AUGSBURG COLLEGE EDUCATION DEPARTMENT SYLLABUS

 

EDC 310/533 LEARNING AND DEVELOPMENT IN AN

EDUCATIONAL SETTING

Winter 2003-2004

Friday, 6:00 – 9:30pm

                                                                       

Classroom: SVE Room 1 (unless otherwise indicated in the class schedule)

Credits: 1.0

Prerequisites: Admission to the Education Department

Instructor: Dr. Linda Stevens

Office: SVE 7

Office Phone: 612-330-1404

Office Hours: Mon. 10:30 – 11:30; 3:00 – 4:30; Wed. 10:30 – 11:30, 1:00 – 4:30;

                        Friday 1:00 – 5:00

 

Course Description:

This course will survey the major social and psychological processes involved in learning and development in an educational setting. Special emphasis will be placed on classroom applications. The course will focus primarily on MN STANDARDS OF EFFECTIVE PRACTICE Standard Two: Student Learning while reinforcing other standards..

 

Education Department Mission Statement: The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively.

 

Mission Themes (MT) emphasized in this course: Being competent in pedagogy; collaborating effectively; reflecting critically; being knowledgeable in content.

 

Applicable Standards of Effective Practice:

• Standard 2 – Student Learning: A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social and personal development. (MT - Knowledgeable in content)

• Standard 3 – Diverse Learning: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

• Standard 4 – Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (MT – Competent in Pedagogy)

• Standard 5 – Learning Environment: A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

• Standard 6 – Communication: A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

• Standard 7 – Planning Instruction: A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, community, and curriculum goals.

• Standard 8 – Assessment: A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

• Standard 9 – Reflection and Professional Development: A teacher must be a reflective practitioner who continually evaluates choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. (MT- Reflecting Critically)

• Standard 10 – Collaboration, Ethics, and Relationships: A teacher must be able to communicate and interact with parents and guardians, families, school colleagues, and the community to support student learning and well being (MT- Collaborating Effectively)

 

Course Objectives: Students in this course will develop and exhibit:

1. knowledge of:

learning processes (1B, 2A)                            developmental stages (2B, 2C)

cognitive theories (2B, 2C)                              behavioral theories (2B, 2C)

individual differences (3A, 3C, 3I)                   motivation (5A, 5F, 5J, 5K)

maintaining a positive classroom (5H) educational measurement (8B, 8C)

2. skills in:

adapting learning materials (4B, 7A, 9H)         communicating effectively (6A, 6E)

assessing learner characteristics (8B, 8C)        accommodating differ. (3A,7C,7E)

evaluating instructional effectiveness (4B)       developing learner self-esteem (5C)

3. professional attitudes related to:

appreciating diverse learning styles (3A)

reflecting on and addressing the needs of the whole learner (9C, 9H, 10D)

involving parents and community in the learning process (5G, 10B)

 

Technology Requirements:

            • Webpage construction

            • digital picture – image manipulation

 

Field Experience Requirement: This course requires a 20 hour field experience in an education related setting. This might be in a classroom or in another setting that has education as its purpose.

 

Required Text:

 

Woolfolk, Anita (2003) Educational Psychology 9th Edition.

 

Assessment Summary:

Assessment Tool                     Activities/Documents               Program Standards

 

Educational Autobiography     Personal reflection on 9C, H

                                                educational experience

 

Learning Analysis Journal       Service Learning hours,           3A, C, I; 5C, F, G, H, K; 6A;

                                                observations, tutoring              9C, h; 10B

                                                reflective practice sessions

 

Teacher Evaluation                  field placement experience       9C, H; 10B, D

 

Observation Paper                   observation of children,           2B, C; 10B, D

                                                peer review, discussion

 

Peer teaching                           write a Webquest lesson unit,

plan and teach a lesson,           4B, 7A,C,E; 8B

                                                peer and self evaluation

 

Team presentations                  textbook and readings 2A; 6E; 7A

                                                discussion

 

Quizzes                                   textbook and readings 1B; 2A,B,C; 3A,C,I; 4B;

                                                                                                5A, C,F,H,J,K; 6A; 7A,C,E;

                                                                                                8B,C; 10B

 

Portfolio                                  demonstration/reflection          9C,H; 10D

                                                on the MN SEP

 

Assessment Descriptions and Grading: There are several components to your final grade for this course. Approximately one third of your grade involves field observations, another third includes knowledge acquisition and the final third is application of knowledge. Each assignment will be discussed further in class. These assignments include:

 

Assignment                                                                                         Points %

(including assessment of MT’s: competent in pedagogy, reflecting critically, collaborating effectively, being knowledgeable in content. )

 

1. Class participation                                                                           20/9%

attendance, promptness, positive attitude, and a willingness

to participate in an expectation of a professional teacher.

 

2. Educational Autobiography                                                 10/5%

Reflections on your educational experience to help you begin

to clarify your educational philosophy by examining your own

educational experience. (Reflecting Critically)

 

3. Service Learning Project/Learning Analysis Journals                      40/18%

This project consists of a 20-hour tutoring assignment in the

community with either adults or children. Placements will be

coordinated with Chris Brown. Day, evening, and weekend

slots are available. The learning analysis journals are three

2-3 page typed documents that are thoughtful reactions to

your experience. (Reflecting Critically)

 

4. Team presentation project:                                                               20/9%

Each student will participate in a team presentation to the class on

a topic in the text. (Collaborating Effectively)

Graduate students will do an individual presentation to include           40pts

their research for the written paper.

 

5. Celebrations of Learning/Content Mastery/Quizzes:                       30/14%

There will be five quizzes on the text (Being knowledgeable in Content)

 

6. Observation Project:                                                                        40/18%

Systematic observation of children at different chronological ages

appropriate to licensure to gain insight into physical, cognitive, psychosocial,

and moral development of students. (Being knowledgeable in content)

 

7. Teaching a lesson:                                                                           40/18%

Each student will prepare and deliver a developmentally appropriate

learning experience to the class. (Being Competent in Pedagogy)

 

8. Portfolio:                                                                                         20/9%

The portfolio contains a demonstration and reflection on the MN

STANDARDS OF EFFECTIVE PRACTICE. (Reflecting Critically)

 

3.     Research Paper: (Graduate Students)                                            60pts

Students taking the course for graduate credit will research a topic and

prepare a written summary of their findings. The research with be

presented to the class. The research should go beyond print/online

resources to include research in the educational setting (interviews, observations,

or surveys of school faculty/staff or students).

 

                                                                       

                                                                        TOTAL POINTS      220/300

 

4.0=95-100%  3.5=90-94%    3.0=85-89%    2.5=80-84%    2.0=75-79%

NOTE: Grades below 2.0 will not be accepted by the Education Department for licensure.

 

Bibliography:

Adler, Mortimer (1982) The Paideia Proposal

Posner, George (2000). Field Experience: A Guide to Reflective Teaching, 5^th ed.

 

Policies:

Attendance: Most of the class sessions involve demonstrations, discussions, and computer lab activities which cannot be made up, so it is strongly recommended you attend all class meetings to insure you do not miss any important material. If you miss a class meeting, please speak with the instructor ahead of time. Students may with the permission of the instructor make-up unavoidable absences (emergencies) by engaging in equivalent learning activities which the student must design and document for the instructor. Other avoidable absences may not be made up. Attendance qualifies you for class participation points, so it has a direct bearing on your grade for this course.

 

Late Work: Course assignments handed-in on time may be re-done for additional credit if they are deficient in some way. Late assignments cannot be re-done for extra credit and will only receive half credit. NO work will be accepted after the last day of regularly scheduled classes. This does not include the Final Exam day.

 

Special Needs: Students with diagnosed learning needs may have legal rights to course modifications. If you have been identified as having a physical or learning disability, please let me know what special considerations need to be made. All students have the right to use the Augsburg College Counseling Center and Student Development staff services, as well as to receive tutoring assistance with this policy.

 

Honesty Policy: The Augsburg college policy on academic honesty applies to this course. You will be required to acknowledge your compliance with this policy. Unless otherwise stated, the assignments you hand-in are assumed to be your own individual work. Please refer to the Augsburg Student Guide for details.

 

Technology Expectations

As an education department, we expect these entry-level technology skills from our pre-service teachers:

 

• Read and answer e-mail regularly and in a timely fashion, using your Augsburg College email address.
• When required, attach documents to email.
• Make active use of online course resources (e.g., Blackboard).
• Access and use online file space (e.g., AugNet/Netware space).
• Use word processing for assignments. Require that they be done in Microsoft Word and that they are run through Spell Check.
• Have the ability to access and navigate the Internet.

 

Students who do not possess these skills should contact personnel in the student computing lab in Lindell Library for help in developing these skills. Students will receive training in Augsburg specific software such as Blackboard and AugNet in college orientation programs and/or in beginning coursework. Augsburg computer labs all have Microsoft Word for those students who do not have access to this software elsewhere.

 

Schedule: This course meets as separate sections in DAY and WEC. In WEC it is available at the graduate and undergraduate levels.

 

Course Schedule: This schedule may change because of unforeseen circumstances. The readings and assignments are to be completed before the class session.

 

Date           Topic                                                         Readings & Assignments

1/9             Introduction/Learning Theories                 Ch. 1

                  Lindell 15 from 6:00 – 7:30

                  SVE 1 from 7:45 – 9:30

 

1/23           Human Development                                 Ch. 2, 3;

                  Individual Variations                                 Educational Autobiography

                  SVE 1                                                       Team Presentation 1   

 

2/6             Learning Theories                                     Ch. 6, p. 474 - 485 ; Quiz 1

                  Application of Learning Theories              Team Presentation 2

                  Lindell 15                                                Journal #1

                                                                                    Observation Project

 

2/13           Learning Styles                                         Ch. 4, 5

                  Lindell 15                                                Team Presentation 3, Quiz 2

                                                                                    Journal #2

                                                                                   

2/27           Cognitive Theories/Processes                    Ch. 7, 8, 9; Quiz 3

                  Instructional Strategies                              Team Presentation 4

                  Lindell 15

 

3/12           Motivation                                                 Ch. 10, 11, 12, 13; Quiz 4

                  Teaching Strategies                                   Team Presentation 5

                  SVE 1                                                      Journal #3

 

3/26           Evaluation of Student Learning                 Ch. 14, 15; Quiz 5

                  SVE 1                                                       Webquest Unit Due

 

4/2             Assessment                                               Student Presentations

                  Lindell 15                                                of WebQuests and Lessons

 

                 

 

 

 

 

 

 

 

 

EDUCATIONAL AUTOBIOGRAPHY

DUE DATE: second class session.

EDC 310/533: Learning and Development in an Educational Setting

 

 

PURPOSE: The intent of this assignment is to help you begin to clarify your educational philosophy by examining your own education experience.

 

 

MN STANDARD #6: Communication: A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. A teacher must:

6D       know effective verbal, nonverbal, and media communication techniques.

 

MN STANDARD #9: Reflection and Professional Development: A teacher must be a reflective practitioner who continually evaluate choices ad actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:

9C       understand the influences of the teacher’s behavior on student growth and 

learning.

9H       use classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice.                    

 

 

DIRECTIONS: Since your philosophy is still in the formation stages, you need not think that this must be complete. Therefore, you may use any style or format which is most comfortable for you. You might consider the following guidelines and think about the task in the following stages:

 

            1. Think about yourself as a student.

                        What were you like as an elementary, secondary, and college student?

                        How typical do you think you were compared to kids your age?    

 

            2. Think about yourself as a learner.

                        What type of learner are you?

                        How do you learn best?

                        What are your specific learning needs?

 

            3. Think about the people, the experiences, and the environments

            which have had an impact on your learning.         

                        What types of teachers, methods, and subjects affected you?

                        What environments contributed to your learning?

 

            4. Think about yourself as an educator.

                        How will you create an effective learning environment for

                        students with the type of learning need you have?

                        How will you effectively teach so all students can learn?

 

                       

This writing assignment does not need to be lengthy - 2 or 3 pages should be sufficient. Be creative; feel free to express your philosophy in a medium that suits you.

 

GRADING CRITERIA is based on:

completeness (5 points),

clarity of ideas (3 points), and

grammatical correctness (2 points).

 

Using E-folio or Netscape Composer, design your own personal web page. Write your educational autobiography using the guidelines below. Include pictures you have scanned or taken with a digital camera. Add your own personal touches. Be creative!

Scoring Rubric

 

Points (grade)

9-10 (4.0)        Originality of presentation; creative expression

Higher level of thinking showing evidence of analysis and insight

Responding to all questions answered but with a synthesis of ideas

Grammatically correct

 

8 (3.5)             Higher level of thinking showing evidence of analysis and insight

                        Responding fully to all questions with support for ideas

                        Grammatically correct

 

7 (3.0)             Responding fully to all questions with some elaboration

                        Grammatically correct

 

6 (2.5)             Responding fully to all questions with some elaboration

                        Some grammatical errors

 

5 (2.0)             Brief response to questions

                        Some grammatical errors

 

Redo (0.0)       Incomplete response to questions

                        Numerous grammatical errors

 

 

 

SERVICE LEARNING PROJECT/LEARNING ANALYSIS JOURNALS

EDC 310/533: Learning and Development in an Educational Setting

 

PURPOSE: The service learning project consists of a 20-hour tutoring assignment in the community with either children or adults. Reflection and analysis of the learning process is critical to effective teaching. This project allows students to demonstrate performance on MN STANDARDS OF EFFECTIVE PRACTICE #1-10. Journal reflections allow students to demonstrate standard #9.

DIRECTIONS: Placements for the service learning project will be coordinated with Chris Brown (1545). Day, evening, and weekend slots are available. To assist you in making connections between course content (knowledge base understandings) and applications to school settings, THREE 2-3 page typed Learning Analysis Journals provide thoughtful reactions to your service learning experience. Please reference the text in each Learning Analysis Journal. For example, Journal #1 should draw on knowledge you have learned from chapters 1-5, Journal #2 from chapters 5-10, and Journal #3 from 11-15. Also, fill out a Service Learning Log , have it signed, and include it with each Learning Analysis Journal that you submit.

 

ASSESSMENT: Each journal is awarded up to 10 points and are allocated as follows:

A. Experiences:         Verification of experiences (Service Learning Log ).(1 point)

B. Processing:                        Interpretations of events based on course concepts. (2 points)

C. Generalizing:          Identifying issues and problems; developing hypotheses. Draw

                                    connections between the course and your placement. (2 points)

D. Applications:           What practical solutions can you suggest to the issues or

                                    problems you identified? (2 points)

E. Assessment:            Tie the knowledge and skills you are learning to the Standards of Effective Practice. (2 points)

F. Mechanics:             The journal displays college-level writing mechanics that

                                    would be appropriate for a professional teacher. (1 point)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SERVICE LEARNING PROJECT

Service Learning Log

 

 

 

 

 

 

 

Site Supervisor Signature __________________________   Date ___________

Supervisor Comments:

 

 

Team Presentation Project

 

EDC 310: Learning and Development in an Educational Setting

 

PURPOSE: Students will have the opportunity to participate in team planning and team teaching a topic related to learning and development. This project allows students to demonstrate performance on the MN STANDARDS OF EFFECTIVE PRACTICE #2, 6, & 7.

 

 

MN STANDARD 2: Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social, and personal development. The teacher must:

2A     understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning.

 

MN STANDARD 6: Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:

6E     understand the power of language for fostering self-expression, identity development, and learning.

 

MN STANDARD 7: Planning Instruction: A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, community, and curriculum goals. The teacher must:

7A     understand theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals.

 

DIRECTIONS: A chapter of the text will be chosen or assigned to teams. PowerPoint presentations of 30 minutes in length should extend beyond the information in the text and provide applications to both elementary and secondary settings. Team members can choose to focus on either elementary, middle, or high school applications but both elementary (K-6) and (7-12) applications must be included in the presentation. Each team member is responsible to source supplementary information and provide a summary of the material including a bibliography to the instructor. Learning theories should be applied in the presentation (i.e. creativity, student involvement, visuals, handouts).

 

 

ASSESSMENT: This assignment is awarded up to 20 points based on the criteria:

 

1.      Did all team members participate? (1 points)

2.      Was the presentation done in PowerPoint? (4 points)

3.      Was the information an extension of the text topic? (3 points)

4.      Did the team members provide applications to both elementary and secondary settings? (4 points)

5.      Was supplemental material (bibliography, handouts) included? (4 points)

6.      Were learning theories applied in the presentation, i.e. creativity, student involvement? (4 points)

 

 

TEAM PRESENTATIONS

 

EDC 310: Learning and Development in an Educational Setting

 

 

Team Members:   _____________________________________

                           _____________________________________

                           _____________________________________

 

 

                                                                        Points         Points

Grading Criteria                                               Possible      Earned

 

1. Participation by all team members               1       ­­­_____

 

2. PowerPoint presentation was used.              4      _____

 

3. Information was an extension of the text     3       _____

 

4. Applications to both elem. and secondary     4       _____

 

5. Supplemental material included              4       _____

 

6. Learning theories were applied                     4       _____

         (creativity, student involvement, visuals)

 

                                                               TOTAL 20        _____

 

COMMENTS:

 

 

EDC 533: Learning and Development in an Educational Setting

Graduate Components

PRESENTATIONS

 

PURPOSE: Students will have the opportunity to present classroom applications on a topic related to learning and development. EDC 310 students will present in teams while EDC 533 students will make individual presentations. This project allows students to demonstrate performance on the following MN STANDARDS OF EFFECTIVE PRACTICE.

 

 

DIRECTIONS: A chapter of the text will be chosen or assigned to teams and individuals. All presentations must extend the information and learning theories in the text and provide applications to both elementary and secondary settings. Individual presentations (EDC 533) will be 45 minutes in length and should also include examples of applications to both elementary and secondary settings. It is advised that students making individual presentations include information from their research paper. Presentations should incorporate effective teaching strategies (i.e. creativity, student involvement, visuals, handouts). Materials to be turned in include, a summary of the presentation, materials presented, and a bibliography.

 

ASSESSMENT: This assignment is awarded up to 40 points based on the criteria:

1. Was the information an extension of learning theories in the text? (15 points)
2. Were applications to elementary and secondary settings provided? (10 points)
3. Was supplemental material (bibliography, handouts) included? (5 points)
4. Were effective teaching strategies applied in the presentation, i.e. creativity, student involvement? (10 points)

 

 

 

RESEARCH PAPER

EDC 533: Learning and Development

 

PURPOSE: Students enrolled in EDC 533 will have the opportunity to explore an area of learning in more depth. This exploration involves library-based research and culminates in a formal research paper and class presentation. This project allows students to demonstrate performance on the following MN STANDARDS OF EFFECTIVE PRACTICE.

 

 

 

                                                           

 

DIRECTIONS: Choose a topic of interest to you in the area of learning and development. It is advised that you use the course text as a jumping off point for your paper and do an extension of a topic and/or theories presented in one of the chapters. After you have chosen a topic, look for resources that will define the topic. Use both online and print resources. Your research should also extend beyond print/online sources to include research in the school system (such as interviews, observations, or surveys of school faculty/staff). Print resources can be located in the Education Index (check with reference librarian). Look in the ERIC database for journal articles that relate to your topic. Let this initial search help you to decide if you like the topic, and ways that you could approach writing about it. Keep records that show where you found each resource. In order to avoid plagiarism, you must cite the references for the information that you use in your paper. Your final paper must include at least 5 sources. In addition to researching the knowledge base of the topic you choose, also include applications to classrooms within the range of licensure you are seeking. The research paper will be handed in to the course instructor and a summary of your findings with applications will be presented to the class.

 

Your paper should be 6-8 pages in length. It will include a combination of citing experts in the field, your own analysis of the topic, and applications to the classroom. It must be word processed and mechanically accurate and all sources cited appropriately, preferably in APA style. The Writing Lab, a style manual, and the course link will be out great help in this area.

 

ASSESSMENT: The research paper counts for 60 points and will be evaluated on organization, clarity, depth of analysis, and application to classroom settings The presentation is worth 40 points and follows the evaluation guidelines presented in the Presentation.doc assignment.

 

 

 

 

 

RESEARCH PAPER

EDC 533: Learning and Development

 

 

Name ______________________________________________________________

 

Topic ______________________________________________________________

 

 

 

                                                                                                Points                          points

                                                                                                Possible                       Earned

1. Extension of topic/theory in the text                                    25                            _____

2. Application in classroom setting                                          20                            _____

3. Sufficient sources                                                                10                            _____

4. Grammatical correctness                                                     5                             _____

 

                                                                        TOTAL           60                            _____

 

COMMENTS:

 

 

 

 

 

 

 

 

 

 

OBSERVATION PROJECT

EDC 310/533: Learning and Development in an Educational Setting

 

 

 

PURPOSE: Systematic observation of children at different chronological ages is important in gaining insight into physical, cognitive, psychosocial, and moral development of students.

 

 

 

DIRECTIONS: You will observe three children at the ages you intend to teach. Provide a 2-3 page description and analysis of each child drawing on the developmental theories found in the text. Refer to the MN STANDARDS to guide your analysis.

 

 

ASSESSMENT: This paper is awarded up to 40 points based on the following criteria and your ability to demonstrate knowledge of the standards:

1.         Description of each child's age and physical characteristics as well as implications for cognitive and social development. (6 points)

 

2.    Analysis of each child's developmental stages (cognitive, psychosocial, moral)

based on the educational theories discussed in the text. (18 points)

 

3. Suggestions for future instruction of each child. (12 points)

 

4.         Well-written and grammatically correct paper. (4 points)

           

PREPARING/TEACHING A LESSON

EDC 310/533: Learning and Development in an Educational Setting

 

 

PURPOSE: PRACTICE! PRACTICE! PRACTICE!

Practice and constructive feedback aid effective teaching. You will be given the opportunity to teach a lesson to your peers and receive specific feedback.

 

 

MN Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, community, and curriculum goals. The teacher must: 7A        understand theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals. 7C        plan instructional programs that accommodate individual student learning styles and performance modes. 7E       plan instructional programs that accommodate individual student learning styles and performance modes.

 

                 

 

DIRECTIONS:

1.             Webquest lesson/unit:. You may choose a topic related to a field of licensure that you think might be of interest to the members of the class. You will write a Webquest teacher page in html.

2.             Teaching the lesson from the unit: You will have no more than 30 minutes to teach your lesson. During that time you must teach/discuss the content and do a formal check for understanding. Following your 30 minutes, you will have 5 minutes to correct and return the assessment while your "students" provide you with feedback on your preparation and presentation.

3.         Self-evaluation form: After teaching your lesson and receiving feedback from your peers, reflect on how the lesson went by completing the self-evaluation form.

4.         Materials to be handed in: After teaching your lesson, hand in: A) a copy of your webquest teacher page complete with any materials and tests and B) your self-evaluation form.

3.    Assessment: You will be evaluated according to the following criteria: A) the quality of your webquest plan (15 points), B) the quality of the lesson plan and the presentation of the lesson - teacher presence (10 points), and C) how well your peers learned as measured by the check for understanding and your self-evaluation (5 points)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I. Topic/Title: ___________________Target Grade/Age Group: ______________

 

 

II. Purpose/Objectives:

 

(address your objectives to all relevant domains, e.g., cognitive, affective, psychomotor, moral, etc.):

 

The Learner will:

 

 

 

 

 

 

 

 

III. Minneapolis Standards/Grade Level Expectations and/or Minnesota Standards:

 

 

 

 

 

 

IV. Materials/Resources:

 

 

 

 

 

 

V. Instructional Strategies and Student Activities:

 

(Should include an introductory activity, tactics for engaging student motivation, and step-by-step-procedures regarding what the teacher and the learners will do. Attach separate sheet(s) if necessary.)

 

 

 

 

 

 

 

 

 

VI. Work habit skills and student behaviors to be worked on next time:

 

 

 

 

VII. Assessment Modes (check and describe all that apply):

 

_Recorded observation        _Checklist/Rubric

_Oral or Written                _Project, Performance or Demonstration

_Conferencing/Feedback      _Portfolio

_Student Self Assessment   _Journal

_Pre and Post Testing                     _Other:

 

 

 

Describe:

 

 

 

 

 

 

VIII. Actual Student Assessment (leamer outcomes):

 

 

 

 

 

IX. Self Evaluation/Assessment:

 

(Did you accomplish your objectives? What would you change?)

 

 

 

 

Home Connection:

Notes:

 

 

 

 

 

 

 

 

 

LESSON PLAN

 

Name __________________________  Date ___________________________

Topic/Subject ___________________   Grade __________________________

 

PRELIMINARY INSTRUCTIONAL PLANNING

                                                                                                                        DOMAINS

Outcomes:                                                                                                        Knowledge      

                                                                                                                        Performance

                                                                                                                        Dispositions

 

Materials/Special Arrangements/Individual Modifications:             CONSIDERATIONS                                                                                                                                            Gender/Ability

                                                                                                                        Multicultural             

                                                                                                                        Learning Styles

 

INSTRUCTIONAL IMPLEMENTATION

 

Anticipatory Set/Introduction:

 

 

Sequence of Learning Activities:                                                                     TAXONOMY

                                                                                                                        Knowledge

                                                                                                                        Comprehension

                                                                                                                        Application

                                                                                                                        Analysis

                                                                                                                        Synthesis

                                                                                                                        Evaluation

 

                                                                                                                        STRATEGIES

                                                                                                                        Presentation

                                                                                                                        Discussion

                                                                                                                        Direct Instruction

                                                                                                                        Inquiry

                                                                                                                        Problem-solving

                                                                                                                        Cooperative Groups

Check for Understanding:                                                                                Concept Attainment

Closure:

Assignment:

POST-INSTRUCTIONAL ASSESSMENT

Assessment of Student Learning:

Formal:

            Informal:

 

 

 

SELF-EVALUATION OF LESSON

 

After teaching your lesson, write an analysis based on your planning and your presentation.

 

PREPARATION (PLANNING)

Preplanning is important for successful teaching. Consider the following list in analyzing your planning skills. Then answer the questions below.

            1.        Use of a lesson plan

            2.         Use of an anticipatory set for motivation

            3          Stimulus variation (variety of materials and experiences)

            4.         Examples and analogies

            5.         Higher levels of questioning

            6.         Use of time and closure

            7.         Overall creativity

                       

1.         Which teaching strategies did you use (e.g. presentation, discussion,

            concept attainment, direct instruction, cooperative learning)?

 

 

 

2.        What was successful about the strategies that you chose?

 

 

 

3.         How would you modify your lesson plan to make it more effective?

 

 

 

 

PRESENTATION (DELIVERY)

In assessing the effectiveness of your delivery, consider the following list and answer the questions below.

            1.         Use of voice inflection and nonverbal cues

            2.         Eye contact

            3.         Peripheral awareness (overlapping and withitness)

            4.         Acceptance of student responses

            5.         Use of names

            6.         Listening

            7.         Sense of humor

            8.         Use of body (movement) and hands (gestures)

 

1.         What did you do well in presenting your lesson?

 

 

 

 

2.         How could you improve your presentation style?

 

TEACHING A LESSON

EDC 310/533: Learning and Development in an Educational Setting

 

Assessment: You have been evaluated according to the following criteria:

                                                                        Points Possible                       Points Earned

 

A) the quality of yourWebquest plan                          15                   __________

 

B) the quality of your lesson plan                              5                      __________

 

C) the presentation of the lesson (delivery)                         5                      __________

 

D) how well your peers learned as measured

by the test and your self-evaluation                     5                      __________

 

                                                            TOTAL  30                     __________

 

 

Comments:

PORTFOLIO

EDC 310/533: Learning and Development

 

Effective teaching depends on research-based knowledge of the field of teaching, demonstration of effective practice, and reflection on the effects of practice on the learner as well as goal setting for the improvement of practice. The MINNESOTA STANDARDS OF EFFECTIVE PRACTICE FOR BEGINNING TEACHERS provides a framework for categories of effective teaching. EDC 310/533: Learning and Development in an Educational Setting draws on MN STANDARDS OF EFFECTIVE PRACTICE (SEP):1B; 2 A,B,C; 3A,C,I; 4B; 5A,C,F,G,H,J,K; 6A,E; 7A,C,E; 8B,C; 9C,H; and 10B,D. This course has provided the opportunity to learn and practice the following skills:

a. knowledge of:

            learning processes (1B, 2A)                              developmental stages (2B,2C)                           cognitive theories (2B, 2C)                               behavioral theories (2B, 2C)                

            individual differences (3A, 3C, 3I)                    motivation (5A, 5F, 5J, 5K)    

maintaining a positive classroom (5H)               educational measurement (8B, 8C)       

b. skills in:

            adapting learning materials (4B, 7A, 9H)           communicating effectively (6A, 6E)

            assessing learner characteristics (8B, 8C)        accommodating differences (3A,7C, 7E)

            evaluating instructional effectiveness (4B)        developing learner self-esteem (5C)

c. professional attitudes related to:

            appreciating diverse learning styles (3A)         

developing an attitude that all students can learn (3I)

            reflecting on and addressing the needs of the whole learner (9C, 9H, 10D)

involving parents and community in the learning process (5G, 10 B)

 

DIRECTIONS: In preparing your EDUCATION PORTFOLIO, you have been gathering evidence from each of your courses to cite as evidence of your competence in the MN Standards of Effective Practice. Along with referencing your work, you are also asked to reflect on your learning. This final assignment is intended to assist you as you prepare your portfolio by reflecting on the evidence you have demonstrated in this course. Pick 2 of the MN Standards of Effective Practice (SEP 2-10). The standards and their sub-categories are listed below. For each of the 2 categories you have chosen, (1) state standard and any sub-categories, (2) what evidence in your webquest lesson unit you would cite in meeting the standard, (3) how this evidence affected your learning (4) what goals you would set for further growth. Your refection should be approximately 2-4 pages for both standards. You may refer to additional standards but you do not need to include the actual evidence.

 

ASSESSMENT: This portfolio is worth 20 points that are distributed accordingly:

1. state standard and any sub-categories (1 point)

2. the evidence that demonstrates learning in your webquest (1 points)

3. how this evidence affected your learning (8 points)

4. what goals you would set for further growth (8 points)

5. grammatical correctness (2 points)

 

 

 

MINNESOTA STANDARDS OF EFFECTIVE PRACTICE FOR BEGINNING TEACHERS

 

Mn Standard 1: Subject Matter. A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students. The teacher must:

1B        understand how students’ conceptual frameworks and misconceptions for an area of knowledge can influence the students’ learning.

 

MN Standard 2: Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social, and personal development. The teacher must:

2A        understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning.

2B        understand that a student’s physical, social, emotional, moral and cognitive             development influence learning and know how to address these factors when making             instructional decisions.

2C        understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others.

 

MN Standard 3 – Diverse Learning: A teacher must understand how students differ in their approaches to earning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must:

3A        understand and identify differences in approaches to learning and performance, including varied learning styles and performance modes and multiple intelligence; and know how to design instruction that uses a student’s strengths as the basis for continual learning.

3C        know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English.

3I         understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success.

 

MN Standard 4: Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must:

4B        understand the cognitive processes associated with advantages and limitations, associated with various instructional strategies.

 

MN Standard 5 – Learning Environment: A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning & self-motivation. The teacher must:

5A        understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.

5C        understand how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations.

5F        know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated.

5G        understand how participation supports commitment

5H        establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole.

5J        recognize the relationship of intrinsic motivation to student lifelong growth and learning.

5K        use different motivational strategies that are likely to encourage continuous development of individual learner abilities.

 

MN Standard 6: Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:

6A        understand communication theory, language development, and the role of language in learning.

6E        understand the power of language for fostering self-expression, identity development, and learning.

 

MN Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, community, and curriculum goals. The teacher must:

7A        understand theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals.

7C        plan instructional programs that accommodate individual student learning styles and performance modes.

7E        plan instructional programs that accommodate individual student learning styles and performance modes.

 

MN Standard 8: Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student. The teacher must:

8B        understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work.

8C        Understand the purpose of and differences between assessment and evaluation.

 

MN Standard 9 – Reflection and Professional Development: A teacher must be a reflective practitioner who continually evaluate choices ad actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:

9C        understand the influences of the teacher’s behavior on student growth and learning.      

9H        use classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice.

 

MN Standard 10 – Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well being.

10B      understand how factors in a student’s environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning.

10D      understand the concept of addressing the needs of the whole learner