MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION. DEPARTMENT of INSTRUCTIONAL SYSTEMS and WORKFORCE DEVELOPMENT COURSE SYLLABUS

Transcription

1 MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of INSTRUCTIONAL SYSTEMS and WORKFORCE DEVELOPMENT COURSE SYLLABUS Course Prefix and Number: TKT 3003 Course Title: Credit Hours: Type of Course: Catalogue Description: Practicum in Technology Teacher Education Three (3) semester hours Practicum Field based observation of secondary technology students and participation in classroom activities. College of Education Conceptual Framework: The faculty in the College of Education at Mississippi State University are committed to assuring the success of students and graduates by providing superior learning opportunities that are continually improved as society, schools, and technology change. The organizing theme for the conceptual framework for the College of Education at Mississippi State University is educational professionals - dedicated to continual improvement of all students educational experiences. The beliefs that guide program development are as follows: 1. KNOWLEDGE - Educational professionals must have a deep understanding of the organizing concepts, processes, and attitudes that comprise their chosen disciplinary knowledge base, the pedagogical knowledge base, and the pedagogical content knowledge base. They must also know how to complement these knowledge bases with the appropriate use of technology. 2. COLLABORATION - Educational professionals must continually seek opportunities to work together, learn from one another, forge partnerships, and assume positions of responsibility. 3. REFLECTION - Educational professionals must be willing to assess their own strengths and weaknesses through reflection. They must also possess the skills, behaviors, and attitudes necessary to learn, change, and grow as life-long learners. 4. PRACTICE - Educational professionals must have a rich repertoire of research-based strategies for instruction, assessment, and the use of technologies. They must be able to focus that array of skills on promoting authentic learning by all students or clients, while exhibiting an appreciation and commitment to the value and role of diversity. TKT 3003 Practicum in Technology Teacher Education Revised Spring

2 Course Conceptual Framework: This practicum is required of all Technology Teacher Education majors. The practicum allows pre-service teacher candidates to develop the insight and skills needed to become effective teachers in a variety of school settings. The practicum also provides an opportunity for teacher candidates to observe effective master teachers at work in culturally diverse classrooms. It also serves as an experience of synthesis and application regarding the role of the teacher in working with students. Course Objectives: Upon completion of this course the candidate will be able to: 1. Examine the relationship between theory and practice by participating in school-based observation and teaching experiences that bridge the gap between the world of the student and the world of the teacher. (CFPO # 1; InTASC #s 1, 9, 10) 2. Determine how specific teaching methods, techniques, and strategies are employed in the schools, how classrooms are organized, and how students respond to the classroom environment. (CFPO #s 1, 3; InTASC #s 4, 5, 7) 3. Analyze and critically examine the role of the teacher in the teaching and learning process. (CFPO # 1; InTASC #s 6, 7, 8) 4. Identify and examine teacher dispositions that are expected of professional educators as delineated in professional, state, and institutional standards. (CFPO #1, 4; InTASC #s 7, 9) 5. Explore the relationship of various instructional strategies to multicultural and learning style differences that influence student s learning. (CFPO #3; InTASC #s 3, 4) 6. Demonstrate the ability to analyze and reflect on the classroom environment and the characteristics of the teacher and student. (CFPO # 2; InTASC #s 3, 5, 7) 7. Reflect on the teaching/learning process based upon the observation experience. (CFPO # 1; InTASC # 9) 8. Engage in critical thinking, reflective thinking, and problem-solving activities and exercises in order to assist them in making appropriate decisions regarding their future education and plans for teaching. (CFPO #1; InTASC #s 4, 9) Topics to be Covered: 1. Professionalism (CFPO # 1; InTASC # 9) (3 hours) a. What is professionalism? b. Why is it necessary to maintain a professional image in the classroom? c. What are the characteristics of a profession? d. How do professional organizations and associations serve teachers? e. What are the professional organizations in technology education? f. Does teaching have a code of ethics? Developed by whom? What are the provisions? TKT 3003 Practicum in Technology Teacher Education Revised Spring

3 Texts: 2. Dispositions (CFPO # 1; InTASC #s 9, 10) (3 hours) a. What are teacher dispositions? b. How procedures are used to establish and identify dispositions? c. How are teacher dispositions assessed? 3. The role of the teacher (CFPO #s 1-10; InTASC #s 1-10) (3 hours) a. What is the role of the classroom teacher? b. How does the teacher build a climate for learning? c. What individual differences are there among students in a classroom? Among classes? d. What is the teacher s role in motivating students to learn? e. How must the teacher be responsive to culturally differences in the classroom? f. What cultural differences exist in the classroom? 4. Planning and Managing Learning (CFPO #s 4, 5, 6, 7, 10; InTASC #s 4, 5, 7, 8, 10) (3 hours) a. How does a teacher plan and prepare for teaching? b. What instructional methods, strategies, and techniques are used by teachers to promote learning? Which might be preferred in a particular situation? c. What types of discipline problems occur in a classroom? How might these be resolved? d. How are the cumulative records of pupils used effectively and professionally by teachers? e. What is the Buckley Amendment? What are the implications for this amendment for secondary teachers? f. What instructional materials and technologies do teachers use in the classroom? What are the best methods for incorporating instructional materials and technologies into lessons? 5. Evaluating Learning (CFPO # 4; InTASC # 8) (3 hours) a. What methods of assessment are used to measure instructional objectives? b. How are student s grades determined? What grading systems are typically used in the classroom? Borich, G. D. (2011). Observation skills for effective teaching (6 th ed.). Boston, MA: Allyn & Bacon: Pearson. Glanz, J. (2004). Teaching 101: Classroom strategies for the beginning teacher. Thousand Oaks, CA: Corwin Press. TKT 3003 Practicum in Technology Teacher Education Revised Spring

4 Methods of Instruction: All Technology Teacher Education majors participate in a three-hour semester practicum prior to directed teaching. Students are encouraged to engage in problem-solving, self-analysis and reflection about teaching and learning. Candidates must spend a portion of their time in class prior to the 40 hours of observation in a school setting. Mini-lectures, guided, reflective, and small group discussions will be utilized. A critique of peer reviewed journal articles must be submitted for class discussion. The required format must be used. The inquiry method will also be used to engage students critical-thinking skills to analyze and solve problems in a systematic way. Suggested Student Activities: 1. Each student will be responsible for attending all scheduled class sessions and reading supplemental materials as assigned. Objectives # Each student will spend a minimum of 40 hours engaged in actual observation in a classroom setting. In observing individual classrooms, each student will complete exercises that will focus on several Dimensions of the Learning Climate: (A) Classroom Climate-Warmth and Control, (B) Administrative and Clerical Tasks, (C) Teacher/ Student Interaction, (D) Identifying Multicultural Issues in Classroom Interactions, (E) Identifying Sex Bias in Classroom Interactions and (F) Analyzing the Treatment of Exceptional Learners. Before completing the exercises related to the dimensions of the learning climate, each student is to complete assignment 2A: A Description of the School. (INTASC #s 1-10; CFPO #s 1, 2, 3, 4, 5, 6, 7, 8); Objectives #1-8 a. Classroom Climate. For the first portion of the observation, focus on the dimensions of classroom warmth and control. Read pp , Supplemental Materials, from Borich, Observation Skills for Effective Teaching. Then, following the directions in those pages, plot the classroom that you observed, using the grid provided for Classroom Climate. Write an analysis of warmth and control in the classroom you observed, including a discussion of our own reactions to this combination of warmth and control. Include your rating scales and plotted grid in this report. (1/2 page). b. Administrative and Clerical Tasks. The second portion of the classroom observation focuses on the teacher s handling of administrative and clerical tasks. Read from Borich, pp , Supplementary Materials. Observe and record time spent on non-instructional activities for one class period, using the form provided on p. 53. Present your results on the form along with a summary and analysis of your reactions. (1/2 page). c. Teacher/Student Interaction. This exercise asks you to observe a teaching lesson, focusing on various types of teacher/student interactions. Read the Supplemental Materials, pp Complete one of the observation forms and answer the TKT 3003 Practicum in Technology Teacher Education Revised Spring

5 questions on p.60. d. Identifying Multicultural Issues in Classroom Interaction. Read Affirmative Action: Equity in Education, p. 61 in the Supplementary Materials. Answer all of the questions posed in 3D, p. 62, Identifying Multicultural Issues in Classroom Interaction, and write an Analysis and Interpretation of your observation. (1/2 pages). e. Identifying Sex Bias in Classroom Interactions. Read Sadker and Sadker, pp , Supplemental Materials. Complete the Checklist, and write an analysis and interpretation of your observations. f. Analyzing the Treatment of Exceptional Learners. Answer all of the questions posed in 3F, p. 65, Supplementary Materials, commenting on each; and write an analysis and interpretation of your observations. (1/2 page). 3. Each student will: a. Observe the cooperating technology teacher conducting a minimum of five complete lessons. b. Complete the Observation exercises outlined in A-F. A written report must be submitted consisting of the exercises and analyses. c. Assist cooperating teacher in evaluating projects, grading papers, checking notebooks, workbooks, etc. d. Assist in non-teaching activities, including the supervision of study sessions (not study halls.) e. Observe cooperating teacher's approach to solving discipline problems. f. Write a description of how discipline problems were resolved by the cooperating teacher. g. Write a summary of the teachers' work with any extra-curricular activities (organizations, intramural, or clubs). h. Describe the student/teacher or parent/teacher conference. What was the problem, and what procedures were followed to solve the problem? i. Describe rapport with non-faculty members at the school site. j. Describe student reaction to you when you were in direct contact with them (group activity or one-to-one activity). k. Describe your concern and/or interest for the welfare of your students. l. Describe how the teacher responded to, or carried out policies of the school administration. Objectives # Each student will write a minimum 5 pages double-spaced, Reflective Summary describing what was most significant about the practicum experience. For example, what stood out for you? What did you learn that was most valuable for you? What were you left with emotionally? What are your hopes and fears about teaching now? Has the experience increased your desire to teach in your area of specialization or another area? Any other comments that you want to include that you deem appropriate. This is your opportunity to reflect in an open-ended way. Use one-inch top, bottom and side margins for this summary. Objectives #6, 7, 8 TKT 3003 Practicum in Technology Teacher Education Revised Spring

6 5. Each student will keep a daily observation log of activities and experiences to be submitted weekly during the observation period. Use the observation form provided. Objective #1 6. Each student will complete all assignments using word processing skills. (CFPO #10). All assignments must be organized in an electronic notebook to be submitted for final evaluation, unless there is extreme mitigating circumstances. Objectives #1-8 MSU Honor Code: Academic misconduct is a serious offense. Academic misconduct will be dealt with in accordance with the policy and procedures delineated in the Academic Misconduct Policy. See Academic Misconduct Policy and Procedures at As a Mississippi State University student I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do. See Mississippi State University Honor Code at Academic Honesty: All assignments in this course must be done on an individual basis. Critiques must be developed in accordance with guidelines of the Publication Manual of the American Psychological Association (6 th ed.). Students should not submit critiques in this course that have been submitted to other professors for course credit nor should students violate other policies addressed in AOP Academic misconduct is a serious offense. See Academic Misconduct Policy and Procedures at Technology: Instructional Technology is used to prepare materials for delivery of course materials to be retrieved through mycourses/blackboard. Students must develop journal article critique assignments based on a search of the Internet and various sites from the World Wide Web. A search of electronic databases must be conducted through the Mitchell Memorial Library for retrieving peer reviewed journal articles for development of journal article critiques; students must submit a proof of peer reviewed print screen for each journal article critique. The print screen must be submitted in the same file as the critique. Students must use Microsoft Office to complete course assignments, and will use Blackboard in retrieving and posting information for course assignments. TKT 3003 Practicum in Technology Teacher Education Revised Spring

7 Diversity: Diversity is addressed in Student Activity #s 2D, 2E, 2F and in Field Component #2. Field Component #8 indicates that students are required to complete their observational experiences culturally diverse technology classrooms in local public school settings. The Director of Clinical /Field-Based Instruction, Licensure, and Outreach will assist the department in ensuring that students are placed in school settings where they will gain experience observing teachers and students from different cultural and socioeconomic backgrounds. Disability: As provided in OP : Students with Disabilities, Mississippi State University is committed to providing equal educational opportunities to all students and assisting students in making their college experiences successful and positive. Recognizing that at times generalized student services are inadequate for meeting the unique needs of students with disabilities, and to comply with federal and state laws, regulations, and guidelines, the university has established Student Support Services to provide supportive services for its students with disabilities. Moreover, in AOP Academic Accommodation for Students with Disabilities: Students with disabilities requesting academic accommodations must identify themselves to the office of Student Support Services. Current documentation, verifying the disability must be submitted. Specific guidelines for this documentation occur at Disability Support Services within the office of Student Support Services generates Notification of Disability letters for the student. Students may visit the office to receive their letters. Distribution of the letters to their individual faculty/instructors occurs once the semester has begun. The student identifies himself/herself to the instructor as needing accommodation by delivering the corresponding Notification of Disability letter to them. The instructor, as a representative of the university, is obligated to provide reasonable accommodation. Prior to the academic advisement period, students may request a Notification of Disability letter for their advisor. Students with disabilities are encouraged to notify the instructor of their needs and the office of Student Support Services in accordance with university policy. Students may contact Student Support Services at or contact them at 01 Montgomery Hall; local phone # Field Component: Students will be required to complete 40 hours of observational experience in culturally diverse technology classrooms in local public school settings. Students must observe in approved public school sites and classrooms. Students must not report to any school without the approval of the university professor or record for the course. TKT 3003 Practicum in Technology Teacher Education Revised Spring

8 Total amount of time spent in field experience: 40 hours 1. Days of week students attend field experience: M-F (arranged on an individual basis, with approval of the school site cooperating teacher). 2. Site for field experience: Schools that serve as sites for students are typically located in close proximity to Mississippi State University. Practicum students are to do their observations in public school settings that include students with exceptionalities and diverse ethnic, racial, and socioeconomic backgrounds. To the extent possible, candidates are to do their observations in an academic business class and in a Technology Foundation classroom (ICT I/ICT II). 3. Purpose of field experience and activities: Through the practicum experience, the student experiences the many facets of a professional teacher s role and gains a deeper understanding of teaching, students, and the school environment prior to their directed teaching experience. 4. Expected Outcomes: The student will gain insight and understanding of the role of the teacher in working with students. The student will also become more knowledgeable of how teaching methods, techniques and strategies, classroom management procedures, assessment procedures, and instructional materials/media are utilized by the teacher in the classroom environment. 5. How is field performance assessed? Candidates are evaluated by their school site cooperating teacher on seven dispositions. The evaluator uses a three point scale to evaluate the candidate as shown on the instrument. Evaluation of Student Progress: These criteria will be utilized in determining the final practicum grade: 1) cooperating teacher evaluation, 2) score on journal article critique(s), (3) score on all reports assigned, including exercises and analyses described in 2A-F, (4) observation notes and analysis, and (5) score on final reflection summary. The instructor reserves the right to change assignments as deemed appropriate. TKT 3003 Practicum in Technology Teacher Education Revised Spring

9 Grading System: The grades based on points system will be used for scoring all assignments in this class. Evaluation Factor Weight Maximum Points Dimensions of Learning Exercises in 2A-F 30% 350 Observation Notes/Analysis 20% 150 Journal Article Critiques 20% 150 Reflection Summary 20% 250 Cooperating Teacher Evaluation 10% 100 Total 100% Total Possible 1000 Numerical Grading Scale-Total 1000 points Points Grade A B C D Below 600 F All assignments and field observation reports must be submitted in an organized electronic professional electronic portfolio/notebook. Reports will be evaluated in part, on the thoroughness with which exercises are addressed, degree to which personal affective responses are included, and clarity of expression, including accuracy of spelling, grammar, and punctuation on all reports (see Practicum E-Portfolio/Notebook rubric). Keep a copy of all of the assignments that you turn in. All work must be word processed and submitted in an E-professional portfolio/notebook on the due date. A hard copy of the Practicum Portfolio/Notebook must also be submitted to the instructor. Please do not submit recycled notebooks from other classes. Late Policy and Incomplete Grade: All assignments and the Practicum electronic portfolio/notebook must be submitted on the dates that they are due. However, if you fail to turn in your assignment by the due date, you will receive an automatic deduction of 5 points and you will receive an additional 2 pts. for each day that your assignments are late. A grade of I (incomplete) will not be granted EXCEPT under those circumstances allowed by university policy. See AOP 12.12, Mississippi State University Academic Operating Policy and Procedure Bibliography: Adams-Bullock, A., & Hawk, P. (2010). Developing a teaching portfolio: A guide for preservice and practicing teachers (3 rd ed.). Upper Saddle River, NJ: Prentice-Hall. TKT 3003 Practicum in Technology Teacher Education Revised Spring

10 Allen, D. W., & LeBlanc, A. C. (2004). Collaborative peer coaching that improves instruction: The 2+2 performance appraisal model. Thousand Oaks, CA: Corwin Press. Anderson, L., & Krathwohl, D. (Eds.). (2001). Taxonomy for learning, teaching, and assessing: A revision of Bloom s taxonomy of educational objectives. New York: Longman. Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, VA: ASCD. Ball, A. F. & Tyson, C. A. (2011). Studying diversity in teacher education. Rowman & Littlefied Publishers, Inc. Banks, J., & Banks, C. (2009). Multicultural education: Issues and perspectives. Hoboken, NJ: Wiley. Bella, N. J. (2004). Reflective analysis of student work: Improving teaching through collaboration. Thousand Oaks, CA: Corwin Press. Borich, G. D. (2013). Effective teaching methods (8 th ed.). Cambridge, MA: Pearson Publishing. Borich, G. (2008). Characteristics of effective teaching. In Salkind (Ed). Encyclopedia of educational psychology. Thousand Oaks, CA: Sage Publications. Brophy, J. (2010). Motivating students to learn. New York, NY: Routledge. Ciaccio, J. (2004). Totally positive teaching: A five-stage approach to energizing students and teachers. Alexandria, VA: Association of Supervision and Curriculum Development. Cohran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. Williston, VT: Teachers College Press. Coppola, E. M. (2004). Powering up: Learning to teach well with technology. Williston, VT: Teachers College Press. Dilg, M. (2003). Thriving in the multicultural classroom: Principles and practices for effective teaching. Williston, VT: Teachers College Press. Deiro, J. A. (2004). Teachers do make a difference: A teacher s guide to connecting with students. Thousand Oaks, CA: Corwin Press. DuFour, R., DuFour, R., & Many, T. (2010). Learning by doing; A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. Dyches, T., Carter, N., & Prater, M. (2012). A teacher s guide to communicating with parents: TKT 3003 Practicum in Technology Teacher Education Revised Spring

11 Practical strategies for developing successful relationships. Boston: Pearson. Emmer, E., & Evertson, C. (2012). Classroom management for middle and high school teachers (8 th ed.). Upper Saddle River, NJ: Merrill/Prentice hall. Glasgow, N. A., & Hicks, C. D. (2003). What successful teachers do: 91 research-based strategies for new and veteran teachers. Thousand Oaks, CA: Corwin Press. Goodlad, J. I., & McMannon, T. J. (2004). The teaching career. Williston, VT: Teachers College Press. Jeynes, W. (2010). The salience of the subtle aspects of parental involvement and encouraging that involvement: Implications for school-based programs. Teachers College Record, 112 (3), Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association of Supervision and Curriculum Development. Martin-Kniep, G. O. (2004). Developing learning communities through teacher expertise. Thousand Oaks, CA: Corwin Press. Martinez, M. C. (2004). Teachers working together for school success. Thousand Oaks, CA: Corwin Press. McGuire, J. V., & Giblin, C. S. (2004). Conversations about being a teacher. Thousand Oaks, CA: Corwin Press. Monroe, B. (2004). Crossing the digital divide: Race, writing, and technology in the classroom. Williston, VT: Teachers College Press. Mullin, D. (2003, January). Developing a framework for the assessment of teacher candidate dispositions. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans, LA. (ERIC Document Reproduction Service No. ED479255). NABTE. (2010). Business teacher education curriculum guide and program standards. Reston, VA. Popham, W. J. (2003). Test better: The instructional role of assessment. Alexandria, VA: Association of Supervision and Curriculum Development. Roberts, S. M. (2003). Schools as professional learning communities: Collaborative activities and strategies for professional development. Thousand Oaks, CA: Corwin Press. TKT 3003 Practicum in Technology Teacher Education Revised Spring

12 Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association of Supervision and Curriculum Development. Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association of Supervision and Curriculum Development. Tileston, D. W. (2004). What every teacher should know: The 10 book collection. Thousand Oaks, CA: Corwin Press. Wyatt, R. L. (2004). So you have to have a portfolio: A teacher s guide to preparation and presentation. Thousand Oaks, CA: Corwin Press. Wong, H. K., & Wong, R. T. (2004). The first days of schools: How to be an effective teacher (3 rd ed.). Alexandria, VA: Harry Wong Publications, Association of Supervision and Curriculum Development. TKT 3003 Practicum in Technology Teacher Education Revised Spring