Ohio Board of Regents Academic Quality Assurance 30 East Broad St., 36 FL Columbus, OH 43215 www.ohioeducator.ning.com [email protected]New Education Licensure Program Proposal (Form A) Undergraduate Programs EARLY CHILDHOOD: UNDERGRAD/POST BACCALAUREATE USE THIS FORM FOR: A New Undergraduate Education Program Leading to Initial Licensure: (Form A). Institutions that are or are not currently authorized by the Chancellor of the Board of Regents must complete this form to request approval to offer a program that leads to educator licensure. Approval of a New Education Licensure Program at an institution not currently authorized requires a site visit. Contact Shane DeGarmo in the Office of Academic Programs for further information. General Directions Submit your completed proposal electronically to [email protected]. The Chancellor’s staff will review proposals to be certain that each is complete and no problems found. If issues are found, the proposal will be returned. When the proposal is completed, re-submit to [email protected]. Insert responses in text boxes directly under each heading or in the tables provided. If you are submitting a scanned attachment to support a response, please clearly identify the attachment item by section name/letter. Out-of-state institutions and for-profit institutions registered with the State Board of Career Colleges and Schools must complete appropriate forms. Contact Shane DeGarmo in the Office of Academic Programs for further information. Out of state institutions must be authorized by the Ohio Board of Regents. If your institution is authorized, please complete this Proposal Form. If your institution is not yet authorized, contact Shane DeGarmo the Office of Academic Programs for further information. The fee for new program review ($1,000.00 for non-public institutions) is to be mailed when your new program proposal is sent. The review will not begin until all fees are received. Checks should be made out to the Ohio Board of Regents, AQA. On the envelope, please add ATTENTION: Corey Posey. Additional Information. Questions about the proposal process may be directed to [email protected]Visit http://www.ohioeducator.ning.com for additional information. A Reference Section is located at the end of this document.
Transcript
Ohio Board of RegentsAcademic Quality Assurance
30 East Broad St., 36 FL Columbus, OH 43215 www.ohioeducator.ning.com
New Education Licensure Program Proposal (Form A) Undergraduate Programs
EARLY CHILDHOOD: UNDERGRAD/POST BACCALAUREATEUSE THIS FORM FOR:
A New Undergraduate Education Program Leading to Initial Licensure: (Form A). Institutions that are or are not currently authorized by the Chancellor of the Board of Regents must complete this form to request approval to offer a program that leads to educator licensure. Approval of a New Education Licensure Program at an institution not currently authorized requires a site visit. Contact Shane DeGarmo in the Office of Academic Programs for further information.
General Directions
Submit your completed proposal electronically to [email protected]. The Chancellor’s staff will review proposals to be certain that each is complete and no problems found. If issues
are found, the proposal will be returned. When the proposal is completed, re-submit to [email protected].
Insert responses in text boxes directly under each heading or in the tables provided. If you are submitting a scanned attachment to support a response, please clearly identify the attachment item by
section name/letter. Out-of-state institutions and for-profit institutions registered with the State Board of Career Colleges and Schools
must complete appropriate forms. Contact Shane DeGarmo in the Office of Academic Programs for further information.
Out of state institutions must be authorized by the Ohio Board of Regents. If your institution is authorized, please complete this Proposal Form. If your institution is not yet authorized, contact Shane DeGarmo the Office of Academic Programs for further information.
The fee for new program review ($1,000.00 for non-public institutions) is to be mailed when your new program proposal is sent. The review will not begin until all fees are received. Checks should be made out to the Ohio Board of Regents, AQA. On the envelope, please add ATTENTION: Corey Posey.
Additional Information. Questions about the proposal process may be directed to [email protected] Visit http://www.ohioeducator.ning.com for additional information. A Reference Section is located at the end of this document.
NOTE: Authorization from Dean/Director of Education Program is required to submit any new program proposal. Therefore, we require the Dean or Director of the unit to electronically submit the proposal from her/his direct email account to [email protected]. This also provides an assurance that the Dean/Director has knowledge about and will support the proposed program should it be approved.
Yes Admission to the Education Program requires a GPA of 2.7 and completion of all requirements for Gate A http://www.lec.edu/teac/Teacher Education Handbook, 2011, pg. 25.
In addition to the above, students must apply to the program. Their applications must provide evidence of passing EDC 201, Foundations of Education and EDC 225, Voices of Diversity with a grade of B- or better.
If your unit will accept candidates into the program on “conditional” status, please describe the system you have in place to support and monitor these candidates throughout the program.
Students are not accepted into the teacher preparation programs on “conditional status”.Advising Candidates out of the Program
Identify the criteria that are established to counsel or remove candidates out of the program. Students meet with their advisors each semester and review their progress through the program. Should the advisor find issues that would be problematic for the student, s/he will advise them to seek other majors and/or delay entrance until all criteria are met. At the conclusion of each semester, faculty together do a final review of the candidates and letters are sent to the candidates that inform them of their continued enrollment in the program or their dismissal. The letters are sent by the Dean’s office.Provide the name and title of the Americans With Disability Act (ADA) contact for this proposed program. What accommodations are available to students who need them?
Dr. John Spiesman, Director of the Student Success Center. Additional information regarding the work of the Center, ADA compliance and accommodations can be found at http://www.lec.edu/studentsuccesscenter.
What is your expected enrollment for the proposed program?
Year One Year Two Year Three
* * **The Early Childhood Program is an ongoing program not a proposed program. It generally enrolls about 20 new students each year.
Section 3. SYLLABI AND FACULTY INFO
Provide syllabi as scanned attachments. Syllabi must include: Course description as listed in the catalog. Course learning outcomes, name(s) of faculty teaching the course, course schedule,
assignments, attendance policies, pre-requisites (if any), required books and other resource materials [hard copy and/or electronic], grading policies, other policies, and relevant institutional resources.
Syllabi of Education Program Coursework for Early Childhood Licensure are presented in Attachment A of this report. Syllabi attached to this report represent the 2011-2012 academic year. At the time of the visit from OBR, syllabi for 2012-2013 will be available in bound volumes in the evidence room.
Provide vita for all faculty as scanned attachments.Resumes of all faculty teaching between Fall 2010-Fall 2012 are presented in Attachment B of this report.
Faculty Ranks/Titles Provide your best estimate -- How many within each of the following ranks/titles will be involved in a teaching/ supervisory role within the proposed program?
Higher Ed Clinical Faculty [higher education faculty who primarily work within school districts with candidates]
PK-12 Clinical Faculty [PK-12 teachers granted clinical faculty status by an institution of higher education]
2 2 2
SECTION 4: WHERE/HOW WILL THIS PROGRAM BE OFFERED?
Locations and Types Check all that apply
On-ground, Main CampusLake Erie College main campus391 W. Washington StreetPainesville, Ohio 44077
Online [an online program is one in which most (80+%) of the content is delivered online, typically without face-to-face meetings]
NA
Hybrid/blended [a hybrid/blended program is one that blends online and face-to-face modes, with content also delivered online]
NA
Flexible or accelerated program [a flexible or accelerated program includes courses that do not meet during the institution’s regular academic term or courses that meet during the regular academic term but are offered in a substantially different timeline than a traditional fixed number of sessions.]
NA
On ground, other than Main Campus [include regional campuses and all other locations in Ohio or elsewhere]. Add more boxes, if needed.
SITE NAME Address, City and State
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NANANA
NA
Other. Explain: NA
SECTION 5: FIELD EXPERIENCES AND CLINICAL PRACTICE
Field experiences and clinical practice start when a candidate is admitted into the proposed education program and are grouped into three types: 1) initial/early field experiences, 2) more intensive field experiences and 3) Clinical Practice/Student Teaching. These experiences are to be aligned with the Ohio Standards for the Teaching Profession. Each grouping addresses minimum requirements.
For the purpose of this Program Review, OBR follows the definition for Clinical Practice and Field Experiences as found in the NCATE Glossary:
Clinical Practice. Student teaching or internships that provide candidates with an intensive and extensive culminating activity. Candidates are immersed in the learning community and are provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#F
Field Experiences. A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters. http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#F
1) Initial/Early Field Experiences
1. Observations2. Supervised experiences3. Method of earning hours (embedded, course base)4. Documentation of candidate performance by university supervisors, and/or P12 teachers5. Explain benchmarks or gateways
Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
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Students completing Gate A and receiving provisional acceptance to the Teacher Preparation Program at Lake Erie College are eligible to take EDE 312, Field Experience I for 2 semester hours credit. Catalog description of EDE 312 is: The initial clinical hours of this experience are exploratory. Students will observe in schools, tutor students and assist teachers or other school personnel. They will become aware of the sociological environment of the school, center or agency as it interrelates to communities and families. Students should attend school/community events and participate as permitted. The remaining hours of the experience are focused and students will demonstrate appropriate developmental instructional methods and strategies for teaching across the curriculum. The prerequisite to this course is EDC 201 Foundations of Education. Students are assigned a campus supervisor who supports them throughout the experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75-100 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience I see the student field handbook http://www.lec.edu/teac/
2) More Intensive Field Experiences
1. All experiences are supervised2. Experiences during methods block should be at least 60 hours.3. Additional hours should range between 10-30 hours.4. Must include documentation of how hours were earned.5. Documentation of candidate performance by university supervisors and P12 teachers6. Documentation that experiences are within the reading core, including AYA and multi-
age programs.Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included. Students successfully completing EDE 312, Field I may enroll in EDE 412, Field Experience II. The catalog description for EDE 412 is: This field is an intensive experience through which students will demonstrate their abilities to plan and execute lessons in social studies, science, reading, language arts, mathematics, health and fine arts. They will demonstrate the use of technology in teaching and learning episodes. Students should be given the opportunity to practice in inclusive clinical settings that reflect culturally, linguistically and academically diverse systems. Students are assigned a campus supervisor who supports them throughout the experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience II see the student field handbook http://www.lec.edu/teac/
3) Clinical Practice/Student Teaching
1. All experiences are supervised2. Minimum of twelve weeks, including at least four consecutive weeks of full-time teaching
responsibility (planning, implementing, learning, activities, assessments)3. Includes a minimum of three face-to face observations by university supervisors using
Ohio Standards for the Teaching profession assessments reflecting on the cycle..
4. Documentation of 3 observations of candidate performance by university supervisors and cooperating teachers.
5. Additional specific assessments determined by the proposed program (action research, case study, teacher work samples)
Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Teacher candidates enroll in clinical practice in their final semester. They are required to spend 15 weeks in an appropriate setting according to their licensure area. Candidates are placed with cooperating teachers assigned by the school district with collaboration from the Lake Erie College Field Director. Although candidates may vary in their readiness to take on the entire classroom responsibilities, they begin by teaching one or two areas/courses and building until they are teaching the full load no later than the fourth week of their experience. The candidate continues teaching the full load until the end of the semester. Campus supervisors and cooperating teachers use the same criteria for evaluating performance. Campus supervisors make a minimum of 8 visits and complete 8 evaluations. Cooperating teachers also conduct 8 evaluations. Campus supervisors assist students in understanding the expectations of the Teacher Performance Assessment which includes action research, case study, and teacher work samples. For further information regarding the Lake Erie College Clinical/Student Teaching Program, please review the student teaching handbook at http://www.lec.edu/teac/
Field Experiences and Clinical Practice Hours Must have 100 hours during
these two areasInitial/Early
Field Experiences
More Intensive Field
Experiences
Clinical Practice/Student
Teaching [12 wks]
PROVIDE THE ACTUAL NUMBER OF HOURS IN THESE TWO TYPES
OF FIELD EXPERIENCES
75-100 75
INDICATE WITH A CHECKMARK WHETHER THE TOPICS BELOW ARE ADDRESSED WITHIN ANY
OR ALL OF THE THREE CATEGORIES OF FIELD
EXPERIENCES AND CLINICAL PRACTICE COLUMNS
Academic Language Aligning Content Standards & Instruction
Assessing Student Learning Classroom and School Diversity Classroom Management Content Methods
English Language Learners Learner Growth and Development Lesson Planning Professional Growth Reading Instruction Subject Specific Pedagogy Technology Instruction/Integration
Qualifications of Mentor TeachersHow does the proposed program ensure that all candidates have qualified and diverse clinical educators, coaches and mentors during field experiences and clinical practice? Explain the criteria you use [in addition to these minimum requirements: three years of successful teaching focused in the field and the recommendation and/or approval by a building administrator] to ensure mentors are well prepared.
Lake Erie College submits requests for mentor teachers to the school districts. Usually one person in the district offices is designated to work with Colleges and University in placing students. Our expectations include: highly qualified, Master’s Degree, successfully completed the requisite number of years in Early Childhood. Lake Erie College offers an orientation for all mentor teachers at the beginning of the semester and a wrap-up session at the conclusion of the semester. Campus supervisors who are well acquainted with the expectations of the program make frequent visits and are available “on-call” should problems arise. Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate places in both public and approved private schools. In addition to that, Lake Erie College employs a full time faculty member to oversee the campus supervisors, oversee implementation of the Teacher Performance Assessment (TPA), guide the seminar curriculum, work with students in the field, and connect with teachers and administrators.
Student Teaching PlacementsHow are student teachers placed? Describe the criteria you will use when selecting a school district and your criteria for selecting cooperating teachers. Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate placements in both public and approved private schools. In addition the field director oversees the campus supervisors, plans orientation and professional development for cooperating teachers and campus supervisors, oversees implementation of the Teacher Performance Assessment (TPA), guides the seminar curriculum, works with students in the field, and connects with teachers and administrators.
Lake Erie College submits requests for mentor teachers to the school districts. Usually one administrator in the district offices is designated to work with Colleges and University in placing
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students. Our expectations for cooperating teachers include: highly qualified teachers with a Master’s Degree and appropriate licensure and those who have successfully completed the requisite number of years in Early Childhood.
LEC provides opportunities for students to work in a variety of schools. The College is located in Lake County which includes populations that are diverse ethnically, culturally, racially, economically, and socially. The schools reflect this diversity offering LEC students a wide variety of classroom environments. In addition to Lake County LEC also places students in Ashtabula, Geauga, and parts of Cuyahoga County. These counties also reflect a wide variety of families from all socio-economic levels.
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Attachment AEarly Childhood Course Syllabi
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Lake Erie CollegeEducation Department
Course Syllabus
Department and Course #: EDC 201Course Title: Foundations of EducationCourse Meeting Times: Mon/Wed/Fri 1:00-1:50Academic Term: FALL 2011Academic Division: Education Office Phone: 440-375-7376
Instructor: Professor Matthew TheisenClassroom: Garfield Center B21Office Location: Garfield Center Office A9 Email: [email protected] Hours: Mon/Wed: 9:30-11:30 AMTues/Thurs 2:00-3:00 PM
“Perfection is not attainable, but if we chase perfection we can catch excellence.”-Vince Lombardi
Course Description:
This course explores historical, philosophical, and sociological foundations of education. Students will critically examine issues in education, past and present, while developing specific, enhanced qualities that will serve them as future educators. The course will use the community as a classroom by utilizing area educators as guest speakers.
Course Sequence:
EDC 201 is required of all Education Majors and is an introductory level class. Successful completion of the class with a grade of “C” or better is required for admittance to the Education Program at Lake Erie College.
LEARNING OBJECTIVES
Learning as Knowledge
The student will:
Demonstrate knowledge of the historical and philosophical foundations of education Discuss social, political, economic, and legal issues that shape and influence education Compare and contrast varying educational philosophies, teaching methods, and learner styles Identify contributions of major theorists and how they shaped public education
Demonstrate an understanding of the material studied through assignments, class discussions, and class presentations.
Develop and compose a personal philosophy of education for inclusion in interview portfolio
Dispositions
The student will:
Evaluate one’s own abilities and attitudes and how they may predict success in the educational profession
Reflect upon the expectations and demands of the teaching profession, including punctuality, attendance, flexibility, confidentiality, integrity, cooperation, initiative, and professional appearance and demeanor.
Comprehend and display the Education Department’s dispositions
Tentative Academic Schedule
Date Lecture Topics – Reading assignments are expected to be done for the following week’s classes!
Week 1 – Aug. 22 Review syllabusGrading criteria Requirements – Attendance, Late Work Plagiarism hand-out Explain concept of “essential question” and Socratic seminar styleAssignment: Assign AutobiographyPass out Education Department Handbooks- Review handbooks and program requirements.
Week 2 - Aug. 29 Topic : World Roots of EducationASSIGNMENT: Chapter 3 Ornstein pp 56-91 Assign Famous Educator Research Paper and PresentationAutobiography paper due
Week 3 – Sept. 5 Monday – Labor Day – NO CLASSTopic: Pioneers in EducationASSIGNMENT: Chapter 4 Ornstein pp 96-124 Reminder: Famous Educator Paper and Presentations due next week
Week 4 – Sept. 12 All Week: Famous Educator Presentations
Week 5 – Sept. 19 Topic: American Education part IWednesday – Guest SpeakerFriday-1 page reflection paper due on speaker presentationASSIGNMENT: Chapter 5 Ornstein pp 127-162
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Week 6 - Sept. 26 Topic: American Education part IIReading: : Chapter 5 Ornstein pp127-162
1 page reflection paper due on speaker presentation
Week 8 – Oct. 10 Topic: Philosophical Foundations part IASSIGNMENT: : Chapter 6 Ornstein pp165-203Assign Group PresentationsFriday: Fall Break
Week 9 – Oct. 17 Topic: Philosophical Foundations part IIMonday: Guest Speaker Wednesday and Friday: Group Presentations DueASSIGNMENTS: 1 page reflection paper on speaker due on Wednesday Assign Personal Philosophy of Education Paper 3-5 pages
Week 10 – Oct. 24 Topic: Governance/AdministrationMonday: Guest SpeakerASSIGNMENTS: : Chapter 7 Ornstein pp. 208-234 1 page reflection paper on speaker presentation due on Weds.Reminder: Personal Philosophy of Education Paper due on Monday
Week 11 – Oct. 31 Topic: Financing Public EducationMonday: Guest SpeakerASSIGNMENTS: : Chapter 8 Ornstein pp235-258 1 page reflection paper on speaker due on Wednesday
Week 12 – Nov. 7 Topic: Legal Aspects part ISenate Bill 153 Hand-outWednesday : Guest SpeakerASSIGNMENTS: : Chapter 9 Ornstein pp 259-301 1 page reflection paper on speaker due on Friday
Week 13 – Nov 14 Topic: Legal Aspects part IIRecent Education Court Case Hearings and Rulings Hand-outMonday: Final Guest SpeakerAssignments: Final Reflection Paper on speaker due on Wednesday
Week 14 - Nov 21 Monday : Observe LEAD classroomWednesday and Friday: Thanksgiving Break
Week 15 - Nov 28 Monday: Live Skype w/ Guest Educator in Dhaka, BangladeshFinal exam study guide and reviewFriday: Last Day of Class-view sample portfolios
REQUIRED TEXTOrnstein, A.C., and D.U. Levine. (2011) Foundations of Education. 11th ed. Boston: Houghton Mifflin
FERPA: Please be aware that due to the “Family Educational Rights and Privacy Act” (FERPA) of 1974 your professor may NOT discuss with your parents any information related to your grades, classroom performance or personal conduct at LEC. If you WISH us to be able to discuss your personal performance in this class with your parents or guardian, you must sign a specific FERPA RELEASE. This may be DIFFERENT from any release form signed related to sports activities on campus. Please discuss issues related to FERPA or FERPA RELEASES with the Registrar.
DISABILITY STATEMENT - The disability statement that is printed in the Lake Erie College Catalog is applicable to this course. It is the responsibility of the student to seek assistance at the college and to make his/her needs known to Dr. Spiesman, the Director of the Student Success Center (375-7426). The Student Success Center offers both peer and/or professional tutoring in all course/subject areas, as well as assistance in improving personal academic performance. The instructor will assist with accommodations when reasonable and necessary. Instructors are not required to compromise essential elements of the course or the evaluation standards.
ACADEMIC SERVICES - The Lake Erie College Learning Center serves as a focal point, within the academic community, for the creation and promotion of an enriched learning environment where all students have an opportunity to fulfill their academic potential. The Learning Center is coordinated through the Office of Academic Services. The following are some of the services available for students at Lake Erie College:
Pre/post admission counselingRegistration support Academic advising and monitoring Readers, Scribes and / or test proctors Assistance in connecting with community agencies Subject specific tutorial service
Lake Erie College has developed policies concerning students with disabilities. Lake Erie College will: Conform to the applicable federal, state and college / university policies, regulations and definitions regarding
students with disabilities, Provide services that comply with external and internal policies and laws to qualified students through the
services of the Learning Center. Uphold academic standards in the context of these policies and services. Commit its departments and faculty to making reasonable modifications of programs and courses for students
with disabilities. Require students to provide or cooperate in providing necessary documentation in order to be eligible to receive
services. Assist qualified students with disabilities in obtaining reasonable accommodations.
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Maintain legally appropriate confidentiality for students with disabilities.
Additional questions related to disability coordination or tutorial services should be directed to the Coordinator, Academic Services.
GRADING CRITERIAAttendance: Students are expected to be in class. Excused absences require a note from a doctor for illness or injury only. For every two (2) UNEXCUSED absences your grade will drop by one letter grade. Late assignments will not be accepted.
Exams must be completed on the scheduled day and time. No cell phones in class.
Class Component PointsAutobiography Paper 25Famous Educator Research Paper 50Famous Educator Presentation 50Midterm Exam 100Educational Philosophies Group Presentations 507 One Page Reflection Papers 140 (20 points each)Participation 25Final Exam 150TOTAL POSSIBLE 590
Expectations for classroom conduct: It is this professor’s goal to make the classroom an environment where students can flourish. Gossiping and interpersonal disputes will not be tolerated. A positive attitude includes a willingness to learn and try new ideas, participation in class discussions and question and answer periods, as well as a consistent work ethic shown steadily throughout the semester. It is expected that respect will be shown towards the all instructors, horses, and fellow students. Students shall not engage in inappropriate verbal, physical or psychological contact or confrontation with another students or college employees, including through the use of social media systems. Students shall not engage in unprofessional conduct found to be offensive or detrimental to the individual, the college or other students. If disrespect is shown in any sphere, the student will be dismissed from the instructional environment for the day.
Disruptive Behavior: It is the obligation of the student to conduct him/herself in a manner that does not disrupt or interfere with the conduct of this class. Student behavior in the classroom shall be conducive to the teaching and learning process for all concerned. Any student whose conduct adversely affects the learning environment in this classroom will be asked to change his/her behavior. If that student continues to be disruptive, he/she will be asked to leave the classroom. Further disruption of the class may result in the student being expelled from the course.
Electronic devices: All cell phones must be silenced or left out of the classroom environment. Texting, reading text messages, checking emails, Facebook or Twittering or other use of social media during class is viewed by your professor as an act of disrespect during class and will result in immediate expulsion from the classroom for that day. Laptop computers are welcome in the classroom as long as their use is not disruptive to the instructional environment and your classmates around you. Computer use is RESTRICTED to the topic of discussion at the time. Reading emails, checking Facebook, Twittering, playing games or otherwise occupying yourself on your computer with concerns NOT under current discussion is viewed by your professor as an act of disrespect during class and will result in immediate expulsion from the classroom for that day.
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ACADEMIC DISHONESTY
Any act of academic dishonesty, plagiarism or cheating by students seriously impugns the integrity of the College and is unacceptable. Some examples of plagiarism include, but are not limited to: failure to acknowledge the source(s) of even a few phrases, sentences, paragraphs, or major sections or passages in the paper or project. Failure to acknowledge the source(s) of a major idea is considered plagiarism as well. Cheating consists of giving or receiving unauthorized help before, during or after an exam; looking upon someone else’s exam during the exam period; intentionally allowing another student to look upon one’s exam; the unauthorized discussion of test items during the exam period; and the passing of any exam information to students who have not yet taken the exam are some examples. Other acts of academic dishonesty may include: submitting substantial portions of the same work for credit more than once, without prior consent of the instructor; forging another person’s signature on academic or other official documents; or collaborating on projects, papers or other academic exercises if regarded as inappropriate by the instructor. Anyone caught cheating or plagiarizing will be given an F for the coursework.
BIBLIOGRAPHY
Adler, M. (2000) How to Think About the Great Ideas. Chicago: Carus Publishing.
Adler, M. (1981) Six Great Ideas. New York: Macmillan Publishing.
Das, L. (2011) Buddha Standard Time. New York: Harper Collins.
Esquith, R (2007) Teach Like your Hair’s on Fire. New York: Viking.
Gruwell, E. (1999) The Freedom Writers Diary. New York: Broadway Books.
Gruwell, E. (2007) Teach with your Heart. New York: Broadway Books.
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1
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
Instructor’s Name: Dr. Ritu SharmaInstructor’s Title: Assistant ProfessorInstructor’s Office Building & Room: College Hall 205Instructor’s Phone Number: 440-375-7158Instructor’s E-Mail Address: [email protected] Hours: M/W 8:50-9:30 am, 10:45-11:45 am, F 8:50-11:40 am and by appointment
1. Course Description: Voices of Diversity coursework will support pre-service teachers in developing proficiencies to work with students from diverse backgrounds to ensure that all students have the opportunity to learn. This course will provide the opportunity to explore personal values and attitudes toward diversity. The theoretical component will examine the issues of diversity in the classroom. Field experience and examination of educational materials will enhance the students’ understanding of diversity. The course will help the pre-service candidate to develop a reflective understanding of themselves as individuals in a diverse community of learners. They will examine collective common experiences that may typically affect the learning processes of diverse groups.
2. Education Department Sequence: This course falls under the introductory level for the Education Dept.
3. Required Textbooks: Bell, Myrtle P. (2007). Diversity in Organizations, Thomson Higher Education.
The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
1 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
Upon completion of this course, students are expected to:
1. Identify and define your own individual values, beliefs, and biases regarding issues of diversity.2. Describe how these values, beliefs, and biases may affect skills as a professional teacher.3. Demonstrate an understanding of major conceptualizations regarding diversity as demonstrated through class presentation.4. Apply these understandings to the classroom and its connected community. (i.e. staff, students, parents, etc.)
Knowledge: Project implicit collection of 15 demonstration tests
Skills: Assessment Format – 1) Presentation (see Rubric for Presentation)
2) Paper (see Rubric for Paper)
Dispositions: Sense of EfficacyAssessment Format – Presentation (see Rubric for Presentation)
5. Links to the Conceptual Framework: Professionalism - The teacher candidate analyzes past experience and pursues professional development opportunities to improve future performance. Knowledge able - The candidate demonstrates knowledge of content, pedagogy, and pedagogical content. Collaborative and Reflective - The teacher candidate collaborates and communicates with parents/family members, school colleagues, and community members to support student learning and development. The course will help the pre-service candidate to develop a reflective understanding of themselves as individuals in a diverse community of learners. They will examine collective common experiences that may typically affect the learning processes of diverse groups.
6. Commitment to Reflection: The candidates will be expected to reflect on their practices to refine and improve their classroom practices as it is an integral part of the curriculum and assessment.
7. Field Experience and Student Teaching Requirements (not applicable): A statement of the number of required hours, the level of the field experience, a list of activities and/or assignment expectations, supervision procedures, and assessments that will take place in the field. Include any policies you have for unsatisfactory completion of the field experiences or student teaching.
8. Lake Erie College Education Division Assessment Data Collected in this Course: In this course, assessments and data collection are required to meet requirements for ODE or national accreditation approval.
9. Course Expectations
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a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than one (1) missed class. Your attendance at every class is expected and required (and being here “in body” doesn’t necessarily mean you are “here”; active participation is a must, and sleeping, doing work/studying for other classes, instant messaging, clockwatching, personal grooming, and other inattentive behaviors are not welcome). As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.
Texting/IMing/Surfing in class is unacceptable under any circumstances—if a situation arises that demands your attention you should not be in the classroom. Disruptive behavior will not be allowed. Every violation of this policy after first warning results in a recorded absence for the day.
b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
c. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
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d. Late Work: Students are expected to meet the deadlines. Late papers will only be accepted in case of extenuating circumstances. Student athletes will submit the papers in advance to avoid penalty. There will be five points deducted per day for the assignments submitted past the due date.
f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. Please contact me in case of any confusion, concern or question. I am always at your beck and call. My success lies in your success.
10. References:
Aboud, F. E. (1993). The developmental psychology of racial prejudice. Transcultural Psychiatric
Research Review, 30, 229-242.
Bar-On, R. (1997) EQ-i: Bar-On emotional quotient inventory: A measure of emotional intelligence:
Technical manual Toronto, ON: Multi-Health Systems Inc. Bell, M. (2007).
Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology.
American Psychologist, 48, 629-637.
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Early Childhood Licensure Program
Brewer, M. B. (1999). The psychology of prejudice: Ingroup love or outgroup hate? Journal of Social
Issues, 55, 429-444.
Davidman, L., & Davidman, P. T. (2001). Teaching with a multicultural perspective: A practical guide (3rd
ed.). New York: Addison-Wesley.
Duarte, Eduardo M., & Smith, Stacy. (2000). Foundational Perspectives in Multicultural Education. New
York: Longman.
Grant, Jim (2003). Differentiating for Diversity. Kansas: Principal.
Graves, Donald H. (2002). Testing Is Not Teaching: What Should Count in Education. New Hampshire:
Heinemann.
Greene, B. (1994). Lesbian and gay sexual orientations: Implications for clinical training, practice, and
research. In B. Greene & G. M. Herek (Eds.), Lesbian and gay psychology: Theory, research, and
clinical applications (pp. 1-24). Newbury Park, CA: Sage.
Goleman, D. (1995) Emotional intelligence. New York: Bantam Books.
Goleman, D. (1998) Working with emotional intelligence. London: Bloomsbury Publishing.
Guidelines for Providers of Psychological services to Ethnic, Linguistic, and Culturally Diverse
Populations. (1993). American Psychologist, 48, 45-48.
Hinckley, June M. (2001). A Sound Education. Virginia: Association for Supervision and Curriculum
Development.
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Early Childhood Licensure Program
Human Rights Watch (2001). Hatred in the Hallways: Violence and Discrimination Against Lesbian,Gay,
Bisexual, and Transgender Students in U.S. Schools. [Note: find at
www.hrw.org/reports/2001/uslgbt/toc.htm]
Knapp, M. S., Shields, P. M., & Turnbull, M. J. (1995). Academic Challenge in High-Poverty Classrooms.
Phi Delta Kappan, 76, 770-776.
Kozol, J. (1991). Savage Inequalities: Children in America's Schools. New York: Crown Publishers.
Larke, P. J. (1990). Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Preservice
Teachers. Action in Teacher Education, 12(3), 23-30.
Liston, Daniel P., & Zeichner, Kenneth M. (1996). Culture and Teaching. Mahwah: Lawrence Erlbaum
Associates.
Mayer, J., Salovey, P., & Caruso, D. (2000). Emotional intelligence as zeitgeist, as personality, and as a
mental ability. In R. Bar-On & J.D.A. Parker (Eds.),
The handbook of emotional intelligence. New York: Jossey-Bass.
Noel, Jana. (2000). Notable Selections in Multicultural Education. Guilford: Dushkin/McGraw-Hill.
Ovando, Carlos J., & McLaren, Peter. (2000). The Politics of Multiculturalism and Bilingual Education.
Boston: McGraw Hill.
Steffy, Betty E. Wolfe, Michael P., Pasch, Suzanne H. & Enz, Billie J. (2000). Life Cycle of the Career
Teacher. Thousand Oaks, CA: Kappa Delta Pi and Corwin Press.
Schutte, N & Malouff, J. (1999). Measuring emotional intelligence and related constructs. New York: The
Edwin Mellon Press.
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Thorne, B. (1999). Boys and girls together… but mostly apart. In R. Arum and I. R. Beattie (Eds.), The
structure of schooling: Readings in the sociology of education (pp. 338-346). Mountain View, CA:
Mayfield Publishing.
Tiedt, P. L., & Tiedt, I. M. (1999). Multicultural teaching (5th ed.). Boston: Allyn and Bacon.
Wallace, B. (2000). A Call for Change in Multicultural Training at Graduate Schools of Education:
Educating to End Oppression and for Social Justice. [Electronic version]. Teachers College
Record, 102 (6), 1086-1111.
[Note: find at www.tcrecord.org/Content.asp?ContentID=10703]
White, M. S. (1970). Women in the professions: Psychological and social barriers to women in science.
LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are
committed to the diversity and development of all students.”
EDC 230Educational Psychology Spring, 2012
Mon/Wed/Fri 9:15-10:05 Dr. Rich Bonde
Course DescriptionThis core education course is required of all licensure areas. The course explores the developmental areas of cognition, socialization, morality, emotions, and personality. Students will study language acquisition, group and individual differences, intelligence, and behavior theories. Students will develop workshops in problem-based learning, constructivism, and critical thinking.
Education Department SequenceEDC 230 is a core course for all education students and should be taken early as a professional course.
Required TextbookEggen, Paul and Kauchak, Don (2010) Educational Psychology: Windows on Classrooms.
Upper Saddle, NJ: Pearson/Merrill/Prentice Hall.
Links to Conceptual FrameworkKnowledge of pedagogy
The preservice student will be able to use information on student learning for instructional design and deliveryHuman Growth and Development
The preservice student will be able to: display knowledge of how students learn and the developmental characteristics of age
groups; To understand what students know and are able to do;To recognize characteristics of gifted students, students with disabilities, and at-risk
students
Course ObjectivesKnowledge: The preservice candidate completing this course will be able to explain pertinent
theories of intellectual development, learning, motivation, and s/he will be able to
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discuss how such theories can be applicable to classrooms. S/he will be able to show that all students can learn.Skills: To be able to make applicable decisions and lesson planning relative to learning theories
discussed in class.Dispositions: It is absolutely critical that each preservice candidate completing EDC 230 have a
committed belief that all students can learn and that all students have an inherent motivation to learn. It is part of the LEC Conceptual Framework and essential for this course.
LEC Unit Assessment Data Collection: None in this course.
Course Expectations:Attendance: Daily attendance is required. In the event of an absence, please e-mail the
instructor and make arrangements to make work up. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie
College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.
Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.
Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade.
Grading Scale: Follow scale in Teacher Education Handbook
Assignments:Learning Organizer: Binder with all classwork, chapter organizers, handouts, etcMid Term Exam Assessment of basic knowledge and skills Presentation Presentation to class on your topic. Be creative!!!
Mini-Workshops Student-led workshops on specific topics and opposing viewpointsTerm Paper 5-7 page term paper (3-5 sources) investigating a topic of interest
to the student relative to educational psychology. NOTE: All papers in the Education Department are to be written
in APA style.Final Exam An opportunity to synthesize theories, ideas, concepts, and
practical applications. It will be assigned many weeks in advance.
Grading:
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Attendance & Participation 20%Content Log 15%Mid-Term Exam (In Class) 20%Term Paper & Presentation 20%Final Exam (Take-Home) 25%
TENTATIVE CLASS SCHEDULEDate: Topic/Activity/Assignment Readings:
M Jan 23 IntroductionsCourse Overview & Requirements
W Jan 25 Is a good teacher born or made?Characteristics of a good teacher; how Educ Psych fits.
F Jan 27 The Development of Cognition an Language Chap. 2Principles of Development & Learning and the BrainPiaget
M Jan 30 Vygotsky Chap. 2
W Feb 1 Language Acquisition Chap. 2
F Feb 3 Personal, Social, Emotional Development Chap. 3Personal & Social DevelopmentIdentify & Self-Concept: Erikson
M Feb 6 Moral Development: KohlbergClashing Views: Retention?
W Feb 8 Group & Individual Differences Chap 4Intelligence: Spearman/ Gardner
F Feb 10 Intelligence: Sternberg Chap 4Learning Style
M Feb 13 SES Chap 4Culture/Language/GenderClashing Views: Gardner: Multiple Intelligences??
W Feb 15 Students at Risk Chap 4
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F Feb 17 Panel Discussion: ESL Students
M Feb 20 Behaviorism & Social Cognitive Theory Chap 6Behaviorist Views
W Feb 22 Social Cognitive Theory Chap 6Clashing Views: Self-Esteem
F Feb 24 Guest Presenter: Behavioralism Chap 6
M Feb 27 Cognitive Perspectives on Learning Chap 6
W Feb 29 Memory – Info Processing System Chap 7
F Mar 2 Metacognition Chap 8
M Mar 5 Outcomes of Knowledge ConstructionAsessment
W Mar 7 Students Lessons on Memory
F Mar 9 Mid Term Exam - In Class
M Mar 12-F 16 No Class – Spring Break
M Mar 19 Complex Cognitive Processes Chap 9Problem-Solving
W Mar 21 Problem-Based Learning Chap. 9
F Mar 23 Critical Thinking Chap 9
M Mar 26 Team Workshops
W Mar 28 Team WorkshopsPAPER DUE
F Mar 30 Chap 10: Theories of Motivation Chap. 10What is Motivation?Humanistic Views
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Behavioral Views
M Apr 2 Cognitive Views Chap. 10- Expectancy X Value Theory- Self-Efficacy- Goal Orientation- Attribution- Self-Determination
W Apr 4 - Affective Factors in Motivation Chap. 10- Self-Worth- Arousal and AnxietyClashing Views: Class Size
F Apr 6 No Class
M Apr 9 Motivation in the ClassroomStudent-Led Mini-Workshop
W Apr 11 Chap 11: Motivation Chap. 11Student-Led WorkshopFinal Exam Assigned
F Apr 13 School Visit
M Apr 16 ` Debrief – School Visit and Ed Psych Topics
W Apr 18 Classroom Management – Tentative Panel Discussion
F April 20 Student Presentations Content Organizer Due
M April 23 Student Presentations
W April 25 TBA
F April 27 TBA
M April 30 TBA
W May 1 TBA
F May 2 Final Exam Due
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RELATED BIBLIOGRAPHY
Borich, Gary D. & Tombari, Martin. (2001). Educational Psychology: A Contemporary Approach (4th Edition) New York: Addison Wesley Longman, Inc.
Garbarino, James (1999). Lost Boys. New York: Anchor Books
Gardner, Howard (1993). Multiple Intelligences: The Theory in Practice. New York: Harper Books.
Goleman, Daniel (1995). Emotional Intelligence. New York: Bantam Books, Inc.
Good, Thomas K & Brophy, Jere (2002). Contemporary Educational Psychology. New York: Longman.
Healy, Jane M (1990). Endangered Minds. New York: Touchstone Publishers.
Hersch, Patricia (1998). A Tribe Apart. New York: Fawcett Columbine Publishers.
Lehmann, Nicholas (2000). The Big Test: The Secret History of the American Meritocracy. New York: Farrar, Straus, Giroux
Wolfe. Patricia (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: Association for Supervision and Curriculum Development.
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2
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
Instructor’s Name: Dr. Ritu SharmaInstructor’s Title: Assistant ProfessorInstructor’s Office Building & Room: College Hall 205Instructor’s Phone Number: 440-375-7158Instructor’s E-Mail Address: [email protected] Hours: M/W 8:50-9:30 am, 10:45-11:45 am, F 8:50-11:40 am and by appointment
1. Course Description: Voices of Diversity coursework will support pre-service teachers in developing proficiencies to work with students from diverse backgrounds to ensure that all students have the opportunity to learn. This course will provide the opportunity to explore personal values and attitudes toward diversity. The theoretical component will examine the issues of diversity in the classroom. Field experience and examination of educational materials will enhance the students’ understanding of diversity. The course will help the pre-service candidate to develop a reflective understanding of themselves as individuals in a diverse community of learners. They will examine collective common experiences that may typically affect the learning processes of diverse groups.
2. Education Department Sequence: This course falls under the introductory level for the Education Dept.
3. Required Textbooks: Bell, Myrtle P. (2007). Diversity in Organizations, Thomson Higher Education.
4. Course Objectives: The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and
2 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
Upon completion of this course, students are expected to:
1. Identify, and define your own individual values, beliefs, and biases regarding issues of diversity.
2. Describe how these values, beliefs, and biases may affect skills as a professional teacher.
3. Demonstrate an understanding of major conceptualizations regarding diversity as demonstrated through class presentation.
4. Apply these understandings to the classroom and its connected community. (i.e. staff, students, parents, etc.)
Knowledge:
Project Implicit collection of 15 demonstration tests
Skills:
Assessment Format – 1) Presentation (see Rubric for Presentation)
2) Paper (see Rubric for Paper)
Dispositions: Sense of Efficacy
Assessment Format – Presentation (see Rubric for Presentation)
6. Commitment to Reflection: The candidates will be expected to reflect on their practices to refine and improve their classroom practices as it is an integral part of the curriculum and assessment.
7. Field Experience and Student Teaching Requirements (not applicable): A statement of the number of required hours, the level of the field experience, a list of activities and/or assignment expectations, supervision procedures, and assessments that will take place in the field. Include any policies you have for unsatisfactory completion of the field experiences or student teaching.
8. Lake Erie College Education Division Assessment Data Collected in this Course: In this course, assessments and data collection are required to meet requirements for ODE or national accreditation approval.
9. Course Expectations
Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced
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Early Childhood Licensure Program
one letter grade for more than one (1) missed classes. Your attendance at every class is expected and required (and being here “in body” doesn’t necessarily mean you are “here”; active participation is a must, and sleeping, doing work/studying for other classes, instant messaging, clockwatching, personal grooming, and other inattentive behaviors are not welcome). As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.
Texting/IMing/Surfing in class is unacceptable under any circumstances—if a situation arises that demands your attention you should not be in the classroom. Disruptive behavior will not be allowed. Every violation of this policy after first warning results in a recorded absence for the day.
Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: Students are expected to meet the deadlines. Late papers will only be accepted in case of extenuating circumstances. Student athletes will submit the papers in advance to avoid penalty. There will be five points deducted per day for the assignments submitted past the due date.
80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. Please contact me in case of any confusion, concern or question. I am always at your beck and call. My success lies in your success.
10. References:
Aboud, F. E. (1993). The developmental psychology of racial prejudice. Transcultural Psychiatric
Research Review, 30, 229-242.
Bar-On, R. (1997) EQ-i: Bar-On emotional quotient inventory: A measure of emotional intelligence:
Technical manual Toronto, ON: Multi-Health Systems Inc. Bell, M. (2007).
Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology.
American Psychologist, 48, 629-637.
Brewer, M. B. (1999). The psychology of prejudice: Ingroup love or outgroup hate? Journal of Social
Issues, 55, 429-444.
Davidman, L., & Davidman, P. T. (2001). Teaching with a multicultural perspective: A practical guide (3rd
ed.). New York: Addison-Wesley.
Duarte, Eduardo M., & Smith, Stacy. (2000). Foundational Perspectives in Multicultural Education. New
York: Longman.
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Early Childhood Licensure Program
Grant, Jim (2003). Differentiating for Diversity. Kansas: Principal.
Graves, Donald H. (2002). Testing Is Not Teaching: What Should Count in Education. New Hampshire:
Heinemann.
Greene, B. (1994). Lesbian and gay sexual orientations: Implications for clinical training, practice, and
research. In B. Greene & G. M. Herek (Eds.), Lesbian and gay psychology: Theory,research, and
clinical applications (pp. 1-24). Newbury Park, CA: Sage.
Goleman, D. (1995) Emotional intelligence. New York: Bantam Books.
Goleman, D. (1998) Working with emotional intelligence. London: Bloomsbury Publishing.
Guidelines for Providers of Psychological services to Ethnic, Linguistic, and Culturally Diverse
Populations. (1993). American Psychologist, 48, 45-48.
Hinckley, June M. (2001). A Sound Education. Virginia: Association for Supervision and Curriculum
Development.
Human Rights Watch (2001). Hatred in the Hallways: Violence and Discrimination Against Lesbian, Gay,
Bisexual, and Transgender Students in U.S. Schools.
[Note: find at www.hrw.org/reports/2001/uslgbt/toc.htm]
Knapp, M. S., Shields, P. M., & Turnbull, M. J. (1995). Academic Challenge in High-Poverty Classrooms.
Phi Delta Kappan, 76, 770-776.
Kozol, J. (1991). Savage Inequalities: Children in America's Schools. New York: Crown Publishers.
Larke, P. J. (1990). Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Preservice
Teachers. Action in Teacher Education, 12(3), 23-30.
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Liston, Daniel P., & Zeichner, Kenneth M. (1996). Culture and Teaching. Mahwah: Lawrence Erlbaum
Associates.
Mayer, J., Salovey, P., & Caruso, D. (2000). Emotional intelligence as zeitgeist, as personality, and as a
mental ability. In R. Bar-On & J.D.A. Parker (Eds.), The handbook of emotional intelligence. New
York: Jossey-Bass.
Noel, Jana. (2000). Notable Selections in Multicultural Education. Guilford: Dushkin/McGraw-Hill.
Ovando, Carlos J., & McLaren, Peter. (2000). The Politics of Multiculturalism and Bilingual Education.
Boston: McGraw Hill.
Steffy, Betty E. Wolfe, Michael P., Pasch, Suzanne H. & Enz, Billie J. (2000). Life Cycle of the Career
Teacher. Thousand Oaks, CA: Kappa Delta Pi and Corwin Press.
Schutte, N & Malouff, J. (1999). Measuring emotional intelligence and related constructs. New York: The
Edwin Mellon Press.
Thorne, B. (1999). Boys and girls together… but mostly apart. In R. Arum and I. R. Beattie (Eds.), The
structure of schooling: Readings in the sociology of education (pp. 338-346). Mountain View, CA:
Mayfield Publishing.
Tiedt, P. L., & Tiedt, I. M. (1999). Multicultural teaching (5th ed.). Boston: Allyn and Bacon.
Wallace, B. (2000). A Call for Change in Multicultural Training at Graduate Schools of Education:
Educating to End Oppression and for Social Justice.
[Electronic version]. Teachers College Record, 102 (6), 1086-1111.
[Note: find at www.tcrecord.org/Content.asp?ContentID=10703]
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White, M. S. (1970). Women in the professions: Psychological and social barriers to women in science.
Andrew R. L. Cayton, Ohio: the History of a People, OSU Press, 2002
Assignments: Please read the book assignments during the week they are scheduled, as I will not read the book to you in class because that would be boring for all of us, but I’ll cover many of the same events and themes, as well as things not covered in the book, and the book will also cover issues and themes I will not cover in class.
Lectures and Themes: Overall, this is going to be a fairly straight forward history of the state. I usually begin when the first white people show up, not because I have a bias against the Native Americans—hardly, since some of my ancestors were Apaches—but because that’s when anyone began writing about the place, and history is based upon written records. Some of the topics I cover will focus on Ohio specifically, some on the upper Midwest more generally or Ohio’s place in the region or in the country, and when combined with the book, the idea is to give you a fairly thorough picture of the state, and just how much there is you can find to discuss when it comes to history. In this course, we will examine different kinds of history as well, from the narrative to the biographical, from local to regional and national, political, social, military, etc. To be honest, while that doesn’t span a massive amount of time—just about four centuries, it does cover a lot of events, and unfortunately, I won’t be able to cover everything the book does in class either. Not enough time, for one thing. For another, I tend to choose topics to zero in and examine in detail; I might spend as many as two or three classes on something your book might spend a short paragraph on. Call it a difference in style, but I prefer to spend the class-time examining an event or development in depth, while the textbooks generally have to take a broader view to cover just about everything. Either approach is valid, but they work best together, and that’s why you need the textbook and my lectures.
The other important point to make here is that you will be compelled to re-examine a lot of crap you’ve learned elsewhere when it comes to the USA. Yes, this is a fine country, but you should be aware that American culture is built upon a whole big pile of mythology, misinformation, omissions and rubbish, as we, as Americans, have more or less been raised to accept most of it as the truth. However, you are at least theoretically adults now, most of you, and a little reality shouldn’t hurt. In fact, it might just help. So be prepared. This will be history without most of the sugar coating you might be accustomed to.
Grading: There will be three short papers on topics yet to be determined, but don’t worry, I’ll give you at least a week to write them, as well as thorough instructions on how to write a college paper of three to four typed pages. The topics will deal with the subjects we’re covering in class, and your job will be to demonstrate that you understand what’s going on and the issues involved, as well as your ability to write—the mechanics of writing count. Each of these papers will be worth 30% of your grade, and they are due on the date in the schedule unless a change has been made in class. Otherwise, late papers will lose one letter grade for every school day they are late. In other words, if you plan to turn in a paper four or more days late, you’re wasting your time. I require each student to submit both a hard copy of each paper as well as an electronic copy sent as an attachment to an email. Do not send the paper as an email, and do not assume that I have received it unless I send you an email back acknowledging receipt. Papers sometimes get lost out there in the wilderness of cyberspace, and again, I require both a hard copy and an electronic copy. If you neglect to submit one or the other by the due date, you will lose half a letter grade regardless of which one is missing.
Ten percent (10%) of your grade will be based on your attendance. In other words, it’s a fair chunk of your grade. I will take attendance just about every single class session after the first week, and if you miss a class, you should talk to me about it if you want the absence to be excused, but keep in mind that not all absences will be excused, and there will be a limit as to how many excused absences a student can have, depending on the issue. Please show up on time, every time, as well. You should also exhibit signs of basic classroom etiquette: do not mess with your cell phone during class. No calls, no checking calls, no text messaging, and nothing will save you if I see you during class wired for sound. Seriously. If I see a phone or other electronic device in your hand during class, your attendance for that day will not count, and I also reserve the right to ask you to leave if you seem unable to leave the thing alone. Don’t do homework for another class, don’t play on the Internet, don’t play video games, and don’t carry on noisy chats with your neighbors. If you have to eat something, try to choose something that doesn’t stink up the room and mind your manners as you munch. A single restroom break is okay, but don’t get up and run around when the lecture begins, and keep it to one, single trip. The second time you feel the need to get up and disrupt the whole class, don’t come back. Stay awake too; you’re paying for this class one way or another, and sleeping through it is not a good use of your time and money. Show some class during class.
Athletes!!! It is your responsibility to tell me if you’re missing a class because of a game. Do not assume that I know your sports schedule, because I won’t. Do not rely on your coaches to tell me. Some do, some don’t. If you—you personally—don’t tell me you’re missing a class because of a game, your absence will be an unexcused one, period. Do not rely on one of your friends to tell me; take responsibility for yourself. Do not come to me at the end of the semester with a list of the days you missed because of games; that will be too late.
Please be aware of the policy on Academic Integrity: “Any act of academic dishonesty, of cheating, by a student, seriously impugns the integrity of Lake Erie College, and the student, and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion.” In my classes, plagiarism or other forms of academic dishonesty in papers will result in zero points for that
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paper. A second offense will result in an F for the course. Be advised that any and all papers can be submitted to Turnitin.com to check for plagiarism; this is a serious matter, and repeat offenders can be expelled from the college for academic dishonesty as well. My advice is to simply write the bloody paper and do it correctly; that’s less hassle than cheating anyway.
“The disability statement that is printed in the Lake Erie College catalog is applicable to this course. It is the responsibility of the student to seek assistance at the college and to make his/her needs known to Dr. John Spiesman, the Director of the Student Success Center at 375-7426. Accommodations will be made as needed when the professor is notified by Dr. Spiesman that such accommodations have been approved. The professor will assist with accommodations when reasonable and necessary as well, but only with proper documentation from the Student Success Center. Instructors are not required to compromise essential elements of the course or evaluation standards.”
The Academic Learning Center offers both peer and/or professional tutoring in all course/subject areas, as well as assistance in improving personal academic performance. This is run by Dr. Brent Robinson, the Coordinator of academic Advising, and includes a Math Lab and a Writing Center, and there will be tutors for other areas of study as well. If you have problems in that regard, contact Dr. Robinson at 375-7111.
Other matters: Do not ask for an ‘extra credit’ project unless something unusual happens, such as an extended illness. If that occurs, get in touch with me and we’ll work something out. Otherwise, my feeling is that if you cannot keep up with the assigned work, you can’t possibly do anything extra to make up for a poor grade. I do not grade on a curve mainly because I never understood just how those worked, and now I have no desire to figure it out. Besides, they always seemed to cheat the students who were doing well in class. It is not my intention to overburden you with work, but this is college. In general, more work and a higher standard of performance are required. For this class, there is one book to read, three papers to write and a whole bunch of days to show up. It is critical that you keep up with the readings, come to class and participate, and turn in your papers on time if you wish to get a good grade. If you put yourself on a schedule and stick with it, you should have no trouble.
If you find yourself in trouble, come and see me as soon as possible during my office hours. Do not wait for too long to try to salvage a poor grade. Don’t be afraid to ask questions in class about the readings or lectures; chances are that many of your classmates will have the same questions you have, so ask away.
Do not tell me what your GPA is or tell me what grade you ‘need’ to earn in this class. Both of those are ultimately your responsibility, not mine. If you hope to earn a decent grade, you have to put your effort and time into it. It is not my intention to fail you, but to help you learn. However, you must do your part. Grades are not magically bestowed or given away, they are earned.
Grading Scale:
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91 – 100: A 79: C+ 59 and down: F90: A- 71 – 78: C89: B+ 70: C-81 – 88: B 60 – 69: D
Course Schedule(May be subject to change due to unforeseen circumstances)(Lecture topics are always TBA)
Week One: August 22 – 26: Introduction, Please read Cayton, Prologue. The last day to Add/Drop is the 26th.
Week Two: August 29 – September 2: Please read Cayton, Chapters One.
Week Three: September 5 – 9: Please read Cayton, Chapter Two.Monday is Labor Day, no classes.
Week Four: September 12 – 16: Please read Cayton, Chapter Three.Your first paper will be due by the beginning of class on Thursday,
September 22rd.
Week Five: September 19 – 23: Please read Cayton, Chapter Four.Your first paper is due at the beginning of class, Thursday, September 22rd.The last day to withdraw with a ‘W’ is September 23rd.
Week Eight: October 10 – 14: Please read Cayton, Chapter Seven.Fall Break: No classes on the 13th, 14th, and 15th.Mid-term grades are due on the 10th; yours is based on your first paper and your attendance to this point. All students will receive a mid-term grade for this class.
Week Nine: October 17 – 21: Please read Cayton, Chapter Eight.Your second paper will be due by the beginning of class on Thursday,
October 27th. October 21st is the last day to withdraw with a “WP” or “WF.”
Week Ten: October 24 – 28: Please read Cayton, Chapter Nine.Your second paper is due at the beginning of class on Thursday, October 27 th.
Week Eleven: October 31 – November 4: Please read Cayton, Chapter Ten.
Week Fourteen: November 21 – 25: Please read Cayton, Epilogue.Thanksgiving Break: No classes for the 23rd, 24th and 25th.
Week Fifteen: November 28 – December 2: Your final paper will be due when we meet during finals week.
Finals Week: December 5 – 10. We will not have a final exam, but we will meet, and your final papers will be due on the day, and at the time, we are scheduled to meet for finals.
Final Grades Due: December 12th.
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3LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDC321
EDC 321: Phonetic Approaches to ReadingFall 2011
Tuesdays and Thursdays 9:50am-11:05amGarfield Center A1
Dr. Katharine R. Delavan Asst. Professor of Education Garfield Center [email protected] Hours: Mondays 9:30am-11:00am Wednesdays 9:30am-11:00am, Tuesday and Thursday 4pm-5pm or by appointment
1. Course Description: This course deals with letter-sound correspondences, segmenting processes, spelling, morphology, and syllabication. Word pronunciation, vocabulary building, and comprehension are highlighted. Effective application of phonetic strategies, understanding diacritical markings, English grammar, structural analysis, and context are covered.
2. Education Department Sequence: This course is a pre-requisite for EDC 324 Reading Diagnosis: Assessment, Analysis and Instruction.
3. Required Textbooks:
Bear, D., & Invernizzi, M., & Templeton, S., & Johnston, F. (2011). Words their way: Word study for phonics, vocabulary and spelling instruction. (5th ed.). Upper Saddle River, NJ: Merrill.
4. Course ObjectivesThe objective and assessment outcomes for this course are aligned with the Conceptual
Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
Knowledge: (Learning and Cognition) The pre-service candidate will:
3 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
Demonstrate knowledge of what phonics is and how it is learned. Develop vocabulary and its appropriate placement in text (grammar).
Develop an understanding of the role of phonics in spelling, morphology, and vocabulary enhancement.
Skills: (Effective Teaching) The pre-service candidate will: Become familiar with appropriate methods and materials for instructing children. Identify
problems in phonetic pronunciation, segmentation, syllabication, and spelling. Develop an understanding of the various approaches to the teaching of phonics and how its components interact.
Demonstrate an ability to plan for and teach phonics in a small or large group. Be able to select appropriate materials for various levels and design materials suitable for needed phonics and related areas of instruction.
Develop appropriate lesson plans, activities, and learning centers. Be able to use and to model correct English in oral and written communication.
Dispositions: The pre-service candidate will: Become familiar with the current professional literature dealing with phonics. Develop an
understanding of the effect of culture; race, and socioeconomics can have upon the teaching of phonics.
5. Links to the Conceptual Framework: The structure of this course will encourage the pre-service candidate to provide authentic learning experiences for all students and to operate under the belief that every child is capable of learning and able to reach their full potential. 6. Commitment to Diversity: Assignments and daily activities allow pre-service candidates to demonstrate their understanding through a variety of methods. There are multiple opportunities for collaborative group work; and hands-on activities that are intended to put theory into practice, making the content more concrete. Throughout the course pre-service candidates are encouraged to share their individual life experiences in relation to the course content. This helps to build a sense of community while respecting individual similarities and differences. 7. Commitment to Technology: The content of this course will provide the pre-service candidate the knowledge they need to make appropriate choices in regards to incorporating technology to support the reading process. They will be introduced to a variety of quality websites to aid their depth and breadth of teaching strategies. 8. Commitment to Reflection: Through participation in this course the pre-service candidate will build their ability to reflect upon lessons. They are expected to complete the reflection portion of the long lesson plan and provide constructive feedback for their peers. 9. Course Expectations
a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) or more absences.
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b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
d. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonableaccommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
e. Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
e. Grading Scale:
96-100 A94-95 A-90-93 B+87-89 B84-86 B-
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80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
References:
Baer, G.T. (1999). Self-paced phonics: A text for education (2nd ed.). Columbus, OH: Merrill.
Bower, B. (1992). Reading the code, reading the whole. Science News, 141, 138-140.
Carbo, M. (1996). Whole language or phonics? Use Both! The Education Digest, 60-63.
Dahl, K., & Scharer, P., & Lawson, L., & Grogan, P. (2001). Rethinking phonics: Making the best teaching decisions. Portsmouth, NH: Heinemann.
Flippo, R.F. (1999). What do the experts say? Helping children learn to read. Portsmouth, NH: Heinemann.
Fox, B.J. (1996). Strategies for word identification: Phonics from a new perspective. Columbus, OH: Merrill.
Fry, E.B., & Kress, J.E. (2006). The reading teacher’s book of lists: K-12 (5th ed).San Francisco: Jossey-Bass.
Gebers, J. (2003). Books are for talking, too. (3rd Ed.). Austin, Texas: PRO-ED.
Gunning, T.G. (2001). Building words: A resource for teaching word analysis and spelling strategies. Boston: Allyn and Bacon.
9/1 Reading Standards: Foundational SkillsPhonological AwarenessLetter Name-Alphabetical Stage of Spelling Bear Chapter 5Initial/Final Consonant Blends and Clusters
9/6 Onsets and Rimes and basic patterns
9/8 Short Vowels
9/13 Reading Standards: Foundational SkillsPhonics and Word Recognition Sight Words
9/15 Consonant Digraphs
9/20 1st Words Their Way Activity Due
9/22 Within-Word Pattern Stage of Spelling Bear Chapter 6Long Vowels
9/27 Vowel digraph and diphthongs
9/29 OCTEO Conference- No Classes
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10/4 Words with Silent “e”10/6 Review for Midterm
Handout Study Guide
10/11 Midterm Exam
10/13 Fall Break-No Classes
10/18 Reading Standards: Foundational SkillsIntermediate Readers and Writers:Syllables and Affixes Stage of Spelling Bear Chapter 7Suffixes and Prefixes
11/10 Literature Connection Presentation Due(See Attached Rubric)
11/15 Literature Connection Presentation Due(See Attached Rubric)
11/17 Language Standards K-5Conventions of Standard English
11/22 Language Standards K-5Conventions of Standard English
11/24 Happy Thanksgiving!!
11/29 Lesson Plan Presentations
12/1 Lesson Plan Presentations
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12/5-12/10 Final Exams Week
4LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDC 324 Diagnosis and Correction of Reading ProblemsSpring 2012 Wednesdays: 2:15 – 4:45 PM
Mrs. Pam MartinGarfield A7 [email protected] Hours:M/W: 11:00-12:00T/F: 9:00-11:00TH: as requestedAdditional office hours upon request
1. Course Description: This course involves the assessment of children’s reading problems. Standardized and informal reading assessment tools are demonstrated, discussed and applied in the classroom and individual settings. Once reading difficulties are identified, the course builds on enhancing children’s reading ability through case-based instructional methods and strategies. A written project and portfolio requires the practical application of concepts learned in class.
2. Education Department Sequence: This course is taken after EDE323 and EDC321.
3. Required Textbooks: McKenna, M. C. & Stahl, S. A. (2008). Assessment for reading instruction (2nd ed.).
New York: The Guilford Press.
Bader, L. A. (2009). Bader reading and language inventory (6th ed.). Columbus, OH:
Merrill.
Optional text:
Crawley, S. J. & Merritt, K. (2007). Remediating reading difficulties (5th ed.). New York: McGraw-Hill.
4. Course Objectives
4 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
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The objective and assessment outcomes for this course are aligned with the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
Knowledge (Learning and Cognition) ~ The pre-service candidate will
Gain knowledge of choosing appropriate strategies and materials relating to purpose; Acquire an understanding of concepts, assumptions, debates, and methodologies associated
with reading/writing difficulties; Become aware of the various factors involved in reading/writing difficulties; Gain knowledge about various assessment instruments and techniques; Develop skills to collaborate with reading specialists; Recognize the reciprocal relationships of reading, writing, listening, speaking, and viewing; Understand the value of metacognition in reading, writing, listening, and speaking; Become familiar with various textual features so comprehension may be facilitated.
Skills (Effective Teaching) ~ The pre-service candidate will
Become aware of early intervention techniques; Appreciate the multiple types of reading necessary to become fluent readers; Acquire the skills to discriminate between well-developed and poorly-developed reading
approaches; Recognize the importance of teaching reading as a process rather than a discrete series of skills
to be taught through unrelated activities/exercises; Recognize the importance of implementing literacy programs designed to meet the needs of
readers; Use and model correct English in oral and written communications
Dispositions ~ The pre-service candidate will
Understand and will be sensitive to differences among learners and how these differences influence reading;
Develop an understanding of the effect that culture, race, and socioeconomic status can have on the teaching of literacy skills.
5. Commitment to Diversity: Assignments and daily activities allow pre-service candidates to demonstrate their understanding through a variety of methods. There are multiple opportunities for collaborative group work; and hands-on activities that are intended to put theory into practice, making the content more concrete. Throughout the course pre-service candidates are encouraged to share their individual life experiences in relation to the course content. This helps to build a sense of community while respecting individual similarities and differences.
6. Commitment to Technology: The content of this course will provide the pre-service candidate the knowledge they need to make appropriate choices in regards to incorporating technology to support
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the reading process. They will be introduced to a variety of quality websites to aid their depth and breadth of teaching strategies.
7. Commitment to Reflection: This course requires pre-service candidates to reflect upon student reading behaviors and how specific strategies may help a student's learning outcomes. A great amount of in-depth reflection is required through the implementation of a case study.
8. Field Experience and Student Teaching Requirements (if applicable):
CASE STUDY- At least two (2) hours per weekYou will be working with at least one student as a case study throughout the semester, ideally a student in Project MORE at Maple Elementary. The case study is a good opportunity for you to apply theory to practice in reading diagnosis and correction. You should plan to meet with this student for a weekly session lasting about 30-45 minutes. You must meet with the student a minimum of 10 sessions. You must receive permission from the student’s parent and teacher to conduct this case study.
Project MOREDuring this course you will participate in a school reading program at Maple Elementary. You will be working with struggling students in an effort to increase reading interest, comprehension and fluency.
9. Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval.
10. Course Expectations
a. Attendance: Daily attendance is required. Be here and be on time. In the event of an excusable absence (sickness, death of immediate family, or other reasons approved by the administration/instructor), you must notify me at 440-375-7385 or email, [email protected], prior to the beginning of class to be excused. A student’s grade will be reduced one letter grade for every two (2) unexcused absences (2 unexcused = down one grade, 4 unexcused = down 2 grades, and so on). If you are late more than three (3) times, it will count as one (1) unexcused absence.
As a courtesy to me and to your classmates, turn off all cell phones, pagers, etc. before class begins.
b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
c. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted. It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
d. Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. **No retaking of a test or assignment based on dissatisfaction with an earned grade. It is important to do your best to earn the grade you want when the assignment is due.
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11. References:
Au, K. H., Mason, J. M., & Scheu, J. A. (1995). Literacy instruction for today. New York: HarperCollins.
Bartoli, J. & Botel, M. (1988). Reading/learning disability: An ecological approach. New York: Teachers College Press.
Bond, G. L., Tinker, M. A., Wasson, B. B., & Wasson, J. B. (1994). Reading difficulties: Their diagnosis and
correction (7th ed.). Boston: Allyn & Bacon.
Caldwell, J. S. (2002). Reading assessment: A primer for teachers and tutors. New York: The Guilford Press.
Clark, D. B. (1990). Dyslexia: Theory & practice of remedial instruction. Parkton, MD: York Press.
Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Dale, E. & Chall, J. (1948). A formula for predicting readability. Columbus, OH: Bureau of Educational Research,
Ohio State University.
DeFord, D. E., Lyons, C. A. & Pinnell, G. S. (1991). Bridges to literacy: Learning from Reading Recovery.
Portsmouth, NH: Heinemann.
Ekwall, E. E. & Shanker, J. L. (1988). Diagnosis and remediation of the disabled reader (3rd ed.). Boston: Allyn &
Bacon.
Fry, E. B. (1977). Fry’s readability graph: Clarifications, validity, and extension to level 17. Journal of Reading, 21,
242-252.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Goodman, K. S. (1974). Miscue analysis: Theory and reality in reading. In J. E. Merritt (Ed.), New Horizons in
Reading (pp. 15-26). Newark, DE: International Reading Association.
Gunning, T. G. (1998). Assessing and correcting reading and writing difficulties. Needham Heights, MA: Allyn &
Bacon.
Harp, B. & Brewer, J. A. (2005). The informed reading teacher: Research-based practice. Columbus, OH: Merrill.
Harris, A. J. & Sipay, E. R. (1990). How to increase reading ability (9th ed.). New York: Longman.
Lerner, J. W. (1993). Learning disabilities: Theories, diagnosis, and teaching strategies (6th ed.). Boston: Houghton
Mifflin.
Lipson, M. Y. & Wixson, K. K. (1991). Assessment and instruction of reading disability: An interactive approach.
New York: HarperCollins.
Rasinski, T. V. & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult.
Columbus, OH: Merrill.
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Richek, M. A., Caldwell, J. S., Jennings, J. H., & Lerner, J. W. (2002). Reading problems: Assessment and teaching
strategies (4th ed.). Boston: Allyn & Bacon.
Rubin, D. (2001). Diagnosis and correction in reading instruction (4th ed.). Boston: Allyn & Bacon.
Snow, D. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D. C.:
National Academy Press.
Sulzby, E. & Teale, W. (1991). Emergent literacy. In R, Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.),
Handbook of Reading Research (Vol. II, pp. 727-757). White Plains, NY: Longman Publishing Group.
Weiss, G., Ed. (October, 1992). Attention-deficit hyperactivity disorder. Child and Adolescent Psychiatric Clinics of
North America, 1. Philadelphia: W. B. Saunders.
12. Assignments:
1. CASE STUDY (Description and Checklist to be distributed and discussed in class)
Project MOREYou will participate in Project MORE at Maple Elementary. You will need to work with the 2 students twice a week for 2 ½ hour sessions. One of those students will be the student you complete a case study on.
This is not something to take lightly; this is an intensive project that will require a lot of time and effort to implement effectively. However, you will not be left to do the work alone. We, as a class, will collaborate to plan lessons for the students at Maple Elementary in the Project MORE sessions. This is a great opportunity to apply the knowledge you learn in class in a real world situation with real children.
Project MORE Weekly LessonsAs part of your participation in Project MORE you will be required to create weekly reading assessments and activities. These assessments will vary from child to child. You will be applying the assessments that we discuss in class sessions. You will also incorporate technology, and the arts to help assess reading comprehension in an integrated approach. Each lesson is based on a prior assessment, includes the Project MORE elements and utilizes Words Their Way word sorts and games.*You must upload your weekly lessons onto the EDC324 LEO Page.*
GRADING
Grade determination will consist of the following:
Project MORE participation 10%Weekly Lessons 40%Case Study 30%Final Exam 20%
Please complete the attached form and turn it in as documentation that you have read and understand this syllabus.
Diagnosis and Correction of Reading Problems
Please read the following statements.Write your initials at the end of each statement after you have read it.Sign and date this sheet.Separate this sheet from your syllabus and pass it to the front of the room.
I have read and understand this syllabus. ___
I understand it is my responsibility to know what is expected on all assignments.___
If I don’t understand something I will ask the instructor for help well before the assignment is due. ____
I will check my e-mail every day and respond to my instructor within one day after she contacts me.___
I will do the reading each week and turn in my assignments on time.___
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I will actively participate in class and get the most I can out of the class.____
LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to
the diversity and development of all students.”
EDC 330INTRODUCTION TO STUDENTS WITH EXCEPTIONAL LEARNING NEEDS
FALL, 2011Mondays/Wednesdays/Fridays 9:15-10:05 AM Garfield A1
Dr. Catherine Krammer, Ph.D.Office: Garfield, Rm. A14 Phone: 440-375-7381
Course DescriptionThis core education course is required of all licensure areas. Students will be introduced to all areas of disabilities as well as the legislation and regulations of IDEA and 504. Particular emphasis is placed on using cognitive learning strategies with students with disabilities in the general education classroom. In class opportunities are given to teach mini-lessons individually and in co-teaching situations.
Education Department SequenceEDC 330 is a core course for all education students and should be taken early as a professional course. Students must have completed EDC 301 Foundations of Education and EDC 225 Voices of Diversity before taking Exceptionalities.
Required TextbookHallahan, D. P., Kauffman, J. M., & Pullen, P.C. (2012). Exceptional Learners: An Introduction to Special Education. Pearson
Links to the Conceptual Framework (based on the Ohio Standards for the Teaching Profession)
Standard 1: Teachers understand student learning and development and respect the diversity of students they teach.
1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
1.3 Teachers demonstrate the expectation that all students will achieve to their full potential.
1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.
1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.
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4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
Standard 5: Teachers create learning environments that promote high levels of learning and achievement for all students.
5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
5.2 Teachers create an environment that is physically and emotionally safe.
5.3 Teachers motivate students to work productively and assume responsibility for their own learning.
5.4 Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
5.5 Teachers maintain an environment that is conducive to learning for all students.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.
6.1 Teachers communicate clearly and effectively.
6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
6.4 Teachers collaborate effectively with the local community and community agencies, when appropriate, to promote a positive environment for student learning.
Standard 7: Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
COMMITMENT TO REFLECTION
Lake Eire College’s education division encourages students to reflect on all aspects of their preparation for the teaching profession. Through curriculum and instruction in the college classroom, as well as field experiences, clinical practice, assessments, and evaluations, candidates are required to reflect on their practice. Through classroom discussion and sharing of their reflections, candidates are able to refine and improve their classroom practices
Course Objectives
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Knowledge: The preservice candidate completing this course will be able to list and explain all areas of disabilities and exceptionalities. S/he will be able to discuss how such students are integrated into regular classrooms to be educated with their typically developing peers and when such integration is not the best alternative.
Skills: To be able to participate in the identification and assessment process in IDEA and the 504 process.
Dispositions: It is absolutely critical that each preservice candidate completing EDC 330 have a committed belief that all students can learn and that students with disabilities are an important component of the public school classroom. It is part of the LEC Conceptual Framework and essential for this course.
LEC Unit Assessment Data Collection: None in this course.
Course ExpectationsAttendance: Daily attendance is required. In the event of an absence, please e-mail the instructor and make arrangements to make work up before class if at all possible. There will be several times when we will have guest speakers. There is not a way to make these up since we cannot ask them to come back so be in attendance on these days. A student's grade will be reduced one letter grade for more than three (3) missed classes. Meaning the 4th unexcused absence results in a dropped letter grade, the 6th, results in and additional letter grade dropped and anymore than that you will fail the course. If you are late more than three times it will count as a missed class. Be here and be on time.
Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and the Education Department. In addition, it is a violation of the dispositions required by the department. Consequences as severe as dismissal from the college, a failing grade, and jeopardizing continuation of professional development in education may result.
Disabilities: Any LEC preservice candidate with an identified disability or impairment should contact the Success Center. Any and all modification required for success in this course will be honored.
Late Work: Work is due as assigned. Any late work may be accepted by contacting the instructor but there will be a 5% reduction per day. Papers more than a week late will not be accepted. A pattern of late work is not a fair option to the candidate or to the quality of discussion in class and will result in a reduced grade. Work should be turned in with your name on it, stapled, edited, and professionally presented. I will not accept papers that are not turned in this way.
Grading Scale:
96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C
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70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
Required Assignments: 1. Daily Participation and Attendance You will earn 3 points each of the 41 class periods that you are on time, there the whole time and participating. You will not get these points for the class period even if you were excused. You will not get these points just for physically being present. You must be there and be involved.
2. Weekly Tests Each week you will have a take-home test over the chapter. They are due every Monday over the corresponding chapter.
3. LEAD Program Hours We are extremely fortunate to have been selected as the site to host a new Lake County Education Program. The L.E.A.D (learn, experience, achieve, develop) at Lake Erie program offers therapeutic, prevocational and educational opportunities in a non-traditional setting for 9 th and 10th grade students. Your task is a follows:
By the end of the second week of class I hope that we will have had a “meet and greet” so that the students in the program can meet you, and you can get to know them. Afterwards you will be responsible for arranging an independent visit in which you participate in some way with what is going on in the classroom-this could be assisting the students with homework or research, assisting the teacher, leading a game or lesson, whatever you and the LEAD team determine. During this time you will hopefully get a feel for how you might assist in the program and have determined how you will fulfill your 10 required hours during the semester. Perhaps there is a particular student you would like to be paired with to mentor or if you have a particular strength in a content area and would like to teach a lesson (or more) then you have offered to do that with the approval of the LEAD teachers. Also at that time you must decide what day/time you are committed to and stick with it! Communicate with the LEAD staff if you have to miss a day. It is critical that you be there when you say you will be.
Complete your 10 hours (or more if you wish and we do encourage that) of volunteer service hours. These hours must be spread across the whole semester (i.e. one hour per week) Again, this can be through mentoring a particular student and helping them with research, homework, or even just hanging out and playing a game. This could also be through teaching lesson/s particular to your content area, or through some other activity that you and the LEAD teachers have worked out. The same rules apply here as they do for field in terms of appropriate dispositions (professional behavior, dress, and a strict adherence to confidentiality!)Your grade for this assignment is based on three things: Completion of the hours, feedback from the LEAD teachers (We are looking for attendance, timeliness, professional behavior and dress and a willingness to be a positive part of these students’ program) and finally keeping and periodically turning in (along with your log of hours) a journal briefly talking about what you did while you were there and what your reaction was to the experience. The final entry should be a one page typed summary of the overall experience. See Rubric for more information.
4. Reaction Papers: Reactions papers are 6, 1-2 page typed reflections on experiences such as a field trips, video, speakers, etc. These will always be due one week after the event so for example if the
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speaker came on a Friday then the paper is due the next Friday. This holds true even if we don’t have a class period in between due to a snow day or holiday. These should be reflections on what you thought about the event, how you would/could use the information as a teacher, what it made you think about. It should NOT be a summary of what happened. I know what happened. I was there! See Rubric for more information.
5. Chapter Presentation Each student is responsible for co-presenting the information on one chapter in a PowerPoint and engaging the class in some kind of learning activity concerning the material. Here are some ideas for your activity, but you can also come up with your own. Discussion questions, Bingo, crosswords, games, skits, matching quizzes, jeopardy PowerPoint, art project, centers, etc. Be creative! See Rubric for more information.
6. Co-Teaching of a Strategy You will pick a co-teaching partner who may or may not be from your licensure area. (Intervention Specialists may not be paired together!). If you are with someone from another grade band than yourself then you two must agree on a common grade level and content area. You will be able to choose a cognitive learning strategy and then the two of you will develop a short lesson plan to teach to the class. Your peers will be your students. Be creative, follow the rubric, and pay attention when we watch the videos and learn how to do this! See Rubric for more information.
7. Presentation on a Disability Topic You have the option of writing a paper, or doing some kind of presentation on a disability topic. This could be a PowerPoint, or some other kind of demonstration of your knowledge. No matter what style you choose you must turn in a reference page with at least three references other than your textbook on the subject. A signup sheet will be provided for topics and dates to present. See Rubric for more information. Once you decide on your format you cannot change. i.e. don’t tell me you are doing a paper and then decide later you would rather do something in class instead. I will only schedule enough slots for those who sign up to do something in class. See Rubric for more information.
8. Final The final will be multiple choice and will be questions you have had on the weekly tests. 100 points.
Grading Procedure: Points Due1. Daily Participation & Attendance 41 classes x 3 points = 123 Points Each class2. Weekly Tests 10 Points x 15 chapters= 150 Points Every Monday3. LEAD Program Hours 75 Points Nov. 214. Reaction Papers 6 papers x 40 points = 240 Points 1 wk. after event5. Chapter Presentation Each student does 1 chapter 50 Points on assigned date6. Co-Teaching of a Strategy 100 Points on assigned date7. Presentation on a Disability Topic 100 points last week class8. Final 100 Points Dec. 5 8:00
938 Points Possible
TENTATIVE CLASS SCHEDULE
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Date: Topic/Activity: Readings: Week 1 Ch 1: Exceptionality and Special Education
Aug. 22 Introductions/Course Expectations/Syllabi Chapter 1Aug. 24 CH 1 PP/Fairsticks/Discussion QuestionsAug. 26 LEAD Program Meet and Greet
Week 2 Ch 2: Current Practices Chapter 2Aug. 29 Student Chapter PresentationAug. 31 Video: A New IDEA-Reflection 1Sept. 2 In class activities-IEPs
Week 6 Ch 6: Learning DisabilitiesSept. 26 Student Chapter Presentation LEAD LOG CHECK #1 Chapter 6Sept. 28 Cognitive Learning Strategies Video 1*Sept. 30 Cognitive Learning Strategies Video 2*
*There are no reflections due over these videos but they are essential to you being able to co-teach your lesson! Please watch them carefully and take notes.
Week 14 Ch 14: Physical and OHI Chapter 14Nov. 21 Student Chapter Presentation-FINAL LEAD Journal and Log DUENov. 23 THANKSGIVING BREAKNov. 25 THANKSGIVING BREAK
Week 15 Ch 15: Gifted and Talented Chapter 15Nov. 28 Student Chapter PresentationNov. 30 Final PresentationsDec. 1 Final Presentations
FINAL
Monday December 5, 2011 8:00-10:00
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LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the
diversity and development of all students.”
Name: __________________
10-9 8-7 6-0Content: Student has demonstrated understanding of the content through a brief (1 Paragraph) of what happened or what the presentation was aboutReflection: Student has reflected on the material by formulating an opinion and supporting it with their own ideas as well as factsApplication: Student has given thought to how the information would be used, or not used, in their own classroom and teachingPresentation: Student has clearly articulated all of this in a well written 1-2 page paper that is free of spelling and grammatical errors
Total out of 40 points_____________________
EDC 330: Introduction to ExceptionalitiesRubric for Chapter Presentation Name: ____________________________________
10-9 8-7 6-0
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Content: Student has obviously read and addressed all key points from the chapter in their presentationPresentation: Student has effectively utilized a PowerPoint presentation to convey pertinent information on the topic. This includes appropriate voice, delivery, and paceActivity: Student has created and engaged the class in a process to reinforce the materialProfessionalism: Student has turned in and presented their PowerPoint on the day assigned, is prepared, makes good eye contact and is dressed appropriately
5-4 3-2 1-0Resources: Student provides a list of references for their topic/chapter. In addition to the textbook this list must include four other print or media resourcesCreativity: Student incorporates video, media, hyperlinks or some other added element to their PowerPoint or creates a learning activity that is particularly unique
Total out of 50 Points______________
EDC 330: Introduction to Exceptionalities
Rubric for LEAD Program Hours
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Name: _______________________________________
25-23 22-19 18-0Time Log Candidate has completed
all 10 hours within the time frame specified.
Feedback from LEAD Candidate arrived in a timely manner, was appropriately dressed, was respectful, helpful, and assisted in the manner they were asked to.
Journal Candidate kept an on-going journal with entries for every time they attended as well as a final entry of at least one page summarizing the overall experience. Candidate turned in their journal on the days they were asked to do so. The entries were legible, articulate and demonstrated reflection of the experience.
Component Emerging/ 0-7 Acceptable 8-9 Target 9-10 ScoreCo-Teaching Candidate does not Candidate turns in a Candidate turns in a 1
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turn in a reflection regarding the lesson planning/ co-teaching experience.
1 pg. reflection regarding the lesson planning/co-teaching experience but the reflection doesn’t address how the process could be improved.
page reflection regarding the lesson planning/co-teaching experience.
Develop Background Knowledge
Candidate omits an anticipatory set that taps into student’s background knowledge. Does not motivate students to learn the strategy.
Candidate may have an anticipatory set but it does not connect the strategy to learning in order to develop motivation for learning this strategy.
Candidate has an anticipatory set that helps students develop the background knowledge for the strategy.
Discuss It Candidate leaves out multiple required steps of the “Discuss It” stage: Strategy steps, benefits, significance, and commitment
Candidate may engage the class in a whole group discussion of the strategy but may leave out or ineffectively address one or more of the following: Strategy steps, benefits, significance, and commitment.
Candidate engages the class in a whole group discussion of what the strategy steps are and what the benefits and significance is. Teacher asks the students to commit to using the strategy.
Model It Candidate does not model how to use the strategy or fails to model self-reinforcement strategies and reinforcement statements.
Candidate does an acceptable job of modeling the strategy.
Candidate models how to use the strategy and includes appropriate self-instructions and self-reinforcement statements.
Memorize It Candidate does not include a lesson step which would help the student memorize this strategy.
Candidate either does not provide a mnemonic to help the students memorize the strategy or does not assist them in rehearsing it.
Candidate introduces a mnemonic to help the student memorize the strategy and assists them in rehearsing it.
Support It Candidate does not Candidate has the Candidate has
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engage the students in an activity where they can practice using the strategy.
students use the strategy with a relevant task and provides guidance as needed but does not provide examples of other situations where the strategy could be used.
students use the strategy and self-instructions while performing the task, provides guidance as needed and discusses other applicable uses.
Maintain Independent Practice*You will not teach this step in this class for the sake of time, but must note it in your lesson plan
Candidate does not provide a plan in their lesson for how they would help students maintain independent performance.
Candidate may mention a plan in their lesson for how they would maintain independent performance but either not how they would help them generalize or evaluate it
Candidate provides a plan for how they would help students maintain independent performance including how they would generalize the strategy and evaluation measures.
Handout No handout is provided/or the handout leaves out multiple required elements.
A handout is provided but may not include all of the following: Title of the strategy, strategy steps, reference.
A handout is provided to each class member that states the strategy, each of the steps and a reference.
Preparation Candidate did not provide the lesson to the instructor prior to teaching it and does not appear to be prepared to teach the strategy.
Candidate may have the lesson plan completed but does not appear to be fully prepared to teach the lesson.
Candidate has obviously prepared to teach the lesson including having turned in the lesson plan ahead of time (at least 24 hours).
Presentation Lesson presentation has multiple areas that could be improved: Enthusiasm, tone and voice quality, eye contact and movement about the room.
Lesson is presented with acceptable enthusiasm, tone and voice quality may have room for improvement. Candidate could work on eye contact and proper movement about the room.
Lesson is presented with enthusiasm, proper tone and voice projection. Candidate uses good eye contact and moves around the room.
Total out of 100
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Points
EDC 330: Introduction to Exceptionalities Final Presentation Rubric Name: ______________________________
Criteria Unacceptable 7 or below
Acceptable 7.5-8.5 Target 9-10
Foundations Candidate has minimally or has not addressed the foundations of the particular disability category.
Candidate has adequately presented the foundations of the particular disability category.
Candidate has thoroughly presented the foundations of this particular disability category.
History Candidate has minimally or has not addressed the history of the particular disability category.
Candidate has adequately presented the history of the particular disability category.
Candidate has thoroughly presented the history of this particular disability category.
Definitions Candidate has minimally or has not addressed the definition of the particular disability category.
Candidate has adequately presented the definition of the particular disability category.
Candidate has thoroughly presented the definition of this particular disability category.
Prevalence Candidate has minimally or has not addressed the prevalence of this particular disability category.
Candidate has adequately presented the prevalence of this particular disability category.
Candidate has thoroughly presented the prevalence of this particular disability category.
Causes Candidate has minimally or has not addressed the causes of the particular disability category.
Candidate has adequately presented the causes of this particular disability category.
Candidate has thoroughly presented the causes of this particular disability category.
Characteristics Candidate has minimally or has not addressed the characteristics of this particular disability category.
Candidate has adequately presented the characteristics of this particular disability category.
Candidate has thoroughly presented the characteristics of this particular disability category.
Identification Candidate has minimally or has not addressed the method of identification for this particular disability
Candidate has adequately presented the methods of identification for this particular disability
Candidate has thoroughly presented identification methods for this particular disability category.
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category. category.Methods of Instruction Candidate has
minimally or has not addressed methods of instruction for this particular disability category.
Candidate has adequately presented methods of instruction for this particular disability category.
Candidate has thoroughly presented methods of effective instruction for working with this particular disability category.
Other Strategies Candidate has minimally or has not addressed other strategies for working with this particular disability category.
Candidate has adequately presented other strategies for working with this particular disability category.
Candidate has thoroughly presented strategies for working with this particular disability category.
Presentation/Grammar Candidate has not sufficiently presented their topic and/or it contains multiple grammatical errors.
Candidate has adequately presented their topic but with several grammatical errors.
Candidate has effectively presented their topic without any, or with only a couple of grammatical errors.
References Candidate either only includes one source as a reference for this presentation and/or the references are not appropriate.
Candidate only provides two references or they are not appropriate.
Candidate provides a list of references for their topic. In addition to the textbook this list must include two other print or media resources
Total out of 100 Points
Additional Comments:
1. Please read the following statements2. Initial after each of them3. Sign and date this sheet4. Separate it from your syllabus and pass it to the front of the room
I have read and understand this syllabus.
I understand it is my responsibility to read the rubrics and know what is expected on all assignments.
If I don’t understand something I will ask the instructor for help well before the assignment is due.
I will check my e-mail every day and respond to my instructor when she contacts me.
I will do the reading each week and turn in my assignments on time.
I will participate in class and get the most I can out this semester.
I understand that the grade I earn is up to me.
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I will have a good time and make the most of this semester!
Name: ______________
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EDC 340 Educational Media and TechnologySpring 2012
M 2:15 - 4:00Dr. Linda Siegel, Assistant Professor
1. General Course DescriptionThis is a required course for all preservice teachers. It encompasses effectively identifying, locating, evaluating, designing, preparing and efficiently using educational technology as an instructional resource in the classroom as related to principles of learning and teaching. Candidates will develop increased classroom communication abilities through lectures, discussions, modeling, laboratory experiences, and completion of a comprehensive project.
2. Education Department Sequence: This course may be taken in the Junior year or earlier. 3. Required Textbooks: all resources and materials are electronically accessed via LEO. 4. Links to the Conceptual Framework: Commitment to Technology: Content is evidence of
technology 5. Commitment to Diversity: Diverse populations are able to access information via technology
equally although perhaps not always equitably due to external factors. 6. Field Experience and Student Teaching Requirements: n/a 7. Course Objectives The objective and assessment outcomes for this course are aligned with the Conceptual
Framework of Lake Erie College, the professional organization.This course does not simply assume that computers and technologies are good for education and then try to expand the software/hardware tools you master in a semester. Rather, in learning about media and technology in education, the pre-service candidate will:
a. Make educationally justified and responsive choices of when and how to integrate technologies
b. Develop knowledge/skills in the selection, use, and application of technology to support student learning and to advance personal professional development.
c. Demonstrate successful implementation of learning supported by technologyd. Author written work on development of technology supported lessons and research implications involved.
8. Lake Erie College Education Division Assessment Data Collected in this Course: n/a
9. Course Expectations
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a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. The course meets once a week. A student missing a session would be missing a week's worth of work. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.
b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of
Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read your college catalog.
c. Disability Statement: Any student having an identified disability must report to the Disabilities Coordinator; it is the student’s responsibility to make this contact and to supply the necessary documentation. As appropriate, special accommodations will be discussed with and arranged by the Disabilities Coordinator.Both the Student Success Center and the Math and Languages Tutorial Labs support students in all aspects of attaining academic excellence in coursework. Students are encouraged to use these services.
d. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
10. Grading Scale: 100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D 86-84 B- 72-70 C- 62-60 D - 59 Fail 11. Assignments: see LEO 12. Calendar: see LEO
EDC 330: Introduction to Exceptionalities Reaction Paper Rubric
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5LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDE 304 Child Development and LearningFall 2011 Tuesday and Thursday 11:40am-12:55pm
Garfield Center Room A1
Dr. Katharine DelavanAsst. Professor of Education, Early ChildhoodGarfield Center [email protected]
Office Hours: Mondays 9:30am-11:00am Wednesdays 9:30am-11:00am, Tuesday and Thursday 4pm-5pm or by appointment
1. Course Description: This course prepares students who use the knowledge of how children develop from birth through early childhood in planning educational programs. Students learn to devise learning episodes that embrace a variety of learning styles, cultural differences, and developmental levels of children. This course examines the role of the family in child development, and considers the readiness factors relevant to preschool and kindergarten programs. Current trends and practices such as inclusive and diversity programs in early childhood education are investigated.
2. Education Department Sequence: This course is taken within the first junior block of courses.
3. Required Textbooks:
Bredekamp, S., & Copple, C. (Eds.). (2010). Developmentally appropriate practice in
early childhood programs. Washington, DC: National Association for the
Education of Young Children.
Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington D.C.: NAEYC.
Levine, L., & Munsch, J. (2011). Child development: An active learning approach. Los
Angeles, CA: Sage Publications.
5 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
Knowledge: (Learning and Cognition) The pre-service candidate will:Demonstrate understanding of current knowledge of the major theories in child development. Become familiar with the social, physical, emotional and cognitive (language) development of young children at different age levels.Demonstrate understanding of the pre-, peri, and postnatal conditions that affect children’s development and learning.
Skills: (Effective Teaching) The pre-service candidate will:
Utilize developmental standards to explain the behaviors of young children.
Plan and prepare activities appropriate for the developmental phases of young children.
Apply knowledge of cultural diversity to the development and learning of children.
Investigate a cultural group other than the student’s to prepare for working with students/families from other backgrounds.
Utilize technology resources for informational purposes.
Dispositions: The pre-service candidate will:Appreciate and defend the concept of “developmentally appropriate practice” for professionals working with young children. Participate in organizations that promote the development of young children as a focus for educational planning. Appreciate various ability groups.
5. Links to the Conceptual Framework: This course builds an understanding of the stages of human development and how students’ diverse needs (physical, intellectual, emotional, and social) change throughout those stages. Pre-service candidates will be introduced to Developmentally Appropriate Practice, which promotes knowledgeable, collaborative and reflective teaching. During this course pre-service candidates will be able to demonstrate a sense of efficacy, engage in ethical and professional conduct and demonstrate their knowledge of scientifically-based research and theoretical frameworks.
6. Commitment to Diversity: Assignments and daily activities allow pre-service candidates to demonstrate their understanding through a variety of methods. There are multiple opportunities for collaborative group work; and hands-on activities that are intended to put theory into practice, making the content more concrete. Throughout the course pre-service candidates are encouraged
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to share their individual life experiences in relation to the course content. This helps to build a sense of community while respecting individual similarities and differences.
7. Commitment to Technology: In this course pre-service candidates will learn appropriate use of technology throughout the stages of development and how their choices impact student learning. They will be introduced to appropriate use of online searches of scientifically-based research. I will utilize iLearn to post PowerPoint presentations and other resources. Assignments can also be posted on iLearn.
8. Commitment to Reflection: Pre-service candidates will be expected to participate in numerous in class reflection exercises. They will also participate in the implementation of a case study that will require a great deal of regular group and individual reflection as well as a written reflection within the case study report.
9. Field Experience and Student Teaching Requirements: The Child Development Case Study will require 20 hours of field time to complete. If you do not have a field placement please notify the instructor so a placement can be found for the semester.
9. Lake Erie College Education Division Assessment Data Collected in this Course: In this course you are required to conduct a Child Development Case Study. This assignment is a unit assessment. This means the LEC Education Division will compile data on the outcomes of each case study and report that data to state and national accreditation boards. *Please see the attached rubric.
10. Course Expectations
a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) or more absences.
b. Academic Dishonesty, Plagiarism, and Cheating:The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
c. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable
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accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
d. Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
e. Grading Scale: 96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
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11. References
Berk, L., & Winsler, A. (1995). Scaffloding children’s learning: Vygotksy and early childhood education. Washington, DC: National Association for the Education of Young Children.
Bodrova, E., & Leong, D.J. (1996). Tools of the mind: The Vygotskian approach to early
childhood education. Columbus, OH: Merrill.
Bredekamp, S., & Rosegrant, T. (1992). Reaching potentials: Appropriate curriculum and assessment for
young children. Washington, DC: National Association for the Education of Young Children.
Bredekamp, S., & Rosegrant, T. (1995). Reaching potentials: Transforming early childhood curriculum
and assessment. Washington, DC: National Association for the Education of Young Children.
Elkind, D. (1994). A sympathetic understanding of the child: birth to sixteen. Boston: Allyn and Bacon.
Edwards, C., & Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages of children: The Reggio
Gandini, L., & Pope-Edwards, C. (2001). Bambini: The Italian approach to infant/toddler care. New York:
Teachers College Press.
Helm, J. & Katz, L. (2001). Young investigators: The project approach in the early years. New York:
Teachers College Press.
Hohmann, M., & Weikart, D. (1995). Educating young children. Ypsilanti, MI: High/Scope Press
12. Assignments:
Child Case Study: See Attached Rubric-This is a unit assessment.Research Paper: Choose a topic relevant to early childhood development and/or education. Write a 3-5 paper in your own words. You must follow APA formatting guidelines.-See attached writing rubric. An APA format guide is posted on LEO.
Bulletin Board:You will choose an ECE theorist and provide visuals and vocabulary of that theory put into practice in a classroom or you can choose an NAEYC Standard from the DAP book and create a bulletin board highlighting that standard. Remember to make your bulletin board vivid, eye catching and well organized.
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Video Summaries:There will be numerous videos shown in class. You are required to write a summary or answer specific questions.
Case Study 30%Research Paper 30%Bulletin Board 10%Midterm Exam 25%Video Summaries 5%
13. Calendar:
Date Content Readings 8/23 Introduction, Course Requirements
Understanding Development Chapter 1Issues in Child Development
8/25 Developmentally Appropriate PracticeNational Association for the Education of Young Children (NAEYC)Position Statement “To Be an Excellent Teacher” B&C pg. 33-50
8/30 Theories of Development Chapter 2History of Child Development
9/1 Theories of Development Chapter 2Theories of Child Development
9/6 How We Study Children and Adolescents Chapter 3Introduction to case studyHow to implement Brigance Inventory
9/8 How Children Develop: Nature through Nurture Chapter 4
9/13 Prenatal Development, Birth, and the Newborn Chapter 5Research Question DueVideo: Miracle of Life
9/15 Building Blocks of Development: How Children Grow Chapter 6DAP: The Infant and Toddler Years B&C Pg. 53-107 Video: Miracle of Life
9/20 Cognitive Development Chapter 7Infants and Toddlers
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DAP: The Preschool Years B&C pgs. 111-183
9/22 Cognitive Development Chapter 74-5 Year OldsDAP: The Kindergarten Year B &C pgs. 187-253
9/27 Cognitive Development Chapter 76-8 Year OldsDAP: Primary Grades B&C pgs. 257-326
9/29 OCTEO Conference-No Class
10/4 Workshop: Research Paper Development Case Study Development
10/6 Language Development Chapter 9Review for Midterm Exam
10/11 MIDTERM EXAM
10/13 FALL BREAK- NO CLASSES
10/18 Emotional Development and Attachment Chapter 10Infant Psychosocial Development
10/20 Social Development Chapter 122 year-olds and Prejudice ABCVideo: Starting Small
10/25 Workshop: Research Paper Development/Rough Draft Due Case Study Development
10/27 Psychosocial Development4-5 Year Olds
11/1 Psychosocial Development 6-8 year olds
11/3 Play, Extracurricular Activities, and Media Use Chapter 13
11/8 Identity: The Self, Gender, and Moral Development Chapter 11Affirming Identity/Gender Equity ABC Video: Starting Small, Palo Altos, CA
11/10 Health, Well Being, and Resilience Chapter 15
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11/15 Research Paper DueBulletin Board DueChange and Development of Empathy ABC Disabilities Video: Starting Small, New Haven Connecticut
11/17 Activism ABCVideo: Starting Small Video, Miami Florida
11/22 Workshop: Case Study DevelopmentAssessment OutcomesCultural Relevance and Holidays ABC
11/24 Happy Thanksgiving!!
11/29 Case Study Due/Presentations
12/1 Case Study Due/Presentations
12/5-12/10 Final Exams Week
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6LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDE306 Curriculum Development and ImplementationTuesday and Thursday 9:50am-11:05am Garfield A1
Spring 2012
Dr. Katharine DelavanAsst. Professor and Coordinator of Early ChildhoodGarfield Center [email protected] Hours: Mondays and Wednesdays by appointment, Tuesday and Thursday 8am-9:45am and 3:00pm-5:00pm.
1. Course Description: This course addresses curriculum design appropriate for the affective, cognitive, physical, and social stages of the preschool child through early primary grades. This course provides a knowledge core in developmental theory, content knowledge, inclusion, and methods of presenting materials in an interdisciplinary program. Teacher candidates will plan, teach and assess lessons appropriate to early childhood audiences. The integral role of the parent as an educational partner is examined.
2. Education Department Sequence: Prerequisites: EDE 304
3. Required Textbooks:Kostelnik, M.J., & Soderman, A.K., & Whiren, A.P. (2007). Developmentally appropriate curriculum: Best practices in early childhood education.(4th Ed.). Pearson: Upper Saddle River, New Jersey.
Bredekamp, S. & Copple, C. (2008). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
ODE Academic Content Standards K-12 Science, Social Studies, and Fine Arts
Web site: OhioAcademicStandards.com
Common Core Standards for ELA and Math www.corestandards.org
Pre-Kindergarten Academic Content Standards (2003). Columbus, OH: Ohio Department of Education. Web site: OhioAcademicStandards.com
6 Template for Course Syllabi, Revised, 8-16-08, after feedback received from faculty at Faculty Retreat, 8-15-08
The objective and assessment outcomes for this course are aligned with the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (Science, and/or Social Studies) and Common Core Standards (Math and ELA).
Knowledge
ODE 1.1 Identify and understand the importance of critical thinking and the stages of sensory-motor and pre-operational development as they relate to earlychildhood education.
ODE 4.4 Identify and understand the modalities of affective, aesthetic, language, cognitive, physical and social development.
ODE 6.2 Understand the importance of home-school relations. ODE 3 Demonstrate understanding of varied authentic assessments; performance-
based, portfolio collection, etc…ODE 3.2 Identify types of assessment; formative, summative, and diagnostic.ODE 3 Demonstrate understanding of the purposes of assessment.ODE 2.4 Ability to connect content areas to create integrated curriculum.
Skills
ODE 1 Explore the theory of developmentally appropriate practices and develop strategies to employ these practices.
ODE 4 Plan and develop educational curriculum utilizing theme topics and long-term projects for interdisciplinary instructional use un an early childhood setting.
ODE 3 Demonstrate ability to use performance-based assessments in curriculumplanning.
ODE 1.4 Develop effective teaching techniques for use with all young children addressing cultural diversity.
ODE 4.7 Utilize technological resources for informational purposes. ODE 6 Plan and communicate effectively with parents.ODE 4.1 Demonstrate use of ODE (Ohio Department of Education) Content
Standards, Common Core Standards and LEC Lesson Plan format.Dispositions
ODE 4 Support the significance of Developmentally Appropriate Practices in the teaching of all young children.
ODE 5 Support and encourage the use of “Least Restrictive Environment” for all ODE 1.5 children including those with disabilities.ODE 1.4 Promote anti-bias curriculum and teaching practices.ODE 6.2 Advocate for the rights of children and their families.ODE 5 Support and encourage the learning environment, teacher as learner, students as
teacher, the use of reflection and the use of questions to guide curriculum in an early childhood classroom.
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5. Lake Erie College Education Division Assessment Data Collected in this Course:
Program Assessment: At the completion of this course (finals week) you will take a Mock Praxis II PLT exam. This exam is meant to assess your understanding of early childhood education pedagogy, as well as, help to prepare you for the Praxis II PLT exam.
6. Course Expectations
a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure will occur after 6 unexcused absences.
b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about
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assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. **No retaking of a test or assignment based on dissatisfaction with an earned grade. It is important to do your best to earn the grade you want when the assignment is due.
7. References
Berk, L., & Winsler, A. (1995). Scaffolding children’s learning: Vygotksy and early childhood education. Washington, DC: National Association for the Education of Young Children.
Bodrova, E., & Leong, D.J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Merrill.
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
Bredekamp, S., & Rosegrant, T. (1992). Reaching potentials: Appropriate curriculum and assessment for young children. Washington, DC: National Association for the Education of Young Children.
Bredekamp, S., & Rosegrant, T. (1995). Reaching potentials: Transforming early childhood curriculum and assessment. Washington, DC: National Association for the Education of Young Children.
Elkind, D (1994). A sympathetic understanding of the child: birth to sixteen. Boston: Allyn and Bacon.
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Edwards, C., & Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach-advanced reflections. Greenwich, CT: Ablex Publishing Corporation.
Eisner, E.W. (2002). The Educational Imagination. On the Design and Evaluation of School Programs (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Gandini, L., & Pope-Edwards, C. (2001). Bambini: The Italian approach to infant/toddler care. New York: Teachers College Press.
Helm, J. & Katz, L. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.
Hohmann, M., & Weikart, D. (1995). Educating young children. Ypsilanti, MI: High/Scope Press.
Posner, G. (1995). Analyzing the curriculum (2nd ed.). New York, NY: McGraw-Hill.
8. Assignments:
Interactive Bulletin Board
Choose a topic or concept of your choice and create a bulletin board for the 3rd floor hallway. Your board needs to be interactive, attractive and easy to understand. You want your audience to experience the concept you introduce. It is highly recommended that you choose a concept from your integrated unit.
Journal AssignmentsThis will be great practice for the final exam and for the actual Praxis PLT. At the end of each chapter in your textbook there is a Praxis II question. You will need to answer the question in a journal and be prepared to discuss in class. The assigned questions are listed on the syllabus for each class session.
Monarch Migration Project
During the semester we will collaborate with Hershey Montessori and the Lake Metro Parks Environmental Learning Center (ELC). Using the Monarch Migration resources on the Journey North website, teams will develop curriculum across grade bands to be implemented with the Hershey Montessori students at the ELC. This project will require you to spend time outside of regularly scheduled class time to complete teaching assignments either at the ELC or Hershey Montessori.
Date Topic/ Assignments Required Reading1/24 Introduction, Course Requirements
Defining Curriculum and the Monarch Migration Project Inquiry-Based Learning
1/26 Developmentally Appropriate Practice Chapter 1(Bloom’s-ODE-DAP-CC)Pre-AssessmentKWL-Webbing of Monarchs and Migration Journal Assignment: Praxis 2 practice pg. 30
1/31 Teaching and Learning in DAP Programs Chapter 2Field Guide-Learning about Monarch Migration-Journey NorthJournal Assignment: Praxis 2 practice pg. 56
2/2 Planning and Implementing Effective Chapter 3Small-Group ActivitiesFormative Assessment- Learning about Monarch Migration-Sample LessonsJournal Assignment Praxis 2 practice pg. 83 and 6.b
2/7 Planning and Implementing Effective Chapter 4Group-Time ActivitiesFormative Assessment: Planning for Monarch Migration ProjectJournal Assignment Praxis 2 practice pg. 104
2/9 Organizing Space, Materials and Time Chapter 5Journal Assignment Praxis 2 practice pg. 140Researching the Monarch Migration
2/14 Reggio Emilia Early Childhood SchoolsVideo: Portrait of a Lion Monarch Migration Project Planning AlignmentJournal Assignment Praxis 2 practice pg. 214
2/16 Monarch Migration Project
2/21 OPAPP~Alternate Online Assignment posted on LEO
2/23 Child Guidance in Early Childhood Classrooms Chapter 6Journal Assignment Praxis 2 practice pg. 163
2/28 Project ApproachVideo: Rearview Mirror
3/1 Evaluating and Guiding Children’s Progress by Using Chapter 7Authentic AssessmentJournal Assignment Praxis 2 practice pg. 186Review for Midterm
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3/6 Midterm Exam
3/8 OPAPP~ Alternate Online Assignment posted on LEOThe Aesthetic Domain Chapter 9Journal Assignment Praxis 2 practice pg. 247
3/12-3/17 NO CLASSES SPRING BREAK
3/20 The Affective Domain Chapter 10Journal Assignment Praxis 2 practice pg. 267
3/22 The Cognitive Domain Chapter 11Journal Assignment Praxis 2 practice pg. 294
3/27 Interactive Bulletin Board Presentations
3/29 The Language Domain Chapter 12Journal Assignment Praxis 2 practice pg. 318
4/3 The Physical Domain Chapter 13Journal Assignment Praxis 2 practice pg. 347
4/5 The Social Domain Chapter 14 Journal Assignment Praxis 2 practice pg. 375
4/10 Integrating Curriculum Through Pretend and Construction Play Chapter 15Journal Assignment Praxis 2 practice pg. 407
4/12 Integrating Curriculum Using Themes and Projects Chapter 16Journal Assignment Praxis 2 practice pg. 434
4/17 Video: Paperclips
4/19 Video: Paperclips
Written Reflection
4/24 ELC Site Visit
4/26 Integrated Unit Presentations
5/1 Integrated Unit Presentations
5/3 LAST DAY OF CLASS
Class Reflection/Review for Final (Mock Praxis II)
5/7-5/12 FINALS- Mock Praxis II
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LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDE 307 Fine Arts in Early Childhood EducationTuesday and Thursday 1:40pm-2:55pm Garfield A1
Spring 2012
Dr. Katharine DelavanAsst. Professor and Coordinator of Early ChildhoodGarfield Hall [email protected]
Office Hours: Mondays and Wednesdays by appointment, Tuesday and Thursday 8am-9:45am and 3:00pm-5:00pm or by appointment.
Course Description: Teacher candidates will demonstrate current knowledge of and the ability to develop and implement meaningful integrated experiences in the curriculum areas of the fine arts including art, music, drama and movement.
Education Department Sequence: This course is typically taken during the Spring semester of the Junior year.
Required Textbooks: ODE Academic Content Standards K-12 Fine Arts
Course Objective:The objective and assessment outcomes for this course are aligned with the professional
organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards in art.
Knowledge
ODE 2 Demonstrate understanding of the interdisciplinary value of the fine arts.ODE 1 Understanding of developmentally appropriate expectations for artistic representation
for young children.ODE 1, 5 Demonstrate understanding of how the visual arts, dance, music and dramatic interpretation impact student understanding and support cultural
appreciation and representation. ODE 4 Understanding that experience with the arts provides for exploration of subject
matter, symbols, ideas and construction of meaning.ODE 3 Identify the variety of ways to use artistic representation as formative and summative
assessments.
SkillsODE 4, 5 Plan instruction that integrates artistic representation to allow students to
demonstrate their knowledge and understanding in a variety of formats.ODE 2, 4 Conduct quality research on topics or themes to provide students with in- depth experiences incorporating a variety of artistic media.ODE 2 Demonstrate the ability to integrate the arts to encourage students opportunities to
describe, interpret, and evaluate content.
DispositionsODE 1 Understanding that the arts are an essential component of the early childhood curriculum, an essential aspect for integrating content.ODE 1 Awareness that young children have the ability to use a variety of media to communicate understanding and express themselves.ODE 1 Appreciation that the arts provide young children with new ways of thinking and representing knowledge.
Course Expectations
Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) unexcused absences.
Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has
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questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes. **No retaking of a test or assignment based on dissatisfaction with an earned grade. It is important to do your best to earn the grade you want when the assignment is due.
References:
Arts Education Partnership. (1999). Champions of change: The impact of the arts on learning.
Cadwell, L.B. (1997). Bringing Reggio Emilia home. New York: Teachers College Press.
Comstock, C., & Weston, W.J. (1995). How to Organize and Manage Your Art Room. Walch Publishing.
Csikszentmihalyi, M., and Schiefele, U. (1992). Arts education, human development and the quality of experience. The Arts, Education and Aesthetic Knowing. University of Chicago Press: Chicago IL.
Edwards, B., & Tarcher, J.P. (2004). Color a course in Mastering the Art of Mixing Colors. Penguin Publishing.
Edwards, C.P., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach: Advanced reflections. (2nd ed.). Stamford, CT: Ablex.
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Fraser, S., & Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia the classroom. Albany, NY: Delmar.
Larsen- Meyer, L. (2007). Marvelous Moments in Monet’s Garden: Art in Children’s Culture. Cambridge Scholars Publishing.
Assignments:
Lesson plan and presentation 20%Portfolio Development 25%Whole Group Music Presentation 10%CMA Midterm Exam 25%
Calendar: Date Content
1/24 Course OverviewTheories of Art and EducationThe Art Lesson by Tomie dePaola
1/26 Artists and StylesColors, Shapes and Lines
1/31 Art and Storybooks
2/2 CollageEric Carle across content area
2/7 Conducting a Study
2/9 Conducting a Study
2/14 Weaving across cultures
2/16 Weaving across cultures
2/21 OPAPP~ Alternate Assignment Posted on LEO
2/23 Printmaking
2/28 Pastels and Chalk
3/1 Watercolor
3/6 Music and Movement with Young Children 3/8 OPAPP~ Alternate Assignment Posted on LEO
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3/12-3/17 SPRING BREAK- NO CLASSES
3/20 Midterm: CMA Field Trip Due Cut Paper and Torn Paper
3/22 Dramatic Interpretation with Young Children
3/27 Quilt Making
3/29 Self-Portraits
4/3 Native American ArtworkHow to use natural materials in art
4/5 Symbolism- The Blackbird
4/10 Puppetry
4/12 Barn Dance by Bill Martin
4/17 On Top of Spaghetti
4/19 Seasons of the YearFour Seasons
4/24 Lesson Plan Presentations
4/26 Lesson Plan Presentations
5/1 Whole Group Music Experience Presentations
5/3 Whole Group Music Experience Presentations
5/7-5/12 FINALS WEEK
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LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDE308 Family and Community RelationsSpring 2012 Tuesday and Thursday 11:40am-12:55pm Garfield A1
Dr. Katharine DelavanAsst. Professor and Coordinator of Early ChildhoodB9 Garfield [email protected]
Office Hours:Office Hours: Mondays and Wednesdays by appointment, Tuesday and Thursday 8am-9:45am and 3:00pm-5:00pm.
1. Course Description: This course is designed to help teacher candidates understand the child in the context of family and community. Teacher candidates will become familiar with social and health services available to families in the community. The course will provide opportunities to demonstrate knowledge of basic health, safety, and nutritional needs of young children. Students will acquire an understanding of interrelationships among the child’s exposure to cultures, languages, and through the function of the home in language development. Students will experience working with interdisciplinary, interagency and intra-agency teams of professionals.
2. Required Textbooks: Gestwicki, C. (2007). Home, school and community relations. Clifton, NY: Thomson Delmar.
3. Course ObjectivesThe objective and assessment outcomes for this course are aligned with the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards and Common Core Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
Knowledge
ODE 1 Demonstrate an understanding of ecology of the child. Examine how growing up in a changing world affects the development of children via socialization. Increase an awareness and sensitivity to differences in family structures, social and cultural backgrounds. Increase an awareness of the impact of cultural differences within the context of school involvement.
ODE 1 Demonstrate understanding of the complementary learning theory and its impacts on student learning and closing the achievement gap.
ODE 6 Demonstrate an understanding of the historical perspective of family life and how it impacts on parent involvement.
ODE 6 Develop a collaborative process awareness related to working with parents, the schools, and community service providers. Develop an understanding of the role of communication in
the process of school/family/community relations and involvement. ODE 6 Demonstrate an understanding for the need to collaborate within the community to support
children and families. Increase an awareness of the impact neighborhoods and the community-at-large have on the child and family related to success in an academic setting.
Skills
ODE 6 Develop strategies to engage parents and children within the three spheres of influence. Develop communication tools that inform and support children, families and neighborhoods, as well as the community-at-large.
ODE 4.7 Use technology for research, preparation and presentation of projects and activities in class and within the community.
ODE 6 Identify barriers to parent /community involvement in the context of the school setting.
DispositionsAwareness that all students have unique backgrounds that impact their learning.ODE 1 Appreciate individual differences and respect the talents of all participants
and sphere members. ODE 5 Value the importance of cooperative learning, collaborative problem
solving and be committed to support and contribute to a positive group process.
4. Lake Erie College Education Division Assessment Data Collected in this Course: During this course pre-service candidates will organize an event for the National Association for the Education of Young Child- Week of the Young Child. Pre-service candidates will work collaboratively with the local Tri-County AEYC to organize an event for young children and their families in Lake County. In addition, candidates will complete a written assignment including demographics, community collaboration and event outcomes. The outcomes of this assignment will be used as a program assessment, as required for accreditation from ODE/NCATE.
5. Course Expectations
a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) unexcused absences.
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b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
f. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
g. Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
6. References
BOOKS
Berger, E. (2000). Parents as Partners in Education. Upper Saddle River, NJ: Prentice-Hall.
Diffily, D. (2004). Teachers and Families Working Together. Boston, MA: Allyn and Bacon.
Dudley-Marling, C. (2000). A Family Affair: When School Troubles Come Home. Portsmouth, NH: Heinemann.
Epstein, J. L. (2001). School, Family and Community Partnerships. Boulder, CO: Westview Press.
Kilpatrick, A.C., & Holland, T. P. (2003). Working with families: An Integrative Model by Level of Need. Boston, MA: Allyn and Bacon.
Olsen, G., & Fuller, M. (2003) Home-School Relations: Working Successfully with Parents and Families. Boston, MA: Allyn and Bacon.
Payne, R. K. (2001). A Framework for Understanding Poverty. Highlands, TX: AHA Press, Inc.
Reeves, D.B. (2001). Crusade in the classroom. New York, NY: Simon and Schuster.
Singleton, G.E., & Linton, C. (2006). Courageous conversations about race: A field guide for achieving equality in schools. Thousand Oaks, CA: Corwin Press.
FURTHER READINGS
Hollingsworth, H. L. (2001). We need to talk: Communication strategies for effective collaboration. Teaching Exceptional Children, 33, 6-9.
Martin, E. J., & Hagan-Burke, S. (2002). Establishing a home-school connection: Strengthening the partnership between families and schools. Preventing School Failure, 46, 62-66.
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WEB SITESFamily Involvement Network of EducatorsHarvard Universitywww.finenetwork.org
National Association for the Education of Young Childrenwww.naeyc.org
National Coalition for Parent Involvement in Educationwww.ncpie.org
Partnership for Learningwww.partnershipforlearning.org
U.S. Census Bureauwww.census.gov
11. Assignments:
Introduction Letter and Questionnaire (10%)This is an opportunity to reflect on your own philosophy of teaching. You will write an introductory letter to your students and their parents. You will also include a questionnaire that includes questions you feel are important to helping you better teach your students.
Family Involvement Storybook Connection (20%)You will choose a storybook with a theme of family, family involvement, community, grandparents, lifestyles etc…You will read the story to the class and write a two page paper including:
the title, author, illustrator, publisher, a description of the book and how you would use it in the classroom to encourage family
involvement and/or awareness.
Theme Bag (10%)You will create a theme bag that can be used to promote parent involvement at home and educate parents about concepts explored in the classroom. Your theme bag must include the following:
Evaluation Form (for parents) Interactive Activity Book Necessary materials for activity
Service Learning Project (See Attached Rubric) (20%)
DATE TOPICS READINGS 1/24 Review Syllabus; Course Objectives
Complementary Learning1/26 Chapter 1: A day with two families
Show and TellPaddington Bag
1/31 Chapter 2: Families TodayGuest Speaker: Lorena Williams from Forbes House
Show and Tell2/2 Family Literacy (FINE)
Storybook AnalysisDue: Introduction Letter and Questionnaire Show and Tell Paddington Bag
2/7 What is a Service Learning Project Show and Tell Paddington Bag
2/9 Chapter 3: ParentingShow and TellPaddington Bag
2/14 Chapter 4: What is family involvement?Show and Tell Paddington BagDUE: Phase 1 Service Learning Project
2/16 Due: Family Involvement Storybook ConnectionShow and TellPaddington Bag
2/21 OPAPP Alternate Assignment posted on LEOF.I.N.E. Case Study Analysis
2/23 Chapter 5: Benefits of Teacher-Family PartnershipsParental Involvement around the GlobeCultural Expectations: Latino/Hispanic FamiliesShow and Tell
2/28 Connecting Home and School with “Theme Bags” Show and TellPaddington Bag
3/1 Chapter 6: Potential Barriers to Teacher-Family Partnerships Show and Tell3/6 Review for Midterm Exam
Show and Tell
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Paddington Bag3/8 OPAPP Alternate Online Assignment Posted on LEO
F.I.N.E. Case Study AnalysisPaddington BagShow and Tell
3/12-3/16 SPRING BREAK3/20 Midterm Exam3/22 DUE: Theme Bag Presentations Show and Tell3/27 Chapter 9: Informal Communication with Families Paddington Bag Show and Tell3/29 Chapter 12: Families in the Classroom
Show and Tell4/3 Chapter 10: Parent-Teacher Conferences
Paddington Bag Show and Tell
4/5 Chapter 16: Working with Families in Particular CircumstancesCase Study Discussion
4/10 Chapter 14: It Takes a Village: Teachers, Families, and Communities Paddington Bag Show and Tell4/12 Phase 2: Service Learning Project Due Show and Tell4/17 Case Study Discussion Paddington Bag Show and Tell4/19 Chapter 11: Home Visits with Parents and Children Show and Tell Phase 3: Service Learning Project Due
4/24 Service Learning Project Paddington Bag Show and Tell4/26 Service Learning Project Reflection Case Study Discussion Show and Tell5/1 Intergenerational Programs Show and Tell Paddington Bag5/3 Last Day of Class Phase 4 of Service Learning Project Due5/7-5/11 Phase 5 of Service Learning Project Due FINALS WEEK
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LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDE 320 Math Methods in Early ChildhoodSpring 2012 Tuesday and Thursday 8:00 am – 9:30 am
Betty CliffordAssistant Professor of Mathematics and Education Office: Austin 303Phone: 440 372-7354E-mail: [email protected] Hours: M, W, 10:30 – 12:30, T, R 11:30 – 12:30 or by appointment
1. Course Description: Students will become familiar with instructional strategies and the appropriate use of technology in teaching mathematical concepts at the early childhood level. An emphasis is place on cognitive development of early-child student, and means of assessing the mathematical understanding of students through the use of real life problems. A wide variety of teaching techniques will be approached including; concrete/pictorial experiences, problem solving, cooperative learning, and computer/calculator technologies. The course discusses assessments or children’s mathematical understanding through: types of alternative assessment; state, national, and international reforms to change the focus of assessment; and the use of rubrics or scoring guides for assessing children’s work. While reviewing national and state standards, students will learn to teach mathematical concepts within a hands-on environment, with emphasis on discovery learning. Students will use the Ohio Competency-Based Models, Ohio Common Core Standards, to frame mathematics instruction, as well as appropriate use of the NCTM Principles for School Mathematics.
2. Education Department Sequence: Prerequisite: EDE 304 and MT107 or higher in mathematics. Spring of Junior year.
3. Required Textbooks:
Reys, R., Lindquist, M., Lambdin, D., & Smith, N. (2009). Helping Children Learn Mathematics, 10th ed. Hoboken, NJ: Wiley. ISBN: 978-1-118-12914-2 www.wiley.com/colleges/reys
Ohio Department of Education, (2001). Academic Content Standards, k-12 Mathematics. Columbus, Oh: Ohio Department of Education.
Common Core Standards in Mathematics
NCTM Principles and Standards: http://standards.nctm.org/index.htm
Materials needed: Scissors, markers or colored pencils, glue, tape
Laptop Computer.
Hatfield/Edwards/Bitter/Morrow (2008). Mathematics Methods for Elementary and Middle School Teachers, 6 th Edition. Wiley and Sons.
Miller, C. D/ Heeren, V. E./ Hornsby, (2002). Mathematical Ideas. (9th ed.). Addison Wesley
O’Daffer/Charles/Cooney/ Dossey/Schielack.(2002). Mathematics for Elementary Teachers. (2nd ed.). Addison Wesley.
4. Course Objectives
The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
A. Academic Objectives
The pre-service teacher will be able to:
1. Use a problem-solving approach to investigate and understand mathematical content.
2. Communicate mathematical ideas in writing and orally, using everyday and mathematical language.
3. Explain the historical development in mathematics education, including the contributions of underrepresented groups and diverse cultures.
4. Identify and model strategies for teaching the following strands in grades Pre-K - 3:
a. problem solvingb. number and number relationsc. geometryd. algebra, patterns, relations and functionse. measurementf. Data analysis and probabilityg. Estimation
5. Use technologies as tools for teaching mathematics. 6. Learn to use a variety of manipulative and visual material for exploration and
development of mathematical.
B. Attitude Objective The pre-service teacher will:
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1. Realize the professional teacher seeks to keep abreast to new ideas and understanding in the field of mathematics.
2. Have enthusiasm for mathematics teaching and see connections to everyday life.
3. Appreciate individual differences, show respect for diverse talents of all learns, and is committed to helping them develop self-confidence.
4. Believe that all children can learn at high levels and persist in helping all children achieve success.
5. Make plans open to adjustment and revision based on student needs and changing circumstances.
6. Recognize a responsibility to serve as a positive adult role model.
C. Performance Objectives:The pre-service teacher will:
1. Create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry across several subject areas.
2. Identify and design instruction appropriate to student’s stages of development, learning styles, strengths, and needs.
3. Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.
4. Know how to ask questions and stimulate discussion in different ways for particular purposes.
5. Maintain appropriate records of student work and performance and will communicate student progress knowledgeably and responsibly, based on appropriate indicators, to the students, parents and other colleagues.
6. Realize, and be able to exercise, the need for developmental appropriate activities to reinforce learning and understanding.
7. Become proficient in the mathematics curriculum, instruction strategies, and resources for early childhood mathematics.
III. Course Outline
A. School Mathematics in a Changing WorldB. Helping Children Learn Mathematics with UnderstandingC. Planning and Teaching: The Development of Mathematical Proficiency:
Using Learning Research, Assessment, and Effective InstructionD. Assessment in mathematics Process of Doing Mathematics: Problem solvingE. Teaching mathematical concepts.
Number ReadinessOperations and Number SenseNumeration and Number SenseOperations with Whole Numbers
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Fractions and DecimalsRatios and PercentsGeometry and Spatial ReasoningMeasurementAlgebra and Algebraic thinkingData Analysis, Statistics, and ProbabilityNumber Theory
5. Links to the Conceptual Framework: To achieve the goals of the class, we will also follow the 2000 Principles and Standards for School Mathematics, which emphasizes: “Prospective teachers must be taught in a manner similar to how they are to teach – by exploring, conjecturing, communicating, reasoning, and so forth. … All teachers need an understanding of both historical development and current applications of mathematics. Furthermore, they should be familiar with the power of technology.”
Be able to select and direct activities that will accommodate the student’s capabilities to form, interpret and apply mathematics.
Relate the mathematical concepts to the Benchmarks from the Ohio State Academic Content Standards.
To help accomplish this goal and prepare the student for mathematical methods this course will
teach:
Toward logic and mathematical evidence – away from the teacher as the sole authority.
Toward mathematical reasoning – away from memorization. Toward conjecturing, inventing and problem solving – away from mechanics in answer
finding. Toward connecting mathematics, its ideas and applications – away from treating
mathematics as a body of isolated concepts and procedures. o Conceptual understanding will be accomplished through applications, real life
situations, essay answers as well as drill exercises. o Problem solving is designed to relate the lessons earlier taught with what will later
be applied. o Written assignments will aid the teacher in their mathematical communications.
6. Commitment to Diversity:
Be able to select and direct activities that will accommodate the student’s capabilities to form, interpret and apply mathematics.
Understand the student differences and needs in the classroom while desiring the most from all students.
Use their mathematics knowledge to approach individual learning styles and varied needs. Apply the mathematical content knowledge to make decisions in creating a productive learning
environment.
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7. Commitment to Technology: Apply technology (calculators, computers, software, media, etc.) to develop major mathematical concepts and enhance problem-solving activities
8. Commitment to Reflection: The student will achieve a deep understanding of math methods and content throughout this course.
“For it is through the knowledge of the content to be taught that the teacher obtains a sense of what needs to be done and how to sequence the topics and ideas of the lesson for all learners.”
9. Field Experience and Student Teaching Requirements (if applicable): Throughout the semester students will be having activities that involve field experience. It is beneficial that a field course is taken concurrently with Math methods. The activities are spread throughout the course; therefore students will need to have access in a classroom for the first 12 weeks.
9. Lake Erie College Education Division Assessment Data Collected in this Course: (restriction applies). This section applies only to courses in which assessments and data collection are required to meet requirements for ODE or national accreditation approval. The following activities may be used for assessment and data collection:
Field Experience Research.
1. Assessing problem solving strategies . 75 points. Two problem-solving strategies will be assigned. This will be related to field experience.
2. Fairy Tale Story Problems : 75 points. Write 5 story problems pertaining to a story (book). Each problem must be from a different grade and different content area.
3. Math in Literature: 50 points. Select a literature book for an appropriate grade level. Create a power point on the math in the text. Suggested list of books will be provided during class.
10. Course Expectations
Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent).
If you miss a class, you must notify me at 375-7345 or e-mail [email protected] as soon as possible. Three excused absences are permitted per semester. (This includes sickness, death of immediate family, or other reasons approved by the administration/instructor). Each unexcused absence will result in a loss of 10 points from your attendance/participation grade.
NOTE: Eight or more absences will be an F in the course.
Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: 5 points will be deducted for every day late on a major assignment.
Tests – Students are to attend every scheduled test. Test dates are generally made known to you well in advance. If you have an unexcused absence, you may not make up the test and your grade will be a zero.
Extensions – There are times when unexpected events may appear in your life. If an event should occur, please see me personally. Each case will be considered individually. Do not ask for an extension on the day an assignment is due
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
Assignments
A. Weekly assignments:
1. Chapter Assignments/ Periodical summaries. 40 points Carefully read each chapter covered (in advanced). At the end of each chapter are assignments. Several relevant problems will be assigned. After some of the chapter readings, periodical readings will be assigned
2. Discussion of National, State and Local test results. 20 points
Will be discussed at a later date. TIMMS project.
3. Methods/Resource Projects. 10 points per set. Each week (for 5 weeks) you will create or collect TWO “Ready-Set-Math” cards (ten in total) explaining a hands-on, game-type approach to teaching some math concept to students in grade Pre-K - 3. These activities must be linked to the Ohio Content Standards and the NCTM Principles and Standards for School Mathematics. You will choose one (two if time permits) to teach a micro-lesson illustrating the method/game, and provide the resources to be used with the assignment. You are to use a variety of math concepts and grade levels. i. e. Do not do only grade 1, addition facts. Be creative! Cite findings. Only three sets may come from the Internet. The first set will be due February 2.
4. Ready-Set-Math: 20points.Two of the activities will be taught to the class.
5. Common Core Standards: 50 points: 5 papers on correlation to lessons, NCTM Standards, common core standards and the new implementation in the classroom.
B. Semester Assignments
6. Field Experience Research. Further information to follow.
Assessing problem solving strategies. 75 points. Two problem-solving strategies will be assigned. This will be related to field experience. Further information during the unit on assessment.
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7. Math in Literature:
a. Fairy Tale Story Problems: 75 points. Select a literature book for an appropriate grade level, write 6 story problems pertaining to the story
(book). Each problem must be from a different grade and different content area.
b. Power point Problem: 25 points. Using selected book, create a power point on the math in the text. Suggested list of books will be provided during class.
8. Mini-Lessons (as scheduled) 30/40 points Two, twenty minute lessons, to demonstrate your competency in the learning outcomes from the Ohio and NCTM standards, You will have prepared a proper lesson plan, (following the Lesson Plan Format), provide handouts, etc. Once you have decided the concept you would like to teach, seek approval in advance, so that not everyone will teach the same content. Instructor has the privilege of choosing the content and/or grade level. The two lessons must be over different grade and topics.
C. Tests: Cumulative
Final Exam Chapters 1 through 15, emphasis on section 7 – 15, class notes, and selected readings. 100 points
E. Grading Criteria: Total 750 points ( Subject to change)items Points
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDE 323 Reading and Language Arts in Early ChildhoodFall 2011
Tuesdays and Thursdays 8:00am-9:15am Garfield Center Room A1
Dr. Katharine DelavanAssistant Professor of Education, Early Childhood EducationGarfield Center [email protected] Hours: Mondays 9:30am-11:00am Wednesdays 9:30am-11:00am, Tuesday and Thursday 4pm-5pm or by appointment
1. Course Description: Teacher candidates for early childhood will be instructed in the methodology, strategies and techniques of teaching competencies in reading, writing, listening/visual literacy and oral communication. They will demonstrate proficiency in developing and implementing meaningful, integrated learning experiences to enhance reading and the language arts. Students will use the Ohio Academic Content Standards to frame reading and language arts instruction. [Source: LEC catalog]
2. Education Department Sequence: Teacher candidates are advised to take EDE 323 the fall semester of their junior year.
Reading and Learning to Read (8th Ed.). Columbus, OH: Pearson.
Online Resources
The following links provide valuable information and resources. You can print the documents and store them in a 3 ring binder or you can save them in a file. You will use these resources throughout the program.
Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Studies. (Online Only) www.corestandards.orgODE Model Curriculum for English Language Arts PreK-3rd Grade (Online Only) ODE Model Curriculum
Writing to Learn: Lead and learn4. Course Objectives
The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
Knowledge (Learning and Cognition) ~ The teacher candidate will
A. become familiar with current professional viewpoints regarding reading and language arts instruction in early childhood education;
B. recognize the importance of teaching reading as a process rather than a series of skills taught through unrelated activities;
C. gain knowledge of emergent literacy and the experiences that support literacy.
Skills (Effective teaching) ~ The teacher candidate will
A. be able to use and to model correct English in oral and written communication;
B. recognize the importance of presenting reading instruction in a meaningful ways;
C. understand and will be sensitive to differences among learners and how these differences influence reading;
D. recognize the importance of implementing literacy programs designed to meet the needs of readers;
E. develop a portfolio of strategies for language arts instruction;
F. recognize the relationships between reading, speaking, listening, and writing;
G. demonstrate knowledge of choosing appropriate strategies and materials relating to purpose.
Dispositions ~ The teacher candidate will
A. demonstrate a growing sensitivity to the varying abilities, needs, and exceptionalities of young children as they develop competency in language;
B. develop an understanding of the effect that culture, race, and socioeconomics can have on the teaching of language skills.
5. Links to the Conceptual Framework: EDE 323 will prepare teacher candidates to be professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students by encouraging each student to master the course objectives stated above, which are linked to the Conceptual Framework for LEC.
6. Commitment to Reflection: Teacher candidates will be required to present a lesson plan to the class. Upon completion of the plan, they will be required to write a reflection of the lesson. At the end of the semester the teacher candidates will be required to reflect on the theories, methods and strategies they discussed in this course and how these will impact them in their own classrooms and as professionals.
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7. Course Expectations
a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) or more absences.
b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College
and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonable accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meeting.
Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
References:
Beaty, J.J. (2005). 50 early childhood literacy strategies. Upper Saddle River, NJ: Pearson Education.
Fisher, D., & Flood, J., & Lapp, D. & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58, 8-17.
Kiefer, B., and Tyson, C. (2009) Charlotte Huck’s Children’s Literature: A Brief Guide NewYork: McGraw-Hill.
Kornfield, J., & Jeyden, G. (2005). Acting out: Literature, drama, and connecting with history. The Reading Teacher, 59, 230-239.
McGee, L.M. & Schickedanz, J. A. (2007, May). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742-751.
Roser, N.L. (2002). Fostering thought, talk, and inquiry: Linking literature and social
studies. The Reading Teacher, 55, 416-426.
Scharer, P.L., & Pinnell, G.S. (2008). Guiding K-3 Writers to Independence: The New Essentials New York, NY: Scholastic Teaching Resources.
Soalt, J. (2005). Bringing together fictional and information texts to improve comprehension. The Reading Teacher, 58, 680-683.
Strickland, D. (2010). (Ed.). Essential Readings on Early Literacy. Washington, D.C.: International Reading Association.
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Assignments: Students are expected to model correct English in all written and oral communications. Students are expected to follow the APA style manual (5thed.) for all written assignments.
1. Portfolio of 25 teaching strategies, including an artifact for each (25%) 2. Lesson Plan (25%)3. Lesson Plan Presentation (25%)4. Midterm Exam (25%)
Calendar: Topics/Learning Activities and Due Dates for Assignments.
Date Readings
8/23 Course Introduction: Syllabus Review and courseExpectations -3rd English Language Arts Standards and National IRA Standards
8/25 Early Literacy: From Birth to School Chapter 4Intro to PreK Standards & NAEYCMeeting the Literacy Needs of Diverse Learners Chapter 3
8/30 Reading Standards for Literature: Key Ideas and DetailsKnowledge and Beliefs about Reading Chapter 1
9/1 Reading Standards for Literature: Craft and Structureapproaches to Reading Instruction Chapter 2Video: Shared Reading
9/6 Reading Standards for Literature: Integration of Knowledge and Ideas Read Alouds and Comprehension
9/8 Reading Standards for Literature: Range of Reading and Level of Text ComplexityLiteracy Instruction for Beginning Readers and Writers Chapter 5Reading Rockets-website
9/13 Reading Standards for Informational Text: Key Ideas and Details Language Standards: Vocabulary Acquisition and UseWord Identification Chapter 7Word Walls Video
9/15 Reading Standards for Informational Text: Craft and StructureMaking the Transition to Content Area Texts Chapter 14Literary Non-Fiction
9/20 Reading Standards for Informational Text: Craft and StructureReading Fluency Chapter 8
9/22 Reading Standards for Informational Text: Integration of Knowledge and Ideas Vocabulary Knowledge and Concept Development Chapter 9
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9/27 Reading Standards for Informational Text: Range of Reading and Level of Text ComplexityReading Comprehension Chapter 10Text Dependent Questioning
9/29 OCTEO Conference- No Classes
10/4 Standards for Writing: Text types and purposesReading-Writing Connections Chapter 11 Ten Guiding Principles for Writing Writing Traits
10/6 Midterm Exam
10/11 Writing Workshop
10/13 Fall Break- No classes
10/18 Standards for Writing: Production and Distribution of WritingBringing Children and Literature Together Chapter 12Narrative
10/20 Standards for Writing: Production and Distribution of WritingBringing Children and Literature Together Chapter 12
10/25 Standards for Writing: Research to Build and Present KnowledgeWriting to Sources
10/27 Standards for Writing: Research to Build and Present KnowledgeWriting to Sources
11/1 Standards for Writing: Range of Writing Narrative
11/3 Standards for Writing: Range of Writing Sequencing
11/8 Standards for Writing: Range of Writing Summarizing
11/10 Standards for Speaking and Listening: Comprehension and Collaboration
11/15 Standards for Speaking and Listening: Presentation of Knowledge and Ideas
11/17 Language Standards: Conventions of Standard English
11/22 Language Standards: Knowledge of Language
11/24 Happy Thanksgiving!!
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11/29 Lesson Plan Presentations: Lesson Plan DuePeer Review
12/1 Lesson Plan Presentations: Lesson Plan DuePeer Review
12/5-12/10 Finals Week
Assignment Descriptions
Portfolio: Through the semester you will collect teaching strategies for each area of the Common Core English Language Arts Standards. This assignment is designed for you to add to as you progress through your courses and field experiences. For each strategy you need to include an example or artifact to demonstrate how the strategy is applied.Lesson Plan: You create a PreK-3rd grade lesson plan using ODE Standards, Bloom’s taxonomy and IRA National Standards. The lesson must include literature and writing. To complete the lesson plan correctly follow the lesson plan rubric. Lesson Plan Presentation: At the end of the semester you will present your lesson to the class as if they are early childhood students. You need to provide the materials to complete the lesson with the class including the storybook.
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LAKE ERIE COLLEGE EDUCATION DIVISION“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the
diversity and development of all students.”
EDE 410 Literature-Based ReadingFall 2011
Tuesdays and Thursdays 1:30pm-2:45pmGarfield Center A1
Dr. Katharine DelavanAsst. Professor of Education, Early Childhood Garfield Center [email protected] Hours: Mondays 9:30am-11:00am Wednesdays 9:30am-11:00am, Tuesday and Thursday 4pm-5pm or by appointment
1. Course Description: The literature-based reading course is designed to present reading instruction in a holistic framework. The pedagogical emphasis embodies a socio-linguistic as well as a psycholinguistic perspective. Strands within the integrated curricula include literature-based reading, the reading/writing connection and thematic learning. Essential skills, strategies, story grammar, and story schema are presented in context. Literature is selected from all genres and includes parallel cultures.
2. Education Department Sequence: This course is taken in the 3rd block of the early childhood education course work. You are required to gain acceptance into the Education Department, you must have passed Praxis 1 and taken EDE323 Reading and Language Arts in Early Childhood and EDC321 Phonetic Approaches to Reading and EDC324 Diagnosis of Reading Problems.
3. Required Textbooks and Resources: Online Resources
Lynch- Brown, C., & Tomlinson, C. (2010). Essentials of Children’s Literature (6th Ed.). Boston: Pearson.
The following links provide valuable information and resources. You can print the documents and store them in a 3 ring binder or you can save them in a file. You will use these resources throughout the program.
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Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Studies. (Online only) www.corestandards.org
ODE Model Curriculum for English Language Arts PreK-3rd Grade (Online Only) ODE Model Curriculum
4. Course Objectives:
The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Math, Reading/Language Arts, Science, and/or Social Studies).
Knowledge: (Learning and Cognition) The pre-service candidate will:
Understand the reading process, including the ways students respond to literature and the purpose for which children read.
Recognize the value of reading aloud to children. Explore the extensive range of literature across genres, cultures, diversity, and ethnicity.
Use trade books to stimulate interest, promote reading growth, foster appreciation for books, and increase the motivation of children to read widely and recreationally for pleasure, information, and personal growth.
Be able to design and implement appropriate emergent literature instruction and assessment practices.
Examine works of female authors without gender stereotypes. Employ literary criticism as a yardstick for identifying distinguished trade books. Develop understandings of concepts about literature, visual elements, and aspects of
book format. Examine literature for all ages, nationalities, and socio-economic groups. Examine pure literature-based philosophies vs. literature-based basal programs. Understand various strategies for using children’s literature to develop phonemic
awareness and phonics skills. Understand various strategies for using children’s literature to develop
comprehension.
Skills: (Effective Teaching) The pre-service candidate will:
Have direct experiences with children’s trade books- reading them, reading them aloud to others, presenting flannel board stories, writing about them, comparing them, criticizing them, evaluating them, applying them to their own lives, and thinking about them for their future students.
Investigate and create pedagogy related to trade books as a vehicle for literacy development.
Explore current research regarding the use of trade books for the teaching of reading and writing.
Demonstrate enthusiasm for children’s literature. Appreciate and emphasize trade book applications across the curriculum. Demonstrate a sense of efficacy.
5. Links to the Conceptual Framework: This course provides numerous opportunities for
the teacher candidate to demonstrate a sense of efficacy by creating meaningful instruction based on knowledge of subject matter and/or connections between disciplines and by providing authentic learning experiences for students, e.g., real-world applications relevant to lifelong learning. The assignments allow teacher candidates to demonstrate knowledge of theoretical frameworks and scientifically-based research.
6. Commitment to Reflection: This course will require teacher candidates to reflect upon
multiple genres of storybooks both verbally and in writing. There are numerous in-class presentations, which require self-reflection and peer evaluation.
7. Lake Erie College Education Division Assessment Data Collected in this Course: Teacher candidates will create an integrated unit based on a collection of literary storybooks. The units will be assessed according to the attached rubric, which is aligned to NAEYC standards.
Course Expectations
a.Attendance: Attendance is required for all students in all classes. Attendance in school hasbeen shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each student is expected to maintain regular and punctual class attendance. Each student is responsible for obtaining class notes and is responsible for all material covered (even if absent). A student's grade will be reduced one letter grade for more than three (3) missed classes. An automatic failure is imposed with six (6) or more absences.
b. Academic Dishonesty, Plagiarism, and Cheating:The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a student seriously impugns the integrity of Lake Erie College and the student and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
c. Disability Statement: Lake Erie College does not discriminate in its recruitment,
admission or treatment of students. The College makes reasonable
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accommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
Late Work: Points will be subtracted for errors in spelling, grammar, and usage in written and oral communications. You will lose ½ a grade for late assignments for each day that it is late. Please remember that the final grade will be calculated according to the above percentile weights. If a student has questions about assignment grades, those concerns must be discussed personally with the instructor within one week of receiving the corrected work from the professor. No overdue work will be accepted after the last regularly scheduled class meetings. e. Grading Scale:
f. Professional Dispositions: All teacher candidates are expected to demonstrate the
professional dispositions adopted by the Lake Erie College Education Division. g. Instructor’s Statement: The instructor may change this syllabus anytime. Students
will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
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References
Barstow, B., & Riggle, J. (1995). Beyond picture books: A guide to first readers (2nd ed.). New York: R.R. Bowker.
Carlsen, G. R., & Sherrill, A. (1988). Voice of readers: how we come to love books.
Urbana, IL: National Council of Teachers of English.
Gebers, J. (2003). Books are for talking, too. (3rd Ed.). Austin, Texas: PRO-ED. Keifer, B.Z. (1994). The potential of picture books: From visual literacy to aesthetic
understanding. Englewood Cliffs, NJ: Prentice Hall. Lancia, P.J. (1997). Literacy borrowing: The effects of literature on children’s writing.
The Reading Teacher. 50 (6), 470-475.
McClure, A.A., & Kristo, J.V. (Eds.). (2002). Adventuring with books: A booklist for prek-grade 6 (13th ed.). Urbana, IL: National Council of Teachers of English.
www.bankstreet.edu/ccl
http://childrensbookguild.org
www.rcampus.com- rubrics
Assignments:
Read Aloud:In order to become familiar with the vast assortment and range of children’s books, everyone is to bring in 5 children’s books, one from each of the following genres: Wordless Picture BookPredictable Pattern BookGeneral Picture BookInformation/Non-Fiction BookAnti-Bias/Cultural Responsive Book Write up a short annotation for each of the book you choose. You will share each book with the class. You will read one of the books to the class as if you were reading to a group of children in a classroom. Props and extension activities are encouraged. (See Attached Rubric) Flannel Board Story:This assignment requires you to choose a flannel board story, cut out the necessary pieces, create a story card and make your own flannel board. You are required to present your story to the class. YOU CANNOT PURCHASE A PRE-CUT FLANNEL SET; YOU MUST CREATE YOUR OWN.
CyberGuide: The Mixed-Up Files of Mrs. Basil E. FrankweilerYou will read the Newbery Award Winning book; in addition you will complete 5 CyberGuide activities as scheduled on the syllabus. There will be in class discussion of the story and the online activities. You must complete all of the online assignments and turn them in for full credit. Create Your Own Blog: The Mouse and the Motorcycle by Beverly ClearyCreate your own CyberGuide or Blog designed to build comprehension, vocabulary, character mapping, and inquiry and generate interest. You must utilize www.blogger.com and create links to other sources of technology that help to build comprehension; such as, www.readwritethink.com. Please follow the attached rubric to help you create your site. Story Box:This technique is used to build story schema and interest. You will choose a storybook, poem, finger play or song. Then decide which props you need to represent the story and collect them in a container. (I.e. shoebox, suitcase, backpack, cauldron etc) Be Creative! You will demonstrate your shoebox to the class. Storytelling Harvest:This is the 5th Annual Storytelling Harvest Literacy Event at Lake Erie College. This event will be held on a Saturday, October 15th from 11: am-1pm. You will choose an appropriate book, finger play or poem. You can read the book or act it out without the book. Feel free to use costumes, props etc…be creative and have fun. You are more than welcome to recruit friends and family to help you. Literature UnitThis assignment will allow you to demonstrate and apply your knowledge of children’s literature. You are to develop an integrated unit that employs your knowledge of literary instruction, assessment, comprehension and cultural diversity to name a few. This assignment is a unit assessment for the Education Department. **Please see the attached rubric for more information. ** This assignment will be discussed on a regular basis throughout the semester. Read aloud 10%CyberGuide 10%Blog 10%Storytelling Harvest 10%Story Box 5%Flannel Board Story 5%Literature Unit 20%Midterm 20%
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Calendar:
8/23 Introduction, Course RequirementsAuthor Study: Dr. Seuss
8/25 Reading Standards for Literature: Key Ideas and DetailsLearning about Children andTheir Literature Chapter 1Author Study: Eric CarleText Complexity
8/30 Reading and Literature Chapter 2Focus UnitsAuthor Study: Lois Ehlert CyberGuide Activity #1 Due Konigsburg
pages. 5-33
9/1 Reading Standards for Literature: Craft and Structure Learning about Literature Chapter 3Author Study: Rosemary Wells
9/6 Planning the Curriculum and Chapter 12Developing Teaching Strategies Chapter 13Author Study: David ShannonKonigsburg pages. 34-61
9/8 Picture Books Chapter 5Author Study: Kevin HenkesCyberGuide Activity #2 Due Konigsburg
pages. 62-909/13 Read Aloud and other Strategies
Author Study: Tomie DePoala
9/15 Read Aloud and other StrategiesVideo: Read Aloud/Shared ReadingAuthor Study: Robert Munsch KonigsburgCyberGuide Activity #3 Due pages. 91-119
9/20 Read Aloud Presentations(See Rubric)
9/22 Reading Standards for Literature: Integration of Knowledge and IdeasTraditional Literature Chapter 6Video: Guided ReadingAuthor Study: Jan Brett
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CyberGuide Activity #4 Due Konigsburgpages 120-148
9/27 Modern Fantasy Chapter 7Author Study: J.K. Rowling
9/29 OCTEO Conference- No Classes
10/4 Flannel Board PresentationsReview for Midterm Exam
10/6 Realistic Fiction Chapter 8Author Study: Beverly Cleary and Judy Blume CyberGuide: Final Discussion Activity 5 Due Konigsburg
pages 149-162
10/11 Historical Fiction Chapter 9
10/13 Fall Break -No classes
10/15 5th Annual Storytelling Harvest
10/18 Story Box Presentations (See Rubric)
10/20 Nonfiction: Biography and Informational Books Chapter 10Literacy in History/Social Studies, Scienceand Technical Subjects
10/25 Literary Non-Fiction
10/27 More Literary Non-Fiction
11/1 Literature for a Diverse Society Chapter 11 Cleary pgs.1-21
11/3 Reading Standards for Literature: Range of Reading and Text ComplexityPoetry and Plays Chapter 4
Cleary pages 22-63
11/8 Engaging Series
11/10 Affirming Identity through Literature Cleary pages 64-93
11/15 Unit Workshop: Rough Draft Due Cleary pages 94-135
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11/17 Creating Stories and BooksBookmaking Workshop
11/22 Mouse and the Motorcycle Blogs DueIn Class Demonstrations Cleary pages 136-186
11/24 Happy Thanksgiving!
11/29 Thematic Unit Presentations
12/1 Thematic Unit Presentations
12/5-12/10 Final Exams Week Class Trip to Scholastic Warehouse
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LAKE ERIE COLLEGE EDUCATION DIVISION
“To develop professional, knowledgeable, collaborative, and reflective educators who are committed to the diversity and development of all students.”
EDE 422: Early Grade Social Studies MethodsFall 2011
9:15 AM 10:30 AM Garfield B14
Dr. Linda SiegelAssistant ProfessorCollege Hall [email protected] Hours Mondays or by appointment
1. Course Description: Teaching Social Studies explores the interdisciplinary nature of history through an integrated curriculum. The development of historic literacy will be approached from a sociolinguistic perspective, incorporating critical thinking, language, reading, writing and the arts. Pedagogy will be presented in a conceptual framework applicable to the early childhood classroom using the Ohio Academic Content Standards.
2. Education Department Sequence: This course does not require a prerequisite although it does require special permission by the Teacher Education Committee to take if the Education Department Interview has not been passed.
Upon completion of this course, students are expected to:
1. identify ways to plan and organize a social studies program2. develop global perspectives3. demonstrate the ability to plan and compose a social studies unit 4. plan and develop materials for an integrated unit of instruction. 5. demonstrate knowledge of ODE SS Content Standards 6. identify, locate, and exhibit knowledge of how to use materials, media, and technology
available to help implement a social studies program. 7. align assessments to goals for student learning
5. Links to the Conceptual Framework: This course contributes to the development of teacher candidates most specifically in content knowledge and pedagogue in the Social Studies.
Standard 2: Teachers know and understand the content area for which they have instructional responsibility.
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2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
2.3 Teachers understand school and district curricula priorities and the Ohio academic content standards.
2.4 Teachers understand the relationship of knowledge within the discipline to other content areas.
2.5 Teachers connect content to relevant life experiences and career opportunities.
Standard 4: Teachers plan and deliver instruction that advances the learning of each individual student.
4.1 Teachers align their instructional goals and activities with school and district priorities and the Ohio academic content standards.
4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.
4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery.
4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.
4.7 Teachers use resources effectively, including technology, to enhance student learning.
Standard 6: Teachers collaborate and communicate with students, parents, and other educators, administrators and the community to support student learning.
6.1 Teachers communicate clearly and effectively.
6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.
6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
6. Commitment to Diversity: The 1st theme in of NCSS is Culture. “Social studies curriculum should include experiences that provide for the study of culture and cultural diversity.”
7. Commitment to Technology: The 8th theme in of NCSS is Science, Technology, and Society. “Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. Science, and its application, technology, affects cultural change and people’s interaction with their world. Technological advances allow people around the world to be connected instantaneously beyond their immediate locations. Modern life as we know it would be impossible without technology and the science that supports it.”
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Teacher candidates explore how technology selection facilitates and constrains the learning outcomes of the social studies content standards.
8. Commitment to Reflection: see journal assignment for detailed explanation
9. Field Experience and Student Teaching Requirements Application of principles and concepts learned in this course will be applied to field experiences as available.
9. Lake Erie College Education Division Assessment Data Collected in this Course: n/a
10. Course Expectations
a. Attendance: The academic program at Lake Erie College operates on the assumption that learning is advanced by regular attendance. It is the responsibility of the student to arrange and make up work, at the convenience of the instructor. If you must miss a class, you must notify the professor through email. This absence will be considered excused if it is because of sickness, death of immediate family, or other reasons approved by the college administration. In most cases, graded work for that day may receive full credit.
b. Academic Dishonesty: Academic dishonesty is a complete betrayal of the mission of Lake Erie College and will be taken seriously. We believe that a student who has been punished for three separate incidents of academic dishonesty should be expelled from the college. For a complete description of the policies and procedures, please read your college catalog.
c. Disability Statement: Any student having an identified disability must report to the Disabilities Coordinator; it is the student’s responsibility to make this contact and to supply the necessary documentation. As appropriate, special accommodations will be discussed with and arranged by the Disabilities Coordinator.Both the Student Success Center and the Math and Languages Tutorial Labs support students in all aspects of attaining academic excellence in coursework. Students are encouraged to use these services.
d. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
11. Grading Scale:
100-96 A 93-90 B+ 83-80 C+ 69-67 D+ 95-94 A- 89-87 B 79-73 C 66-63 D 86-84 B- 72-70 C- 62-60 D - 59 Fail
12. Assignments: see LEO
Class assignments: see Leo
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Social Studies Unit: Students will work both independently and in groups to compose an integrated unit. Presentations of the unit will be delivered at the end of the course. NCSS/ODE SS Standards will guide the development and composition of the unit.
All elements of classroom learning (i.e. lesson plans, artifacts, resources, research findings, models, etc.) A complete description of the criteria of the unit will be discussed in class. Group work will make up 25% of the unit grade and individual work will be 75% of the unit grade.
13. Calendar: see LEO
References
Academic Content Standards K – 12 Social Studies (Ohio Department of Education)
Bowman, R.P., et. al. (1994.) Helping Adolescents Build Cultural Bridges,
Developmental Resources, Inc. Chapin: South Carolina.
Fry, T.S. (2000). Multicultural perceptions held by preservice social studies teachers,
Journal of Critical Inquiry into Curriculum and Instruction, (2)2.
Glover, R.J., OՄonnel, B.K. (2003) Understanding human rights, Social Studies and the
Young Learner, 1.
Marzano, Robert J., Pickering, Debra J., & Pollock, Jane E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Taylor, R. Retrieved from http://www.rogertaylor.com/ Curriculum Design in
Excellence, Inc. August, 2008.
National Council for the Social Studies. (2003). Notable Social Studies Trade Books for
1. Course Description: This course is designed to provide the teacher candidate with a comprehensive knowledge of instructional practice and contemporary research for early childhood students. Hands-on techniques, instructional hints, assessments, materials, and local community-based partnerships will provide the central focus of the course.
2. Education Department Sequence: This course will prepare the teacher candidate with instructional strategies, methods, and classroom experience. The information and knowledge obtained in class will be utilized during Field I, Field II, and student teaching.
3. Required Textbooks:
Ohio Department of Education. (2003). Academic content standards k-12 science. Columbus, OH: Author
4. Course Objectives: The objective and assessment outcomes for this course are aligned with the Conceptual Framework of Lake Erie College, the professional organization (NAEYC, NMSA, etc.), and the Ohio Academic Content Standards (in Science).
Knowledge: The teacher candidate will:
Identify the resources and materials upon which science education is presently organized (CF I-A, C).
Describe some hands-on science experiments based on prescribed state and national standards (CF IV-A, D; VII-D).
Understand the importance and nature of scientific inquiry and how to utilize the skills and process of inquiry in lesson development and instructional delivery (CF I-D).
Be able to select and use appropriate equipment, materials, and resources for conducting lab experiments and related learning activities (CF IV-A, B; V-C; VI-A, B, C, D,).
Demonstrate a variety of appropriate assessment techniques (CF I-A; III-A, B, C; VII-A, B, F). To have a working knowledge of the content standards of the Ohio Department of Education as
well as the suggested standards for the National Science Education Association (CFI-C,D;III-B).
Skills: The teacher candidate will:
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Be able to plan and implement a science environment appropriate for discovery in both formal and informal settings (CF I-D; IV-A, C, D; V-A, C, D, E).
Identify and utilize effective classroom management and organization techniques (CFV-A, B, C, D, E; VI-B).
Demonstrate an awareness of the individual differences among students (CF IV-A, B, C, D; V-A, E).
Be aware of the need for a scientifically literate citizenry (CF III-A, B, C). Be able to describe methods of authentic assessment for achievement (CF I-A; III-A, B, C).
Dispositions: The teacher candidate will:
Confidently deliver developmentally appropriate lessons in an effective and engaging manner. (CF I-B).
Be aware of and respond to culturally diverse student populations in classes (CF I-A; II-A, B; V-A, B, C, D).
5. Links to the Conceptual Framework: The teacher candidate will be equipped with newly obtained knowledge on science education in order to deliver effective and engaging lessons that are tailored to the individual students’ needs, develop collegial relationships with colleagues, and continue their lifelong learning journey.
6. Commitment to Diversity: The teacher candidate’s learning styles and needs will be honored during lessons, assessments, and class discussions. The teacher candidate will be knowledgeable and sensitive to diversity of P12 students during their lessons in order to create an inviting classroom environment.
7. Commitment to Technology: The use of technology (SMART board and Microsoft tools) will be incorporated and modeled during class in order to enhance and engage the teacher candidate in the learning process. The teacher candidate will utilize technology when developing science lessons for P12 students in order implement quality content, process, and assessment instruction.
8. Commitment to Reflection: Reflection time will be implemented by the instructor to obtain respectful feedback about instructional methods, strategies, and assessments utilized in class lessons in order to tailor instruction to meet the needs of the teacher candidate. The teacher candidate will reflect throughout the course and during and after instructing a lesson in order to create a classroom environment modeling effective science instruction.
9. Course Expectations
a. Attendance: Attendance is required for all students in all classes. Attendance in school has been shown to have a direct impact on student learning. This is not only true in P-12 settings, but also at the college level. Each teacher candidate is expected to maintain regular and punctual class attendance. Each teacher candidate is responsible for obtaining class notes and is
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responsible for all material covered (even if absent). A teacher candidate's grade will be reduced one letter grade for more than two (2) missed three (3) hour classes.
b. Academic Dishonesty, Plagiarism, and Cheating: The Division of Education adheres to Lake Erie College’s policies and procedures regarding academic honesty. Any act of academic dishonesty or cheating by a teacher candidate seriously impugns the integrity of Lake Erie College and the teacher candidate and will not be tolerated. Penalties for academic dishonesty will be imposed at the discretion of the individual faculty member. Any violation of academic standards may result in penalties up to and including expulsion. Any act of academic dishonesty, plagiarism, or cheating will result in the loss of points for that assignment. Any form of plagiarism may result in receiving zero (0) points for that assignment. Consult the Lake Erie College Student Success Planner for more details.
c. Disability Statement: Lake Erie College does not discriminate in its recruitment, admission or treatment of students. The College makes reasonableaccommodations to ensure that the academic program is accessible to the greatest extent possible by all students with disabilities. In particular, the College adheres to the provision of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and the Family Education Rights and Privacy Act of 1974. It is the policy of the College to make services available for any student who, through a recent assessment, can document a disability. Students, however, must meet all eligibility requirements to be admitted.
It is the responsibility of students with disabilities to see available assistance at the College and to make their needs known. The students must meet with the Director of Health and Wellness. All assistance/accommodation is coordinated through the Director of the Student Success Center. While Lake Erie College will provide reasonable accommodations, academic success is the student’s responsibility. For a full description, please see your college catalog.
d. Late Work: A teacher candidate's grade will be reduced one letter grade each day the work is past the due date; therefore, after the fourth (4) day the assignment will not be accepted.
e. Grading Scale: 96-100 A94-95 A-90-93 B+87-89 B84-86 B-80-83 C+73-79 C70-72 C-67-69 D+63-66 D60-62 D-Below 60 F
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f. Professional Dispositions: All teacher candidates are expected to demonstrate the professional dispositions adopted by the Lake Erie College Education Division.
g. Instructor’s Statement: The instructor may change this syllabus anytime. Students will be informed of these changes, but it is the responsibility of each student to be aware of these changes.
10. References
Dodge, J. (2005). Differentiation in action. A complete resource with research-supported strategies to help you plan and organize differentiated instruction—and achieve success with all learners. New York, NY: Scholastic
Friend, M., & Pope, K. L. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, 38(4), 156–161.
Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books.
Gray, K., & Waggoner, J. (2002). Multiple intelligences meet Bloom’s taxonomy. Kappa Delta Pi Record, 38(4), 184–187
Heacox, D. (2002). Differentiating instruction in the regular classroom; How to reach and teach all learners, Grades 3–12. Minneapolis, MN: Free Spirit.
Heacox, D. (2008). Critical elements in differentiating instruction for academically diverse classrooms. Minneapolis, MN: Free Spirit.
Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis, MN: Free Spirit.
Johnson, D., and Johnson, R. (2001). Cooperative learning. Retrieved on Monday, August 20, 2007 from http://www.clcrc.com/pages/cl.html.
Landsberger, J. (1996) Problem-based learning. Retrieved on August 22, 2007 from http://www.studygs.net/pbl.htm
Marzano, R., (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development
Ohio Department of Education (ODE). (2003). Academic content standards K–12 science. Columbus, OH: Author.
Ohio Department of Education (ODE). (2010). Academic content standards K–12 science. Retrieved from http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1705&ContentID=76585&Content=94865
Tomlinson, C. A. (1995). Deciding to differentiate instruction in middle school: One school’s journey. Gifted Child Quarterly, 39(2), 77–87.
Tomlinson, C. A. (1999). Mapping a route toward a differentiated instruction. Educational Leadership, 57(1), 12–16. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=14&hid=51&sid=297f1615-6961-4e39-82c0-33aa2abf9d1b%40sessionmgr3
Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58(1), 6–11.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Demirsky Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide for differentiating curriculum, Grades 5–9. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction + understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Wormeli, R. (2007). Differentiation: From planning to practice grades 6-12. Portland, ME. Stenhouse Publishers.
11. Assignments: High expectations are in place for the teacher candidate in regards to assignment completion. All assignments will be typed in Microsoft Word using Times New Roman, 12” font, with 1” left and right margins. Use of proper APA citation is required. Grading rubrics will be shared by the instructor and expectations will be discussed with the teacher candidate before completion of all class assignment.
12. Calendar: Will be given to students at the beginning of each month of class.
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Attachment BFaculty Vita
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BETTY CLIFFORDAssistant Professor Mathematics
Assistant Professor Education
EDUCATION
MS Mathematics – the Cleveland State University 1984BS Mathematics – the Cleveland State University 1973
Ohio State Licensure: AYA Mathematics
EXPERIENCELake Erie College - Dual Appointment
Full Time: Fall 2003 – Present,
Assistant Professor of Mathematics Assistant Professor of Education
Learning community Faculty Representative: Science, Health, Environment and Math
o Creates activities to involve freshmen into their community.o Attends college functions with LEC students to keep them involved.o Works with SH&E Faculty to promote the community.o Instructor of the HU125 (HU110) course for the LC-SHEM
Adjunct: 1985 – 2003.
The Cleveland State UniversityAdjunct professor of Mathematics: 1981 – 1984
South Euclid Lyndhurst School: 1973 -1980Teacher – Middle School and High School Mathematics
HONORS AND AWARDSHonorary member of National Mortar Board of Lake Erie College, March 2012Excellence in Teaching – Lake Erie College, May 2007
STUDENT HONORS AND AWARDS Spring 2012 – An AYA math student will present at the October OCTM Conference in
Columbus. She received the Ohio Council of Teachers of Mathematics Award (one of six awarded from the colleges in Ohio).
2011-2012 – One graduate in the Honors program, presented at the Senior Honors Night. This student was accepted into University of Tennessee PhD Mathematics
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Program. She was one of sixteen accepted and is attending IMMERSE, University of Nebraska,
2010-11 - Two graduates were in the Honors program and presented at the senior Honors night. One math major received the Ohio Council of Teachers of Mathematics Award (one of six awarded from the colleges in Ohio).
2009-2010 – Three graduates were in the Honors program and presented research on senior Honors night.
o Mathematics graduates successes follow: A math major received the Ohio Council of Teachers of Mathematics
Award (one of six awarded from the colleges in Ohio). A math major was accepted at University of Cincinnati for Doctorate
of Pharmaceutical Studies. A Math Major recognized at Senior Convocation for Education Student
of the Year. A math major received the Presidential Honors’ Award. Four other graduates in math resulted in two being accepted in
graduate schools, one working in finance, and one in PhD program; one teaching; and one working in quality control in industry.
MATHEMATICS AND MATH EDUCATION ACTIVITIES
Organized a Senior Research Presentation and Dinner, in conjunction with activities of our Mathematics Club.
Host annual Pi Day Celebrations (a part of History of Mathematics curse). Attended the Rose Holman Undergraduate Research Conference with students. Attended the Undergraduate Research Conference with students where one senior
AYA student presented. These interpersonal relationships we develop last outside of the classroom and beyond graduation.
Attended STEM-Common Core Standards workshop in Toledo with AYA and Middle School Math Methods Students.
Presented “What do I learn in College” with AYA and Middle School Math Methods Students present at Fairport Harbor Schools: Students presented activities that they do in college math classes to grades 7 – 12.
Participated in Family Nigh Math with Early Childhood Math Methods students. Held Math Praxis II review nights: Fall, Monday nights form 6:30 – 8:30
Spring, Wednesday nights from 6:30 – 8:30. Attended and presided over implementation of Common Core Standards Workshops
and Professional Development.
ASSOCIATIONS
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GCCTM – Greater Cleveland Council of Teachers of Mathematics OCTM – Ohio Council of Teachers of Mathematics NCTM – National Council of Teachers of Mathematics MAA – Mathematics Association of America
RESPONSIBILITIES IN THE DIVISION OF EDUCATION
TEACHING COURSE LOAD IN EDUCATIONEDP318 Survey of Mathematics
EDE320 Math methods for Early Childhood
EDP420 Middle School Math Methods
EDA401 Math Methods for AYA (Adolescence and Young Adults)
MT105-106 Math for Education – New Course
(This course will complete the General Education Requirements for Early
Childhood and Special Education majors.)
OTHER RESPONSIBILITIES and ACHIEVEMENTS IN EDUCATION
AYA Mathematics ProgramCoordinate the mathematics curriculum to align with Ohio Department of Education
Correlate the NCATE and NCTM standards with appropriate courses. Match the math program to the SPA’s need for ODE/Regents approval
Mathematics Success:AYA math majors received the Ohio Council of Teachers of Mathematics (OCTM) scholarship for the following years: 2009, 2010, and 2011.
Math advisor to AYA math students(and Science) Advise the math content courses
o Created Four-year plan for AYA math.o This included both math and education courses.
Work with students individually, to review for PRAXIS. This is on my own, not an assigned duty.
Work with Middle School math license pre-service students on completion of math requirements
o This involves creating independent study courses to enhance their content and fulfill the credit hour requirements.
Advised four-year schedule for AYA science license.Proposal for Math AYA accreditation
Aligned coursework and syllabi to meet the standards for the NCTM, National Council for Teachers of Mathematics.
Aligned curricula inclusive of all math courses to meet PRAXIS II standards. Aligned Mathematics coursework to meet licensure requirements in Ohio.
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Courses created Added the courses, History of Mathematics and Discrete Mathematics to the math
curriculum. The courses were need for accreditation and strengthened the math program.
RESPONSIBILITIES IN THE DIVISION OF MATHEMATICS AND SCIENCE
Instruct 12 semester hours Having appointments in both mathematics and education usually results in a course
overload. My course load averages 14 – 15 hours a semester, three courses in the math department
and one/two in the education department.As acting department head of mathematics my responsibilities include the following:
Interview and hire mathematics adjuncts, Oversee their courses, teaching methods, and intervene when necessary, and Counsel adjuncts about students, content, and/or grading.
My advising responsibilities include: Math majors, PSEO students, and Working with at-risk students.
Tutoring Students I am always available for my students as well as students in other math classes to answer
questions and help with their math. Many times I will have several students working outside my office so that they can ask
questions as they studyScheduling of math courses. Within this responsibility I
schedule all math courses for best use of classroom space and faculty. request room and order textbooks for adjuncts. wrote the syllabi for MT104 and MT107 so all adjuncts are following common course
expectations. coordinate the upper level courses with the science department and education department
so students have the minimal amount of course conflict.Placement of incoming freshmen
Improvement to math department:o From one MT210, Calculus, class of 14 students to three (3) calculus classes with a
total of 60 students, o From one MT109, Precalculus, class of 20 to four (4) Precalculus classes with a total
of 100 students. The number of MT104, Basic Algebra, classes has been reduced from 5 classes to 3. Keeping with the philosophy of Lake Erie and its mathematics department, the placement is
design to continue the academic growth of the student: stimulating his/hers interest and challenging their minds.
Placing a first year student in the mathematics course that is a continuation of what they have had will prohibit boredom; create good study habits and more likely a desire to continue learning at a higher level.
If the students are place correctly early, LEC will have fewer students in their junior and senior year requesting to take a specific math course required for admission into graduate school.
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Academic Learning Center Mathematics Lab: Created the definition, requirements and responsibilities of the Academic Learning Center Mathematics Lab
During spring and summer of 2009, I researched Math Learning Centers and designed the program.
I consulted with Dr. Collis, Dr. Schwartz and Dr. Robinson. Working with Mr. Kramer and the coordinators of the Academic Advising in making this
Lab a success. Recommending, hiring and overseeing the math tutors. Tutors will have bi-weekly meetings with Mr. Kramer and myself Students use the lab as a source for guidance with homework problems and class projects The MT104 class is attending weekly and MyMathLab computer program is integrated into
the course.Redesigned the requirements for the mathematics major:
We are now aligned in content with colleges of our size. This is an ongoing project and will be reviewed as the college grows.
The courses now offered allowed Lake Erie College to receive accreditation for AYA. There are two possible degrees: BA in Mathematics, for the Education major, and BS in
mathematics. Defined the requirements for a minor in mathematics New requirement of Senior Research in the student’s field of interest.
Created the four year schedule for math majorsEvery advisee receives a four year plan.
Students are able to complete their degree in four years, with minors in many areas Students are able to have double majors because they know what courses are offered
and when to take them. The math major courses have been on a two-year cycle and listed as such in the
catalogue o Student know when to take a specific courseo Creates larger class size.
COURSES CREATED:
Department of Mathematics Department of EducationMT303 History of Mathematics EDP318 Survey of MathematicsMT300 Modern Geometry and Logic EDP420 Middle School Math MethodsMT209 Discrete Mathematics EDA401 Math Methods for AYA (Adolescence and
Young Adults) MT370 Mathematics and Literature**MT370 Numerical AnalysisMT370 Elementary Number TheoryMT105 – MT106 math for Education – newCourses to be implemented in Fall 2012
** Mathematics and Literature was an elective course. Its purpose was to find mathematics in fiction, poetry, plays, films, short stories, and novels. There were 12 students in the class with a diverse selection of majors.
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MT107 Applied College Algebra
Redesigned the content for MT107 Applied College Algebra to fit the needs of the student population of Lake Erie College in the Fine Arts and Humanities areas.
Completed the process of assessment with scope and sequence indicators together with the instructors of MT107, Applied College Algebra and MT109.
Provided adjuncts with a comprehensive syllabus for MT107 and MT109 Created a pre-test and post-test assessment for all students taking the course.
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COURSES TAUGHT: *Currently the instructor:
Department of Mathematics Department of Education
MT324 Modern Abstract algebra * EDP318 Survey of Mathematics*
MT323 Modern Linear Algebra * EDE420 Math methods for Early Childhood *
MT311 Intermediate Analysis EDP420 Middle School Math Methods *
MT303 History of Mathematics * EDA401 Math Methods for AYA (Adolescence and Young Adults) *
MT300 Modern Geometry and Logic *
MT211 Calculus and Analytical Geometry II
MT210 Calculus and Analytical Geometry I
MT110 Precalculus II *
MT109 Precalculus I *
MT107 Applied College Algebra *
MT104 Basic Algebra
MT370 Mathematics and Literature**
MT370 Numerical AnalysisElective course – Special TopicsMT370 Elementary Number Theory, Sp 2011Elective course – Special Topics
Miscellaneous
Submitted a proposal for an IT and Computer Science major for the Department of Science and Mathematics per the request of the administration.
Headed the Search for the position of Assistant Professor in Mathematics.
Served on various ad hoc committees, AQIP and Faculty Secretary, Athletic Council Faculty Representative, Faculty Budget Committee.
Michigan-Dearborn 1994 BA History/Psych Oakland University 2000 M.Ed. Early Childhood EducationOakland University 2005 Ph.D. Early Childhood Education
College Level Teaching Experience and Responsibilities
2006-present Associate Professor and Coordinator of Early Childhood EducationLake Erie College 391 W. Washington Street Painesville, OH 44077
440-375-7167Teach early childhood licensure courses (PreK-3rd Grade). (4 per semester) EDE 304 Child Development and Learning; EDE306 Curriculum Development and Implementation; EDE307 Fine Arts in Early Childhood; EDE308 Family and Community Relations; EDC321 Phonetic Approaches to Reading; EDE323 Reading and Language Arts in Early Childhood; EDC324 Reading Diagnosis and Correction; EDC325 Reading, Writing Workshop; EDE410 Literature-Based Reading; EDM595 Anti-Bias Curriculum; EDM501 Issues in Education
Advise 60+ early childhood PreK-3rd Licensure candidates.
Work collaboratively with the Education Dept. to maintain TEAC/OBR accreditation, and provide service to community agencies. Wrote four program assessments for NCATE/ODE accreditation: Integrated Unit Assessment Rubric, Mock Praxis II Comprehensive Exam, Service Learning Project Rubric and Developmental Child Case Study Rubric.
Developed a Master’s level Anti-Bias Curriculum course. Developed new Early Childhood Development and Instruction Bachelors, non-licensure program, and an ECE Master’s Degree program.
2005-2006 Part-time Instructor, ECEBaker College, Allen Park, MI
Responsible for planning and implementing course content of weekly sessions. Incorporate technology in instruction through the use of PowerPoint presentations and internet resources. Organize instruction time to include lecture and discussion, hands-on experiences, group work and oral presentations. Administer tests on student knowledge of course content. Analyze written assignments and off site
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observations. I am currently teaching: Developing Anti-Bias Curriculum and Introduction to Early Childhood Education. During Winter 2006, Infant and Toddler Care, Cognitive Activities for Young Children, Guidance and Discipline and Developing the Early Childhood Curriculum. Spring 2006, School Age Child and Assessment and Observation Methods.
2001 to 2003 Part-Time Instructor, ECESchoolcraft College, Livonia, MI
2001 Adjunct Faculty for Master’s Practicum in Early Childhood EducationOakland University, Rochester, MI
Responsible for supervising groups of graduate students during a two week summer practicum at the Lowry Center. Participated in team teaching and attended regular meetings to plan and discuss issues. I was responsible for teaching the graduate students how to implement documentation and embedded assessment through digital photography, anecdotal notes, and portfolios. Early Childhood Classroom Teaching Experience
2002-2005 Full Time Pre-Kindergarten Teacher- Primary ProgramAcademy of the Sacred Heart, Bloomfield Hills, MI
Responsible for assessing the development of a pre-kindergarten home base group of nine children. Operating the primary playroom for the pre-kindergarten and kindergarten children. Team teaching with the kindergarten and first grade teacher and planning cluster activities and conduct team parent/teacher conferences, three times a year. Attend regular department, all school and division meetings. During the camp session I planned and implemented the daily cooking class for five groups of children between the ages of four and seven years of age.
1997- 2002 Full Time Head Teacher Echo Park School, Farmington Hills, MI
Responsible for planning and implementing curriculum for the three-year-old classroom. Independently conducted parent/teacher conferences and supervising two assistant teachers. Developed after school enrichment courses: cooking and tea party.
1997-2000 Brookside Day Camp Director Cranbrook Educational Community, Bloomfield Hills, MI
1995-1996 Substitute Teacher and Aftercare Co-DirectorThe Roeper School, Bloomfield Hills, MI
Committees 2010-2012 Honors, Study Abroad and Internships Committee2009-2010 Executive Member of AAUP Chapter
Current Research
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2011-2012 Action research on training pre-service teacher candidates to use the Journey North website and the related resources to plan and implement a project-based unit on the monarch migration. This is a collaborative research project with a cohort in Georgia at Albany State University. Partnership Science Education Grant $310.
2009 – Present Conduct continuous research on local Underground Railroad history to establish legitimacy of local UGRR lore. Locate primary documentation on local abolitionists and free blacks living in Ohio at the time of slavery. This research is translated into lessons for pre-service teachers and local classrooms.
2009-Present Established a collaborative partnership with Ursuline College’s Department of Historical Preservation and Interpretation to compile an
exhaustive collection of documentation on Dr. John Mathews of Painesville, OH.
Community Service
2006- Present Board Member of CARES Literacy Coalition
2006- Present Public Policy board member of NAEYC affiliate, Tri-County Association for the Education of Young Children- Coordinate the Week of the Young Child Event.
2007- Present Organize annual the Storytelling Harvest and Seuss-athon! in collaboration with CARES Literacy Coalition.
2007-2011 Collaborate with Maple Elementary School (Painesville City School District) in initiating the TEAM-Up Project. Pairing 3rd graders with high achieving
5th graders mentored by Lake Erie College students. Assess learning outcomes in reading comprehension, fluency and overall academic achievement.
2007 Youth Programs Volunteer at the Lake County Historical Society
2008 Ohio Board of Regents (OBR) Early Childhood Education Articulation Committee: Serve on the Building Families and Communities Subcommittee. Defined learning outcomes for Ohio colleges and universities to align their early childhood education courses to be considered for statewide TAG initiative.
Presentations
Delavan, K.R. Liberty Hollow: The Eber Howe House and the Underground Railroad.
Lake Metro Parks EcoCafe. Concord, Twp., OH. June 20th, 2012.
Delavan, K.R. Painesville at the Crossroads to Freedom. Delta Kappa Gamma Sorority
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meeting. Painesville, OH. April 17th, 2012
Delavan, K.R. Painesville at the Crossroads to Freedom: Bringing History to Life
Through Experiential Learning and interactive Technology. National Social
Science Association Summer Conference. Seattle, WA. July 31st-Aug 4th 2011.
Delavan, K.R. Painesville at the Crossroads to Freedom: Bringing History to Life
Through Experiential Learning and interactive Technology. National Parks
Service 2011 National Underground Railroad Conference, Cincinnati, Ohio. July
15-18th 2011.
Delavan, K.R. Painesville at the Crossroads to Freedom. Presentation at Barnes and
Noble, Mentor, OH. February 20, 2011.
Delavan, K. R.. Painesville at the Crossroads to Freedom. Presentation to the Lake Erie
College Board of Trustees. October, 23rd 2010
Delavan, K. R. Painesville at the Crossroads to Freedom. Professional development seminar at Lake Erie College, Painesville, Ohio. July 14-16, 2010
Delavan, K.R. Using Music to impact student learning of content standards (K-12). NEOEA Day Professional Development Seminar at Lake Erie College. October 17th 2008 and November 1st 2008.
Delavan, K.R. Infant and Toddler Care in Reggio Emilia, Italy. A workshop presented for caregivers. 13th Annual 4C Community Sharing for Healthy Caring. Saturday, November 15 th, 2003.
Delavan, K.R. Infant and Toddler Care in Reggio Emilia, Italy. A workshop presented for caregivers. MDAEYC Fall Conference. Saturday, October 18th, 2003.
Delavan, K.R. Visit to Reggio Emilia, Italy. A workshop presented to caregivers. Annual Month of the Young Child Conference: Celebrating Children and Early Childhood Professionals. Saturday, April 12, 2003. .
Professional Development2012 Quality Matters Build Your Own Course Online Training. March 8-22
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2012 Ohio Performance Based Assessment Pilot Project (OPAPP). Cohort #3 Higher Education Participant training sessions. January 13, February 20-21, March 8-9, May 15-16
2011 OCTEO Conference: Accountability to Excellence: Evidence of Program Effectiveness and Innovation Attributable to Assessment. September 29, Dublin, OH.
2011 National Social Science Association Summer Conference. July 31st-Aug 4th. Seattle, WA.
2011 Regional Standards Rollout Phase II “Digging Deeper!, Pre K-12” ODE Standards Role Out: Phase 2. July 20th. ESC of Cuyahoga County, Valley
View, OH.
2011 National Underground Railroad Conference. June 15th-18th, Cincinnati, OH.
2011 ODE Model Curriculum Roll Out 101:Phase 1. May 16th, Columbus, OH.
2010 Teacher Mentor Workshop, Valley View, May 20th, Valley View, OH.
2010 OCTEO Conference: Improving Teacher Education in Ohio, Innovations
in Teacher Education. October 15th, Dublin, OH.
2007-2008 Teachers Rock Professional Development at the Rock and Roll Hall of
Fame: November 14th, 2007; December 12th, 2007; January 9th, 2008. Cleveland, OH
2007 -2008 OCTEO Conference, Wednesday, Oct 14th, Columbus, OH2008 -20092009 NCATE SPA Report Process Conference Thursday, September 28th,
Columbus, OH
2006 Tour of First Nation Reservation Preschool and Elementary Stony
Point/Kettle Point Schools Sarnia, Canada
2003 International Study Tour of Reggio Emilia Municipal Schools, Italy February 28 – March 8, 2003. Attended workshops and tours of the
municipal infant-toddler and preschools buildings. Attended discussion
groups with teachers, atelierista, pedagogista and parents. Responsible for
presenting experience to the Education Department at Oakland University.
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Professional Affiliations
CARES Literacy CoalitionDelta Kappa Gamma Society International National Association for the Education of Young Children National Social Science AssociationTri-County Association for the Education of Young Children
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Catherine D. Krammer428 Liberty Street Painesville, OH 44077
Ph.D., Special Education, University of Kansas, 2007Area of emphasis: Special Education/ Teacher PreparationMinor area: ResearchDissertation: Literacy and Deafness
M.S., Special Education, University of Kansas, 2001Area of emphasis: Special Education, Deaf EducationMinor areas: Early Childhood, Learning DisabilitiesThesis: Disability awareness/empathy skills
B.S., Elementary Education K-6, University of Kansas, 2000Area of emphasis: Elementary Curriculum and InstructionMinor area: Deaf Education
Interpreter Training Program, University of Kansas, 1995
Area of emphasis: Educational Interpreting PK-12
PROFESSIONAL LICENSURE
Intervention Specialist (K-12) 5 Year State of OhioHearing Impaired (PK-12)Early Childhood (P-3) 5 Year State of Ohio
Eligible for Alternative Educational Administration License
PROFESSIONAL EXPERIENCE
2009-Current Assistant Professor, Special Education-Mild to ModerateCoordinator, Special EducationLake Erie College, Painesville, OH
Responsibilities:
Served as Special Education Director for undergraduate mild to moderate intervention specialist licensure programSupervised and evaluated undergraduate students in their field placementsSupervised adjunct instructors for the programServed as advisor for students majoring in special education
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Prepared program updates and changes and submitted proposals to faculty program committeeResponsible for writing Response to Conditions Report to the Ohio Board of Regents, Oct. 2009Responsible for writing Progress Report to the Ohio Board of Regents, Feb. 2011Reviewer for CEC SPA reportsParticipated as active member of the college community through attendance of faculty meetings, Education Unit meetings, campus events and volunteer opportunities within the college
Undergraduate Courses Taught:Introduction to ExceptionalitiesInclusive StrategiesWorking with Mild to Moderate DisabilitiesBehavior ManagementCurriculum and Instruction for Mild to Moderate DisabilitiesCollaboration and Transition PlanningAssessment and InterventionField Seminar
Graduate Courses Taught:Models of Effective InstructionFundamentals of CurriculumExceptional Child in the Classroom
2010-Current Adjunct Online Professor, Special EducationGallaudet University, Washington, D.C.
Responsibilities:Taught three courses for the online graduate certificate program: Deaf Students with Disabilities Utilized the Learning Management System (Blackboard) in order to plan, instruct, and evaluate candidates seeking this certificate.
Graduate Courses TaughtTrends in Special EducationSpecial Education Functional CurriculumLanguage and Literacy Development for Deaf Students with Disabilities2007-2009 Assistant Professor, Special Education-Mild to Moderate
Interim Director, Special EducationUrsuline College, Pepper Pike, OH
Responsibilities:Served as Interim Special Education Director for two graduate and one undergraduate programsSupervised and evaluated undergraduate and graduate student teachers in their clinical placementsSupervised adjunct instructors for the programsServed as advisor for undergraduate and graduate studentsParticipated in preparation for Ursuline’s NCATE visit (April 19-23, 2008)-full accreditation receivedPrepared “Response to Condition” Reports for CEC SPA for three programsReviewer for CEC SPA reportsUtilized multiple student information systems and assessment systems (Jenzabar, Educator, Angel, TK20)Participated as member of college committees and active member of the college community
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Undergraduate Courses Taught:Introduction to Special EducationBehavior ManagementAssessment for Special EducationAssessment for Early ChildhoodSpecial Education in Early ChildhoodWorking with Mild to Moderate DisabilitiesCurriculum and Instruction in Special EducationConsultation and Collaboration in Special EducationStudent Teaching Seminar
Graduate Courses Taught:Graduate Research and WritingIntroduction to Special EducationSpecial Education MethodsGeneral Education MethodsEarly Childhood Curriculum and MaterialsInternship I & IIConsultation and Collaboration
2001-2006 Resource Teacher for the Deaf and Hard of Hearing Blue Valley School District, Overland Park, KS
Responsibilities: Coordinated services for students with hearing loss and additional mild to moderate disabilities in the center based program for deaf and hard of hearing students (PK-5), collaborated with general and special education staff, assessed students and determined present level of performance, developed and implemented individualized education plans based on students needs, adapted materials, supervised interpreters and paraprofessionals, and served as case manager for the student and the student’s family
2006 Field Experience Supervisor-Graduate Teaching Assistant-University of Kansas, Department of Special Education
Teacher Education Program
Responsibilities Supervised six student teachers in various field experience placements, evaluated and provided feedback on lessons and assignments, graded portfolios and assigned grades, and lead a monthly course seminar
2005 College Teaching AssistantUniversity of Kansas, Department of Special EducationCourse: Language and Deafness
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Responsibilities Developed syllabus, planned and developed lectures, administered and graded assignments and tests, held conferences with students, and monitored blackboard messages
2000-2006 Supervising Teacher for Deaf Education Practicum Students University of Kansas/Blue Valley School District
Responsibilities Supervised seven student teachers during their student teaching experience (PK-12) and collaborated with University Supervisors to ensure students were meeting all requirements for their practicum or internship, familiarized students with the building, staff and students, involved them in the lesson planning, introduced them to the Individualized Education Plan development and implementation, and provided feedback on their teaching and classroom management
2000-2001 Itinerant Teacher for the Deaf and Hard of Hearing Blue Valley School District, Overland Park, KS
Responsibilities Coordinated services for students in six schools (PK-6), collaborated with general and special education staff, assessed students and determined present level of performance, developed and implemented Individualized Education Plans based on students needs, adapted materials and served as case manager for the student’s family
1996-2000 Freelance Interpreter for the Deaf Greater Kansas City metropolitan area
Responsibilities Provided sign language interpreting services for deaf and hard of hearing individuals in local school districts and community programs
1995-1996 Educational Interpreter for the Deaf, Homer Junior High School, Homer, AK
Responsibilities Provided educational sign language interpreting and tutoring services for two eighth-grade students for all core and elective courses as well as extracurricular activities
COMMITTEE MEMBERSHIPS
Faculty Development and Welfare Committee and Secretary, Lake Erie College 2011-Present
President-elect, Teacher Education Division of Ohio, 2010-2011
Teaching and Learning with Technology Roundtable, Ursuline College, 2008- 2009
Human Subjects Committee, Ursuline College, 2008-2009
Task Force for Redesign of SPED Licensure Highly Qualified Teachers, 2008-2009
Teaching Academy Advisory Board, Mayfield School District, 2007- 2008
Professional Learning Community team leader for Liberty View Elementary School 2004-2006
Case Manger for First and Second Grade Problem Solving Team-Blue Valley School District 2004-2006
Task Force for Developing Guidelines for Least Restrictive Environment-Blue Valley School District 2005
National Representative for the Blue Valley School District at the National Educational Association National Convention in Los Angeles, California 2005
State Representative for the Blue Valley School District at the Kansas National Education Association State Conference in Topeka, Kansas 2003-2005
Building Representative for Blue Valley School District National Education Association 2003-2005
Co-President of the Kansas City Chapter of Council for Exceptional Children 2003-2004
Task Force for Aligning Kansas State Standards with IEP Goals-Blue Valley School District 2003
Task Force for Assistive Technology Training Blue Valley School District 2002
PROFESSIONAL MEMBERSHIPS
American Association of University Professors 2009-PresentCouncil for Exceptional Children 2000-PresentCouncil for Learning Disabilities 2000-PresentTeacher Education Division of CEC 2006-PresentAlexander Graham Bell Association 2000-PresentOhio Association of the Deaf 2006-PresentOhio Chapter of the Registry of Interpreters for the Deaf 2006-PresentQuota International 2007-Present
PRESENTATIONS
*All presentations done before June 2006 are under maiden name of Davis
Krammer, C. (2009, Nov.) How do we do this? General and special education collaboration to address HQT. Poster presentation presented at the 2009 Teacher Education Division of the Council for Exceptional Children Conference. Charlotte, NC.
Krammer, C. & Theoharris, R. (2009, Nov.) Analysis of school culture and climate: Implications for students with disabilities. Poster presentation presented at the 2009 Teacher Education Division of the Council for Exceptional Children Conference. Charlotte, NC.
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Krammer, C. (2009, April). Value-Added assessment: What does it mean for students with disabilities? Poster presentation presented at the 2009 Council for Exceptional Children Conference. Seattle, WA.
Krammer, C. (2009, April). Strategies to support students with diverse learning needs in higher education. Poster presentation presented at the 2009 Council for Exceptional Children Conference. Seattle, WA.
Krammer, C. & Cherry, M. (2008, November). Value-added assessment: Implications for students with disabilities. Lecture presented at the 2008 Teacher Education Division of the Council for Exceptional Children Conference. Dallas, TX.
Krammer, C. (2008, November). Diverse learning needs in higher education: Strategies to support students. Poster presentation presented at the 2008 Teacher Education Division of the Council for Exceptional Children Conference. Dallas, TX.
Krammer, C. (2008, April). The effects of the methods of repeated and assisted reading on reading fluency and comprehension for deaf and hard of hearing students. Poster session presented at the 2008 Council for Exceptional Children Conference. Boston, Massachusetts.
Krammer, C. & Theoharis, R. (2008, April). Surviving the dissertation experience. Poster session presented at the 2008 Council for Exceptional Children Conference. Boston, Massachusetts.
Theoharis, R. & Krammer, C. (2007, November). Preparing future deaf educators through a quality practicum experience. Lecture presented at the 2007 Teacher Education Division of the Council for Exceptional Children Conference. Milwaukee, Wisconsin.
Krammer, C. & Theoharis, R. (2007, November). Navigating the doctoral program: From the student’s perspective. Round table session at the 2007 Teacher Education Division of the Council for Exceptional Children Conference. Milwaukee, Wisconsin.
Theoharis, R. & Krammer, C., (2007, April). Creating quality practicum experiences for deaf and hard of hearing student teachers. Lecture delivered at the 2007 Council for Exceptional Children Conference. Louisville, Kentucky.
*Davis, C., & Theoharis, R. (2006, spring). Introduction: Meeting the educational needs of students with hearing loss. Presentation at the University of Kansas, Overland Park, Kansas, SPED 775 & 875, practicum seminar.
Davis, C. (2005, August). What to expect when you have a student with hearing loss in your classroom. Presentation to Liberty View Elementary School Staff, Olathe, Kansas.
Davis, C. & Honors, E. (2005, August). Assistive technology for students who are deaf and hard of hearing: Hearing aids, FM systems, cochlear implants and more. Presentation given to Liberty View Elementary Special Education Staff. Olathe, Kansas.
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Davis, C. (2004, Spring). Collaborating with other service professionals to meet the needs of students with hearing loss. Presentation to Blue Valley School District Learning Resource Teachers. Olathe, Kansas.
Davis, C. (2003, August). The deaf and hard of hearing resource room and center based model. Presentation to Blue Valley School District Speech Language Pathologists. Olathe, Kansas.
Davis, C. (2003, August). Teaching students who are deaf and hard of hearing: Strategies to implement in your classroom. Presentation to Liberty View Elementary School Staff. Olathe, Kansas.
Davis, C. & Honors, E. (2003, August). Assistive technology for students with hearing loss: Use and care in the classroom. Presentation to Liberty View Elementary School Special Education Staff. Olathe, Kansas.
Davis, C. (2002, August). Strategies for working with students with a hearing loss in the classroom. Presentation given to Liberty View Elementary School Staff. Olathe, Kansas.
Davis, C. & Honors, E. (2002, August). Hearing aids, FM systems, and cochlear implants: Use and care in the classroom. Presentation to Liberty View Elementary School Special Education Staff. Olathe, Kansas.
Davis, C. & Honors, E. (2001, August). The center based resource room for deaf and hard of hearing students. Presentation to Liberty View Elementary School Staff. Olathe, Kansas.
INVITED LECTURES and WORKSHOPS
Krammer, C. (2012, March). Dealing with Diverse Populations. Field I Seminar Presentation. Lake Erie College.
Krammer, C. (2012, March). Behavior Management. Field II Seminar Presentation. Lake Erie College.
Krammer, C. (2011, November). Collaboration between General and Special Education. Field II Seminar Presentation. Lake Erie College.
Krammer, C. (2011, November). Response to Intervention. Student Teaching Seminar Presentation. Lake Erie College.
Krammer, C. (2011, October). Connect the Dots Information Exchange: Special Education Panel. Lake Erie College.
Krammer, C. (2010, March). Universal design and differentiation in higher education. Brown bag lunch discussion. Lake Erie College.
Krammer, C. (2009, November). Mean little deaf queer. Book discussion at Barnes and Noble, Mentor, OH.
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Krammer, C. (2008, November). Differentiation and strategy instruction for students with mild to moderate disabilities. Contracted two-day workshop provided for St. Barnabas Catholic School. Northfield, OH.
Krammer, C. (2008, October). What you need to know about autism. Guest lecturer for Phi Lambda Theta conference. Beachwood, OH.
Krammer, C. (2008, October). Sign language and deaf culture. Guest lecturer for Ursuline College’s Mission in Action Lecture.
Krammer, C. (2008, February). A crash course in statistics. Guest lecturer for value added lab presented to all students getting ready for student teaching. Ursuline College.
Krammer, C. (2008, January). Professional learning communities as they relate to the value added movement. Guest lecturer for value added lab presented to all students getting ready for student teaching. Ursuline College.
Krammer, C. (2007, November). Working with students who have a hearing loss: What general education teachers need to know. Guest lecturer for Pi Lamda Theta conference. Beachwood, OH.
Krammer, C. (2007, October). What general education teachers need to know about special education. Guest lecturer for graduate human development course at Ursuline College.
PUBLICATIONS
Krammer, C. (2008). Play school movement. Contributed to the Encyclopedia of Educational Reform and Dissent. Thousand Oaks, CA: Sage
Davis, C. (2006). Making inclusion work. In Gargiulo, R. M., Special Education in Contemporary Society (pp. 460-461). Belmont, CA: Thomson Learning.
DISSERTATION
Krammer, C. (2007). The effects of the methods of repeated and assisted reading on the reading fluency and comprehension of deaf and hard of hearing students. (Doctoral dissertation University of Kansas). ProQuest/UMI Manuscript ID: ku:1929.
UNPUBLISHED MANUSCRIPTS
Krammer, C. (2006). Least restrictive environment for deaf students: What does the future hold for residential schools for the deaf? Unpublished manuscript.
Krammer, C. (2006). Social implications for mainstreamed children with cochlear implants. Unpublished manuscript.
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RESEARCH INTERESTS
Mild to moderate disabilities, low incidence disabilities, value-added assessment, differentiation, universal design for learning, cognitive strategy instruction, literacy, teacher preparation, assessment methods, deafness, communication strategies, socialization issues for children with disabilities, co-teaching and collaboration, and partnerships between school districts and higher education programs
VOLUNTEER WORK
Reading Tutor, Painesville, Ohio Public Schools
Quota International, Serving Disadvantaged Women and Children and Persons with Speech and Hearing Disabilities.
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Matthew J. Theisen13096 Radcliffe Road Chardon, OH 44024
Education Rockford College, Master of Arts in Teaching, May 2003.Carthage College, Bachelor of Arts in Speech/Theatre/Communications, May 1994.
CertificationIllinois Standard Elementary Teaching K-9, LBSI, December 2000.Endorsements in Fine Arts, Social Studies, English
Professional ExperienceDirector of Clinical Lake Erie College 2011-presentExperiences and Partnerships/Faculty
President A Leg Up, Inc. 2008-presentCaledonia, Illinois
Special Education Teacher Harlem School District 2006-2010Loves Park, Illinois
Special Education and Rockford Public School District 2002-2006 Theatre Teacher Rockford, Illinois
Elementary Teacher Harlem School District 2000-2002Loves Park, Illinois
Evening Instructor Atwood Outdoor Environmental Center 1995-2001Evening Program Director Rockford, Illinois
Camp Director Rockford Park District 1993-1997Camp Counselor Rockford, Illinois
Skill Sets Secured 501c3 status for co-founded non-profit organization Conducted Board Meetings Led fundraising campaign Managed Special Education case load Held annual review meetings, developed IEPs, and attended diagnostic meetings
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Attended team teaching/inclusion workshops Served on Building Climate, Choice Open House, and Safety Committees Trained and supervised volunteers Developed English and Reading curriculum and programming Created staff manual Recruited and interviewed employees Modified curriculum for individual, differentiated instruction
1992: Ashland University, Master’s Degree in Reading
1976: Lake Eric College, Bachelor of Science in Education
Teaching Certifications:
Education of Handicapped (K-12) – Permanent:
Developmentally Handicapped, Specific LD, Severe Behavior Handicapped
Reading (K-12)
Elementary (1-8) – Permanent
Reading (K-12)
National Board Certification in Early Childhood through Young Adulthood/Exceptional Needs Specialist- 2000 Renewed in 2010
Professional Experience:
Lake Erie College:
August, 2011 – present- Coordinator for Education Campus Supervisors, work directly with student teachers on the Teacher Performance Assessment process, and teach reading courses to undergraduate students in the Teacher Education Program
Perry Local Schools:
August, 2008-June, 2011- Cross Categorical Multi-Handicapped Unit, gr. 5-8
August, 1995-June, 2088- Intervention Specialist, gr. 6-8
August, 1994-June, 1995-Intervention Specialist, gr. 5, Inclusion Pilot Program
B.S. in Ed. Elementary Education Youngstown State University
Post Grad Secondary Administration Youngstown State University
MS in Ed. Elementary Administration Westminster College
Ed.D. Educational Administration The University of Akron
Post Grad Christian School Administration Grace Theological Seminary
Current Professional Experience:
1991 – Present Lake Erie College: Painesville, Ohio
Listed below are various faculty positions I have held at Lake Erie College since 1991.
Accreditation and Assessment Coordinator Field Director NCATE and Assessment Coordinator TEAC Coordinator Associate Dean for Professional Development Associate Dean for Teacher Education and Masters of Science in Education Associate Professor in Teacher Preparation and Master of Science in Education
Previous Professional Experience:
Grove City College: Grove City, PennsylvaniaAssistant Professor and Director Secondary Education
Youngstown State University: Youngstown, Ohio Part-time faculty-Supervisor of Student Teachers
The University of Akron: Akron, OhioGraduate Assistant: Secondary Education
Youngstown Public Schools: Youngstown, OhioTeacher: Grades – Kindergarden, 3, 4, 5Adult Basic EducationHead Teacher for Headstart Program
Presentations:
Ramsay, Carol and Harkness, Shelly; Implementing Ohio’s Standards for Teachers and Administrators in Higher Education (October 18, 2007) The Conference Center at OCLC.
Ramsay, Carol and Jones, Bruce, Working Together to Build Strong Teachers, OCTEO Conference Fall Conference October 10-12, 2001. Columbus: Radisson Airport Hotel.
Steffy, Herbert and Ramsay, Carol P.; OCTEO Spring Conference 2000; April 12-14, 2000; “Why Teach Math, Science and Technology?
Steffy, Herbert and Ramsay, Carol P.; Ohio Middle School Conference 2000; March 30-31, 2000; Using Core Abilities in Teacher Preparation.
Ramsay, Carol P. and Cooper, Susan. November 1, 1996; Presentation to Ashtabula Teachers on Cooperative Learning 1:00-4:00 P.M.
Ramsay, Carol P. Presentation to Teachers from Christian Schools in Geauga County on“ Cooperative Education”
Ramsay, Carol P. and Klucher, James. August 1992: Presentation entitled Survival Skills for Substitutes. Geauga County Board of Education pre-school orientation for Substitute Teachers.
Ramsay, Carol P. and Klucher, James (1993) Weekend Workshops on Cooperative Learning: February 26-27; June 24-25; November 5-6.
Ramsay, Carol P. (1980’s), Presentation at Association of Christian Schools International (ASCI) Conference, Worthington, Ohio; Title: The Master Teacher
Publications:
Steffy Herbert L., and Ramsay, Carol P. (Spring-Summer 2000), The Michigan & Ohio Journal of Teacher Education. Closing the Skills Gap: A Pre-Service Teacher Education Component.
Ramsay, Carol P. (September 96). Christian Education Counselor, Cooperative Learning.Note: This article compared the principles of cooperative learning with Christian Principles.
Ramsay, Carol P. (Winter 93-94). Women Library Workers Journal, Biography Review: Cottrell, Debbie Mauldin. Pioneer Woman Educators: The Progressive Spirit of Annie Webb Blanton.
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Ramsay, Carol P. (March 18, 1992). Alliance Life, Cirrhosis of the Giver.
Ramsay, Carol P. (October 1992). Sunday School Counselor, KaffeKklatsch or Bible Content…Do you Need to Choose?
Ramsay, Carol P. (February & March 1991). Sunday School Counselor, Inquiring Minds Want to Know.
Note: This was a two part series, which analyzed over 300 questions Jesus asked during his teaching on earth. Questions were classified using higher order thinking skills required of his students.
Ramsay, Carol P. (March/April, 1991). The Christian Reader, Jesus Knew the A, B, C’s of Teaching
Note 1: This article took the basics of Mastery Learning and compared them to the teaching style of Jesus
Note 2: This article was printed first in the Pentecostal Evangel in April 1, 1990 and reprinted in the Charisma Life Curriculum by Strang Communications Company in 1990 as a forward to their Christian Curriculum series.
Ramsay, Carol P. (May 1990). Role Perception of Christian School Administrators as Perceived by Administrators, Superordinates, and Subordinates. Dissertation.
Ramsay, Carol P. (September 24, 1989). Pentecostal Evangel, Some Things Never Change.
Ramsay, Carol P. (August 20, 1989). Pentecostal Evangel, We’re Expecting…a Baby!
Documents/Publications Authored for Lake Erie College:
Ramsay, Carol P. (2011-2012). Teac Inquiry Brief Proposal .
Ramsay, Carol P. (2009-2010). Pre-conditions Report for NCATE.
Ramsay, Carol P. (February 2000). Preconditions Report for NCATE/ODE evaluation, Lake Erie College.
Ramsay, Carol P. (July 2000). Institutional Report for NCATE/ODE evaluation, Lake Erie College,
Ramsay, Carol P. (Spring 1999). Wrote sections of North Central Association Report, Lake Erie College.
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Ramsay, Carol P. (1991) -. Education Department Handbook . Revised handbook annually with input from education faculty-(Revisions 1991-2004). Assumed revisions again in 2007-present.
Ramsay, Carol P. (1991) field experience handbooks for three courses for each of the following programs: elementary certification, early childhood pre-service licensure, middle childhood licensure, secondary certification, and secondary licensure. Each year lead faculty in review of these documents and update them. (1991-2004). Assumed revisions again in 2007-present.
Ramsay, Carol P. Lake Erie College Student Teaching Handbook in 1991 and each year lead faculty in reviewing and updating this document. (1991-2004). Assumed revisions again in 2007-present.
Led education faculty in developing department policies and practices and putting them in written format as a faculty handbook (2004).
Revised the Master of Science in Education Catalog (1997, 2000 and 2003).
Developed brochures for Professional Development Seminars for School Personnel.
This was done three times a year from 1993-2007.
Professional Service/Community Service
OAPCTE (Ohio Association of Private Colleges for Teacher Education) Board Member- @1995-Present
OATE (Ohio Association of Teacher Education) Editorial Board/ Review Articles for publication. @2000-Present.
FEC (Faculty Evaluation Committee) Lake Erie College. 2010-2012.
Ed. D. Educational Leadership Ashland University, OH
M.Ed. Curriculum and Instruction Ashland University, OH
B.S. Education Lake Erie College, OH
Areas of Professional Competencies
Appreciative Inquiry Trainer/Facilitator, Case Western Reserve University (certificate, 2005) National Board for Professional Teaching Standards: AYA Social Studies (2000) Ohio Licensed Secondary Teacher (7-12) Comprehensive Social Studies (current) Leadership: Leadership Training Institute (certificate 1999) Educational Planning & Curriculum Design: ODE Curriculum Development (2003-04) Consultant: Educational Assessment, Evaluation & Training: Mentor, OH School District Adolescent & Adult Instructor (current) Educational Foundations Instructor (current) Graduate Research Instructor (current) Computer Skills: MOS Certifications, Technology Instructor, smart devices & applications NCATE submission author Red Cross Family Services Intake Trainer: Katrina
Professional Experience
Associate Professor, Education Department, Middle School Advisor, Lake Erie College – Full-time Associate Professor, Education Department, Med. Program, Lake Erie College – Part-time Associate Professor, MBA Program, Lake Erie College – Part-time Adjunct Professor - M.Ed.
Program at Ashland U, & in BBA, also MBA Program at Tiffin U – online Consultant/Trainer regarding Leadership, Appreciative Inquiry, and Emotional Intelligence High School Teacher Auburn Career Center, Concord Township, Ohio National Board for Professional Teaching Standards 2000 in Adolescence Young Adult Social Studies
LBJ Scholar - selected to serve as Teacher Intern in (DC) House of Representatives during Clarence Thomas Hearings, worked with members of all 3 levels of federal government, lobbyists, media,
and private business sector Armonk Scholar - selected for teaching experience in Germany, trained European teachers
to develop and to implement Holocaust curriculum, three year project
C-Span Energy/Environment Institute - selected to group of educators from US, Russia, Philippines & S. America to engage in post graduate study at University of Oklahoma & Washington DC, cooperative international project culminating in production of C-Span TV program for educators, included staff
Selected to represent educators in Washington DC in Congress and invited by the German government to facilitate projects and staff in Europe
Leader of Nationally Recognized Information Technology Educators Team that set the benchmark for technology education
Project Manager for State Wide Online Curriculum Ashbrooke Center - selected for International Government Seminar at Ashland U Curriculum Development Writer for ODE – selected for curriculum development and writing, Social
Studies Writing Team Mentor Teacher - active role model for new teaching staff
Professional Presentations State/National/International presentations
How Technology Makes International Connections for Students, National Entrepreneurship Conf, Austin, Texas, 2009
Curriculum Alignment within the Career Clusters, Career Institute Conference, Phoenix, Arizona, 2003
Impacting Student Learning through Integrated, Aligned Curriculum, ODE Career Pathways Conf, Marion, OH 2003
Facilitating Successful Information Technology Career Cluster Groups, Career Cluster Institute Conf, Columbus, OH 2002
Student Achievement through Planned Assessment Practices, County School District Seminar, OH 2002
How to Support Student Learning By Supporting Teachers, ODE Best Practices Conf, Columbus, OH 2002
Information Technology across the Curriculum, Educational Development Center, Boston, Massachusetts, 2001
The Little Red School House in a Global Classroom, National Social Studies Conf, Washington DC, 2000
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Energy and the Environment Studies across the Curriculum, Ohio Social Studies Conference, Columbus, OH 2000
Holocaust Curriculum, Ohio Social Studies Conf, Columbus, OH 1999
2006-Human Resource and MBA classes from DeVry University, USA
1997-Ph.D. in English Literature (American and African American Literature) from Jai
Narain Vyas University, Jodhpur, India
1993-M.A in English from Jodhpur University, India, Valedictorian
1990-Bachelor’s in Education from Ajmer University, India, Salutatorian
1989-B.A from Jodhpur University, India
TEACHING & ADMINISTRATION EXPERIENCE
June 01 2008-till date Assistant Professor at Lake Erie College
November 2007- till date Adjunct Instructor at Kaplan University
August 2004- 2008 Adjunct Faculty at Lorain County Community College, and Cuyahoga County Community College for Rhetoric & Composition and English. Also taught Technical and Professional Writing, Oral Presentation, Grant Writing, Business, Economics, Group Dynamics, Portfolio Development and Humanities at ITT, DeVry University, Myers (Chancellor) University and Bryant & Stratton College
July 2002- May 2004 English Teacher at I. H. Kempner High School, FBISD, Houston, TX & adjunct Faculty of Journalism in Houston Community College and Progressive Alternative School
July 2001-June 2002 Principal at Air Force School, Jodhpur, India and Instructor at Jodhpur University
July 2000-June 2001 Teacher at Gandhi Memorial International School, Jakarta, Indonesia
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July 1990-June 2000 English Teacher at Air Force School (K-12), Jodhpur, India and adjunct instructor at Jodhpur University, India
JOB RESPONSIBILITIES- teach all courses as assigned by the Dean, and advise students-represent college internationally and mentor peers- prepare, review, order teaching materials, and update course outlines and syllabi - meet all scheduled classes, and use scheduled classroom time appropriately -teach computer assisted lessons, related to developmental English as well as pedagogy- demonstrate a professional attitude, philosophy, and commitment that promotes student growth and learning - demonstrate commitment to the institutional mission, goals, and objectives - adhere to School Rules and Procedures, which reflect updated Federal, State, and local legislation that governs the educational process -maintain accurate student records for grading and attendance purposes, submitting grade reports within college deadlines - schedule and maintain office hours as assigned and advising students- attend and contribute to the departmental and other meetings as designated by the Department Chair or administrative official - assist in the development, implementation, and evaluation of departmental program goals and written program reviews- assist with preparation of public relation materials pertaining to the department - initiate and serve on college committees to which elected or appointed - during periods of planned absences, coordinate with the Department Chair or Coordinator for qualified substitute instructors and provide instructional materials, protocols, and directions to ensure consistent and sequential classroom instruction - perform various tasks as required by the Department Chair for the fulfillment of departmental responsibilities - promote and maintain a healthy and safe educational and work environment, free from harassment and discrimination - participate and deliver professional development activities, initiate LPDC- develop, maintain and promote a positive atmosphere among colleagues and members of the college community
-networking with other colleges and stakeholders
-assesses student learning outcomes, completes and submits related rubrics to Dean of Academic Affairs, Online and makes adjustments to instructions and methods as necessary
-develop daily lesson plans to include instructional aides and student satisfaction
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-assist students in achieving completion of objectives and provide regular, accurate and timely feedback to students relative to their performance
-exercise and ensure students' online decorum to provide a positive learning environment
-participate in retention initiatives by maintaining productive contact with students –play vital role in student concern resolution
-motivate students to actively participate in all aspect of the educational process
-maintain expertise in subject area in order to provide students with current trends and to recommend improvements in curriculum development and design
STRENGTHS
Multi-lingual, expertise in facilitating online, onsite and hybrid courses, excellent supervisory, organizational and training skills, outstanding evaluations and students retention, remarkable communication and presentation skills, team player, diversity expert, skills in development, implementation and execution of programs, computer savvy, curricula specialist, professional development trainer, multi-media technology skills, web designed lesson plans, written grants, outstanding communication skills, ability to face challenges, analytical and motivational skills, taught "at risk" students, taught AP and IB Programs, creative writing, African-American literature, literature from the Anglo-Saxon to the Modern age. Above all, inspiring and chiseling the students into better intellectuals and leaving an eternal impact on them
PROFESSIONAL DEVP. & TRAINING
105% grade in Online training, OH Nominated as Top Ten online college professor of the year 2012
Invited by Toni Morrison Society to translate American novels in different languages Paper has been accepted for the Eleventh International Symposium on Comparative
Literature: “Creativity and Revolution,” November 13-15, 2012, by University of Cairo, Egypt
Paper has been accepted for 5th International Indonesia Forum, Co-Sponsored by Yale University “Between Mountain and the Sea: Positioning Indonesia,” July 9-10, 2012
Awarded by the Indo-American Association Guest Speaker for Faculty Appreciation Night held by Cuyahoga County Community
College, Metro Campus, May 2, 2012 Conducted webinar for Kaplan University, January 13, 2011 for students Presented in the Sixth Biennial International Conference in Paris, France, November 4-7,
Faculty fellowship with Dr. Chantal Vogeli, University of Lucerne, Lucerne, Switzerland on Dec 19, 2011. It was focused on a comparative analysis between USA and European Higher Education andragogical techniques
Speaker at Inamori International Center for Ethics and Excellence and UCITE, at Case Western Reserve University for professors and colleagues from neighboring higher educational institutions, on March 07, 2012
Speaker at Lake/Geauga High School-Higher Education Alignment Kick-off work session. The attendees were Superintendents, Asst. Superintendents, Principals, and other members from various schools districts, on March 23, 2012 at Lakeland Community College, Kirtland, OH
Active member for Geauga County P-16 Council Active member for Education Workforce P-16 Alliance of Lake County Active member for P-12 College Readiness Committee Active member for Parent Engagement Program, Geauga County Paper accepted and invited to speak at Intersections, Tensions and New Dimensions,
Encounters in the Contact Zone in English Studies, hosted by the University of New Hampshire, Durham, NH October 8-9, 2010
Paper accepted and invited to speak at Florida College English Association Conference, October 13-14, 2010
Edited a three hundred pages book Zero Leadership by Mr. Ratanjit Sondhi Published multiple book reviews-online Serve on search committees, college readiness and parent involvement committees for
not only college but also leading school districts Expertise in online, onsite, hybrid professor for under grad and grad courses, OH Presented in International conference at Central Michigan University, Nov. 11-13, 2011 Written Program Reviews and evaluated Programs Attends regular professional development conferences and workshops based on
OBR/ODE requirements for program accreditation and compliance Certified CRISS trainer and LPDC representative Completed online teaching training and exam with 105% at ITT, OH Conducted presentations for professors and colleagues at Lorain County Community College
on “Professional writings and portfolio development,” OH Presented during the Sixth Biennial Conference of The Toni Morrison Society, Nov 4-7, 2010,
Paris, France Hosted Medieval Fair to promote the understanding of Chaucerian era. The students
dressed up like Chaucerian characters and recited quotes from The Canterbury Tales. Middle age games were conducted to get an in depth insight into the time period
Delivered training on Website Creation for staff members, TX Facilitator for the 8th Annual Teen Summit Represented foreign teachers and gave presentations in Dallas and Vancouver, Canada Attended Creative Assessments, Houston, TX Participated in Curriculum Alignment for English, TX Finished 18 hours of training in Creating Independence through Students owned strategies Participated in Internet Integration Training, TX
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Participated in Media Literacy for English, TX Attended Instructional Strategies Training Participated in Curriculum and Instructional Mapping Attended Building Classroom Environment, TX Finished orientation for instructors and online grade book, TX Delivered expertise in Entrepreneurship Devp. Program at Engineering College Presented paper on Toni Morrison, India Delivered paper on Afro-American Nobel prize winner Toni Morrison, India Attended International Baccalaureate Training, Indonesia Attended TEFLIN International Conference at University of Indonesia
ACHIEVEMENTS
Won gold medal by topping the list of successful students in M.A., setting a record in the university (Valedictorian in both the years of P.G.)
Sharma, R. (2011) Literature of the West. In S. Rajimwale and K. Purohit (Eds), Literature for Children (pp.204-213). Daryaganj, New Delhi: Sarup Publishers Pvt. Ltd.
Won “D. S. B. Gold Medal” from Jodhpur University II in merit in Bachelor of Education (Salutatorian) Recognized and received Excellence in Teaching Award from Lake Erie College on May
16, 2012 which comprised of a memento and cash Won semifinal in 1993 North American Open Poetry Contest Offered a place in the University of Leicester, U.K. Written and received Federal/Regional grants Poetry published by the National Library & Society of American Poets Presented and published papers in national and international conferences and symposia Selected by the Indian High School, Dubai, U.A.E. and Indian School, Oman Certificates of Appreciation Won the best and the most industrious teacher award in the Gandhi Memorial
International School, Jakarta Acknowledged for excellent teaching as well as result A resource person in S.K.G. B.Ed. College, Jodhpur, India. and MBM Engineering College,
Jodhpur, India An alternate candidate for Rotary Club Midtown to be sent to USA Awarded the title of Educational Social Welfare Worker by Rajasthan, India Represented Teachers’ internationally, in the U.S and Canada Trained and taught International Baccalaureate Chaired various co curricular activities, volunteer for victim’s assistance In charge of Kempner International Club, TX Evaluated Gifted students and written curriculum for Fort Bend I.S.D. TX Successfully completed research work on "Journeying toward selfhood: in the
novels of Toni Morrison” Written articles, stories and poems and broadcasted them on All India Radio
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Participated in art galleries in Town-Hall, Jodhpur, India Recognized in poetry competitions at National and International level Published articles for magazines and newspapers like the Jakarta Post, Khaleej Times,
The Quest, Reader’s Digest, Critic, Dainik Navjyoti, Kadambari and other literary journals of National and International repute
Assisted in organizing various sports, co-curricular, charitable activities and community service programs
Done translations, interpretations and written curriculum for Fort Bend I.S.D. TX Won “Prestigious Editor’s Award” for poetry Certified (7-12) Language Arts teacher Book "Journeying toward selfhood" is going through the final edition and will be
published shortly
MEMBERSHIPS
American Studies Research Center National Council for Teachers of English OCTEO- Ohio Confederation of Teacher Education Organizations Academic Advisory Board, McGraw Hill English teachers' Association, Jakarta Educational Institute of S.S.E. Thailand Toni Morrison Society Geauga County P-16 Council Education Workforce P-16 Alliance of Lake County P-12 College Readiness Committee Reading Is Fundamental American Management Association Parent Engagement Program, Geauga County
● Developed a standard-based curriculum with common assessments that incorporate State and National Science Standards.
● Enhance lessons by using technology and hands-on learning
Riverside Local Schools Outdoor Education Program
LaMuth Middle School ● Painesville, Ohio
August 2007 to present
Position: Director of the Program
● Organize students, teaching staff, and high school counselors to attend a weeklong camp experience.
● Design fundraising opportunities to help parents with the cost of camp.
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● Incorporate National and State Science Standards within several classes offered at camp.
Lake Erie College
Division of Education ● Painesville, Ohio
Position: Part-time Professor
January 2012
● Designed the courses for the Grades 4/5 Endorsement Program.
November 2011
● Developed a differentiated instruction course for graduate students.
August 2009-present (Fall Semester)
● Instruct Elementary School Science Methods–EDE 424 course for undergraduate students
August 2004- present (Fall Semester)
● Instruct Middle School Science Methods–EDP 424 course for undergraduate students
August 2004 (Fall Semester)
● Developed and instructed Middle School Social Studies Methods-EDP 422 course for undergraduate students
Association for Middle Level Education
Annual Middle School Association Conference ● Louisville, Kentucky
November 2011
Position: Presenter
● Presented research-based teaching practices and useful hand-outs to middle school educators.
Ohio Middle School Association
Annual Middle School Association Conference ● Sandusky, Cleveland, and Columbus, Ohio
February 2009, February 2008, and February 2006
Position: Presenter
● Presented research-based teaching practices and useful hand-outs to middle school educators.
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Lake County Educational Professional Symposium
Madison High School● Madison, Ohio
Riverside High School● Painesville, Ohio
Perry High School● Perry, Ohio
November 2008, 2007, and 2006
● Presented research-based teaching practices to middle school educators.
● Created and distributed useful instructional hand-outs for classroom implementation.
Honors:
● Member of The Honor Society of Phi Kappa Phi- YSU Chapter 2003-present
● Inducted into the 2009 Riverside Local Schools #1 Club
● Governor’s Award for Excellence in Youth Science Opportunities 2005-2004, 2004-2003, 2003-2002
● Lubrizol Lake County Science Teacher of the Year Nominee 2004
● Ohio Federation of Soil and Water Conservation District’s 2003 Ohio Teacher of the Year Nominee
Organizations:
● 2009, 2010 and 2011 St. Nicholas Greek Orthodox Summer Fest Chairman.
●Member of the Local Professional Development Committee (LPDC) for Riverside Local Schools District
● Member of the Lake Erie College Department of Education Unit Advisory Council
● Member of the National Science Teacher Association (NSTA)
● Member of the Association for Middle Level Educators (AMLE)
● Member of the Ohio Middle Level Educators (OMLE)
● Member of Northeastern Education Association (NEA)
● Member of the Ohio Education Association (OEA)
●Member of the Executive Board for the Youngstown Chapter of the Scleroderma Foundation
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Barbara DavisFaculty Rank: AdjunctLevel of Instruction: UndergraduateDate of Appointment: September, 1997
Earned Degrees and Areas of Study:
Cleveland State University 1984-5 Elem,Supervisor Certification
Lake Erie College 1981 M.S. Reading Specialist Cert.Teacher Certification (1 -8)
Kent State 1951 B.S. Dual University MajorsJournalism and Economics
Professional Experience:1986-1997Elementary Principal, Center Street Village SchoolTeacher, Grade 2 and Grade 4, Headlands ElementaryMentor Exempted Village School District, Mentor, OH
1954-59Lake Erie College, Painesville, OHDirector of Publicity
Teaching Assignments: (Various semesters)Lake Erie College, Painesville, OHEDE 308 School and Community Relations
Clinical and Field ExperiencesLake Erie College, Painesville, OH
1997-presentField Director, AdjunctLake Erie College, Painesville, OHEDE 401-402-403 Student TeachingEDE 400 Field Experience IIIEDE 311 Field Experience IIEDE 301 Field Experience I
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Email this proposal and all accompanying materials to:
