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Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida 32307

COURSE SYLLABUS Course Number: ESE 3341 Prerequisite(s): EDF 1005; EDG 3004; EDF 3135 or EDF 3210 or DEP 2004 or EDP 2002; EME 2040; and admission into the College of Education

Course Title: Theory and Practice of Teaching in Secondary Schools

Course Credit: 3 Course Hours: 1 hour 15 minutes

College: College of Education Department: Secondary Education and Foundations

Required Text(s): (1) Kellough, R. D., & Carjuzza, J. (2009). Teaching in the Middle and Secondary Schools (9th ed.). Boston: Pearson/Allyn & Bacon. (<$100); (2) Lewis, A., and Ellis, R. Different Levels of Parental Involvement (DOLPI). (<$30).

• Level II background clearance ($95.00) Field Clinical Requirements

• Liability Insurance - this is an annual membership, therefore students must renew their membership ($32.00)

• Medical Insurance – student must secure their own medical coverage. If a student is covered by their parents’ policy, the students name must be on the I.D. card.

• FAMU ID badge – must be worn during field experience ($13.00)

Supplies: Students are required to bring textbook, syllabus, writing utensils and paper to each class; repeated failure to do so will result in a disposition report being filed with the department chair. Students are required to enroll immediately on Blackboard and http://wps.prenhall.com/chet_kellough_secondary_9/ TaskStream

Faculty Name: Rufus Ellis, Jr., Ph.D., Associate Professor/Associate Chairman, Department of Secondary Education and Foundations

Term and Year: Spring 2011 Place and Time: FAMU DRS, Room 301; Tuesdays/Thursdays: 3:30-4:45 pm

Office Location: FAMU DRS, Building 8, Room 107

Telephone: (850) 599-3675 E-mail: [email protected]

Office Hours

Monday Tuesday Wednesday Thursday Friday Saturday Appt. Only 11:00-12:30pm

5:00-5:30 pm Appt. Only 11:00-12:30pm

5:00-5:30 pm Appt. Only N/A

http://wps.prenhall.com/chet_kellough_secondary_9/�

mailto:[email protected]�

F=Florida Educator Accomplished Practices Standards (FEAPS) I=Interstate New Teacher Assessment and Support Consortium Standards (INTASC) (K)=Knowledge (S)=Skill (D)=Disposition

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COURSE DESCRIPTION This course focuses upon Florida Educator Accomplished Practices (FEAPs) directly related to the implementation of major steps in the teaching process. It includes a study of the basic methods, techniques, and procedures for effective classroom instruction. Emphasizes recent developments concerning curricular organizations and procedures; planning or teaching-construction of master course plan, unit and lesson plan; and effective utilization of instructional resources and evaluative devices.

COURSE PURPOSE The primary purpose of ESE 3341, Theory and Practice of Teaching in Secondary Schools, is to provide a practical, concise, criterion-referenced, performance-based, mastery learning model for secondary education pre-service teachers. The course is developed around four developmental components: why—the rationale or theory to support the components that follow; what—the content pre-service teachers will be teaching; how—the ways the pre-service teacher will teach his or her content (i.e., practice of content-specific pedagogy); and how well—how well the pre-service teacher understands the theory and puts it into practice to convey the content. The course also serves as a requirement for secondary education majors. Additionally, the course is aligned with the Professional Education Unit Conceptual Framework. Students will become familiar with current theory and practices reflective of research-based best teaching practices for instructing and guiding all students, including those who are physically, mentally, economically, socially, culturally, and/or linguistically different (ESOL).

CONCEPTUAL FRAMEWORK The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework:


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Selected Conceptual Framework Proficiencies

DIVERSITY • CF 1 • Through this focal area, the FAMU professional education candidate will:

CF: 1.1 (K)

Demonstrate understanding of diverse backgrounds of individuals.

F: 5,6,7

I: 3

CF: 1.2 (S, D)

Demonstrate diverse student learning through differentiated instruction.

F: 5, 7

I: 3, 8

CF: 1.3 (S,D)

Create and foster learning opportunities adapted to diverse learners.

F: 5,6

I: 3,8

CF: 1.5 (K, S)

Establish a climate that values diversity and supports learning for all students.

F: 5, 7, 9, 10

I: 5

TECHNOLOGY •CF 2 •Through this focal area, the FAMU professional education candidate will:

CF: 2.5 (S)

Use technology to prepare and teach lessons and promote creativity among students.

F: 12

I: 6

VALUES •CF3 •Through this focal area, the FAMU professional education candidate will:

CF: 3.1 (S)

Work with colleagues in a professional manner.

F: 6

I: 2,5

CRITICAL THINKING

•CF4 •Through this focal area, the FAMU professional education candidate will:

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8 I: 4

PROFESSIONALISM

• CF 5 • Through this focal area, the FAMU professional education candidate will:

CF: 5.1 (K)

Know the content.

F: 8

I: 1

CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

F: 7, 9

I: 7

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2

I: 6

CF: 5.7 (S,D)

Display appropriate code of conduct including dress, language, and respective behavior.

F: 9

I:5, 9


4 URBAN/RURAL EDUCATION

•CF6 •Through this focal area, the FAMU professional education candidate will:

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

F: 5, 11

I: 2,3

ACADEMIC LEARNING COMPACT

OVERALL GOALS OF THE COURSE

This course falls under the courses offered in the Department of Secondary Education & Foundations and is thus covered by the associated Academic Learning Compacts (ALCs). ALCs answer three basic questions: What will students learn by the end of their academic programs? Have they learned what they have been taught by their professors? How do we measure these quantities? For details regarding the Department of Secondary Education & Foundations ALCs, go to: http://www.famu.edu/assessment and click on Academic Learning Compacts.

ESE 3341 is designed to help students learn to effectively teach in middle and secondary schools in multi-racial, multicultural and multiethnic communities, including schools with children with special needs, varying exceptionalities, speakers of languages other than English (ESOL) and their families including those who are gifted and talented. Topics related to teaching in middle and secondary schools will be introduced; the instructor and students will engage in discussions, presentations, and activities during class sessions that will afford students opportunities to practice their verbal communications skills as they increase their knowledge regarding effective teaching. Students will learn how to use the knowledge attained through class discussions, activities, lesson plan presentations, and the theoretical framework espoused in the textbook to better demonstrate outstanding teaching skills at the middle and secondary levels.

SPECIFIC BEHAVIORAL OBJECTIVES The following course objectives include the Florida Educator Accomplished Practices addressed during this course. Upon successful completion of ESE 3341, the pre-service teacher will be able to: 1) State in his or her own words the rationale for middle schools and high schools. (FEAP 7) 2) Complete and act upon self-assessment instruments (oral and written) given in the classroom, through simulations and role play

that include interaction with culturally and linguistically diverse parents and students, including the assessment of students who are culturally and linguistically diverse. (Diagnose student needs through test, teacher observation, and student records.) (FEAP 1; ESOL 1, 3)

3) Demonstrate oral and written skills, including use of Standard English through presentations, classroom activities, and participation; interactions with peers; attendance at seminars; participation in simulations and role play that includes interaction with culturally and linguistically diverse parents and students, including assessment of students who are culturally and linguistically diverse. (FEAP 2, 3, 4, 7, 9, 10 & 12; ESOL 1, 3)

4) Register with the Career Center, develop or update a resume, and learn interviewing skills. (FEAP 7 & 12) 5) Develop strategies for time management. (FEAP 7 & 12) 6) Learn strategies for coping with diverse cultures and environments in the workplace and social settings. (Identify the role of the

teacher in the teaching and learning process.) (Enhance student’s feelings of dignity and the self-worth of other people, including those from other ethnic, cultural, linguistic and economic groups.) (FEAP 5, 7 & 9; ESOL 1, 3)

7) Research grade level (6-12) textbooks and materials for unit lesson plans that include strategies for addressing the needs of ESOL learners. (Select, adapt, and develop instructional materials for a given set of instructional objectives to meet student-learning needs.) (FEAP 2, 8, 9, 10 & 12; ESOL 6, 8, 9, 10)

8) Prepare several unit/lesson plans with the inclusion of strategies to address the needs of ESOL learners. (Discuss the advantages and disadvantages of the various ways children can be grouped for instruction.) (FEAP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 12; ESOL 6, 8, 9, and 10)

9) Teach a lesson during field experience. (FEAP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 12; ESOL 6, 8, 9, 10) 10) Teach topics of a unit in class. (FEAP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 12)


5 11) Demonstrate knowledge of the Professional Code of Ethics for teachers, Florida Educator Accomplished Practices, and Florida

Teacher Certification Exam (FTCE) Professional Education Exam competencies and skills in activities and simulations. (FEAP 5, 6 & 9)

12) Identify accomplished practices addressed during field experience and class presentations. 13) Demonstrate mastery of computer software applications and use of Standard English by preparing written and oral assignments.

(FEAP 2 & 12)

Assignment (and percent of course grade)

Behavioral objectives

INTASC

Standards

ESOL

FEAPs

FTCE

Prof. Ed.

PEU Conceptual Framework

Module presentation (portfolio artifact) 10%

3, 5, 6, 10 & 13 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10

1, 3, 5, 8 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12

1.3, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 5.1, 7.3, 8.4, 8.5, 9.1, 10.1, 10.2, 10.3, 12.1, 13.1, 13.2

1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 4.1, 4.5, 5.1, 5.2, 5.4, 5.5, 5.6, 5.7

Lesson plan (portfolio artifact) 15%

3, 6, 7, 8, 9 & 13 1, 2, 3, 4, 5, 6, 7, 8 & 10

6, 8, 9, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 12

1.3, 1.4, 4.1, 4.2, 5.1, 5.2, 7.2, 7.3, 7.5, 8.1, 8.2, 8.3, 8.4, 8.5, 10.1, 10.2, 10.3, 12.1, 14.2, 14.3

1.1, 1.2, 1.3, 2.1, 2.4, 2.5, 3.3, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 5,5

Unit Plan (portfolio artifact) 10%

3, 6, 7, 8 & 13 1, 2, 3, 4, 5, 6, 7, 8 & 10

6, 8, 9, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 12

1.3, 1.4, 4.1, 4.2, 5.1, 5.2, 7.2, 7.3, 7.5, 8.1, 8.2, 8.3, 8.4, 8.5, 10.1, 10.2, 10.3, 12.1, 14.2, 14.3

1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 2.5, 2.6, 3.3, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 5.5

Class activities 25%

2, 3, 6, 11, 12 & 13

1, 2, 3, 4, 5, 6, 8, 9 & 10

1, 3 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12

1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2, 6.1, 7.1, 7.2, 7.3, 7.5, 8.4, 8.5, 9.2, 9.3, 9.4, 10.2, 10.3, 11.1, 11.2, 11.3, 11.5, 13.1, 13.2, 14.1, 14.2, 14.3

1.1, 1.2, 1.4, 2.4, 3.1, 3.2, 3.3, 4.5, 5.1, 5.3, 5.4, 5.6, 5.7, 6.3

Best Practices Log 15%

2, 3, 6, 12 & 13 1, 2, 3, 4, 6, 7, 8 & 9

1, 3, 6, 8, 9, 10 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12

1.3, 3.1, 3.2, 4.1, 4.2, 5.1, 7.2, 8.4, 8.5, 9.2, 9.3, 10.2

1.1, 1.2, 2.4, 3.3, 4.5, 5.1, 5.2, 5.3, 5.4, 6.3

Field Clinical 15%

3, 4, 5, 6, 9 & 12 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10

1, 3, 6, 8, 9, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12

1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.2, 4.1, 4.2, 5.1, 6.1, 7.2, 7.3, 7.4, 7.5, 8.2, 8.3, 8.5, 8.6, 9.1, 9.4, 10.1, 10.2, 10.3, 11.1, 11.2, 11.5, 12.1, 14.2, 14.3

1.1,1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 6.1

Final Exam 10%

1, 3, 6 &13 1, 2, 3, 4, 6 & 8 1, 3, 6, 8, 9, 10 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12

1.3, 4.1, 4.2, 5.1, 7.1, 7.2, 7.3, 7.5, 8.5, 9.3, 11.1, 11.2, 11.3, 13.1, 13.2

1.1, 1.2, 1.3, 2.4, 3.3, 4.5, 5.1, 5.4, 6.3


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NATIONAL AND STATE STANDARDS ADDRESSED IN THE COURSE

Interstate New Teacher Assessment and Support Consortium (INTASC) Standards See table above and handout for full list of INTASC Standards. Professional Organization/Learned Society Standards Vary by major ESOL Standards See table above, handout and addendum to syllabus for full list of ESOL Standards. Florida Educator Accomplished Practices (FEAPs) The FEAPs listed below are those reported to the Florida Department of Education. See handout for a full list. 2 Communication

2.1 Accomplished Practice: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.

4 Critical Thinking

4.1 Accomplished Practice: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively.

4.2 Standard: Uses appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students.

4.2.a Indicator: Provides opportunities for students to learn higher-order thinking skills.

5 Diversity 5.1 Accomplished Practice: The preprofessional teacher establishes a comfortable environment which accepts and

fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.

5.2 Standard: Uses teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socioeconomic background.

5.2.c Indicator: Recognizes the cultural, linguistic, and experiential diversity of students.

9 Learning Environment 9.1 Accomplished Practice: The preprofessional teacher understands the importance of setting up effective learning

environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and work to increase his/her knowledge and skills.

10 Planning

10.1 Accomplished Practice: Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

10.2 Standard: Plans, implements, and evaluates effective instruction in a variety of learning environments. 10.2.a Indicator: Identifies student performance outcomes for planned lessons. 10.2.b Indicator: Plans and conducts lessons with identified student performance and learning outcomes.


7 11 Role of the Teacher

11.1 Accomplished Practice: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.

ESOL PERFORMANCE STANDARDS & CORRELATED FTCE STANDARDS

Domain 1: Culture (Cross-Cultural Communications) Standard 1 (1.1): Culture as a factor in ELLs’ Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs for diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities. FTCE Standard 3: Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical issues.

Domain 2: Language and Literacy (Applied Linguistics) Standard 3 (2.2): Language Acquisition and Development Teachers understand and apply theories and research on second language acquisition and development to support ELLs’ learning. FTCE Standard 2: Knowledge of first and second language acquisition theorists and classroom application.

Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 6 (3.2): Standards –Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. FTCE Standard 6: Knowledge of instructional methods and strategies.

Domain 4: ESOL Curriculum and Materials Development Standard 8 (4.1): Planning for Standards-Based Instruction of ELLs Teachers will know, understand, an apply concepts, research, best practices, and evidence-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. FTCE Standard 4: Knowledge of curriculum, curriculum materials, and resources. Standard 9 (4.2): Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies. FTC Standard 7: Knowledge of instructional technology.

Domain 5: Assessment (ESOL Testing and Evaluation) Standard 10 (5.1): Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. FTCE Standard 9: Knowledge of assessment. FTCE Standard 10: Knowledge of exceptional student education (ESE) issues related to ELLs


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FLORIDA TEACHER CERTIFICATION EXAMINATION (FTCE) PROFESSIONAL EDUCATION COMPETENCIES AND SKILLS

See Florida Department of Education website (www.fldoe.org) for a

full list of FTCE Professional Education Examination Competencies and Skills.

FEAPs ASSESSMENT MATRIX

Component Evidence Delivery Assessment I. Florida Educator Accomplished Practices (FEAP)

FEAP

Indicator Detailed description of assignment or activity

Check one or both Type of Instrument Used Course Clinical

2. COMMUNICATION 2.1 The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.

2.PRE.b Establishes positive interactions between the teacher and students that are focused upon learning.

Field Clinical Experience: Students are required to complete 20 hours of Field Clinical Experience in an academic community. Placement for this experience is determined by the COE Office of Student Teaching and Field Experience. Commensurate with on-site observations, students are required to provide a written summative report of observations based on the standard of criteria, i.e., effectiveness, classroom management, methods/ pedagogies, dispositions, etc. outlined in the course syllabus.

X X Rubric

2.PRE.c Varies communication (both verbal and nonverbal) according to the nature and needs of individuals.

Field Clinical Experience Log (Reflections): Students are required to maintain a log of activities and reflections/ impact observed.

X X Log

2.PRE.h Practices strategies that support individual and group inquiry.

Module Presentation (Group Activity): The preprofessional teacher is given an assigned module to identify and utilize effective and appropriate techniques for leading class discussions. The preprofessional teacher is required to identify and demonstrate strategies that support individual and group inquiry for students; provides opportunities for student to learn from each other; communicate expectations to all students; adapts interaction routines for individual work, cooperative learning and whole group activities; and establishes positive interaction in the learning environment that uses incentives and consequences for students.

X X Presentation Rubric

http://www.fldoe.org/�


9 3. CONTINUOUS IMPROVEMENT 3.1 The preprofessional teacher realizes that she/he is in the initial stages of a lifelong learning process and that self-reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher’s continued professional improvement is characterized by self-reflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

3.PRE.f Reflects respect for diverse perspectives, ideas, and opinions in planned learning activities.

Module Presentation (Group Activity): The preprofessional teacher is given an assigned module to identify and utilize effective and appropriate techniques for leading class discussions. The presentation should reflect the preprofessional teacher’s ability to reflect respect for diverse perspectives, ideas, and opinions in the planned learning activities.


3.PRE.k Has observed others in the role of steward and can demonstrate some of the skills involved.

Field Clinical Experience: Students are required to complete 20 hours of Field Clinical Experience in an academic community. Placement for this experience is determined by the COE Office of Student Teaching and Field Experience. Commensurate with on-site observations, students are required to provide a written summative report of observations based on the standard of criteria, i.e., effectiveness, classroom management, methods/pedagogies, dispositions, etc. outlined in the course syllabus. Field Clinical Experience Log (Reflections): The preprofessional teacher is required to maintain a log of activities and reflections/impact observed.

X

X

X

X

Course Syllabus (Field Clinical requirements) Course Syllabus (Field Clinical requirements)

4. CRITICAL THINKING 4.1 The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively.

4.PRE.c Has strategies for utilizing discussions, group interactions, and writing to encourage student problem solving.

Module Presentation (Group Presentation): The preprofessional teacher is assigned a module to present to the class. The group will take the lead in presenting the concepts infused in the assigned module. (The assignment provides students to serve as a facilitator of knowledge/pre-teaching experience.) The presentation should reflect the preprofessional teacher’s ability to include strategies for utilizing discussions, group interactions,



10 and writing to encourage student problem solving; poses problems, dilemmas, and questions in lesions; ability to vary role in the instructional process; and demonstrates and models the use of higher order thinking abilities.

4.PRE.h Modifies and adapts lessons with increased attention to the learners’ creative thinking abilities.

Lesson Plan: The preprofessional teacher is required to develop a lesson plan. The assignment is designed to demonstrate one’s understanding how children learn and develop by designing learning experiences/opportunities to support their intellectual, social, and personal development; formulate instructional opportunities that are adapted to diverse learners; and the ability to modify and adapt lesson with increased attention to learners’ creative thinking abilities.

X Required Text

5. DIVERSITY 5.1 The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.

5.PRE.d Recognizes students’ learning styles and cultural and linguistic diversity and provides for a range of activities.

Lesson Plan: The preprofessional teacher is required to develop a lesson plan. The assignment is designed to demonstrate one’s understanding how children learn and develop by designing learning experiences/opportunities to support their intellectual, social, and personal development; formulate instructional opportunities that are adapted to diverse learners; and the ability to modify and adapt lesson with increased attention to learners’ creative thinking abilities. Additionally, the lesson plan must provide for a range of activities designed to recognize students’ learning styles and cultural and linguistic diversity.

X X Required Text Book

5.PRE.e Has a repertoire of teaching techniques and strategies to effectively instruct all students.

Module Presentation (Group Presentation): The preprofessional teacher is assigned a module to present to the class. The group will take the lead in presenting the concepts infused in the assigned module. (The assignment provides students to serve as a facilitator of knowledge/pre-teaching experience.) The presentation should reflect the preprofessional teacher’s ability to include strategies for utilizing discussions, group interactions, and writing to encourage student problem solving; poses problems, dilemmas, and questions in lesions; ability to vary role in the



11 instructional process; and demonstrates and models the use of higher order thinking abilities. Additionally, the presentation should reflect the preteacher’s repertoire of teaching techniques and strategies to effectively instruct all students.

6. ETHICS 6.1 The preprofessional adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

6.PRE.d Takes reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.

Module Presentation (Group Presentation): The preprofessional teacher is assigned a module to present to the class. The group will take the lead in presenting the concepts infused in the assigned module. (The assignment provides students to serve as a facilitator of knowledge/pre-teaching experience.) The presentation should reflect the preprofessional teacher’s ability to include strategies for utilizing discussions, group interactions, and writing to encourage student problem solving; poses problems, dilemmas, and questions in lesions; ability to vary role in the instructional process; and demonstrates and models the use of higher order thinking abilities. The presentation should reflect the preteacher’s repertoire of teaching techniques and strategies to effectively instruct all students. Additionally, the presentation should reflect the preteacher’s means to take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.


7. HUMAN DEVELOPMENT AND LEARNING 7.1 Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.

7.PRE.f Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes.

Module Presentation (Group Presentation): The preprofessional teacher is assigned a module to present to the class. The group will take the lead in presenting the concepts infused in the assigned module. (The assignment provides students to serve as a facilitator of knowledge/pre-teaching experience.) The presentation should reflect the preprofessional teacher’s ability to include strategies for utilizing discussions, group interactions, and writing to encourage student problem solving; poses problems, dilemmas, and questions in lesions; ability to vary role in the instructional process; and demonstrates and models the use



12 of higher order thinking abilities. The presentation should reflect the preteacher’s repertoire of teaching techniques and strategies to effectively instruct all students. Additionally, the presentation should reflect the preteacher’s means to take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. The presentation should demonstrate the preteacher’s ability to recognize learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes.

8. KNOWLEDGE OF SUBJECT MATTER 8.1 The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

8.PRE.e Has planned and conducted collaborative lessons with colleagues from other fields.

Module Presentation (Group Presentation): The preprofessional teacher is assigned a module to present to the class. The group will take the lead in presenting the concepts infused in the assigned module. (The assignment provides students to serve as a facilitator of knowledge/pre-teaching experience.) The presentation should reflect the preprofessional teacher’s ability to include strategies for utilizing discussions, group interactions, and writing to encourage student problem solving; poses problems, dilemmas, and questions in lesions; ability to vary role in the instructional process; and demonstrates and models the use of higher order thinking abilities. The presentation should reflect the preteacher’s repertoire of teaching techniques and strategies to effectively instruct all students. Additionally, the presentation should reflect the preteacher’s means to take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. The presentation should demonstrate the preteacher’s ability to recognize learning theories, subject matter structure, curriculum development, student development, and first and

X X Summary of Group Meetings


13 second language acquisition processes. Each presentation group must submit a written summary following each meeting to document time and effort in the planning and collaboration of lessons with each other and colleagues from other fields.

9. LEARNING ENVIRONMENTS 9.1 The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and work to increase his/her knowledge and skills.

9.PRE.m Provides clear directions for instructional activities and routines.

Module Presentation (Group Activity): The preprofessional teacher is given an assigned module to identify and utilize effective and appropriate techniques for leading class discussions. The presentation should reflect the preprofessional teacher’s ability to reflect respect for diverse perspectives, ideas, and opinions in the planned learning activities. The preprofessional teacher’s must demonstrate the ability to provide clear directions for instructional activities and routines.


10. PLANNING 10.1 Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

10.PRE.b Plans and conducts lessons with identified student performance and learning outcomes.

Lesson Plan: The preprofessional teacher is required to develop a lesson plan. The assignment is designed to demonstrate one’s understanding how children learn and develop by designing learning experiences/opportunities to support their intellectual, social, and personal development; formulate instructional opportunities that are adapted to diverse learners; and the ability to modify and adapt lesson with increased attention to learners’ creative thinking abilities. Additionally, the lesson plan must provide for a range of activities designed to recognize students’ learning styles and cultural and linguistic diversity. Additionally, the plan must reflect the preprofessional teacher’s ability to plan and conduct lessons with identified student performance and learning outcomes.

X X Select Lesson Plan Example (Rubric) in Required Text

10.PRE.d Provides comprehensible instruction based on performance standards required of students in Florida public schools.

Lesson Plan: The preprofessional teacher is required to develop a lesson plan. The assignment is designed to demonstrate one’s understanding how children learn and develop by designing learning experiences/opportunities to

X X Select Lesson Plan Example (Rubric) in Required Text


14 support their intellectual, social, and personal development; formulate instructional opportunities that are adapted to diverse learners; and the ability to modify and adapt lesson with increased attention to learners’ creative thinking abilities. The lesson plan must provide for a range of activities designed to recognize students’ learning styles and cultural and linguistic diversity. Additionally, the plan must reflect the preprofessional teacher’s ability to plan and conduct lessons with identified student performance and learning outcomes. Additionally, the lesson plan must reflect comprehensible instruction based on performance standards required of students in Florida public schools.

10.PRE.k Demonstrates instructional flexibility and an awareness of the teachable moment.

Module Presentation (Group Presentation): The preprofessional teacher is assigned a module to present to the class. The group will take the lead in presenting the concepts infused in the assigned module. (The assignment provides students to serve as a facilitator of knowledge/pre-teaching experience.) The presentation should reflect the preprofessional teacher’s ability to include strategies for utilizing discussions, group interactions, and writing to encourage student problem solving; poses problems, dilemmas, and questions in lesions; ability to vary role in the instructional process; and demonstrates and models the use of higher order thinking abilities. The presentation should reflect the preteacher’s repertoire of teaching techniques and strategies to effectively instruct all students. Additionally, the presentation must demonstrate instructional flexibility and an awareness of the teachable moment.


10.PRE.o Cooperatively works with colleagues in planning instruction.

Module Presentation (Group Presentation): The preprofessional teacher is assigned a module to present to the class. The group will take the lead in presenting the concepts infused in the assigned module. (The assignment provides

X

X

Presentation Rubric and Written Summary


15 students to serve as a facilitator of knowledge/pre-teaching experience.) The presentation should reflect the preprofessional teacher’s ability to include strategies for utilizing discussions, group interactions, and writing to encourage student problem solving; poses problems, dilemmas, and questions in lesions; ability to vary role in the instructional process; and demonstrates and models the use of higher order thinking abilities. The presentation should reflect the preteacher’s repertoire of teaching techniques and strategies to effectively instruct all students. Additionally, the presentation should reflect the preteacher’s means to take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. The presentation should demonstrate the preteacher’s ability to recognize learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes. Each presentation group must submit a written summary following each meeting to document time and effort in the planning and collaboration of lessons with each other and colleagues from other fields and to demonstrate the ability to cooperatively work with colleagues in planning instruction.

12. TECHNOLOGY 12.1 The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.

12.PRE.a Demonstrates technology competencies as defined by Document 1 (Florida Technology Literacy Profile).m

Students are required to infuse technology (Power Point and other technology tools) as a critical component of their module presentation.


PROFESSIONAL ORGANIZATIONS

National Education Association National Social Studies Association National Middle School Association National Music Teachers Association

National Science Teachers Association National Math Teachers Association


16 National English Teachers Association National Association of Black School Educators

TEACHING METHODS This is a student-centered course. Lecturing by the professor and/or the students when they are presenting course material will be held to a minimum. The focus of class and homework activities will be on real world situations in which the student will make instruction-related, research-based decisions formulated on firm theoretical foundations. Experiences will include using the textbook and supplementing the information within it with additional research and reading from current scholarly journals. Students will work collaboratively, take part in scenario-based role play,

TOPICAL OUTLINE/COURSE CALENDAR Day/Date Topics Expectations and Class Activities

JANUARY / FEBRUARY TBA • Make introductions PART I: INTRODUCTION TO TEACHING

AND LEARNING IN MIDDLE AND SECONDARY SCHOOLS

• Take part in class discussion (including College of Education announcements)

• Complete a syllabus activity in partners or small groups

• Identify at least one teaching best practice used in today’s lesson.

• What is the research on which this practice is based? • Meet in computer lab (TBA) • Go over responses to homework assignment • Discuss best practices • Discuss homework • Discuss APA style • Homework: order textbook or get from the FAMU bookstore

sign up on Blackboard for ESE 3341 due in the Blackboard digital drop box by 3:00 pm, on due date

• Submit the APA citation for the article to the digital drop box by: TBA

• Look at companion Website to the textbook for discussion on module presentations

• Homework: make a copy of a current article on a best practice to bring to class on due date

TBA • Discuss best practices articles • Examine a methods of instruction handout • Discuss Best Practice Log assignment • Homework: Attend field experience orientation on date

assigned


17


TBA

• TODAY’S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM

PART I: INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND SECONDARY SCHOOLS MODULE 1

(ESOL 5 & 8)

• Read Module 1 in the text and submit one entry each to the 2 Blackboard discussion forums by 3:00 pm, on due date

• Begin Best Practices Log • Field Experience Orientation: TBA • Discuss module presentation and peer evaluations • Group decision-making about module presentations • Discuss rubrics

• Partners’ role play about College of Education dispositions • Discuss Code of Conduct – Education Profession • Discuss field clinical requirements • Read Module 2 • Homework: fill in Best Practice Log

• Read Module 1 and complete assignment • Presentation: Purpose, Organization, Structure and Reform

presentation • Homework: complete Lesson Plans and Unit plans

Lesson plans and unit plan due

TBA


PART I: INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND SECONDARY SCHOOLS MODULE 2

(ESOL (1 & 2)

• Read Module 2 and complete assignment • Begin work on final exam • Complete peer evaluation form for presentation • Homework: complete peer evaluation form for presentation

if not turned in after class

TBA


PART II: PLANNING FOR INSTRUCTION MODULE 3

• Read Module 3 • Complete Cornell Ledger • Last day to complete profile in TaskStream in order to be

able to take part in field clinical • Begin posting to classroom management discussion forum • Homework: fill in Best Practice Log


18


TBA



(ESOL 2 & 8)

• Read Module 4 • Complete assignment made by presenter(s) • Last day to post to classroom management discussion forum • Guest speaker TBA on classroom management • Estimated week to begin field clinical experience • Florida Educator Accomplished Practices (FEAPs),

Professional Education Unit (PEU) Conceptual Framework, Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, Florida Teacher Certification Exam (FTCE) Competencies and Skills, Academic Learning Compacts (ALCs) and English to Speakers of Other Languages (ESOL) Standards (ESOL 5, 8 & 12)

• Homework: fill in Best Practice Log

TBA



(ESOL 2, 8, 11 & 12)

• Get copy of Next Generation Sunshine State Standards for subject and grade level to class on due date

• Hands-on class time to begin unit and lesson plan work • Read Module 5 • Homework: fill in Best Practice Log

FEBRUARY / MARCH

TBA


PART III: SELECTING AND IMPLEMENTING INSTRUCTIONAL STRATEGIES MODULE 6

(ESOL 5 & 8)

• Read Module 6 • Homework: fill in Best Practice Log

TBA



(ESOL 1, 11 & 12)

• Work on unit and lesson plans • Read Module 7 • Majority of field clinical assignments made • Homework: fill in Best Practice Log

TBA

• TODAY’S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION,


• Complete peer evaluation form for Quinetta and Dana’s presentation if not turned in after class

• Work on unit and lesson plans • Read Module 8 • Turn in peer evaluation forms for presentation (on assigned due

date)


19


STRUCTURE, AND REFORM

• Discuss practice lesson teaching guidelines and rubric • Homework: fill in Best Practice Log

TBA


PART IV: ASSESSMENT OF TEACHING AND LEARNING MODULE 9

(ESOL 12)

• Complete peer evaluation form for presentation if not turned in after class

• Work on unit and lesson plans • Read Module 9 and complete assignment • Sign up for date to practice teaching lesson • Homework: fill in Best Practice Log

TBA • Complete peer evaluation form for presentation if not turned in after class

• Work on unit and lesson plans • Class work on revising lesson plans • Homework: fill in Best Practice Log

TBA • Work on unit and lesson plans

• Meet in computer lab in Office of Instructional Technology for hands-on work on lesson and unit plan resources


TBA • Work on unit and lesson plans • Practice teaching lesson • Homework: fill in Best Practice Log

TBA • Complete peer evaluation form for lesson if not turned in after

class • Work on unit and lesson plans • Practice teaching lesson • Homework: fill in Best Practice Log

TBA • Complete peer evaluation form for if not turned in after class

• Work on unit and lesson plans • Practice teaching lesson • Homework: fill in Best Practice Log

Turn in schedule of when you are in school for field experience so the instructor can come observe with you


class • Work on unit and lesson plans • Homework: fill in Best Practice Log

MARCH / APRIL TBA • Practice teaching lesson

• Complete peer evaluation form for lesson if not turned in after class

• Work on unit and lesson plans


20



TBA • Practice teaching lesson • Complete peer evaluation form for lesson if not turned in after


TBA • Practice teaching lesson • Complete peer evaluation form for lesson if not turned in after


TBA • Practice teaching lesson

• Complete peer evaluation form for lesson if not turned in after class

• Work on unit and lesson plans • Practice teaching lesson • Homework: fill in Best Practice Log


class • Work on unit and lesson plans • Practice teaching lesson • Homework: fill in Best Practice Log

TBA


PART IV: ASSESSMENT OF TEACHING AND LEARNING MODULE 10

• Complete Best Practice Log; submit to digital drop box and take a print copy to Dr. Ellis’ office by 5:00 on due date.

• Read Module 10 • Complete one of the exercises or post-tests on the companion

Web site and electronically submit it to Dr. Ellis by 5:00 PM, on due date

• Homework: complete peer evaluation form for lesson if not turned in after class

Best Practice Log due

Companion Web-site exercise or post-test due

FTBA Field Clinical assignment due

• Homework: complete final exam

Final Exam due in digital drop box by 5:00 PM on due date


21

COURSE EVALUATION The following methods of evaluation will be employed: (1) Written Exams; (2) Oral Tests; (3) Teacher Observations; (4) Peer Evaluation (controlled) (5) Performance Evaluation; and (6) Individual Participation.

GRADING

Students will be evaluated by the following course requirements:

Maximum Points

Due Dates

1. Class Participation/Attendance The student pre-reads assignments materials, turns in class assignments on time, and participates in class discussions. YOU MUST BE PRESENT IN ORDER TO PARTICIPATE IN CLASS. CLASS ATTENDANCE POLICY: CLASS ATTENDANCE IS MANDATORY. UNIVERSITY POLICY WILL BE APPLIED. Note: The one (1) unexcused absence per credit hour refers to one (1) absence in a three credit hour class that meets once per week. This absence will not be used as an excuse to make-up quizzes, exams, or to turn in projects that are due on the day of the absence. Please see FAMU Policy contained in this document.

100

Credit for class attendance and participation is based on consistent attendance leading to participation in class during the entire class period.

TBA

2. Lesson Plan 100 TBA 3. Field-Based Experience 100 TBA 4. ESOL Related Assignments 100 TBA 5. Term Project (Final Project) 100 TBA 6. Modular Presentation 100 TBA 7. Exam 1 100 TBA 8. Exam 2 100 TBA 9. Exam 3 TBA 100

Total Maximum Points 900 Students must keep records of own scores!

IMPORTANT NOTICE TO ALL STUDENTS:

Each assignment must be turned in on time to receive feedback. All activities must be completed during the semester in which the class is taken. In the event that a student is absence the day of the class meeting. The assignment must be turned in the day before or the day immediately following the absence from class. Late assignments outside of these guidelines will not be graded

, resulting in a Zero (0) grade.

Twenty hours of field clinical participation are a required component of this course. Any student who does not complete the field clinical requirements will automatically receive an F for the course, regardless of the grades he or she has earned on the other course

90 – 100% = A

80 – 89% = B

70 – 79% = C

Student need at least a 70% to pass course.


22 assignments. The approximate dates between which the twenty hours must be logged are TBA. As part of the field work, the pre-service teacher is expected to teach at least one lesson either to a small group or to the whole class as determined in collaboration with the cooperating classroom teacher. More details of the field clinical requirements will be distributed and discussed by the time field clinical placements are assigned. If, for any reason, the student is unable to complete the field clinical requirement, it is in his or her best interest to withdraw from the course.

COURSE POLICIES

Class Attendance Regulations (FAMU Catalog)

Students are expected to make the most of the educational opportunities available by regularly attending classes and laboratory periods. Therefore, the university reserves the right to deal with individual cases of non-attendance. Students are responsible for all assignments, quizzes, and examinations at the time they are due and may not sue their absence from class as a plea for extensions of time to complete assignments or for permission to take make-up examinations or quizzes. Absence from class for cause: (a) participation in recognized university activities, (b) personal illness properly certified, or (c) emergencies caused by circumstances over which the student has no immediate control will be excused by the deal or director of the unit in which the student is enrolled. Specifically, the class attendance regulations will apply to all students as follows: A student will be permitted one unexcused absence per credit hour of the course he or she is attending. A student exceeding the number of unexcused absences may be dropped from the course and assigned the grade “F.” Students may be readmitted to the class with the dean’s and the instructor’s permission. NOTE: If you are absent from class on the due date of an assignment, the work must be turned in the day prior to the absence or he day immediately following the absence from class. Failure to meet this requirement will result in a Zero Grade. Attendance is mandatory – the University permits three (3) unexcused absences per credit hour per course; however, you are responsible, not the instructor, for materials missed during these absences. Please note that if a student has more than three absences, he or she may fail the course. Also, you are required to attend all special lectures and discussions and participate in all off campus activities. Participation enhances learning for not only the participant, but also for others in the course. In order to participate in class activities, the student must complete assigned readings and other assignments outside of class time. If a student repeatedly comes to class unprepared, in addition to having a negative impact on the class activities portion of the student’s grade, a Disposition Feedback Form will be completed and given to the appropriate department chairperson. Class Work/Group Work – Activities for class/group work will on occasions be an out-of-class activity or assignment. You will be notified in advance of the assignment(s) during class or by email. Late work Dr. Ellis does not accept work that is turned in after the due date. Absence, regardless of whether it is excused, does not consistute an valid reason for work not to be turned in on time. Students may always turn in assignments before they are due. Work will be submitted using the digital dropbox in Blackboard unless other arrangements have been made prior to the due date. Make-up Work There will be no make work for unexcused absences. Make-up work for excused absences will be different from the original assignments. The specifics of the make-up assignment will not be discussed until the appropriate documentation that the absence is excused has been provided. The fact that an absence is excused should be established and the arrangements for make-up assignments should be made within two class periods of the student’s return to class. Incomplete grades An “I” can not be assigned in lieu of the earned grade of D or F. An incomplete will only be assigned to a student who, due to unusual and unforeseen circumstances, can not complete the course requirements AND has otherwise earned a C or higher in the course Not turning in the final exam does not justify an incomplete.. Not completing the field clinical component of the course is not justificiation for an “I.”


23 Student Knowledge and Skills – Students are expected to become very familiar with information and materials given to them via handouts, special notes, assigned readings, lectures and discussions, on campus and off campus visits to 6-12 school and other education agencies in Leon County. Professionalism – Students are expected to demonstrate acceptable decorum, be respectful of yourself and others, and present yourselves in a professional posture and demeanor during all class meetings including special presentations/discussions and when conferences with the instructor. Disruptions – Students will not be permitted to disturb or disrupt class once the class is in sessions. Unsolicited and rude commentaries will not be tolerated when the instructor or your peer is speaking. Final Examination and Quizzes – Quizzes will be given at various intervals during this course. They may be in the form of announced or unannounced; they could be oral or written; or they could be take home or in class quizzes. The final examination for this course will be administered according to the university’s schedule. Class Presentations

DISPOSITIONS

– You must be present, knowledgeable and professionally prepared for all individual or group assignments and presentations. This is inclusive of both simulated and actual teaching activities. Your presentations must include the use of technology, various types of media, handouts, and etc. you are responsible for securing the materials and various media apparatus that you or your group need for the presentation(s). You will be assigned a given date for your presentation and this date will not be negotiated with me unless there is a written agreement.

As a component of student assessment, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student which will be turned in to the department chair and kept in the student’s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.).

ACADEMIC HONOR CODE/POLICY

The Florida A&M University Academic Honesty Policy is contained in the FANG Student Handbook, under the Student Code of Conduct—Regulation 2.012 section, beginning on page 55. (s) Academic Honesty Violations 1. An academic honesty violation shall include a student who gives or takes information or material and wrongfully uses it to aid himself/herself or another student in academic endeavors. It shall further include receiving unauthorized written or oral information from a fellow student. Additionally, it shall include stealing, buying, selling, or referring to a copy of an examination before it is administered. 2. In the instance of papers written outside of the class, academic honesty violations shall include plagiarism. Plagiarism may be specifically defined for the purposes of any course by the instructor involved. Unless otherwise defined, plagiarism shall include failure to use quotation marks or other conventional markings around material quoted from any source. Plagiarism shall also include paraphrasing a specific passage from a specific source without indicating accurately what that source is. Plagiarism shall further include letting another person compose or rewrite a written assignment. 3. A student who assists in any of the academic honesty violations mentioned above shall be considered equally as responsible as the student who accepts such assistance. Plagiarism is unethical and unacceptable. All assignments must be the work of the student submitting them. Academic dishonesty of any sort (i.e. cheating, assuming credit for work not done by oneself, plagiarism, exam tampering, etc.) will not be tolerated and offenders will be sent to the university judicial office. It is the student’s responsibility to know the university’s policy on Academic/Intellectual Honesty (Section 6C3-2.012(10)(s) of the FAMU Student Handbook).


24 Cases of dishonesty on exams and/or plagiarism on written assignments will result in an F for the course and

POLICY STATEMENT ON NON-DISCRIMINATION

possible dismissal or suspension from the university. The university academic honor code regarding all forms of academic misconduct will be enforced by the severest penalties allowable. Students are responsible for reading the Academic Honor Policy and for living up to their pledge to “…be honest and truthful and…[to] strive for personal and institutional integrity while at Florida A&M University.” The College of Education uses an online plagiarism detection tool. Not only will it find instances of information on the Web that have not been properly cited, it compares assignments submitted for all courses in the College of Education to determine whether the same assignment has been turned in by another student or by the same student for another course. If a student plans to use part of a assignment in more than one course, he or she should discuss this with the instructor prior to the assignment due date to determine whether it is acceptable or might be construed as an act of academic dishonesty.

Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment.

ADA COMPLIANCE To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.

PRE-SERVICE TEACHER FIELD-BASED EXPERIENCE REPORT

Instructions: (Students are required to attend a Field/Clinical Orientation Seminar prior to school-site visit). The student (hereafter called preservice teacher) in Theory and Practice Teaching in Secondary Schools: ESE 3341 will complete a minimum of 20 hours of field-based experience in school site classroom.. The experience will provide a preview of the role of the teacher in the teaching-and-learning process within a specific classroom setting. In addition, the preservice teacher will develop a better understanding of factors that influence teaching and learning. Professional supervision and feedback will be provided. The preservice teacher will be engaged as a professional observer and will teach a single unit or lesson , utilizing documentation that will be of valuable service to him/her as a teacher. Assignment: The preservice teacher will complete a Data Summary Form. This form will be submitted to the FAMU College of Education Field/Clinical Coordinator. The Field/Clinical Coordinator will assign each preservice teacher to appropriate schools and classrooms. The Field/Clinical Coordinator will facilitate a mandatory “Preservice Teacher Field/Clinical Experience Orientation” that will be offered at various times during the beginning of the semester. Students are required

to attend. In addition, students are required to enroll in TaskStream to maintain an automated portfolio of his/her field/clinical experiences. Details will be explained during the orientation. Failure to attend this meeting will prohibit field experience and will result in an “F” grade for the course.

1.0 The

Guidelines:

preservice teacher

1.1 Observe the teacher interacting with students and identify instances where the following dimensions of teaching occur: a) multidimensional, b) simultaneous, c) immediate, d) unpredictable, e) public. Which of these appears to present the greatest challenge to the teacher? Least?

will complete the following tasks to satisfy the field base experience requirements before exiting the course:

1.2 Interview and observe the teacher to investigate his or her use of the following strategies to deal with differences in

learning ability: flexible time requirements, grouping, strategy instruction, and peer tutoring and cooperative learning. Ask the teacher the following questions: a) Are differences in learning ability a problem for the teacher? Explain


25 b) Which instructional strategies does the teacher use? Which ones work and why. Have any been tried that didn’t

work?

1.3 While observing the teacher’s lessons, describe the teacher’s classroom and lessons with respect to the following: a) Arrangement of desks:b)

How are the desks arranged? Explaining versus questioning

c)

: Does the teacher primarily lecture and explain, or does the teacher ask a large number of questions? Student motivation:

d)

Does the teacher provide a rationale at the beginning of the lesson that explains why the lesson is important? Use of Examples:

e) Does the teacher use examples, or is the information presented primarily in verbal form?

Classroom Order:

f)

Are the students orderly and attentive during the lesson? How does the teacher attempt to accomplish this? Assessment:

How does the teacher measure student understanding?

1.4 Discuss with the teacher the different forces that shape his/her curriculum.a) Why she/he emphasizes what she/he does, and why she/he de-emphasizes other aspects of his/her teaching?

Ask the following questions:

b) How much does he/she depend on textbooks to determine what he/she teaches? How much do curriculum guides influence what he/she teaches? How much does testing influence what he/she teaches?

c) Describe the school’s extracurricular program. How important is the extracurricular program, and why?

1.5 Prepare a unit or lesson plana) Ask the teacher for a copy of a unit or lesson plan. If a plan does not exist, ask the teacher to provide you with

the appropriate textbook, materials and guidelines to prepare a lesson plan for specific topics or concepts.

.

b) Work with the instructor in preparing a unit or lesson plan appropriate for the class observed. Revise your plan to match the appropriate format illustrated in the ESE 3341 textbook on pages 141-145.

c) Work with the teacher to develop your timelines and schedule your lesson to teach at the time of your module presentation.

1.6 Reflection on Experience

a) Address what you learn from the experience? statement. Summarize and evaluate entire experience.

b) Did your experience affect your decision to become (or not to become) an educator? c) What you liked and did not like about your lesson/delivery what you would change – why – etc.

2.0 Record and Maintain documentation

2.1 Maintain the Preservice Teacher Field Base Experience Report

. In addition, YOU MUST SIGN IN AT THE SCHOOL, if it is required by the school. Remember to wear your ID badge.

3.0 Provide a typed (using word-processing software) Final Report3.1 A COVER PAGE that must include the following:

that include:

Title (Example: “Preservice Teacher Field/Clinical Experience Base Report at Bond Elementary School”) Course Name, No. & Sec. (Theory and Practice Teaching in Secondary Schools: ESE 3341-301)

3.2 Complete SIX OBJECTIVES: Include responses to all five objectivesa.

listed in section 1.0 of these instructions. State the full objective

b. (skip a line– than respond). Use single spacing.

Unit and/or Lesson Plans (Obj. 1.5):

c. Spell and grammar proof your work. Use proper sentence structure.

Include a copy of your unit or lesson plan/s in this report. Use the appropriate format and components used in the ESE 3341 textbook pages 141-145

3.3 A REFLECTION ON EXPERIENCE statement: Summarizes and evaluates entire experience. At least one page

doubled-spaced. Spell and grammar proof your work. Use proper sentence structure.

3.4 A completed Preservice Teacher Field Base Experience Report (Typed) (See Sample Attachment – I. Obtain form from orientation package). Obtain required signatures and dates. Sign your name (as Preservice Teacher) and date.

3.5 Appendices: You may include any other documentation to support your experiences. 4.0 Failure to follow instructions and meet deadline will result in penalties.


26

ESOL RELATED ASSIGNMENTS

Note: Due dates and other logistics regarding each assignment will be given by the instructional leader. Assignment 1: (10 Points) Course Objective #6

Read and relate the Florida Consent Decree to the duties and responsibilities of the teacher to LEP students. Submit a written summary of your reading.

Assignment 2: (10 Points) Course Object #6

Florida Department of Education – Assessment of Limited English Proficient Students. State Board of Education Administrative Rules 6A-1.09432, Florida Department of Education (2002); State Board of Education Administrative Rules (6A-6/09091). Submit a typed critique of each State Board Rule.

Assignment 3: (10 Points) Course Object #7

Develop a resource bank of instructional aids highlighting those that are ESOL related. Conduct a web quest search for ESOL related materials and resources. Submit a list of the instructional aids researched that are ESOL related. (Please be prepared to give an example on the use of each instructional aid noted.)

Assignment 4: (10 Points) Course Objective #7

Identify activities from a menu of multiple intelligences that are appropriate for the various levels of the LEP child’s development. You will be expected to share your information during the discussion of Module 2: Learning Capacities: The Theory of Multiple Intelligence.


Read and critique the following article: Christison, M. (99/00). Teaching and Learning Language Through Multiple Intelligences. Annual Edition, pp. 103-107.

Assignment 6: (10 Points) Course Objective #7, 8 & 9

Read and critique the following article: Houston, H. (1999). 75 ESL Teaching Ideas. The Internet TSL Journal.


Vol. V, No. ll. Read and critique the following articles: a) Fueyo, V. (99/00). Below the Tip of the Iceberg: Teaching Language Minority Students. Annual Edition. 94-98 b) Guzman, J. “Strange as it may seem, new evidence shows it’s better to know two languages but he taught math

in English”


Develop a classroom management plan including modifications for ESOL students. Write a letter to the parents explaining the different actions that are culturally sensitive.

Assignment 9: (10 Points) Course Objective #3 & 6

Read and critique the following article: Villareal, A. (99/00). Parents as First Teachers: Creating an Enriched Home Learning Environment. Annual Edition. 148-152.


Utilize Madeline Hunter lesson format to develop a lesson plan to ensure that multicultural/ESOL components (strategies) are included. Tie-in prior knowledge, classroom arrangement to facilitate ESOL development and use of strategies.

Penalty Scale

Points Deducted

. Failure to follow instructions and meet deadline will result in penalties.

TASK

Up to

5

COVER PAGE: Must include the following: a. Title (Example: “Preservice Teacher Field/Clinical Experience Base Report at Bond Elementary School”) b. Course No. & Sec. and Name: (ESE 3341-301 THEORY AND PRACTICE-TEACHING IN SECONDARY SCHOOLS.) c. Your Name d. Last four digits of Social Security Number e. Signature

Complete SIX OBJECTIVES: Include responses to all six objectives listed in section 1.0 of these instructions. State the full objective (Objs: 1.1 to 1.4)

Up to 20pts

(skip a line– than respond). Use single spacing. a. Spell and grammar proof your work. Use proper sentence structure.

a. Include a copy of your unit or lesson plan/s in this report. (Use rubric to identify ESOL strategies for lesson plan Unit and/or Lesson Plans (Obj. 1.5):


27 production. Additionally, use checklist with criteria to select, adapt and develop instructional materials for a given set of instructional objectives to meet student-learning needs).

b. The instructor’s signature included. c. Use the appropriate format and components used in the ESE 3341 textbook pages 141-145

Up to 10pts

A. a. Summarizes and evaluates entire experience: what you learn from the experience? Did your experience affect

your decision to become (or not to become) an educator? What you liked and did not like about your lesson/delivery - what would you change – why – etc.

REFLECTION ON EXPERIENCE statement (Obj. 1.6):

b. At least one page doubled- spaced. c. Spell and grammar proof work. d. Use proper sentence structure.

Up to 25

PRESERVICE TEACHER FIELD BASE EXPERIENCE REPORT

100

(Typed). Attach to Report. Obtain required signatures and dates. Sign your name (as Preservice Teacher) and date. Note: You will receive an “F” grade without this report attached. LATE: Zero Tolerance for Late Work: Late work will not

be accepted: No exceptions.

CRITERIA ON ARTICLE CRITIQUE ASSIGNMENTS

Evaluation Criteria

1. Your selected article must relate to one of the ___ required topics

2. Attach a photocopy of your most thought provoking journal article and staple it to your critique

3. Your work must be word-processed, 12 font, double spaced, ___ pages, APA style

4. Provide a brief overview of the article, its purpose, focus and

5. Identify several key elements, concepts or ideas and discuss why they are important. Critique any

audience

strengths or weakness in the article and

6. Select one or two key points or ideas and describe how you would use it in your teaching. Provide real or hypothetical examples

state your reasons for this opinion

7. Include a strong balance of personal reaction as well as summarized information An example of the outline:

1. Brief overview 2. Key Points 1) 2) 3) 3. Strengths and Weaknesses of the chapter Strengths: Weaknesses: 4. Implementing key points in the classroom 5. Self-reflection for the assignment

Grading Please see Article Critique Assignment – Rubrics


28

ARTICLE CRITIQUE ASSIGNMENT - RUBRIC

Due: TBA

This assignment is designed to allow you to demonstrate your general knowledge of current issues and trends in secondary education. To complete the assignment you will choose one article commensurate with the assigned topic and critique it in a comprehensive and personal way. The goal is to portray in a concise and effective manner the main points of the article and to bring in your own position with a wider perspective of approaches and theories that may be pertinent to the theme. Together with the in-class questions this is your opportunity to demonstrate an initial understanding of this vast educational field, its implications and its challenges and potential. 9-10 Excellent: Ideas of the article are presented accurately, thoroughly, and concisely. Methodology/research approach has been carefully described, considered and critiqued. Findings are clearly stated and shown to be personally relevant. Such writing suggests an analytic, reflective and imaginative mind at work. All requirements of assignment have been met. 7-8 Proficient: Ideas of the article are presented accurately. Omissions of content are minor. Redundancy/wordiness in summary is noted. Methodology/research approach is mentioned and critiqued. Findings stated are shown to be personally relevant. Such writing suggests analytic and reflective ability. Requirements of assignment have been met. 5-6 Satisfactory: Major/key ideas of the article are presented. Omissions/inaccuracies of content are minor. Redundancy/wordiness in summary is noted. Methodology/research approach is mentioned. Critique of the article is present. Findings stated are shown to be personally relevant. Such writing suggests acceptable analytic and reflective ability. Most requirements of assignment have been met. 4-3 Limited: Major/key ideas of the article were not presented. Omissions/inaccuracies of content are major. Redundancy/wordiness interferes with the reader’s ability to grasp the main ideas of the summary. Methodology/research approach is weak and uncritiqued. Findings are not stated and personal relevance to the findings is not included. Such writing suggests more effort, editing and analytic ability are required. Requirements of assignment have not been met. 2-1 Poor: Major ideas mentioned are only marginally relevant and are largely undeveloped. Critique is inappropriate or lacking. Such writing suggests a lack of effort or ability.


29

PRESENTATION RUBRIC 4 3 2 1 Total

Organization

Student presents information in logical, interesting sequence which audience can follow.

Student presents information in logical sequence which audience can follow.

Audience has difficulty following presentation because student skips around.

Audience cannot understand presentation because there is no sequence of information.

Subject Knowledge

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

Student is at ease with expected answers to all questions, but fails to elaborate.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student does not have grasp of information; student cannot answer questions about subject.

Graphics

Student's graphics explain and reinforce screen text and presentation.

Student's graphics relate to text and presentation.

Student occasionally uses graphics that rarely support text and presentation.

Student uses pointless graphics or no graphics

Mechanics

Presentation has no misspellings or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Student's presentation has four or more spelling errors and/or grammatical errors.

Eye Contact

Student maintains eye contact with audience, seldom returning to notes.

Student maintains eye contact most of the time but frequently returns to notes.

Student occasionally uses eye contact, but still reads most of report.

Student reads all of report with no eye contact.

Enunciation

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Total Points:


30

RESEARCH PAPER RUBRIC Exemplary

4 Acceptable

3 Marginal

2 Unacceptable

1

Score The writer’s central purpose or argument is readily apparent to the reader

1. Purpose The writing has a clear purpose or argument, but may digress from it

The central purpose or argument is not consistently clear throughout the paper

The purpose or argument is generally unclear.

2. Thinking and Communication

Demonstrates in-depth understanding and insight into the issue(s) under discussion, through careful analysis and reflection. Ideas are developed and expressed fully and clearly, using many appropriate examples, reasons, details, or explanations. Examines the issue from three or more perspectives

Demonstrates a general understanding of the topic. Ideas are generally expressed clearly through adequate use of examples, reasons, details, or explanations. Examines the issues from more than one perspective.

Demonstrates some understanding of the topic, but with limited analysis and reflection. Ideas are not expressed clearly and examples, reasons, details, and explanations are lacking. Examines the issue from a single perspective.

Demonstrates little understanding of the topic. Ideas are not expressed clearly or supported by examples, reasons, details, and explanations. No interpretation and analysis of the material.

3. Sentence Structure

Sentences are well phrased and varied in length and structure. They flow smoothly from one to another

Sentences are well phrased and there is some variety in length and structure. The flow from sentence to sentence is generally smooth

Some sentences are awkwardly constructed so that the reader is occasionally distracted

Errors in sentence structure are frequent enough to be a major distraction to the reader

4. Grammar, Spelling, (punctuation, capitalization, etc.)

The writing is free or almost free of errors

There are occasional errors, but they don’t represent a major distraction or obscure meaning.

The writing has many errors The reader is distracted by them.

There are many errors. The reader is confused.

5. Word Choice Word choice is consistently precise and accurate

Word choice is generally good. The writer often goes beyond the generic word to find one more precise and effective.

Word choice is merely adequate, and the range of words is limited. Some words are used inappropriately.

May words are used inappropriately, confusing the reader


31

RESEARCH PAPER OUTLINE

COVER PAGE • Name of Course • Class Schedule • Topic • Name • Due Date

TABLE OF CONTENTS

INTRODUCTION

BODY

SUMMARY

REFERENCES


32

POWER POINT RUBRIC Favorable

4 Acceptable

3 Marginal

2 Unacceptable

1

Score Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.

Research and Note Taking

Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.

Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.

Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.

Pre Production Planning - Storyboard

The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement and size of graphic, fonts—color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.

The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.

The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.

There are a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.

Introduction The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience’s interests or goals.

The introduction is clear and coherent and relates to the topic.

The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.

The introduction does not orient the audience to what wil follow. The sequencing is unclear and does not appear interesting or relevant to the audience.


33 Content The content is written

clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Information is accurate, current and comes mainly from primary sources.

The content is written with a logical progression of ideas and supporting information. Includes persuasive information from reliable sources.

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. Sources used appear unreliable.

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.

Text The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.

Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.

Layout The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.

The layout uses horizontal and vertical white space appropriate.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background .

The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.

Citations Sources of information are properly cited and the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using appropriate citation format.

Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information.

Sometimes copyright guidelines are followed and some information, photos, and graphics do not include proper citation format.

No way to check validity of information.


34 Graphics, Sound and/or Animation

The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.

The graphics, sound and/or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.

Some of the graphics, sounds and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clip art or recycled from the internet. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.

The graphics, sounds and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.

Writing Mechanics The text is written with no errors in grammar, capitalization, punctuation, and spelling.

The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required.


35

LESSON PLAN RUBRIC

Items being Assessed Excellent 3

Satisfactory 2

Below standard 1

Introduction Stated grade level, topic, content area, and a rationale statement.

Left out one or two areas of the intro. or did not include intro.

Behavioral Objectives

Instructional goal and behavioral objectives are clear, included State Standards.

Instructional goal and behavioral objectives are vague. Did not use state standards or instruct. goals and obj. are missing.

Anticipatory Set

Contains multiple examples and detailed a script of what to say; examples of instruct. language included.

Focused student attention on the lesson, a ‘grabber’, connected prior knowledge.

Not really focused, did not connect with students’ prior knowledge or anticipatory set missing.

Teacher Input

Contains a detailed script and several examples of input for students to gain content understanding; incorporated alternative learning styles.

Provides basic information needed for students to gain the knowledge or skill.

Instructional input is vague. Did not define where it is from the rest of the lesson or teacher input is missing.

Modeling the behavior

Several examples of how students are to go about completing the lesson, includes detailed script/description incorporating alternative learning styles.

Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work.

Vaguely showed students what is expected or modeling the outcome is missing.

Check for comprehension

Checking for comp. is detailed with multiple examples of how the teacher will do this throughout the lesson.

Checking for comp. is stated with at least one example of how this will be done.

Checking for comp. not stated anywhere in the lesson plan.

Guided practice

Several examples of activities are included that incorporate alt. learning styles, cooperative groups or individ. work.

An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision.

Guided pract. is vague or no guided practice is present.

Closure

Clear, concrete, comprehensive; sets stage for new learning

Actions or statements are provided that are designed to bring a lesson presentation to an appropriate conclusion.

Closure is vague, or there is no closure mentioned.

Independent Several examples of activities are included that incorporate alt. learning styles, cooperative groups, or individualized work.

Practice

Lesson provides for reinforcement practice without teacher help; indep. practice is clearly linked to the lesson.

Did not provide independence from teacher guidance or no indep. practice mentioned.

Assessment

Assessment incorporates the stated objectives and reflects lesson goal with multiple and alternative assessment strategies described in detail.

An assessment is described with relevance to stated objectives; assess. data is collected or planned for collecting.

There is an assessment, it but it has little relevance to stated objectives or no assess. was mentioned in the lesson.


36

Materials

Examples of worksheets or info. attached with materials clearly stated and relevant to the lesson; books used are referenced.

Materials are listed and directly related to the lesson format and content.

Materials are incomplete, partly described, or materials are missing altogether.

Modifications for Students with Disabilities

Modifications and implementation procedures are clearly stated and appropriate for each of the five disability areas: ED, LD, MR, OI, OHI.

Modifications and implementations are identified for each of the five disability areas.

Modifications and implementations are not clearly identified (e.g., confusing, not sequential)

Technology Integration

Technology component and implementation is clearly linked to the goals and objectives of the lesson Comprehensive

Technology component and implementation clearly linked to the goals and objectives of the lesson. Brief.

Technology component and implementation not clearly linked to the goals and objectives of the lesson.

Mechanics

Neat, organized, no spelling and grammatical errors are present

A few spelling and grammatical errors are present or too many spelling and grammatical errors are present.

Overall lesson plan evaluation

Exceeds criteria. Lesson plan is well thought out, content is sensitive to the students’ needs, and follows criteria in rubric.

Lesson plan exhibits satisfactory characteristics as described in rubric. Meets passing criteria!

Lesson plan needs to incorporate the missing criteria for a passing grade


37

REFERENCES The references in Times New Roman are from Dr. Ellis. The ones in this font are from me. Square brackets are the library call numbers and mean Coleman Library has a copy. Adger, C. (2000). School/community partnerships to support language minority student success. CREDE Research Brief #5. Santa

Cruz, CA: Center for Research on education, Diversity and Excellence. Available online: www.crede.ucsc.edu. Balderas, V. A. (2001). Words and images that provoke informed multicultural identities. In L. Ramirez & O. M. Gallardo (Ed.),

Portraits of teachers in multicultural settings: A critical literacy approach (pp. 71-86). Boston: Allyn & Bacon. Banks, J., & Banks, C.M. (1995). Hand Book of Research on Multicultural Education. New York: Macmillan. Bracey, G. W. (2000). A short guide to standardized testing. Fastback 459. Bloomington, IN: Phi Delta Kappa Educational

Foundation. Bray, J. N., Lee, J., Smith, L. L., & Yorks, L. (2000). Collaborative inquiry in practice: Action, reflection, and making meaning.

Thousand Oaks, CA: Sage. Brown, K. (2001). World Englishes in TESOL programs: An infusion model of curricular innovation. In D. R. Hall & A. Hewings

(Eds.), Innovation in English language teaching (pp. 108-117). London: Routledge. Bruffee, K. (1995, January/February). Sharing our toys: Cooperative learning versus collaborative learning. Change, 27, 12 – 18.

[and online through Education Full Text database] California Department of Education. (2001). Resources for English learners. Available online: www.cde.ca.gov/sp/el/er. Carter C., Eggen P., & Kauchak, D. (2002). Introduction to Teaching: Becoming a Professional. Upper Saddle River, NJ: Merrill

Prentice Hall.

Chaffee, J. (2007). Thinking critically (9th ed.). Boston: Houghton Mifflin. Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals and achievement

outcomes. Journal of Educational Psychology, 93(1), 43-54. Clark, D. (2000, May 21). Bloom’s taxonomy of learning domains. Big Dog & Little Dog’s performance juxtaposition. Edmonds,

Washington: Donald Clark. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html Cooper, J. M., Goldman, S. R., Lawless, K., Leighton, M., & Morine-Dershimer, G. (2005). Classroom teaching skills (8th ed.).

Boston: Houghton Mifflin. [Coleman Library has the 4th edition: LB1025.2 .C57 1990] Davis, B. G. (2009). Tools for teaching (2nd

Diaz-Rico, L. T., & Weed, K. (2006). The crosscultural, language, and academic development handbook (3

ed.). San Francisco: Jossey-Bass. [Coleman Library has the first edition: LB2331 .D37 1993]

Diamond, R. M. (2002). Defining scholarship for the twenty-first century. In K. J. Zahorski (ed.), Scholarship in the Postmodern Era:

New venues, new values, new visions. New Directions for Teaching and Learning, no. 90. San Francisco: Jossey-Bass.

rd ed.). Boston: Allyn & Bacon.

Echevarria, J., & Graves, A. (2007). Sheltered content instruction: Teaching English language learners with diverse abilities. Boston:

Pearson. Farrell, T. S. C. (2006). Succeeding with English language learners. Thousand Oaks, CA: Corwin: Florida Dept. of Education. (2002). Educator Accomplished Practices: Preprofessional Competencies for Teachers of the Twenty-First

Century. Florida Education Standards Commission. Tallahassee, Fl.

http://www.nwlink.com/~donclark/hrd/bloom.html�


38 Florida Department of Education. (2002). The Code of Ethics and Principles of Professional Conduct of the

Education Profession in Florida. Tallahassee, FL: Florida Education Standards Commission. Friend, M., & Bursuck, W. D. (2002). Including students with special needs: A practical guide for classroom teachers. Boston: Allyn

& Bacon. Gottlieb, M. (2006). Assessing English language learners. Thousand Oaks, CA: Corwin. Huitt, W. (2004). Bloom et al.'s taxonomy of the cognitive domain. In Educational Psychology Interactive. Valdosta, GA: Valdosta

State University. Retrieved from http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html. Huitt, W. (2003). Psychomotor domain. In Educational Psychology Interactive. Valdosta: GA: Valdosta State University Department

of Psychology and Counseling. Retrieved from http://chiron.valdosta.edu/whuitt/col/behsys/psymtr.html Johnson, D. W., & Johnson, F.P. (2008). Joining together: Group theory and group skills (10th ed.). Boston: Allyn and Bacon.

[Coleman Library has the 7th edition: HM716 .J64 2000] Kaufman, D. B., Felder, R. M., & Fuller, H. (2000). Accounting for individual effort in cooperative learning teams. Journal of

Engineering Education, 89(2), 133–140. Retrieved from http://www.ncsu.edu/felder-public/Papers/Kaufmanpap.pdf Kellough, R. D., & Kellough, N. G. (2006). Secondary school teaching: A guide to methods and

Resources (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. [Coleman Library has the 1st edition BU2426]

Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development. Oliva, P. F. (2008). Developing the curriculum (7th ed.). Upper Saddle River, NJ: Allyn & Bacon. [Coleman Library has the 1st

edition: LB1570 .O49] Paul, R., & Elder, L. (2006). The international critical thinking reading & writing test: How to assess close reading and substantive

writing. Dillon Beach, CA.: Foundation for Critical Thinking. Paul, R., & Elder, L. (2006). A miniature guide for those who teach on how to improve student learning: 30 practical ideas (3rd ed.).

Dillon Beach, CA.: Foundation for Critical Thinking. Popham, W. J. (1999). Classroom assessment: What teachers need to know (2nd ed.). Needham Heights, MA: Allyn & Bacon. Stephens, D., & Story, J. (Eds.). (2000). Assessment as inquiry: Learning the hypothesis-test process. Urbana, IL: National Council of

Teachers of English. Stiggins, R. J. (2001). Student-involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Weimer, M. (2006). Enhancing scholarly work on teaching and learning: Professional literature that makes a difference. Hoboken,

NJ: Jossey-Bass.

NOTE: SYLLABUS SUBJECT TO CHANGE AT THE DISCRECTION OF THE INSTRUCTOR 3

http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html�

http://chiron.valdosta.edu/whuitt/col/behsys/psymtr.html�

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