Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida COURSE SYLLABUS. TaskStream

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1 Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida 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 Credit: 3 COURSE SYLLABUS Course Title: Theory and Practice of Teaching in Secondary Schools 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). Field Clinical Requirements Level II background clearance ($95.00) 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 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) rufus.ellis@famu.edu Office Hours Monday Tuesday Wednesday Thursday Friday Saturday Appt. Only 11:00-12:30pm Appt. Only 11:00-12:30pm Appt. Only N/A 5:00-5:30 pm 5:00-5:30 pm

2 2 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, criterionreferenced, 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:

3 Selected Conceptual Framework Proficiencies 3 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) CF: 5.6 (S) CF: 5.7 (S,D) Use the appropriate pedagogy to provide all students with the opportunity to learn. F: 7, 9 I: 7 Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom. F: 2 I: 6 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: 4 CF: 6.3 (K) Understand the conditions of both rural and urban students and families. F: 5, 11 I: 2,3 ACADEMIC LEARNING COMPACT 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: and click on Academic Learning Compacts. OVERALL GOALS OF THE COURSE 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 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) Module presentation (portfolio artifact) 10% Lesson plan (portfolio artifact) 15% Unit Plan (portfolio artifact) 10% Class activities 25% Best Practices Log 15% Field Clinical 15% Final Exam 10% Behavioral objectives INTASC Standards ESOL FEAPs 3, 5, 6, 10 & 13 1, 2, 3, 4, 5, 6, 7, 1, 3, 5, 8 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10 8, 9, 10, 11 & 12 3, 6, 7, 8, 9 & 13 1, 2, 3, 4, 5, 6, 7, 8 & 10 3, 6, 7, 8 & 13 1, 2, 3, 4, 5, 6, 7, 8 & 10 2, 3, 6, 11, 12 & 13 1, 2, 3, 4, 5, 6, 8, 9 & 10 2, 3, 6, 12 & 13 1, 2, 3, 4, 6, 7, 8 & 9 3, 4, 5, 6, 9 & 12 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10 6, 8, 9, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 12 6, 8, 9, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 & 12 1, 3 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12 1, 3, 6, 8, 9, 10 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12 1, 3, 6, 8, 9, 10 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12 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 FTCE Prof. Ed. 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, , 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, , 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, , 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, , 3.1, 3.2, 4.1, 4.2, 5.1, 7.2, 8.4, 8.5, 9.2, 9.3, , 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, , 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 PEU Conceptual Framework 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, , 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 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, , 1.2, 1.4, 2.4, 3.1, 3.2, 3.3, 4.5, 5.1, 5.3, 5.4, 5.6, 5.7, , 1.2, 2.4, 3.3, 4.5, 5.1, 5.2, 5.3, 5.4, ,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, , 1.2, 1.3, 2.4, 3.3, 4.5, 5.1, 5.4, 6.3

6 6 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 problemsolving 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 Standard: Plans, implements, and evaluates effective instruction in a variety of learning environments a Indicator: Identifies student performance outcomes for planned lessons b Indicator: Plans and conducts lessons with identified student performance and learning outcomes.

7 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

8 8 FLORIDA TEACHER CERTIFICATION EXAMINATION (FTCE) PROFESSIONAL EDUCATION COMPETENCIES AND SKILLS See Florida Department of Education website ( 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 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. Indicator 2.PRE.b Establishes positive interactions between the teacher and students that are focused upon learning. 2.PRE.c Varies communication (both verbal and nonverbal) according to the nature and needs of individuals. 2.PRE.h Practices strategies that support individual and group inquiry. Detailed description of assignment or activity 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): Students are required to maintain a log of activities and reflections/ impact observed. 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. Check one or both Type of Course Clinical Instrument Used X X Rubric X X Log X X Presentation Rubric

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 schoolbased improvement activities increases as time passes. The teacher s continued professional improvement is characterized by selfreflection, 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. X X Presentation Rubric 9 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. X X Course Syllabus (Field Clinical requirements) Field Clinical Experience Log (Reflections): The preprofessional teacher is required to maintain a log of activities and reflections/impact observed. X X 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, X X Presentation Rubric

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 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. 4.PRE.h Modifies and adapts lessons with increased attention to the learners creative thinking abilities. 5.PRE.d Recognizes students learning styles and cultural and linguistic diversity and provides for a range of activities. 5.PRE.e Has a repertoire of teaching techniques and strategies to effectively instruct all students. 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. 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. 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 X Required Text X X Required Text Book X X Presentation Rubric

11 6. ETHICS 6.1 The preprofessional adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. 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. 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. 7.PRE.f Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes. 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. 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. 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 X X Presentation Rubric X X Presentation Rubric 11

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 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 realworld 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. 13 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. X X Presentation Rubric 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 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. X X Presentation Rubric 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 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 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. Students are required to infuse technology (Power Point and other technology tools) as a critical component of their module presentation. X X Presentation Rubric PROFESSIONAL ORGANIZATIONS National Education Association National Middle School Association National Science Teachers Association National Social Studies Association National Music Teachers Association National Math Teachers Association

16 National English Teachers Association National Association of Black School Educators 16 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 instructionrelated, 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 TBA PART I: INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND SECONDARY SCHOOLS JANUARY / FEBRUARY Make introductions 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 TOPICAL OUTLINE/COURSE CALENDAR Day/Date Topics Expectations and Class Activities TBA PART I: INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND SECONDARY SCHOOLS MODULE 1 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM 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 17 (ESOL 5 & 8) 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 TBA TBA PART I: INTRODUCTION TO TEACHING AND LEARNING IN MIDDLE AND SECONDARY SCHOOLS MODULE 2 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM (ESOL (1 & 2) PART II: PLANNING FOR INSTRUCTION MODULE 3 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM 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 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 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 TOPICAL OUTLINE/COURSE CALENDAR Day/Date Topics Expectations and Class Activities TBA PART II: PLANNING FOR INSTRUCTION MODULE 4 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM (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 18 TBA PART II: PLANNING FOR INSTRUCTION MODULE 5 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM 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 (ESOL 2, 8, 11 & 12) FEBRUARY / MARCH TBA TBA TBA PART III: SELECTING AND IMPLEMENTING INSTRUCTIONAL STRATEGIES MODULE 6 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM (ESOL 5 & 8) PART III: SELECTING AND IMPLEMENTING INSTRUCTIONAL STRATEGIES MODULE 7 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM (ESOL 1, 11 & 12) PART III: SELECTING AND IMPLEMENTING INSTRUCTIONAL STRATEGIES MODULE 8 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, Read Module 6 Homework: fill in Best Practice Log Work on unit and lesson plans Read Module 7 Majority of field clinical assignments made Homework: fill in Best Practice Log 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 TOPICAL OUTLINE/COURSE CALENDAR Day/Date Topics Expectations and Class Activities STRUCTURE, AND REFORM Discuss practice lesson teaching guidelines and rubric Homework: fill in Best Practice Log 19 TBA TBA TBA TBA TBA TBA PART IV: ASSESSMENT OF TEACHING AND LEARNING MODULE 9 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM (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 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 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 Homework: fill in Best Practice Log Work on unit and lesson plans Practice teaching lesson Homework: fill in Best Practice Log 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 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 TBA Complete peer evaluation form for lesson if not turned in after 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 TOPICAL OUTLINE/COURSE CALENDAR Day/Date Topics Expectations and Class Activities Homework: fill in Best Practice Log 20 TBA Practice teaching lesson Complete peer evaluation form for lesson if not turned in after class Work on unit and lesson plans Homework: fill in Best Practice Log TBA Practice teaching lesson Complete peer evaluation form for lesson if not turned in after class Work on unit and lesson plans Homework: fill in Best Practice Log 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 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 FTBA PART IV: ASSESSMENT OF TEACHING AND LEARNING MODULE 10 TODAY S MIDDLE AND SECONDARY SCHOOLS: PURPOSE, ORGANIZATION, STRUCTURE, AND REFORM 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 Field Clinical assignment due Homework: complete final exam Final Exam due in digital drop box by 5:00 PM on due date

21 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. Students will be evaluated by the following course requirements: GRADING % = A 80 89% = B 70 79% = C Student need at least a 70% to pass course. 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. Credit for class attendance and participation is based on consistent attendance leading to participation in class during the entire class period. Maximum Points 100 Due Dates 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 TBA 8. Exam TBA 9. Exam TBA 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