New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Teaching Practicum:
Social Studies in the Middle/Secondary School
SOCED-GE 2053/SOCED-UG 1040
SOCED-GE 2911/SOCED-UG 1037
Fall 2014
Thursdays 4:55-6:35pm
Instructor: Maura FitzGerald
Phone: (914) 844-4674 (cell)
Email: [email protected]
Office Hours: By Appointment
Goals of the Course
In the 2009 Gates Foundation MET Project (a study to measure teacher “effectiveness,”)
seven indicators were ascribed to effective teaching. Known as the “7 C’s” they include
the ability to do the following:
1. Care, creating a warm and welcoming classroom environment
2. Control that classroom environment
3. Clarify information/expectations for your students
4. Challenge your students
5. Captivate your students
6. Confer with your students
7. Consolidate information for students
Throughout this course, we will work to build proficiencies in these seven areas, as well
as two more, with regard to:
8. Crafting effective lesson plans
9. Common Core Literacy
This class will provide support in your student teaching experience and a forum for
reflection and growth. Together we will be able to share the successes and challenges
experienced while student teaching.
Required Materials
Course packet, available at Advanced Copy Center, 552 LaGuardia Place, 212-388-1001
Teach Like a Champion: 2010, Edition 1 (ISBN 978-0470550472)
Grading Policy
Attendance, active class participation, and professionalism
Weekly Assignments
Final Portfolio and Demo Lesson
30%
30%
40%
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Attendance
All students are responsible for the material covered in each class period. Much of what
we do in class is based on in-class activities and discussion. With that in mind,
attendance is extremely important to your success in the class. You are expected to be
here each week on time. Should you absolutely need to miss a class, please contact me in
advance to let me know. Students who miss two or more classes without notice or are
repeatedly late will be dropped a letter grade.
Participation
This class centers on the ability to share and reflect on our experiences in the classroom.
Your ability to share honestly about your experience, provide feedback to others, and
engage with the readings in class is essential. To that end, please be sure to bring your
text with you to class each week.
Weekly Assignments
Throughout the semester, there will be assignments due from week to week. These
assignments will be scored based on completion. Unless otherwise noted, you’ll receive
full credit with feedback to think about. If the assignment needs to be redone for credit, I
will let you know.
Please bring in a hard copy of all assignments unless otherwise specified.
Journals: A few times throughout the semester, you will be asked to reflect in a 1-2 page
journal describing your student teaching experiences thus far. The topic of the journals is
up to you, but you may wish to draw from any of the following topics (though you are by
no means limited to these topics alone):
• First impressions
• Intervisitation (observing other teachers in the school)
• School culture
• Successes
• Challenges
• Management Issues
• Engaging Students
Checkpoints for Final Portfolio: To help you break down the final portfolio project, and
get feedback along the way, there will be smaller components assigned throughout the
semester. These include:
• Unit plan proposal (1 page description of the unit, including: objectives, possible
aims, activities and resources)
• Drafts of 3 Lesson Plans
• Culminating Assessment Draft (See page 3 for specifics)
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Portfolio Project
The portfolio is the culmination of all of your work this semester. Most of the work has
been completed and turned in already throughout the semester. This is your chance to
reflect on it, improve it, and pull it all together. The organization and design of the
portfolio is entirely up to you, but be sure to include:
1. Your completed unit plan, using the backwards design framework
a. Unit plan should include the following:
i. A brief description of the unit
ii. The enduring understandings you want students to leave the class
with by the time the unit ends
iii. The essential question(s)
iv. A description of the formative and summative assessments used to
check for understanding and mastery
v. A calendar of lessons describing the aims/objectives of the lessons
within the unit.
2. 3-5 lesson plans from the unit (at least one of which is differentiated to
fit the needs of different learners in the class)
3. Culminating Assessment with Rubric (If you’ve been able to assign this
during the semester at your placement, include samples of student work.)
a. Create a final assessment for the unit you are submitting. Be sure to
outline clear expectations for your students to follow in order to complete
the assignment and include a rubric (not a checklist) that describes the
products that exceed, meet, or fail to meet the standards. This will be
explained further in class.
Demo Lesson
The demonstration lesson is an important step in most schools’ hiring processes. Create a
10-15 minute lesson based on a topic from global or American history for a specific
grade level. Bring a copy of the lesson plan and all accompanying handouts to submit on
the day of your demo lesson. The lesson should:
1. Have a clear objective
2. Reflect common core standards
3. Include an assessment of student learning
4. Be accompanied by a written out lesson plan, to be submitted with any
associated handouts (should be included in your portfolio)
Requirements for Written Work
All written work should be typed and double-spaced with reasonable margins and
reasonably sized font. Assignments will be collected in class on the days they are due.
Late papers will be marked down one letter grade for each calendar day overdue, unless
an extension has been cleared with me in advance.
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Students with Disabilities
Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing,
should register with the Moses Center for Students with Disabilities at 212 998-4980,
240 Greene Street, www.nyu.edu/csd
Academic Integrity
The following has been retrieved from NYU Steinhardt’s Policies and Procedures
(available from http://steinhardt.nyu.edu/policies/academic_integrity):
Academic integrity is the guiding principle for all that you do; from taking exams,
making oral presentations to writing term papers. It requires that you recognize and
acknowledge information derived from others, and take credit only for ideas and work
that are yours.
You violate the principle of academic integrity when you:
• Cheat on an exam;
• Submit the same work for two different courses without prior permission from your
professors;
• Receive help on a take---­‐‑home examination that calls for independent work;
• Plagiarize.
Disciplinary Sanctions: When a professor suspects cheating, plagiarism, and/or other
forms of academic dishonesty, appropriate disciplinary action may be taken following the
department procedure or through referral to the Committee on Student Discipline. The
Steinhardt School Statement on Academic Integrity is consistent with the New York
University Policy on Student Conduct, published in the NYU Student Guide.
For more information, visit: http://steinhardt.nyu.edu/policies/academic_integrity
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Schedule of Readings
Please note that assignments and reading sections are due the day they appear on the
schedule.
9/4: Welcome to the Course
Introductions, Overview, Expectations, and the 7 C’s as a frame
Sign up for Demo Lessons
9/11: Visit from Supervisors and Frank Pignatosi
Location TBD
Reading: Excerpt from The Tone of Teaching, Chapter 1 (Distributed in class)
*9/18: The 1st C: Care:
Due: Journal #1
Setting a warm classroom climate and taking student interests into account
*Student Surveys
Techniques:
28: Entry Routine
29: Do Now
35: Props
41: Threshold
43: Positive Framing
Reading: TLAC 145-152, 163-165, 197-199, 203-209
Course Reader: p. 12-19
*9/25: The 2nd C: Clarify
Due: Journal #2
Delivery, modeling, and explanations
Techniques:
13: Name the Steps
14: Board=Paper
15: Circulate
Reading: TLAC 71-75, 77-88
*10/2: The 3rd C: Control
Due: Unit Plan Proposal
Why Students Misbehave
Rewards and Consequences
Techniques:
30: Tight Transitions
36: 100 Percent
37: What to Do
38: Strong Voice
42: No Warnings
Reading: TLAC 145-151, 154-157, 167-191
Course Reader: p. 34-50
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*10/9: The 3rd C: Control (Continued)
Due: Journal #3
Visit from John LoSasso
Reading: Course Reader: p. 51-57
10/16: Crafting Effective Lessons
The Planning Sequence and Objectives
Techniques:
6: Begin with the End
7: 4 M’s
10: Double Plan
24: Pepper
Lesson and Unit Plan Templates
Reading: TLAC 57-69, 131-134
*10/23: The 4th C: Challenge
Due: Draft Lesson Plan #1
Expectations and Rigor
Techniques:
1: No Opt Out
25: Wait Time
26: Everybody Writes
Reading: TLAC 27-28, 134-141
*10/30: The 5th C: Captivate
Due: Draft Lesson Plan #2
Engagement and Accountability
Visit from Chloe Pinkerton
Techniques:
12: The Hook
22: Cold Call
Reading: TLAC 71-77, 111-125
*11/6: The 5th C: Captivate (Continued)
Due: Draft Lesson Plan #3
Activities and Strategies to Engage Students
Techniques:
21: Take a Stand
Tea Party, Inductive Learning, Anticipation Guides
Reading: TLAC 106-108
Course Reader: p. 64-93
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*11/13: The 6th C: Confer
Due: Culminating Assessment Draft
Student Voice and Choice
*Choice Theory, Socratic Seminars
Reading: Course Reader: p. 100-106
11/20: The 7th C: Consolidate
Checking for Understanding and Assessing Students
Techniques:
18: Check for Understanding
19: At Bats
20: Exit Ticket
Reading: TLAC 97-106
12/4: Common Core Literacy
Reading for Meaning
Reading: Course Reader: p. 116-125
*12/11: Final Reflections and Portfolios
Due: Final Portfolio