Liberal Studies 300
Spring 2016
Mondays 4:00 – 6:40 EBA 260
Instructor:
Email:
Kelly Johnson, Ph.D.
[email protected]
Office: EBA 207A
Hours: By appointment
Prerequisite: Completion of ED200
Course Description:
You are on the road toward becoming a teacher! This course is a prerequisite for entering the 5th year Multiple
Subject Program at SDSU. In this class, we read about and discuss ways of thinking or “the habits of mind” in
the disciplines that are typically taught in grades K-8. The goal of our efforts is to enhance understanding of
the nature of these disciplines.
You will explore issues of diversity in contemporary society through directed field experiences, selected
readings, research and participation in class discussions. We will explore the concept of a liberally educated
person and the significance of broad based knowledge in the teaching profession. Additionally, we will
address the importance of clear academic writing including recognizing and using basic writing conventions.
You should arrive in class on time ready to participate in the class. All cell phones need to be turned off and
miscellaneous items such as newspapers, magazines, etc. are to put away. Laptops should be used for
notetaking only.
Course Goals & Objectives:
The purpose of this class is to provide an educational experience that prepares you to:
1. think critically.
2. write clearly and effectively using correct academic language and grammar.
3. appreciate the similarities and differences between academic disciplines.
4. recognize the attributes and importance of a liberal education.
5. reflect on a variety of education field experiences through a culturally responsive lens.
Required Readings:
1. Selected readings and EFE Guide available on course Blackboard site.
Points/Grading
You will accumulate 235 points during this semester. At the end of the semester, those points will be assigned a
transcript grade according to the following criteria:
90% or above
A (100-96% = A and 95-90% = A-)
80%-89%
B (89-88% = B+; 87-85 = B; and 84-80% = B-)
70%-79%
C (same pattern repeated as for a B)
60%-69%
D
59% or lower
F
The total range of possibilities is provided in order to present a complete picture. There is no expectation that
anyone will fall into the bottom 4/5ths of the scale.
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Course Assignments
Each of the following course requirements will be explained and discussed in class. The criteria which
guide grading include the following operational definitions:
Professional Quality: Work is presented in a form that is acceptable to show a parent or colleague in a
professional meeting. Time and attention appears to have been given to this activity (carefully prepared versus
being “thrown together”). All assignments completed out of class must be typed and include 1.5 spacing using
Times New Roman size 12 font.
Functional Value: The product in its present form serves as a useful tool (has actual teaching application). It
would be useful to other similarly prepared professionals (it has communicative value).
Progressive: The assignment demonstrates growth in the instructional process (objectives, instruction,
assessment). It also relates to the set of best practices discussed in class and in the readings.
Completed on Time: Assignments are due on the assigned day. Problems with the policy should be discussed
and negotiated advance of the due date. Late assignments will be accepted only if such arrangements are
possible and are made before the due date. Late assignments that have not been discussed in advance with the
instructor may result in a letter grade reduction for the assignment for each day past the due date.
Academic Honesty: Academic honesty is of utmost importance. All work submitted must be original and
created specifically for this class. References to the work of others must be appropriately cited in any paper
submitted. Academic dishonesty will be treated within the guidelines established by the University. Students
agree that by taking this course all required papers may be subject to submission for textual similarity review
to Turnitin for the detection of plagiarism.
Students with Special Needs: Students who need instructional accommodations for their disabilities should
contact me privately. We can discuss specific accommodations for which you have received authorization. If
you need accommodations due to a disability, but have not registered with Student Disability Services at 619594-6473 (Calpulli Center, Suite 3101), please do so before making an appointment to see me. You may
access more information about available services for SDSU student by visiting
http://www.sa.sdsu.edu/sds/sds-main/students.html.
Requirements
1. Class attendance, participation, professional conduct, Response Journals . . . . . . . . . . . . . . . . . 25 pts.
LS 300 is a participatory class. It is expected that you participate fully and respectfully in class discussions. Your
experiences, background and ideas are critical elements in class discussions. If you are unable to attend a class
session, email the instructor in advance. Please note that being absent is not an excuse for missing important
information given in class. It would benefit you to have the names and phone numbers of several of your
classmates. Each student is expected to display professionalism, which is defined and evaluated using the
following criteria: attendance, preparedness/timeliness, attitude, responsibility, initiative, positive participation,
and collaboration/collegiality. Response Journals will be filled in weekly during class.
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2. Response Papers (5 points each) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 pts.
After reading each article, type a response attending to the prompt in the syllabus and on Blackboard. Submit
responses through Blackboard on the due date indicated on the syllabus.
3. Plagiarism Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 pts.
Go to: http://library.sdsu.edu/guides/tutorial.php?id=28 Copy and paste this link to take the tutorial and the
quiz. After completing the quiz, print the final page with your score and turn it in to the instructor.
4. Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 pts.
Part of your EFE Research Paper includes writing a literature review on your research topic. You will research 34 studies that examine your topic. The structure of this assignment will be reviewed in class. This literature
review will be turned in two times, one time as a single assignment and the second time as part of the EFE
Research Paper.
5. Habits of Mind Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 pts.
You will write a four-page essay comparing and contrasting two disciplines attending to each disciplines
habits of mind. The weekly readings about the Habits of Mind in various disciplines will help you with this.
More information about the essay will be shared during the semester and can be found on Blackboard.
6. Content Team Lesson (20 pts. pres. + 10 pts. ref. paper + 10 pts. part). . . . . . . . . . . . . . . . . . . . . . . 40 pts.
PRESENTATION: In groups of 3 or 4, you will be teaching a 25-minute lesson to the class in a particular
discipline. You must include a lesson plan indicating the appropriate grade level, content standard, and
sequence of events. You must demonstrate your understanding of goals, processes, and product indicating that
you understand the habits of mind of that discipline. Every member must take an active role in planning and
teaching this lesson. You will earn up to 10 points for participating in other groups’ lessons.
REFLECTION PAPER: Your reflection paper must answer the following questions: (1) What is the most
interesting thing you learned about your discipline (or perhaps saw this point from a new/different
perspective) (2) What was your experience in working with your particular group – what were the dynamics,
who was leader, how did you distribute tasks (3) What was your thinking about the way to present your lesson
– engagement, sequence of activities (4) If you were to present this lesson again next semester to a new
audience, what might you want to do differently?
7. Early Field Experience (EFE) Report and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 pts.
You will spend 30 hours in public school settings this semester. You will turn in a detailed report of your
experiences. Specific details and forms are available in the Early Field Experiences (EFE) Guide that you will
obtain from the course Blackboard site. The EFE with 30 hours of observations must be completed to
receive a passing grade in LS 300. Part of this report includes a 4-6 page classroom observation research
paper (typed, double spaced). You will choose a focus question in which to ground your research. Possible
topics and questions will be shared and discussed in class. Data will be collected and analyzed from classroom
observations. A literature review of 3-4 sources that aligns with your research topic needs to be included in
your paper. The Classroom Research Paper must be included in the final EFE Report.
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COURSE OVERVIEW
Meeting
1/25/16
2/1/16
Topics
Overview and expectations
What is a liberally educated
person?
Habits of Mind in Literacy
Early Field Experience (EFE)
review
Guest: SHARON BENDALL
2/8/16
Habits of Mind in Mathematics
Liberally Educated Person
Readings & Assignments
Response Paper Prompts
Read: Habits of Mind in Literacy (available
on Bb)
DUE: HABITS OF MIND – LITERACY
Response Paper
DUE: Print out and bring EFE guide to
class
DUE: Plagiarism quiz
3-2-1: Write about 3 main points, 2
controversial ideas (or two things you
disagree with), and 1 question you
have.
Read: Habits of Mind in Mathematics
(available on Bb)
DUE: HABITS OF MIND –
MATHEMATICS Response Paper
Squares, Triangles, Circles: Write
about 4 things that “square with my
thinking”; 3 “angles” I disagree with
(or 3 details to support, or 3 things for
which I need more information, or 3
different ways to look at the idea); and
1 question “circling” in my head
Research topics and questions
2/15/16**
2/22/16
The Purpose of a Liberal Arts
Education
Read: The Purpose of a Liberal Arts
Education, Robert Harris (available on Bb)
DUE: HARRIS Response Paper
Habits of Mind in Science
Read: Habits of Mind in Science (available
on Bb)
DUE: HABITS OF MIND – SCIENCE
Response Paper
Important Ideas: Three important
ideas/things from the reading are ---, --, and ---, but the
most important thing I read is ---.
Explain.
Read: Habits of Mind in Social
Studies/History (available on Bb)
DUE: HABITS OF MIND – SOCIAL
STUDIES/HISTORY Response Paper
Sample Test Questions:
Write several possible test questions
related to the reading. Consider T/F,
multiple choice, short answer, and
matching. Be sure to include the
answer key.
Review Habits of Mind Essay
Read: Habits of Mind in VAPA (available on
Bb)
DUE: HABITS OF MIND – VAPA
Response Paper
DUE: Literature Review
Sketch It:
Illustrate the main points of the article
using a visual representation. (This
should be handed in to instructor
rather than submitted through
Blackboard).
Classroom Environments
DUE: Response Paper
Perspective Writing: From the
perspective of a principal, write a
letter to your staff about effective
classroom environments.
DUE: Response Paper
DUE: Habits of Mind Essay
The Best and the Worst: Write about
the BEST presentation/lecture you
have ever heard/attended and the
Context for Learning
Literature Review
2/29/16
Habits of Mind in Social
Studies/History
Effective lessons
3/7/16
3/14/16
Content & Common Core
Standards
Habits of Mind in VAPA
Data Collection
3/21/16
Review Content Area Team
Presentation
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Add variability of all learners
3/28/16
4/4/16**
Spring Break – Enjoy!
First Year Expectations
Group Work: Content Team
Presentations planning
WORST.
Read: What to Expect Your First Year of
Teaching, Amy DePaul (available on Bb)
DUE: DEPAUL Response Paper
4/11/16
Classroom Research
Guest: LISA MCCULLY
DUE: Response Paper
News Report: Assume the role of a
news reporter writing about the
research that is being conducted for
this course.
4/18/16
Content Team Lessons:
Interdisciplinary Teaching
DUE: Response Paper
DUE: Content Team Presentations for
some
4/25/16
Content Team Lessons:
Interdisciplinary Teaching
DUE: Response Paper
DUE: Content Team Presentations for
some
Foldable™: Create a Foldable™
focusing on some aspect of the
children’s book you are incorporating
into your presentation.
Dear Abby: Write to an expert
(Abby) about an issue in education.
Be sure to write Abby’s response.
5/2/16
Share EFEs and Research
DUE: EFE Report
DUE: Content Team Reflection Paper
DUE: Response Journal
** No face to face class meeting
Schedule is subject to change
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