SYLLABUS OUTLINE
SEMESTERS: Fall Semester 1999
COURSE: Secondary Education 300 - Secondary Curriculum & Effective Teaching
INSTRUCTOR: Dr. Gary Jacobsen
OFFICE
HOURS: 9:00 am - 11:00 am Monday - Friday
Phone: 227-2178
E-Mail gary_jacobsen@eagle.dsu.nodak.edu
COURSE:
DESCRIPTION: It is often stated that teaching is a combination of "art" and "science". Planning, organizing, selecting appropriate techniques, and evaluating are aspects of the "science" of teaching, which provides a framework for the development of learning experiences for students. Creativity, innovation, personal interaction, and teaching style are all aspects of the "art" of teaching, which allows the teacher to build upon the individual strengths brought to the teaching/learning process as well as allowing the teacher to create experiences that will better meet the needs of individual students. This course will explore ways of combining these two aspects of teaching to provide a comprehensive learning environment in the classroom.
The three stages of the teaching process are planning the learning experience, implementing the lesson, and evaluating the learning experience. Through a reflective process each student will learn to develop comprehensive lesson plans including student learning objectives stated in behavioral terms. During this course you will explore the first stage of the teaching process which will help prepare you for Microteaching and your pre-service teaching experience.
TEXTS: The Expert Educator, Anthony S. Dallmann-Jones, Ph.D. (Optional) & The Black River Group, Three Blue Herons Publishing Inc, 1993.
OBJECTIVES: By the end of Secondary Curriculum and Effective Teaching the students will:
1. using a reflective process, plan and write a two-week unit of instruction, which will include a flow chart, a high achievement outcome(s), a rationale for teching the unit, instructional lesson plans, an evaluation plan and instrument for measuring student learning, and materials necessary to teach the unit
Additional Sources of Information
Block, James H. "Belief Systems and Mastery Learning." University of California Santa Barbara, 1984.
____________. "Mastery Learning: The Current State of the Craft", Educational Leadership, November 1979, 114-117.
Block, James H. and Robert B. Burns. "Mastery Learning", Review of Research In Education, Lee S. Shulman Ed., Itasca, Il: F.E. Peacock Publishers, Inc. 1976.
Bloom, Benjamin S. Human Characteristics and School Learning. New York: McGraw-Hill, 1976.
_____________. "The Search For Methods of Group Instruction as Effective as One-to-One Tutoring", Educational Leadership, May 1984, 4-17.
Braddock, Jomills Henry and James M. McPartland. "Alternatives to Tracking", Educational Leadership, April 1990, 76-79.
Butler, Kathleen A. Learning and Teaching Style: In Theory and Practice. Maynard, MA: Gabriel Systems, Inc. 1984.
Carroll, John B. "A Model of School Learning", Teachers College Record, May 1963, 723-733.
Cornett, Claudia E. What You Should Know About teaching and Learning Styles, Educational Resources Information Center, ERIC ED 228 235, 1983.
Hunter, Madeline. Mastery Teaching. El Segundo, CA: TIP Publications, 1985.
Gregorc, Anthony F. "Learning/Teaching Styles: Their Nature and Effects", Learning Styles: Diagnosing and Prescribing Programs. Reston, VA: National Association of Secondary School Principals, 1979.
Johnson, David W., Roger T. Johnson, Edythe Johnson Holubec, and Patricia Roy. Circles of Learning: Cooperation in the Classroom. Edina, MN: Interactive Book Co., 1990.
Kolb, David A. Experiential Learning. Inglewood Clifts, NJ: Prentice-Hall, Inc. 1984.
_________, Learning Style Inventory: Technical Manual. Boston: McBer and Co., 1985
Mager, Robert F. Preparing Instructional Objectives. Belmont, CA: Pitman Learning, Inc. 1984.
McCarthy, Bernice. The 4MAT System. Oak Brook,IL: EXCEL, Inc., 1981
Newmann, Fred M. "Student Engagement and High School Reform", Educational Leadership, February 1989, 34-36.
Robinson, Glen E. "Synthesis of Research on the Effects of Class Size", Educational Leadership, April 1990, 80-90.
Rubenzer, R.L. Educating the Other Half: Implications of Left/Right Brain Research. U.S. Educational Research Information Center, ERIC ED 224 268, 1982
Sambs, Charles E. and Randy Schenkat. "One District Learns About Restructuring", Educational Leadership, April 1990, 72-75.
Slavin, Robert E., et al., eds. Learning to Cooperate, Cooperating to Learn. New York: Plenum Press, 1985.
Sleeter, Christine E. and Carl A. Grant. Making Choices for Multicultural Education: Five Approaches to Race, Class and Gender. Columbus, OH: Merrill Publishing Company, 1988.
Smith, Roy A. "A Teacher's Views on Cooperative Learning", Phi Delta Kappan, May 1987, 663-666.
ASSIGNMENTS: DUE DATE
1. Readings
as assigned
2. Completed Lesson Plan (Student's Topic)
9/16/99
3. Preliminary unit planning session the week of
9/27/99
4. Lesson plan utilizing information from the "INTERNET" be specific about internet addresses where information was obtained
10/19/99
5. Planning Session Flow Chart, High Achievement Outcomes, Rationale, & Outcomes week of
11/8/99
6. Article Review of Multicultural Issue
11/23/99
7. Complete unit plan
12/7/99
Class attendance is expected. Students are expected to have read the assigned material prior to class. Participation is an aspect of this class that is essential and if the assignments are not read prior to class, participation is limited. All written assignments will be typed and will contain proper spelling and correct usage of the English language.
EVALUATION:
5 20pt Quizzes (high achievemenr & flow chart, obectives, mastery, techniques, learning styles)
100 points
Initial Lesson Plan
50 points
Internet Lesson Plan
2 tests - 60 points each
120 points
Article Review
Unit Plan
150 points
Total
520 points
GRADES: The final grade will be determined by the total number of points accumulated during the semester. Grades will be determined according to the following scale:
520 - 468 points = A
467 - 416 points = B
415 - 364 points = C
Below 364 points is unsatisfactory.
Unit Plan Evaluation
Your Unit Plan will be evaluated based upon the following criteria.
Introduction(Rationale) - 5 points total - the introduction should include the title or heading and the topical paragraph which indicates to the student the subject of the unit, the reasons for this particular unit, and how these concepts connect with previous learning.
Flow Chart - 10 points total - the flow chart divides the unit into smaller subcategories. These subcategories indicate specific concepts that will be covered during the unit.
High Achievement Outcomes (General Objectives) - 10 points total - these are statements of the major goals of the unit. They are not as specific as lesson objectives, but they do indicate what is expected of the students.
Instructional Lesson Plans - 100 points total - detailed day-by-day plans which shall include the 8 components, as appropriate, of the required lesson plan format.
Resources/Materials - 5 points total - this section lists all of the material and resources that will be used to teach this unit. This should be specific as possible to make sure that all of the material is available. For example: identify a film by title, production company, where to order, length, color or black and white, and costs.
Evaluation - 20 points total - unit evaluation should be a summative measure of the general and specific objectives from both the unit and daily lesson plans. This could include paper-and-pencil tests as well as projects and written reports. You must include the instrument for evaluation, criteria sheet for projects etc. or written test. For test writing rules for individual items utilize the text which will be on reserve in the library. All tests must be accompanyed by a test blue print and table of specifications
Reviews of Research Articles
Each review of an article shall be a minimum of two pages in length with an emphasis on the analysis of the major issues addressed in the article. Each review will contain the following information:
Your Name
Title of the Article
Author of the Article
Journal/Source of the Article
A copy of the article is to be submitted with each review.
This section should contain a brief introduction to the topic and your reasons for choosing this article.
Summary of the Article:
The summary should be comprehensive and clearly communicate the major issues and concepts as presented in the article. It should also contain any conclusions drawn by the author for education.
This section is where you analyze the author's conclusions and interject your own personal reactions to the article. How does the information contained in the article effect education in general, rural education, and/or your individual perspectives on education. This should be the major portion of the review. Be as specific as possible about how this will effect you as a classroom teacher.
Mechanics: 10 pts.- spelling, punctuation, sentence structure, subject verb agreement, etc. Every two errors will reduce your total score by one point. One point deduction for every two errors in mechanics.
Organization: 10 pts.- how the paper flows, logical sequence of ideas, the order in which it is organized, readability, etc.
Summary of Article: 15 pts.- how well has the reviewer summarized the article? Are major concepts and issues identified? You need to include a copy of the article.
Reaction: 15 pts.- how clearly stated is your reaction? Is it well written? Does it give the reader a good indication of your reaction to the article with supporting information? What are the implications for education?
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