New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Spring 2015
CHDED.GE.2359.1 - Seminar in Classroom Teaching I: 2 Credits
BOBS, Room LL147
Wednesdays - 3:30 PM – 4:45 PM
Professor: Patricia A. Romandetto
Office: East Building, 239 Greene Street, Room 311
Phone: 212-998-5538
Email: [email protected]
Office Hours: By Appointment
Welcome to the class!
Course Description:
This seminar in classroom teaching is intended for graduate pre-service students undertaking their first
field placement as beginning teachers. The Seminar in Classroom Teaching I is the first of two courses
designed to foster your capacities as teachers to learn in and from practice (Ball & Cohen, 1999) and to
begin to develop the kind of adaptive expertise (Darling-Hammond & Bransford, 2005) that is critical to
accomplished teaching. Teaching is treated in this course as an interactive system involving teachers’ and
pupils’ activities around particular content. In this course, we take an inquiry stance toward all the
elements that make up this system and work together to define the learning conditions for pupils – lesson
plans, academic language, standards, assessment, instructional materials, etc. Pupil work samples, cases,
and videos of teaching will serve as documentation of teaching practice and allow you to step back from
the press of classroom life and appraise your teaching – in particular your content knowledge and
pedagogical practices. The goals of this course are to enable you as a beginning teacher to:
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Thoroughly examine your teaching using a variety of methods and sources of data.
Skillfully use such appraisals to revise and improve your teaching practice and ultimately impact
the learning of all of your students.
• Participate effectively with colleagues, parents, and learners in ways that reflect your membership
in a professional community that has a specialized knowledge base and shared standards of
professional practice.
As a profession, teaching occurs in a larger context – school, community and society. We will examine
the influences of these larger contexts on children and the implications of these influences for teacher
practice. For the field of teacher education, there are two large questions: 1) How do we ensure teacher
quality? 2) How does teacher quality make a difference in student achievement? Throughout the course,
we will discuss these questions.
CHDED.GE.2359.1 – Spring 2015
Course Overview:
See above.
Learner Objectives:
Date
Topic
Class 1:
January 28
Community building activities
Course Overview
Assignment:
1. Who are you? Who is your cooperating teacher? Who are your
students? Develop a self-portrait. Take notes about your first meeting
with your cooperating teacher and supervisor. Observe one of your
students and develop a portrait of the student. Write up all three for next
week. (One page for each).
2. Read Darling-Hammond & Bransford, Chapter 3.
3. Read “From Another Angle”, Himley & Carini, Chapters1-3.
Class 2:
February 4
Response to the self-portraits
Assignment:
1. Write a two-page reflective essay comparing and contrasting your selfportrait with that of the student whom you observed and with those of
your colleagues. What are the similarities between you and your
colleagues and between you and the students whom you and your
colleagues are teaching? What are the differences? What seems
developmentally appropriate to you? Think about implications for your
teaching. In your essay, please draw on the Darling-Hammond and
Bransford reading.
2. Read “How to Do Action Research in Your Classroom”, pamphlet by
Rust and Clark.
Class 3:
February 11
Small group dialogues about reflective essays
Please be sure to submit your reflective essay when you
attend your small group meeting.
Assignment:
1. Think about the questions you have regarding your field placement and
your practice. Turn those questions into wonderings. Begin by asking
“What would happen if . . .?”
2. Read “Action Research” booklet by Johnson.
3. Write a one-page outline of your Action Research Project.
Class 4:
February 18
Small group dialogues about reflective essays
Please be sure to submit your reflective essay when you
attend your small group meeting.
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CHDED.GE.2359.1 – Spring 2015
Class 5:
February 25
Content and Performance Standards
Assignment:
1. Read Tomlinson and Eidson, Chapters 2 & 3.
2. Interview your teacher about how s/he plans units of instruction and
lessons. Start to develop a Literacy lesson plan for videotaping.
3. Read Wiggins & McTighe, Chapters 1 & 2.
Class 6:
March 4
Analysis of the lesson-linking content and performance standards
to UbD
Assignment:
Analyze the Tomlinson and Edison unit and lesson structure
(Chapters 2 & 3). Look at the standards that have been
addressed. Continue to develop a Literacy lesson plan for videotaping.
Class 7:
March 11
Analysis of the lesson- differentiation of instruction
Assignment:
1. Interview a teacher about differentiation. Read differentiation articles in
packet.
2. Read Darling-Hammond & Bransford, Chapter 8 on Assessment.
3. Write a draft outline of your videotaped lesson plan.
Class 8:
March 25
Analysis of the lesson – assessment
Class 9:
April 1
Analysis of student work
Assignment:
1. Think about what you might need to prepare for a
parent conference. Talk with your cooperating teacher. We
will be focusing on parent conferences next week. You
might think about a particular child, as if you were going to do
the conference with his/her parents. Think about what samples of
student work you might use to make your presentation. What
observations might you want to have collected over the semester?
What background reading might you have done that is relevant to
this child? Complete a sample report card for this student.
2. Write a two-page outline about your Descriptive Review Child.
Use the format provided in your packet.
Class 10:
April 8
Report cards/ parent conferences
Class 11:
April 15
Analysis of student work – a descriptive review
Class 12:
April 22
Small group meetings about videotaped lessons
Please be sure to submit your videotaped lesson, lesson
plan and commentary when you attend your small group meeting.
Class 13:
April 29
Small group meetings about videotaped lessons
Please be sure to submit your videotaped lesson, lesson
plan and commentary when you attend your small group meeting.
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CHDED.GE.2359.1 – Spring 2015
Class 14:
May 6
Last day of class
Please submit your final paper.
Required Readings:
Darling-Hammond, L., & Bransford, J., Eds. (2005) Preparing Teachers for a Changing World. San
Francisco, CA: Jossey-Bass. (Chapter 3: Human Development; Chapter 8: Assessment).
Himley, M., & Carini, P., Eds. (2000) From Another Angle. New York, NY: (Chapters 1 – 3) Teachers
College Press
Hubbard, R. S. & Miller-Power, B. The Art of Classroom Inquiry: A Handbook for Teacher-Researchers.
Portsmouth, NH. Heinemann
Johnson, A.P., (2009) What Every Teacher Should Know About Action Research. Upper Saddle River,
NJ. Pearson Education, Inc.
Parker-Boudett, K., City, A. E. & Murnane, R.J. Data Wise. Cambridge, MA. Harvard Education Press.
Rust, F. & Clark, C. (2006). Doing Action Research in Your Classroom: Lessons from the Teachers
Network Leadership Institute. Download from the Teachers Network web site:
http://www.teachersnetwork.org
Tomlinson, C.A., Eidson, C.C. (2003). Differentiation in Practice: A Resource Guide for Differentiating
Curriculum, grades K-5. Alexandria, VA: ASCD. (Chapter 2: What Plants Need; Chapter 3: We’re
All in It Together).
Walton, F. & Powers, R. (2005). Winning Children Over. Adler School of Professional Psychology:
Chicago, Ill.
Wiggins, G. & McTighe, J. (2005). Understanding by Design. ASCD: Alexandria, VA.
Other readings as determined by the course instructor.
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CHDED.GE.2359.1 – Spring 2015
Course Requirements:
Throughout the course, you are expected to use your DRSTOS-RC assessment rubric as a means of
assessing your progress toward achieving the INTASC teaching standards. Also, in anticipation of the
new edTPA requirements for NYS Certification, effective January 1, 2014, elements of this course may be
used to satisfy these certification requirements, e.g. videotapes, lesson plans, descriptive reviews etc.
Course citizenship: You will need to attend all classes on time and be willing to participate in a
thoughtful and collegial manner, reflecting the way in which you would participate in school as a teacher.
You will be expected to share lesson plans and pupil work with your class colleagues and demonstrate
your capacity to be reflective about your own practice as a teacher, drawing on examples from your own
student teaching experiences.
Videotape and Commentary: You must arrange to have yourself videotaped teaching a whole class
lesson. The lesson should be no longer than 30 minutes.
Also, you must prepare and submit a commentary with your videotaped lesson plan in anticipation of the
new edTPA requirements for NYS Certification, effective January 1, 2014.
Your five-page commentary about your lesson must address the following three areas:
Planning
Instruction
Assessment
Building Content Understanding
Learning Environment
Analysis of Student Learning
Supporting Learning Needs
Engagement in Learning
Providing Feedback
Using Knowledge of Students
Deepening Thinking
Supporting Student Use of
Feedback
Assessments to Monitor Student
Learning
Subject-Specific Pedagogy
Remember that commentaries are your opportunity to describe your artifacts (photos, handouts, student
work samples, etc.); explain the rationale behind their choice; and analyze what you have learned about
your teaching practice and your students’ learning.
Commentaries must be clearly written and well-focused and include appropriate references to readings
from your on-site seminars and from class.
Two Lesson Plans: You will develop and teach two lessons. One lesson in Literacy will be videotaped.
Another lesson in Math will be submitted as part of your final paper. It must include a re-engagement
section in order to align with edTPA. Re-engagement means to support student to revisit and review a
topic with a different set of strategies, representations, and/or focus to develop understandings and/or
correct misconceptions.
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CHDED.GE.2359.1 – Spring 2015
Research Tools and Observation / Description Methods (Descriptive Review of a Child): Over the
course of the semester, you will learn how to use a variety of tools that will help you look beneath the
surface of classroom life and your own teaching. We will practice some of these tools in and out of class.
You will be expected to routinely record your observations, throughout your student teaching placement.
Explore the use of organizational systems for recording (A binder or accordion folder with a section for
each child, small notebooks for each child, index cards on file, etc. Ask your CT what s/he uses and
begin with that if you do not yet have a preference.)
Library Research: You will use ERIC and other databases to locate professional articles, chapters, and
books about your topic of focus for your action research project. There are three overarching areas under
which we will discuss and research; Learning Environments, Learning, and Teaching. The object of this
activity is for you to begin to assemble what might become the core of your professional library.
Suggested and required readings will be provided throughout the course, and you will be responsible to
include these important readings in your action research study and final paper. (Contact Scott Collard for
advice regarding educational research: scott.collard @nyu.edu)
Action Research Study: You will learn to use and implement several action research tools including but
not limited to: Interviews, studying student work, and various classroom observation techniques. These
will be part of your work for the class throughout the semester and the study that you develop can be
interwoven with assignments from other classes.
You could study a child, a lesson, a unit of instruction. You could take notes on yourself and your
interactions with a group of learners over time. You could study gender issues. There are many
possibilities that we will discuss and help you with in class.
Portfolio: In this class you will begin to develop your professional portfolio. A teaching portfolio is a
visual representation of your work and professional growth. We will discuss the required and optional
components of a portfolio. PHOTOGRAPH your classroom and students. You may ask your CT and/or
student teaching colleagues to take pictures of you teaching.
Final Paper: Your last class is Wednesday, December 3rd. You will not have a final exam. Your final
written assignment is due on Wednesday, December 3rd. The final paper guidelines are:
•
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15 – 20 pages
Contains 4 chapters:
o Chapter 1 = A philosophy statement based upon your self-reflection update . . . your personal
growth since September.
o Chapter 2 = A progress report about your case study child (A Descriptive Review of a Child
with assessment analysis integrated throughout).
o Chapter 3 = A lesson plan in Math which addresses the edTPA Task4: Elementary Education
Mathematics Task Assessing Students’ Mathematics Learning.
o Chapter 4 = An action research study.
Papers should be single spaced with 1” margins on all sides, using Arial 11 point type.
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CHDED.GE.2359.1 – Spring 2015
Attendance Policy:
You will need to attend all classes on time and be willing to participate in a thoughtful and collegial
manner, reflecting the way in which you would participate in school as a teacher. You will be expected to
share lesson plans and pupil work with your class colleagues and demonstrate your capacity to be
reflective about your own practice as a teacher, drawing on examples from your own student teaching
experiences.
Grading Policy:
It is expected that required readings and supplemental materials as assigned in the syllabus will be
completed prior to each session and students will be actively engaged in class discussions. Assignments
are due on the specified date in the syllabus. Grades will be affected if submitted late, unless otherwise
agreed to by the course instructor. The final grade is based upon:
Attendance
Punctuality
Class Participation
Written Assignments
Oral Presentations
Videotape Presentations
Final Paper
The NYU grading scale is:
A+
A
A-
X
92-99
90-91
10%
5%
5%
20%
10%
10%
40%
B+
B
B-
88-89
82-87
80-81
C+
C
C-
78-79
72-77
70-71
D+
D
D-
68-69
60-67
X
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.
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CHDED.GE.2359.1 – Spring 2015
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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•
•
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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 DishonestyOrganize your time appropriately to avoid undue pressure, and acquire
good study habits, including note taking.
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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.
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CHDED.GE.2359.1 – Spring 2015
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.
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