EDUC_292

Santa Clara University

School of Education and Counseling Psychology Department of Education

EDUC 292-01 Social Science Methods

HAROLD JULES HOYLE, PH.D.

hhoyle@scu.edu Guadelupe Hall 241 Phone 408-551-6010 Office Hours: Tues, 3-4:00 PM

Mission and Goals of the Department of Education

The mission of the Department of Education is to prepare professionals of competence, conscience, and compassion, who will promote the common good as they transform lives, schools, and communities. Rooted in the Jesuit tradition at Santa Clara University, core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Department of Education goals:

• 1. To prepare professionals who will work competently with individuals who have a variety of strengths; experiences and challenges, those with diverse backgrounds, and those in greatest need;

  2. To develop positive habits of mind, identify and apply best practices in the field, and engage in critical reflection on practice;

  3. To demonstrate mastery-level knowledge and skills in teaching and learning; and

  4. To become leaders sensitive to the ethical and social consequences of their decisions.

     1. COURSE OVERVIEW

Course Description

These courses are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the Methods I and Methods II block in the content area aligned with the credential they are seeking. Single subject credential candidates in art, music, and physical education should enroll in the social sciences methods course block. Enrollment in these courses requires successful completion of EDUC 282 and concurrent enrollment in EDUC 298 and EDUC 299 or employment as a full time teacher in a Catholic school.

Course Objectives – Academic Learning Goals

ED 292 students will develop the skills and dispositions necessary to:

1) To become familiar with the scope and sequence of the content of secondary standards in terms of content

and processes based on state and national standards, focusing on a balanced approach that addresses all aspects of academic proficiency and literacy.

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2) To think carefully about what students need to learn and the implications for teaching practice and instructional design, including adaptations of instructional texts and use of various technologies to meet the instructional needs of diverse learners (e.g., English learners, students with special needs).

3) To utilize strategies to assess student learning throughout the learning process.

4) To begin to understand what it means to be a reflective practitioner.

5) To plan and implement lessons within a unit plan that meets the educational needs of all learners and specifically English learners and students with special needs.

6) To join and engage with a professional organization for social science teachers.

Course Components

Alignment

The course objectives/academic learning goals align with the goals, objectives, and expectations of the Santa Clara University and California Departments of Education, as illustrated in the table below:

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A Note about Teaching Performance Assessments (TPAs): The TPAs assure that teacher candidates have the knowledge, skills and abilities required of beginning public school teachers in California and are based on the California Standards for the Teaching Profession as exemplified in the Teaching Performance Expectations (TPEs). The tasks, which fall in four categories (Subject-Specific Pedagogy; Designing Instruction; Assessing Learning; Culminating Teaching Experience), are embedded within the teacher preparation program, and all but one are done with actual K-12 students.

COURSE COMPONENTS

Weekly Readings and Assignments 25%

Course participants will complete assignments tied to weekly topics, including responses to readings as well as practice in: facilitating discussions, giving feedback, looking at student work, and doing a demonstration of hands-on learning techniques. As these assignments will form the basis of in-class activities, they must be completed before class. Details for all assignments will be posted on the course website.

Unit Plan Project 50%

This project offers you the opportunity to practice planning, teaching (“enacting” per TPA language), reflecting on, and learning from the Unit you create for students. This project also allows you to demonstrate your developing capabilities in relation to the California Teaching Performance Expectations (TPEs). See the Unit Cycle Portfolio Project Description document.

Classroom Visitation 15%

Technology Project 10 %

This project gives you the opportunity to focus on using technology in the classroom. This assignment involves you practicing the use of technology in the classroom to improve student learning. Details will be delivered in class.

The professional conduct requirement includes the 5 dimensions described below:

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Grading

This course is grounded in the premise that students are intrinsically motivated to deepen their thinking and enrich their teaching. With diligence and the support of instructors and peers, all students have the potential to earn outstanding grades. Student work will be graded according to the criteria specified on the rubrics for each assignment. The following guidelines drive the scores on all of the assignment rubrics.

Grading will be criterion referenced. This means that grades are based on the quality of work and professional conduct, rather than how one student’s work compares to that of his/her peers. Grade concerns will be addressed individually outside of class time. Students should contact their instructors via email as soon as a concern arises.

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4-point scale equivalent Letter grade equivalent

Readings

Social Science Methods

Readings will either be made available on Camino (ANGEL) or distributed in class.

You will be required to sign up for membership in the National Council for the Social Studies. Student memberships are between 47 and 37 dollars depending on what benefits you want.

Available via the Internet:

California Content Standards for Social Studies, National Standards for Social Studies, California Social Studies Framework.

Course Website

Access our Camino (Canvas) website.

Additional Information

Disability Accommodations: Students needing accommodation for a disability should contact Disabilities Resources at 408-554-4109 (voice) or 408-554-5445 (TDD) (ECP Graduate Bulletin, 2009-2010).

Academic Integrity: The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. A student who is guilty of dishonest acts in an examination, paper, or other required work for a course, or who assists others in such acts, will receive a grade of F for the course. In addition, a student guilty of dishonest acts may be immediately dismissed from the University. Students that violate copyright laws, including those covering the copying of software programs, or who knowingly alter official academic records from this or any other institution, are subject to disciplinary action (ECP Graduate Bulletin, 2009-2010).

Need help writing? The Drahmann Advising Center (214 Benson: 554-4318) offers a variety of services, such as evening, drop-in tutoring. For more details and drop-in hours, please visit: http://www.scu.edu/advising/learning/tutoring/drop-in.cfm.

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COURSE CALENDAR

Subject to change. Changes will be communicated via the course website and/or email.

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