CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

SCHOOL OF EDUCATION

“CARING AND REFLECTIVE PROFESSIONALS FOR A DEMOCRATIC SOCIETY”

EDSE 503  General Methods and TPE’s

       fall, 2009: Section  #1  (81062) Wednesday, 4:35, Room 101 SC-III , ED BLDG

        JUNE pIXTON gAEDE

PH:393-2726    e-mail: jgaede@csub.edu   website: http://www.csub.edu/~jgaede

       Office Hours:  Room 116, Ed Bldg.: Mon., from 3:00 until class time or by appointment.

School of Education Philosophy:

    The philosophy of the School of Education has as its basis confluent education, which perceives learning as the merging of cognitive, affective, social, and psychomotor domains.  This belief underscores the premise that education nurtures and promotes intellectual growth and the emotional, social, and physical well being of all students with a special focus on diversity and equity.

School of Education Goals:

Based on the confluent education model, the following goals provide a direction for educating the “whole” person:

1.     To formulate a comprehensive view of human growth and development, a global knowledge of self and others, and an empathy and sensitivity to multiple realities of a changing environment.

2.     To develop a commitment and responsibility to democratic and social values through professional collaboration, educational leadership, and collegial partnerships.

3.     To promote critical inquiry through research and practice in order to improve teaching, learning, and communication.

4.     To broaden knowledge and skill bases in terms of pedagogical multicultural; principles conducive for effective curriculum delivery and instruction in diverse settings.

5.     To utilize and integrate various current multimedia resources and technological tools to enhance teaching and learning in an ever-changing society.

6.     To apply multiple methods of assessment with a special focus on critical reflection and self-analysis for continual professional development and on-going program evaluation.

Course Description

3.     EDSE 503 is required of all candidates for a Single Subject Secondary Teaching Credential during Phase IIof the program. The content is designed to acquaint the candidates with the pedagogical techniques, philosophies, and practices utilized by successful classroom teachers and required by the Teaching Performance Expectations 1-13 as delineated in the Standards of Quality and Effectiveness for Teacher Preparation Programs (Appendix A, Syllabus 403)

Course Objectives

1. The candidates become acquainted with state-mandated policies which affect  classroom teachers (TPE 12), as well as generally adopted district and local policies which affect  the classroom teachers' daily conduct of classes. (TPE 10/11)  

2.  Candidates learn strategies for planning lessons and units by designing  plans they present for the practical field experience component (TPE 4/5/6C/9)            

4.     In addition to planning for the general classroom population, candidates are introduced to techniques for adapting materials for special populations (TPE 7).

5.     They are introduced to both traditional assessment techniques as well as alternate assessment techniques(TPE 3).

6.      Record keeping, evaluating techniques and housekeeping strategies required for a smoothly operating classroom are covered (TPE 11).

7.     Classroom management techniques for establishing a good learning environment and preventing behavioral problems as well as crisis management are presented. (TPE 11)

8.     Professional development expectations (TPE 13) complete this class in general methods and Teacher Performance Expectations.

Reading, Text, Supply Requirements;

Courses of Study,  Implementation Guides, and/or pacing guides  for classes to which candidate  is assigned for fieldwork

Reflections for Student Teachers. Gaede, June Pixton. http://www.csub.edu/~jgaede

Student Responsibilities:

REGULAR ATTENDANCE AND ACTIVE PARTICIPATION is required of all candidates. A professional attitude, including punctuality and attendance at all sessions, is a requirement.  All assignments are due when required unless prior arrangement has been made with the instructor. 

FIELD EXPERIENCE is a required component of the course. Generally, the school placement assignment made for you during your early field observation course is the school in which you will perform these activities.  If you do not have such an assignment already, please contact the student teacher placement director (Dean Hatfield) as quickly as possible. You will be expected to submit a personal critique of the experience (initialed and dated by the site supervising teacher) after you have completed the assignment. Credit for satisfactory completion of the course work will not be granted unless this requirement Is satisfactorily completed

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Field Experience Project Rubric

          As a student enrolled in the single subject credentialing program, you have been assigned to a high school or a middle school as a “living laboratory”. It is this school which, under usual circumstances, will be the site of your practical field training. Although the demands of each course may be somewhat different in detail, each of them will require a minimum of 10 hours of applied work in the school classroom based on the content of the course. As a student enrolled in EDSE 503, you will, along with many other activities, examine the procedures for designing and implementing practical and effective lesson plans and designing basic assessment instruments.  In class, you will gain the knowledge; in the field experience, you will put the knowledge to the practical test of the classroom.

Procedures:

I.                Within the first week of the course, you are expected to contact and confer with your cooperating teacher regarding the content and standards of their coursework for the quarter covered by your class. With the teacher’s approval, you are to select the material for 2 lessons. The material selected for the first lesson plan should fall into the teacher’s calendar no later than 3 weeks into your course work.  (The idea is that you will spend course time during the first weeks learning how to put the lesson together.  At the same time, you will be expected to do some activities in the school classroom which will make your presentation move smoothly. (Since this is the school and department in which you will function for the remainder of your credentialing experience, it is a good idea to work hard on your people skills.)

II.              You should plan to spend some time visiting the class you will work with.  You should memorize the students’ names, confer with the cooperating teacher about the students and generally get acquainted with the “feel” of the classroom. You must also learn some of the basics about that teacher’s classroom management style and philosophy.

III.           After you have come to agreement about the subject of your initial lesson, you will  construct the lesson based on the assignment time table of the EDSE 503 class.  Your lesson  must be submitted for approval by both your professor and supervising instructor before you may teach the class to the students. 

Final Project Procedure :

Pick a lesson topic to plan for before week seven   This time, however, you will be expected to design and present your lesson without input from the professor. (The idea is to give you a chance to do a lesson from start to finish without hands on guidance.)  The only requirement is that it must meet the approval of the cooperating teacher. After you have presented this final lesson to your class, you will be required to give a copy of your lesson and to present to the other members of your class study group which will be composed of all others in the class with the same teaching major.  

Evaluation and Assessment :

You will be required to submit a supervising-teacher-endorsed  field experience validation form  for each of the following phases: 1. The initial contact with the supervising instructor during which you made arrangements for subsequent visits and dates of presentations.  2.  The outcome of the actual first lesson plan presentation. 3. The outcome of the final field presentation.  If you are an interning teacher, you must still turn in the validation form with your reflection portion filled out.

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. The first completed lesson plan project will be submitted by e-mail. The second completed lesson  plan project will be submitted by hard copy to the professor, and a final oral presentation to your peers will require hard copies of the material for all those in your presentation group.  Promptness and completeness of all assigned work is the expected standard for a minimum grade of C.  The excellence, creativity, thoughtfulness, and general quality of the work will be major considerations for grades higher than B- Please see the grade chart for particulars.

GRADE CHART

  
This record sheet is for your convenience.  Please keep track of your earned grade so that there will be no surprises for you at the end of the quarter.  You will have a number of smaller assignments which will accrue points throughout the quarter, the total for which is 200.

200-186=A
185-171=B
170-156=C
155-145=D

The plusses and minuses will be given at my discretion based upon class participation, attendance, and promptness /professional appearance of submissions.

cHECK LIST FOR mATERIALS TO BE INCLUDED IN SECOND LESSON pLAN