New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Professor: Helen B. Friedlander
Office: 239 Greene Street Room 534
Phone: 212-998-5471
Email: [email protected]
Office Hours: Tuesday/Wednesday 2:30-4:00
Professor: Phyllis Weinfeld
Office: 239 Greene Street
Phone: xxxxxxx
Email: [email protected]
Office Hours: By Appointment
Childhood Integration Seminar IV
CHDED-UE.1008.001/002
Monday 3:30-4:20
Welcome to the class!
Course Description:
This integration seminar is designed to offer seniors in their final semester the opportunity to
organize and articulate a philosophy of the teaching and learning process based on a series of
student teaching experiences, course readings and personal beliefs. Using text and video,
class discussions will highlight the concept of "excellence" in teaching, evidence-based
practices, as well as the concrete everyday responsibilities of teaching students with an array of
cognitive and social needs. When relevant to course content, questions related to the EdTPA
will also be addressed.
Course Overview:
The final integration seminar for childhood/childhood special education students is a
culminating seminar that offers students a forum for examining best practices in teaching and
opportunities to assess individual beliefs and teaching performance. The intent of this course
is also to assist students in maximizing their final student teaching placements.
Learner Objectives:
* Students will be able to articulate a personal philosophy of teaching supported by evidencebased practice.
* Students will be able to engage in professional dialogue regarding elements of the teaching
learning process.
* Students will recognize the value of connecting curriculum to student interest and
developmental status.
* Students will recognize the multitude of practical responsibilities associated with teaching in
the elementary schools.
Required Readings:
* Berger, R. (2003). An ethic of excellence. Portsmouth, NH: Heinemann.
* Kriegel, O. (2013). Everything a new elementary teacher really needs to know (but didn’t learn
in college). Minneapolis, MN: Free Spirit Publishing.
Course Requirements:
Attendance, Punctuality, Informed Participation
Final Paper Project-Based Instruction
50%
50%
Attendance Policy:
Student attendance is a requirement in this course which values active participation which
contributes to a productive dialogue among the members of the class community. In the event
that a student will not be attending class due to extenuating circumstances, an email must be
sent to the instructor prior to class and all discussion notes or distributed materials are the
responsibility of the student. Punctuality is an absolute requirement.
Grading Policy:
It is expected that required readings assigned in the syllabus will be completed prior to each
class session and students will actively participate in class discussions. Student grades will
reflect the quality of the final project, class attendance and punctuality and consistent
contributions to class dialogue.
Grading Rubric:
A/Exemplary: The student has attended all classes, made substantial contributions to class
discussions, and received an exemplary grade on the final project.
B/Satisfactory: The student has attended all classes, participated in class discussions at least
fifty percent of the time, and received a satisfactory grade on the final project.
C/Fair: The student has attended most classes, has minimally participated in class discussions,
and received less than a satisfactory grade on the final project.
Students with Disabilities:
Students with physical or learning disabilities are required to register with the Moses Center for
Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to
present a letter from the Center to the instructor at the start of the semester in order to be
considered for appropriate accommodation.
Academic Integrity:
The following has been retrieved from NYU Steinhardt’s Policies and Procedures (available from
http://steinhardt.nyu.edu/policies/academic_integrity):
The relationship between students and faculty is the keystone of the educational experience in
The Steinhardt School of Culture, Education, and Human Development at New York University.
This relationship takes an honor code for granted. Mutual trust, respect and responsibility are
foundational requirements. Thus, how you learn is as important as what you learn. A university
education aims not only to produce high quality scholars, but to also cultivate honorable citizens.
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:
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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.
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended
or not, is academic fraud. In a community of scholars, whose members are teaching, learning and
discovering knowledge, plagiarism cannot be tolerated.
Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a
musical score and/or other materials, which are not your original work. You plagiarize when,
without proper attribution, you do any of the following:
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Copy verbatim from a book, an article or other media;
Download documents from the Internet;
Purchase documents;
Report from other's oral work;
Paraphrase or restate someone else's facts, analysis and/or conclusions;
Copy directly from a classmate or allow a classmate to copy from you.
Your professors are responsible for helping you to understand other people's ideas, to use
resources and conscientiously acknowledge them, and to develop and clarify your own thinking.
You should know what constitutes good and honest scholarship, style guide preferences, and
formats for assignments for each of your courses. Consult your professors for help with problems
related to fulfilling course assignments, including questions related to attribution of sources.
Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and
exchange ideas and opinions with others, including your classmates and professors. You will be
expected, and often required, to build your own work on that of other people. In so doing, you
are expected to credit those sources that have contributed to the development of your ideas.
Avoiding Academic Dishonesty
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Organize your time appropriately to avoid undue pressure, and acquire good study habits,
including note taking.
Learn proper forms of citation. Always check with your professors of record for their
preferred style guides. Directly copied material must always be in quotes; paraphrased
material must be acknowledged; even ideas and organization derived from your own
previous work or another's work need to be acknowledged.
Always proofread your finished work to be sure that quotation marks, footnotes and other
references were not inadvertently omitted. Know the source of each citation.
Do not submit the same work for more than one class without first obtaining the
permission of both professors even if you believe that work you have already completed
satisfies the requirements of another assignment.
Save your notes and drafts of your papers as evidence of your original work.
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.
Departmental Procedure
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The Professor will meet with the student to discuss, and present evidence for the
particular violation, giving the student opportunity to refute or deny the charge(s).
If the Professor confirms the violation(s), he/she, in consultation with the Program
Director and Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director and Department
Chair, and inform the student in writing, instructing the student to schedule an appointment with
the Associate Dean for Student Affairs, as a final step. Copies of the letter will be sent to the
Department Chair for his/her confidential student file and the Associate Dean for Student
Affairs. The student has the right to appeal the action taken in accordance with the School's
Student Complaint Procedure as outlined in The Steinhardt School of Culture, Education, and
Human Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual
circumstances, faculty may choose to refer the issue to the Committee on Student Discipline for
resolution, which they may do through the Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York
University Policy on Student Conduct, published in the NYU Student Guide.
CHD-UE-1008.001/002 Integration Seminar IV
Course Calendar
Date
Topic
Activity
Assignment
01/26
Theories and
Classroom Practice
Discussion of
Read: Kriegel Chapter 1
02/02
Designing Your
Classroom
Environment
Students will design an
environment to
facilitate student
engagement
Read: KriegelChapter 2.
02/09
The Details Beyond
Your Classroom
Working in dyads,
student will design a
graphic organizer and
prioritize listed items.
Read: Kriegel Chapter 3
02/16
PRESIDENTS’ DAY
*******************
******************
02/23
Instructional
Responsibilities
Discussion: Are You
Prepared to Meet the
Daily Demands?
Read: Kriegel Chapter 4
03/02
The Substance of
Instruction: Working
with the Students
Discussion: What Are
Your Goals for Student
Teaching?
Read:Kriegel Chapter 5
03/09
Working with
Discussion: Building a
Relationship with
Read: Kriegel Chapters
Classroom Practices
that support different
methods of Instruction
Administration
Administration,
Secretaries, and other
School Personnel
6,7,8
03/16
SPRING BREAK
*******************
******************
03/23
Developing TeacherParent Relationships
Students will discuss
the skills they need to
develop in managing
different family
scenarios
Read: Kriegel: Chapters
03/30
9 & 10
Research the work of
educator Ron Berger
and read Chapter 1 in
An Ethic of Excellence.
04/06
What Is An Archiver of
Excellence? Building
Your Own Library.
Discussion: Thinking
About Expectations for
Myself and My
Students.
Read Chapter 2:An
Ethic of Excellence
04/13
Building and
Maintaining a
Commitment to a
School Community
Discussion: Where to
Look for the Signs of a
Vibrant Community?
Read pp.63-75: An
Ethic of Excellence
04/20
Building Student Self
Esteem
Discussion: Re-thinking
Praise of Student Work
Read pp.76-100: An
Ethic of Excellence
04/27
The Making of “Critical
Friends”
Discussion of how we
help our students
become “critical
Read pp.101-116: An
Ethic of Excellence
friends”.
Final Project due 5/04
Read pp.117-156 in An
Ethic of Excellence.
05/04
Using Assessment to
Build Stronger Students
Discussion of
Understanding the
Students’ Mental
Model of Assessment
05/11
Teaching as a Craft
Discussion of Berger’s
Writing That Have
Made an Impression on
You.