MARY BALDWIN COLLEGE Liberal Arts and Educational Studies ED 400/400S: Senior Project Spring 16 Instructor Alice Waddell, Ed.D. 540-463-3243 Preferred Asst. Professor of Education 1378 Ross Road 540-463-6227 Home Fax Lexington, VA 24450 awaddell@mbc.edu Course Description: This course fulfills the Common Curriculum Requirement for Learning Outcome 3 by addressing authentic issues (M) This is a required course for all Liberal Arts & Educational Studies majors and should be done in the senior year. In this course, students will demonstrate their knowledge and understanding of best pedagogical practices and of the connections between theory and practice. In addition, they will demonstrate their ability to apply college-level learning from previous education courses to the development of an instructional unit aimed at mastery of the content of the elementary school curriculum or to the development of an original thesis on a topic related to teaching and learning. Learning Outcomes: 1. Students will synthesize learning from all previous courses in the major to develop a product that reflects their understanding of curriculum and instruction in the elementary school setting. 2. Students will demonstrate the ability to apply an inquiry approach to teaching through the development of an instructional program that supports students in achieving mastery of significant objectives as specified in the Virginia Standards of Learning. OR Students will demonstrate the ability to conduct research on a topic of their choice, approved by the professor of this course, to result in a thesis of approximately 20 pages of content excluding cover page, table of content, and reference pages. 3. Students will demonstrate writing skills appropriate to those contemplating entry into the teaching profession. APA style is required. Grading Scale: A 93-100 C+ 77-79 A- 90-92 C 73-76 B+ 87-89 C- 70-72 B 83-86 D+ 67-69 B- 80-82 D 63-66 D- 60-62 F 59 and below
Suggested Resources Publication Manual of the American Psychological Association (6 th Edition). 2010. Washington, D.C.: American Psychological Association. ISBN 13-978-1-4338-0561-5 Not necessary to purchase. For APA style, Grafton Library is an excellent resource as is the APA Formatting and Style Guide Purdue Online Writing Lab-- https://owl.english.purdue.edu/owl/. Personal Journals from Education courses, practica, and student teaching will be helpful, if applicable. Additional Possible References The resources marked with an asterisk will be especially helpful in this course. Berliner, D.C., & Biddle, B.J. (1995). The manufactured crisis: Myths, fraud, and the attack on American public schools. Reading, MA: Addison Wesley. *Bookhart, S.M. (2008). How to give effective feedback to your students. Alexandria, VA: Association of Campbell, L. & Campbell, B. (1999). Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Alexandria, VA: *Curwin, R.L., Mendler, A.N. & Mendler, B.D. (2003). Discipline with Dignity (3 rd ed.). Alexandria, VA: Danielson, Charlotte (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Dean, B. D., Hubbell, E. R., Pitler, H. & Stone, B. (2012). Classroom Instruction That Works (2 nd Edition). Alexandria, VA: *Education Leadership: Data, Now What? (December 2008/January 2009), 66(4). *Education Leadership: Multiple Measures (November 2009), 67(3). Emmer, E.T., Evertson, C.M., Worsham. M.E. (2006), Classroom Management for Middle and High School Teachers (7 th Edition). Boston: Allyn & Bacon. ISBN 0-205-45534-4 Harmin, Merrill (1994). Inspiring Active Learning: A Handbook for Teachers. Alexandria, VA: Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12. Alexandria, VA: *Jensen, E. (2005). Teaching with the brain in mind (2 nd ed.). Alexandria, VA: Association of Kellough, R.D., & Carjuzza, H. (2009), Teaching in the Middle and Secondary Schools, (9 th Edition). Boston: Allyn & Bacon. ISBN 978-0-13-158974-2 Kohn, Alfie (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association of *Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001), Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. ISBN 0-87120-504-1 *Marzano, R.J., Pickering, D.J., & McTighe, J. (1993). Assessing student outcomes. Alexandria, VA: Marzano, Robert J. (2003). Classroom Management That Works. Alexandria, VA: Association of
Marzano, Robert J. (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: McCarthy, Bernice (2000). About Teaching: 4MAT in the Classroom. Wauconda, IL: About Learning, Inc. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press. Pink, D. H. (2005). A whole new mind: Why right-brainers will rule the future. New York, NY: Riverhead Books. Ridnouer, Katy (2006). Managing Your Classroom with Heart: A Guide to Nurturing Adolescent Learners. Alexandria, VA: Schmoker, Mike (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: 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. Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing Student Learning Through Multimedia Projects. Alexandria, VA: Strong, James H. (2007). Qualities of Effective Teachers (2 nd ed.). VA: Association of Supervision and Curriculum Development. *Strong, R.W., Silver, H.F, & Perini, M.J. (2001). Teaching what matters most: Standards and strategies for raising student achievement. Alexandria, VA: Association of Supervision and Curriculum Development. Strong, R.W., Silver, H.F, & Perini, M.J. (2001). Teaching what matters most: Standards and strategies for raising student achievement. Alexandria, VA: Association of Supervision and Curriculum Development. Sprenger, M. (1999). Learning and memory: The brain in action. Alexandria, VA: Association of Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and Managing a Differentiated Classroom. Alexandria, VA: Association for *Tomlinson, Carol Ann (2014), The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD. ISBN 978-1-4166-1860-7 Voltz, D.L., Sims, M.J. & Nelson, B. (2010). Connecting Teachers, Students and Standards: Strategies for Success in Diverse and Inclusive Classrooms. Alexandria, VA: Association of Supervision and Curriculum Development. ^Wiggins, G. P. & McTighe, J. (2005). Understanding by design (2 nd ed.). Alexandria, VA: Association of *Wolfe, Patricia (2001), Brain matters: Translating research into classroom practice. Alexandria, VA: *Wong, H.K., & Wong, R.T. (2009), The First Days of School. Mountain View, CA: Harry K. Wong Publications. ISBN 978-0-9764233-1-7 Course Requirements: Students must fulfill one of the following course requirements. The design and details of the selected project option will be clearly defined through a project contract between the student and instructor. The final product must be submitted no later than April 8. 1. If the student is completing student teaching concurrently with ED 400 as part of the undergraduate degree, the student may opt to develop a student-teaching notebook
for submission to the education faculty. The notebook must be well-organized into sections which include: a. General information about the placement setting: Weekly schedules, seating charts, class rules and procedures documents, and so forth b. Written plans for all lessons taught during the 12-week student teaching placement. These must be organized by subject area. Each lesson plan must include the essential elements specified in the Student Teaching Handbook. Include a pre and post assessment. c. Copies of all weekly evaluation forms, mid-term and final evaluation forms, and lesson observation forms. d. Research section of at least ten pages addressing an agreed upon aspect of the unit s content or methodologies used. e. A final reflection paper that provides an overview of the experience and what was learned. Clear connections must be made between the student teaching experience and course work. It will also include reflections of the student teaching experience. This paper should be approximately 10 pages long. 2. If the student is not completing student teaching as part of the undergraduate degree (either choosing not to be licensed or planning to be licensed through PBTL or MAT), then he or she may opt to develop an instructional unit based on selected Standards of Learning, to be taught over the course of two weeks (minimum of ten lesson plans.). The unit must be comprehensive and look like the work of a professional teacher and worthy of publication. It must include: a. An introduction that gives an overview of the unit s goals and explains its overall theme or the essential questions to be probed throughout the unit using the Unit Plan provided on Blackboard. b. A minimum of ten lesson plans (using the template on Blackboard), each of which builds on previous lessons and leads logically to subsequent lessons. Objectives must be compatible with assessment plans. The instructional activities should demonstrate your ability to build on students interests and prior knowledge, and one should sense the way in which the activities lead the student to deeper understanding of the major concept of the unit. c. An assessment plan that includes both formative and summative evaluation, including a pre and post assessment. d. A complete inventory of resources, print and electronic, including children s literature, teacher resources, and appropriate websites to support learning. e. A paper that provides rationale or justification for the way in which the unit has been developed, demonstrating the ability to apply educational theory and research to the practical matter of daily and weekly instructional planning. This paper should be approximately 5 pages long. f. A research section of at least ten pages addressing an agreed upon aspect of the unit s content or methodologies used. 3. If the student is not completing student teaching as part of the undergraduate degree (either choosing not to be licensed or planning to be licensed through PBTL or MAT), then he or she may opt to write a thesis on a topic related to Grades K-6
curriculum or instruction. The topic may be specific to one curriculum area, such as mathematics or social studies, or it may be more general, such as a study on effects of homework or the history/development of approaches to behavior management. The paper should be approximately 20 of content, excluding cover page, table of contents, and references pages. Prior to Jan. 15, the student will conference with the instructor for a preliminary conversation regarding the design of the project. This conference may take place in person, by phone, or electronically. Between Jan. 27 and March 18 and the instructor will conduct not less than 3 guide sessions with the student to monitor and support the progress of the project. These sessions will be held in person, by phone, or electronically. Not later than April 18, the student will present their project to at least two members the Education faculty. This presentation will most likely be conducted in Edmondson House on the campus of Mary Baldwin College in Staunton. EVALUATION By College policy governing the senior requirement in all disciplines, enrollment in and completion of this course is possible only on a letter grade basis. Pass / No Credit enrollment is not permitted. The details of the course evaluation will be specified in the project contract. This will include. but not be limited to timelines, required components, and rubrics. Major components will be valued as follows: Participation 20% - The student must participate in not less than 4 conferences with the instructor and the final presentation to the faculty. The conferences will be scheduled in advance and in order to receive full participation credit the student must be available as scheduled including being on time. Initial Contract 10% - The project contract is critical to the success of the project. Final Product 50% - Based on the specifications in the project contract, the quality of the project will be assessed. Presentation to Faculty 20% - The student will present the project to at least two members of the Education faculty in person. The presentation must include artifacts, resources, references, etc. as necessary. There must be an electronic component in the presentation.
PRELINIMARY SCHEDULE No later than Jan. 15- Complete initial conference with instructor No later than Jan. 27 Final approval of project contract Between Jan. 27 and March 18 Complete at least 3 guide sessions with instructor, approximately one every three weeks Research sections are due for review by No later than March 18 Schedule presentation of project to the faculty This most likely will be done on one-two days for all students in ED400 and most likely will be done on the Staunton campus. No later than March 18 Submit draft of project April 8 Submit final project No later than April 18 Present project to the faculty The instructor reserves the right to make modifications to the syllabus, content, assignments, and course timeline when special circumstances occur. However, the intent of the contract will be binding. Feel free to contact Dr. Waddell as soon as you know you will be in this course. The earlier you get started, the better for you, especially if you are student teaching during this semester. I look forward to meeting and working with you. Do not hesitate to contact me at any time, including evenings and weekends. Your success is my success, and I insist on us both being successful! Dr. Waddell