THE UNIVERSITY OF NORTH CAROLINA AT
ASHEVILLE
Department of Education
Education 380 ‑ Dr. Sandra
Byrd SPRING
2004
Methods and Management in Teaching, 6‑l2
(4 s.h.)
Office Hours: T & Th 11:00‑12:00 & by appointment Telephone:
office: 251‑6959
E‑MAIL: sbyrd@bulldog.unca.edu home: 253‑5728
COURSE PREREQUISITE: Formal Admission to the Education Department;
schedule to student teach next semester; EDUC 314. Co-requisite: EDUC 390 or
396.
REQUIRED MATERIALS: MacDonald, Robert
E. A Handbook for Beginning
Teachers, 2nd ed. New York:Longman,
1999.
Emmer, E.T., et al, Classroom
Management for Secondary Teachers,
6th ed. Englewood Cliffs, New Jersey: Prentice‑Hall,
2003.
Content area texts; NC
Standard Course of Study and
professional association standards (available on the web and Education
Department Office).
Pierangelo, R. &
Giuliani, G.A. What Every Teacher Should Know about Students with Special
Needs. Champaign, Illinois: Research
Press, 2001. On reserve in library.
COURSE DESCRIPTION: Planning, teaching,
evaluation, and management essential for classroom teaching, use of educational
technology in designing lessons; application of methodologies appropriate to
subject area; methods of informal and formal assessment and grading. Field
experience required (from catalog). The main goal of this course is to enable
preservice teachers to further prepare themselves to teach effectively in
diverse classroom settings. This course
offers the opportunity to learn advanced concepts about meeting professional
standards and also to develop one's own style and strengths in teaching.
Excellence in teaching demands understanding the subject matter, the students,
and the ways of teaching. This course
is based on the assumption that we can become more effective as teachers by
learning principles and techniques of planning and teaching and by gaining
practice in these skills. The
application of these skills in specific subject areas can be further developed
through observation and teaching in a public school classroom. This process will help develop teachers who
are flexible, creative, and resourceful in meeting the individual learning
needs of students and also reflective teachers who can analyze their practice
and continue to improve it.
COURSE OBJECTIVES: The student will be able to:
l.
describe
the scope of objectives in a specific subject area in a middle or secondary
school;
2. demonstrate content-area knowledge
and knowledge of child development;
3. develop plans in collaboration with
the cooperating teacher for units which include objectives, methods, and
evaluation and which reflect professional standards for teaching in the
discipline;
4. plan daily lessons for specific
units in collaboration with cooperating teacher;
5. demonstrate proficiency in teaching
skills including the following: presenting content information, giving clear
directions, conducting group discussions, asking probing and higher‑order
questions, testing and grading, monitoring
and managing student behavior, collaborating with other professionals, using
technology in teaching, and planning to meet the individual needs of students
of diverse cultural backgrounds and of widely ranging abilities.
6. demonstrate the skills of
transformational reflection and critical thinking;
7. demonstrate flexibility,
creativity, and resourcefulness;
8. demonstrate through attendance,
work-ethic, punctuality, attitude and involvement, a personal commitment to
achieving excellence as a teacher.
COURSE COMPONENTS AND
EVALUATION:
l. Field experience: 14 class
periods, one each week, beginning the week of JAN. 19 PASS/FAIL
2.
Field
experience journal including school and LEA information, observations,
curriculum and methods information, lesson plans, and
personal reflections. 25%
3. Class participation including
discussion and timely preparation of outside assignments. 25%
4. Micro-teaching, Unit plan
development and implementation. 35% .
5.
Computer
Portfolio demonstrating advanced competencies in using educational
technology for teaching. 15%
Field Experience Pass/Fail
The field experience (14
observations and lesson taught from unit) will be graded Pass/Fail on the basis
of my personal observation and with collaboration with your cooperating
teacher. The field experience journal
will be graded separately. Persons who
do not pass the field experience will not be able to pass the course and will
receive an F for their final grade.
Each student is responsible for transportation to their field placement.
Attendance Policy
Your attendance and
participation in class is essential because we will rely heavily on discussion
and in‑class activities. Anyone with over two unexcused absences may
receive a lower final grade; anyone with frequent unexcused absences may be
asked to withdraw from the course. To
be excused, an absence must be for a serious reason and cleared with me
beforehand when possible.
JAN 14 Introduction, field
placements, micro-teaching & content-area groups, discussion leaders,
professional standards, NCSCS objectives
21 PROMOTING LEARNING-reading
of BT6 due, resource list, personal objectives; field placements
26 ED-TECH PORTFOLIO
& REALITY CHECK-Learning styles and teaching styles; reading of BT1
due; we will meet in ZH 126 for second half of class so bring your technology
portfolio
28 GETTING ORGANIZED-reading
of CM 1 due; lesson planning;
FEB 2 GETTING STARTED-reading
of CM 4 due, observation log and journal due; review micro-teaching requirements;
classroom design due
4 PLANNING-reading of BT 3 and
CM 5 due, Unit Plan description; observation log and journal
9 PLANNING- reading of BT 4
due; NCSCS & professional standards comparison
11 COLLABORATIVE
LEARNING-reading of CM6 due; lesson plan format selected
16 COMMUNICATION SKILLS- reading of CM 8 and BT 7
& 11 due
18 TEACHING/LEARNING
STYLES & DIVERSITY- Panel: Ethnicity, Race, & Special Needs
23 PROFESSIONAL
DEVELOPMENT- reading of BT 2 and reading of BT 12 due
25 MICRO-TEACHING
1, presentations; lesson plans due at class you teach
MAR 1 MICRO-TEACHING 1,
presentations; lesson plans due at class you teach
3 GROUP DYNAMICS, LEARNING STYLES, &
DIVERSITY- reading of BT 5 & CM 10 due
8 & 10 SPRING BREAK
15 CLASSROOM
PROCEDURES-reading of CM2 due, personal list of classroom rules and
procedures, observation log & journal and micro teaching
reflection due;
17 INTERACTIVE TEACHING- reading of BT 8 due;
Bloom’s Taxonomy questions for unit plan
22 CLASSROOM
MANAGEMENT- reading of CM7 due; Guest
24 CLASSROOM MANAGEMENT-
reading of CM 9 and BT 9 due; unit plan rules & procedures
29 MICRO-TEACHING 2;
videotaped; lesson plan due at class you teach
31 MICRO-TEACHING 2;
videotaped; lesson plan due at class you teach
APR 5 Student Conferences;
observation log and journal due
7 Unit Plan Due ; Student discussion
of observations
EVALUATION- reading
of BT 10 due; micro-teaching reflection due
12 EVALUATION- reading
of CM 3 due; spreadsheet due (using grading software program)
14 UNDERGRADUATE
RESEARCH SYMPOSIUM-NO CLASSES
19 Fieldwork (I will be
available all day for field observations)-no class
21, 26 Fieldwork (I will be
available all day for field observations)-no class
28 Videotape review;
observation log and journal due
29 Field Experience
Conferences (no class; sign up for appointments); Ed Tech Portfolio &
Directed Reflection due during scheduled conference
COURSE COMPONENT DESCRIPTIONS
READING ASSIGNMENTS: Read, take notes on, and
be ready to actively discuss assigned materials.
DISCUSSIONS: For each chapter assigned, one or more
students will lead a 20 minute discussion. Students will prepare written
questions at all levels of Bloom’s Taxonomy and use the questions to lead
discussions, holding all students accountable for having read and prepared
notes. This is not a presentation of new materials. All students should prepare
to participate actively in discussions based on notes and classroom
observations. Be creative in your presentation and invite active participation.
RESOURCE FILE: Maintain a collection
of resources that apply to your content area which include the following: a.)
lesson plans and materials including ED 314 teaching strategies; b.) name and
location of journals, videos, books, and professional associations; c.)
websites; and d.) name and phone/email of people in the community. This will
become part of your unit annotated bibliography and will be used in class
discussions.
MICRO-TEACHING: Prepare two lesson
plans according to guidelines, turn in the plan, and teach the segment.
Micro-teaching lesson 2 will be videotaped.
Micro-Teaching 1: The purpose of this assignment is to plan, teach, and
review a lesson applying presentation techniques on a topic in your content
area. Prepare a 20-minute lesson that incorporates visuals, questioning, good
closure, and presentation activities we
have discussed. You can integrate technology into this lesson plan if you wish.
Your topic should be one that you might actually teach in the 6-12 classroom.
Review your lesson plan with me prior to micro-teaching. Use the lesson plan
format you have selected for all 5 lessons in your unit. You will teach your
lesson to a micro-teaching circle, which will include 4 to 6 students. Each
student in your micro-teaching circle should fill out an evaluation of your
teaching lesson (form will be provided by course Instructor) and give you the
evaluation at the conclusion of class. Hand in lesson plan and copies of all
handouts, transparencies, etc. at the conclusion of your teaching. Hand in a
1-2 page reflective analysis of your lesson on Feb. 15. The reflective
analysis should take into consideration the comments of your reviewers. In your
reflective analysis include if you accomplished your objectives, what went
well, what could be improved, which discussion skills did you practice, on
which skills do you need more practice, how did you provide opportunities for
students to take responsibility for and be actively involved in their learning,
and what roles (coach, facilitator, audience, etc.) did you play to encourage
student learning?
Micro-Teaching 2: The purpose of this assignment is to plan, teach, and
review a lesson applying discussion techniques (see BT 8). Prepare a plan for a
20-minute lesson that incorporates guided discussion questioning techniques.
The purpose of the discussion is to deepen student thinking and understanding of
a topic. Your topic should be one that you might actually teach in the 6-12
classroom.
Method: 1) Present
students with a 3-5 minute stimulus activity related to your content area. This
can be a reading selection (such as a poem, an op-ed piece, short essay,
primary source document), a video or audio excerpt, or picture. Do not rely on
lecturing for this stimulus and do not assume that students have background
knowledge on the topic. For example, if you want to discuss the war in Iraq,
provide students with a brief reading or map to provide background information;
2) Lead students in a teacher-guided discussion of their comprehension and
attitudes about the stimulus or related ideas. Use levels of questioning and
questioning/discussion skills including wait time, probing, prompting,
redirection, summaries, and smooth transitions. Please label the cognitive
level of your questions in your lesson plan; 3) Provide closure for the
discussion. Use the lesson plan format you have selected to use for your unit
plan and write out your discussion questions. Prepare to lead the discussion
for a small group of 4-6 students. Each student in your micro-teaching circle
should fill out an evaluation of your teaching lesson (form will be provided by
course Instructor) and give you the evaluation at the conclusion of class. Hand
in lesson plan and copies of all handouts at the conclusion of your teaching.
Hand in a 1-2 page reflective analysis of your lesson on April 7. The
reflective analysis should take into consideration the comments of your
reviewers and the viewing of your videotaped lesson. In your reflective
analysis include if you accomplished your objectives, what went well, what
could be improved, which discussion skills did you practice, on which skills do
you need more practice, how did you provide opportunities for students to take
responsibility for and be actively involved in their learning, and what roles
(coach, facilitator, audience, etc.) did you play to encourage student
learning?
Keep the videotaped
lesson as it will provide you with a gauge of your progress.
UNIT PLAN ASSIGNMENT
In collaboration with
the cooperating teacher, determine a unit to be taught between . You will plan
the unit and teach a three-day segment of it. As soon as you know when you will
teach, check with me to schedule one of those days for my observation. The
logistics of teaching part of a unit are challenging, but collaboration,
creativity, and flexibility will make it manageable. Start early! Schedule an
appointment with me on April 5 and come to the conference with a draft plan. I
can give you suggestions and comments so that you may make revisions as
necessary before teaching. After your teaching segment, complete a directed
reflection of your teaching.
DUE DATE: This unit plan is due April 7, before
you begin planned teaching. You should
plan to teach your 3 day unit between April 7-April 26. You are required to
videotape one lesson that you teach and to schedule my observation of one lesson
(different from videotaped lesson).
The unit plan should
include the following components:
q
Unit
context (School, Cooperating teacher, grade course name, student ability level,
class size, time and duration, dates of unit)
q
NCSCS
objectives for content and technology
q
Educational
technology component: Overview of how technology is used in planning and
teaching
q
Unit
Rationale: Overview of unit including general scope, time frame, with arguments
to support the assertion that the topic, objectives, and activities are
important, appropriate, aligned, and worthwhile for this particular group of
students. Draw from developmental theories, subject-specific standards,
technology standards and INTASC standards. Name dropping is appropriate so that
you demonstrate an understanding of the foundations of methodologies you have
selected. Personal objectives for students and for you should also be included.
(2-3 pages)
q
Calendar
of day-by-day activities
q
Statement
of Procedures for management of student behavior
q
Statement
of plan to meet diverse needs of students in your class: Identify specific
special needs and strategies used to accommodate learner and how technology was
used to identify methodologies and differentiated materials for diverse
learners.
q
Statement
of plan to maintain student accountability
q
5
Daily lesson plans using the school/teacher preferred format; arranged in
chronological order; includes lesson plan handouts and transparencies, slides,
etc. One lesson plan must include the teaching of technology to students.
q
Annotated
bibliography of materials: annotated list of books, journals, websites,
webquests, or other technologies used to research, develop, and implement your
unit. Web annotations should include an evaluation of accuracy and suitability
of website for student use.
q
Evaluation
of student work: describe both formal and informal assessments used
q
Cooperating
teacher’s comments on unit and teaching segment
q
Add
Unit Plan to your web page and include links to websites in annotated
bibliography (after teaching completed)
q
Directed
Reflection (to be added after teaching completed)
Evaluation: In grading
your unit, I will consider the following:
1. Did I get it before you started
teaching? (5 points deducted for each day it is late)
2. Is it coherent‑‑do the
activities address the objectives?
3. Does it include all required
components?
4. Does your draft and final plan show
that you plan to teach content with variety and interest in keeping with the
professional standards of your discipline and INTASC standards?
Grading for Resource Unit Possible Points Student
Points Earned
|
Unit context |
1 |
|
|
NCSCS objectives for
content and technology |
8 |
|
|
Educational technology |
2 |
|
|
Unit Rationale |
8 |
|
|
Calendar |
1 |
|
|
Procedures for
management of student behavior |
3 |
|
|
Plan to meet diverse
needs of students |
5 |
|
|
Student accountability |
1 |
|
|
5 Daily lesson plans |
35 |
|
|
Annotated bibliography |
9 |
|
|
Evaluation |
9 |
|
|
Unit Plan posted on
Web page |
(extra credit +5) |
|
|
Cooperating Teacher
evaluation |
8 |
|
|
Directed Reflection |
10 |
|
|
Total Points |
100 (+ 5 extra credit) |
|
ED
380 FIELD EXPERIENCE
The purpose of the field
experience is to integrate theory and practice both in observations and in your
teaching segment. By working with the same group of students over the course of
a semester, you should be able to see their development and they should have a
chance to see you in the role of teacher.
The real setting of the classroom is impossible to simulate in
university coursework. This classroom is your laboratory for observing and
experimenting with your teaching skills, particularly pacing, classroom
management, grading, and long-range planning. Make use of the expertise of the
cooperating teacher. Ask!! Collaborate!!!
Activities:
1. Contact your assigned
cooperating teacher and make an appointment to discuss your field experience
immediately after receiving your assignment. The initial meeting should not be
during class time.
2. On the first visit
introduce yourself to the principal or assistant principal responsible for your
placement and thank him/her. Introduce yourself to the cooperating teacher,
thank him/her for working with you, outline your field experience
responsibilities for the semester and begin discussing the unit plan and
teaching segment. Decide on which class you will observe. Decide on how you
will both keep track of the dates and time you have observed on the log
provided. Go over the evaluation he/she must complete and return to me by April 28 (required for a passing grade for
Ed 380). Get started on the Ed 380 Information Sheet, the Professionalism
Survey, and the Survey of School Services. Ask for a copy of the School
Improvement Plan. There is a lot to do, so you should not expect to finish in
one meeting.
3. Spend at least one
full period each week in class for a total of 14 weeks, beginning during the
week of January 19
and ending the week of April 26 (14 periods total). Vary the day if
possible. One period may be an observation of
a different class as
recommended by the cooperating teacher. Participate as much and as early as
possible (with
teacher’s permission) by
preparing and distributing materials, calling roll, tutoring, working with
small groups, team
teaching, etc. By the
second visit, call the role to help you learn students’ names. By the fourth
visit, take some part in
whole-group instruction to establish your role as a teacher in the students’
eyes.
It is very important to
be on time for all classes and appointments, to dress professionally,
and generally think of
the field experience as a career component. Twenty hours required.
Observation/Instruction
log to be initialed by cooperating teacher at each visit. Due as noted in
calendar.
4. Keep a journal
detailing your visits, including the initial conference. Include date and
times, duration, your interaction with teacher and students, reactions to what
you observe, etc. Connect reading and class discussion with what you observe.
Be as specific as possible and add comments about the relative success,
interest, benefits, etc. of your participation. Turn in journal monthly, as
requested (see calendar; first week of each month).
JOURNAL ORGANIZATION: Use a loose-leaf
notebook and organize your journal with the following sections:
I.
Cover
Page:
Observation and Instruction Log
II. Journal Reflections: 14-one for each
observation. During the course of the field experience gather some basic
information about the curriculum and instruction in your subject area and
record in your journal:
a. List the courses offered in your
subject area in your assigned school.
b. Describe the goals, objectives, and
general sequence of activities for the course in which you teach. What is the general class routine?
c. List the instructional materials
available in your assigned classroom.
List texts and other materials.
d. Describe the planning methods of
your assigned teacher.
e. Describe how your cooperating
teacher evaluates the students and assigns grades.
f. Describe how your cooperating
teacher provides for the individual needs of the students including those needs
related to the diverse ethnic makeup of the class.
g. Describe the classroom management
procedure of your cooperating teacher.
h.
Discus
how professional standards for your discipline area are fulfilled in this
setting.
III. Education 380 Forms: Student Data Form,
Educ 380 Information Form, Long-Term Planning Form, Attitudes Toward Student
Professionalism Form, Study of School Services Form, and Directed Reflection.
IV. Curriculum Materials
Collected During Observations
5. Collaborate with your
cooperating teacher to develop a unit plan and teach three lessons from the
unit. The logistics of scheduling the teaching segment is challenging so
discuss it with me and with your cooperating teacher. Although you may not
teach all segments of the unit, the plan should be original and appropriate for
the class you are teaching. See Unit Plan outline.
6. Near the end of the
semester, begin to talk with your cooperating teacher about the following
semester’s student teaching schedule and responsibilities. It is very important
that you are on time for all of your scheduled school activities. Plan out your schedule carefully with your cooperating teacher and make every
effort to stick with it. If you must be
late or absent, be sure and notify your
teacher and me ahead of time.
Get your cooperating teacher's school and home phone number. Call me at 25l‑6959 (office) or 253-5728 (home). You will be responsible for your own
transportation to the field experience. Lateral Entry teachers will need to plan an
equivalent experience w/ me.
ED 380 FIELD EXPERIENCE EVALUATION
40
pts. A. Time spent in the classroom:_______class periods
20
pts. B. Observations Record:
objectives_______
methods_________ reflections___________
40
pts. C. Teaching:
3
daily lesson plans:
correct
format_________
varied
and interesting methods________
self
evaluative comments on each lesson______
15
pts. D. School Information:
courses
offered________
description
of course you are teaching______ materials
available_____
cooperating
teacher's:
planning
methods_______ evaluation methods______
provisions
for meeting individual needs_______
classroom
management procedures_______
5
pts. E. Cooperating Teacher's Evaluation of Your Teaching:
on
time_____ cooperative_____
effective______ comments______
P/F F. My Observation:_______ (T=120 pt)
THE UNIVERSITY OF NORTH CAROLINA ASHEVILLE
M E M O R A N D U M
TO: Cooperating
Teacher Date: Spring 2004
FROM: Sandra Byrd, Course
Instructor (sbyrd@bulldog.unca.edu)
SUBJECT: Ed 380
Field Experience
I appreciate your willingness
to work with one of our students enrolled in Education 380, Methods and
Management in Teaching, 6-12, the capstone course that precedes the student
teaching semester. At this level, our students have had numerous opportunities
to study educational theory, observe classes, and plan and teach lessons to
their peers. As part of UNCA’s liberal arts model, each student has completed a
full major in a chosen content area. They have demonstrated basic and advanced
educational technology competencies. In other words, they bring a host of
skills, knowledge, and ideas to this field experience. Most, however, have had
limited practical experience in long-term planning, classroom management,
parent conferencing, evaluating, and grading. For the most part, they are still
in the world of the university student. The purpose of this semester’s field
experience is to allow the student to take a step into the world of the public
school teacher by observing and teaching real students in a real classroom
setting over the course of a full semester. Such a laboratory experience is
impossible to simulate in the university classes.
PROCEDURES
The student should ask
to meet with you initially during a planning period or before or after school
so that you can begin collaborating on the semester’s activities. We know that
your “free” time at school is precious and appreciate that you may not be able
to give an entire period to this conference, but it is important that the
student understand your expectations as well as mine. The student will gather
information about the school, the department, curriculum, policies, procedures,
and facilities, as well as opinions about a number of issues that help in
understanding his/her place in the profession. He/she will also consult with you
about a unit to be planned and a teaching segment of three lessons from that
unit to be implemented between April 7-April 26. Your advice will be
necessary to assure that the unit is manageable and of appropriate length and
content for your class. The student should share with you the list of specific
requirements for the preparation of the unit plan.
This semester the
student should normally be with you for the same class each week and should
remain for the entire period. Because most of our students are still taking a
full load of courses (as well as working and caring for families in some
cases), they may not have the flexibility to change the day or class period for
observation. If possible, however, it recommended that they visit once in
another of your classes that might be vastly different from the one they
normally see. The visits should total at least 20 hours over 14 weeks. Please
initial the student’s observation/instruction log at each visit.
The UNCA student should
interact with you and your students as much as you can allow. We find that
early and varied involvement, such as calling the roll, distributing papers,
helping review, working small groups, and team teaching with you helps bridge
this semester with full time student teaching. Your guidance is invaluable in
every aspect of this experience.
During the teaching
segment of this field experience I will visit the student teacher once and look
forward to thanking you personally for your involvement in preparing students
to enter our profession. If I can be of help at any time, or if you have
questions or concerns, please contact me at 251-6959 (w) or 253-5728 (h).
Please send me your evaluation of the student’s work using the attached form by
April 28 so that I may complete the course grade. Successful completion
of the field experience is a requirement for passing Education 380.
Early in the semester we
will schedule an afternoon workshop orienting you to the field experience and
the research project students will be planning for their Education 396
requirement. There is a small stipend available for those attending. You will
receive a letter with the specific date, time, and location.
Thank you again for your
service and contribution to the teaching profession. I look forward to our
collaboration.
Best Regards,
Sandra Byrd
UNCA CLASSROOM OBSERVATION AND TEACHING
EVALUATION FORM ED 380
Student's Name: _____________________________
Cooperating Teacher: _____________________________
School: ___________________________________
Dates and times of student participation:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
The student teacher: Good Needs
Improvement Comments
1. Was
always on time
as scheduled
2. Had
a cooperative
attitude
3. Was
effective in
carrying out
assigned tasks
4.
Participated
for
a
minimum of 14 class periods.
Please comment on the performance of the
student during this field experience:
Signature of cooperating
teacher:_____________________________
ED 380 ED TECH PORTFOLIO REQUIREMENTS
(Spring, 2004)
A. Purpose: The purpose of the Ed tech
Portfolio is to assess student advanced competencies in applying computer
skills to teaching. In addition the
portfolio will provide a useful resource in future job applications.
B. Requirements: (Continued from EDUC
310, 314)
1. Title
Page
2. Table
of Contents
3. Dividers for each of the five NETS
Standards with Reflective Statement that describes how the competency
has been met. I request a hard copy of each application required in this class.
Post entire portfolio on your web page (which you began in EDUC 310).
C. Ed 380 Advanced competency applications: Each assignment is categorized by the specific NETS standard addressed):
Developmentally
appropriate learning opportunities that apply technology-enhanced instructional
strategies to
support diverse needs of
learners (NETS II, A):
q
Evidence
of using technology to located lesson plans on the web that use methods that
accommodate the needs of special needs students;
q
Develop
lesson plans that include adaptations for diverse learners in the classroom in
which you are teaching;
q
Develop
an original lesson plan or unit plan focused on collaborative research and
reporting in your classroom. The plan
should enable students to cooperatively:
o
use
technology in gathering information;
o
analyze
and draw conclusions from the information;
o
use
technology in reporting information;
o
include
a step-by-step guide for students to follow in applying one of the technology
skills required;
o
include
a brief guide for students for avoiding plagiarism and correctly citing sources
from the Web.
Develop a resource list
of differentiated materials that you are using in your unit plan;
q
Develop
a web page to post your unit
Application of current research on teaching and
learning with technology (NETS II, B.):
q
Write
a unit rationale that demonstrates an understanding of best practices,
standards, and developmental theory.
Application of current research on teaching and
learning with technology (NETS II, C.)
q
Develop
an annotate Unit Bibliography
Management of technology resources (NETS II, D.
& E.)
q
Schedule
use of computer lab by students in one lesson plan.
Technology-enhanced experiences that address
content & technology standards (NETS III, A)
q
Develop
and teach three lessons in a public school classroom that address both content
and technology standards.
Technology supporting learner centered
strategies that address diverse needs of students (NETS III, B.):
q
Unit-Plan
lessons and reflections on teaching of unit plan;
q
Cooperating
teacher evaluation of lessons taught;
q
Panel
of public school teachers discussing methodologies to meet diverse needs of
students.
Use technology to collect & analyze data, interpret results, & communicate findings to improve practice and maximize learning (NETS IV, B.):
q Use a grade book program to record student grades; Outline your grading plan for a specific course in your content area. Include in your plan your rationale and weights for different types of assignments, e. g. quizzes, exams, homework, journals, etc. Prepare a spread sheet in which you record and compute the grades for at least 10 students.
q Using the computer, draw a map of your ideal classroom which incorporates technology. Write a brief explanation of how the physical setting will enable you to facilitate active student involvement, inquiry, and collaboration, and provide equal access to technology for all of your students
q
Use
word processing to write reflections on teaching, including two videotaped
lessons.
Use technology to communicate:
q
Write
a letter to parents using a word processing program (to be included in your
unit plan).
.
Knowledge Base for Course Content
Motivation
Spaulding, C.
(1992). Motivation in the classroom. New York: McGraw-Hill.
Schema Theory
of Learning
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