HEFB/KNFB 322 Teaching and Schooling in the Modern Society Fall 2013

Transcription

1 HEFB/KNFB 322 Teaching and Schooling in the Modern Society Fall 2013 Dr. Susan Wagner Office: 360C Blocker Phone: Office hours: M W F am Section 500 TR 11:10-12:25 *Other office hours may be arranged Prerequisite: Junior or Senior Classification Course Description: In this course you and your classmates will develop an understanding of teaching and learning in multiple settings, including school and community venues. Using reflection (a calm lengthy intent consideration) you will explore the development, structure, management and finance of modern schools: philosophical, historical, ethical, and moral dimensions of teaching; the role of schooling in a democratic society; contextual issues in schools such as race, class, gender, sexual orientation, ethnicity, language, religion, learning styles, physical abilities and culture; and teaching as a profession. Course Goals: After the course is over students will Foundational Knowledge: Describe school aged (PK-12 th grade) students in multiple settings such as at school, in the community, participating in sports and in one on one personal interaction. Explain the responsibilities of teachers and the teaching profession, including ethical behaviors. Identify the issues of racism, sexism, classism, consumerism, immigration, and social injustice as they affect children and adolescents in schools today Describe the unique needs of 21 st Century learners, students in urban settings and English language learners (ELL) Application: Identify, describe, and formulate solution ideas on issues of racism, sexism, classism, consumerism, immigration, and social injustice observed in field settings during the semester. Develop a coherent educational philosophy using foundational knowledge. Integration: Explain how one s own educational philosophy and historical philosophers ideas can be combined to improve schooling today. Human Dimension: Identify and reflect on ways in which one s personal strengths and challenges will impact on one s ability to teach in the modern society. Intelligently discuss current events and course issues with others and identify the impact teachers and schools have on the future. Demonstrate qualities of acceptance, and respect for one s own and others experiences and perspectives during class discussions and in the field Caring: Show interest in the events impacting students, and schooling in today s society by continuing to learn about the issues via, reading, TV, the internet, experiences, and travel. Demonstrate a high level of interest in the teaching profession through creation of a quality professional portfolio. Learning How to Learn- Develop a plan for learning more about students and schooling in the modern society.

2 Course Readings: Book to purchase: Ayers, W. (2010). To teach: The journey of a teacher. New York: Teachers College Press. Readings in Moodle: Asquith, C. (2007). The emergency teacher. New York:Skyhorse Publishing. pp Caine, R.N. & Caine, J. (2011). Natural learning for a connected world: Education, technology, and the human brain. New York: Teachers College Press. pp Payne, R. (n.d.). Understanding and working with students and adults from poverty. Retrieved from: Rajagopal, K. (2011). Create success: Unlocking the potential of urban students. Alexandria, VA: ASCD. pp Field Experience: One of your major responsibilities in this course is to set up field experiences. You must have 45 hours total divided among three different settings. The experiences must afford you the opportunity to observe students at all levels of development (K-12) and from a variety of ethnic, cultural and socioeconomic backgrounds. You must have at least one school setting where you are in a school classroom. One setting must be a community setting where you see students outside of school, at community centers, boys and girls club, church youth group etc. A coaching setting either in school or community youth programs is required for KINE majors, and HLTH students who minor in coaching. HLTH students who do not minor in coaching must arrange to have a setting where they have experience with one student one on one, i.e. tutoring. Settings must be approved by your instructor to be accepted for your final grade. One setting may be brought in from a previous experience provided it is not any longer than one year ago, and is approved by your instructor. Since you will be certified all-level in your content area you must have both elementary and secondary settings. Documentation of your field experiences will be verified through a log sheet with dates, times, location and signature for observation hours completed. Portfolio : Much of your grade in this course will come through the work you do on your electronic portfolio. At the conclusion of the semester you will submit the portfolio as part of your grade. This electronic portfolio will become an employment portfolio when you leave Texas A&M and will be the basis for a final evaluation before you student teach. Attendance and Participation: Attendance and participation in class discussions and fieldwork is essential for success in this course. Students will be expected to ask questions and dialog with the professor and other students in the class (in person during class and via web tools). Read materials before class and bring them with you to class. Grading and Assignments: To Teach essay (100 pts.) A 1500 word essay that presents a critical reflective analysis of the book To teach will be posted in your electronic portfolio. Reactions to the ideas in each chapter and personal experiences supporting your analysis will be included. This essay must be written with intellectual rigor in grammatically correct form (typed, double spaced, 12 pt font). Grades will reflect the content and the quality of the writing. Ten points will be deducted from a paper with more than 3 grammatical errors. A paper turned in after the due date not later than one week will also receive a 10 point deduction. A paper later than one week will receive a 0 grade. Use APA format for any internal citations and the reference page. Include a title page and put your name on each page as a header Philosopher Presentation (100 pts.) You and a partner will be assigned an educational philosopher to research. Together you will prepare a presentation and a one page handout for this presentation. All group members must work on the presentation and handout together. If you do not contribute to the preparation and presentation you should not put your name on the presentation as this would be considered plagiarism. ecampus Discussions (100 pts.) Each week you will participate in a discussion about the films, readings and topics addressed in the course using the Blackboard discussion tool. Discussion postings must be scholarly, civil, and focused. You will be graded on your active participation and your focus on the films and readings for the course. Everyone must participate in the discussion as follows: A minimum of one original posting of at least 100 words related to the readings/films/topics or your field experiences each week and two responses of at least 25 words to the postings of other group members each week. The week begins immediately after class ends on Tuesday (2 pm) and ends before class begins (12:40) on the following Tuesday.

3 Electronic Portfolio (400 pts) Your Portfolio will have the following features: 1. A maximum1000 word reflective essay about each experience (3 essays total). Specifics on what to include presented in class and posted in Blackboard. 2. A complete chart of program student learning outcomes (standards chart) and a selection of artifacts as directed. 3. A 1000 word transcription of an interview with a teacher and a 1000 word transcription of an interview with a student. Each transcription must be followed by a word reflection on the interview. These will be included in the standards chart referenced above, as artifacts. 4. A maximum 1000 word final reflection synthesizing all the field experiences, and course content (readings, films, discussions, topics). 5. A word educational philosophy and why you want to be a teacher. Details on grading will be presented in class and on Blackboard. Quizzes (100 pts) over the readings. Each quiz worth 10 points will be given in ecampus and be due by class time on the due date. Final Exam (100 pts) will be a comprehensive essay exam covering the topics, class readings, films, discussions and your field work. Attendance and Participation (100 pts) Students who attend all class sessions and actively participate in class discussions will receive 100 points. (15 points will be deducted for each unexcused absence* after 2). See University student rule 7 Active participation involves; asking probing questions, making comments during class discussions, bringing relevant handouts, newspaper clippings, or journal articles to discuss, suggesting activities to enhance the investigation of a topic, and discussing class assignments, films, or field experiences (5 points per day will be deducted for nonparticipation). FINAL GRADE Calculation Out of 1000 possible points: =A (excellent) = B (good) = C (Satisfactory) = D (poor) Below 600=F *To receive a grade in this course you must complete at least 40 hours of field experience and all elements of the portfolio. A grade of D or F will require you to take this course over again because it will not count on your certification degree plan. Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call For additional information visit Academic Integrity For additional information please visit: An Aggie does not lie, cheat, or steal, or tolerate those who do. Copyrighted Materials: Most of the handouts and lecture materials used in this course are copyrighted (including but not limited to syllabus, exams, and in-class materials). These are legally protected documents, so please do not reproduce these materials for any use other than those related to this

4 HEFB/KNFB 322 Calendar Fall 2013 Italics=Work to be completed outside of class before the next class meeting Tuesday Thursday 8/27 Class orientation, ecampus, field work, Read: Chapters 1&2 in Ayers 9/3 Film Waiting for Superman Why Teach? Watch Unnatural Causes: In Sickness and in wealth in Mediamatrix.tamu.edu 9/10 Portfolio requirements Read Chapters 7&8 in Ayers 9/17 Bullying Complete Quiz 1 over To Teach 9/24 Sexual Orientation and Homophobia To Teach paper Due Discuss Portfolio home page Read: Ch 3&4 in Caine & Caine 10/1 Race and Culture Complete Quiz 3 over Ch 3&4 in Caine & Caine 10/8 Presentations: Dewey, Froebel Read: Payne Article 10/15 Social Capitol and Social Justice Complete Quiz 4 over Payne Article 8/29 *Film Waiting for Superman Read Chapters 3&4 in Ayers Sign-up for Dr. Wagner Apt. 9/5 Impact of Poverty on Schooling in US Read Chapters 5&6 in Ayers 9/12 Set up Portfolio meet in Blocker computer lab Watch Bully in Media Matrix Read information on bullying from 1 web site posted in ecampus 9/19 Discuss To Teach in preparation for writing paper Read: Ch 1&2 in Caine & Caine Watch Challenging Homophobia in Schools posted in ecampus from You Tube 9/26 The 21 st Century Learner Sign up for Philosopher presentation Complete Quiz 2 over Ch 1&2 in Caine & Caine Watch Hip Hop Beyond Beats and Rhymes in Media Matrix 10/3 Film The Angry Eye Racism Post home page in Portfolio by 5 pm-enter information in assignment tool 10/10 Developing a teaching philosophy using metaphor introduce ethics training requirement Read: Philosophy Advice article 10/17 Presentations: Friere, DuBois/Washington 10/22 Film Freedom Writers Read: Chapter 1 in Rajagopal 10/29 Ethical Behavior for Teachers- Print Ethics Module certificate and turn in to Dr. Wagner on or before today. 11/5 Immigration and English Language Learners Complete Quiz 6 over Chaps 4&5 in Asquith 10/24 Film Freedom Writers Urban Learners Read: Chapter 2 in Rajagopal Post Philosophy (why I want to teach) by 5 pm in portfolio-enter information in assignment tool. 10/31 Presentations: Montessori, Vygotsky Complete Quiz 5 over Rajagopal Ch 1&2 Watch Papers in Media Matrix Read: Ch 4& 5 in Asquith 11/7 Presentations: Bruner, Steiner Watch Killing us softly 4: Media impact on girls and women in Media Matrix 11/12 Sexism in Education 11/14 Presentations: Gilligan, Greene 11/19 Film Ron Clark Story 11/21 Film Ron Clark Story Tie it together 11/26 Work on portfolio 11/28 Thanksgiving Holiday 12/3 Turn-in hard copy documentation of hours completed, and submit portfolio in ecampus Review for final Final Exam: Friday Dec pm (Blocker Computer Lab)

5 * All Films are shown in the Library Annex Room 417B We are using ecampus as a course delivery system. To access the course go to ecampus.tamu.edu and log in using you re A&M net ID and password.