading Due/Covered in Class Homework due M Milton’s Satan (Longman - II: 940-948) Frankenstein, Mary Wollstonecraft Shelley W Frankenstein, Mary Wollstonecraft Shelley F Frankenstein, Mary Wollstonecraft Shelley Week Ten (3/18 – 3/22) Reading Due/Covered in Class Homework due M Midterm Two W The Victorian Era: An Overview F Perspectives: The Industrial Landscape Perspectives: Victorian Ladies and Gentlemen Week Eleven (2/25 – 3/29) Reading Due/Covered in Class Homework due M A Vindication of the Rights of Woman (Longman selections), Mary Wollstonecraft W The Subjection of Women (Longman selections), John Stuart Mill F Elizabeth Barrett Browning Sonnets from the Portuguese Aurora Leigh (Longman selections for both) Week Twelve (4/1 – 4/5) Reading Due/Covered in Class Homework due M Christina Rossetti Dead Before Death Promises Like Pie-Crust The Goblin Market W Elizabeth Gaskell, Our Society at Cranford F Charles Dickens, A Christmas Carol Week Thirteen (4/8 – 4/12) Reading Due/Covered in Class Homework due M Sense and Sensibility (film) W Sense and Sensibility (film) F Alfred, Lord Tennyson The Charge of the Light Brigade Robert Browning My Last Duchess The Bishop Orders His Tomb Week Fourteen (4/15 – 4/19) Reading Due/Covered in Class Homework due M Oscar Wilde Aphorisms Selections from De Profundis Selections from The Trials of Oscar Wilde Paper Two Due W The Picture of Dorian Gray, Oscar Wilde F The Picture of Dorian Gray, Oscar Wilde Week Fifteen (4/22 – 4/26) Reading Due/Covered in Class Homework due M The Picture of Dorian Gray, Oscar Wilde W Wilde (film) F Wilde (film) Final Week (4/29 – 5/1) Reading Due/Covered in Class Homework due M Performances W Performances ___________________________________________________________________________ ENGL 212: American Literature–Beginnings to 1900 (3 sh.) Tues./Thurs. 1:15-2:45 Room 211 Leonard Hall Spring 1999 15 Dr. Susan I. Gatti When you read the course title, what kinds of images come to mind? Stern Puritans, dead white male writers; prim ladies in tight corsets and long hoop skirts; anti-social poets; nutty ship captains; tidy villages surrounded by sinister, deep forests? What names come to mind? Twain, Thoreau, Poe, Hawthorne, Whitman, Melville? Were any women besides Stowe and Dickinson writing professionally or privately? What about ethnic or working-class writers? Why have their voices been so marginalized? Who decides which writers are “great” or “significant” or “worthwhile”? To what extent do past as well as present critical attitudes form the literary canon? These questions and many others will arise during the course of the semester. Course Objectives: By taking this course, you should be able to demonstrate in discussion, questions, papers, projects and exams:  Understanding of some of the important works of American literature from earliest times to the present.  Awareness of the historical, political, economic, and social contexts in which these works were written.  Sensitivity toward the main characteristics of the literary genres in which these works were produced.  Knowledge of the relationship between American literature and literature of other cultures and periods.  Basic skills of literary analysis, especially framing and supporting an opinion or assertion about a work.  Ability to discuss works of literature using disciplinary terms and to learn to write about them both formally (papers/projects/exams) and informally (in-class writings, discussion, group activities, etc.) (CH 354 IC) Your Goals for This Course: You will notice an enticingly empty space below. Use it to list your own goals for this course. We will return to discuss them throughout the semester.   16 Typical Human Concerns: --I'm afraid other people will be smarter/better prepared than I am. --I just looked at the syllabus. Can I handle the workload? --I ‘m more comfortable with contemporary literature. I hope it won't be too hard to read an older style of language or grasp concerns of people living a long time ago. --I’m anxious about writing critical papers. Just what do you want? --I hope this required course can be meaningful to me. Required Course Materials: The American Tradition in Literature, Volume 1, 9th Edition (McGraw-Hill)–George Perkins and Barbara Perkins, eds. (This will be our main text). Jewett, Sara Orne. The Country of the Pointed Firs. Dover ed. Recommended: Pocket folder for handouts, notebook, data disk. Teaching Procedures and Learning Strategies: This course will be an interesting mixture of teaching methods and learning strategies. While lecture can at times be an effective method of teaching, it will probably be the least used. I look forward to intelligent questions, lively debates and well-supported discussions over the semester. Each member of the class plays a significant role in making the class meaningful, so coming to class fully prepared is necessary. Be sure to read assignments completely so that you can take effective notes, enter discussions and write confidently. Any lecture is designed to complement or supplement reading–not repeat it; thus, attendance is essential to full understanding of the readings. Grading: My grading system is fairly simple: all graded items receive points. At the end of the term, simply add up the points you earned and divide the total by the number of points possible. You should arrive at a percentage figure that can be converted to letter grades. The grading scale is as follows: 90-100%=A; 80-89%=B; 70-79%=C; 60- 69%=D; 59% and below=F. Graded Items: Brief Papers (4)–Usually 20 points each Exams (2)–Brief objective section/Essay section based on choice of topics (40 points) Quizzes (* Note–most are unannounced) –usually 10-15 points each Final Project–TBA Participation–Mid-term and final evaluation–20 points total. If at any time you would like to discuss your progress in this course, I’d be most happy to meet with you. Make-up Work: There are generally no make-up quizzes or exams. Since it is impossible to provide make-up work or reconstruct missed activities, any missed work or quiz will receive a "0". Naturally, I will consider legitimate medical or emergency excuses. Please let me know me of any circumstances that might cause you to miss graded activities like quizzes, exams or in-class projects. Zeroes are really tough to overcome; so keeping lines of communication open as well as bringing problems to my attention as soon as possible will go a long way to preventing these unwanted marks. Late/Lost/”Disaster” Papers: So that I can give your writing a careful, fair, unhurried reading, I insist that deadlines for papers and out-of-class assignments be observed. These items are typically due at the beginning of class on the dates designated. Late papers must still be handed in–but they will receive half credit. Please be aware that slipping your paper into my mailbox or under the office door will result in a late penalty--unless you and I have agreed in advance on this form of delivery. This also brings me to computer/printer disasters. These are commonly cited as the reason for a late paper. Whatever the reason, late papers–even one–can hurt. However, I would like to 17 18 Rebel With a Cause: Frederick Douglass: Narrative of the Life of Frederick Douglass 1869-1881. Harriet Jacobs: Incidents in the Life of a Slave Girl, 1856-1868. 20 23 Herman Melville and America’s Heart of Darkness: Benito Cereno, 25 The War on Wage Slavery: Life Before Xerox: Melville, “Bartleby, the Scrivener,” 30 A Whitman Sampler: Walt Whitman: “Crossing Brooklyn Ferry,” Also, “When Lilacs Last in the Dooryard Bloom’d,” 2010-2015; “To A Common Prostitute,” 2018; “A Noiseless Patient Spider,” 2033; “The Wound-Dresser,” 2008-9. Excerpt from film Beautiful Dreamer. Assign BP# 3 on Dickinson poem. (Note: Begin reading The Adventures of Huckleberry Finn.) April 1 A Founding Mother of American Poetry: Emily Dickinson from her “Home Office”: Dover Edition of Selected Poems. Specific poems TBA. Brief Paper #3 due. 6 Huck and Jim’s Excellent Adventure: Mark Twain: The Adventures of Huckleberry Finn: Dover edition. Chapters 1-18 to end of Grangerford-Shepherdson sequence. 8 Twain: The Adventures of Huckleberry Finn, Chs. 19-29 to top p. 155 Dover Ed. 13 Twain: The Adventures of Huckleberry Finn, Chs. 30-end. 15 By And About Women: Rebecca Harding Davis:”Life in the Iron Mills,” 1-34; Freeman, “A New England Nun,” 62-72; K. Chopin, “The Storm,” 90-94.(in Great Short Stories by American Women). 20 Jewett:The Country of the Pointed Firs, to p. 48. End after “Poor Joanna.” 22 Jewett: The Country of the Pointed Firs–to end. Brief Paper #4 due. 27 “You Go, Girl”: An Innocent Abroad: Henry James: Daisy Miller (Dover Ed.) 29 Good Girl Goes BAD: Crane, Maggie: A Girl of the Streets. (Dover Thrift). May 4 Reading Day Final date_______________ Time___________ Location________________________ _______________________________________________________________________________ ENGL 214 The Novel 3c-0l-3sh Prerequisites: ENGL 101, 122, or permission Surveys the development of the novel from Cervantes’ Don Quixote to the present with an emphasis on major writers and forms in English. Includes consideration of teaching the novel. ENGL 215 Poetry 3c-0l-3sh Prerequisites: ENGL 101, 122, or permission A study in appreciation of poetry, with special attention to the technique of the poet and structure of poetry. Includes consideration of teaching poetry. ENGL 216 Short Fiction 3c-0l-3sh Prerequisites: ENGL 101, 122, or permission A study of the development of the short story from the middle of the nineteenth century to the present with attention to form, structure, and types of the story. Includes consideration of teaching short fiction. 21 ENGL 217 Drama 3c-0l-3sh Prerequisites: ENGL 101, 122, or permission The study of selected plays from various periods in an attempt to understand the function of drama. Includes consideration of teaching drama. (CH 354 IC) 22 Date Arrive with this already prepared Turn this in article(s) you photocopied. In-class work on Features Grid. Pass out assignment for paper #2: Researched Essay NOTE: DEJs don’t to in your portfolio; only the summary does. Same with WLs. peer & teacher responses, reflection, summary of DEJs, summary of WLs, final copy of Extended Personal Essay Feb. 20 (W) Discuss Features Grid: What do they tell us about writing? Discuss Smith (on Reserve). First, write a 1-2 page journal entry for Smith. Second, do a Features Grid for Smith. Feb. 22 (F) Discuss R, Ch. 21, 137-139 (No journal necessary). Finish Wednesday’s discussion. Bring Norris & DEJ from pp. 26-38. hcs demo: Britton Lecture; go out/bring back cluster (N 26-38) Feb. 25 (M) Discuss N 160-220. Instead of a journal entry, do a cluster for pp. 207-217. Feb. 27 (W) Class will not meet. Work on assignments for Mar. 1. Start library research for the Researched Essay. HCS at State College seminar E-mail proposal for Researched Essay. I must receive this from you no later than 3:00 p.m. on Thurs., Feb. 28 Mar. 1 (F) Discuss Sommers (on Reserve). Write a journal response. Discuss proposals. Mar. 3 - 10 Spring Break Mar. 11 (M) Writing day for Researched Essay. Bring post-it notes. Remember to do a WL entry each time you write. Mar. 13 (W) Discuss Lamott (on Reserve). Write a journal response: Does any of this resemble YOU? Mar. 15 (F) Library day. Meet in designated area. Mar. 18 (M) Writing day. While you work on these papers, we’ll do in-class writing exercises as needed. Mar. 20 (W) Peer review - 1st draft of Researched Essay. Print 2 copies. 1st draft of Researched Essay Mar. 22 (F) Writing day Mar. 25 (M) Writing day - Read around? Mar. 27 (W) Writing day Mar. 29 (F) In-class exercise with “Foul Shot” Brainstorm: one more aspect to your topic Assign parts to read aloud R, 74-85; Read for Monday - R, Ch. 4, 18-26 Deadline for Withdrawing with a W Good Friday 2nd portfolio: drafts, peer & teacher reviews, reflection, summary of journals, summary of WLs, final copy Researched Essay Apr. 1 (M) Read aloud from Romano, 74-85. Multigenre assignment. Read 25 Date Arrive with this already prepared Turn this in around of previous multigenre papers. Dakota as a multigenre Apr. 3 (W) Brainstorm. Write. Storyboard for multigenre. Bring photographs, documents, sketches, etc. that might fit into this paper. If time: dialogue quickwrite. (From R, Ch. 11, 58-65) Apr. 5 (F) Discuss R, Ch. 23, 149-164 (Unity). Write 1-2 page journal: How does Norris maintain unity in Dakota? What might provide unity in your own multigenre piece? How are those WL entries coming? Are you writing them every time you write? Apr. 8 (M) Poetry quickwrites, in class. Read R, Ch. 15, 90-109 to prep (no journal) Apr. 10 (W) Multiple perspectives in-class writing. Read R, Ch. 20, 133-136 to prep (no journal) Apr. 12 (F) Writing/research day on your own. Class will not meet. HCS in D.C. for NWP Spring Meeting Apr. 15 (M) Peer Review of 1st draft. Bring 2 copies. 1st draft of multigenre Apr. 17 (W) Discuss Openers. Read R, Ch. 7, 33-41. Write short journal: What possible openings might you use in your own paper? Apr. 19 (F) Helping Circle? OR Indelible Moments (R, Ch. 18, 123-130) OR peer review Apr. 22 (M) Helping Circle? OR Indelible Moments (R, Ch. 18, 123-130) OR peer review Apr. 24 (W) From here until the end of the course we can decide how to use our time. Here are some options: create an anthology; work on revising one paper for the semester; assign yourselves a short final paper; hold ‘readings’. Let’s be creative and productive with this time. 3rd portfolio: drafts, peer/teacher reviews, reflection, summary of journals, summary of WLs, final copy of Multigenre Apr. 26 (F) Work for these days to be determined by the class. Prep for final exam. TBA Apr. 29 (M) May 1 (W) Final Exam: Monday, May 6, 8-10 a.m. in Leonard 213 You must be present at the final exam. Do NOT make plans to leave campus early. Evaluation In an advanced course, I do not believe that points or credit needs to be awarded for every thing you do. I will simply expect that you do routine assignments because you understand that they are tools to help you complete the large-scale assignments which are graded. Each portfolio will count toward a percentage of your final grade according to this scale: Extended Personal Essay Researched Essay Multigenre Essay 25% 30% 35% 26 Evaluation In an advanced course, I do not believe that points or credit needs to be awarded for every thing you do. I will simply expect that you do routine assignments because you understand that they are tools to help you complete the large-scale assignments which are graded. Final Exam 10% I record grades using this scale for quality points: A = 4.0 A- = 3.6 B+ = 3.3 B = 3.0 B- = 2.6 C+ = 2.3 C = 2.0 C- = 1.6 D+ = 1.3 D = 1.0 D- = .6 F = 0 ENGL 314: Speech and Communication in the Secondary English Classroom \W\ Dr. Lynne Alvine, Spring 2002 11:30 AM -1:00 PM, Tuesdays and Thursdays 359 Sutton, 724/357-2261, 357-2744 Leonard 105 Emergencies Only 724/357-0833 Office Hours: 1-3 PM T/R; 3-4 PM Mondays (and by appointment -- MTWR) FOCUS, PURPOSE, AND RELATIONSHIP TO CONCEPTUAL FRAMEWORK This course is an integral part of our IUP undergraduate English education curriculum, which engages prospective English teachers in reader response to literature and social construction of literacy. Because the course is both performance-based and knowledge-based, students in EN 314 gain practical and theoretical approaches to relationships between oral and written communication. Emphasis in given to integration of speaking, listening, reading, and writing for improving prospective teachers' own communication skills as well as learning to improve those of their students. Pre-req.: EN 101, 210, 202. RELATIONSHIP TO GUIDELINES FOR ENGLISH TEACHER PREPARATION In various ways this course meets current standards for the preparation of English language arts teachers established by the Pennsylvania Department of Education (PDE), NCATE, and the National Council of Teachers of English (Guidelines for the Preparation of Teachers of English Language Arts). This course meets all or part of the following three standards included in the PDE's "Pennsylvania Standards for Program Approval and Teacher Certification in English." Standard VI: The program shall require studies and experiences in listening and speaking, including the organization and management of small group discussions, the oral interpretation of literature, and the preparation, organization and delivery of oral presentations (formal and informal) to a variety of audiences. Standard VII: The program shall require studies of the various methods of assessment used to evaluate student performance in listening, speaking, reading, and writing and techniques used to help students overcome oral and written communication apprehension. Standard IX: The program shall require studies of language acquisition and use, comprehension processes and theories of communication. Chapter 354: II.B. REQUIRED TEXTS DeSpain, P. (1993). THIRTY-THREE MULTICULTURAL TALES TO TELL. Little Rock, AR: August House. Tannen, D. (1990). YOU JUST DON'T UNDERSTAND: MEN AND WOMEN IN CONVERSATION. New York: Ballantine Books. Chapter 354: II.A. REQUIRED TEXTS THAT STUDENTS MAY SHARE WITH A BOOK PARTNER Oberg, B.C. (1994). SPEECHCRAFT. Colorado Springs, CO: Meriwether. 27 or unexcused) will lower the grade 10%. Six absences of any kind will result in an F. Being more than 5 minutes late or leaving without advance notice will constitute an absence. EVALUATION AND GRADING Participation 10 pts. Points/Letter Grade Scale Paper #1 10 pts. 93-100 A Paper #2 10 pts. 85-92 B Paper #3 5 pts. 75-84 C Short Assign. 10 pts.* 65-74 D Tale 5 pts. Below 65 F Visual/Dem. 5 pts. Oral Interp. 5 pts. Speech #4 10 pts. Evaluation of each assignment will include self-assessment. Students Teaching Project 20 pts. should indicate their assessment of number of points earned when they Persuasive Speech 10 pts. reflect on and/or hand in assignments. 100 pts *A check system will convert to points at the end of the term. SCHEDULE Wk/ Day/Date Topics, Readings, Assignments 1 R 17 Introduction to Course. Oral language and communication in the language arts classroom. Interviewing; group membership. (Talk log.) 2 T 22 Language and Identity. Exploring our language acquisition -- prewriting. Oberg, Speechcraft: An Introduction to Public Speaking, Ch. 1 & 2 Tale Demo R 24 Begin Demo/Visual Speeches (5) Oberg, Ch. 3 & 4 TALE #1 Socio-cultural perspectives on learning to use language. (Peer response to draft of Paper 1.) 3 T 29 Demo/Visual Speeches (6) Oberg, Ch. 5 & 6 TALE #2 (Peer editing of Paper 1.) R 31 Demo/Visual Speeches (6) [Paper #1 DUE.] [Assign Paper #2.] TALE #3 Conversation Styles. Tannen, Ch. 1,2,3 Assign Mini-Observation Project 1 4 T 5 Demo/Visual Speeches (3) Discuss Mini-observation Project 1. Tale #4 Conversation Strategies. Tannen, Ch. 4,5 Assign Ohanian/Schedule Oral Interp. R 7 Power and Intimacy in Talk. Tannen, Ch. 6,7,8 Assign Mini-obs. Project 2 Tale #5 5 T 12 Reports, Discussion of Mini-Observation Project 2; Model/set guidelines for Oral Interp.; Metalanguage. Tannen, Ch. 9,10; Oberg, Ch. 7 Tale #6 R 14 Begin Oral Interpretation of Literature (5) Set up Ohanian discussion formant. Tale #7 30 Spear, K. (1988). Listening: The foundation for sharing. In K. Spear, Sharing Writing: Peer Response Groups in English Class (pp. 130). Portsmouth, NH: Boynton/Cook Heinemann. [Reserve.] Clarify Guidelines for Paper #3. 6 T 19 Ohanian Ch. 1&2 Discussion in groups of 6-7, led by assigned team. Tale #8 Oral Interpretation of Literature (6) R 21 Ohanian Ch. 3&4 Discussion in groups of 6-7, led by assigned team. Tale #9 (Response groups on Paper 2.) Oral Interpretation of Literature (6) T 26 Ohanian Ch. 5&6 Discussion in groups of 6-7, led by assigned team. Tale # 10 [Paper # 2 DUE] Oral Interpretation of Literature (5) R 28 Ohanian Ch. 7 Whole group discussion -- led by assigned team. Tale #11 Develop rubric for “Real World” Speeches – Set schedule March 4-8 Spring Break (3/9 -- Dr. A.'s Birthday) 8 T 12 "Real World" Speeches (6) Tale #12 Clarify about Teaching Project R 14 "Real World" Speeches (6) Tale #13 Further clarification about Teaching Project 9 T 19 "Real World" Speeches (6) Tale #14 Schedule Teaching Projects R 21 Research for Teaching Projects Tale #15 "Real World" Speeches (2) 10 T 26 Research for Teaching Projects Tale #16 R 28 Teaching Projects (2) 11 T 4/2 Teaching Projects (3) Tale #17 R 4 Teaching Project (3) Tale #18 12 T 9 Teaching Project (3) Tale #19 Schedule Persuasive Speeches R 11 Teaching Project (3) [Paper #3 DUE.] Tale #20 13 T 16 Begin Persuasive Speeches (5) R 18 Persuasive Speeches (5) 14 T 23 Persuasive Speeches (5) 31 R 25 Persuasive Speeches (5) 15 T 30 Last class session – Student Evaluation; synthesis and review. May 2-9 FINAL EXAMS Our final Exam Activity will be negotiated and determined by the class and instructor during the second half of the term. EN 314: Speech and Communication in the Secondary Classroom Course Evaluation Name Some of these evaluative criteria will be assessed at the time of the performance: Self Professor Paper #1 /10 pts. Paper #2 /10 pts. Paper #3 / 5 pts. Telling of Tale / 5 pts. Visual/Demonstration / 5 pts. Oral Interp. of Lit. / 5 pts. Real World #4 / 10 pts. Teaching Project /20 pts. Persuasive Speech /10 pts. Others will be assessed at the end of the term: Self Professor Participation /10 pts. Short Assign. /10 pts. ==== Total /100 pts. Anticipated Letter Grade Course Grade Please write me a letter discussing the strengths and weaknesses of your performance in the course, and hand it in with this evaluation sheet on April 30. We will have a conference during Exam week. ENGL 318/518: ADOLESCENT LITERATURE /W/ Dr. Lynne Alvine 3:00 – 4:30 PM, Tuesdays & Thursdays Phone: 357-2261/2744 32 A CURRENT BEST-SELLERS Rowling, J.K. HARRY POTTER AND THE SORCERER’S STONE. Levine. (1998) Rowling, J.K. HARRY POTTER AND THE CHAMBER OF SECRETS. Levine (1999) SEXUALITY Garden, N. ANNIE ON MY MIND. Farrar, Straus, & Giroux Bauer, Marion Dane. AM I BLUE? HarperCollins. (1994). PERSONAL/SOCIAL PROBLEMS (‘CLASSIC’ YA NOVELS) McCullers, Carson. A MEMBER OF THE WEDDING. Greene, Bette. SUMMER OF MY GERMAN SOLDIER. Bantam. PERSONAL SOCIAL PROBLEMS (Contemporary) Myers, Walter Dean. SCORPIONS. Harper Trophy (1988). Rapp, Adam. THE BUFFALO TREE. HARPERcOLLINS. (1997). CULTURAL CLASHES ** Achebe, Chinua. THINGS FALL APART. Fawcett AUTOBIOGRAPHY ** Angelou, M. I KNOW WHY THE CAGED BIRD SINGS. Bantam ** Appleman-Jurman, A. ALICIA: MY STORY. ** Wiesel, Elie. NIGHT. Bantam. EVALUATION Reading Assignments: 1. At least one work from each of the categories and required works prior to the scheduled discussion. Graduate students should read everything, if possible. Chapter 354: I.C. 2. Read sections from Kaywell as assigned in advance and/or as related to the topics. We may or may not discuss these readings. Joan Kaywell will be a guest professor here on campus in early November. Chapter 354: I.B., II.B. 3. Select and prepare to share your reading of at least one poem from Watermelon Pickle as related to the themes of the major works. Chapter 354: I.C., I.E.; II.B. 4. Additional handouts will be assigned as they are relevant to texts, topics, and activities. For Review by Students: The recommended and required text books, as they are appropriate resources for discussion of the course topics, and additional recommended resources such as booklists, web sites, bibliographies, reviews, journals, etc.—available in the library and in my office. Chapter 354: I.B., I.F.; II.B., III.A. Major Assignments: 1. Each student will prepare a “Reader’s Support Kit” for one of the books read for the class. Chapter 354: II.B 2. Each student will complete a teaching unit dealing with some work or works of literature for adolescents. The unit should include as a major part a work of literature read for this class. Chapter 354: I.D.; II.B., II.D. 3. Each student will prepare and share with the class a ‘book project’ related to one of the free choice selections read for the course. The use of technology is encouraged. VII. Chapter 354: I.E., II.B. 4. Each student will prepare an annotated list of websites appropriate for use in the study of Adol. Lit. Chapter 354: I.B., I.F.; II.B. *Students earning graduate credit will prepare an 8-10 page paper suitable for publication on some topic related to YA literature or develop a web page for use with Adolescent Literature. Another option is developing an extended annotated bibliography on a topic of interest to teens. Chapter 354: I.C., I.B., I.D., I.F.; II.B. 35 Response Journal and Other Class Participation: 1. Each student will be expected to participate in the class discussion and activities. The instructor will introduce a variety of ways to involve students in sharing response to literature. STUDENTS WHO DO NOT REGULARLY CONTRIBUTE TO THE CLASS ACTIVITIES SHOULD NOT EXPECT TO BE SUCCESSFUL IN THE COURSE. Attendance is required. Absences will be noted and excessive absence (more than three) will result in a lower course grade. Chaper 354: I.B., I.C., I.D., I.E.; IIB 2. Each student will keep a Response Journal. Entries will be handed in approximately three times during the semester. Chaper 354: I.B., I.C., I.D.; II.B. Mid-term and Final Exams: Each student will complete a mid-term and a final essay exam to be evaluated by the instructor. Exams will include application of concepts discussed in class as they relate to the works read. GRADES Mid-term Exam = 10% Annotated Website List = 5% Final Exam = 20% Book Project = 10% Reader’s Support Kit = 15% (Includes self-assessment.) Teaching Unit = 15% (Includes self-assessment.) Response Journals = 10% (Includes Self-Assessment.) Other Class Participation = 15% (Includes Self-assessment.) [Graduate Papers will be evaluated (S or U) and responded to, but not graded.] COURSE SCHEDULE: Aug. 28 Intro to Course: Goals; Books Policy; Bkg. As Readers Aug. 30 ** Growing Up ** Sept. 4 Nature of Adolescence Kaywell, Ch. 1,2 6 **Teen Experience** Literary Criticism/ Reader Response 11 **Elie Wiesel’s Night** 13 ** Teen Problems ** 18 Characteristics of YA Literature; The ‘Aliterates’ 20 **Teens Across Cultures** (Assign RSK) 25 Alternatives to Book Reports/ Sources Kaywell, Ch. 3 27 ** FREE CHOICE ** Project ‘Reports’ Oct. 2 Workshops/Individualized 36 Reading Programs Project ‘Reports’ 4 **Teens in History ** Curric. Links; Lit. Circles 9 Readability; Organizing the Lit. Curriculum Kaywell, Ch. 6,7 11 **Personal/Social Problems (Classic)** Kaywell, Ch. 8 Resources/Web Sites 16 Planning for Teaching MID-TERM EXAM Annotated Websites – List Due 18 ** Clash of Cultures** 23 Lit.Texts/Resources More about Planning READER’S SUPPORT KITS DUE 25 ** Short Stories ** 30 Poetry for Adolescents Nov. 1 **Sexuality ** 6 Performing Poetry Kaywell, Ch. 12 8 **Personal Social - Contemporary)** Unit Plan Workshop 13 Kaywell, Ch. 5 Non-Fiction for Adol. 15 NCTE in Denver UNIT PLAN Draft Due 27 ** Autobiography ** Caged Bird (UNIT PLAN DUE) 29 Alicia Video ** Autobiography ** Alicia Dec. 4 **Current Bestsellers** Censorship 6 Synthesis/Review FINAL EXAM 12:30 – 2:30 PM 37 T Oct 1 Using Film as a way into literature; as a support for reading/literature; as literature. Teaching can begin at United. Assignments: Handouts; selecting a film. Assignments: R Oct 3 Film lessons in the classroom. Week 7 T Oct 8 Film lesson demonstrations continued. Assignment: CE 1-3 R Oct 10 Teaching Literary Theory to adolescents. Assignments: CE 4-5 Week 8 T Oct 15Literary Theory Assignment: CE Chpts 6-8 R Oct 17 No Class PCTELA Harvey Daniels is Key note. IUP/NCTE is hosting him. Week 9 T Oct 22Theory in the classroom. Assignments: create or adapt a teaching theory lesson. W October 23 English Extravaganza: 200 high school students will be here for writing Workshops. You will be asked to assist in some way. R Oct 24 Lesson demonstrations Week 10 T Oct 29Lesson Demonstrations R Oct 31 No Class…PAC-TE November 1st Tom Romano will be here for a workshop with English Education students. Week 11 T Nov 5 Not leaving anyone behind. Assignments: Complete Investigating texts. R Nov 7 You Gotta be the Book group presentation. Week 12 T Nov 12 Voices within Assignments R Nov 14 Drama in the classroom Assignments: Notes on Shakespeare Week 13 T Nov 19 Shakespeare is alive and well and living in Chicago Assignment: What to do with William R Nov 21 No Class NCTE Week 14 Thanksgiving Break Week 15 T Dec 3 It’s Never Too Late Group presentation. R Dec 5 Shakespeare in the classroom demonstrations Final Exam Tuesday, December 10 12:30pm - 2:30pm ___________________________________________________________________________________ ENGL 324: Teaching & Evaluating Writing Course Syllabus Michael M. Williamson Office: Leonard 215D Office Hours: M, W,F 9:00-10:00 & 1:00 –3:00 Web: http://www.english.iup.edu/mmwimson Catalog Description: A study of modern approaches to the teaching of writing, including current theories on the composing process, as well as instruction in evaluating, including holistic scoring. Includes practice in writing. Credits: 3.00 Statement of Purpose: My primary aim is to help prepare you to teach writing in the secondary school. Several years ago, this goal was not nearly as complex as it is today. You need to know how to help students to learn to write by using 40 several modes of instruction, from individual conferencing to whole group mini-lessons. In recent years, there has been considerable attention to assessment. The pressure for accountability in teaching has created an environment in the secondary English classroom that requires considerable attention to the design of writing tasks and evaluation of student learning. Finally, nearly all English teachers have access to computers, both in their classrooms and in computer labs. One of the qualifications that will help you find the best position in as a secondary teacher, other than your teachers, recommendations and your GPA, is the ability to use computers in your teaching and to explain your approach. Garnered from discussion with many of my colleagues in secondary English classrooms and with school administrators is my sense that older teachers are not expected to master the use of computers in their teaching. However, new teachers are required to demonstrate their skills to the satisfaction of the school district. Inherent in my primary aim, helping you to prepare to teach and assess writing, as well as to employ computers in your teaching, is the notion that you need to understand WHY. The answer to that question lies in the theory behind such concepts as whole language, the writing process, portfolio assessment, and computer aided writing instruction. Therefore, I have set up the class to encourage a balance between theory and practice that will help you to get yourself sorted out in the classroom and the same time it will allow you to respond to questions from other teachers, administrators, and parents about your teaching and your students’ learning. Writing teachers need three kinds of theory: 1. A theory of writing, 2. A theory of how fluency in writing is acquired by students, and 3. A theory of how a teacher can establish a classroom ecology that encourages the acquisition of writing. In addition, writing teachers need to be writers. If you do not write yourself, you cannot understand what you are trying to teach. I know of few writing teachers that are among the very best teachers that do not engage in some kind of writing, from journalism to poetry and novels to personal narratives. Furthermore, most of us are the victims of the teaching that we experienced as students. I am sure than many of you had more traditional teachers in high school English. You probably experienced mostly lecture and recitation. My goal is to give you some other tools in addition to those that you already know. I am not arguing for the superiority of one teaching strategy over another. I am suggesting that some strategies are better than others for particular teaching goals. As a teacher, you need to be equally at home with lecturing to a whole class and using small group instruction. In light of that statement, you will understand why my teaching in this course will emphasize some of the less traditional approaches to teaching, class discussion and small group work. I hope, that in modeling these other two strategies, I will increase the repertoire of teaching strategies with which you feel comfortable. I honestly believe that learning is less a matter of teaching than motivation. My experience over that last 28 years as a writing teacher, from grades 7 to doctoral level, is that motivation is more important than the communication of facts. If you create an environment in which your students want to learn, they will do it on their own. Discipline will not be an issue. They will work with you and not against you. It is not simply a case of, “if you build it they will come,” you need to know how to structure the base paths and the outfield to make playing the game a meaningful activity. Nothing but hard work, dedication, knowing the field, and feeing comfortable with your teaching self will accomplish that aim. I do not expect you to leave the class ready to jump into a writing classroom. I sincerely hope that each of you will leave the class with a sense of who you are as a writer and a teacher, some confidence in what you are undertaking, and an eagerness to continue learning and developing for your entire teaching career. Learning your craft to the level of a master craftsperson will take you at least ten years. I can only hope that I give you some help with the beginning and some knowledge of what to expect and how to respond to what you find. IX. Course Goals: During this course, students will: 1. Learn about theories of teaching writing. 2. Learn about theories of writing assessment. 3. Explore theories of the acquisition of writing. 41 4. Explore theories of the applications of technology to teaching writing. 5. Explore various strategies for teaching and learning. 6. Learn to apply their knowledge of theory in their teaching. 7. Develop as writers and speakers. 8. Develop an appreciation of the complexity of literacy. 9. Form a learning community that fosters collaboration. 10. Become members of the local and larger professional community. 11. Continue to develop enthusiasm for learning about literacy and teaching. 12. Discover the resources necessary to for life long learning about literacy and the teaching of literacy. (CH 354 IA, ID, IF, IIC, IIIA) Course Texts: Required Texts Atwell, N. (1998). In the middle: New understanding about writing, reading, and learning. Portsmouth, NH: Heinemann. Barr, M.A. & Syverson, M.A. (1999). Assessing literacy with the learning record. Portsmouth, NH: Heinemann. Strickland, K. & Strickland, J. Reflections on assessment. Portsmouth, NH: Heinemann. Sundstein, B.S. & Lovel, J. H. (2000). The portfolio standard: How students can show us what they know and are able to do. Portsmouth, NH: Heinemann. Weaver, C. (1996). Teaching grammar in context. Portsmouth, NJ: Heinemann. Other readings as assigned in class. Recommended Texts Kirby, D. & Liner, D. (). Inside out: Developmental strategies for teaching writing. Mayher, J. S., Lester, N., & Pradl, G.M. (1983). Learning to writing, writing to learn. Upper Montclair, NJ: Boynton/Cook. Mayher, J. (1990). Uncommon sense. Portsmouth, NH: Heinemann. Noden, H.R. (1999). Image grammar: Using grammatical structures to teaching writing. Portsmouth, NH: Heinemann. Hewitt, G. (1994). A portfolio primer: Teaching, collecting, and assessing writing. Portsmouth, NH: Heinemann. COURSE REQUIREMENTS: Each of the course requirements addresses one or more goal described above. The records of the completion of all requirements are to be maintained in your portfolio and learning record. On the day of the final examination, you are to turn in your portfolio with all materials related to the course. The portfolio is to be kept in a computer format and turned in on a disk as a website or organized in some other way. Any exhibits of earlier work must be scanned in or added as files. 1. Reading log May 3 20% 2. Theory Paper March 1 10% 3. Reflective Paper May 3 10% 4. PowerPoint Presentations a) Literacy definition March 1 10% b) Plans & assessment May 3 20% 5. Class Participation. 6. Membership in NCTE and IUPNCTE & attendance at one IUPNCTE meeting. May 3 5% 7. Microteaching and tutoring experiences: May 3 20% 8. Web page (portfolio) May 3 5% Course Schedule: Please note that the course schedule is not set in stone. I may also have to make some adjustments, depending upon our progress with each of the essays we are working on as a group. You are responsible for checking your university email account and the website for the course to keep up with any changes in the course schedule or requirements. 42 February 11, Monday: Atwell, Chapter 3 February 13, Wednesday: Atwell, Chapter 4 February 15, Friday: Atwell, Chapter 5 February 18, Monday: Atwell, Chapter 6 February 20, Wednesday: Atwell, Chapter 10 February 22, Friday: Summing up: What model of literacy is the basis for Atwell’s pedagogy? February 25, Monday: Planning lessons (See handout) February 27, Wednesday: Planning lessons March 1, Friday: Literacy Theory paper & PowerPoint due Spring Break March 4 through 8 Part III Assessment & Writing March 11, Monday: Strickland & Strickland, Chapter 1 March 13, Wednesday: Strickland & Strickland, Chapter 2 March 15. Friday: Strickland & Strickland, Chapter 3 March 18: Online class meeting eDraft (an online writing workshop) March 20 Online class meeting OakMoo (a virtual writing classroom) March 22 Online class meeting Listservs for writing teachers March 24 No class Strickland & Strickland, Chapter 6 March 27, Wednesday: Strickland & Strickland, Chapter 6 March 29, Friday: Summing up April 1, Monday: Barr & Syverson, pp. 1-28 April 3, Wednesday: Barr & Syverson, pp. 29-50 April 5, Friday: Barr & Syverson, pp. 51-63 April 8, Monday: Sundstein & Lovel, Chapter 4 April 10, Wednesday: Sundstein & Lovel, Chapter 16 April 12, Friday: Portfolio design due Part IV Technology in the Secondary English Classroom April 15, Monday: Baron, D. (2001). From Pencils to pixels: The stages of literacy technologies. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacy: A critical source book (pp.70-84). New York: Bedford/St. Martin’s. April 17, Wednesday: Web page workshop April 19, Friday: Web page workshop April 22, Monday: Part V Grammar in the English Classroom: Conflict & Agreement April 24, Wednesday: Weaver, Chapters 1, 2, & 4 April 26, Friday: Weaver, Chapters 5, 6, & 7 April 29, Monday: Hartwell, P.M. (1985). Grammar, grammars, & the teaching of grammar. College English, XX, xx-xx. May 1, Wednesday: Responding to the reflective statements Final Examination May 3, Wednesday: 8:00 AM to 10:00 AM Final Examination Room 112 Leonard Hall 45 The final examination is to be written outside of the final examination time and turned in during the scheduled time at the scheduled location. It must be included in your portfolio. Please take some time to look over the portfolio of your work from this course. On the basis of your collected work, explain what you think you learned or did not learn about literacy, teaching, and assessment during the course. In your answer, make explicit reference to aspects of your portfolio that document your claims. As part of your essay, suggest the grade that you believe you have earned for the term, referring to those aspects of your learning that warrant the grade you choose. Please include this essay with your portfolio. Your essay will be evaluated on the basis of the quality of your reflection on your learning and your documentation of that learning from exhibits in portfolio for the course. Please feel free to include any exhibits of earlier work, both in and out of school to support your claims. ENGL 434: Shakespeare Instructor: Dr. Ron Shafer Spring Semester, 2000 Indiana U of PA Eberly College I. Text: The Complete Works of William Shakespeare. Ed. David Bevington II. Course Requirements: 1) Film reviews. Students should prepare three brief (three-page) film reviews that are based on the films viewed during the course. The intent of the reviews is for students to provide personal and critical assessment. No outside reviews should be consulted for the three reviews since the thrust is upon your own personal reaction and response to the films. Sample film reviews will be examined in class. 2) Chapter Book Review: Students should select a current critical text (nothing written prior to 1990, please) that endorses a definite critical theory—e.g. feminism, Marxism, neo-historicism, and the like—and that offers a reading/interpretation of one of the plays on our syllabus. The intent of this assignment (five-page paper) is to synopsize the writer’s thesis and major insights and to critique same: do you like this approach, does it work, what are its strengths and weaknesses, what changes in this approach would you propose, and so on? Note: 1) students will be given their choice of both secondary text and Shakespeare play they wish to analyze in this author’s text, but hopefully, after negotiation and discussion, we will be able as a class to consider most major critical theories; 2) the review should begin with a one-page summary of the tenets of that critical theory; and 3) the various chapters (all of which will be based upon a common manuscript format) will be placed in a single volume, comprising a study manual that will be made available to the students [these incidentally will be based on revised editions of your papers]. 3) Oral report: Students should offer an oral report on the findings of their chapter book review. The intent is, first, to educate the audience about the premises and postulates of that particular critical theory; secondly, to synopsize the author’s findings; and, thirdly, to react to this approach as the author applied it to the play of your choice: how does this critical reading enrich our understanding of Shakespeare’s play? Does the theory work? What changes would you propose in the author’s chapter? Etc. Note: one student may volunteer to serve as editor of our text. His/her job will be to collect all texts, edit according to a stylesheet of his/her choice, and provide appropriate introductory/prefatory materials. 4) Front-of-class activity: Students should select what I call (for lack of a better term) a front-of-class activity of some sort and present to the class. While these presentations can be a “solo” performance—students 46 working alone—I encourage group projects—students working in tandem with other students. The sky is the limit in terms of activities, since the emphasis is on creativity and originality, and possibilities range from the traditional—teach a scene or act from a play, or prepare a teaching aid that could be used in the classroom—to the somewhat more imaginative—enact a scene, or film a scene, etc. Equipment will be made available for those who need it, and an auditorium will be engaged for those who wish to stage a play. 5) Final exam: There will be one exam during our course. The exam will be cumulative and be based on both the plays read during the course and the various critical theories examined. The exam will consist of short and long essay questions. III. Grading: Film Reviews -- 10% each (30% total) Chapter Book Review -- 20% Oral Report -- 10% Front-of-class activity -- 20% Final Exam -- 20% IV. Office and Hours: My office is 114B. Hours this semester are: Monday -- 10:00 -- 11:00 2:00 -- 3:00 Wednesday -- 10:00 -- 11:00 2:00 -- 3:00 Friday -- 12:00 -- 1:00 V. Course Objectives: 1) To gain a heightened appreciation of Shakespeare’s dramaturgical genius 2) To note Shakespeare’s thematic preoccupations 3) To trace the evolution of Shakespeare’s thematic and stylistic progression 4) To become familiar with 16th and 17th century English history and culture and to provide a context in which to see Shakespeare’s plays 5) To gain a fuller understanding of the various genres Shakespeare used—romantic comedy, history, tragedy, problem comedies, and romances 6) To compare and contrast film adaptations with the text of the plays 7) To gain a fuller understanding of the artistry of film production 8) To become cognizant of both the dominant critical theories of our day and some of the major critical texts of the last decade 9) To enhance our appreciation of various pedagogical strategies as employed by students in their innovative front-of-class activities 10) To create a community of learners through collaborative work on our jointly-authored book of chapter reviews, through our front-of-class presentations, and through our communal viewing of films (CH 354 IB, IC, IE) VI. Tentative Schedule of Readings and Class Activities Week 1 Introduction/Preliminaries Background lecture on Shakespeare and his age Read and analyze Shakespearean sonnets with a view toward “scaling the language barrier” Week 2 Much Ado about Nothing Film clips (Branaugh version compared to BBC version) Brief lecture: the nature of romantic comedy in the 16th c and Shakespeare’s contribution to and adaptation of this genre Talk show game: students take turns role-playing as Oprah and Kenneth Branaugh; audience fires questions at them as they chat about the 47 Brief lecture: the political nature of Shakespeare’s plays—topical innuendoes, historical allusions, contemporary political situations as evidenced in his plays Discussion: What various classroom pedagogies might one employ to present Shakespearean plays in the high school classroom? Which ones work best? Which are more troublesome? Why? Which strategies, as used by classmates in various front-of-class activities this semester, would work in the high school classroom? Front-of-class activity and oral reports on chapters Writing exercise: In this exercise, students will write a letter to Coriolanus. Role-playing as a citizen of Rome, they should assume their letter will be presented to Coriolanus: what issues would they bring to his attention and why? Follow this with discussion: how does this letter- writing activity make students understand Roman culture, the current political scene, and historical characters more fully? Week 14 The Tempest Student oral reports on book chapters, especially those on post-colonial theory Class discussion: 1) contrast traditional and recent ways of interpreting this play; 2) How has the advent of post-colonial theory altered our reading of this play? Front-of-class activity Student-led discussion: trace parallels and analogous situations in the current world scene—that is, find examples in which the “other” is depicted negatively by imperialist/Western culture. How does Shakespeare’s play heighten our understanding of these politically explosive settings? Writing exercise: students write a letter to Mr. Shakespeare: what I learned as I read your play? What I liked or didn’t like? Etc. Week 15 Catch-up week Concluding oral reports on various book chapters Remaining front-of-class activities Class discussion: how has my understanding of Shakespeare’s art been enhanced throughout the semester? What are some of the most valuable insights I’ve gained about his art? Final exam ________________________________________________________________________________________ EDSP 102 Educational Psychology 3c-01-3sh Prerequisites: None Designed to promote a better understanding of the principles of psychology governing human behavior, with particular emphasis on their relation to the learner, learning process, and learning situation in an educational environment. I. Course description and objectives: This course is designed for sophomore level teacher education students (all early childhood, elementary, and secondary majors, music, art, and physical education majors, as well as future speech and language pathologists) to promote their understanding of the principles of psychology that affect human behavior with emphasis on the effects of these principles on the learner, the learning process, and the learning situation in educational environments. This course emphasizes the application of developmental and learning theory to the classroom in a skills-based decision-making context. Implications of a wide range of individual differences (cultural, socio-economic, learning style, skill level, gender) are discussed. The course concludes with a section dealing with meeting the individual needs of students, including exceptional learners, in the classroom. Throughout the course, students will use the interactive CD that accompanies the text to explore actual classrooms that illustrate the 50 principles described. Students will respond to exercises that enhance their ability to make effective classroom decisions. Course content is drawn from current research and educational practice and course assignments require students to apply theory to classroom situations. Specific learning outcomes*: 1. Students define, in their own words, the meaning of reflective practice, and the status of teaching as a profession. 2. Students describe a "typical”, classroom at a particular grade level from a normative perspective (including physical, cognitive, social, emotional, and moral development) 3. Students analyze the range of individual differences found in a typical classroom including the impact of cultural and ethnic diversity, socio-economic level, learning style, ability and skill levels, and gender-based differences. 4. Students describe the major tenets of behavioral learning theory, cognitive and information processing theories, and interactionist learning theories. 5. Students apply learning theory to effective classroom instruction by choosing and defending a method or methods of classroom presentation, and contrasting direct instruction and constructivist approaches. 6. Students identify, in a classroom context, the major tenants of humanistic, cognitive, and behavioral motivation theory. 7. Students apply learning and motivation theory to effective classroom instruction by choosing and defending a method of classroom discipline. 8. Students identify the qualities of effective instruction and classroom management. 9. Students define and cite examples of appropriate wait time, questioning techniques, and learning probes. 10. Students list and understand ways to meet individual needs in the regular classroom, including a variety of classroom grouping procedures, cooperative and peer-assisted learning, and curriculum modifications. 11. Students are sensitive to the impact of diversity in the classroom by incorporating that understanding into a personal philosophy of teaching. 12. Students list and understand the provisions of public law regarding the provision of education to students with exceptionalities. 13. Students understand a model of classroom decision-making and apply it to simulated classroom decision-making exercises. 14. Students develop an orientation to proactive teaching and collaborative problem solving reflected in a personal philosophy of teaching and learning. 15. Students demonstrate the ability to use computer-based multimedia videodisc technology to enhance their learning experiences.  Students will demonstrate specific learning outcomes through class activities and assignments, cumulative unit essays, multiple choice exams, and a classroom observation and analysis. (CH 354 IIA, IIC) 51 III. Detailed Course Outline Week Topic Assigned Reading (Slavin) Unit I Development 1 Introduction to Educational Psychology Ch. 1 (Activities: reflective exercise teaching as a profession, classroom decision-making exercise, scientist/practitioner exercise - Holmes and Watson exercise, research vs. intuition “quiz”, classroom discussion, and expository instruction, interactive CD) 2,3,4 Theories of Development in Children and Adolescents Chs. 2 & 3 (Activities: Neurological development and physical trends handout, Children’s cognitive video, Piagetian clinical examples exercises, Small group exercise on implications of Piaget/Vygotsky, Verbal abuse video - reflective exercise on impact on emotional development from Erikson perspective, Moral dev. dilemma, Article on altruism in Nazi Germany - identify Kohlberg stages, Reflective exercise on personal family style (Baumrind), video Moral Development, Reflective exercise - early/late maturation), Class discussion and expository instruction, interactive CD) 5 Individual differences Ch. 4 (Activities: Classroom exercise - Describe range of influence of SES, culture, linguistic difference, learning style, gender, and rate of development within any given classroom, Classroom discussion, Expository instruction, interactive CD) Unit I TEST Chapters 1, 2, 3, & 4 (multiple choice and development essay) Unit II Learning 6 Behavioral Learning Theories Ch. 5 (Activities: Behavioral Chart, videos - Behavioral Learning, Catch'em being good, Behavioral Case Study, Class discussion, Expository instruction, interactive CD) 7 Information Processing and Memory Ch. 6 (Activities: handouts and STM exercises, Metacognitive interview and study skills analysis project, Learning Strategies demonstration, video - Memory: Fabric of the Mind.) Class discussion, expository lessons, interactive CD 8 & 9 Meaningful Learning Ch. 8 (Activities: Models of classroom presentation (Direct Instruction, Constructivist, Interactionist: Ausubel, hunter, Bruner, Gagne), small group exercises, 52 American Association of University Women (1992). How schools short change girls. Washington, D.C.: Author. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. Ames., R., and Ames, C. (1989). Research on motivation in education, Vol. 3. New York: Academic Press. Anastasi, A. (1981). Abilities and the measurement of achievement. In W.B. Schrader (ed.), New directions for testing and measurement, Vol. 5. San Francisco: Jossey-Bass. Anderson, J.R. (1990). Cognitive psychology and its implications (3rd ed.). New York: Freeman. Anderson, L.M., Blumenfield, P., Pintrich, P.R., Clark, C.M., Marx, R. W., & Peterson, P. (1995). Educational psychology for teachers: Reforming our courses, rethinking our roles. Educational Psychologist, 30 (3), 143-157. Anderson, L.W., and Pellicer, L.O. (1990). Synthesis of research on compensatory and remedial education. Educational Leadership, 48 (1), 10-16. Argys, L.M., Rees, D.I., & Brewer, D.J. (1995). The impact of ability grouping on high school student achievement: Evidence from NELS. Washington, DC: National Center for Education Statistics, U.S. Department of Education. Arias, M.B. (1986). The context of education for Hispanic students: An overview. American Journal of Education, 95, 26-57. Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Arter, J. (1991). Using portfolios in instruction and assessment: State of the art summary. Portland, Ore.: Northwest Regional Educational Laboratory. Athanases, S. Z. (1994). 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Handbook 1: The cognitive domain. New York: Longman. Boekaerts, M. (1995). Jean Piaget. New York: Viking Press. Borkowski, J.G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Leaning Disabilities, 25, 253-257. Boykin, A.W. (1994b). Harvesting culture and talent: African American children and educational reform. In Rossi (Ed.), Schools and students at risk (pp. 116-130). New York: Teachers’ College Press. Brooks, J.G, & Brooks, M.G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45 October, 1987, 40-48. Brophy, J. (1992). Probing the subtleties of subject-matter teaching. Educational Leadership, 49 (7), 4-8. Brophy, J.E., and Good, T.L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan. Brown, A.L., Bransford, J.D., Ferrara, R.A., & Campione, J.C. (1983). Learning, remembering, and understanding. In J. Flavell & E.M. Markman (Eds.), Handbook of child psychology (4th ed.), (Vol. 3, pp. 515-629). New York: Wiley. Bruner, J.S. (1966). Toward a theory of instruction. New York: Norton. Carroll, J.B. (1989). The Carroll model: A 25-year retrospective and prospective view. Educational Researcher, 18, 26-31. DeCharms, R. (1984). Motivation enhancement in educational settings. In R. Ames and C. Ames (eds.), Research on motivation in education, Vol. 1: Student Motivation. New York: Academic Press. Deci, E., and Ryan, R. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037. Doyle, W. (1986). Classroom organization and management. In M.C. Wittrock(ed.), Handbook of research on teaching (3rd ed.) pp. 392-431. New York: Macmillan. Driscoll, M.P. (1994). Psychology of Learning for Instruction. Needham Heights, MA.: Allyn & Bacon. Dunn, R., Beaudrey, J.S., and Klavas, A. (1989). Survey of research on learning styles. Educational Leadership, 46 (6), 50-58. Duran, R.P. (1994a). Hispanic student achievement. In M Justiz, R. Wilson, & L. Bjork (Eds.), Minorities in higher education. Phoenix, AZ: Oryx Press. Elkind, D. (1994). A sympathetic understanding of the child (3rd ed.). Boston: Allyn & Bacon. Erikson, E.H. (1963). Childhood and society (2nd ed.). New York: Norton. 56 Erikson, E.H. (1968). Identity, youth and crisis. New York: Norton. Festinger, L.A.(1957). A theory of cognitive dissonance. Evanston, Ill.: Ron Peterson. Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press. Feuerstein, R., and Jensen, M.R. (1980, May). Instrumental enrichment: Theoretical basis, goals, and instruments. Educational Forum, 401-423. Flavell, J.H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, N.J.: Prentice-Hall. Fuchs, D., & Fuchs, L.S. (1995). What’s special about special education? Phi Delta Kappan, 76 (7), 522- 530. Gage, N.L. (1978). The scientific basis of the art of teaching. New York: Teachers College Press. Gagne', R.M., and Driscoll, M.P. (1988). Essentials of learning for instruction (2nd ed.), Englewood Cliffs, N.J.: Prentice-Hall. Gall, M. (1984). Synthesis of research on teachers’ questioning. Educational Leadership, 42, 40-47. Garcia, E.E. (1993). Language, culture, and education. In L. Darling-Hammond (Ed.), Review of research in education, 19. Washington, DC: American Educational Research Association. Gardner, H. (1991). The Unschooled Mind: How Children Think & How Schools Should Teach. New York: Basic Books. Gardner, H., and Hatch, T. (1989). Multiple intelligences go to school. Educational Researcher, 18 (8), 4-10. Gilligan, C. (1982). In a different voice: Sex differences in the expression of moral judgment. Cambridge, Mass.: Harvard University Press. Ginott, H. (1972). Teacher and Child. New York: Macmillan. Ginsburg, H.P., and Opper, S. (1988). Piaget's theory of intellectual development (3rd ed.). Englewood Cliffs, N.J.: Prentice-Hall. Good, T.L. (1983b). Classroom research: Past and future. In F. Sykers and L.S. Shulman (eds.), Handbook of teaching and policy. New York: Longman. Hallahan, D.P., and Kauffman, J.M. (1991). Exceptional children (5th ed.) Englewood Cliffs, N.J.: Prentice- Hall. Herman, R., & Stringfield, S. (1995, April). Ten promising programs for educating disadvantaged students: Evidence of impact. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Hokoda, A., & Fincham, F.D. (1995). Origins of children’s helpless and mastery achievement patterns in the family. Journal of Educational Psychology, 87, 375-385. Honig, W. (1996). How should we teach our children to read? Thousand Oaks, CA: Corwin. Horgan, D.D. (1995). Achieving gender equality: Strategies for the classroom. Boston, MA: Allyn & Bacon. Howe, C.K. (1994). Improving the achievement of Hispanic students. Educational Leadership, 51 (8), 42- 44. Hunter, M. (1982). Mastery teaching. El Segundo, Calif.: TIP Publications. 57 Weiner, B. (1989). Human motivation. Hillsdale, N.J.: Erilbaum. Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82 (4), 616-622. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer. Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage. Weinstein, C., Ridley, D.S., Dahl, T., and Weber, E.S. (1988/89). Helping students develop strategies for effective learning. Educational Leadership, 46 (4), 17-19. Weinstein, C.E., & McCombs, B. (Eds.) (1995). Strategic learning: Skill, will, and self-regulation. Hillsdale, NJ: Erlbaum. Wittrock, M.C. (1986). Students' thought processes. In M.C. Wittrock (ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan. Woolfolk, A.E., and McCune-Nicolich, L. (1984). Educational psychology for teachers (2nd ed.). Englewood Cliffs, N.J.: Prentice-Hall. Ysseldyke, J., and Algozzine, B. (1982). Critical issues in special and remedial education. Boston: Houghton Mifflin. EDSP 477: ASSESSMENT OF STUDENT LEARNING: DESIGN AND INTERPRETATION OF EDUCATIONAL MEASURES Course Description This course is designed to acquaint students with major methods and techniques of evaluation used to assess and report growth, development, and academic achievement of individuals in elementary and secondary schools, including interpretation of standardized test information. Course content is drawn from recent research and reform in assessment educational assessment. Commitment to the learner will be enhanced by instruction in assessment techniques that are sensitive to the needs of the individual, including multicultural populations and those with special challenges. Collaborative techniques will be utilized through group problem solving activities during the semester. Students will not only be required to demonstrate their own competence, but to adequately assess its presence in others. General course objectives for the student include: * Awareness of the role of assessment in teaching and related ethical issues * Understanding of the various methods of assessment and circumstances for appropriate use of each * Skill building in the development of various teacher-made tests and evaluative procedures * Awareness of the needs of special populations, such as those with disabilities, multicultural populations and those not proficient in English, as they relate to assessment * Understanding of elementary statistics as related to the interpretation and utilization of data provided by standardized tests * Awareness of trends and issues in assessment with regard to educational reform Prerequisites  PSYC 101 AND ACCEPTANCE INTO TEACHER CERTIFICATION  Strategies used * Group problem solving, Role-play, Demonstration, Simulation, Lecture, and Guest Presenter 60 Media used * Overheads, Videotapes, Audiotapes, and E-mail Selected specific outcomes * Awareness of the role of assessment in teaching and the various methods of assessment and circumstances for appropriate use Knowledge * The student will define types of assessment procedures * The student will identify and define terms related to assessment Understanding * The student will provide reasons for selecting different assessment procedures for different uses * The student will explain the value of having a large repertoire of assessment techniques for various purposes * The student will decide when individual assessment procedures are needed, as opposed to group Application * Given a real-life scenario in a team setting, the student will select the appropriate assessment procedure for utilization under those circumstances * Skill building in the development of various teacher-made tests and evaluative procedures Knowledge * The student will identify specific criteria regarding best practices in development of short answer, multiple choice, alternative response, and essay questions on teacher-made tests * The student will list specific criteria for appropriate use and development of performance assessments and portfolios Understanding * The student will explain appropriate procedures for designing and utilizing rubrics in assessment design * The student will explain differences between performance-based, standardized, and pencil and paper, teacher-made assessments and their appropriate use. Application * The student will design a teacher-made pencil and paper test, including an essay question and scoring procedures * The student will design a performance assessment and an appropriate scoring system * The student will critique a real test, applying standards learned in class * Awareness of needs of special populations Knowledge * The student will know the legal requirements for test modifications for special populations * The student will identify the different populations likely to need assessment modifications including multicultural groups, those with exceptionalities, and others with special needs Understanding * The student will select and explain appropriate assessment modifications for different student needs * The student will explain how inappropriate modifications negatively affect learning outcomes * The student will outline the contributions of various assessment techniques for students with special needs 61 Application * The student will provide a realistic modification for the teacher-made test designed stipulating whether the modification is to meet the needs of a child with a learning disability, visual impairment or hearing impairment * Understanding of elementary statistics as related to the interpretation and utilization of data provided by standardized tests Knowledge * The student will define elementary statistical terms related to assessment * The student will identify the features of the normal curve * The student will recognize classifications of standard scores as deficient, average, or superior Understanding * The student will explain how standard scores are derived * The student will interpret standardized test results * The student will explain the difference between aptitude and achievement Application * The students will orally explain standardized test results in a role play setting * Awareness of trends and issues in assessment with regard to educational reform Knowledge * The student will identify recent trends in assessment * The student will identify potential uses of technology in assessment Understanding * The student will critique an article representing a recent trend based on critical thinking skills learned in class Application * The student will consider trends vis a vis his/her own career plans * Selected students will report to class on innovative technological applications to assessment Course Requirements * Two (2) exams and three (3) tests covering reading and class material (Each exam is worth 45 points. Each test is worth 15 points.) Exams and tests will include multiple choice, short answer, and essay questions. Responses will be evaluated with respect to accuracy and amount of substantive content; evidence of understanding of material covered in lectures, reading, and class discussion; and depth of awareness regarding issues related to assessment in education. * Construction of a teacher-made test in the student's content area of choice (worth 90 points) Further instruction to be provided in class. * Reading and writing a critique of 1 article related to assessment of children K-12 (report is to be at least 2 typed pages long) (worth 60 points). Article must come from a professional journal (see page 525 of your text) and be clearly related to a topic discussed in class. OR * Critique of 1 test. It can be a test you have been administered, a test from a class in which you are currently observing or teaching, or a test from a packaged curriculum. (worth 60 points) Credit will not be given for both of these assignments. You must choose 1. Further instruction to be provided in class. * Participation in the classroom learning community including involvement in cooperative learning activities, class discussion, and in-class exercises. (CH 354 IIB, IID) 62 Activity: Demonstration of performance assessments, lecture Mar 17 Performance-based Assessment/Portfolios Reading: Ch 8 (not pp 256-274) & 9 Activity: Small group development of performance assessment in area of specialization, discussion and lecture - Portfolio use Mar 19 Assembly & Administration Reading: Ch 8 (not pp 256-274) & 14 Activity: Discussion of examples of worst and best test experiences, lecture Mar 26 Other Assessment Procedures Reading: Ch 8 (not pp 256-274) & 14 TEST II Activity: Lecture Mar 31 Other Assessment Procedures Activity: Review of other assessment procedure samples Apr 2 Achievement & Aptitude Tests Reading: Ch 12 Activity: Lecture and demonstration of tests Apr 7 Achievement & Aptitude Tests Activity: Hands-on review of multiple standardized assessment techniques, group and individual Apr 9 Evaluating & Selecting Published Tests Activity: Lecture, review of tests Apr 14 Evaluating & Interpreting Test Performance Reading: Ch 2 & 11 TEST III Activity: Begin real data analysis Apr 16 Assessment Alternatives Activity: Richard Stiggens video Apr 21 Evaluating & Interpreting Test Performance Reading: Ch 2 & 11 Test Construction Project Due Activity: Data analysis continued Apr 23 Special Populations Activity: Student analysis of test results and discussion of appropriate modifications Apr 28 Grading & Reporting Activity: Discussion of grading and reporting Article or test critiques due issues of controversy Apr 30 Assessment & School Reform Activity: Student article reports, selected presentations May 5 Reading Day ** Topic dates are approximate For further professional development, consider: Gronlund, N. (1995). How to write and use instructional objectives. New York: Macmillan. * Provides assistance in writing clear objectives essential to the instructional and assessment process. Herrnstein, R.J., & Murray, C. (1994). The Bell Curve. New York: Free Press. * A controversial look at the use of assessment, intellectual ability, and achievement in American society. Guaranteed to stimulate your thinking! Lescher, M.L. (1995). Portfolios: Assessing learning in the primary grades. Washington, DC: NEA Professional Library. McMillan, J.H. (1997). Classroom assessment: Principles and practices for effective instruction. Boston: Allyn & Bacon. * Good Chapter on effective oral questioning and appropriate teacher responses. Popham, W.H. (1995). Classroom assessment: What teachers need to know. Boston: Allyn & Bacon. * Easy to read and very teacher friendly. 65 Salvia, J., & Ysseldyke, J. (1991). Assessment. Boston: Houghton Mifflin. * Primarily about assessment of children with special needs. Seidel, S., Walters, J., Kirby, E., Olff, N., Powell, K., Scripp, L., & Veenema, S. (1997). Portfolio practices: Thinking through the assessment of children's work. Washington, DC: NEA Professional Library. * Contains a good deal of practical advice for laying the groundwork in the development of portfolio use. Shinn, M.R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford. * An in-depth look at this procedure. Stiggins, R.J. (1997). Student-centered classroom assessment. New York: Macmillan. * An emphasis on assessments for classroom use with concentration on the appropriate use of performance-based assessment. U.S. Department of Education. (1994). Changing education: Resources for systematic reform. (PIP 94-1509). Washington, DC: U.S. Government Printing Office. * Short articles of interest on many of the topics discussed in this course with special emphasis on issues of importance in the reform movement. If you begin to have difficulty with this course: * Are you doing assigned readings on time? * Are you listening carefully in class and not just taking notes? * Are you participating in class group activities? * Are you asking questions if something is unclear? * Have your skipped classes? * Have you read the syllabus thoroughly? * Do you understand past errors on test questions, projects, or class work? Some ideas that might help: * Become part of a study group * Hand in projects in advance to allow for early teacher feedback * Meet individually with the instructor * Read materials other than the text (see syllabus list) that might help clarify concepts * Participate more in classroom activities * Purchase an overhead packet so that you can take fewer notes and listen more * Review your study habits * Pretest yourself in ways that are similar to the test that will be given 66 ____________________________________________________________________________________ EDUC 242-020: Pre-Student Teaching -- Clinical Experience I Mrs. Linda McPherson 345 Sutton Hall Office Hours: T/R 1:00 PM-3:00 PM; T 4:30 PM -5:30 PM Phone: 357-4879 (office) 724-463-3031 (home); email: LJMCP@grove.iup.edu or donald.mcpherson@verizon.net Course Description: This one-credit course provides placements in secondary English classrooms for sophomores and juniors and, after observing teachers and students, enables these pre-service teachers to begin the conversation about theory and practice. Students will connect what they see occurring in classrooms with what they are learning in their methods classes. Procedures: The pre-service teachers will learn to observe, analyze, and reflect upon classroom culture by keeping an observation journal and will share professional talk about what they have observed and experienced--with the cooperating teacher, with peers, and with the course instructor. Near the end of the semester, students will focus on some aspect of student-teacher interaction for a report to the class and for a shaped final essay (the Discovery Paper). Students also will create and submit a minimum of three artifacts that they might include in their professional portfolio and will receive oral and written feedback from peers and instructors about these artifacts. Students who are unable to schedule a placement during the semester will do pre-student teaching during Semester Break (Fall) or during Spring Break or in May (Spring). Submission of materials and conferences with the course instructor must be handled promptly. Texts: Campbell, Dorothy M., et al., How to Develop a Professional Portfolio: A Manual for Teachers, 2 nd ed. Handbook EDUC 242/342: Pre-Student Teaching -- Clinical Experiences I & II EDUC 242: Secondary English Supplemental Observation Resource Guide for Clinical Experiences 1 Objectives: The goals for this clinical experience are presented in the EDUC 242/342 Handbook. Schedule: 1. An initial placement meeting will be held during the first week of the semester. Students will select 3 schools for potential placement. (NOTE: All placements will be handled by the course instructor through the College of Education.) 2. A second meeting will be held for the purpose of collecting placement forms, talking about professional protocols, the culture of schools, and ways of focusing an observation. 3. A third meeting will be held for the purpose of reviewing AI Believe@ statements (Artifact #1) and discussing the “Analysis of A Lesson: Writing the ‘Modified Lesson’” paper. (Ch 354 IIB, IIC) 4. A fourth meeting will be held during which students will offer a shaped report of a modified lesson (Artifact #2). 5. A fifth meeting will be held for the purpose of learning to operate digital cameras and creating artifacts using this and other technologies. (Ch 354 IF) 6. A sixth meeting will be held for the purpose of sharing the digital camera artifact (Artifact #3) and for discussing the experiences students are having in the schools and the Discovery Paper (Artifact #4) that emphasizes some aspect of teaching and learning that has been an area of focus throughout the field experience. (CH 354 IIA) 7. At the end of the field experience, students will submit the proper forms from the clinical experience handbook, their journals, and Discovery Papers as well as modified AI Believe@ Statements and answers to Final Reflections questions. Students also must make an office appointment with the instructor for a grade conference. (CH 354 IIIC) Additional Responsibilities: During the semester in which they are enrolled in EDUC 242, English Education majors are expected to join NCTE-IUP and to attend at least two meetings. NOTE: Written evidence that you attended one NCTE meeting during the semester in which you are enrolled for EDUC 242 must appear in your final documentation materials. (CH 354 IIIA) Evaluation: 67 Tentative Schedule: Jan. 17 Student information and schedules; Deciding on a school site; Reviewing the assignments; Discussing clinical experience I Assn: Read the pre-student teaching handbook and complete all necessary paperwork for selection of clinical experience II site; Applications due Jan. 24 Jan. 24 Applications due; Film analysis lesson and discussion; Teaching observation assignment; Lesson planning Assn: Journal: Teaching observation reflection and related professional reading; Prepare lessons for videotaping Feb. 21, 28 Lesson analysis; Visiting the school site; Videotaped 20-minute lesson and feedback (may be in Room 101 Library) Assn: Complete 35-hour on-site school experience including observations and teaching; Journal and draft discovery paper Apr. 11, 25 Sharing school experiences and professionalism; Preparing final documents Assn: Schedule individual conferences; Revise discovery paper May 3 Last day to submit final discovery papers in order to receive a completed grade __________________________________________________________________________ EDUC 452: Teaching English in the Secondary School Fall, 2002 Dr. Linda Norris Class meets T 5:30-8:30 PM in 105 Leonard Hall Office: 343 Sutton Hall Phone: (724) 357-3969 or 357-2261 E-mail: LNORRIS@iup.edu Office Hours: M and T 1:00-3:00 PM, W 1:00-2:00 PM and by appointment Information about the course and relationship to conceptual framework:  This course is an integral part of our undergraduate English education program that supports the view of the social construction of knowledge and literacy. We will engage in reflective thinking as well as developing deeper content knowledge and stronger professional competence through videotaped lessons, through experiences in real classrooms, and through collaborative projects. This course complies with the principles, attitudes, characteristics, knowledge, issues and relationships among standards outlined and advocated in the NCTE's Guidelines for the Preparation of Teachers of English Language Arts (1996 Edition), NCATE guidelines, and Chapter 354 guidelines for the state of Pennsylvania. Students in this course should also show a commitment to the program by being active in the NCTE/IUP student organization and/or engaging in another pre-professional equivalent such as TESOL, PCTELA, or PAC-TE.  By now you have probably made a strong commitment to becoming a secondary English/language arts teacher. If not, this course should help you decide if you really want to student teach or not. We will be reading current texts about pedagogy, writing and doing lessons and projects with feedback from instructor, peers, experienced teachers, and students, and preparing professional portfolios. By actually working with experienced teachers in school situations and with students at different academic and chronological levels, this course may allow preservice teachers to engage in authentic tasks for students with special needs and multicultural backgrounds. This semester will focus particularly on teaching literature and writing with an emphasis on grammar, and the use of technology in the classroom with an emphasis on film. Required materials and instructional strategies: 70  Textbooks; VHS tape--for videotaping and for viewing lessons taught during class and possibly audiotape(s)--for making audio books for students in schools/tutoring; computer disk/CD--to type all lesson plans and portfolio documents; notebook--for taking class notes and class discussion reflections; binder or folders (for working and showcase portfolios); Xeroxing costs--for duplicating lesson plans/materials; bulletin board supplies and/or transparencies; strategies employed--lecture, discussion, simulation, role playing, modeling, cooperative learning, large and small group activities, hands-on projects, providing for special needs. Course Objectives (NOTE: Requirements to meet each objective are listed in the following section; numbers at the end of each requirement correspond with specific course objectives to be met): 1. To engage prospective English teachers in articulating and developing instructional theories and practices and to help them to understand the implications of these theories and practices in their teaching philosophies and repertoires. 2. To provide opportunities for preservice English teachers to teach English/language arts in both live and simulated situations, to receive constructive feedback from peers and mentor teachers, and to promote confidence in them that they will be providing their students with appropriate, challenging, well-grounded, and enjoyable experiences. 3. To read, write about, and discuss current teaching theories and practices to prepare preservice English teachers for student teaching and careers in English education. (CH 354 IIIA) 4. To provide preservice English teachers with "real world" resources including novice teachers, experienced teachers, and secondary students, as well as possibly librarians, parents, staff, and administrative personnel who can enlighten them on a variety of topics such as curriculum, classroom management, certification, job interviews, assessment, technology, extracurricular activities, teaching and learning styles, and current issues that affect teachers, students, families and communities. (CH 354 IIIC) 5. To insure that our graduates leave our program with a clear and solid understanding of critical literacy practices beneficial to classroom and academic settings as well as the ability to demonstrate those practices themselves. Course Requirements and Evaluations: (20%) Write a short reader response (at least one page but no more than 2) to each class text/discussion to be collected and responded to during weeks 2, 4, 6, 8 and 12. You will be leading the discussion for one of the texts/discussions for this course during one of these weeks. The week 12 responses must be to a reading of your choice about an aspect of English teaching or something you would use to teach that you are particularly interested in OR an interview you conducted with an English teacher or administrator (20% of the grade--each time is a rating out of 4%: 2% for content (insightful reflection and not summary), 1% for grammar (no more than three errors), and 1% for contributing to the class discussion (meaningful contributions that show clear comprehension, deep reflection and advancement of topic, not just talking to be heard). Course objectives: 1, 3, 4, 5. (CH 354 IE) (30%) Keep a working portfolio (WP) throughout the course, explained in detail below with the following documents: 1) Design a classroom diagram, create a mini-bulletin board, and develop a classroom management plan. Use the Emmer and Milner books as references in your explanations. Course objectives: 1, 3. (CH 354 IIA) 2) Design and lead a 20-minute lesson or engaging activity demonstrating your knowledge of teaching with an emphasis on English grammar. You will receive both peer and instructor commentary. Course objectives: 2, 5. (CH 354 IA) 71 3) Design, prepare, and teach a 30-minute lesson that you could use if asked to teach a demonstration lesson for a prospective teaching position. This lesson must include the use of film. Peer and instructor commentary. Course objectives: 2, 4, 5. In WP Documents 2 OR 3 you must also use some component of technology (audio, visual, computer, multi-media, etc.) AND in one of the lessons, you must demonstrate some cross-disciplinary knowledge. You must highlight meeting these criteria in your written plans/records. Your lessons must demonstrate a clear understanding of rationale, objectives, procedures, engagement, adaptations, and assessment. Each lesson plan must include an NCTE standard that is appropriate to the rationale and objectives of the lesson and at least one English education outcome with performance indicators. You must also include transparencies or PowerPoint slides in one of your lessons. Your second lesson will be videotaped and discussed in class. Also keep in your WP all of the written feedback you get from students, peers, and instructor. Course objectives: 2, 4, 5. (CH 354 IIB, IIC) 4) Prepare a test and a project with a scoring/grading rubric. The test and/or project can coincide with any teaching experience you have in this course. Use the Milner and/or Mitchell/Christenbury books as a reference in creating your test and/or project. Course objectives: 1, 2, 4, 5. (CH 354 IIC, IID) 5) Prepare a unit organizer (Milner, Golden, and Mitchell/Christenbury can assist with this). Course objectives: 1, 2, 3, 5. 6) Tutor at least one student for at least one hour; the hour can be divided into more than one meeting for shorter periods of time. (For example, you could conduct three twenty-minute writing conferences with university or secondary students.) Include a tutorial record (dates and times you met), your procedures, and what you learned about your teacher-self and the student in a one-on- one situation. Course objectives: 1, 2, 3, 4. (CH 354 IIA, IIIC) 7) Design, teach, and write up specific activities assigned to a group of students. Write a brief explanation of the activities and discovery paper (no more than 5 pages) on what you learned from this experience. Of particular interest might be how this experience compared to your individual tutorial and what you learned about your teacher-self in a group dynamic. Course objectives: 2, 4, 5. (CH 354 IIA, IID, IIIC) 8) E-mail another teacher (student teacher, co-op, colleague, mentor, or supervisor) at least three times successfully and keep a record of your correspondences (both what you and your partner wrote and the dates). Then, in a short paper (no more than 3 pages), explain how this electronic experience helped you to become a better teacher. Use the Mitchell/Christenbury or Milner book as a reference in this reflection. Course objectives: 1, 2, 3, 4. (CH 354 IIIC) 9) Respond to the four core questions in my course organizer.Course objectives:1, 3. 10) Write a clear teaching philosophy. Course objectives: 5. So, the final WP project should look like this: Folder #1--Creating A Classroom  Classroom Set-Up (3 documents: room plan, mini-bulletin board, classroom rules)  Unit Organizer Folder #2--Designing The Lessons  Two Lesson Plans (20 and 30 minute)  Test and Project with Rubrics  Student Group Activity 72 Situations: A Casebook of Virtual Realities for the English Teacher. Betty Jane Wagner and Mark Larson. Boynton/Cook, 1995. A Handbook for Beginning Teachers. MacDonald and Healy. Addison Wesley, 1999. Reel Conversations. Teasley and Wilder. Heinemann, 1997. Methods that Matter. Daniels and Bizar. Stenhouse, 1998. Teaching English So It Matters. Deborah Stern. Corwin, 1995. Lessons for New Teachers. Vito Perrone. McGraw-Hill, 2000. How to Develop a Professional Portfolio: A Manual for Teachers. Dorothy M. Campbell, et. Al. Allyn and Bacon, 1997. (ISBN: 0-205-26153-1) Multicultural Education: Raising Consciousness. Gloria Boutte. Wadsworth, 1999. Imagining to Learn: Inquiry, Ethics, and Integration Through Drama. Jeffrey D. Wilhelm and Brian Edmiston. Heinemann, 1998. (ISBN: 0-435-07041-X) Your Choice (See other English Ed. Faculty and the College of Education (coe) website for suggestions on what you might read.) Tentative Course Schedule: (Please keep in your folder and bring to class each week) Week 1-- T Aug 27 Student info., Introductions, Syllabus, Student teaching placement, The set-up (WP doc #1 draft due next class), Lesson ideas Assignment: Get course materials; read all of Emmer; Write response #1 for next week; Write draft of WP Doc. #1 and bring next week; Draft first lesson plan and bring next week; Begin tutoring assignment any time Week 2-- T Sept. 3 Discuss response #1 (collected); Set-ups; First lesson plan draft/discussion A: Read Milner Chs. 1 and 2; Prepare lesson #1 Week 3-- T Sept. 10 Lesson #1, 1-4; Begin E-mail assignment any time A: Read Milner Chs. 3 and 4; Write response #2 for next week Week 4-- T Sept. 17 Lesson #1, 5-8; Discuss response #2 (collected) A: Read Milner Chs. 5 and 6; WP draft due week 7 Week 5-- T Sept. 24 Complete/discuss Lesson #1 and response #2; PRAXIS exams, career placement (Visit: www.teachingandlearning.org and www.coe.iup.edu/ecsp/Praxis for more information) A: Read all of Mitchell/Christenbury; Write response #3 for next week; Draft lesson plan #2; Continue WP draft Week 6-- T Oct. 1 Discuss response #3 (collected); Second lesson plan draft due; Begin tests and projects any time A: Read Milner Chs. 7 and 8; WP draft due for conference Week 7-- T Oct. 8 Conferences--Working Portfolios Due (first collection) A: Read Milner Chs. 9-11; Write response #4 for next week; Prepare lesson #2 (bring videotape) Week 8-- T Oct. 15 Lesson #2, 1-4; Discuss response #4 (collected); Begin Unit Organizer any time A: Read Milner Chs. 12-13; Begin group projects if not already started 75 Week 9-- T Oct. 22 Lesson #2, 5-8 A: Read Milner Chs. 14-15; Prepare group projects Week 10-- T Oct. 29 Group projects A: WP and read extra text or conduct interview Week 11-- T Nov. 5 Complete Milner; Discuss group projects and preparing for student teaching--Student Teaching Handbook (See www.coe.iup.edu, scroll down, and click on Number 2-- Student Teaching Handbook) A: Write response #5 for next class; WP due Week 13 Week 12-- T Nov. 12 Discuss response #5 (collected); WP drafting unit organizers, core questions, and teaching philosophy A: WP due next class Week 13-- T Nov. 19 Working portfolios due (second collection); Discuss SP A: SP due Week 15 Week 14— T Nov. 26 Fall Break—no class A: SP due next week Week 15-- T Dec.3 Course evaluation; Working portfolios returned A: Select and complete SP Week 16-- Final exam is scheduled for ____________________ --Showcase portfolios due ________________________________________________________________________ EDUC 441: Student Teaching for Secondary English Education Prepared by Dr. Linda Norris, Director, Undergraduate English Education (CH 354 IIA, IIB, IIC, IID, IIIA, IIIB, IIIC, IIID) Course Description The fifteen-week student teaching experience is 12 credits at the undergraduate level and is the culminating experience for Pennsylvania state certification and graduation with a Bachelor of Science in English degree at IUP. This experience complies with the Pennsylvania state, INTASC, and NCATE standards for teacher certification. Students enrolled in this course should have completed the secondary English methods course last semester, have filed an application for student teaching, and have been accepted for placement in a school site with a cooperating teacher. Students doing this clinical experience must have current Act 34 (criminal record check) and Act 151 (child abuse) clearances. 76 Required Text The Student Teaching Handbook is the packet of information that will guide you through the student teaching experience; it contains all of the forms that you, your cooperating teacher, and university supervisor will be completing for observations and evaluations as well as the basic requirements and competencies for the semester of student teaching and for certification in English education. You should have purchased a copy of the Student Teaching Handbook at the Co-op Store. You may also read it on-line at the www.coe.iup.edu/ecsp website--scroll down and click on #2, Student Teaching Handbook. The College of Education requires that you purchase and read the Handbook carefully so as not to miss any important information that could prevent you from certification or graduation in a timely manner, particularly the grading scale that will be used for your assessment at mid-semester and at the end of student teaching. Take some time to read everything, and write down any questions or comments you might have. You can discuss these materials when your supervisor comes to your school for the first visit. Be sure to share the handbook with your cooperating teacher if s/he does not have a copy. Please be sure to fill out the student teacher information sheet at the end of this syllabus and have it ready for your supervisor. Most importantly, you should read the responsibilities for secondary English student teachers outlined below. All supervisors require the exact same expectations so that we are consistent with all of the student teachers we supervise in the English education program. Course Requirements To be more specific, we require that each student teacher will complete a portfolio of all interactions and teaching this semester. The university supervisor will collect your portfolios (or binders—you may use a three-ring binder and also do an electronic portfolio which can be saved to a disk or CD) and use them for mid-term and final evaluation. In the portfolio (binder) keep your clearances, absentee form, a copy of each evaluation form for the observations you, the co-op, and supervisor make, a copy of the lesson plan (and/or unit plan) you did for that observation, and your written reflections about the lesson after you taught it, your observations of other teachers, and your reactions to the professional articles/books you are reading (see list below). We also require that you keep a journal and write in it at least once a week about your experiences from that week--what you learned, what went well, and what you still have questions about, what came up at meetings you had--anything that you think would be pertinent to your growth and development as a secondary English teacher. This journal should be part of your student teacher portfolio. You may want to share this journal dialogically with your cooperating teacher. Another worthwhile thing you might want to do during student teaching is make a videotape of yourself teaching a class; many school administrators who are hiring are impressed if you have a video of your teaching. Most of your schools have the video equipment for you to make a tape, and if they don’t, just ask your university supervisor to bring a camcorder any time you are ready to have a lesson recorded. Be sure to get the contact information from your supervisor (phone and e-mail) so that you can be in frequent communication with her/him during the times between school visits. The university supervisor is required to conduct formal observations of the student teacher a minimum of 3 times during the fifteen weeks and conduct formal mid-semester and final evaluations with the co-op and student teacher. Remember that you are a guest to your host school and dress and conduct yourself as a professional at all times. We hope that you will learn much from as well as enjoy this valuable preparatory experience. Specific Requirements for Student Teachers in Secondary English Education Working Portfolio (Binder, Disk, CD)  Teaching journal of reflections of your own teaching experiences (may be shared dialogically with the cooperating teacher); must be written in no less than once a week  Observations of and reflections on cooperating teacher’s and 10-12 other classrooms 77 Required of all teacher certification students. Includes overview of legal principles that apply to special areas of education. Must be taken prior to student teaching. (CH 354 IIB, IIIB) _______________________________________________________________________________ COMM 103: Instructional Media Course Description: Pre-service teachers gain competencies in selection, evaluation, and utilization of various instructional technologies. Application of new technologies to teaching and learning will be emphasized, along with performance-based activities in instructional design. A major portion of the course is devoted to the integration of computer-based instructional activities in the school curriculum. Does not count toward semester hours needed for Communications Media major. Course Objectives: Please note that the following objectives were taken directly from the International Society for Technology in Education's National Educational Technology Standards.  Students will use computer systems-run software; to access, generate, and manipulate data; and to publish results. They will also evaluate performance of hardware and software components of computer systems and apply basic troubleshooting strategies as needed.  Students will apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources.  Students will apply computers and related technologies to support instruction in their grade level and subject areas. They must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations.  Professional studies in educational computing and technology provide concepts and skills that prepare teachers to teach computer/technology applications and use technology to support other content areas.  Candidates integrate advanced features of technology-based productivity tools to support instruction.  Students will use telecommunications and information access resources to support instruction.  Students will use computers and other technologies in research, problem solving, and product development. Students use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed.  Professional preparation in educational computing and technology literacy prepares Students to integrate teaching methodologies with knowledge about use of technology to support teaching and learning.  Students will demonstrate knowledge of selection, installation, management, and maintenance of the infrastructure in a classroom setting. (CH 354 IF) Required Textbook: 80 Shelly, G. B.; Cashman, T. J.; Gunter, R. E.; & Gunter, G. A. (1999). Teachers discovering computers: A link to the future. Cambridge, MA: Course Technology. Evaluation Methods: Graded Assignments: The graded assignments for this class include 15 technology assignments, five module tests, one final exam, and a digital portfolio. The five tests are 20 questions long and designed to motivate the students to keep up on the reading. The final exam is cumulative and designed to measure how well the students can discuss the terminology and concepts of educational technology. The 15 technology assignments are designed to familiarize the student with various technology applications and provide artifacts for the digital portfolio. The digital portfolio is designed to measure the student's ability to synthesize their project work within the course into an organized portfolio that demonstrates their ability to develop curriculum with technology integrated within. See below for a complete description and rubric for the Digital Portfolio Assignment. 1. Test 1: Technology and Pedagogy............................................................................................... 5% 2. Test 2: Basic Hardware and Software.......................................................................................... 5% 3. Test 3: The Internet...................................................................................................................... 5% 4. Test 4: Productivity Software...................................................................................................... 5% 5. Test 5: Multimedia....................................................................................................................... 5% 6. 15 Technology Assignments (Pass/Fail) ....................................................................................30% 7. Digital Portfolio......................................................................................................................... 25% 8. Final Exam................................................................................................................................. 20% 15 Technology Assignments: Because this course must cover all of the ISTE and NCATE Standards within a 3-credit course, major concepts and technologies are dealt with using 15 small pass/fail (P/F) assignments that can be integrated into the digital portfolio assignment. The P/F assignments are short and to the point. For this reason, several of them are completed within each module.  Each assignment is worth 2 points toward your course grade.  A successful assignment will be turned into the instructor who will provide feedback so that it can be improved upon and then integrated into the digital portfolio.  A failed assignment (of sufficiently poor quality to merit a failing grade) will result in 1 point being removed from the student's overall course grade.  A failed assignment must be resubmitted until it passes (with the exception of the Digital Portfolio Practice Run which may only be submitted once).  An additional point will be removed for a second failing mark on an assignment.  Students are allowed to resubmit P/F assignments until the assignment earns a pass.  P/F assignments may be resubmitted up to the last day of class (not the final exam).  Ten points will be removed from your final grade for any P/F assignment that has not passed by the last day of class.  Pass/fail assignments must also be submitted by their due dates.  The instructor retains the right to not accept a late pass/fail assignment and lower the student's overall course grade by up to 10 points for each late pass/fail assignment. The 15 P/F assignments are listed below. Please see below for a detailed description of each. 1. Lesson Plan/Word Processing 2. Computer Purchase 81 3. Listserv 4. E-mail 5. Bulletin Board 6. Chat Room 7. Web Site Evaluation 8. Teacher's Homepage 9. Assistive Technologies 10. Spreadsheet 11. Database 12. Electronic Presentation 13. Software Evaluation 14. Multimedia 15. Digital Portfolio Practice Run (May only be submitted once) Grading Scale 90% to 100%.............................= A 80% to 89%...............................= B 70% to 79%...............................= C 60% to 69%...............................= D 0% to 59%................................ = F ___________________________________________________________ EDEX 301: Education of the Exceptional in the Regular Classroom Department of Special Education and Clinical Services Instructor: Kent Jackson, Ph.D. kjackson@grove.iup.edu I. CATALOG DESCRIPTION: This course surveys traits, needs, problems, and behavior patterns of the exceptional person and indicates methods and considerations for the regular classroom teacher encountering the exceptional person in his/her classroom. Legal rights of the exceptional are stressed, and contributions of persons with disabilities to society are presented. Implications regarding parenting of exceptional children and youth are included. II. COURSE PARTICIPANTS: This course is designed for pre-service general education teachers who will work in secondary schools. Some students in this course may be K-12 pre-service teachers (e.g.: Spanish or Music Education). The course provides an overview of strategies and a brief understanding of different exceptionalities. III. COURSE OBJECTIVES: Students will demonstrate through verbal discussion and in writing that they have a working knowledge of: 1. the history and development of education for the exceptional 2. the law and services available for exceptional citizens, with emphasis on PL 94-142, PL 99-457, PL 101-476 (IDEA), PL 101-336 (ADA) 3. the foundations of effective instruction for the exceptional 82