Mount Saint Mary College
Newburgh, NY
Division of Education
(MWF/HUD/9:05-10:00 AM HUD 001)
Spring, 2006
Instructor: Dr. Ludmilla Smirnova Ph.D. (Ed)
tel. 845-569-3527 mail to: smirnova@msmc.edu
my personal webpage: http://www.ludmilasmirnova.com
http://faculty.msmc.edu/smirnova
home: 845-294-0751
COURSE DESCRIPTION
Students will learn: a) a variety of curriculum models used in both regular and special education; b) become familiar with the purpose and contents of National NYS Learning Standards in basic skills and content areas; and c) learn to develop goals and objectives, hierarchal task analyses and resource unit plans. All such plans will include teaching elements identified by research as effective for pupils with and without disabilities. (MSMC Undergraduate 2005-2007 Catalog p.133)
Prerequisite: ED2051 and 85% or better on all 3 Education Proficiency Examinations.
REQUIRED READINGS
New York State Learning Standards in the main subject areas.
Online resources provided on the Web CT course site.
STUDENT OUTCOMES
Upon successful completion of this course, students will be expected to:
OBJECTIVE |
INTASC Standards |
ASSESSMENT |
| 1. Become familiar with the purpose and contents of NYS Learning Standards in basic skills and content areas. |
Standard # 1
|
Take-home tests.
Content Quizzes.
Lesson/Unit Planning, Micro-teaching in class and in Field work experience. |
| 2. Recognize and compare a variety of curriculum models used in both regular and special education. Demonstrate knowledge of different learning theories (Cognitive, Behaviorism, Information Processing, Constructivism, etc.). |
Standard # 3 |
Classroom discussions & assignments
Take-home Tests/Quizzes
Individual/Group Presentations |
| 3. Demonstrate the ability to differentiate aims, goals and objectives, formulate measurable learning outcomes.
4. Describe the role of assessment in teaching in contemporary classrooms and design both objective and authentic performance assessment methods |
Standard
# 7
Standard
# 8 |
Unit, Lesson Planning
Take-home tests
Field Experience.
Unit/Lesson Planning.
|
| 5. Demonstrate knowledge and application of Content and Task analysis that accommodate both typical and special needs of children |
Standards
# 1, # 2 |
Unit/ Lesson Planning.
Classroom discussions & assignments.
Individual/ Group Presentations / Portfolio |
6. Integrate technology effectively by:
- searching on-line for sources of information regarding innovative educational methods
- planning for the integration of subject areas content appropriate software
- using appropriate software applications to support planning, instruction and assessment;
|
Standards
#1, # 7, # 8 |
Internet assignments
Web ct operation
Take-home Tests
Lesson Planning/ Presentations |
| 7. Identify and describe the nature and components of a variety of basic instructional models such as behaviorism, information processing, social, independent, which are aligned with the instructional strategies: direct, indirect, inquiry, cooperative learning, integrated, interdisciplinary instruction, peer tutoring. |
Standards
# 2, # 3, # 6 |
Lesson Planning
Individual/Group Presentations
Field Experience.
Reflective Journal Writing.
|
- Identify the best ways to plan activities that enable diverse students to learn.
- Design a Resource Unit Plan., including: Rationale, Standards, Goals and Objectives, Starting Activities, Enabling Activities, Assessment Techniques, Resource Materials.
|
Standards
# 1, # 2, # 3,
#4, # 5, # 6 |
Unit/ Lessons Planning and Implementing in class
Graphic organizers
Designing and implementing Planning activities during Field work experience.
Reflective Journal Writing. |
- Describe the changing role of the teacher in an interdisciplinary instruction environment, in designing, developing and implementing curriculum, formulating objectives, selecting adequate strategies and methods of instruction, aligning assessment with the teaching process.
- Demonstrate an appropriate, positive attitude towards teaching and learning through active class participation and in field experience, behaviors that characterize a life-long learner, an effective, resourceful and reflective beginning teacher.
- Demonstrate the knowledge and ambitions to apply study skills and study systems, critical thinking skills during the class sessions and intentions to instill similar skills in pupils in fieldwork.
|
Standards
# 7, # 8
Standards
# 4, # 2, # 9,
10.
Standards
# 9, # 2, # 4,
# 10. |
Classroom discussions & assignments
Field work Observation Reports.
Reflective Journal Writing.
Class Events Participation.
The Quality of the Home Assignments Peer Review
Reflective journals
The Quality of the Home Assignment.
Fieldwork Experience. Class/ Field Work Observation Reports |
Teaching and Learning Strategies
In this class we will learn from each other. Our role as INSTRUCTORS is to facilitate as much learning and sharing as possible. The class meetings in many ways will be constructed as a model for teaching future classes. We will model various methods and alternative assessments.
Our philosophy of teaching and learning can be best summarized by the following Chinese proverb:
I hear and I forget.
I see and I remember.
I do and I understand .
With a new addition: I teach and I learn.
Strategies used in this class : Cooperative learning is considered to be the basic framework for this course, though Direct/ Indirect Instruction, Independent Study, Role playing, Team-teaching, Video discussions, Guest speakers, Internet Exploration, Inquiry-training, Reading, Writing Reflective Analysis, Application to practice will be also used.
The Framework of the course content and process might be explained through the following formula: the more future teachers are aware of WHO is involved in the educational process, know WHAT is going to be taught (subject content), HOW it will be presented to the diverse learners, and WHY s/he chooses a particular way of planning and instruction, the more consciously and effectively the future teachers will teach in the contemporary school. There are two parts in the course: Part I – theoretical foundations for Planning; Part II – practical implementation of theoretical principles and foundations of planning – designing a Resource Unit Plan.
COURSE REQUIREMENTS
All the assignments and parts of the course curriculum will be placed on the Webct. You are expected to daily visit the course site, follow the instructions and course announcements, keep in touch with your team members, and submit all the assignments through the Web CT course site.
http://course.msmc.edu or at http://my.msmc.edu hit WebCT link.
Attendance and punctuality are mandatory . This is a professional development course in which you will be learning and practicing teaching skills; therefore, attendance is required and critical to success. The field-based experience involves an exceptional commitment on the part of the teachers, students and administration in the public schools. It requires a similar commitment from the College faculty and students. This is a professional commitment and you must be in attendance every scheduled time. It is the student’s professional responsibility to attend classes, produce quality work, and adhere to the ethics of the profession. Failure to attend all classes may result in lowered grades or failure.
NB! It’s your responsibility to call or e-mail the professor if you are going to be absent. Be sure to get the materials for the missed and the next classes from the Web CT course site as soon as you are back to school.
1. Home Assignments and Presentations in class/ or online (individual, and/or within a group): You are expected to thoroughly prepare your home assignments, as they make the basis for the upcoming class activities. Participate in class discussions, articulate your ideas on Readings and class happenings, design variants of daily lesson Plans, develop a Resource Unit Plan for the final project, keep a course portfolio, etc., and you develop the most valuable skills and talents of the effective teacher. You have a chance to exercise eye contact, test voice projection, display professional behavior, apply and develop different professional skills during class sessions. All class assignments are viewed as micro-teaching experiences. Therefore, throughout the semester each student will participate in planning and implementing an in class icebreaking (or starting a lesson) 3-5 min. activity. You are expected to observe and be ready to give fair and honest evaluations of the peers’ work in individual and group projects to exercise your professional planning, organizational, presentation, and management skills. Active participation adds “+5pts”, absence without a reason /and without informing the professor, passive presence in every class will result in “– 5 pts” to the final score.
2. Individual and Group Assignments : Each student is expected to complete the assignments provided by the instructor on the webct site. Some assignments are designed for practice and will not be graded (I will keep track of them, however, and not doing them will lower the final grade). Some assignments are to be completed in assigned groups; this required work will be graded by the instructor and group members. Group participation is mandatory.
3. ReflectiveJournal writing : Journal writing develops students’ reflective, critical thinking and meta-cognitive skills. Students are required to keep a log/journal of class discussions and fieldwork observations. The Framework for the Journal Writings includes three parts:
- Preparation . Reflection on course concepts based upon the readings and assignments, including Take-Home Tests, charts and graphs.
- Assistance. Responses to Class events that support comprehension of readings and usage of course concepts in class and field work experience, including reactions to class discussions, peers clarification comments, evaluations, etc.
- Application. How the readings and class events will be used in current and future teaching.
Reflections should be focused on topics discussed in class, on assigned readings, and must be substantive in response, demonstrating a critical analysis of any given topic and your understanding of the educational process. You will be guided and reflectively supported with the constructive feedback throughout the semester. If you miss a class, you are responsible to reflect on the assigned readings anyway.
4. Midterm Project (Independent Research} - Webquest Evaluation Report : First, visit http://www.spa3.k12.sc.us/WebQuests.html (a website on the theory and practice of Webquests. Then, complete the Treasure Hunt on Webquests on webct. Finally, independently search for 2 (3) webquests on the Internet on any topics related to elementary school curriculum and evaluate each according to the provided format.
5. Fieldwork Experience (10 hs). In dependently find a fieldwork placement in a school, record your observations in the Field Work part of the Reflective Journal, and be ready to discuss the results of your experience with your peers and instructor in class.
6. Resource Unit Plan Project As a final outcome of the course, design a Resource Unit Plan that follows the criteria in the Mount Saint Mary rubric and reflecting your professional growth and understanding of the curricular planning process and the main concepts of the course.
DIVISION OF EDUCATION POLICY REGARDING WRITING (July 19, 2005)
“In grading any work submitted by a candidate, if the instructor identifies five or more errors in spelling (including use of apostrophes), grammar, and/or sentence construction, the instructor will discontinue reading that work and will return it the candidate with a grade of zero. At the discretion of the instructor, the candidate may correct the document and resubmit it once (only). In this case, the candidate may receive no more than the equivalent of 73% (undergraduate) or 83% (graduate) on the document, receiving a lower grade if otherwise warranted. This grade will be final for the document. (This policy does not apply to work written in class such as on a test.)”
The final grade will be calculated as follows:
Class Journals - 20 pts
Mid-term - Evaluation Report (2-3 Web Quests) -20 pts
Resource Unit Plan design & presentation - 50 pts
Micro-teaching, Tests, Class Projects, In class
Assignments, reflected in the S/E report - 10 pts
Total: - 100 pts
Grading Scale and Grading Policy
Grade Value |
Indicator |
Description |
A = 96 - 100 and above
A- = 93-96
|
Exceptional Achievement |
Demonstrates a superior understanding, creative application, and ability to connect knowledge, skills, and values . |
B+ = 92-88
B = 87-82
B- = 81-80 |
Very Good Achievement |
Demonstrates a thorough and effective understanding, application, and connection of knowledge, skills, and values. |
C+ = 79-78
C = 77-72
C- = 71-70 |
Proficient Achievement |
Demonstrates a competent level of understanding, application, and connection of knowledge, skills, and values. |
D+ = 69-68
D = 67-66
D- = 65 |
Minimal Achievement |
Demonstrates a basic, but inconsistent understanding, application, and connection of knowledge, skills, and values. |
F |
Superficial/Incomplete Achievement |
Fails to demonstrate a basic understanding application, and connection of knowledge, skills, and values. |
Professional Responsibility:
Those entering the profession must hold education in the highest esteem. It is your professional responsibility, as a student of education, to produce work that reflects this reverence for the professional educator by maintaining high standards of performance and producing quality work. The field experience is more like a professional experience than a “college” experience. For this reason, professional behavior is expected at all times and professional dress is required.
Professional behavior includes, but is not limited to the following:
|
Attending class and field experience |
|
Being punctual |
|
Being responsible and reliable |
|
Dressing appropriately |
|
Interacting appropriately |
|
Communicating appropriately |
|
Being a self-directed learner |
|
Accepting suggestions, constructive criticism |
|
Preparing and presenting appropriate lessons |
|
Taking initiative |
|
Exhibiting positive attitude and enthusiasm |
|
Actively participating in class |
|
Solving problems |
|
Asking for help and accepting feedback |
|
Caring, sharing, and helping others |
|
NOT talking about others behind their backs |
|
Respecting students, teachers, administrators, professors, and peers |
|
Behaving ethically |
|
Establishing collegial relationships |
|
Collaborating with professors and field work cooperating teachers. |
While at the Field Work School:
You are guests in the school. You must comply with all policies outlined in the Field Work Experience Handbook. The copies are available in the Division of Education at the Director of Field work Experience.
The Framework of the course content and process might be explained through the following formula: the more future teachers are aware of WHO is involved in the educational process, know WHAT is going to be taught (subject content), HOW it will be presented to the diverse learners, and WHY s/he chooses a particular way of planning and instruction, the more consciously and effectively the future teachers will teach in the contemporary school. There are two parallel parts in the course: Part I – theoretical foundations for Planning; Part II – practical implementation of theoretical principles and foundations of planning – designing a Resource Unit Plan.
TENTATIVE SCHEDULE
Ed 2501. 01 Basics ofCurriculum Planning for Childhood Education
Meeting Days: MWF (9:05 – 10:00 HUD 001)
NB! The drafts of all the assignments during the Unit Plan design process should be submitted through the DF under the appropriate title and will be initially evaluated.
The final grade will depend on the final product – the Resource Unit Plan designed according to the MSMC rubric.
Date |
Topic |
Assignments ( Readings) for the next class |
Week 1 |
Course Overview. Syllabus Introduction and Discussion. Field work Requirements Explanation. Icebreaking Activities.
Welcome to the class of 2006 !
What’s in your Name? Presentations of the Name projects.
How to study effectively and instill study skills in future school children. Professional Competences discussion |
Name Project (Design a poster/collage or a poem about yourself or the meaning of your name). Questionnaire. Designing a Learning Contract ( tips: SYLLABUS-BASED STUDENT CONTRACTS websites). Submit your learning contract to the instructor via WebCT mail by the end of the week. Read and reflect on the Websites on “How People Learn,” “Study Strategies.” Define your personal Learning Style, Brain domination, etc. in the handout inventory sections and think of the ways of teaching study skills. Think how you will instill study skills in your future students. Study INTASC Standards. Based on reading the INTASC standards define the professional Roles the teacher fulfills at school. Test your own competences, using the Chart provided by the instructor in the Rubrics/Handouts link. Think and reflect on the question: “Is Teaching an Art or a Science? Why?” |
Week 2 |
Teaching as an Art and a Science. Professional Roles of an Elementary School Teacher . Class discussion.
Let’s Start from the end!
Unit Plan Design PPP
|
Find the definitions of the term “Curriculum.” From the site on types of curriculum in the course topic related page find illustrations for explanation of philosophical, psychological, social and methodological underpinnings of Curricular Planning. Take a tour to the PPP and the Manual for the Standard-Based Unit of Study Design
Read the Handouts. Search on the Internet on the main Educational Philosophies: Perennialism, Essentialism, Progressivism, Postmodernism. Fill in the Chart (given on the Web CT site, in Class Assignments Location) on one of the assigned philosophies (optional all). Learning contract is Due |
Week 3
|
Foundations of Curricular Planning. Philosophical Foundations of Planning.Who is teaching: Teachers’ Styles: behavioral, constructivist, humanistic. Main Educational Philosophies in Curricular Design. What is my educational stance?
Basic Model of Pedagogical System: Its Importance for Planning and Instruction. |
Find the definitions of “Pedagogy” (pedagogue, pedagogical, etc.), and “System.” Think what components (elements) Pedagogical system consists of, and draw a diagram of the Pedagogical System showing the interrelations of its elements in the way you see it. See example of a model at: http://chiron.valdosta.edu/whuitt/col/images/shs.gif
Study the definitions and the content of National, State and Local NY Standards. Study the internet sites on the WebCt Course related websites’ page. Prepare Group Presentations on Curricular Documents. (Assigned by the professor). National, State, Local Standards, Textbooks, Curricular Guides. |
Week 4
. |
Pre-assessment Stage: what is to be diagnosed? Selecting the Curriculum/Content/Standards. Guest Speaker (audio-lecture): “Standards Movement in the American Educational History.” Understanding the Standards. Group Presentations on Curricular documents. |
Standards’ structure, major concepts: key ideas, performance indicators.
Study the topic Content, Concept, Task Analysis – read and reflect on the webct readings, topic handouts and the internet Readings. |
Week 5
|
Theme/Topic. Rationale.
Unit/Lesson Plan Types (Single-Subject, Multi-subject, and Interdisciplinary/Thematic Unit planning). |
Explore the internet, google on the chosen Unit theme to become an expert in the topic. Choose a theme of your interest for your Unit plan. Study the curriculum guides, textbooks, teacher’s manuals, etc. Get ready to present the Unit theme in class.
Design a Graphic Organizer on the topic of Content Analysis based on the provided readings. |
Week 6
|
WHAT is to be learned? CONTENT/Task Analysis.
Unit theme and Content Analysis.
Discussion of the Unit Content Analysis/ Unit rationales
|
Design a subject matter outline, task and content analysis, select vocabulary, key ideas of the Unit plan. Submit the Rationale.
Read the provided materials, identify the dimensions of diversity. Explore “The Inclusive and Multicultural Classroom.” Copy and fill out the Diversity chart from Course Materials Location of the WebCT. |
Week 7
March
13-17
Spring Break
|
Who is Studying? Student/Learner’s Diversity
Learners’ Diversity. Discussion. Exchange of Graphic organizers on student diversity.
Learning theories Presentations. |
Prepare Group Presentations on Learning Theories. (Assigned by the professor) Do your own search on the Internet on Teaching theories (Behavioral, Constructivist, Humanistic, etc.). MI, LS, Brain-compatible teaching, etc. Read and reflect on the Internet Readings on the topic. Do the exercise using Course related websites on the WebCT course page. |
Week 8
|
When Does Learning Occur? Stages (Types) of Planning . Midterm Project due (Oct 19) |
Read and Reflect on the topic internet readings, on Aims, Goals and Objectives. Study; use the given Handouts in the Course Materials section of the webct site. Complete the Objectives Packet, Take-home Test on Learning (Measurable) Objectives. Learning Domains. |
Week 9
|
What is the difference between Aims, Goals, and Objectives? In class Exercises, Test on Learning Objectives. |
Read the provided materials on the Web CT on the Learning Domains. Design a Visual aid to teach your partner the levels and verbs of Bloom’s Taxonomy. Find the site or design the scenario of your talk on Bloom’s Taxonomy that you could use for the conference with the parents. Get ready to share it in class.
Select Standards, Formulate goals, objectives for your Unit Plan. |
Week 10
|
Domains and Levels of Bloom’s Taxonomy. Their role in teaching and Formulating Objectives. Cognitive Domain – Bloom’s Taxonomy. Affective and Psychomotor Domains and their role in Planning.How to Achieve Goals? Practice Exercises, Discussion, and Peer review. |
Read the handouts, and visit the internet sites on Models,Strategies and Methods of Instruction. Fill in the Diagrams, placed in the Course Materials section of the webct site. Educational Technology and Planning. Read and reflect on the electronic articles.
|
Week 11
April
14-17
Easter Break
|
How to Select Models, Strategies and Methods in Planning Effective Instruction? Choice, Sequence, Variety. Teaching enhanced with Technology.
Discussion. Practice Excercises.
|
Read the Internet Articles on Authentic Assessment, complete the handout in the Course Materials location. Complete the Assignment provided by the Instructor. . |
Week 12
|
How to Test the Results? Assessment/Evaluation component of Planning and Instruction. |
Read and reflect on Principles of Learning and Teaching . Review all the course topics and based on what you have learned design your own set of Principles (at least 5) that you will use and follow in your own planning and teaching. |
Week 13
|
Discussion of GeneralPrinciples of Planning, Teaching and Learning. |
Check the Unit plan design with the Rubric. |
Week 14
|
Curriculum Development Time
|
Finalize the Unit Plan design |
NB! Course assignments are to be submitted through the WebCT mail attachments on the date announced by the professor.
If assignments are turned in late one-quarter of the grade value will be deducted.
Late assignments with no reason of their delay provided to the instructor will not be accepted.
The final Unit Plan Presentations - May 3, 5, 8
|
