SPED 501: SEMINAR FOR FIELD EXPERIENCE
SPED 501: SEMINAR FOR FIELD EXPERIENCE
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Course Description
Course Description
Field practicum in special education cross-cultural setting. Development of awareness of the special education curriculum, instruction and management teaching skills and knowledge, assessing diverse student needs and academic progress, adapting classroom management techniques, and participating in collaborative activities. 1 hour seminar.
This is a required course in the Teaching Credential Program, and requires admission into the program.
Course Modality & Design
Course Modality & Design
Participation
This course is presented asynchronously, with 4 optional synchronous Zoom check in times. The schedule is posted on Canvas, linked in the syllabus link, and reminders are provided weekly.
Canvas Learning Modules
This course uses Weekly Learning Modules within the Canvas Platform. Each Learning Module is designed in a similar fashion. I provide an overview of the week, a to do list and list to any readings or assignments. I provide an introduction and a video each week. I provide slides with the same links that are in the module. At the end of each module is a checklist and a preview of the next module. The assignments due that week are also in the module.
Internet and Canvas Access
Internet and access to Canvas are required for participation in this course as all activities and assessments are submitted within the Canvas platform. The Google Suite of tools will also be used throughout the course to collaborate on tasks and complete course assessments. Both Canvas and Google Drive can be accessed through the Chico State Portal. While all content will be posted in Canvas, students may also access essential course resources through the SPED 501 Cycle 1 Resource Padlet.
Student Engagement
Student Engagement
Student Engagement
This course is fully asynchronous. I use Pronto, the Announcements in Canvas, and the Canvas Q and A and discussion boards to develop and maintain a strong feel of classroom community. I plan at least 4 optional Zoom check ins for the students throughout the semester. These are 2 hours in length, and we meet to check on progress on the Performance Assessment.
Assignment Design
I have consciously created linked and interactive assignments that enhance student engagement with the material.
Each assignment is supported, so students know what to do, where to access resources, and the focus they need to have. Students feel confident completing work in these interactive assignments.
Assessment of Student Learning
Assessment of Student Learning
Student Learning Objectives
Student learning objectives for this course are aligned with the Teaching Performance Standards (TPEs) designed by state teaching commission (CTC). This class prepares students to take and pass a teaching performance assessment (TPA). This high stakes assessment is mandatory for all students seeking a credential in California.
Assessments have been designed to support student progress in completing this TPA, providing resources, embedded support and step by step instruction in the process.
Lesson Design & Adaptation Project and Showcase
I redesigned how the lessons and assignments were presented. I created interactive slides using Google Slides for each lesson and assignment. Using Universal Design for Learning, I embedded links, text boxes and videos into each slide presentation. These supported learning, allowing students to move through the lessons with support, even though the class is asynchronous.
The direct links on each slide led students to evidence-based practices to support their teaching and lesson design.
Each assignment was targeted to a section of the performance assessment. I provided students with links and questions that allowed them to deeply think about their teaching and reflection process.
Accessibility & UDL
Accessibility & UDL
Other considerations for accessibility and UDL include:
Use of Canvas for Accessibility/Accessibility checker use
Canvas learning modules model UDL principles
Resource module embedded in Canvas with links to each piece needed to complete the performance assessment
Use of guided Google slides/templates support learning and assessment
Use of Resource Padlet to guide learning and provide ‘one-stop-shop’ for resources
Use of weekly video to support all learners
Elements of Equity, Diversity & Inclusion
Elements of Equity, Diversity & Inclusion
Students in this course are asked to design, teach and critique lessons using Asset-Based Instruction, UDL and Culturally Sustaining Pedagogies. The nature of the Teacher Performance Assessment for Special Education requires students to constantly consider and include all students. Inclusive practices are modeled, taught and expected in the work students produce in this class. I ask students to differentiate instruction, consider students who are emergent bilingual learners, and to integrate cultural and linguistic assets of all students into their teaching.
Commitment to Equality and Respect statement
Education is transformative, and open intellectual inquiry is the foundation of a university education and a democratic society. In the spirit of shared humanity and concern for our community and world, I affirm inclusion and openness to all as central to our practice and affirm my solidarity with those individuals and groups most at risk. I disavow all racism, xenophobia, homophobia, sexism, Islamophobia, anti-Semitism, classism, ableism, and hate speech or actions that attempt to silence, threaten, and degrade others.
As an educator, I value critical reasoning, evidence-based arguments, self-reflection, and the imagination. It is my hope to inspire empathy, encourage interactions and connections, and promote social and environmental justice in our educational community, and our nation.
Training in Course Design
Training in Course Design
GoFLEX Winter Institute
During the ChicoFLEX institute I learned how to design lessons that can be accessed by learners online, face to face and asynchronously. I use this learning to design all of my lessons. I incorporate UDL by ensuring multiple modes of access and ways students can show what they have learned.
UDL FLC
During the UDL FLC I redesigned a course that is used to prepare and guide students through a state mandated performance assessment. This allowed for little variety in student response. However, I designed lessons and assessments that followed the UDL Checkpoints. I presented information in a variety of ways, and included supportive graphic organizers for student work. I created frameworks that ensured students followed each step of the performance assessment guidelines, and focused on the targets set by the TPA. These evidence based concepts are critical to include in their TPA submissions, so providing constant and easy access to this information was also something I changed about my course design through this process.
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