SCHOOL OF EDUCATION
Course Syllabus
|
Semester/Year Fall and Spring, 2007/2008
|
Instructors: Lisa Giljum-Jansky (PSHS) Leah Schwartz (MU) Nancy Williams (MU) |
|
Course# and Credits: EDUC 579 33 3 hours |
Email: nwilliams@maryville.edu |
|
Class Title: Teaching English: Secondary |
Telephone: (office, home, other) 314-415-5760 (LG-J) 314-529-9409 (LS) 314-529-9471 (NW) |
|
Class Locations: SOE Conference Room |
Office Hours: Call Nancy at 529-9471 |
|
Class Times: Thursday, 3:30-5:30 |
Office Location: Nancy: Gander 241 |
Class Text(s) and Required Readings: Burke, Jim (2003). The English Teachers’ Companion, A Complete Guide to Classroom Curriculum and the Profession. Portsmouth, NH: Heinemann.
Purposes of the Course: This course will serve as a seminar on the teaching of English in the high school. English will be discussed as a body of knowledge and as a process, as something one does. Discussion will focus upon how to facilitate learning about and through English in the diverse high school setting. The course will be organized in a seminar fashion with readings and candidate’s teaching experiences often serving as the foundation for discussion. The course will evolve over a period of one academic year.
Goals and Objectives: (Aligned with outcomes of School of Education and NCTE objectives for teachers of English)
1. Candidates will discuss the structure of the discipline, and how that structure might impact pedagogy. (Curriculum and Instruction)
2. Candidates will explore how students develop in their understanding and use of language and how social, cultural and economic factors might influence language learning. (Development; Curriculum and Instruction).
3. Candidates will discuss major developments in language history, major grammatical theories, and how these relate to what students need to know. (Curriculum and Instruction; Development)
4. Candidates will examine the processes and elements involved in the acts of composing in written and oral forms, and how they relate to instruction in these areas. (Curriculum and Instruction).
5. Candidates will explore literary types and examine how they might use literature with students to interpret human experience. (Curriculum and Instruction; School and Society).
6. Candidates will discuss the nature of non-print and nonverbal media, how to teach through media and what to teach about them. (Curriculum and Instruction; School and Society)
7. Candidates will examine evaluative techniques for describing students’ progress in English to the student and to the parent. (Curriculum and Instruction; School and Society)
8. Candidates will examine historical and current research findings in the content of English curriculum. (Curriculum and Instruction; Inquiry)
9. Candidates will explore the variety of instructional strategies that assist students in their development of thinking, writing, reading, and speaking abilities. (Curriculum and Instruction; Development)
10. Candidates will identify and begin to explore as individuals research questions of interest to them. (Inquiry)
11. Candidates will explore the creation of a well managed classroom where students have voice and the needs of all students are met. (Curriculum and Instruction; Development)
Instructional Methods of Course: Instructor and student lead discussion, shared topic investigations, analysis of lesson and unit constructions, student presentations
Course Requirements and Assignment Calendar:
|
Assignment |
Points Possible |
Assignment Description |
Due Date |
|
Written Assignments |
25
25 |
Reading Journals or homework assignments
Practicum journal entries (episodic) |
9/6, 13, 20, 11/15, 1/24 |
|
9/13, 27, 10/4, 18, 25 |
|||
|
Writing Lesson with rubric and student work/reflection |
40 |
|
11/29 |
|
Action research proposal and human subjections completion |
60 |
|
Nov 1 or 8 (stay tuned on cohort date) |
|
Participation |
20 |
Attendance and coming to class prepared |
|
|
Video taping |
competency |
|
Due by 12/13 |
|
Portfolio |
competency |
|
12/6 |
|
Assessment plan |
competency |
|
Spring 08 |
|
Lesson plans and reflections during student teaching |
competency |
|
During course of semester |
Course schedule/calendar by session (REVISED 9/4/07):
Preparation for the first meeting: Teacher candidates should bring to our first meeting the unit plans they developed over the summer. Each candidate should be ready to discuss one lesson or aspect in particular that best represents who he or she is as a teacher. Be prepared to discuss how your planning aligned with Understanding by Design or with the “initial steps of planning” listed on pages 255-257 in your text.
August 30 – meet 3:30-5:30
In class:
§ Syllabus
§ Journal Format (two formats will be given: one for class reading assignments and one for class/practicum observations).
§ Topics of Instruction Survey – complete and discuss
§ Unit Plan / Lesson Sharing and Discussion
§ Action Research Intro.
Homework:
**DUE September 6 (no meeting):
- Read Chapter 2 “Thinking About Teaching and Learning” (pp. 3-23) and complete a reading journal (5 points). Also be prepared to present and discuss on Sept 13 how one lesson you’ve observed during the first few weeks exhibited properties of construction, occupation, negotiation and/or conversation.
DUE September 13 (next meeting):
-Write an episodic practicum journal entry from the first weeks of school (5 pts)
- Read “Reading the Classroom as Text: A Heuristic for Classroom Inquiry” (article from Lisa) and come prepared to discuss.
- Explain the area of inquiry you have tentatively chosen for your action research. Include answers to the following questions AS BEST YOU CAN. (2 pages min.)
What issues related to your teaching do you want to investigate?
How do these issues relate to student learning and achievement?
What is it you will try to accomplish with the students and with your teaching?
What data would you need to collect?
How could you measure your success?
What questions are uppermost in your mind?
September 13 – meet 3:30-5:30 (Focus on Action Research)
In class:
- Discuss any emergent issues from journals.
- Discussion from Chapter 2
- Action Research … discuss ideas and questions
Define research process – purposes, choices, procedures, etc.
explain Human Subjects Form – requirements, etc.
- Deadlines – action research, literature review, portfolio, etc.
Homework:
**DUE September 20 (no meeting):
- Read Chapter 9 “Teaching Thinking in the English Class” (pp. 227-253) and complete a reading journal. (5 points)
DUE September 27 (next meeting):
- Write an episodic practicum journal entry (#2).
- TBA based on Action Research needs, etc.
September 27 – meet 3:30-5:30 (Focus on Action Research)
In class:
§ Discuss any emergent issues from journals.
§ Formulate preliminary research proposal statement.
§ Discuss syllabus additions / revision (based on surveys)
§ If time: Examine specific aspects of Chapters 2 and 9
Homework:
**DUE October 4 (no meeting):
- Write an episodic practicum journal entry (#3) from Roosevelt. E-mail to mentoring team for responses.
DUE October 11 (next meeting):
-Read “Responding to Literature, “ a reading provided by Nancy and
come prepared to discuss two strategies you find appealing for you.
- Prepare a draft of your Human Subjects Proposal (HSRC) for Nancy to review.
** Be working with your cooperating teacher at Roosevelt to schedule a writing assignment that you will use to fulfill the class requirements for November 29.
October 11 – meet 3:30-5:30
In class:
§ Clarify Action Research questions
§ Review / Revise HSRC Proposal
§ 10 Quick Instructional Ideas for Teaching Literature
Homework:
DUE October 18 (next meeting):
- **Complete HSRC Proposal Forms!!
- Read Chapter 7 “Teaching Writing: From Practice to Performance” (pp. 141- 211) and come prepared to discuss.
- Write a draft of your ideas for the writing lesson / assignment at Roosevelt.
- Bring in any materials necessary to examine and discuss TWO lessons you have taught: one that went well and one that did NOT go as well as planned.
- Write an episodic practicum journal entry (# 4).
October 18 – meet 3:30-5:30
In class:
§ Turn in HSRC forms.
§ Discuss any emergent issues from journals.
§ Share ideas for writing lesson / assignment
§ Lesson Reflection and Tuning
§ If time: Examine specific aspects of Chapter 7
Homework:
Due October 25 (next meeting):
- **Bring copies of a preliminary bibliography for your action research literature review.
- Read “Teaching Writing in the High School: Fifteen Years in the Making” (article from Lisa) and come prepared to discuss.
- TBA (based on “Topics of Instruction” Survey and candidate needs)
October 25 – meet 3:30-5:30
In class:
§ Discuss inquiry goals and literature topics pertinent to your action research.
§ TBA (based on “Topics of Instruction” Survey and candidate needs)
Homework:
**DUE November 1 (no meeting):
TBA (based on “Topics of Instruction” Survey and candidate needs)
DUE November 8 (next meeting):
- **Complete first FULL draft of your Literature Review.
- Write an episodic practicum journal entry (#5).
- TBA (based on “Topics of Instruction” Survey and candidate needs)
November 8 – meet 3:30-5:30
In class:
§ TBA (based on “Topics of Instruction” Survey and candidate needs)
§ Discuss lit. review and topics pertinent to your action research.
Homework:
**DUE November 15 (no meeting):
- Read at least half of Chapter 4 “Teaching Reading in High School: The Continuum of Possibilities” (pp. 28-102) and complete a reading journal (5 points)
*Some time in November try out at least one strategy from Chapter 4 in your classroom.
Email 2 context/reflection pieces that you’ve placed in your portfolio. Be clear
about the outcomes being addressed.
DUE November 29 (next meeting):
- Finish Chapter 4 (pp. 28-102) and come prepared to discuss.
- Bring writing samples, assignment, and rubric of a lesson completed at
Roosevelt with a writing component.
Be prepared to:
- present the rationale for the lesson, a rubric prepared for assessing the writing, and writing samples you have graded using the rubric.
- evaluate the process and product outcomes.
*Some time in November try out at least one strategy from Chapter 4 in your classroom.
November 29 – meet 3:30-5:30
In class:
§ Discuss strategies attempted from Chapter 4.
§ Present and examine writing lessons / assignments.
Homework:
DUE December 6 (next meeting):
- Complete Portfolio
Candidates must have at least one (preferably two) artifacts per outcome. Context piece, reflection and artifact need to be stored on a thumb drive.
- Bring any materials necessary to work on REAP in class.
December 6 – meet 3:30-5:30
In class:
§ FORMAL Portfolio Review
§ REAP work
Homework:
DUE December 13 (next meeting):
- Work specifically on the personal statements section of REAP.
- Write a 1-2 page draft of an implementation plan for your action research.
- Complete the FINAL version of your Literature Review.
December 13 – meet 3:30-5:30
In class:
§ REAP work
§ Resume work
§ Topics of Instruction Survey (for second semester)
§ Turn in Lit. Review
Homework:
**DUE December 20 (no meeting):
- Complete REAP. No exceptions. Print one copy of the completed application for us.
DUE January 24 (next meeting):
- Read the last section of the text “From Becoming to Being an English Teacher” (Chapters 22-27, pp. 413-466).
- Complete a reading journal (5 points)
- Bring in your initial plans for the unit(s) you will be teaching when you
take over classes in the spring semester.
Spring dates will be determined at the January 24 meeting.
Course meetings for the spring will include:
DUE _________________(next meeting)
- Read Chapter 11 Measuring Student Progress
- Come with notes on ideas for Student Assessment Project
DUE _________________(next meeting):
- Read Chapters 12 and 13 (Digital and Media Literacy)
- Come prepared to discuss the use of technology in the classroom
DUE __________________(next meeting):
- Read Chapters 16, 17 and 18 concerning special needs, gender and culture/language issues in the classroom.
-Be prepared to discuss questions you have about these topics.
Portfolio Connection: Various assignments from this course, along with lessons plans
prepared for the practicum and during student teaching may fulfill the requirements for the portfolio.
Field Experience: Fall semester: EDUC 648; Spring 649 Internship
Evaluation and Grading Procedure:
Grade Percentage from point totals
A 94-100 Work below 80% is unacceptable and must
A- 92-93 be revised to meet program standards.
B+ 90-91 Repeated submission of work that is
B 83-89 unacceptable may jeopardize a candidate’s
B- 80-82 status in the program.
Attendance Policy: While Maryville University has no specific attendance policy, we recognize attendance is essential to student success. Therefore, we expect that you will attend all classes, prepared to participate. Absences will lead to loss of points from participation and jeopardize your grade. If you must miss, we expect you will notify the mentoring team with an excuse and a plan to make up the work.
This syllabus is subject to change at the discretion of the instructor to accommodate instruction and/or student need.
Maryville University supports and complies with the Americans with
Disabilities Act. Students with special needs should contact the instructor or the
Advising Center so that appropriate accommodations can be provided.
Additional Readings/Reference List:
Atwell, N. (1998). In the middle: New understandings about writing, reading and
learning with adolescents. (2nd ed.). Portsmouth, NH: Boynton/Cook Heinemann.
Milner, J.B., & Milner, L.F.M. (2003) Bridging English. Upper Saddle River, NJ:
Merrill/Prentice Hall.
National Council of Teachers of English and International Reading Association. (1996).
Standards for English language arts. Urbana, IL and Newark DE: Authors.
Tchudi, S.N. , & Tchudi, S. J. (1991). The English/language arts handbook.
Portsmouth, NH: Heinemann.
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Heinemann.