Fundamentals of Secondary Education in Multiethnic Secondary Schools
SED 511- Fall 2017
Instructor: Dr. Tae Chang
Classroom: Sierra Hall 267
Class Time: Mon. 4:00 PM – 6:45 PM
Telephone: Office 818.677.6491
E-mail: taechang@csun.edu
Office Hours: Wed. 3 pm – 4 pm and by appointment
ED 2115A Student lab code 0217720, please do not share outside of college
Required Texts/website
CONCEPTUAL FRAMEWORK
The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is committed to Excellence through Innovation. We believe excellence includes the acquisition of professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of ethical and caring professionals - faculty, staff, candidates - and those they serve. Innovation occurs through collaborative partnerships among communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework.
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 let me know in advance.
Assignments are due at the time designated via electronically or hard copy. Late work, for any reason, will lose 50% with the last day to turn in work being a week after assignment is due. I always maintain the right to use my discretion for extreme emergencies.
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 in the credential program, you are expected to exhibit the behaviors of emerging professional educators and 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 and computers should be off unless prearranged with the professor. Class should only be interrupted by emergencies.
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. Also, remember that you should never say anything in an email that you would not say in person.
Instructional Philosophy and Course Overview
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 and the thirteen Teaching performance Expectations (TPEs). Primary emphasis is placed on the TPEs in three domains: 1) Creating and maintaining effective classroom environment, 2) Engaging and supporting all students in learning, and 3) Planning instruction and designing learning experiences. Completion of classroom-based activities is required to achieve these goals.
Teacher Performance Expectations (TPEs) (http://www.csun.edu/educ/sed/ptp/index.htm)
Main Areas of Focus
1. You are expected to come to class prepared to discuss topics critically, 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 care you would want.
4. The goal of education is to learn to think and this class will provide opportunities to continue on that journey.
Assignments and Assessments
This course includes class participation and quizzes (as needed), short papers, interviews, current events, etc. All assignments must be typed, double-spaced and submitted via electronically or hardcopy turned in at the appropriate due date. Use of Word or a word processing application that is compatible with Word is required. Each assignment or set of assignments is worth the listed points. Grade will be determined by points earned/points possible and you can check your progress throughout the course. Distribution is as follows:
A = Outstanding The grade of “A” is reserved for those students whose performance is truly outstanding. Performance reflects an outstanding level of competency attainment -- including critical analyses, information syntheses, and application of theory and research to practice. Projects and exams are comprehensive, thoughtful, well organized, and clearly written.
B = Average Performance surpasses a basic level of competency attainment, understanding, and skill, and indicates an ability to integrate and apply information.
C = Below average Performance meets expectations for a basic level of competency attainment and understanding. (For a Graduate student, this is weak work.)
C- or Below = Unsatisfactory Performance does not meet expectations for a basic level of competency attainment and understanding.
Class participation
As mentioned previously, your participation is vital for the success of the class and that participation hinges significantly on your reading. You will be asked to help determine your participation grade during the semester through self reflection supported by evidence. This will give you the opportunity to make adjustments as needed during the course as opposed to the end. The purpose of this assessment is to insure we are all actively engaged in the teaching/learning process.
Reading Reflections - Teach Like a Champion (TLC)
For each reading assignment from TLC, write a 2-page paper detailing how it helped you gain an understanding of what it means to teach effectively. There will be three sections to this assignment- Summary, Analysis, and Application. Some questions to think about: What were the most important ideas (summary) of the reading selection? What portions of the reading seemed be particularly meaningful and why (analysis)? What areas do you question and why (analysis)? How might these insights affect your own practice (analysis)? Describe how one or more of the techniques can be applied in your classroom (application). The summary should be the shortest section and the analysis the longest. This assignment will expose you to a variety of tested techniques that can help advance your understanding of the teaching profession.
Interviews
Make arrangements to speak to various school personnel as dictated by the interview protocol. After the conversation, write a brief reflection of how it helped you gain an understanding of how each school staff member prepares and performs specific duties. What insights have you gained? How might the interview/observation affect your ideas about what you need to learn in order to prepare for teaching? Be sure to follow the guidelines for the interview, which will be posted on the class website. This assignment will increase your level of experience/understanding through the work of and interaction with experienced educators.
Lesson Plan and Commentary
First, design a lesson plan for one or two hours of instruction (based on the PACT guidelines for Task 2: Planning Instruction & Assessment that you will find the teaching event handbook). You will design and describe a sequence of learning activities for teaching a specific topic in your subject area. Be sure to identify the topic, the California standard that it addresses, and the actual learning goal of the lesson. Make explicit connections to the Common Core Standards and how you will help English Language Development of your students. The purpose of this assignment is to prepare you for the PACT teaching event that is a high stakes assessment of your student teaching assignment. An example will be posted on the class website.
Key Components of the Lesson Plan
Second, write a commentary that explains your instructional decisions (based on the PACT guidelines for Task 2: Planning Instruction & Assessment and Common Core Standards).
Key Components of the Lesson Commentary
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.
Professional Development or School Event
Attend a Professional Development (PD) or a school event that can serve as the beginning of a “good habit” of involvement from others who are on the front lines. After experiencing the PD or school event, use your emerging expertise to evaluate the experience. For the write up, give a summary of the event and why you attended it, an analysis of the value of the information/experience, evaluate the teaching methods used by the presenter(s) or the value of the activity, and then make a personal application to your future classroom or involvement in the school culture. Great teachers continue to development new understandings and skills and this assignment will help you along that path. This will be an effort grade.
Course Topics (Tentative), Assignments, and Readings
Week 1 (8/28)
Topic: Syllabus and North, South, East, and West Activity. :
Assignment: “Dispositions at Program Entry” survey (PSWD: 511programentry)
Chang's first day of class survey
Week 2 (9/4)
No Class: Labor Day
Week 3 (9/11)
Topic: Getting Started Correctly
Assignment: Sign up day for Hook and
HPL (Chp. 1-5, and Chp. 6-10) (jigsaw prompts)
Reading: Self-fulfilling Prophecy
Week 4 (9/18)
Topic: Classroom Culture and Expectations.
EdTPA with Dr. Moguel (4:00-4:30)
Assignment: Reading Reflections
Reading: TLC Chap. 5 and 6
Week 5 (9/25)
Topic: Designing an Effective Lesson
Assignment: Hook I.
Reading Reflection
Reading: TLC Chap. 4
Week 6 (10/2)
No Class: Online Assignments
Assignment: Interview # 1 –Classroom Culture.
Reading Reflections.
Professional Development/School Engagement (due week 16)
Reading: TLC Chaps. 2 and 3
Week 7 (10/9)
Topic: Engaging Students in Learning
Assignment: Hook II.
Interview # 2 –Engaging Students
Reading: TLHF Chaps. 1 and 2
Week 8 (10/16)
Topic: Creating a Safe Place to Learn
Assignment: Reading Reflection
Reading: TLHF Content Area Chap. (3-11 Pick) TLC Chap. 7
Week 9 (10/23)
Topic: Supporting Diverse Learners/ELD Standards
Assignment: Interview # 3 – Differentiated Instruction
Reading: TLHF Chaps. 12, 13, and16
Week 10 (10/30)
Topic: Formative Assessment - Questioning
Assignment: Hook III.
Interview # 4 - Monitoring Students
Week 11 (11/6)
Topic: Summative Assessment
Assignment: Hook IV.
Bring sample test.
Reading Reflection.
Reading: TLC Chap. 9
Week 12 (11/13)
Topic: Academic Language and ELD Standards
Assignment: Hook V.
Reading Reflection
Reading: TLC Chap. 12
Week 13 (11/20)
Topic: How People Learn # 1 (jigsaw prompts)
Assignment: Hook VI
Reading: HPL Assigned Chap. 1-5
Week 14 (11/27)
Topic: How People Learn # 2
Assignment: Hook VII.
Lesson Plan
Reading: HPL Assigned Chap. 6-10
Week 15 (12/4)
Topic: Professional and Legal Obligations/Mandatory Reporting
Reading: Case Law.
Assignment: PD Write Up. Optional Dinner to evaluate teaching and learning.