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Syllabus

CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

Department of Secondary Education

Fall 2017 • SED 511 • Monday


Fundamentals of Secondary Education in Multiethnic Secondary Schools


Instructor: Dr. Tae Chang

Class Location: Sierra Hall 267

Telephone: (818) 677-6491

Office Hours: Wed. 3-4 and by appointment – ED Room 2140

Email: taechang@csun.edu


Mission Statement

The primary mission of the Michael D. Eisner College of Education is to prepare teachers, counselors, administrators, and other professionals to serve the diverse educational needs of the region.

 

To fulfill this mission, faculty: design, deliver, and continually improve highly effective programs for pre-professionals through advanced graduate and professional levels; promote and are influenced by the reciprocal relationship between scholarship and practice; collaborate with colleagues across the campus and in other professional and community settings as partners in the mission; and provide leadership in teaching, learning, assessment, and professional development for diverse community within and outside the University.

 

In all of these endeavors, creativity and excellence of practice is rewarded, the potential of all learners is recognized, and critical inquiry and reflection are valued.


INSTRUCTIONAL PHILOSOPHY AND COURSE OVERVIEW


Scope and Sequence of Course in this Program

The course, intended to be your first in the credential program, provides a general framework and introduction to secondary education and curriculum within a multiethnic American society.  Candidates investigate various classroom discipline and management techniques, teaching strategies and techniques, and lesson planning.  Candidates are also introduced to the California Academic Content standards, California Common Core Standards, and the six Teaching Performance Expectations (TPEs).


Primary emphasis is placed on the TPEs in three areas:  1) Engaging and Supporting All Students in Learning 2) Creating and Maintaining Effective Environments for Student Learning, and 4) Planning Instruction and Designing Learning Experiences for All Students.  Completion of classroom-based activities is required to achieve these goals.


Course Objectives

  1. Understand multiple factors that influence the dynamics of student behavior and learning.

  2. Examine and practice classroom management strategies that promote learning for a range of students from diverse academic, cultural, and linguistic backgrounds.

  3. Practice developing effective lesson plans to make content accessible for diverse learners.

  4. Explore classroom activities to engage all students in learning standards-based curricula.

  5. Rehearse instructional strategies that engage and challenge students to use progressively higher order thinking skills.

  6. Develop and refine strategies for monitoring student learning and assessing their understanding in order to inform instruction and planning.

  7. Develop as a professional educator through reflective practices and collaboration with colleagues.

  8. Establish a personal growth plan in becoming a high-quality teacher..

SED 511’s Main Areas of Focus are based on the California Teacher Performance Expectations.  

The following is an outline of the Domains and specific TPEs.  Students are expected to become familiar with all of the TPEs over the course of the Single Subject Credential Program.

 

You can also access a copy on the SED Website, Student Resources.


TEACHER PERFORMANCE EXPECTATIONS (TPEs)

TPE 1:  Engaging and Supporting All Students in Learning

TPE 2:  Creating and Maintaining Effective Environments for Student Learning

TPE 3:  Understanding and Organizing Subject Matter for Student Learning

TPE 4:  Planning Instruction and Designing Learning Experiences for All Students

TPE 5:  Assessing Student Learning

TPE 6:  Developing as a Professional Educator



Student Learning Objectives

Teacher candidates will be able to:

  1. Create and maintain effective environments for learning for a range of students from diverse academic, cultural, and linguistic backgrounds.

  2. Engage and support students in learning by clearly communicating instructional objectives, making instruction relevant, and selecting materials to address state academic content standards.

  3. Design learning activities that encourage students to use progressively higher order thinking skills to master challenging academic curriculum.

  4. Design and implement lessons that use a variety of instructional strategies to make content comprehensible and accessible to students from varied backgrounds and of differing academic language abilities.

  5. Know strategies for monitoring student learning.

  6. Understand the multiple factors that influence the dynamics of student behavior and learning in the classroom.

  7. Be familiar with a range of student assessments, including classroom informal measures and standardized tests commonly used in California.

  8. Understand and apply California laws and regulations that pertain to the classroom and serve to protect the welfare of students and their families.

  9. Examine personal beliefs, attitudes, and biases in order to create an open and fair learning environment for students from all backgrounds.


Classroom Norms

  1. You are expected to come to class prepared to critically discuss topics, having finished all reading, writing, and group assignments before class.

  2. You are expected to become part of a community of lifelong learners, to express ideas clearly, to help those in need, and to ask questions when in doubt.

  3. You are to show respect to the learning community and to value your classmates.  We challenge ideas not people.  Listen with the same respect you would want given you.

  4. The goal of education is to learn to think, and this class will provide opportunities to continue on that journey.


CLASSROOM POLICIES


Attendance Policy

Attendance and participation are crucial components of this course.  Ideas presented in class by the instructor and your colleagues need to be heard and critiqued for individual and collective growth to take place.  If you will be absent, it is your responsibility to make contact with me as soon as possible.


Plagiarism Policy

Cheating or plagiarism on a test or other assignment will result in automatic failure on that specific item and possible failure in the course. In addition, there will be a referral to the Academic Ethics Committee.  Never forget that character counts.


Professional Expectations

As a student in a graduate class, you are expected to exhibit the behaviors of professional educators and professional students.  This includes active and positive participation in class.  Students are expected to treat their fellow students, the faculty, and guests with respect and courtesy.  This also relates to the use of cell phones, computers, and other electronic devices.  Cell phones should be off unless prearranged with the professor.  Computers should only be used for taking notes during class – not used for lesson planning, etc.  Class should be interrupted only by emergencies.  Grading of papers in class is not appropriate.


Communication

Email is the best means of communication on campus.  Please check your CSUN account regularly (you can have it forwarded to another account if desired).  Though email is quite effective, please do not think you will get an instant response, especially over the weekend.  I will attempt to get back to you within 48-72 hours or sooner.


Methods of Assessment for Student Learning Outcomes

  1. Active participation in class activities and discussions.  If assignments are late, 20% of the points on an assignment will be deducted for each class session it is late.  Just because you inform me that an assignment will be late, do not expect to get full credit.

  2. Timely completion of reading and written assignments is expected.  All work submitted, must be typed and must include the assignment title, date, student name, and subject specialization.  

  3. Written assignments are to be in typed, size 12 font, double-spaced format unless otherwise specified.

  4. Lesson plans for the appropriate single subject area: short-term daily and long-term overview plans shall be written in a format discussed in class.

  5. Completion of field-based activities and class presentations.


Methods and Procedures

  1. Class discussions and activities, e.g., role-playing and problem-solving

  2. Completion of field-based activities

  3. Technology applications

  4. Individual and small-group presentations


Required Textbook:  

Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. ISBN 978-1-118-90185-4 (book link to Amazon)


California Common Core Standards or California Content Area Standards for an appropriate subject and grade level (may be downloaded from http://www.cde.ca.gov/.)  Candidates should obtain a state-adopted subject area textbook for middle or high school students to complete class activities.  


Recommended Textbook

Emmer, E.T., and Evertson, C.M. (2013).  Classroom Management for Middle and High School Teachers. Ninth Edition  Boston:  Allyn and Bacon.


Esquith, R. (2007).  Teach like your hairs on fire. Penguin Books.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000).  How people learn:  Brain, mind, experience, and School. Washington, D.C.: National Academy Press. http://www.colorado.edu/MCDB/LearningBiology/readings/How-people-learn.pdf

Faculty will introduce candidates to the publications and work of state and national professional organizations and may assign candidates to explore and read an appropriate journal article(s) or to visit an appropriate professional organization website.



Assignments and Grading


All work submitted, must be typed and must include the assignment title, date, student name, and subject specialization.  See separate schedule of class meetings for due dates.


Assignment # 1 Reflections – Teaching Like a Champion 2.0/Video Clips

Assignment # 2 Field-based Observations and Reflection: Observation 1 - Classroom Culture & Management

Assignment # 3 First Steps (letter to parents, classroom grading system, etc.)

Assignment # 4 Semester Overview & Calendar

Assignment # 5 Observation 2 - Student Engagement

Assignment # 6 Teach Like a Champion 2.0 Presentation

Assignment # 7       Hook Presentation


Other Assignments  Throughout the course there will be in-class assignments, such as journal writing, pop quizzes, reading checks and participative activities.



GRADING FOR SED 511

 Assignment  Points
 Attendance and Participation* 100 
 Assignment #1:  Teach Like a Champion Chapter Reflection 200
 Assignment 2- Observation 1-Observation 1- Classroom Culture and Management 100
 Assignment # 3:  First Steps 100
 Assignment 4 - Semester Calendar & Units 200
 Assignment 5 – Observation 2 – Engagement of Students 100
 Assignment 6 - Teach Like a Champion Strategy Presentation  100
 Assignment 7 - Hook Presentation 100
 Final Exam (pending) 200 

* Points earned for full class attendance & participation


GRADING SCALE

100 – 95 % = A 82 – 80 % = B-

94 – 90 % = A- 79 – 76 % = C+

89 – 86 % = B+ 75 – 83 % = C

85 – 83 % = B         82 – 80 % = C- and so on....


.SCHEDULE OF CLASS MEETINGS – SED 511

FALL 2017 • Mondays 4:00 – 7:45


(Chapters should be read by the date indicated below.  Be prepared to discuss in class.)


 Date Reading from Textbooks and Topics for Discussion   Assignments Due
 August 28 Introductions

Syllabus

North, South, East, and West Activity. :

Dispositions at Program Entry” survey (PSWD: 511programentry) 

Chang's first day of class survey

Class Picture page

Assignment 1 Due on Various Dates
Assignment 6 Due on Various Dates

Assignment 7 Due on Various Dates


 Sept. 4 Labor Day, No School   
 Sept. 11 Chapter 1 Gathering Data on Student Mastery
Agenda
Chapter 1 Reflection Due (reflection template)
4 Technique presentations (
Fall 2017 Presentation Sign Up)
Hook presentation (
Fall 2017 Hook sign up)
 Sept. 18 Dr. Mogul
Chapter 2 Acting on the Data and the Culture of Error
Agenda
Quiz
Assignment  Due:  Observation 1 Classroom Culture & Management

Chapter 2 Reflection Due

4 Technique presentations
Hook presentation

Sept. 25  Chapter 3 Setting High Academic Expectations Chapter 3 Reflection Due
4 Technique presentations
Hook presentation
Oct. 2  No Class, work on Assignment 3  
Oct. 9  Chapter 4 Planning for Success Chapter 4 Reflection Due 
Assignment 3 Due:  First Steps

4 Technique presentations
Hook presentation

 Oct. 16  Chapter 5 Lesson Structure Chapter 5 Reflection Due
4 Technique presentations
Hook presentation
 Oct. 23  Chapter 6 Pacing Chapter 6 Reflection Due 
4 Technique presentations
Hook presentation
 Oct. 30  Chapter 7 Building Ratio Through Questioning

Assignment 4 Due:  Semester Calendar and Semester Units

Chapter 7 Reflection Due 
4 Technique presentations
Hook presentation
 Nov. 6  Chapter 8 Building Ratio Through Writing Chapter 8 Reflection Due 
 Nov. 13  Chapter 9 Building Ratio Through Discussion

Assignment 5 Due:  

Observation 2 – Student Engagement

Chapter 9 Reflection Due 
4 Technique presentations
Hook presentation
 Nov. 20 Chapter 10 Systems and Routines Chapter 10 Reflection Due
4 Technique presentations
Hook presentation
 Nov. 27  Chapter 11 High Behavioral Expectations Chapter 11 Reflection Due 
4 Technique presentations
Hook presentation
 Dec. 4  Chapter 12 Building Character and Trust Chapter 12 Reflection Due 
4 Technique presentations
Hoo
k presentation
 Dec. 11 Final Exam (pending)   


ASSIGNMENTS - DESCRIPTION


Assignment #1:  Teach Like a Champion Chapter Reflection (each chapter will be graded and averaged, then it will be worth 200 pts)


For each reading/video assignment, write a reflection of one page on how the information helped you gain an understanding of what it means to teach effectively.  You may use bullet points, but use complete sentences.  Please discuss the following: (reflection template)

1. What were the most important ideas of the reading selection/video?

2. What portions of the reading/video seemed to be particularly meaningful and why?

3. How will your own teaching practices be affected.  Discuss how the techniques could be applied to your classroom.

4.    List any questions you had from the reading.



Assignment 2- Observation 1- Classroom Culture and Management (100 points)


This assignment should include at least two class periods of observation.  The amount of time may vary depending upon the school’s schedule.


Your Name

Dates of Observations & Amount of Time

Name of School Observed

Name of Teacher Observed


Class Description:  Provide one short paragraph that includes the subject of the class, the size of the class, the grade level of the class, etc. (15 points)


Interview:  Find time to talk with the teacher, consider using the following questions to obtain information and write one page.

  1. How much experience has this teacher had in teaching this subject/class?

  2. How does the teacher set the tone of the class?

  3. How does the teacher establish behavioral norms?

  4. What are some procedures that enhance the smooth operation of the classroom?

  5. What are some consequences for students who misbehaves?

  6. How does the teacher maintain awareness of what is happening during the class?

  7. How does the teacher handle disruptions?

(15 points)


Observation:  (About one page.)  

  1. What did you see and hear?

  2. Describe actions and conversations between the teacher and students, as well as conversations among the students.

  3. Record specific things that you actually observed, without adding your interpretations.

(30 points)


Analysis:  (About one page.)  Discuss how the teacher managed the interactions in the classroom to maintain the learning environment.  Be sure to give specific examples to support your analysis.  

  1. Describe any routines or working structures of the class (e.g., group work roles, class discussion norms).  How well did students following classroom rules?

  2. Discuss how the teacher explained procedures for learning activities.

  3. Discuss the teacher’s verbal or written instructions in terms of their amount, variety, specificity, expectations, achievement and clarity.

  4. Discuss how the teacher used time to accomplish specific learning goals (e.g., multi-tasking).

  5. Describe how the teacher provided opportunities to learn, practice and apply academic content standards (Common Core Standards).  

  6. What kinds of tasks did the teacher ask the students to do?

  7. Discuss how the teacher monitored student learning and behavior.

  8. How did the teacher monitor the momentum of the lesson?

  9. How did the teacher address off-task behaviors.

(40 points)



Assignment # 3:  First Steps (100 points)


Getting off to a strong start each semester or year depends on several key elements.  For this assignment, you will develop each of the important documents listed below.  Eventually, these documents will serve as an important part of your student teaching assignment and in your teaching.  


1. Develop a brief statement about your philosophy of education and teaching.  Your statement should explain what you believe about how students learn, what you believe is important in their learning process and how you will try to teach.  Of course, as you go through the program, this philosophy will grow, will develop, and will change. (20 points)


2. Develop classroom rules that you will expect students to adhere to in your class.  Write the rules in a format that you will use with the students. (20 points)


3. Develop a discipline plan that will outline and explain the various steps that you will take in order to keep students accountable in your classroom.  Write this as you might give to parents and students. (20 points)


4. Write a letter that introduces you to the parents.  

You might want to include some brief information about yourself and your background and qualifications.  

The letter should give information regarding the specific course in which the student is enrolled, especially the content of the course, special assignments, etc.  Here you might include general units to be studied, books to be read, etc.

You would also include information about your grading policy, homework policy, classroom rules, discipline plan, etc.

Keep in mind that you want to give information about how a parent might contact you at school, make an appointment, visit the classroom, etc.

(20 points)


5. Think of what you might want to accomplish during the first week of school.  This could be what you want to accomplish once you take over from the Cooperating Teacher.

Describe what you will do in order to become acquainted with the students and some of their strengths and some of their needs.  

Create an brief outline for the plans of your first week.

Provide specific details about the timeline of activities and an example of any activity that you might use with the students.  

Do not just list what you will do.  (Poor example:  Make seating chart.  Hand out student materials.  Have a warm-up activity.)  Provide a sample (if you do a survey questionnaire, provide a copy.)

Fully explain what you will do each day and what the students will do each day.

(20 points)



Assignment 4 - Semester Calendar & Units (200 points)

If you are in SED 554, use that school assignment to provide the calendar dates for this assignment.  Otherwise, use the sample provided for you.  Then, use the dates from that school to create the structure for the semester.

1. Develop a semester calendar that shows

Grading periods (progress reports, report cards, finals)

Back to School Night, Parent Conferencing, Open House, Holidays, Special Events, Graduation, etc.

Changes in daily schedule (assemblies, shortened days, testing, and professional development, planning time, etc.)


2. Select a grade level and a specific course (ex.  9th Grade English, 2nd Semester).

Outline the units to be studied for the semester

Using the information and materials that you have available, develop an outline for each major unit, including the following:

- Identify each major unit to be studied during the semester.

- Identify the major outcomes to be achieved by each unit.

- Identify major state standards or Common Core Standards to be addressed during each unit.

- Identify how each unit relates to the previous unit and to the next unit to be studied.



Assignment 5 – Observation 2 – Engagement of Students (100 points)

This assignment should be in a class in the same content area of your credential and must include at least two class periods of observation.  The amount of time may vary depending upon the school’s schedule.


Your Name

Dates of Observations & Amount of Time

Name of School

Name of Teacher Observed


Class Description:  Provide one paragraph that includes the subject of the class, the size of the class the grade level of the class, etc. (15 points)


Interview:  Talk with the teacher and obtain the following information and write about one page.


  1. How much experience has this teacher had in teaching this subject/class?

  2. How does the teacher get and then use knowledge of students’ backgrounds and interests?

  3. What strategies does the teacher use to motivate the students?

  4. How does the teacher engage students during the class?

  5. What strategies does the teacher use to keep students focused?

(15 points)


Observation:  (About one page.)


  1. What did you see and hear?

  2. Describe actions and conversations between the teacher and the students, as well as conversations among the students.

  3. Record specific things that you actually observed, without adding your interpretation.

(30 points)


Analysis:  (About one page.)  Discuss what the teacher did to engage students and support their learning.  Be sure to give specific examples to support your analysis.  Use some of the following questions to guide your analysis.


  1. Describe how the teacher provided opportunities for students to engage intellectually and to develop their own understandings of the lesson topic.

  2. What kinds of tasks did the teacher ask students to do?

  3. How were these learning tasks tailored to the students’ backgrounds (i.e., who the students are, their language needs or other specific learning needs)?

  4. Describe how the teacher demonsrated enthusiam about the lesson.

  5. How did the teacher motivate the students?

  6. Discuss how the teacher interacted with students.

  7. How did the students interact with each other?

  8. Discuss how the teacher monitored student learning and behavior.

  9. How did the teacher monitor the momentum of the lesson?

  10. What characterized particular times when students seemed more or less involved in class activities?

  11. How could you tell if the students were engaged in the lesson?

  12. What did students’ facial expressions and body language tell you about the teacher’s awareness of and responsiveness to students’ engagement?

  13. What instructional opportunities did the teacher take advantage of?  Why?

  14. What instructional opportunities did the teacher not take advantage of?  Why?

(40 points)


Assignment 6

Due:  According to Sign-up Sheet (100 points)


Teach Like a Champion Strategy Presentation


  1. Select a partner for this assignment.

  2. Sign up for a pair of techniques from the list of possible topics.  Use information available in the textbook and look for additional information about the strategy to include in your handout to the class.

  3. Prepare a 7-10-minute oral presentation and a written handout in which you:

    1. Briefly describe the strategies selected and outline the steps to follow.  The handout should help students implement the strategy in their own classroom.  Include copies of any worksheet, etc., needed for implementation.

    2. List materials needed in the handout

    3. Explain and demonstrate the strategy to members of the class in an engaging manner.

- Suggestions:  have students try the strategy; model the strategy; use PowerPoint; use manipulatives, etc.

  1. Describe how the strategy might be used in your specific content area and in other content areas.


Teach Like a Champion Strategy Presentation Rubric


Criteria

4 – Exceptional

3 – Admirable

2 – Acceptable

1 – Poor

Organization


30 pts

  • Has introduction, conclusion and clear objective.

  • Information is presented in a logical and interesting sequence which audience can follow.  

  • Flows well.  

  • Uses allotted time.

  • Introduction, conclusion, objective not as clear.  

  • Information is presented in logical sequence which audience can follow.

  • Within two/three minutes of allotted time.

  • May have introduction or conclusion.  

  • Objective unclear.

  • Audience has difficulty following presentation because the presentation jumps around and lacks clear transitions.

  • Within four minutes of allotted time.

  • No introduction of conclusion; objective missing.  

  • Audience cannot understand presentation because there is no sequence of information.  

  • Too long or too short.

  • Visuals or Demonstrations

    25 pts

    • Excellent visuals or demonstrations that are tied into the overall strategy.

  • Appropriate visuals or demonstrations are used and explained by the speaker.

  • Visuals or demonstrations are used, but not explained or put into context.

  • Little or no visuals or demonstrations.

  • Used too much text on slides.

  • Handout


    30 pts

    • Excellent handout that provides the audience with all of the required information (a-d).

  • Adequate handout that provides the audience with most of the required information.

  • Missing one element.

  • The handout provides four or fewer of the required elements.

  • The handout was missing in the presentation.

  • Content


    30 pts

    • Presentation provides pertinent information from the text and includes information from additional sources.

    • Strategy is covered with adequate depth specific to several content areas.

  • Presentation includes general information about the strategy and how it might be used in your content area and at least one other content area.

  • Major information about the strategy is weak and does little to summarize the strategy for the audience.

  • Insufficient information about the strategy.  

  • Major ideas are left unclear and the audience is left with no new ideas.

  • Enthusiasm

    15 pts

    • Demonstrates a strong positive feeling about topic during entire presentation.

  • Occasionally shows positive feelings about topic.

  • Shows some interest in the topic.

  • Shows no interest in topic presented.

  • Speaking Skills


    20 pts

    • Voice is clear and expressive; loud enough and at a good pace so audience members can hear presentation.

    • Makes eye content.  Does not just read off slides.

  • Voice is clear and expressive.  The pace is a little slow or fast at times.

  • Makes eye contact.  Most audience members can hear presentation.

  • Voice is low and approaches monotone.

  • The pace is much too rapid/slow.  

  • Some eye contact.

  • Audience members have difficulty hearing presentation.

  • Presenter mumbles, talks very fast, or speaks too quietly for a majority of students to hear and understand.  

  • Does not make eye contact

  • Fall 2017 Sign-Up Sheet for Teach Like a Champion – Technique Demonstration

    4 pairs will demonstrate per class (when choosing topics, please pick 1 from chapters 1-6, and 1 from chapters 7-12)



    Assignment 7

    Due:  According to Sign-up Sheet (100 points)

    Lesson Intro or “Hook” (Presentation and Written Description)


    Design and present a developmentally appropriate activity that engages students as a part of a lesson that supports a clear learning goal. In this assignment you will, identify the topic as well as the California standard that your activity addresses and incorporate the key principles of learning discussed in class to engage students in higher order thinking in your subject area. Activities that merely entertain or keep students busy are not acceptable. The 5-6 minute in-class presentation may employ the use of media or other hands-on materials. Please make arrangements with the instructor if you need special equipment. Handouts or visual aides are highly recommended. The key is to “hook” our attention to want to learn what is coming next. After you conduct your hook, we will spend a few minutes discussing what you did well and what you could do better next time.  I have found previous class sections have much to offer their colleagues and growth takes place throughout the semester.


    A written description of the activity must be typed and turned in before the class session in which you will present. The written description should provide details about the activity as well as a description of the class for which it was developed, the unit, the classroom context, and any other details that might increase a reader’s understanding of the hook and the lesson it would lead to.  This assignment will enhance your ability to discover strategies that will enhance your ability to motivate your students.


    Fall 2017 Sign up day for Hook presentation (You will present with a partner for this presentation)
    there will be 1 hook presentation per class
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