CI 423 1Wichita State University

College of EducationCourse Syllabus

CI 423: Instructional Strategies, Assessment, and Management (ISAM): Secondary Education

3 credit hours

Semester: Spring 2009 Location: Corbin (CE) #157

Class Times: Monday & Wednesday, 12:30-1:45 (CRN 22215) OR 2:30-3:45 (CRN 22213)

Faculty Member: Daniel Bergman, Ph.D.

Office Address: 117 Corbin Education Center, Campus Box 28, WSU, Wichita, KS 67260

Office Hours: Monday & Wednesday, 10:30-12:00; other times by appointment

Telephone: (316) 978-6387Note: Weather Cancellations – Call 978-6633 (select 2) to obtain information on weather related class cancellations. Unless WSU is officially closed or the printed class schedule indicates, class will be held.

E-mail Addresses: - Send all questions and related correspondence to daniel.bergman@wichita.edu - Send ALL completed assignments to bergmanphd@hotmail.com

Catalog Description: This course addresses concepts and skills related to classroom instruction, management, and assessment or adaptations for specific students for secondary education.

Prerequisites: CI 317 Literacy Strategies in the Content Areas, CI 427 Philosophy, History and Ethics of Education and CI 318 Middle Level/Secondary Literacy Practicum; concurrent enrollment in CESP 433 Introduction to Learning and Evaluation and CI 424 Secondary Education Practicum

Textbook(s) and Related Material:*

Charles, C.M. (2004). Building Classroom Discipline. Boston: Allyn and Bacon

Sparks-Langer, G.M., Starko, A.J., Pasch, M., Burke, W., Moody, C.D., and Gardner, T. (2004).Teaching as decision making: Successful practices for the secondary teacher. Upper SaddleRiver, NJ: Pearson.

Wong, H.K., & Wong, R.T. (2001). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.

Additional resources to be provided via instructor and electronic media.

* Information contained in all texts/resources will be helpful in the completion of the Practice Teacher Work Sample (PTWS) and the Teacher Work Sample (TWS).

CI 423 2

Major Topics: Each guiding principle, associated with a major topic, is addressed and assessed in this course:

Major Topics

Guiding Principles from the Unit Conceptual Framework*

Prof

essi

onal

ism

and

R

efle

ctio

n (P

R)

Hum

an D

evel

opm

ent

and

Div

ersi

ty (H

DD

)

Con

nect

ion

of T

each

ing

Expe

rienc

es a

nd

Ass

essm

ent (

CTA

)

Tech

nolo

gy (T

)

Con

tent

Kno

wle

dge,

Pe

dago

gica

l Con

tent

K

now

ledg

e, a

nd

Alig

nmen

t with

St

anda

rds (

CK

S)

Col

labo

ratio

n (C

)

Professionalism and reflection ×Human development and diversity ×Connection of teaching experiences and assessment

×

Technology ×Content knowledge ×Pedagogical content knowledge ×Alignment with standards ×Collaboration ×* http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03.pdf

Technology Expectations: Students are expected to be familiar with all of the technology expectations of the Core I Technology Integration Plan. In addition, students should check their WSU e-mail account at least every other day for messages. Technology awareness and applications play a major role in this course. Students are expected to approach all learning with an open attitude; this is especially true of learning in the technological area.

Students are expected to word process formal written materials. Internet research is required for formal written assignments. E-mails will be answered in a timely manner during the workweek. For an immediate response, students are encouraged to use the home telephone number provided.

For Undergraduate Teacher Education also see the course outline for the Technology Integration Plan Requirements.

A Note about Confidentiality:Maintaining the confidentiality of Birth-to-Grade 12 pupils with whom WSU field placement students work is extremely important and is a legal requirement.  It is also important to remember that our field placements exist because WSU maintains good working relationships with schools.  Thus, it is critical to maintain confidentiality with respect to children, teachers and other school personnel. 

You are encouraged to use your good judgment using non-identifying pseudonyms to refer to your placement sites, cooperating teachers, and students in your classes in all of your written communications (including journals, personal blogs, Facebook, etc.) and in public conversations (e.g. on a bus, in a restaurant, etc.). 

CI 423 3Learner Outcomes (assessments, guiding principles and KSDE standards):

Course Outcomes Related AssessmentGuiding Principles from

the Unit Conceptual Framework (PR, HDD,

CTA, T, CKS, C)

KSDE Program Standards

The secondary educator is a reflective professional.

Management PlanReflective Quizzes

Final ExamPR, CTA S9-K1, S13-K4

The secondary educator knows human development and promotes the ideals of human diversity.

Lesson PlansGroup PresentationManagement PlanReflective Quizzes

Final Exam

HDD, CKS S2-K3, S3-K2-3-5, S5-K5, S6-K1-2

The secondary educator connects teaching experiences with assessment.

Lesson PlansGroup PresentationManagement PlanReflective Quizzes

Final Exam

HDD, CTA, T, CKS S3-K1, S4-K3, S5-K1, S7-K4, S8-K1-2

The secondary educator is technologically skilled by knowing different kinds of technology tools and techniques and the roles these play in enriching learning opportunities, enhancing professional development, and facilitating professional productivity.

Lesson PlansGroup PresentationManagement Plan PR, T S12-K1-2-3

The secondary educator is knowledgeable about both content and pedagogy and how to align both with standards.

Lesson PlansReflective Quizzes

Final ExamHDD, CTA, CKS

S1-K1, S2-K1, S4-K2-4, S5-K3-4-6, S6-K 3-4, S7-K1-2-3, S8-K3, S11-K1-

2-3-4

The secondary educator works collaboratively to understand how schools are organized and function within the larger community context and the importance of collaboration among all stakeholders to promote maximum learning.

Lesson PlansGroup PresentationManagement PlanReflective Quizzes

Final Exam

C S10-K1, S10-K2

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Have you ever really had a teacher? One who saw you as a raw but precious thing, a jewel that, with wisdom, could be polished to a proud shine? If you are lucky enough to find your way to such teachers, you will always find your way back. Sometimes it is only in your head. Sometimes it is right alongside [them].

- Mitch Albom, Tuesdays with Morie

CI 423 4Course Assignments:*Detailed assignment sheets and rubrics will be distributed in class for appropriate assignments.

Attendance/Participation (10%)Group Presentation on Discipline Theory/Peer Evaluation (10%)Classroom Environment, Procedures, & Management Plan/Peer Evaluation (15%)Lesson Plan on Large Group Instruction (15%)Lesson Plan on Small Group Instruction/Peer Evaluation (15%)Final Exam (35%)

In addition to the above, Reflective Quizzes may be used during the semester if students do not exhibit behaviors indicating participation in class or course readings. These quizzes may be included in the Attendance/Participation points. They are timed quizzes that provide practice for the Principles of Learning and Teaching standardized test—a requirement of state licensure.

*More information regarding the assignments listed above will be provided during the course of the semester.

Class Attendance and ParticipationThis class is an important experience in your development as a professional teacher. Your participation in the activities and discussions in the course as well as the completion of regular homework assignments are critical to your success.

Tardies and missed classes will detrimentally affect your grade because this class must be experienced. It is impossible to “make up” discussions and activities by simply reading. Students who have any unexcused absences cannot defend an A for their Attendance/Participation score. Teachers cannot be late to class, nor can they be absent without affecting the continuity of their instruction.

You are expected to respectfully consider alternate opinions and contribute to the class discussion. Take notes, ask questions, think, rethink, and be an active participant in your learning. Learning is a dynamic process. You expect your students to be respectful and participate in your class because this will aid their learning. I expect the same of you !

A Recommendation—Professional Teaching PortfolioBegin collecting artifacts and documentation that demonstrate what you have learned and your commitment to the teaching profession. Your portfolio should be self-explanatory, and say much about you. Ensure that your portfolio truthfully portrays you, your professionalism, energy, and commitment to teaching. This portfolio will be invaluable to you when you begin interviewing for positions. The portfolio will NOT be turned in. Its significance lies in its value to you in acquiring a position and continuing your professional development. Moreover, the materials you collect for your portfolio will give you a “head start” for your Resource File, a prominent assignment in the subject-specific methods courses (CI 454).

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I have never looked upon ease and happiness as ends in themselves—this ethical basis I call the ideal of a pigsty.

- Albert Einstein

CI 423 5Grading: Weighted averages of the assignments above combine to form the overall grade earned in this course, given as a final overall percentage. Neither individual nor final scores will be rounded up. The overall percentage translates into the following letter grades and designations.

Distinguished Achievement (A) = 90-100%Superior Achievement (B) = 80-89%Average Achievement (C) = 70-79%Below Average Achievement (D) = 60-69%

Course Policies:

* Papers will be word processed, APA style, and submitted as attached Word documents (.doc, please NO .docx format). Send all assignments to bergmanphd@hotmail.com (please note this special address; papers sent to the wrong email address will lose 10% points).

* Due dates are given in the initial CI 423/424 schedule provided on Blackboard. Turn in work on or before these deadlines.

* Late papers will lose 10% points for each day after the due date. Please back up your work.

* Please turn off all electronic devices (laptop, cell phone, music, PDA, etc.) during class.

Certification Requirements: Both the state of Kansas and national accreditation requires that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive satisfactory ratings on certain required assessments, many of those assessments are embedded within program’s coursework.

One such assessment required for all professional education courses is The Teacher Education Professional/Dispositions Rubric. This rubric will be completed by the CI 423 course instructor at the conclusion of the semester for each student. The proficiency required of candidates is a 3 or higher in each area of the rubric. A copy of that rubric is attached to this syllabus.

No additional required assessments occur in this course.

Students failing to attain a satisfactory rating on a required assessment may be provided special assistance. The university is not able, however, to recommend individuals for licensure who fail to attain a satisfactory rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

Information on program Transition Point requirements can be found in the program handbook. Candidates unable to successfully meet Transition Point criteria will ordinarily be assigned remediation, which may affect progress in the program (e.g., not proceeding to next semester’s coursework). It is necessary to meet Transition Point criteria in order to secure licensure recommendation or graduation even though general GPA requirements may be met.

CI 423 6TEACHER EDUCATION PROFESSIONALISM/DISPOSITIONS RUBRIC

INSTRUCTOR: Please complete this rubric on each teacher education candidate that you have in your course. The rubric should be completed the last week of classes so that evaluators have as much exposure and contact with the candidate as possible. Please return rubric to Associate Dean for Teacher Education, Campus Box 131.

Student name ____________________________ Course ____________________________ Sem ester _______________________________ Instructor __________________________

CRITERIONSCORE

5 POINTS 3 POINTS 1 POINT -1 POINT

RESPECTRecognizes and respects multiple perspectives (verbally and nonverbally)

COE Conceptual Framework Proficiency/Disposition = C3

Communicates with a problem-solving attitude, asking for clarification, checking understanding of the other position before stating and justifying an alternative position

Communicates disagreement/ disapproval of others’ statements, states an alternative position, and provides justification for that position

Communicates disagreement/ disapproval of others and/or their statements while providing an alternative solution

Communicates disagreement/ disapproval of others and/or their statements rudely and disrespectfully

JUSTIFICATIONJustifies and supports statements (Communicates specific observable behaviors, established theories, and/or literature to support conclusions and/or personal opinions rather than stating judgments)COE Conceptual Framework Proficiency/Disposition = CTA3

Explains connections between personal opinions and/or judgments through behavioral observation, established theories, research literature, and/or course content

Bases personal opinions and/or judgments in behavioral observations, established theories, research literature, and/or specific course content

Provides limited justification or support for personal opinions and/or judgments (when questioned)

States personal opinion or makes judgments without justification or support

PARTICIPATIONParticipates in activities and discussionsCOE Conceptual Framework Proficiency/Disposition = C3

Consistently contributes in ways that support group members and extend the group’s work

Often makes verbal and/or nonverbal contributions related to activity/discussion

Seldom makes contributions related to activity/discussion

Does not participate in class discussion or activities

ATTENDANCEAttends class and pays attention in classCOE Conceptual Framework Proficiency/Disposition = C3

Attends class regularly, arrives on time to class, is attentive and well- prepared, does not leave early.

Attends class regularly, arrives on time, is attentive in class, does not leave early.

Attends class regularly, arrives on time, is inattentive in class, leave early.

Misses class or arrives late; is inattentive in class, and leaves early.

COMMITMENTValues both the learning process and the information garnered in the processCOE Conceptual Framework Proficiency/Disposition = CKS2

Demonstrates an eagerness for the information presented in classes as well as for the learning process

Makes statements that reflect a sense of value in the material covered in education courses and for the learning process

Shows neither positive nor negative attitude toward information presented in course work and for the learning process

Expresses disdain for information presented for courses and/or learning processes

PROFICIENCY: Score of 3 or higher in each area

Comments/Questions (place on the back of this sheet)Approved by Professional education Program Committee 4/4/05

CI 423 7Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty constitutes dismissal from the University (Please see WSU Student Code of Conduct).

Special Needs: ADA – If you have a physical, perceptual, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173.  (Voice/TDD 978-3309).  ODS will review your concerns, confirm your disability, and determine, with you, what accommodations are necessary.  All information and documentation of your disability is confidential and will not be released by DS without your written permission.

Educational Materials Resource: Book fine policies are in effect for any materials checked out for this class from the Library Resource Center (LRC) at the Joyce Focht Instructional Support Center (USD 259), 412 S. Main, Wichita. All materials for this class must be returned and fines paid at the LRC by this semester's Study Day before grades for this class will be recorded. NOTE: At the time of check out at the LRC, you will be asked to give your name, WSU student identification number, and identify the appropriate WSU class and instructor's name.

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The sower may mistake and sow his peas crookedly;The peas make no mistake, but come up and show his line.

- Ralph Waldo Emerson

Knowing trees, I understand the meaning of patience.Knowing grass, I can appreciate persistence.

- Author Unknown

Education is the most powerful weapon which you can use to change the world.

- Nelson Mandela

If we don’t model what we teach, we are teaching something else.

- Author Unknown

In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.

- Eric Hoffer

CI 423 8We do this not because it is easy, but because it is hard!

- John F. Kennedy

Education is not a problem. Education is an opportunity.

- Lyndon B. Johnson

The greatest accomplishment is not in never falling, but in rising again after you fall.

- Vince Lombardi

Silence is one of the greatest arts of conversation.

- Hannah More

People don’t dislike change. They dislike being changed.

- Mike Basch

If someone is going down the wrong road, he doesn’t need motivationto speed him up. What he needs is education to turn him around.

- Jim Rohn

CI 423 9

Clough, M.P. & Berg, C.A. (2006). Promoting effective science teacher education and science teaching: A visual framework for teacher decision-making. Proceedings of the International Meeting of the Association for Science Teacher Education. Portland, OR: January 12-15.

The above schematic illustrates a research-based framework (RBF) for teaching. It highlights aspects that are critical to consider when making decisions in the classroom. All teaching decisions should consider multiple knowledge bases, grounded in educational research. Developing these knowledge bases is itself a difficult task; using them is yet another. Push yourself to get better at both. Our students deserve our best!