Karen M Gourd
B EDUC 425
Reflections on field work in educational settings. Credit/no-credit only.
This seminar is offered in conjunction with field experience in a public school classroom and focuses on integrating theory and practice. Participants will have the opportunity (1) to explore fieldwork experiences through curricular and instructional theories, policies, and practices, (2) to develop an understanding of the self as teacher, and (3) to build a repertoire of strategies necessary to differentiate instruction to meet students’ diverse needs and to address issues of difference.
Participants will continue to develop individual field notebooks, developing a framework within which you will add, delete, and revise entries during student teaching. These field notebooks will become individual “finished” portfolios at the end of spring quarter. Assessment and classroom management will continue to be a focus, and each participant will draft his or her classroom management plan during winter quarter. Additionally, participants will include artifacts that demonstrate appropriate assessment of students’ needs and learning.
Student learning goals
• apply subject matter knowledge in math, science, social studies, and English language arts,
• use curricular and instructional practices that support all students’ learning,
• develop and use assessment tools and strategies,
• develop a classroom management plans for working with individuals, small groups, and a full class,
• develop and revise entries that lead toward a completed portfolio,
• identify and check personal beliefs, attitudes and perspectives that can affect curricular and instructional practices, • reflect honestly and critically on curricular and instructional policies and practices in order to ensure all students are included, and • communicate effectively with colleagues, faculty, parents, and community members, encouraging and showing respect for different points of view.
General method of instruction
The strategies to be used and developed during this course include • reflecting on beliefs, attitudes and perspectives in an effort to strengthen self-awareness • checking assumptions • developing effective teaching practices • using observational skill • dialoguing with university instructors, master teachers, and peers
Participants spend two full days per week in a public school classroom. The main focus will be on observing, practicing, and assessing the teaching of curriculum areas, the strategies of classroom management, and the subtle pedagogical skills vital to an effective classroom.
This seminar will enable you to connect this field work with skills learned in your other courses, through discourse with colleagues and the instructors and readings of current research and best practice, all geared toward a deeper understanding of the complexities involved in guiding all children’s learning.
In order to broaden the professional conversation, the two cohorts will frequently meet together. On January 25th, the field instructors will join the class discussion, and on February 1st, there will be a professional development day with Dr. Andrew Shouse, a renowned science educator.
One hundred percent attendance is expected. Additionally each person is expected to participate respectfully in seminar activities and discussions, enroll and participate on the Discussion Board on Blackboard (Bb) , follow the Winter Quarter Professional Development Guidelines in the Program Handbook for K-8 Teacher Certification, and continue the development of his or her portfolio. V. Required Texts
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 978-0-87120-342-7
Carnes, J. (Ed.). (1999). Responding to hate at school: A guide for teachers, counselors, and administrators. Montgomery, AL: Teaching Tolerance, Southern Poverty Law Center. (This text can be ordered for free or downloaded to your computer by going to the following website http://www.splcenter.org/teachingtolerance/tt-index.html )
Campbell D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. N., (2001). How to develop a professional portfolio: A manual for teachers. Boston: Allyn & Bacon. ISBN: 0-205-31979-3 Charney, R. S. (2002). Teaching children to care : classroom management for ethical and academic growth, K-8 (Revised Ed). Greenfield, MA : Northeast Foundation for Children. Codell, E. R. (1999). Educating Esmé: Diary of a teacher’s first year. Chapel Hill, NC: Algonquin Books of Chapel Hill. Faber, A. & Mazlish, E. (1982). How to talk so kids will listen & listen so kids will talk. New York: Avon. Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. ISBN: 0-325-00366-1 Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press. ISBN: 0-8077-737828 O’Malley, J. M. & Pierce, L. V. (1996). Authentic Assessment for English language learners: Practical approach for teachers. New York: Longman. ISBN: 0-201-59151-0 Teaching Tolerance. (1997). Starting small: Teaching tolerance in preschool and the early grades. The Southern Poverty Law Center. (Teachers and librarians can order this book free at http://www.tolerance.org/pdf/tt_materials_order_form.pdf .)
Class assignments and grading
This course is evaluated credit/no credit.
Winter Quarter Professional Development Guidelines
School Contexts: • Immerse yourself in the school community • Observe at least three to four different classrooms in your school • Participate in school-wide activities that occur on field site days
Classroom Contexts: • Reassess the ongoing creation and maintenance of the classroom community. • Reacquaint yourself with classroom community and note any changes. • Incorporate university course assignments with your master teacher’s approval. • Lead routine class activities.
Children in Context: • Develop professional relationships with the children in the classroom. • Learn something new about each child.
Curriculum and Instruction: • Plan and teach at least THREE whole group lessons, complete with lesson plans and assessment; two lessons will be observed by your field instructor and one lesson will be observed by your master teacher. These three lessons will be evaluated using the UWB Narrative Observation Record Form. (See Appendix.) The Supplemental Classroom Observation Record may be used to give additional feedback. • Observe a lesson taught by another UWB intern and debrief afterward. • Observe and discuss how your master teacher facilitates students’ responses during instruction. Keep a list of questions your master teacher uses. Develop and reflect on your questioning strategies when you teach. • Supervise some ongoing small group teaching experience. • Understand how your master teacher works to meet the needs of all children.
Self as Teacher: • Develop habits of observation and reflection. • Develop and maintain your Field Notebook. • Seek, accept, and interpret constructive feedback. • Schedule times for professional dialogue with your master teacher.
Expectations include attendance and participation, participation on the Bb Discussion Board, comprehension of assigned readings, development of a professional portfolio, and collegiality.
Feedback will be provided on field notebook entries and revisions should be considered as a healthy part of the learning process. Any concerns or questions about assignments, course content, or theory and practice connections should be brought to the attention of the instructor.