Georgia Regents University College of Education Department of Teacher Education. EDTD 7950A Advanced Topics in Content Area

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1 Georgia Regents University College of Education Department of Teacher Education EDTD 7950A Advanced Topics in Content Area Instructor: Barry Thompson, Ph. D. Phone: Office: UH Recommended Text: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, D.C.: American Psychological Association. Selected readings will be given in class. LiveText: All students admitted to degree programs in the College of Education are required to purchase LiveText software through the GRU bookstore or online. LiveText is an electronic, web-based data-management service that allows students and faculty to create, store, and publish documents online using a word-processing format. All students will upload assignments, their portfolios, and other required documents into LiveText. LiveText works better with the Mozilla Firefox browser rather than Internet Explorer. Students may Google Mozilla Firefox and download it to their computers. Course Description: The students in this course will examine current research, practices, and current issues in content area instruction as delineated in journal readings, conference proceedings, and other relevant sources. Students will synthesize these findings and will determine implications for curriculum and instruction in their specific content areas. Graduate Study in the College of Education Graduate courses in the College of Education follow the Georgia Regents University Credit Hour Policy. Each course has required instructional time and out-of-class work (assignments, readings, preparation of written work, field or clinical hours). Additional Instructional Requirements This course augments instructional delivery through the use of Livetext. These assignments are listed below: a. Online and face-to-face discussions with students b. Reading assignments and making a presentation on such readings Course Objectives: 1. To engage in intellectual activity within a community of learners. 2. To become aware of culturally relevant pedagogy as it applies to content areas. 3. To analyze and think critically about current trends in content area education. 4. To become aware of current trends in curriculum and instruction. 5. To become aware of theoretical foundations of curriculum and instruction. 6. To examine issues of race, ethnicity, social class, culture, gender, language, and sexual orientation in relation to the practice of teaching content areas. Conceptual Framework The preparation of teachers and other school personnel is critical to all other professions, and to communities, the state, and the nation. The professional educator plays an essential role in student learning. The Conceptual Framework of the professional education unit at Georgia Regents University consists of a mission and vision with an overarching theme to produce prepared, able, and responsive professionals to teach and support diverse learners. This mission and vision requires a partnership between the professional education unit including the College of Education, the College of Arts, Humanities, and Social Sciences, the College of Science and Mathematics, the local community educational system, community agencies, and the Partner School Network. Conceptual Framework: Mission Our mission is to educate prospective school professionals to be knowledgeable, effective, and ethical practitioners. Conceptual Framework: Vision 1

2 Our vision is to prepare school professionals who transform P-12 learners into thinking, productive citizens. Standard: Prepared Disposition: To think critically about the process of teaching, learning and assessment. Competencies: Candidates who are prepared will: P1 - demonstrate strong content and pedagogical preparation in their respective subject area or professional field. (I 1) (NB 2) P2 - use self assessment and analysis as a basis for collaboration with colleagues, continuing professional development and lifelong learning. (I 9) (NB 4) P3- possess an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) or professional field of study and create learning experiences that enable all students to learn. (I-1) (NB-5) P4- demonstrate an understanding about how students learn and develop (intellectually, socially, and individually) and provide developmentally appropriate curricula, learning opportunities and support. (I 2) (NB 1) P5- demonstrate knowledge about how to use information and technology effectively to foster active inquiry, collaboration, and supportive interaction in educational settings. (I 6) (NB 2) Standard: Able Dispositions: To be Creative, challenging, and flexible in teaching/professional practices. Competencies: Candidates who are able will: A1 - understand, use and support a variety of instructional strategies to encourage critical and creative thinking, problem solving, and achievement. (I 4) (NB 2) A2- create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all learners. (I 5) (NB 3) A3- plan, guide, and support instruction using knowledge of subject matter, the learners, the community, and curriculum goals. (I 7) (NB 2) A4- understand and use authentic assessment to evaluate and ensure the continuous development of the learner. (I 8) (NB 3) A5- organize, allocate and manage resources to support learning. (I-5) (NB-3) Standard: Responsive Disposition: To act in a manner that is empathetic, responsive, enthusiastic, inclusive, and reflective in relations with students, parents, peers, and others. Competencies: Candidates who are responsive will: R1- respect the dignity of all persons believing that all children can learn and have the right to an opportunity to do so. (I 3) (NB 1) R2- translate knowledge into creating and supporting meaningful experiences for diverse learners. (I 1) (NB 2) R3-accept responsibility for teaching and working in authentic settings with diverse populations of learners.(i 3) (NB 3) R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring, nondiscriminatory, and equitable manner. (I 2) (NB 1) R5- reflect on practice and continually evaluate the effects of choices and actions on others (students, parents, and other professionals in the learning community). (I 9) (NB 4) R6-foster professional relationships with school colleagues, parents, and agencies in the larger community to support the learning and well-being of all students. (I 10) (NB 5) National board for professional teaching standands addressed in this course: 1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities. 2

3 GA Professional Standards Commission Curriculum and Instruction Standards addressed in this course Element 1.1 Completers give evidence of planning that recognizes the needs of students, the contexts which must be considered when planning curriculum, and the philosophical frameworks that undergird curriculum design. Element 1.2 Completers provide evidence of the ability to align curriculum across local, state and national standards within and across subject areas. Element 1.3 Completers provide evidence of knowledge of resources, including technology, to support best teaching practices. Element 1.4 Completers exhibit the ability to evaluate curriculum by using performance data and student work to determine student understanding and to refine curriculum. Element 2.1 Completers demonstrate ability to design and modify environments that promote learning and are based on best practices and student performance data. Element 2.2 Completers exhibit ability to differentiate instruction through use of best practices, student performance data, appropriate resources and culturally responsive pedagogy. Element 2.3 Completers give evidence of ability to evaluate and modify instruction based on a variety of data, educational research, and continuous self assessment. Element 3.1 Completers exhibit the ability to apply current research and data to demonstrate content knowledge and appropriate resources to promote student success. Element 3.2 Completers exhibit sufficient pedagogical content knowledge to plan, implement and assess the important ideas and organizational structure of the domains represented in the content body of knowledge to benefit each student. Element 4.1 Completers demonstrate knowledge of major learning and developmental theories and how they explain student learning. Element 4.2 Completers exhibit ability to meet the diverse needs of students. Element 4.3 Completers provide evidence of an understanding of the cultural and linguistic contexts of learning. Element 5.1 Completers give evidence of the ability to apply theoretical insights and research findings to curriculum, instruction and assessment in P 20 systems to improve student learning, classroom processes, and/or institutional practices. Element 5.2 Completers demonstrate ability to use quantitative, qualitative and/or mixed research methods to investigate education problems and are able to articulate the findings in a variety of forums. Element 6.1 Completers exhibit knowledge of assessment that enables appropriate analysis and evaluation for facilitating student learning and effective instruction. Element 6.2 Completers demonstrate understanding of principles of assessment design. Element 6.3 Completers demonstrate the ability to use diagnostic, formative, and summative assessments to differentiate instruction, and to provide timely and effective feedback to improve student learning. Element 6.4 Completers demonstrate the ability to conduct program evaluations to determine the effectiveness of curriculum and instructional practice. Element 6.5 Completers demonstrate the ability to use assessment data to identify longitudinal trends, achievement gaps, and establish goals for improvement and are able to articulate pertinent information to a variety of audiences. Element 7.1 Completers establish high standards for academic rigor, intellectual inquiry and professional integrity. Element 7.2 Completers participate in and/or lead professional learning experiences to promote effective practices. Element 7.3 Completers advocate for the profession by modeling collaboration, leadership and professionalism. Methods of Instruction: The course will be conducted through presentations and demonstrations by the Instructor and students. Students will meet regularly to discuss their work with the Instructor. Where appropriate and possible, this will be done electronically. Course Schedule (Tentative) Week 1: Introductions: Self, Course, Students, Expectations, Assignments, etc. Week 2: Big Ideas/Issues/Current Trends in your Content Area 3

4 Week 3: Common Core State Standards and Presentation Week 4: Theories of learning Week 5: Race, ethnicity, social class, culture, gender, language, inclusion, single-sex/co-ed. differentiation, and sexual orientation in relation to the practice of teaching in the content area. Week 6: Assessment/Evaluation; Students presentations Week 7: Standards-Based/Non-Standards-Based Curriculum; Students presentations Week 8: Technology; Students presentations Academic Integrity: Academic integrity is expected of all students. The attempt by any student to present as his/her own work which he/she has not produced is regarded by the faculty and administration of GRU as a serious offense. Students are considered to have cheated if they turn in an assignment written in whole or in part by someone else. Students are guilty of plagiarism, intentional or not, if they copy from books, magazines, Internet, or other sources without identifying and acknowledging those sources or if they paraphrase ideas from such sources without acknowledging them. Plagiarism will be dealt with harshly including failure of the class and reporting to the judicial office. Academic honesty requires the presentation for evaluation and credit of one s own work, not the work of others. In general, academic honesty excludes: 1. Cheating on an examination of any type: giving or receiving, offering or soliciting information on any examination. This includes the following: a. Copying from another student s paper. b. Use of prepared materials, notes, or texts other than those specifically permitted by the instructor during the examination. c. Collaboration with another student during an examination. d. Buying, selling, stealing, soliciting, or transmitting an examination or any other material purported to be the unreleased contents of an upcoming examination, or the use of any such material. e. Substituting for another person during an examination or allowing such substitution for oneself. f. Bribery of any person to obtain examination information. 2. Plagiarism is the failure to acknowledge indebtedness. It is always assumed that the written work offered for evaluation and credit is the student s own unless otherwise acknowledged. Such acknowledgment should occur whenever one quotes another person s actual works; whenever one appropriates another person s ideas, opinions, or theories, even if they are paraphrased; and whenever one borrows facts, statistics, or other illustrative materials unless the information is common knowledge. 3. Collusion is collaboration with another person in the preparation or editing of notes, themes, reports, or other written work or in laboratory work offered for evaluation and credit, unless such collaboration is specifically approved in advance by the instructor. 4. Credential misrepresentation is the use of false or misleading statements in order to gain admission to Georgia Regents University. It also involves the use of false or misleading statements in an effort to obtain employment or college admission elsewhere, while one is enrolled at Georgia Regents University. GRU Account: It is imperative for students to check their GRU account daily. Students are responsible for any assignments or deadlines sent to them via GRU . If you have trouble accessing your GRU account, you should contact Information Technology Services at Computers and printers are available free of charge in computer labs throughout campus as well as the library and campus Internet cafes for students who do not have access from a home computer. Department of Teacher Education Website: Students are encouraged to visit the departmental website at A variety of forms, some interactive, may be downloaded from the website. There are also links, registration information and announcements which students will find useful. Writing Center: You may contact the GRU Writing Center ( ) for help with developing and improving composition skills. If you would like additional help with writing or learning APA style, inform the class instructor. Students with Disabilities: Students with disabilities who are registered with the Office of Disability Services should schedule an appointment with the instructor before the third week of class to discuss academic accommodations. If the student does not initiate this meeting, it is assumed no special accommodations or modifications will be 4

5 necessary to meet the requirements of this course. You may make an appointment by calling the Counseling and Testing Center (706) or visit their office located in Galloway Hall. Student Safety: Student safety is of primary importance. Students leaving classes late in the evening are encouraged to stay in groups of two or more and to report all suspicious behavior or persons to the GRU Office of Public Safety (emergency number ; non-emergency ). Emergency telephones are located in the University Hall parking lot and various other locations on campus. Cell Phones: The use of cell phones for calls, text messaging, or other tasks is prohibited in class. Bibliography: See Required Textbooks Computer Use: Almost everything we do now is done on computers. Remember, computers are not infallible. They will periodically crash, erase, destroy, or mutilate your documents. Make plans for that. A dead computer, printer or failed disk is not a reason for not having work completed. My advice, save and save again. Attendance Policy: I will keep an attendance record for the days we meet. You would be withdrawn from the class if you miss more than a total of 3 hours. If you cannot attend class, you will still be responsible for what transpired in class. I suggest that you keep in touch with your colleagues. Assessment: Attendance and Participation: 10 points Evaluation of a Textbook/Curriculum (Group Project): 30 points Empirical research Article Summary and Presentation (Individual):30 points Research study on Topic of Interest and Presentation (Group Project): 20 points Each assigned reading and presentation (Individual): 10 points *****You will need to add at least one assignment from this class to your M. Ed., Ed. S., or MAT Portfolio. Guidelines for grades: A: % Outstanding scholarship Performance that significantly exceeds the requirements and qualitative expectations of the course. Superior mastery of subject matter. Initiative and self-direction leading to significant study and related activity beyond course requirements. B: 90-80% Very good scholarship Performance that fully meets the requirements and qualitative expectations of the course. Solid mastery of subject matter. C: % Marginal scholarship Performance that falls somewhat short of the requirements and qualitative expectations of course. Limited mastery of subject matter. THIS IS THE LOWEST GRADE YOU CAN RECEIVE TO GET CREDIT FOR THE COURSE. D: 70-60% Substandard work Performance that falls short of the requirements and qualitative expectations of the course. Little demonstration of mastery of subject matter. F: % Failing work Performance shows no attempt to fulfill course requirements. Expectations fall extremely short of course requirements. POLICIES Technology Issues: Assignments must be submitted on the day and time that they are due. Technology problems will not be valid reasons for extension of due dates. The Georgia Regents University Computer Lab is available to students 24 hours a day. If you are experiencing technology difficulties avail yourself of the Georgia Regents University Computer Lab facilities. Online Etiquette: Remember that you are to observe professional etiquette when posting responses and communicating via . Be sure to always proofread for not only grammar and spelling but also tone of voice in your response. When providing constructive criticism to your peers remember to offer suggestions as well. Other Important Information: 5

6 Note: Students are required to attend classes regularly and punctually whenever the class meets. It is the student s responsibility to complete any task assigned during his/her absence. Points will be deducted for late submission of assignments 10% for every day it is late. Points will be deducted for grammatical and other errors in written assignments (4 errors = 1 point). All assignments should be typed double-spaced. You are advised to complete the readings and assignments, meet regularly with other students to discuss issues, and see the Instructor if you have any problems. Please refrain from bringing (except in your stomach) any form of food or drink to the classroom. If you do, there should be no eating or drinking in class (except with the Instructor s permission); and turn off your cell phones, please. (See above.) Children and other relations are not allowed in class. Occasionally, the Instructor may communicate with you via your GRU address, or the Announcement facility in Livetext; you are advised to read your campus and check your Livetext account regularly. Unless agreed upon (between you and the Instructor), assignments should not be submitted as attachments. Students with disabilities need to contact GRU s Office of Disability at (706) to discuss appropriate accommodations. (See above.) Students are strongly advised to read the section on Academic Honesty in the University Catalog. (See above.) 6

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