PROPOSAL FOR CHANGE IN EXISTING COURSE
INSTRUCTIONS
This master form is to be used as a guide in preparing departmental requests for changes in existing courses, either
undergraduate or graduate. The originating department must prepare the request in the form outlined below, observing
these requirements: Each numbered item must be included and numbered as shown.
Please make course descriptions as short as possible (sentence fragments are preferred). Also note that titles only have 30
characters on Banner, so long titles may be incomprehensible online.
Schools/colleges should submit ONE paper copy with ALL REQUIRED SIGNATURES to Academic Affairs; in
addition please submit via email one electronic copy (which may be unsigned) to Steve Harmon in Academic Affairs
([email protected]), and if the course is a graduate-level course (5/600 level), submit an additional electronic copy to
Diane Mikkelson ([email protected]) in Graduate Studies. Departments, Colleges, or Schools generating changes in
existing courses should prepare enough additional copies to satisfy their own internal procedures.
1. Request for the following change(s) in course number CI 412/512 Teaching and Learning
:
(Check all that are appropriate)
X
Change course number
Change credit hours
Change to letter grade
Change course title
Change lecture hours
Change to P/NP only
Change laboratory hours
Drop course
Change recitation hours
Other change (explain)
X Change course description
Change prerequisites
2. Preferred term this proposal should be effective (e.g., Fall 2010):______Summer 2014_____________.
(The effective term may be delayed to a later term if the proposal is approved by Faculty Senate after the requested term’s preterm registration has begun, i.e., May for fall/summer, November for winter, and February for spring term.)
3. Reproduce existing catalog statement in full:
CI 412/512
Teaching and Learning (1-3)
Principles of human learning and related practices for classroom teaching. The psychology of learning
in a school setting includes both individual and group generalizations. The roles and functions of a
classroom teacher as a facilitator of learning, and a decision maker concerning pupil needs and
achievement. Prerequisites: admission to the teacher education program.
4. Reproduce proposed catalog statement in full: (leave blank for a request to drop a course). If a change in description is
requested, a syllabus for the course as previously taught, plus a detailed topic outline or (preferably) a syllabus for the course as
proposed must be attached.
CI 412/512
Learning and the Learner (1-3)
Candidates identify themselves as learners, recognize the learning needs of their students, understand
the learning theories relevant to educational practice, and identify the most useful elements of learning
theories to inform their developing educational philosophy. Identify effective strategies and learning
08/06/09:OAA/swh
1
environments to maximize content and process outcomes for diverse students. Prerequisite: admission
to a teacher education program.
5. Justify the proposed course change:
The revised course reframes the focus on learning rather than teacher and teaching as primary focal points:
teacher as learner; identifying the needs of the learner; and responding to those needs.
6. Signatures required:
Request prepared by Emily de la Cruz
Date
Approved by Unit (i.e. Department) Curriculum Committee
Date
Approved by Department Chair
Date
Approved by College/School Curriculum Committee
Date
Approved by College/School Dean
Date
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2
Portland State University
Curriculum & Instruction Department
Graduate School of Education
Graduate Teacher Education Program (GTEP)
CI 412/512: Learning and the Learner
Summer(3 credits)
Instructor:
Phone:
Email:
Office:
How can teacher candidates make
arrangements to consult with you?
Class Meeting Times:
Room:
If you require accommodations (e.g., special seating, an interpreter or note-taker, etc.),
please inform your instructor immediately. Students with disabilities should register with
the PSU Disability Resource Center (503-725-4150; TTY or Relay 503-725-4178) to
document the need for accommodations and obtain support services. Your instructor will
work with you to arrange the supports you need in this class.
Catalog Course Description
Candidates identify themselves as learners, recognize the learning needs of their students,
understand the learning theories relevant to educational practice, and identify the most
useful elements of learning theories to inform their developing educational philosophy.
Identify effective strategies and learning environments to maximize content and process
outcomes for diverse students.
Graduate School of Education Conceptual Framework
Prepare teacher candidates to provide leadership in:
Required Texts:
Phillips, D.C. & Soltis, J. (2009). Perspectives on learning 5th Edition. NY, NY:
Teachers College Press.
Wink, Joan. (2010) Critical Pedagogy: Notes from the real world 4th Edition. Boston,
MA: Pearson.
Additional Supplementary Texts and Reference materials used at discretion of
instructor:
Apple, M.W. (2000). Official knowledge: Democratic education in a conservative age.
NY, NY: Routledge,
Bailey, F. & Pransky, K. (2005). Are “Other people’s children” constructivist learners
too?” Theory into Practice, 44(1), 19-26.
Bransford, J., Brown, A. & Cocking, R. (Eds.) (2000). How people learn: Brain, mind,
experience, and school. Washington, D.C: National Research Council: Committee on
Developments in Science of Learning. National Academy Press. (available
electronically http://www.nap.edu/openbook.php?record_id=6160&page=R1)
Chapters 1-3
Brown, D. & Canniff, M. (September 2007). Designing curricular experiences that
promote young adolescents’ cognitive growth. Middle School Journal. 39 (1) 16-23.
Burant,T. & Christensen, L. Ed. (2010) The New Teacher Book, 2nd.edition. Milwaukee,
WI: Rethinking Schools.
Conley, D.(2005). College knowledge: What it really takes for students to succeed and
what we can do to get them ready. San Francisco: Jossey-Bass.
Delaney, C & Shafer, F, K. (2007). Teaching to multiple intelligences by following a
“slime trail”. Middle School Journal. P38-42.
DuFour, R. & Eaker R.E. (1998). Professional learning communities at work: Best
Practices for Enhancing Student Achievement. Alexandria, VA: Association for
Supervision and Curriculum Development.
Freire, P.(2007).Pedagogy of the oppressed. New York: Continuum.
Kagan, S. (1989).Cooperative Learning Resources for Teachers. San Juan Capistrano,
CA: Resources for Teachers
LeMaster, Jonathan(2009). Critical reading: Deep reading strategies for expository
texts. San Diego,CA.
Lemov, D.(20l0). Teach like a champion: 49 techniques that put students on the path to
college. San Francisco, CA: Jossey-Bass.
Marzano, R (2007). The art and science of teaching: A comprehensive framework for
effective instruction. Alexandria, VA: Association for Supervision and Curriculum
Development
Marzano,R. (2010). On excellence in teaching,1st Ed, Bloomington, Indiana: Solution
Tree Press.
Mercer, C et.al. (July 1996). Empowering teacher and students with instructional
choices in inclusive settings. Remedial and Special Education. 17 (4) 226-236.
Kappa Delta Phi.
Sousa, D. (2006). How the brain learns. Thousand Oaks, CA.: Corwin Press, Inc.. Print
Success at The Core: How Teams & Teachers Transform Instruction. Vulcan
Productions,2010. Web. 29 Dec. 20 I 0. http://www.successatthecore.com/.
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4
Wiggins, G.,& McTighe,J.(2005). Understanding by Design.2nd ed. Alexandria, VA:
Association for Supervision and Curriculum Development
Willingham, D. T. (Summer 2008). Ask the cognitive scientist: What is developmentally
appropriate practice? American Educator. 32 (2). p. 34-39.
Willis, J. (Summer 2007). The neuroscience of joyful education. Educational
Leadership. 64 1-5/ Educational Practice Educational Researcher 30 (4) p3-14)
Essential Course Questions:
● What is my identity as a learner and how does that influence my approach to teaching?
● How do I recognize the learning needs of my students?
● What are the learning theories that are relevant to current educational practice?
● How do elements from the variety of learning theories inform my practice?
● How do I use effective strategies and create an optimal learning environment to
maximize content and process outcomes for a diverse student population.
Course Objectives, Standards, and Assessment
GSE
Course Objective
TSPC
Conceptual
Standard Framework
1.Use case study observation
1a
3.1, 3.2
techniques to examine and gain
knowledge of the specific learning
needs of individual adolescent
learners
2. Describe specific relevant
1a
2.1
learning theories and their
implications for teaching
adolescent learners.
How Assessed
 Case Study
Learning Profile
Chart


Theory into
Practice
Application
Project
Learning Theories
and Application
Essay
Learning Theories
and Application
Essay
3. Identify specific effective
1a
1.1, 1.2

strategies that maximize content
and process outcomes for a diverse
student population.
4.Begin building a foundation for 1a
2.1
 Learning Theories
reflective practice by formulating
and Application
and articulating a personal learning
Essay
philosophy
TSPC Initial Teaching Standards
(1) The Learner and Learning
(a) Learner Development: The teacher understands how children learns grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
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5
implements developmentally appropriate and challenging learning experiences. [INTASC
Standard #1]
Course Schedule
Sessio
Topics
Readings
n
How well do classic theories of
Perspectives On
1 learning explain what we think of as Learning (POL),
good teaching? (POL)
Chapters 1&2
What are some of the key
Critical Pedogogy
differences between the transmission (CP), Chapters 1
and the transformative models of
education? (CP)
To what extent is learning best
POL, Chapters 3&4
2 conceived as a change in behavior? C.P., Chapter 2
What does learning by achieving
insight mean? (POL)
How would you go about
establishing interactive participation
and critical inquiry in your
classroom?(C.P.)
What are the attributes of
POL, Chapters 5&6
3 constructivist teachers and students? CP, Chapter 3
Is learning an individual or a social
activity? What are some of the
things constructivist and progressive
educators have in common? (POL)
What do the diverse insights of the
worldly philosophers have in
common? (CP)
How should lesson design reflect the POL, Chapter 7
CP, Chapter 4
4 fact that students need to retrieve
relevant information, solve
problems, and tie new material to
previous knowledge as well as new
situations? (POL) What are some of
the most useful classroom strategies
to promote critical classroom
pedagogy? (CP)
How are theoretical constructs of
P.O.L., Chapter 8
5 teaching and learning applied to the
realities of schools and their staffs
and students?
(POL & CP)
How do you facilitate a productive P.O.L. Chapter 9
6 Socratic Seminar?
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Assignments Due
Reading Response
Reading Response
Reading Responses
Case Study Learning
Profile Chart
Reading Responses
Theory Into Practice
Application Project
Theory Into Practice
Application Project
Learning Theories
Essay
6
What habits of mind and critical
dispositions will serve us best as
educators?
Assignments and Grading
Total: 100 points
Preparation, Reading Responses, Attendance and Participation
20 pts
● Prepare for class by completing assigned readings and other homework. Directions
for the nature and format of responses for the reading assignments for all sessions will
be given in class. (Specific directions for your Reading Response for the first class
are in the e-mail sent with this syllabus.) Your reading responses and your ability to
make text references during class discussions and seminars should clearly indicate
that you have read and thought critically about the material.
● Attend all class meetings, arriving on time, and stay the entire session.
● Be fully present. Refrain from cell phone use, texting, web-browsing, e-mailing, etc.
● Participate actively in class activities and discussions. Stay engaged, Listen to
understand-not just to respond, Build on others’ ideas, Question your own
assumptions, Experience discomfort, Expect and accept ambiguity
Case Study Learning Profile Chart:
20 pts
Design a table with your case study student – as best as you can
identify his/her level according to six learning theories, their interests, cultural
considerations, native language, any special needs, include
evidence for each of your assessments, reading levels,
include implications for teaching
Theory Into Practice Application Project
30 pts
In a small group, study in some depth one theoretical perspective as it relates to
education. The theory groups will be the following: Behaviorist theory, Piaget’s theory
(constructivist), Vygotsky’s theory (social constructivist), Dewey’s theory
(progressivist). To demonstrate your expertise, your group will create a newsletter for
parents. You can assume that the newsletter is published by a school based on the
principles of your assigned theorist. Be creative, and be selective in deciding what to
include.
Keep in mind the following guidelines/criteria:
1. Cover at least three domains of development: social, emotional, cognitive, language,
or moral.
2. Address at least two curriculum domains (e.g. language arts, math, social studies,
science, music).
3. Address issues of guidance and discipline.
4. Do not use jargon. Prepare the newsletter with the audience in mind.
5. Make sure that each aspect of the newsletter demonstrates fidelity to the theory of
learning assigned.
The newsletter will be shared with the class on ____, and each group will come prepared
to discuss the thinking behind each part of the newsletter. Additionally, individuals will
participate in responding to problematic school scenarios. (Details and rubrics in
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7
class)
Each of you will write a two to three-page reflection on the work you did for this project,
and on what you learned. In this reflection you will discuss the underlying principles that
guided your decisions about the newsletter.Your grade will be based on the final product,
the fidelity of the newsletter to conceptual theory, (7.5 points), the quality and coverage
of the newsletter, (7.5 points), your contribution to the group’s explanation in class as
well as your ability to respond to questions in the panel of experts (7.5 points), and your
individual reflection (7.5 points).
Learning Theories and Application Essay
30 pts
Using the class readings, prepare a final paper summarizing your position regarding
principles and practices of learning. The paper will have three complementary sections:
1. a critical reflection on the most relevant theories of learning, mainly from the
history of 20th century educational learning (broad context.);
2. a clear description of the theory or theories and the instructional approaches that
you view as most closely aligned with your own educational philosophy and your
reasons why, (Zoom in.); and
3. a description of how you imagine this perspective will be made manifest in your
future classroom with respect to your teaching and your students’ learning.(Make it
personal.)
Additional Expectations
Students are expected to complete assigned reading before each class and come
prepared with written responses as directed for each assignment
Students will collaborate in teams to be able to meet class goals
Students will be punctual and active participants in all class sessions
Abiding by norms and principles as developed by the class.
COURSE POLICIES
Classroom Demeanor and Courtesy
Teacher candidates will be challenged to think critically about the impact of cultural
differences, which may include gender, race, socioeconomic status, physical and
cognitive ability, sexuality and other forms of diversity. Candidates are encouraged to
actively participate in these discussions by asking difficult questions and sharing
comments. Because candidates may not share the same opinions on different topics in
this class, it is important that we remember to respect the opinions and ideas of others.
Candidates are expected to show respect and courtesy for all members of this class at all
times. Please use people first language when talking or writing about individuals with
disabilities.
Attendance
Participation is a critical component of this course, and teacher candidates are expected to
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8
attend all classes and fieldwork associated with the course. Candidates are expected make
every attempt to be in class on time and to honor the importance of making good use of
class time. If an absence is unavoidable, it is the candidate's responsibility to contact the
instructor. It is also their responsibility to arrange for any missing work as a result of
unexpected absences. It is recommended that candidates identify other members in the
class that they can use as a resource for class notes and assignments in the event of an
absence.
Grading Scale
A
93-100 points
A91-92 points
B+
89-90 points
B
83-88 point
B80-82 points
[Less than 80 points is below-graduate standard and indicates unsatisfactory performance
in the course. Courses graded ‘C’ or below may not be used to satisfy Masters degree
requirements.]
C
70-79 points
D
60-69 points
F
<60 points
Late Assignments
All work is due at the start of class on the dates assigned. Please be diligent about turning
work in on time. If you are having difficulties that prevent you from turning something in
on time, it is the candidate’s responsibility to contact the instructor about it prior to
the due date.
Incompletes (per PSU Bulletin, 2012-2013, p.63-64):
A student may be assigned a mark of ‘Incomplete’ by an instructor when all of the
following four criteria apply:
 Quality of work in the course up to that point is C level or above.
 Essential work remains to be done. “Essential” means that a grade for the course
could not be assigned without dropping one or more grade points below the level
achievable upon completion of the work.
 Reasons for assigning an I must be acceptable to the instructor. The student does
not have the right to demand an ‘I’. The circumstances must be unforeseen or be
beyond the control of the student. An instructor is entitled to insist on appropriate
medical or other documentation.
 Consultation must have occurred and a formal agreement must be reached
between instructor and student. A written record of the remaining work and its
completion date should be kept by both instructor and student*. The instructor
may specify the highest grade that may be earned. This should not exceed the
level of achievement displayed during the normal course period.
 The deadline for completion of an Incomplete can be no longer than one year. The
instructor may set a shorter deadline which shall be binding.
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9
*GTEP requires a teacher candidate and instructor to jointly complete and sign a“Criteria
and Guidelines for Assigning an Incomplete Grade” form.
Academic Integrity and Student Conduct
Proscribed Conduct by Portland State University (Per PSU Student Conduct Code #577031-0136). (See http://www.pdx.edu/media/g/s/gse_handbook_student_conduct.pdf for
the Student Conduct Code.)
The following constitutes conduct as proscribed by Portland State University for which a
student or student organization or group is subject to disciplinary action:
(1) Obstruction or disruption of teaching, research, administration, disciplinary
procedures or other University activities, including the University's public service
functions or other authorized activities on University-owned or -controlled property, or
any other location where teaching, research, administration, disciplinary procedures or
other University activities take place.
(2) All forms of academic dishonesty, cheating, and fraud, including but not limited to:
(a) plagiarism, (b) the buying and selling of course assignments and research papers, (c)
performing academic assignments (including tests and examinations) for other persons,
(d) unauthorized disclosure and receipt of academic information and (e) falsification of
research data.
Weather Conditions
If you are concerned about road conditions, please use your best judgment. Listen to the
radio or check the PSU website (www.pdx.edu) for university closings.
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10
[example of existing syllabus]
Portland State University
Graduate School of Education
CI 512 Teaching and Learning
Office:
Office Hours: By appointment
Office Phone
Email:
Students needing an accommodation should immediately inform the course instructor.
Students will be referred to Disability Services (503-725-4005) to document their
disability and to provide support services when appropriate.
Course Description:
Principles of human learning and related practices for classroom teaching. The
psychology of learning in a school setting includes both individual and group
generalizations. The roles and functions of a classroom teacher as a facilitator of learning,
and a decision maker concerning pupil needs and achievement. (As described in PSU
Bulletin)
Essential Questions:
1. How do people learn?
2. What is the relationship between teaching and learning?
3. What does it mean to learn something?
4. What learning theories and research influence current educational practice in schools?
5. Which educational theories do I agree with and apply as the basis for my own
teaching?
6. How can I know if my students have successfully learned something?
Course Objectives:
The student will be able to:
1.
Articulate current learning theories including behaviorism, classic
developmental psychology, multiple intelligences, cognitive psychology, and recent
neuroscience findings as applied to classroom practice.
2.
Apply multiple learning theories while making pedagogical decisions
including curricula designing in order to meet the needs of diverse student
populations.
3.
Both select existing assessment tools and design one's own assessment tools
that reflect an understanding of learning theories.
08/06/09:OAA/swh
11
Guiding Principles:
This course will address the following Graduate School of Education’s Guiding
Principles:
·
Create and sustain educational environments to serve all students and meet
diverse needs
·
Encourage and model exemplary programs and practices
·
Challenge assumptions about our practice and accept the risks inherent in
following our
Convictions
·
Develop collaborative efforts that foster our mission.
·
Strive to understand the relationships among culture, curriculum, and practice
and the long-term implications for ecological sustainability.
·
Model thoughtful inquiry as a basis for sound decision-making.
TSPC Initial Teaching Standards:
All five of the TSPC Initial Teaching Standards will be addressed in this course:
● Plan instruction that supports student progress in learning and is appropriate for the
developmental levels.
● Establish a classroom climate conducive to learning.
● Engage students in planned learning activities
● Evaluate, act upon and report student progress in learning
● Exhibit professional behaviors, ethics, and values
Required Reading:
1. Bransford, J., Brown, A. & Cocking, R. (Eds.) (2000). How people learn: Brain, mind,
experience, and school. Washington, D.C: National Research Council: Committee
on Developments in Science of Learning. National Academy Press.
2. Tileston, D.W. (2004). What every teacher should know about student assessment.
Thousand Oaks, CA: Corwin Press.
Required Supplementary Readings available at Smart Copy on the 6th Ave
1.
Fogarty, R. (1999, November). Architects of the intellect. Educational
Leadership. Alexandria, VA: Association of Supervision and Curriculum
Development.
2.
Kagan, S. (1989). Elements of cooperative learning. Cooperative
Learning Resource for Teachers. San Juan Capistrano. CA: Resources for
Teachers.
3.
Tomlinson, C. A. (August 2005). Why bother? Middle Ground. 9 (1)
p12-14. Westerville, OH: National Middle School Association.
4.
Wormeli, R. (August 2005). Tiering: Adjusting the level of challenge.
Middle Ground. 9 (1) p. 25-27. Westerville, OH: National Middle School
Association.
Additional References to explore (optional)
1. Barth, R. (2001). Learning by heart. San Francisco, CA. Jossey-Bass.
2. Bloom, F.E., Beal, MF, & Kupfer, D. (Editors). (2003). The Dana Guide to Brain
Health. NYC: Dana Press.
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12
Frender, G. (2004). Learning to learn. Nashville: Incentive Publications.
Goleman,D. (1995). Emotional Intelligence: Why it can matter more than IQ. NYC:
Banton Books.
5. Hardiman, M. (2003). Connecting brain research with effective teaching: The brain
targeted teaching model. Lanham, MA: Scarecrow Press.
6. Jensen, E. (1998) Teaching with the brain in mind . Alexandra, VA, ASCD
7. Johnson, D & Johnson, R. (1988). Cooperation in the classroom. Edina,
Minn: Interaction Book Company.
8. Kaufeldt, M. (1999).Begin with the brain: orchestrating the learnercentered classroom. Tucson, AZ: Zephyr Press.
9. Kessler, R. (2000). The soul of education: Helping student find connection,
compassion, and character at school. Alexandra, VA: ASCD.
10. Phillips, D.C. & Jonas, F. S. (1998) Perspectives on learning 3rd Edition.
NY, Teachers College Press.
11. Simon, K. (2001). Moral questions in the classroom: How to get kids to
think deeply about real life and their schoolwork. New Haven, CT: Yale
University Press.
3.
4.
Sternberg, R. & Grigorenko, E. (2000). Teaching for successful intelligence to increase
student learning and achievement. Arlington Heights, IL: Skylight Professional
Development.
2. Wink, J & Putney, L. (20002). A vision of Vygotsky. Boston: Allyn & Bacon.
3. Wolfe, P. (2001). Mind, Memory, and learning: Translating Brain Research to
classroom Practice
Course Outline: (Subject to Change) (Course objectives addressed-C.O.)*
Date
Topic
Homework due
1.
8/22
*
C.O.
1,2
· What does it mean to learn
something?
· What is the relationship between
teaching and learning?
·
8/23
*
C.O.
1,2
Video Get Smart
· The science of learning and
classroom implications
· Review Blooms/ learning for
understanding
· Definitions of Intelligences, IQ,
Gardner, Sternberg,
· Writing a lesson using multiple
intelligences
Before class:
Read:
·
Bransford’s Chapter 1
·
Tileston’s Chapter 2,4
Reflective Writing:
·
08/06/09:OAA/swh
Give an example of an activity you
13
8/24
·
Sharing probing questions
students to use/apply knowledge in the classroo
· What steps could you take to help make yo
like a student-centered classroom where studen
risks?
Before class:
*
C.O.
1,2
·
Expert/ Novice
Read:
·
Learning & Transfer
Bransford Chapter 2, 3, 5
·
Information Processing Theory
·
The Mind and Brain
·
Sharing MI lesson plans
8/28
*
C.O.
1,2
8/29
* C.O
1,2
· Jigsaw on Behaviorism,
Constructivism and Social
Constructivism
·
Instructional Scaffolding
·
Dewey- Student centered learning
· Personal, Social & Moral
Development: Kohlberg, Gilligan.
Reflective Writing:
Write a probing question for each chapter you read.
Lesson Designing:
Design a lesson that uses a minimum of 2 or 3 types
multiple intelligences (label them)
Before class:
Read: Bransford Chapter 4 & Fogarty article
Lesson Designing:
· Design a lesson that taps students’ prior kno
them access new knowledge
Before class:
Read: Bransford Chapter 6
·
The emotion and learning
Reflective Writing:
·
8/30
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·
Ranking activity- consensus building
Cooperative Learning
·
Give an example of an activity for your c
both Piaget’s concrete and formal operational st
·
Give an example of scaffolding you could
classroom.
·
How could you provide an apprenticeship
students?
·
Give an example of an authentic learning
use in your classroom.
·
Give an example of a moral dilemma or c
you could introduce into your curriculum that w
moral/social development at an appropriate dev
for your students
Before Class;
14
Read: Elements of Cooperative Learning (in
Reflective Writing:
1.
What has your experience bee
work”?
9/6
*
C.O.
1,2
Before class:
·
Diversity of learners
Read: Tomlinson & Wormeli’s articles
·
Differentiated Curriculum
Reflective Writing
·
Share Cooperative Learning Lessons
In your own words write a definition of differ
design and why it might be important
9/7
·
Sharing Lessons
C.O.
3
· Performance tasks/ authentic
Assessment
Lesson Designing:
·
Design a cooperative learning less
skill, roles, positive interdependence, ind
debriefing – label all the elements
Before class:
Read
· Tileston Chapters 1, 5, 6,
Reflective Writing
9/11
Writing a summative exam
· What is the difference between tradi
assessment?
· Give an example of an authentic wa
your subject
· Describe what your cooperating teac
use as formative assessment
· Have you seen use of rubrics/ scorin
assessments? If so how? If not how could
· have students done any self-assessm
Lesson Designing:
· Design a lesson that differentiates: c
product .as well as provides students cho
Before class:
Read Tileston Chapter 3, 7, 8
Reflective Writing:
· What is the difference between nor
criterion based tests?
08/06/09:OAA/swh
15
· Find out if Oregon’s state tests are criterio
referenced?
· Find out how your school does on the state
information about the demographics and test sc
school to class so we can compare schools with
· What to you think of Tileston’s suggestion
students for tests? Why/why not?
9/12
Final Exam
C.O.
1,2,3
9/14
C.O.
1,2,3
Evaluation
Assignment
·
Go over exam in class
·
·
Reflection
Evaluation
Course Objectives addressed (C.O.)*
Assessment Criteria
Participation
(20 points)
(C.O. 1,2,3) *
Reflective Writing
5 points per day– 7 written
assignments =
35 points)
(C.O. 2)*
Lesson Designing:
Total of 20 pts
· Attends class each day prepared & actively participates in class
activities.
·
If must miss class, contacts instructor ahead of time & before the
next class emails assignment & additional written reflection based on
prompt provided by instructor
· Typed. Double spaced, Spell checked.
· Turned in on time,
· Addressing each prompt on list,
·
Makes connections between readings and personal experience
·
Length: Approximately 1-2 pages each time
All lesson plans will be typed/ and include lesson objectives linked to state
standards as well as specific criteria of lesson
D
D
g
O
S
b
(C.O. 2 & 3)*
Lesson plan that uses m.i.
Lesson plan that accesses
students prior knowledge
Lesson plan uses cooperative
learning elements
Lesson plan that differentiates
content, process, & product &
11/2000:OAA/ld
Uses a minimum of 2 or 3 types of Gardner’s intelligences (explicitly
labeled)
· Helps students connect their known to the unknown
8
Explicitly label the social skill focus, roles, and positive.interdependence.
& individual .accountability, include debriefing process- use template
provided
Explicitly label how lesson is differentiated for content, process and
product. Include how you will differentiate the assessment when choice is
9
16
8
9
provides students choices
provided
Final Exam
(15 points)
(C.O. 1,2,3)*
Correctly answers questions as well as correctly identifies the level of
question based on Bloom’s Taxonomy
08/06/09:OAA/swh
17