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BRESCIA
UNIVERSITY EDUCATIONAL STUDIES
SECONDARY
EDUCATION
FALL 2006
Items
I through VII:
Course Title: Teaching Secondary School Subjects
Course Number:
Ed 407
Credit: 3 Credit Hours
Time:
Mondays & Wednesdays
3.30 - 4.50pm
Prerequisite: Ed 301 and Admission to Ed
studies program or permission of instructor
Instructor: Dr.
Patricia Akojie
Office: Room 354A
Office Hours: M-Th (As posted)
Telephone: (O) 270 519-6944
Friday
– by appointment
(H) 270 686-4200
Email: patricia.akojie@brescia.edu
Text:
Kellough, R. D. & Kellough, N. G. (2007). Secondary school teaching:
A guide to
methods and resources (3rd
ed.). Upper Saddle River, NJ: Prentice Hall.
Schultz, F. (2006). Annual Editions: Education ‘06/’07. Dubuque: McGraw Hill
Other Reading texts are available at the CRC and the library
General Education (GER) or Major Requirement: This course does not fulfill a specific Brescia GER; however, this course is a requirement for students
becoming certified in secondary education.
Items
VIII through XI:
Course Description: This course
provides students an overview of the secondary school structure, historical perspective, curriculum diagnosis, and planning. Thirty hour field placement required
Course Objectives: By the completion of this course, the student will
be able to:
1)
Identify the objectives of secondary education
2)
Analyze social and developmental issues that impact secondary classrooms.
3) Identify the various components of the
secondary school curriculum
4) Identify national and state standards for instruction in a specific content area.
5) Write a lesson plan within the student’s
chosen subject field
6) Analyze basic teaching methods and their
application in a secondary school setting.
7) Examine current methods for teaching in a specific content area.
8) Identify and examine approaches to classroom management and discipline.
9) Examine the characteristics of sound classroom assessments.
Instruction Activities & Means of Evaluation: Instructional methods
& evaluation will include:
1) A mixture of direct
instruction, group activities, and role plays, and field experiences.
2) Journal Reflections: Each student will keep a journal about their field experience. Guidelines will be provided for this assignment. You need
a pocket folder for storing your interviews and reflections.
3) Reading and reviewing research for effective teaching strategies in the classroom. The text, CRC, and university library will be used as resources.
4) Mock teaching using
technology. Need one storage disks for Presentation– floppy or CD
5) Research Paper Presentation
using Technology – Need a storage disk for Presentation – floppy or CD (to be turned in with Research Paper).
6) Attendance - The class meets twice weekly. Students are expected to attend all class sessions. Attendance
is a graded part of your overall evaluation. You earn points for showing up for
each class session.
7) Class participation - You will be evaluated on the depth and breath of individual student participation
in the class seminar atmosphere throughout the semester. Please note that both
quantity and quality are important consideration when it comes to participation in class discussions.
8) Examinations – Oral and Written
Assessment Points: Students
will be evaluated based upon the following weighted scale:
Assignments and Participation Weight (40%)
Description
Value
Lesson Plans
10 pts.
Assessment and grading rubrics
10 pts
Journal Entries
10 pts
Attendance/Class participation/Role plays 10 pts.
Research Paper and Presentation
Weight (20%)
Research paper
20 Pts
Presentation
using Audiovisual aid
10 pts
Examinations
Weight (40%)
Midterm Exam
100 pts
Final Exam
100 pts
Total Possible Points:
100%
Grading
Scale
|
Points |
Grade |
|
93-100 |
A |
|
85-92 |
B |
|
76-84 |
C |
|
70-75 |
D |
|
<69 |
F |
Note: Generally, for university
courses, for every hour of “in-class” time, the students should plan for at least two hours of preparation time. This could include reading as well as written assignments. Please plan accordingly.
Item VII:
Evidence of Activities Designed to Address
Brescia's Educational Outcomes,
Educational Studies Program
Conceptual Model, and
Kentucky New Teacher Standards
Linkage to Brescia's Educational Outcomes: Each course in the curriculum at Brescia University
addresses some or all of the values, knowledge, and skills Brescia students are expected to experience at some point during
their University careers. The following represent some of the values, knowledge,
and skills that this course attempts to incorporate:
Values:
The course content and field experiences
require students to value others, especially K-12 students. Teaching and serving
them to bring the best out of each child. Respect and value diversity in the
classrooms as they apply theory to practice.
Knowledge:
Success in this course (Edu. 407),
to some extent depends upon your having a solid background in most academic disciplines:
reading, writing, language, math, and the social, and behavioral sciences. You
will work to design instructional programs that help others access such knowledge.
Skills:
Developing effective instruction strategies requires the use of logic, imagination, effective analysis, and problem
solving skills. Interpretation and application of the Core Concepts to a varied
curriculum demands effective communication and collaboration. The Interpretation
and application of the Core Concepts to a varied curriculum also benefits from the appropriate research and use of computer
resources.
Linkage to Educational Studies Program Conceptual Model:
Brescia
University teacher education students are challenged to become ethical professionals
committed to advocacy for their students and dedicated to instilling in their students a commitment to service for others
and a thirst for knowledge.
Before future educators can instill these values in their students, they must gain experience in these endeavors. The following matrix identifies which of this course's objectives and activities could,
at a minimum, provide an opportunity for such experiences:
|
Conceptual Model Component |
Course
Objective # |
Course
Activity # |
|
Challenged to become ethical professionals . . . |
Nos. 1,2,3,4,5,6,7,8,9 |
Nos. 1,2,3,4,5,6,7,8 |
|
Committed to advocacy for their students . . . |
Nos. 1,2,3,4,5,6,7,8,9 |
Nos. 1,2,3,4,5,7,8 |
|
Instilling . . . a commitment to service for others .
. |
Nos. 1,2,3,4,5,6,7,8,9 |
Nos. 1,2,3,4,5,7,8 |
|
Instilling . . . a thirst for knowledge . . . |
Nos. 1,2,3,4,5,6,7,8,9 |
Nos. 1,2,3,4,5,6,7,8 |
|
In collaboration with teacher, student, & families |
Nos. 3,4,5,6,7,8,9 |
Nos. 1,2,3,4 |
Kentucky
New Teacher Standards: Each new teacher in Kentucky is expected
to demonstrate competence in the New Teacher Standards. Demonstration of these
competencies will take many forms, one of which is the portfolio. Entries in
the portfolio may take a variety of forms and can come from a variety of sources; one of these sources could be coursework. The following represent some of the standards and accompanying performance criteria
that may be addressed in this course:
|
Kentucky New Teacher Standards |
Course
Components |
|
I. Designs & Plans Instruction: The designs/plans instruction
and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems, and integrate knowledge. |
Course Objectives # 1,2,3,4,5,6,7,8,9
Course Activities #11,2,3,4,5,6,7 |
|
II. Learning Climate: The teacher creates a learning climate that supports
the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals,
become responsible team members, think and solve problems, and integrate knowledge. |
Course Objectives # 1,2,3,4,5,6,7,8,9
Course Activities #1,2,3,4,5,6,7,8 |
|
III. Implements Instruction: The teacher introduces/ implements/manages instruction that develops
student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible
team members, think and solve problems, and integrate knowledge. |
Course Objectives #1,2,3,4,5,6,7,8,9
Course Activities #1,2,3,4,5,6,7,8 |
|
IV. Assessment: The teacher assesses learning and communicates results to students and others with respect to student abilities
to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think
and solve problems, and integrate knowledge. |
Course Objectivity # 9
Course Activity # 4,5,6,7,8 |
|
V. Reflection: The teacher reflects on and
evaluates specific teaching/learning situations and/or programs. |
Course Objectives #1,2,3,4,5,6,7,8,9
Course Activities #1,2,3,4,5,6,7 |
|
VI. Collaboration: The teacher collaborates with
colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities
to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think
and solve problems, and integrate knowledge. |
Course Objectives #3,4,5,6,7,8,9
Course Activities #1,2,4 |
|
VIII. Knowledge of Content: The
teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and
performance in those areas. |
Course Objectives #1,2,3,4,5,6,7,8,9
Course Activities #1,2,3,4,5,6,7,8 |
|
IX. Uses Technology: The teacher uses technology to support instruction; access and manipulate data;
enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and
conduct research
|
Course Objectives #3,5,7
Course Activities #3,4,5
|
Bibliography
EDU 407 – Teaching Secondary School Subjects
Fall 2006
Additional Resource Materials
School of Education (2006). Field Handbook. Owensboro, KY:
School
of Education, Brescia University.
Additional Reference Materials:
Arends, R.I. 1994. Learning to Teach. New York: McGraw Hill, Inc.
Bransford, J.D.,
Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Britzman,
D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging Minds: Learning and Teaching in a Complex
World. Mahwah,
NJ: Lawrence Erlbaum Associates.
Davis, S., &
Luce-Kapler (2000). Engaging Minds: Learning
and Teaching in a Complex World Lawrence
Erlbaum Associates.
Henson (1998). Methods and Strategies for Teaching in Secondary and Middle Schools. New York: Longman
Kidsvatter et al.
(1996) Dynamics of Effective Teaching. Longman (White Plains, N.Y.)
MacDonald, R. F.
(1991). A handbook of basic skills and strategies for beginning teachers. Facing the challenge of teaching in today’s
schools. New York: Longman Publishing Group.
Powell, R. R.,
Zehm, S., & Garcia, J. (1996). Field experience: Strategies for exploring diversity in schools.
Columbus,
OH:
Prentice Hall, Inc.
Schwebel, A. I.,
Schwebel, B. L., Schwebel, C. R., & Schwebel, M. (1992). The student teacher’s handbook. (2nd
ed.). Hillsdale, NJ:
Lawrence Erlbaum Associates.
Valli,
L. (1992). Beginning teacher problems: Areas for teacher education improvement. Action in Teacher
Education, 14(1), 19-25.
In
addition to these recommended readings above, you should spend time in the Curriculum Resource Center (CRC) browsing through
the books in your subject area, as well as other books that might be of general pedagogical value to you.
Tentative Course Calendar EDU 407
Fall 2006
1st
Day of Class: Wed, August 23 – Course Expectations/Introduction to Teaching Secondary
School Subjects.
Discussions of Texts and Reserve, Assignments, etc
*
Beginning from 2nd week class date changed to Tuesdays and Thursdays
Tuesday, August 29 - Thurs, Aug
31: Teaching and Learning in Today’s
Secondary schools; Reforms: KERA, NCLB.
Readings: Kellough - Chapter 1 & Annual Edition - Unit 1 &
2
Assignment: Journal Entry 1 – Exercise 1.2
p. 15 of text Due August 31
Tuesday September 5 – Thurs.
September 7:
Learning styles and implications for Teaching; Teacher Behaviors Necessary
to Facilitate Student Learning.
Readings: Kellough: Chapter 2 & 3; Annual Edition - Unit 3
Assignment: Journal Entry 2 – Exercise 2.4 p. 43 Due Sept 7
Tuesday, September 12 – Thurs.,
September 14: Classroom Management
Readings: Kellough: Chapter 4 & Annual Edition - Unit 5
Tuesday, Sept 19- Thurs., Sept 21: Professional
ethics & the classroom learning environment. Readings: Kellough: Chapter 4
Assignment: Journal Entry 3 –Exercise 4.2 p. 129 Due Sept 21
Thursday, October 5: REVIEW
FOR MIDTERM
Tuesday, October 10: MIDTERM
EXAM
Thursday, October 12: FALL BREAK – NO CLASS J!
Tuesday, October 17 - Tuesday, October
24:
Planning the curriculum and its content
Readings: Kellough: Chapter 5, 6
Assignment: Journal Entry 4 Exercise 4.3 p. 131 Due October 24
Thursday, October 26 to Thursday,
November 2:
Teaching Strategies, Aid, Media, & Resources for Effective Instruction. Readings: Kellough: Chapter 7, 8, 10
Tuesday, November 7 -Thursday, November
14: Assessing and reporting student Achievement;
The School Culture. Readings: Kellough: Chapter 11 & ; Annual Edition Unit 6
Assignment: Lesson Plan Due Nov 9
Thursday, November 16 - Tuesday,
November 21: Research Paper Presentation Assignment: Research Paper Due Nov 16
Thursday, November 23 THANKSGIVING DAY - No class J!
Tuesday, November 28 - Tuesday, December 5: Connections with Families and
Communities
Readings: AU – Article 2 & Library article:
Assignment: Assessment and Grading Rubrics Due Nov 30
Thursday, December 7 Review for Finals
Tuesday, December 12 FINALS
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