Augsburg College
(WEC) ESE 325 Creating Learning Environments
Fall 2003
Credits: 1.0
Prerequisites: Admission to the Education Department
Instructor: Lisa Hyland
10491 Golden Eagle Trail
Woodbury, MN 55129
(651) 735-9907
Course Description: The study of the basic core of teaching models, strategies, and skills to function
effectively in teaching situations K-12 with an exploration of the issues and procedures surrounding standards and assessment as they apply to the classroom.
Department Mission: 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.
Applicable Standards Standard 1ÑSubject Matter: A teacher must understand the central concepts,
For Effective Practice: tools of inquiry, and structures of the discipline taught and be able to create
learning experiences that make these aspects of subject matter meaningful for
students.
Standard 2-- Student Learning: A teacher must understand how students learn
and develop and must provide learning opportunities that support a studentÕs
intellectual, social, and personal development.
Standard 3 -- Diverse Learners: 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 studentsÕ development of critical
thinking, problem solving, and performance skills.
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, the 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.
Course Objectives: The student uses the understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social
interaction, active engagement in learning and self-motivation. MSEP 2, 3, 5
The student will demonstrate understanding of how to plan and mange instruction
based upon knowledge of subject matter, students, the community, and
curriculum goals. MSEP 2, 3, 4, 7
The student will demonstrate the understanding and the uses of formal and
informal assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the learner. MSEP 8
The student will demonstrate the understanding and uses of a variety of
instructional strategies to encourage studentsÕdevelopment of critical thinking,
problem-solving, and performance skills. MSEP 4, 6, 7
The student will demonstrate an understanding of the Minnesota Graduation Rule
and its implementation into the school curriculum. MSEP 1
Technology Requirements: Make a spreadsheet (with formulas) using Excel.
Demonstrate proficiency in writing and delivering active learner-centered lessons
which feature students using digital technologies to guide their own learning.
Requirement: the content area appropriate to licensure.
Required Texts: Arends, Richard D., Classroom Instruction and Management,
McGraw Hill, MY 1997
Airasian, Peter A. Assessment in the Classroom, 2000.
Class work accumulation 3-ring binder
Journal/service learning 4 reflective journals 4A, 4E, 5E, 5K, 5O, 8H, 8J, 8K, 8L
Curriculum Plan subject area scope and sequence 1C, 1J, 2E, 2F, 3A, 3K, 3L, 7A, 7B, 7C
& assessment tools 7D, 7F, 7H, 8A, 8C, 8D, 8E, 8F, 8G, 8I
Lesson Plan written plan 2D, 2G, 4E, 4G, 4I, 5D, 5M, 5N, 7A, 7C
Microteaching presentation of written plan 4C, 4K, 5D, 5E, 5H, 5K, 5L, 5O, 6J
Construct & Evaluate Test interdisciplinary unit 8B, 8D, 8E
Midterm and Final Exams written tests 1J, 2D, 2F, 2G, 3A, 3K, 4A, 4C, 5C, 5D
5E, 5K, 5K, 7A, 8B, 8C, 8D
Unit Plan interdisciplinary group unit 1C, 1J, 2E, 2F, 3A, 3K, 3L, 3M, 4A, 4G,
4H, 4J, 5C, 5K, 6, 7A, 7B, 7D, 7E, 7F, 8A
8C, 8E, 8F, 8G, 8I
Excel Spreadsheet interdisciplinary group unit
A 3-ring binder should be organized and maintained with the following dividers: Text notes, Grad Standards info, curriculum plans, sample lesson plans, interdisciplinary units, journal reflections/observation info.
Four reflective journal entries are to be completed throughout the course on topics assigned (see attached sheet). Entries are due on the date for which they are assigned as indicated on the tentative schedule. Each entry should be dated and titled to indicate topic. They should be one to two pates in length, reflective, and thoughtful.
Students will spend at least 20 hours in any school setting observing and teaching at least one lesson. You may make arrangements yourself, or you may contact Merri Benasutti at (612)330-1208 if assistance is needed. Hours must be logged, and the cooperating teacher should complete a practicum student assessment form. The lesson taught should be video taped and self-evaluated for both planning and delivery. The log, assessment, video, and self-evaluation are all due the seventh session, March 22.
Students will develop one lesson plan demonstrating their understanding of the syntax of one of the instructional models presented in session 3. Students will fulfill the technology requirement of writing a lesson plan that includes students using digital technologies to direct their own learning.
Students will present their written lesson plan, demonstrating one of the instructional models discussed in session three. Presentations will be given during, session four.
Students will take a midterm exam during session four covering material covered in the Arends text and Airasian CH 3 as well as class discussion in sessions 1-3. The test will consist of objective and short-answer items.
Students will take a final exam during session eight. The final exam will cover material from the Airasian text as well as class discussion in sessions 4-7. The test will consist of objective and short answer items.
Students will be grouped with others from different content areas. You will plan a three week unit consisting of three parts. This assignment will assist you in planning lessons that take into consideration motivational factors, learning styles, MN Grad Standards, and inclusion. Students will fulfill the technology requirement of creating an Excel spreadsheet using formulas as part of the grading portion of the unit.
There are several components to your final grade for this course. Each assignment will be discussed further in class. These assignments include:
Class work accumulation (3-ring binder) 5 pts.
Journal 20 pts. (5 pts./entry)
Service learning (time log, video, self-evaluation) 10 pts.
Curriculum Plan 30 pts.
Lesson Plan 15 pts.
Microteaching 15 pts.
Midterm 20 pts.
Final Exams 20 pts.
Interdisciplinary Unit Plan 60 pts.
Group processing form 5 pts.
_____________________________________________________
Students are expected to attend and participate in all course sessions. If a student is unable to attend a class, arrangements for missed notes, assignments, and handouts should be made with other class members.
The Augsburg College policy on academic honesty applies to this course.
Students with diagnosed learning disabilities or physical handicaps may have legal rights to course modifications. All students have the right to use the College Counseling and Student Development staff services as well as receive assistance from the writing lab.
Students will benefit from lectures, discussions, small group activities, and writing and research assignments.
100-95% 4.0 Highest standard of excellence
94%-90% 3.5
89%-85% 3.0 Above basic course standard
84%-80% 2.5
79%-75% 2.0 Meets basic course standard
74%-70% 1.5
69%-65% 1.0
Late work
Every attempt should be made to turn work in on time. The instructor reserves the right to refuse late work or give partial credit if no agreement has been made between the instructor and student in advance. NO work will be accepted following the last day of the course unless the incomplete policy is in use.
Technology Expectations
As an education department, we expect these entry-level technology skills from our pre-service teachers:
* Read and answer email 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. We 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.
Tentative Course Schedule
Session Date Topic Assignments
1 Sept. 6 intro and class overview Arends Intro &Ch 1
classroom life Arrange observation site
instruction and leadership
teacher planning
class management
basics of assessment and evaluation
2 Sept. 20 Learning and study strategies Arends Ch 6
Curriculum mapping Journal #1 due3
Scope and Sequence Meet with content group
MN Grad Standards
Performance Packages
The ÒFitÓ into Curriculum
3 Oct. 4 Lesson Planning Arends Ch 2-4
Objectives Airasian Ch 3
Teaching Strategies Group Curriculum Plan due
Discuss Interdisciplinary Unit
4 Oct. 18 Classroom Discussion Arends Ch 5
Microteaching Lesson Plan due at time of presentation
Midterm Exams Journal #2 due
5 Nov. 1 Assessments Airasian Ch 1 & 2
6 Nov. 8 Developing Tests Airaisian Ch 4
**Please note date change**Using Performance Tasks Airasian Ch 5
Embedding Tasks Jounal #3 due
7 Nov. 22 Grading Airasian Ch 6 & 7
Rubrics Video and critique due
Checklists Journal #4 due
Statistics
Standardized Tests
8 Dec. 6 Interdisciplinary Unit Presentation Unit plan due
Final Exam Service hours log due
In-class evaluation of class binder
Creating Learning Environments
Course Assignment Information
Revised 8/1/03
Lisa Hyland
Creating Learning Environments
1. From where does the teacher receive information on what s/he should be teaching?
2. How does the teacher organize instruction (lesson plans, units, etc.)
3. What methods are used to accommodate students who have different difficulties? What help is available to students?
4. What teaching strategies are used in the classroom?
5. What does the teacher do and say? How does the teacher begin the class/lesson? How does the teacher make transitions between activities? How does the teacher bring the lesson to a close?
6. How does the teacher interact with students? What kind of management strategies do you see?
After viewing the video of your lesson, write a one to two page analysis based on your planning and your presentation.
Instructional Strategy (planning)
Preparing is important for successful teaching. Consider the following list in analyzing your planning skills, then answer the questions below.
Presentation Style (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 (overlappingness and withitness)
4. Acceptance of student responses
5. Use of names
6. Listening
7. Sense of humor
8. Use of body (movements) and hands (gestures)
Steps for Completing the Curriculum Plan
Cooperative Project with Like Content Area Members
1. Choose a text.
You may use a text from the curriculum lab, one you have, or one you have
borrowed from your cooperating teacher.
List your subject area and authors of your ÒanchorÓ text.
2. List the grade level. (3 pts.)
sentence statement, tell why the unit is developmentally appropriate for the age of
the designated students. This will be determined by the needs and interests of the
students as well as their zone of proximal development. (While a reflective
teacher may modify once they know their students, you need to being with an
overall plan based on your predictions.)
3. Curriculum goals. (3 pts.)
(3-7) broad goals to encompass the course. Many may be found in the text itself.
Sometimes they are defined by the district or department. In some states, they
may be mandated. How much Òwiggle roomÓ do you have? You may wish to
add others depending on how you modify the course content and other resources
you bring into the course.
4. Outline of content. (5 pts.)
After choosing which skills and/or content to cover in units, how will you order
the units? Chronologically? Topically? Thematically? Skill progression?
5. Time allotment and class period length (3 pts.)
On the scope and sequence, please place time estimates next to each unit. Will
you teach 50 minute classes all year or 85 minute classes for one quarter?
6. Placement of MN Grad Standards (2 pts.)
Download the standards for your content area from the Department of Education website and print them out. Decide which objective(s) you could fit into your course. (At least one.) Indicate in what unit the standard will be placed.
7. Unit objectives and supporting resources (5 pts.)
Each unit will have appropriate objectives and supporting resources.
8. Suggested assessment strategies (5 pts.)
Each unit will have appropriate suggestions for assessment of the objectives. Be creative!
9. Statement (5-7 sentences) on the grading system and the rational. (2 pts.)
You could have tests grades, weighted tests, total points, total points within weighted categories, curve, etc.
10. List any additional resources you will use to teach the course. ( 2 pts.)
Names _________________________
The Curriculum Plan contains each of the following:
1. Subject area, text, authors of your ÒanchorÓ text, and grade level ____
2. Statement that tell why the unit is developmentally appropriate for the age ____ 3
of the designated students.
3. Curriculum goals. ____ 3
4. Outline of content. ____ 5
How will you order the units?
5. Time allotment and class period length ____ 3
Place time estimates next to each unit.
6. Placement of MN Grad Standards ____ 2
7. Unit objectives and supporting resources ____ 5
8. Suggested assessment strategies ____ 5
9. Statement (5-7 sentences) on the grading system and the rational. ____ 2
10. Any additional resources you will use to teach the course. ____ 2
Standards-Based Lesson Plan Format
I. Topic/Title Target Grade/Age Group:
II. Purpose/Objectives
III. Minnesota Standards:
IV. Materials/Resources:
V. Instructional Strategies and Student Activities:
Entrance Activity/Anticipatory Set:
Sequence of Instruction:
Closure:
VI. Work habit skills and student behaviors to be worked on next time:
VII. Assessment Modes
__ Recorded Observations __ Checklist/Rubric
__ Oral or Written __ Project, Performance or Demonstration
__ Conferencing/Feedback __ Portfolio
__ Student Self-Assessment __ Journal
__ Pre and Post Testing __ Other:
Description:
VIII. Actual Student Assessment
IX. Self Evaluation/Assessment:
Name ___________________________________________________
Teaching Strategy__________________________________________
Please score your peer from 1-5, five being the highest.
Add comments as you see helpful.
Is the student prepared to teach the lesson? 1 2 3 4 5
Does the student have a good anticipatory set? 1 2 3 4 5
(attention grabbing and motivating)
Does the student convey the purpose of the lesson? 1 2 3 4 5
Are the directions clear? 1 2 3 4 5
Does the lesson follow a logical sequence? 1 2 3 4 5
Is the lesson paced well? 1 2 3 4 5
Does the student speak clearly and effectively? 1 2 3 4 5
Is the plan for student use of technology practical? 1 2 3 4 5
Does the student include closure? 1 2 3 4 5
____ Teacher provides
objectives,
background info,
explains why content or skill is important,
gets students ready to learn
____ Teacher demonstrates skill or presents step-by-step information
____ Teacher provides guided practiceÑteacher structures initial practice
____ Teacher checks understanding and provides feedback
____ Teacher provides extended practice and transfer to real life situation
Cooperative Learning Syntax
____ Teacher goes over goals and motivates students to learn
____ Teacher presents informationÑoften text rather than verbally
____ Teacher organizes students into study teams
____ Students work together to accomplish interdependent learning tasks
____ Presentation or testing
____ Recognition of group and/or individual efforts
Problem-Solution Syntax
____ Teacher orients students to problem
____ Teacher organizes students for study
____ Teacher assists investigation
____ Teacher develops and presents artifacts and exhibits
____ Teacher analyzes and evaluates problem-solving process
Discussion Syntax
____ Teacher provides objectives for the discussion and gets students ready to
participate.
____ Teacher provides a focus for discussion by describing ground rules, asking an
initial question, presenting a puzzling situation, or describing a discussion
issue.
____ Teacher monitors student interactions, asks questions, listens to ideas, responds
to ideas, enforces ground rules, keeps records of discussion.
____ Teacher brings discussion to a close by summarizing or expressing meaning of
discussion.
____ Teacher asks students to examine their discussion and thinking processes.
Interdisciplinary Units
ESE 325
Goal:
Since this is a general methods course, you have the opportunity to learn about interdisciplinary planning in a team setting. This activity will assist you in planning lessons that take into consideration motivational factors, learning styles, the Minnesota Graduation Standards, and inclusion (learning disabilities PL94-142).
This assignments meets Minnesota Standards of Effective Practice #4 (Instruction Strategies), #7 (Planning Instruction), and #8 (Assessment).
Directions:
You will be placed on interdisciplinary teams to plan a three week unit. This unit will consist of three parts, and you will have the opportunity (and strongly urged) to turn in drafts for feedback.
Part One: (20 pts.)
This section should provide the overview of the unit and should include the following:
The draft for part one is due for feedbackÑeither in person or electronicallyÑby_______
This is a check point and way to get feedback. If you donÕt have all pieces, turn in what you have.
Interdisciplinary Units, Continued
ESE 325
Part Two (20 pts.)
This section consists of lesson plans for five days per subject area. **If some or all of your classes are teamed, you will need fewer total plans. These lesson plans should include:
**Make sure your lesson plans contains:
á appropriate, instructional objectives written in behavioral terms and measureable whenever possible.
á An attention grabbing anticipatory set, logical and interesting sequence of instruction, and closure to the lesson.
Part Three (20 pts.)
This section involves assessment. This section is your chance to be CREATIVE with assessment but must include:
Interdisciplinary Units
ESE 325
Part One: (20 pts.)
Checklist
This section should provide the overview of the unit and should include the following:
_____ (1 pt.) 1. Names of the authors of the unit.
_____ (1 pt.) 2. The title of the unit. Be creative. Think of something catchy.
_____ (2pts.) 3. The grade level of the unit and rationale. Why is this unit appropriate
for students at this age and point in their education?
_____ (3pts.) 4. The objectives for the unit (educational objectives).
_
_____ * Include any relevant types of objectives such as cognitive, skill,
affective, etc.
_____ (5pts.) 5. Outline(s) of the content, by subject area
_____ (1 pt.) 6. A list of reference materials for the unit.
_____ (5pts.) 7. Tentative schedule(s) of the weeks.
_____ * Determine the length of each class period,
_____ * How many periods you will have each day in this unit, and how they
will be used. You may combine classes and team teach or teach
separate classes for all or part of the week.
_____ (2pts.) 8. A letter to the studentsÕ families explaining
Part Two (20 pts.) Descriptive Scale
This section consists of lesson plans for five days per subject area. **If some or all of your classes are teamed, you will need fewer total plans. These lesson plans should include:
The key elements of any lesson. (20 pts)
Do your lesson plans contain:
á appropriate, instructional objectives written in behavioral terms and measurable whenever possible.
Excellent Good Average Fair Poor
á An attention grabbing anticipatory set
Excellent Good Average Fair Poor
á logical and interesting sequence of instruction using a variety of instructional strategies
Excellent Good Average Fair Poor
á closure to the lesson.
Excellent Good Average Fair Poor
Part Three (20 pts.) Checklist
This section involves assessment. This section is your chance to be CREATIVE with assessment but must include:
_____ (7 pts)Performance taskÑ
_____ (4pts) assignment
_____ (4pts) teacher assessment (rubric, checklist, numerical or
descriptive scale)
_____ (1pt) rationale for your chosen assessment
_____ (7 pts)Unit test demonstrating your ability to effectively use each type of question:
true/false, multiple choice, fill in the blank, and short answer or essay. Ð
_____ (6 pts.) Checklist from Airasian text.
_____ (3pts.) Key with all answers including essays
_____ (6 pts.)
_____ * Statement on what the grading system will entail.
_____ * Rationale on why you chose this method of evaluation with text citations.
_____ * Excel spreadsheet with explanation.