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EDU 344 -‐ Teaching Social Studies at the Secondary Level School of Education
Fall 2011 Professor: Jamie Isham, M.A. Cell phone: 517-‐262-‐0492
Office: Dietzman Hall -‐ School of Education* Email: [email protected] *I don’t have specific office hours, as I am not regularly on campus except for our class meetings. However, I am available any time by phone or email, and I make it a point to get back to my students in a very timely fashion. If you have a question that needs to be answered right away, please don’t hesitate to call me. I turn my phone off when I am unavailable and at night, so there really is no bad time to call. Simply leave a message and I’ll get back with you at my earliest convenience. The Spring Arbor Concept: Spring Arbor University and the School of Education are communities of learners distinguished by our:
Life-‐long involvement in the study and application of the liberal arts, total commitment to Jesus Christ as our perspective for learning, and critical participation in the contemporary world.
In addition, the Spring Arbor University concept revolves around faith, living and learning. These dimensions are vitally important to the impact living Christ intends his followers to exhibit and will be integrated throughout this course. Course Description: This course is an introduction to the theory and practice of instruction in history and the social sciences in middle and secondary schools. The course is a prerequisite for the secondary level student teaching in history and the social sciences as well as for certification in social studies from Spring Arbor University. Course Objectives, based on the SOE Effective Teaching Model Integrating Faith and Learning:
1. The students will participate in discussions that focus on how one’s worldview affects one’s teaching.
Content Knowledge:
1. The students will be able to identify and discuss the merits of multiple approaches to the teaching of secondary social studies.
2. The students will be able to articulate early, middle and late adolescent developmental characteristics and needs
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and relate these to plans for instruction in the teaching of secondary social studies.
Management and Organization: 1. The students will demonstrate an understanding of the basic nature, scope and methodology of
history and the social sciences. 2. The students will demonstrate the process of selecting objectives, monitoring and adjusting instruction
in the teaching of history and the social sciences. 3. The students will practice the development of strategies that take into account the awareness of
concept development and several levels of questioning in the cognitive and affective areas. 4. The students will identify and practice principles of learning including motivation, retention, transfer,
reinforcement, participation and evaluation as applied to the teaching of history and the social sciences.
Pedagogy:
1. The students will collect ideas for using various teaching strategies in their course notebooks. 2. The students will create a curriculum map, individual lessons, and a unit plan that demonstrate their
understanding of the use of a wide variety of instructional strategies. 3. The students will design and teach two social studies micro-‐lessons to their peers, and they will
develop and teach two more lessons in a social studies classroom. Then they will evaluate their own lesson plans and teaching, looking for appropriate pacing, transitions, interest, age-‐appropriateness, and overall effectiveness of each lesson.
4. The students will observe and evaluate good teaching techniques modeled by actual classroom teachers and their peers.
Collaboration with Stakeholders: 1. The students will be able to articulate to parents and students why they apply a specific theory and
instructional strategy in order to increase student achievement. 2. The student will demonstrate an awareness of the importance of the role of parents in the education
of young people.
Diversity: 1. The students will be able to identify and incorporate into their social studies instruction the role of
important contributions and challenges resulting from a diverse and pluralistic social and historical fabric.
2. The students will understand the influences of education of people from diverse cultures. 3. The students will demonstrate recognition of the range of research and literature about teaching and
learning available to social studies classroom teachers.
Assessment: 1. The students will show they can critically read appropriate books and journals and write about their
perceptions of student assessments in the area of social studies. 2. The students will describe and evaluate several plans for skill development in the social studies. 3. The students will practice and evaluate the use of media in the social studies classroom. 4. The students will observe, critique, and teach micro lessons in the social studies. 5. The students will assess a range of activities, resources and instructional objectives for alignment with
the Michigan social studies curriculum benchmarks. Students will also have opportunities to demonstrate the following aspects from the outer ring of the Effective Teaching Model throughout the course:
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1. Professional Skills and Dispositions – habits of thinking and action that emanate from professional attitudes, values, and beliefs. They are demonstrated through both verbal and non-‐verbal behaviors as educators interact with students, families, colleagues, and communities.
2. Global Perspective – an awareness, understanding, and appreciation of the world beyond oneself, one’s community, and one’s culture, as reflected in teachers’ choices and actions.
3. Leadership and Scholarship – the ability to provide exceptional guidance and direction as classroom teachers and in the larger educational arena through mentoring, service, and advocacy. This domain encourages and understanding of the value and role of scholarship and intellectual engagement to inform and enhance professional performance.
4. Technology – a universal tool in contemporary culture, calls for literacy, skill, and intent to appropriately use it in all aspects of effective teaching. Technology competence encompasses electronic media, hardware, software, and other devices and applications.
Course Textbooks: Beal, C, Bolick, C, and Martorella, P. Teaching Social Studies in Middle and Secondary Schools, Allyn & Bacon,
Boston, 2009. Michigan Department of Education Social Studies High School Content Expectations and Grade Level Content
Expectations (download from MDE website at http://www.michigan.gov/mde/0,1607,7-‐140-‐38924_41644_46818-‐-‐-‐,00.html)
On the above website, you’ll need to click • Social Studies High School Content Expectations v.10.07 Classroom Policies – Please take note of these! Civility Policy In keeping with Spring Arbor’s Christ-‐centered concept, civility will be expected and practiced in this course. All class members (including the instructor) will be treated with respect and dignity. Please insure your discussions in class are appropriate and not inflammatory. It is alright to agree to disagree, but not to be disagreeable. If a student is prejudicial or inflammatory, it will be noted on your disposition form, and the instructor reserves the right to remove the student from the class. Remember to give grace to others as you would like grace extended to you. Technology Policy Cell phones are to be turned off and put away during class time unless approved by the instructor for emergency situations. Any unauthorized use of cell phones during class, including texting, may result in a significantly lowered grade or failing the class. You are welcome to use your phone during breaks. Use of laptops is limited to note-‐taking or authorized use of the internet. Any unauthorized use of computers during class may also result in a significantly lowered grade or failing the class. Assignment Policies – Please take note of these, as well! Original Work – Please do NEW work for this class at all times. It is required that all work submitted in Edu344 be original and specifically created for this course. You may only use work completed for any other course to fulfill the requirements of Edu344. If you submit work that was created in the past or present for another course, you will fail to earn any credit for the assignment, and recurring problems may result in failure of the course. The purpose of this hard and fast rule is to be sure that you are effectively practicing the skills of lesson creation that we will cover in this course rather than revamping work you have done in a previous semester or for another course.
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Plagiarism – If you borrow it, cite it. It is expected that you will create lesson plans on your own rather than finding lessons online or from any other source. Sometimes you may borrow an activity or a quote from someone else, but when you do so in any assignment, please be sure to cite your source. Plagiarism will result in a failure of the assignment and possible failure of the course, so be sure to avoid it. If you are uncertain of what constitutes plagiarism, please see the Library Guide on plagiarism at the end of this syllabus. Course Requirements & Assignments: Pedagogical & Professional Behaviors and Dispositions Becoming an effective teacher requires many behaviors, skills, and dispositions. Both the Michigan Department of Education and the National Council for the Accreditation of Teacher Education require that teacher education institutions assess the behaviors, skills, and dispositions of their teacher education candidates. The faculty of Spring Arbor University School of Education has developed two approaches to assessing behaviors, skills, and dispositions. EDU 344 is one of the classes where formal assessment via one of these approaches will be done on every student regarding these professional requirements. Feedback on these dispositions will be provided to each student during the course on scheduled dates and/or any time that intervention may be deemed necessary. The professor, advisor, or the SOE staff will counsel a student failing to meet the minimum standards and a record of action will be placed in the student's file. If the student is rated as needing improvement (failing to meet the minimum standard on any disposition) by more than one professor, the student may be placed on probation by the SOE. Please refer to the SOE Student Handbook for a more detailed explanation. Satisfactory dispositions evaluations are necessary to earn a passing grade in Edu344, as unsatisfactory growth in any dispositions area could result in failure of the course. Thus, it is very important to humbly listen to and employ any recommendations given to you. The SOE staff is here to make you the best teacher you can be, and we are on your side, but we have high standards. Attendance and Participation For this class you will be expected to:
1. Come prepared Many of our class activities and discussions assume that you will have completed the readings and assignments for each week, so it is imperative that you are prepared. Some assigned activities (for instance, completing a Unit Plan worksheet) are not collected, but I will check to be sure that these activities are completed when you arrive in class. Failure to come prepared will result in a failure to earn full participation credit.
2. Participate in meaningful dialog and discussion during class and on the Discussion Board (when DB conversations are assigned). Students are expected to contact the professor in advance of absences/late arrivals and work with her in a professional, proactive manner similar to the professional expectations of your future work environment. Repeated absences and/or lateness will result in earning a severely reduced grade in the course, and may result in the student being removed from the class. Nobody wants this! So please come to class each week on time, and come prepared to participate.
3. Complete the reading assignments You will be expected to carry on meaningful dialogue based on the readings during class, so it is essential to read the assigned materials. Sometimes this dialogue may take place via the Discussion Board on Blackboard. At other times, you will be required to complete notes or answer questions based on the reading, and these will be due at the start of class. Some of these reading activities will be part of your participation grade, while others will count as a separate assignment, depending on the
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length and difficulty. You can find the descriptions for each week’s reading activities attached to the course schedule. That document is also located on Blackboard under “Course Materials”.
You will be evaluated on your daily attendance, overall preparedness and contributions to class/learning team discussions as follows:
Participation
Grade 100 points possible (this may change by 5 or 10 points as reading assignments are adjusted throughout the semester)
Activities that will allow you to earn
all of your participation
points
• Being present and on time for each class • Actively participating in both class and small group discussions in a manner that advances the overall learning experience for yourself and others in the class
• Always completing the reading activities well • Coming prepared to class
Activities that will cause you to lose participation
points
• Being absent without contacting the professor in advance • Having more than one absence • Being tardy • Failing to complete reading activities • Failing to contribute to the class discussion in a meaningful way
Journal Article Critiques Before you become a social studies teacher you should know which social studies methodologies advance a maximum learning environment for students. To achieve this end you will locate, read, analyze, and respond to three (3) periodicals pertaining to teaching the social studies. The due dates for these critiques are given on the course schedule. Each critique should be two (2) pages and contain the following:
1. An article overview (summary ½ page maximum) 2. A response that analyzes the article’s value and worth (½ page to 1 page length) – see the instructions
under each critique topic on Blackboard for questions to guide your response 3. A summary of practical ways that you could or would be able to implement the article’s ideas in your
future classroom (½ page to 1 page length). Refer to the “Journal Article Critiques” folder in the “Assignments” folder on Blackboard for all of the materials related to this assignment, including the rubric and topic for each critique. Lesson Plans & Microteaching A significant portion of this course emphasizes developing and teaching social studies lessons. You will develop two 50-‐70 minute lesson plans in one or more of the social studies disciplines (history, geography, civics, economics), and you’ll teach “micro” versions (condensed to around 15 minutes) of these lessons to your peers in the class. Both your lesson plan and your classroom teaching will be evaluated. You’ll also complete a self-‐evaluation of your lesson and teaching after each microteaching experience. This part of the course is so valuable because it gives you the opportunity to show us the kind of teacher you want to be, and it allows you to receive helpful feedback from your instructor and peers. The topics for your microteaching lessons are as follows: Microteaching 1 – Constructivist History Lesson Plan with Geography Component
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Microteaching 2 – Subject of your choice Lesson Plan with inclusion of Multiple Intelligences and Classroom Management techniques *Every effort will be made to instruct you as to the components that should be included in any effective lesson. In order to pass this course, by the end of the semester you will need to be able to produce a quality unit plan that contains lessons including all of the components that are expected by the SAU School of Education.
Refer to the “Microteaching” folder in the “Assignments” folder on Blackboard for all of the materials related to this assignment, including rubrics and the self-‐reflection form. Unit Plan: This is the biggest assignment of the semester, the culminating product to show what you have learned in Edu344. This well-‐developed unit plan (containing 7-‐10 lessons, plus a review and assessment) is a crucial component of your professional portfolio. Not only will you find it a valuable resource to have in a job interview, it also provides an opportunity for you to personally plan and develop a teaching unit that you may teach in the future. You’ll be given a great deal of instruction about this assignment before it is due, and there will be “checkpoints” throughout the second half of the semester to help guide you through the process.
Refer to the “Unit Plan” folder in the “Assignments” folder on Blackboard for all of the materials related to this assignment, including more instructions and the rubric I’ll be using to grade your Unit Plan. Site-‐based Observation Hours & Practice Teaching (Field Experience) All methods courses taught at SAU require students to complete a set of observation hours and as well as participate in active teaching in a classroom setting. The School of Education has set as a minimum of 20 hours of observation in a secondary social studies classroom (grades 6-‐12) for this course. For each hour or block you observe, you will fill out one observation sheet and keep it in your course binder. (You may fill out only 1 observation sheet if you watch the same lesson being taught in 2 successive hours, but make notes about how the teacher adapted the lesson to the second set of students.) The observation sheet for your first hour is due early on in the course to ensure that you have made arrangements to be in a classroom. The due dates for the rest of your hours are also given in the course schedule. Students are also required in this methods course to actively teach two lessons in a secondary social studies classroom and videotape one of the lessons. These two lessons count as two of your 20 observation hours. It will be important very early on to make arrangements with the teacher you are observing to schedule two dates you can teach the class. It is probable that you’ll be making your own lesson plans for those days, so check with your teacher to find out what you should be teaching and plan accordingly. Refer to the “Observation Hours” folder in the “Assignments” folder on Blackboard for more specific instructions for this requirement and for the Observation Sheets that you will need to print and fill out. Analysis of Learning Paper This is now a required paper in every education course at SAU and it counts for 5% of your grade. The feedback we receive from students helps us track which parts of the Model for Effective Teaching are being covered in each course. Refer to the “Analysis of Learning” folder in the “Assignments” folder on Blackboard for the rubric and more specific instructions for this assignment.
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Late Work Policy: The due date for every assignment can be found on the course schedule. All work is expected to be turned in on time in class. For every day (day of the week) an assignment is late, the total available points you can earn will drop by 10%, including for “performance assessment” assignments (i.e. doing your Microteaching or turning in your observation hours). Thus, it is very important to meet your deadlines – think of them as “fixed”, not flexible. If you will not be in class when an assignment is due, be sure to send it with someone else or email it to the professor. If an assignment is late, email it to the professor as soon as possible rather than waiting until the next class period to submit it, as then your grade would be 70% reduced. Extra Credit Policy: There are no opportunities for extra credit in this class. Please be sure to do your best work at all times. Grade Distribution: Attendance/Participation = 15% of final grade Binder / Observation sheets = 5% of final grade Journal Critiques & Reading Assignments = 25% of final grade Microteaching = 20% of final grade Analysis of Learning = 5% of final grade Unit Plan = 30% of final grade So you know in advance, your professor grades with high expectations for you as a future teacher. Your grammar, punctuation, and overall writing must be very good, and your level of professionalism must be high in order to earn respect from your future students and be the kind of teacher your future employers hope to have as a part of their team. Thus, every assignment will be graded with these things in mind. Grading scale used in Edu344:
Grade Points Grade Points
A 94 -‐ 100% C 74 -‐ 76% A-‐ 90 -‐ 93% C-‐ 70 -‐ 73% B+ 87 -‐ 89% D+ 67 -‐ 69% B 84 -‐ 86% D 64 -‐ 66% B-‐ 80 -‐ 83% D-‐ 60 -‐ 63% C+ 77 -‐ 79% U 0 -‐ 59%
Students are reminded that, in EDU courses, grades less than a “C” require the student to retake the course. NOTE: THIS SYLLABUS IS SUBJECT TO CHANGE AT THE DISCRETION OF THE INSTRUCTOR. ANY CHANGES WILL BE COMMUNICATED TO THE STUDENTS.
Be sure to check the “My Grades” section of Blackboard often to stay informed of your accumulated grade in this course. Any questions regarding your grade can be directed to the professor through
email or a phone call.
Edu 344 – Methods of Teaching History & Social Studies
Class Session 4 – Engaging Students in Learning Part 1
Materials Needed: Opener (“Hook”) – thick string, thin string w/ paperclip, thick strap w/ hook, 3 bags for “Bag of Tricks” The King’s M&Ms – Dixie cups, M&Ms Economic Interdependence (“The World on a String”) – ball of string, country cards Opener (6:30pm – 15 min.)
Due on desk: 1. Benchmarks & objectives for Microteaching 1 2. Reading activity
Hand Back: Curriculum Maps; Dual-‐Entry Notes Opener: Pick 2-‐3 students to be tied together at the front of the room. Pick 3 people whose goal it is to get them to walk across the room together using their voice and whatever is in their “Bag of Tricks”. Bag 1 = nothing in it (doesn’t work) Bag 2 = thin string & paperclip (doesn’t work well at all) Bag 3 = thick strap & hook (works great) Stress the importance of the Anticipatory Set in a lesson (it’s the hook to get students to follow you) Anticipatory Set (6:45pm – 10 min.)
Discuss the purpose of the Anticipatory Set (follow PowerPoint) Example Anticipatory Set (for WWII intro): “Suppose you see someone beating up someone else. Really beating her up. She is going to end up in the hospital, or maybe dead. What do you do? This isn’t your fight. If you try to break it up you almost certainly will get slugged. Should you call the police? Should you stay out of it? If someone is killed it won’t be your fault. Or will it?” (from Joy Hakim’s A History of Us volume 9) What would you do in this situation? Do you agree that “He who permits evil, commits evil?”
Stress follow-‐up with some kind of transition into the lesson Beginning to Plan Microteaching 1 (continued) (6:55pm -‐ 10 min.)
1. Write an Anticipatory Set – ask others for ideas if you’re stumped. 2. Write a transition from your anticipatory set into your lesson.
3. Create ideas for assessment within your lesson (formative) and at the end (summative) (if you haven’t already).
Simulation – Economic Interdependence (7:05pm – 25 min.) Break after simulation
See attached lesson plan for directions (could also do this with the PARTS of a lesson plan instead of with countries & goods) Simulations (Group & class discussion) (7:30 – 20 min.)
Discuss the following questions in your groups: (10 min.) 1. Why are simulations so interesting for students? 2. Why don’t teachers use them more often? 3. What is the coolest simulation you’ve ever witnessed?
Have groups share the most interesting ideas; share my China example (surprising them!) (10 min.) Reflection time – Write about one simulation you might be able to do with your subject The King’s M&Ms Simulation (7:50 – 15 min.)
See attached directions Reflection time Reading Discussion -‐ Questioning (8:05 – 10 min.)
Model questioning technique with the following questions: 1. How much time did the text say we should wait before calling on a student? 2. Summarize what the text said about the use of questions in our teaching. 3. You just taught a lesson about the causes of the U.S. Civil War. Write a question from one level
of Bloom’s taxonomy, and we’re going to see if we can guess which level it is from. 4. What makes this method of questioning difficult? What makes it easy? 5. Judge whether or not you feel that the work it takes to prepare good questions is worth it.
Partner feedback on lesson for Microteaching 1 (8:15 – 10 min.)
1. Write questions 2. Share ideas with a partner / get feedback
Closure (8:25)
For next week: 1. Write your ant. set & begin planning for instruction 2. Read chapter 6 & do reading activity 3. Permission to be in classroom & 1st hour of observation are due next week
Using Role-‐Plays in Social Studies Subjects
History
Civics / Political Science
Geography
Economics
What “rules” or “parameters” should be put in place by the teacher before students do a role-‐play?
The King's M & M's (Fischer) In order to get my students to realize how American colonists really felt about King George's Stamp Act and the subsequent Intolerable Acts, which taxed various imported goods such as tea,
1. Give each student ten M&M's in a paper cup. 2. Randomly assigned roles where most students are colonists, two are tax collectors, two are
members of Parliament, and one is King George. 3. Members of Parliament draw slips of paper out of a hat on which is written the names of some
common items. These items -‐-‐ for example, blue jeans, Nike shoes, or eyeglasses -‐-‐ will be subject to taxation.
4. The tax collectors go around and withdraw a specific number of candy pieces for each taxable item if a student possesses that item.
5. The confiscated candies are then distributed among Parliament members and the king (with a few going to the tax collectors).
The student colonists were infuriated, and I compared their umbrage of the apparent inequity in candy distribution to what the colonists actually felt toward the British system of taxation. The fact that the students had no say in what was taxed in the classroom paralleled the infamous "taxation without representation" sentiment of the colonists.
TEN EASY WAYS TO ENGAGEYOUR STUDENTS
Tara Gray and Laura Madson
A,bzircoi Twenty years of research shows that usinginteractive techniques more often can make a classmore effective. For example, a study of six thousandphysics students compared classes using passive lectureto classes using interactive techniques that allowed fordiscussion among students and between the professorand students. The study showed that students in classesthat used interactive approaches rather than lecturelearned twice as much.
Keywordsc. interactive techniques, note taking, student engagement
We have taught full time at auniversity for twenty and tenyears, respectively. We have seen theblank looks, the tired expressions, andthe students seemingly bored out oftheir minds. We have complained aboutthem. But we have also challenged our-selves to do what we can to be aseffective as the most engaging teachers.The most engaging teachers are indeedvery effective, and we strive to be likethem.
Tara Gray is director of the Teaching Academy atNew Mexico State University in Las Cruces. LauraMadson is a professor of psychology at New MexicoState University.Copyright © 2007 Heldref Publications
If we rely on only lecture, the odds areagainst our becoming the most effectiveteachers. Twenty years of research showsthat using interactive techniques moreoften improves learning. For example,in a six thousand-student study of learn-ing physics via traditional and interac-tive approaches, the traditional approachrelied on passive lectures and the interac-tive engagement method included imme-diate feedback through discussion withpeers and instructors. Students of teacherswho taught with interactive approachesmade twice the average gain in learn-ing-greater than two standard deviations(Hake 1998).
We challenge you to try some of theseideas (for a reference list, see table 1).
Always
If we are to engage students, there are afew things that we must always do-occa-sionally is not enough.
1. Maintain sustained eye contact
Sustain eye contact with one student forseveral seconds throughout an entire sen-tence or idea. Think of eye contact as theway you stay plugged into your audience,like a source of electricity. Never discon-nect from your audience for more than tenseconds (Hoff 1992). Find a friendly face,someone supportive who listens intently,and make this person your anchor and thesource of your positive energy. Return toyour anchor to refuel when you encounterstudents who are not looking at you orwho are sources of negative energy. Goodeye contact can improve your speak-ing delivery more than any other singlechange (Hoff).
2. Ask before you tell
Whenever possible in a lecture, ask stu-dents what they know about a given topicbefore telling them what you know. Forexample, you could ask if they know thedifference between prisons and jails. Or,you could lecture on the fact that prisonshold inmates for the length of their sen-tences if more than one year and jails holdinmates awaiting trial and for sentencesup to one year, then pose a true-falsequestion to find out if students alreadyknow this. By asking students to thinkabout it and make a decision, you are
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involving them more actively than if youtold them first. Therefore, the informationis more likely to be retained. Make surethe students write out their answers beforerevealing yours to them.
Asking before telling capitalizes onseveral factors that improve human mem-ory (see Terry 2006). It helps studentslink what they are learning to what theyalready know, a crucial step in committinginformation to memory. It increases themeaningfulness and distinctiveness of thenew information, both of which improvememory. Students apply more effort tothe learning situation because they mustgenerate possible answers on their own.It also focuses students' attention on thesubject and raises their interest in it. Infact, students are markedly more inter-ested in your answer because they havetried to articulate their own.
Another advantage to asking before tell-ing is that you might be able to excludesome unnecessary information from yourlecture. If students can generate the correctanswers on their own, there is less need toinclude that information in your lecture.You can instead move on to more chal-lenging material, which may again increaseyour students' interest in the material.
3. Create a structure for note taking
Because the quality of notes is impor-tant, teachers should help students takethem. A skeletal outline helps students,while detailed notes relax them into pas-sivity (Annis 1981; Hartley and Davies1978; Kiewra 1989). Therefore, it is nota good idea to post complete notes on the
TABLE 1. Ten Easy Ways toEngage Your Students
Always1. Maintain sustained eye contact2. Ask before you tell3. Create a structure for note taking4. Let your readings share the lectern
Sometimes5. Use the pause procedure6. Assign one-minute papers7. Try Think-Pair-Share
Hold students accountable daily8. Quiz daily9. Use clickers or colored cards
10. Call on a student every two tothree minutes
Web because it encourages passivity andpoor class attendance. It is better simply toprovide an overall framework that they canfill in by listening (McKeachie 2002, 67).
To leave your notes partially incom-plete, include (a) an organizational frame-work for the students to fill out, (b) thelabeled axes of graphs (leave the plottingto the students), (c) diagrams (leave thelabeling to the students), (d) a table ofdata, omitting certain crucial figures, (e)partially completed calculations, and (f) aseries of questions the students should beable to answer by the end of the lecture(Gibbs, Habeshaw, and Habeshaw 1992;Howe and Godfrey 1977).
4. Let your readings share the lectern
Readings can transfer information bet-ter than lectures for a variety of reasons:reading is less passive, makes it easier tostop and review when confused, extendstime on task, and frees up class time forother activities. To guarantee that studentswill complete the readings, have themreevaluate the assignments themselves.Textbooks and other readings should becarefully examined in terms of the level ofdetail, reading level, and momentum.
As professors, we do not often put our-selves in the place of our students whenchoosing readings. Early in her teachingcareer, one of the authors was rankingtextbooks for junior-level students withthe help of a senior-level student who hadsuccessfully completed the course. Afterindependently ranking a half-dozen text-books from best to worst, they realizedtheir rankings were exactly opposite. Theinstructor preferred the ones that taughther the most, whereas the student thoughtthe level of detail in these books wouldbe overwhelming for junior-level studentstaking their first course in the subject.Nearly everything the instructor intuitive-ly looked for in a book was opposite ofwhat her students need to learn.
What do you look for in your read-ings? How closely does it mirror what yourstudents need in terms of level of detail,reading level, and momentum? Do youask students to help you select readings?Consulting with students has taught usthat there are important differences amongtextbooks, even though they all may looksimilar. We now choose texts that are easierto read, including more paperback supple-
COLLEGE TEACHING
ments. Once you choose texts with thestudents in mind, you can rely on yourreadings to do more of your lecturing.
Another way to increase students' read-ing is to give them reasons to read. Sim-ply assigning the readings is not enough.Even if you choose student-friendly read-ings, many students feel overwhelmedwhen facing them. Students need helpbreaking down their readings into whatthey are supposed to know. They need afocus. Consider providing study questionsto show students what you expect themto know from the readings. A few spe-cific, concrete questions about what theyare to know when they finish a readingcan be very effective. (Appendix A con-tains a series of questions that the readershould be able to answer at the comple-tion of reading this paper. Questions likethese could be given to students who wereexpected to read this article for a class.)
Also consider some form of dailyaccountability, such as a quiz on the read-ings. If you have assigned study ques-tions, make one of them the question ona daily quiz (this is discussed in the thirdsection). Good readings-ones that arecarefully chosen and supplemented withstudy questions or other guidelines sostudents have a reason to read-can morethan substitute for lectures. If you givea quiz on the readings, so much the bet-ter. Let your fingers do the walking? Theexpression for teachers should be, "Letyour readings do (some of) the talking."
SometimesThe banker-teacher model of teaching
assumes that instructors are the reposi-tory of information and students are thereceptors. Using this model, our job asteachers is to deposit the material in thestudents the way a banker might depositmoney in a bank. Instructors lecture, andthe material is duly recorded in students'brains. Thus, research shows that between80 percent and 90 percent of class time isdevoted to lecture or other forms of pro-fessor talk, with the rest devoted to silenceor student talk (Fischer and Grant 1983;Lewis 1982; Nunn 1996; Smith 1983).
When teachers are challenged aboutthe amount of class time devoted to thelecture, we typically respond, "But in mydiscipline, I have to cover the material."This reminds us of the fable of the pitch-
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er and the glass. In a land before time,at a school not far from yours, a pitcherwas trying to teach a glass. The pitchernaturally wanted to teach as much aspossible, so it poured in a great rush.Some water was caught by the glass, butmuch was lost to the table. The moral ofthe story is that learning is not what ispoured from the pitcher, but what landsin the glass. Our instincts as teachers areto pour more water from the pitcher, butmore is not always better. Our educationmakes teachers like huge pitchers-evenlike fully pressurized fire hoses-com-pared with our students' tiny glasses. Butwhen we unleash that on a little glass, itbackfires.
Indeed, it is not how much the instructorcovers in class that determines how muchstudents learn. How much students learnis instead related to how active learning is,specifically how much time they devote toprocess the material presented (as men-tioned earlier). As a result, we would bemore effective as teachers if we lecturea bit less to create time for occasionalactive-learning techniques, such as thepause procedure, one-minute papers, andThink-Pair-Share.
5. Use the pause procedure
In this procedure, the teacher pauses fortwo minutes to allow students time to dis-cuss their notes together, with no interac-tion from the teacher. The teacher pausesthree times in a fifty-minute period. Whenthis was done for five class periods in onesection-but not in another section-thesection with pauses scored up to 17 per-cent more points on tests (Ruhl, Hughes,and Schioss 1987). An advantage of thismethod is that it requires little prepara-tion from teachers. All a teacher must dois decide which six minutes of materialcould be covered by students outside ofclass. Another advantage is that the pauseprocedure gives students time during classto delve deeper into more difficult mate-rial, while learning less difficult materialoutside of class.
6. Assign one-minute papers
The one-minute paper is an in-classassignment in which the teacher asks stu-dents to write for one minute, usually aboutthe main point of the class or the student'sbiggest question. One-minute papers are
usually assigned toward the end of eachclass period. One-minute papers help stu-dents synthesize and think holistically(Angelo and Cross 1993, 149). The mosttypical questions include the following:
- What was the most important thingyou learned during this class?
. What important question remainsunanswered?
- What was the muddiest point?
Of course, you can also ask for the mostilluminating example, the most powerfulimage, the most convincing argument orcounterargument, the most surprising infor-mation, the most memorable character, orthe most disturbing idea (Angelo and Cross,152). Students can compare answers, sharewith you orally, or turn in their papers toyou. If they turn in their papers, be sure toread some of them and respond to them atthe beginning of class the next day. Thiscloses the feedback loop: students have toldyou what they know and do not know, andyou have responded by addressing the issueswith which they are having most problems.The one-minute paper has been subjected torigorous empirical tests, and its daily use hasbeen found to increase student knowledgesignificantly (Chizmar and Ostrosky 1998).
7. Try Think-Pair-Share
As its name implies, Think-Pair-Shareoccurs in three phases. In the first phase,students think or write about a question orstatement. This usually lasts thirty to sixtyseconds (Millis and Cottell 1998, 73).In the second phase, students comparetheir answers in pairs. In the final phase,they share their answers with the entireclass. This procedure has the advantagesof a one-minute paper, plus the advantageof comparing one's answers with others;however, it takes longer-usually aboutten minutes. The extra time of the Think-Pair-Share versus the one-minute paperis worthwhile when it is important thatstudents process what they write or thinkabout with other students and the instruc-tor. Think-Pair-Share can be done at anypoint during a class period. Students canturn in their papers, but do not have to.Think-Pair-Share increases student timeon task, helps them internalize content byteaching and discussing it, and gives thema chance to hear the content in wordsother than the instructors.
Hold Students AccountableDaily
Many courses are taught with lecturepunctuated by three tests. The problem withthe three-test approach is that frequency ofstudying is related to the frequency ofaccountability, and both are related to timeon task. When there are three tests in aterm, students study three times. To maxi-mize study and learning, students need tobe held accountable daily. In one study inwhich students were tested infrequently,students initially recalled 62 percent oflecture content but declined to 24 percentafter eight weeks. When students werequizzed at the end of each lecture, how-ever, they retained twice as much aftereight weeks (Jones 1923). More recently,Menges (1988) concluded that
[m]ore studies of [the impact of holdingstudents accountable daily] would be redun-dant. Even though further studies of thiseffect are unnecessary, we do need bet-ter ways of understanding why teachersfail to apply that well-established principle.Our students' learning would certainly beenhanced if, as a condition for leaving theclassroom, they had to demonstrate masteryof the day's instruction. (260)
Quizzing is one way to hold studentsaccountable daily. Other methods includeusing clickers or colored cards, or by callingon a student every two to three minutes.
8. Quiz daily
A daily quiz can be one short-answeror multiple-choice problem asked at thebeginning of class, the end of class, orboth. As long as the quiz is short and theclass is small, it will not be overwhelm-ing to grade. You can also have studentsassess each other's quizzes (perhaps justfor feedback rather than a grade), espe-cially if your class is large. Just the act oftrying to get a correct answer changes thetone of the class. If you quiz at the begin-ning of the class, you will arrive at classand find students studying together. If youquiz at the end of the class, you will noticean increased attentiveness and seriousnessamong students during class. Either way,students will learn more.
9. Use clickers or colored cards
Clickers-also called wireless responsetechnology or classroom performance sys-tem (CPS)-work like remote controls,
Vol. 55/No. 2 85
except instead of selecting a channel on atelevision, each student selects the answerto a multiple-choice question. Clickersallow you to instantly see in a bar, chartif everyone agreed on the right answer.If they did, you can move onto the nextquestion; if they did not, you can havethem turn to a neighbor and discuss thequestion, then vote on the answer again.Because the best way to learn is to teach,all students benefit from this discussion.There is usually more convergence of theanswers after the discussion. There is nograding because the clickers automati-cally record answers, making it possibleto give quizzes and exams as well as eas-ily ask many practice questions. Clickersare new, but preliminary research suggeststhey increase class attendance and helpstudents prepare for tests (Woods andChin 2003).
If you like the idea of clickers but donot have the technology they require, youcan use colored cards labeled A, B, C,and D to achieve much of the same effect.When you ask a question and the answeris given in a rainbow of colors, you knowthat a student-to-student discussion isnecessary. If all the answers come backcorrect, you can move on to new mate-rial. Colored cards are not as perfect asclickers because students can wait to seeeach other's answers before raising theircards and because you cannot use them toadminister a quiz or an exam. But they dohelp you hold students accountable daily.
10. Call on a student every two to threeminutes
Another way to hold students account-able daily is to call on a student every twoto three minutes and let peer pressure dosome of the work. Students are more like-ly to prepare for class so that when theirname is called, they can appear knowl-edgeable (or at least avoid appearing fool-ish). This technique creates a high energylevel in class-students seem eager toknow what is going to happen next, whowill be called on next, and what he or shewill say.
Index cards make calling on studentseasier and more systematic. Write eachstudent's name on a card; every time youneed to call on a student, turn up the nextcard and call out that name. Visibly shuf-fle the cards before class begins and peri-
odically throughout the class. This way,students still have to pay attention afterthey have been called on once becausetheir names can come up a second time.In a small class, this method allows youto call on every student every day. Evenin a big class, calling on twenty or thirtystudents randomly will make them moreaccountable than they are when you callon only five or six students (and probablythe same five or six ones consistently).
The cards make calling on studentsfar more neutral than calling on studentsunsystematically. You are not singlingout a student for not paying attention orbecause you are picking on him or her.You are simply calling the next name onthe next card. Therefore, being called onloses some of its sting. We also recom-mend you write your own name on a cardand challenge the students to "ask meanything" when it comes up.
Teaching with cards requires organiz-ing your class around questions. We haveseen cards work especially well in modemlanguage classes and technical problem-solving classes. In both cases, it is easy tocall on different students in rapid succes-sion because the questions readily suggestthemselves. That is, in a language classyou can converse with different students;in a problem-solving class, you can askhow to do the next step of the problem.In some classes, it is not as obvious whatquestions to ask. One way to structure aclass around questions is to devise a set ofstudy questions for the readings and yourlecture; then, lecture by going through thelist of study questions. ("Mark, can youhelp me on number one?") We have foundthis to be very effective in two ways: (1)it greatly increases reading of the materialbecause students know for what to read,and (2) they are more inclined to payattention in class because they may becalled on at any time.
Conclusion
To engage students, always maintaineye contact, ask before you tell, createa structure for note taking, and let yourreadings share the lectern. To add vari-ety, try an occasional interactive tech-nique. For example, if the pause proce-dure intrigues you, consider trying it threetimes every class period for a week. Thentry a one-minute paper instead of one of
the pauses. Later, replace a pause with aThink-Pair-Share activity. Ultimately, youshould hold students accountable daily,because this has been shown to greatlyincrease student learning (Menges 1988).However, making this change may requirewaiting for a new semester. Think aboutif you want to do this with daily quizzes,clickers or colored cards, or calling on astudent every two to three minutes.
REFERENCES
Angelo, T. A., and P. K. Cross. 1993. Class-room assessment techniques: A handbookfor college teachers. 2nd ed. San Francisco:Jossey-Bass.
Annis, L. F. 1981. Effect of preference forassigned lecture notes on student achieve-ment. Journal of Educational Research 74(3): 179-81.
Chizmar, J. F., and A. L. Ostrosky. 1998.The one-minute paper: Some empirical find-ings. Journal of Economic Education 29(1): 3-10.
Fischer, C. G., and C. E. Grant. 1983. Intellec-tual levels in college classrooms. In Studiesof college teaching, ed. C. L. Ellner and C.P Barnes, 47-60. Lexington, MA: Heath.
Gibbs, G., S. Habeshaw, and T. Habeshaw.1992. 53 interesting things to do in yourlectures. Bristol, UK: Technical and Educa-tional Services.
Hake, R. R. 1998. Interactive-engagement vs.traditional methods: A six thousand-studentsurvey of mechanics test data for introduc-tory physics courses. American Journal ofPhysics. http://www.physics.indiana.edu/-hake/index.html. Eric Document Repro-duction Service no. 441679.
Hartley, I., and I. K. Davies. 1978. Note-taking:A critical review. Programmed Learning andEducational Technology 15 (3): 207-24.
Hoff, R. 1992. I can see you naked. KansasCity, MO: Andrews and McMeel.
Howe, M., and J. Godfrey. 1977. Student note-taking as an aid to learning. Exeter, NH:Exeter University Teaching Services.
Jones, H. E. 1923. Experimental studies ofcollege teaching: The effect of examinationson permanence of learning. Archives of Psy-chology 68 (10): 5-70.
Kiewra, K. A. 1989. A review of notetak-ing: The encoding storage paradigm andbeyond. Educational Psychology Review 1(2): 147-72.
Lewis, K. G. 1982. The large class analysisproject: Final report. Eric Document Repro-duction Service no. 260089.
McKeachie, W. J. 2002. McKeachie's teach-ing tips: Strategies, research, and theory
for college and university teachers. Boston:Houghton Mifflin.
Menges, R. J. 1988. Research on teaching andlearning: The relevant and the redundant.Review of Higher Education 11 (1): 259-68.
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Millis, B. J., and R G. Cottell. 1998. Coopera-tive learning for higher education faculty.Westport, CT: Oryx Press.
Nunn, C. E. 1996. Discussion in the collegeclassroom: Triangulating observation andsurvey results. Journal of Higher Education67 (3): 243-66.
Ruhl, K. L., C. A. Hughes, and R J. Schloss.
1987. Using the pause procedure to enhancelecture recall. Teacher Education and Spe-cial Education 10 (1): 14-18.
Smith, D. G. 1983. Instruction and outcomesin an undergraduate setting. In Studies ofcollege teaching, ed., C. L. Ellner, 83-116.Lexington, MA: Lexington.
Terry, W. S. 2006. Learning and memory:
Basic principles, processes, and procedures.3rd ed. Boston: Pearson.
Woods, H. A., and C. Chiu. 2003. Wirelessresponse technology in college classrooms.Technology Source. http://technologysource.org/article/wireless-response_technology-in._college classrooms/ (accessed March11, 2007).
Vol. 55/No. 2
APPENDIX ASample Study Questions to Guide Note Taking
(If This Article Were a Lecture)
Study Questions
1. In a six thousand-student study of learning physics via traditional and interactiveapproaches, the interactive engagement method yielded learning compared with themore passive lecture approach that was:a. Less by two standard deviationsb. Less by one standard deviationc. More by one standard deviationd. More by two standard deviations
2. What are some good traditional questions to ask on one-minute papers?3. How long should a speaker maintain eye contact with an audience member?4. A speaker should not break eye contact with audience members for more
than seconds.5. When using the pause technique, a teacher should pause how many times in a
seventy-five-minute class?a. One to twob. Threec. Four to fived. Six
6. When using the pause technique, a teacher should pause for how long each timein a seventy-five-minute class?a. One minuteb. Two minutesc. Three minutesd. Four minutes
7. By how much does a quiz at the end of the lecture increase retention?
87
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TITLE: Ten Easy Ways to Engage Your StudentsSOURCE: College Teaching 55 no2 Spr 2007PAGE(S): 83-7
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Edu344 -‐ Unit Plan Assignment A well-‐developed unit lesson plan is a crucial component of Edu344. Not only will you find it a valuable resource to have in a job interview, it also provides an opportunity for you to personally plan and develop a teaching unit that you may teach in the future. For this assignment, you will develop a specific plan for teaching a social studies unit from your Curriculum Map that covers 7 to 10 teaching periods. (You may choose a different subject than your Curriculum Map and Microteaching lessons, if you wish.) Unit in a Binder Please keep the parts of your Unit Plan in a binder so that pages can easily be removed and added as you develop your unit. This also helps keeps the pages organized as I grade your unit, and if there is anything missing it can be added in later. (A used binder is fine because I will only be grading your actual unit, not the attractiveness of the binder.) Unit Overview The first section of this assignment should be a unit overview that includes:
1. Unit Title 2. An essential question (or questions) that guide the focus of the unit 3. The course and grade level in which the lessons will be taught 4. A list of the learning objectives covered in the unit 5. A list of the instructional methods that the teacher will use to teach the unit, including critical
thinking skills and primary documents (if all you have here is “lecture,” you’ll need to re-‐think your lesson plans)
6. A summary of how the teacher plans to assess learning through formative and summative assessments
7. A description of how you have adapted the summative assessment for special needs students 8. A short summary of how various learning styles or the Multiple Intelligences are included in the
unit, and identify two lessons that each include at least 4 of the 8 MI’s. 9. Identify two lessons that include additional adaptations for special needs students 10. Identify two lessons that integrate the use of reading and interpreting charts, graphs, data, and
primary documents 11. Identify at least two lessons that are designed using constructivist methodology
Lesson Plans for 7-‐10 Teaching Periods The second part of your unit plan will include your lessons, and you’ll include all of the materials* that would be needed to teach these lessons (like copies of worksheets, maps, handouts, printed PowerPoint slides, notes, and any other documents). Place the materials directly behind the lesson plan in the order they will be used in the lesson. Copies of text pages are not necessary (unless you are assigning homework questions from the text), but please be sure to note the page numbers your students will read. *If you have any materials that cannot be included due to their size or shape (like a poster on poster board), describe or draw a small diagram of what the item would look like. Also include examples of products students will make for their assignments (like a cartoon they will draw or a foldable they will make).
Please be sure to follow the format we have been using for each individual lesson in your unit plan. If a lesson plan covers more than one day, as they sometimes do, please make a note of this. Refer back to the Lesson Plan Rubric from your microteaching lessons to be sure you’re being thorough and giving appropriate detail. Don’t forget to include these items that students often forget:
1. Text page numbers you will have students read 2. Homework you will assign (with answer key) 3. Transitions! (What will you say to students to transition from one activity to the next?)
Summative Assessment & Modified Assessment The final section of your unit plan will include BOTH a summative assessment piece and a modified assessment for special needs students. Your modified assessment should be a separate piece with its own answer key or rubric for grading. You can design either a written test or performance assessment. Written Tests: If your assessment is a written test, please include an answer key that includes the points possible for each question. Also be sure to include the criteria for a correct answer under each short answer or essay question. Performance Assessments: If your assessment is performance assessment, please make sure to include very specific directions for the assessment and a rubric for grading it. Remember: Your assessment must match the learning objectives presented in the lessons. Thus, be sure that your test questions or performance assessment measure the objectives that you teach in the lessons. *Hint – this instructor absolutely HATES to see tests that are copied directly from teacher resource materials, and you will receive no credit for an assessment that is copied from a textbook. CREATE YOUR OWN! Final Thoughts about your Unit Plan When planning your unit, remember that students must have the following questions answered: • What will I have to understand by the unit’s end and what does that understanding look like? • What are my final obligations? What knowledge, skill, tasks, and questions must I master to meet
those obligations and demonstrate understanding proficiency? • What resources are available to support my learning and performances? • What is my immediate task? How does it help me meet my overarching obligations? • How does each day’s work relate to what we did previously? What is most important about this
work? • How should I allot my time? What aspects of this and future assignments demand the most
attention? How should I plan? What should I do next? What has priority in the overall scheme of things?
• How will my final work be judged? Where is my current performance strongest and weakest? What can I do to improve?
Also remember the questions that teachers must be able to answer: • What do I need to know in the area of content knowledge to help my students understand the
material I am expecting them to learn? Where am I going to gain this knowledge and what sources will I use to make sure I have a complete understanding of the material that I will present through my lessons?
• What tasks, skills, learning activities, teaching techniques, and assessment methods am I going to use to maximize student learning? How will I reach each student and allow them to “own” the learning that I want accomplished throughout this unit?
• What materials of instruction am I going to provide for my students so they will be successful learners in my classroom? Where are these materials of instruction? Do I have to create them? If so, how am I going to do this? Are there templates I can copy? How will I know that they are relevant to the students’ learning needs?
• Do my lesson plans identify the most important thing I want students to learn for the day? Do they follow a sequence of logical order? Do I link learning from one transitional activity to the next? Do students see a correlation in learning from one day or activity to the next? Am I including a variety of “best practice” teaching methodologies in my lessons? Am I reaching all students? Are my expectations high enough? Are my lessons rigorous enough to challenge my students? Are my time frames reasonable for the age group I am writing the unit plan for? Are my benchmark standards driving my lesson planning? Am I teaching to the objectives and assessing to them as well?
• How will I be able to assess learning throughout the unit? Am I using enough differentiated instruction and assessment methodologies that I get a full picture of the learning that is taking place in each of my students? Am I assuming that learning is going on or can I actually measure that learning is occurring? If I can measure it, how am I going to do that? What are my formative and summative learning activities? What is the “Big Picture” I want students to understand and how can they show me that they have learned what I have identified as most important?
Students will be evaluated on the unit plan as follows: (see the Unit Plan Rubric Checklist for specifics)
Exemplary: 120 pts
Outstanding unit plan. Addresses all components of the assignment in an excellent manner. Lessons are realistically planned and timed appropriately; support materials are age/subject appropriate, attractive, engaging, and easy to use by the learner. Lesson plans are formatted exceptionally well and assessment techniques are age/subject appropriate and match the learning objectives. Benchmark standards are clearly indicated and addressed within the lesson. The unit is error free or may contain one or two minor mechanical errors.
Excellent: 110-‐115 pts
Very good unit plan. Addresses all components of the assignment in a very good manner. Lessons are realistically planned and timed appropriately; support materials are age/subject appropriate, attractive, engaging, and easy to use by the learner. Lesson plans are formatted very well and assessment techniques are age/subject appropriate and match the learning objectives. Benchmark standards are clearly indicated and addressed within the lesson. The unit may be lacking in some minor deficiencies and may or may not contain one or two minor mechanical errors.
Good: 90-‐105 pts
The unit plan is well constructed and adequately addresses all the components of the assignment but may be lacking in one or more areas related to the realistic planning/format of the lessons, appropriateness of the nature of the support materials assessment methodologies or citing benchmark standards. Contains minor and/or major mechanical errors.
Minimal: 80 pts or less
The unit plan is lacking in multiple areas associated with the expectations of the assignment.
1
Edu344 -‐ Unit Plan Rubric Checklist Student: __________________________________ Unit Organization (Only those organized in binders will be graded.) ____ The Unit Plan is organized in a binder, per the instructions Unit Overview (20 pts) The Unit Overview includes the following: ____ Unit Title ____ Course and grade level in which the lessons will be taught ____ List of all the benchmarks & objectives covered in the unit ____ List of the instructional methods that the teacher will use to teach the unit (things like group
discussion, constructivism, cooperative learning, direct instruction, simulations/role play, using maps and primary sources, etc.). Lists the specific lessons (ex: days 4 and 7) in which you have used constructivist teaching methods.
____ Summary of how various learning styles or the Multiple Intelligences are included in the unit, and identify two lessons that include at least 4 of the 8 MI’s.
____ Summary of how you have included accommodations for special needs students (particularly those with reading/writing deficiencies) in your daily lessons
____ Summary of how good classroom management is built into your daily lessons ____ Summary (justification) of why you feel your unit is engaging & based on good teaching practices Lesson Plans for 7-‐10 Teaching Periods (100 pts) The following chart will be used to evaluate each lesson plan. (check plus = excellent; check = good; check minus = needs improvement; blank = missing item)
Lesson 1 2 3 4 5 6 7 8 9 10 Lesson title, grade level, & other basic info at the top Benchmarks (complete, with parts highlighted that will be taught) Objectives (list format; worded well; include higher order thinking) Anticipatory Set (engaging, relevant, involves all students) Content outline (thorough, enough for students to do activities) Plan for instruction (thorough enough for a sub to teach ) Estimated timings (for every part of the lesson) Classroom Management (include collecting previous day’s homework, keeping students actively engaged in all parts, and good instructions & transitions)
Special Needs Accommodations (how various parts of the lesson will be altered for those with learning disabilities, especially reading/writing)
Homework (if any is assigned, with instructions, questions, or a good description attached at the end of the lesson, plus an answer key)
Assessment (formative & summative within this lesson; explanation of how the teacher will know learning is happening / has happened)
Closure (clearly identified as the closure, even if it is the same as the assessment; wraps up the learning well)
Materials (everything needed for the lesson is attached directly behind the lesson, including example projects & drawings or descriptions of items too large; also including rubrics, answer keys, completed guided notes, etc.)
Effectiveness (age appropriate, intriguing, includes multiple activities & teaching strategies, strives to meet needs of all students)
(See back side for Summative Assessment checklist)
2
Summative Assessment (30 pts) (check plus = excellent; check = good; check minus = needs improvement; blank = missing item) Assessment Introduction Page: ____ List of unit objectives with descriptions of how each is assessed through the summative
assessment (example: an objective that asks students to “identify” would probably be assessed through a multiple choice or fill-‐in-‐the-‐blank question on a written test; an objective that asks students to “explain” might be assessed through a short answer question; “analyze” might be covered in an essay question)
____ Description of how the teacher as adapted the summative assessment for students with reading/writing deficiencies (in keeping with good practices; not too simplistic)
Summative Assessment: Option 1 -‐ Written test: ____ Matches the stated learning objectives of the unit ____ Includes methods of recall that vary in difficulty and are age appropriate to the audience ____ Employs multiple methods of testing activities (if it is a written test) ____ Contains very clear test directions for students, including the points each section is worth ____ Answer key, including a rubric/checklist for every subjective question (short answer, essay – i.e.
What parts do students have to have to earn each point ____ Modified version of the test for special needs students (particularly those with reading/writing
deficiencies) ____ Answer key for modified test for special needs Option 2 – Performance Assessment: ____ Matches the stated learning objectives of the unit ____ Includes very clear and thorough instructions for students to follow ____ Contains opportunities for various expressions of learning (think learning styles & multiple
intelligences) ____ Rubric clearly identifies how the assignment will be graded, including the required criteria that
students must include to earn full credit. ____ Modified version of the project for special needs students (particularly reading/writing
deficiencies) ____ Rubric for modified version of the project for special needs
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IMPORTANT NOTE TO ALL EDUCATION STUDENTS
(Main Campus and Off-Site Locations) As a teacher education candidate, you are responsible for being aware of the following information and acting in a timely manner. Michigan Basic Skills Test (MBST) You must pass all 3 sections of the MBST before being accepted in the School of Education (SOE) and also before being allowed to register for any education classes at the 300 level or above. There are limitations to the number of times you may attempt to pass the tests. Check the SOE Student Handbook for clarification. Plan ahead, because these tests are offered only in January, April, July, October, and November, and scores take approximately 4-5 weeks to be officially reported. NOTE: SAU must receive official verification of these test scores directly from the testing agency. Therefore, be sure to denote SAU as the receiving institution when registering for the MBST. Main campus students preparing for the tests should avail themselves of student materials and study sessions in SAU’s Academic Student Connections – open only during the traditional academic year. Students at the off-site locations are advised to use the study materials available on the testing agency’s website (www.mttc.nesinc.com) and to check the partner school’s library to find out whether study materials are available. SOE Application After successful completion of EDU 140 and the Professional Skills Lab, a student will be invited to apply to the School of Education. Student Teaching Application New School of Education Policy Regarding MTTC: Beginning with the Fall 2012 student teachers, students in the Spring Arbor University School of Education program must pass the MTTC (Michigan Test for Teacher Certification) test prior to being approved and placed for student teaching. This policy is in addition to the current policy mandating that students pass all three portions of the MBST (Michigan Basic Skills Test) prior to being admitted to the School of Education or taking EDU 300/400 level courses. For more details, see http://www.arbor.edu/edu_departmentDetail.aspx?id=65022. Main Campus students: You must declare your intent to student teach two semesters in advance of the semester you expect your student teaching will take place. Student Teaching Intent forms are available at the front desk in the School of Education. ALL prospective student teachers are required to attend a student teaching information meeting two semesters in advance of the planned student teaching experience. Student teaching information meetings are held in the months of April and November and specific meeting dates will be posted via the SAU announcement and SAU List serve. Students who fail to attend these meetings forfeit the opportunity to have their applications accepted. If you desire to student teach overseas you must begin the application process one year in advance of the student teaching experience and should contact Professor John Williams ([email protected]). Students considering student teaching outside the state of Michigan, but within the U.S., should contact Professor Dale Linton ([email protected]) one year in advance of their planned student teaching experience. Students at off-site locations: You must formally apply to student teach VERY EARLY in the semester prior to when you intend to teach. You are required to attend a student teaching information meeting at least one semester prior to the planned student teaching semester. See the Director of Student Teaching at your site for specifics. Students who fail to attend these meetings forfeit the opportunity to have their applications accepted. International or out-of-state student teaching: For international student teaching, applications are due at least one year in advance of the intended student teaching semester. Interested students should contact Professor John Williams ([email protected]). Students considering student teaching outside the state of Michigan, but within
Syllabus attachment
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the U.S. should contact the Director of Student Teaching at your site for specifics. Make contact with the Placement Director VERY EARLY. Main Campus and off-site Students: Students are reminded that they are expected to be fully aware of all program and student teaching requirements and deadlines, as detailed in the SAU catalog and the SOE Undergraduate Student Handbook. Failure to complete the program requirements and deadlines may result in the student teaching placement being delayed and/or cancelled. For spring student teaching the deadline is September 15 and for fall student teaching the deadline is February 1. If you are hoping to student teach in any other time frame, you must formally petition in writing at least 6 months in advance. Additional information regarding the student teaching experience and application can be found at www.arbor.edu/stapp.aspx. Field Experience One of the requirements that must be met prior to receiving approval to student teach is completion and proper documentation (on the Field Experience Record Sheets available through the SOE) of at least 120 Field Experience hours. At least 15 of these hours must be in classrooms with a diverse student population, another 15 in classrooms with special needs students, and 15 more in classrooms whose content area matches your major or minor, with at least 5 hours in each of your major(s) or minor(s). Please see the SOE Undergraduate Student Handbook for details about the 120-hour requirement. To assist you, a number of classes have required hours built in, such as Edu 140, Edu 202, Edu 271, Edu 272, Edu 273, methods, Edu 360, and SED 422. For example, the 15 hours for both diverse and special needs classrooms is part of Edu 271, The Diverse Learner. If you have already met the minimum 120-hour requirement and you are in a class with required hours that takes you past the 120, these hours are not waived as a requirement for the class. Course Prerequisites It is the responsibility of the student to make sure that they meet all course prerequisites prior to the day the course begins. Prerequisites for each course are listed in the academic catalog as well as the online academic planner. Liability Insurance Due to field participation, it is strongly recommended that each education student join one of the education organizations that provide liability insurance to students. Stop by the SOE to pick up information on organizations, which provide liability coverage to students, such as the Student Michigan Education Association (800-292-1934 or www.mea.org). Students at off-site locations may inquire about these forms through the TESA (Teacher Education Student Advisor) at the site. Dispositions
• Becoming an effective teacher requires many behaviors, skills, and dispositions. The Michigan Department of Education (MDE) requires that teacher education institutions assess behaviors, skills, and dispositions of their teacher education candidates. Students will be assessed throughout their time at SAU in all education classes. Certain classes will intentionally assess every student in the course either with pedagogical and/or professional dispositions. In these particular courses, a copy of the disposition assessment will be attached to the syllabus. If the sample copy of the disposition is missing, it will be the responsibility of the student to obtain a copy from the SOE.
• Student dispositions will be assessed in other education classes as the need arises. In addition, the
faculty of the various content areas will be assessing for dispositions that the particular department deems important.
• Dispositions will be taken into consideration when the student’s application for SOE admission and
application for student teaching approval are being reviewed. Poor ratings in dispositions may result in various actions including, but not limited to, denial of admission, removal from the teacher education
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program, probation in the program, and so forth. Check the SOE Undergraduate Student Handbook for specifics.
• Students who are assessed as having unacceptable dispositions will be counseled and given a
remediation action plan and a time frame within which improvement must be made.
• If the student fails to cooperate in the creation of an acceptable action plan, fails to follow through on an action plan for improvement, or fails to improve, a student may be denied entry into or dropped from the School of Education program, denied acceptance into or dropped from student teaching, or be given special guidelines or conditions for the student teaching semester.
First Aid/CPR Certification The Michigan Department of Education requires that each individual has a valid CPR (Child and Adult) card and First Aid card at the point of recommendation for certification by Spring Arbor University. The Michigan Department of Education has stated that this training is only acceptable if completed through one of their approved providers: American Red Cross; American Heart Association; American Safety and Health Institute; Emergency Care and Safety institute; NSC Affiliate – Safety Council for Southeast Michigan; Medic First Aid. If the training is not completed through Spring Arbor University’s student teaching seminar course, the cards must be signed by the instructor of the course and the actual cards provided to the Certification Officer (Julie Zeller) on main campus or the Teacher Education Student Advisor (TESA) at the student’s site. The cards will then be returned to the individual. Copies will not be accepted. If you have any questions about this requirement, contact Julie Zeller, Certification Officer by e-mail at [email protected]. Policy for the Return of Physical Copies of Student Final Papers/Projects For a final exam or paper, a student must attach a self-addressed envelope addressed either to their campus box or their U.S. Mail address (with proper postage…in most cases two first class stamps). For a bulky project, the student should clearly mark their name, class number, and class title on the outside of the project so it is easily seen. These projects will be kept for only four weeks from the last day of the term, and then will be discarded. For main campus, the projects will either be held in the professor's office area or at the front desk in the School of Education Office. For off-site locations, check with the instructor and the TESA for instructions on picking up work after the course has been completed. Permission to use Student Work The faculty and staff of the School of Education often have a need to obtain and show examples of student work (without names) from education courses. In some cases, we would show student work to accrediting bodies or advisory councils in order to keep the SAU education programs in good standing. In other cases, we would show examples of student work to other students or to prospective students to help them understand what would be required of them in a particular course. In still other cases, faculty may wish to include student work as part of a University merit proposal for promotion and tenure. If you are *not* willing to allow the School to show your work to others, please inform the instructor of the course in writing or by email. Academic Integrity The University catalog addresses SAU’s policy on the “Integrity of Scholarship and Grades” and “Academic Integrity”. Please refer to that policy in its entirety, found in the current catalog. The School of Education wishes to highlight some of the ideas and ideals articulated in the policy. Using our common commitment to Jesus Christ as the perspective for learning, members of the School of Education acknowledge that truthfulness is essential in our dealings with one another. Specifically within the academic areas, “there shall be no cheating, misrepresentation or plagiarism (borrowing ideas, images, facts, stylistic phrasing or quoted material without credit) on assignments, tests, lectures, handouts or other written materials.” Violations of this policy by a student may carry disciplinary consequences such as zero on the assignment and/or failure of the course and/or suspension from the University.
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Incidents of cheating or plagiarism should be reported immediately to the appropriate professor, department chair, dean, or other University employee. Students are encouraged to report in writing. Confidentiality will be honored unless specific written permission to disclose sources is obtained. No one will be disciplined solely on the testimony of one report without further substantiation. Anyone not clear about what constitutes plagiarism should review the notes from the ENG 104 or 304 course and confer with the course professor. If ENG 104 or 304 or its equivalent was not taken at SAU, consult the Academic Student Connections Faculty or the English Department Faculty. Use of Mobile Technology in the Classroom Policies outlining mobile technology use (laptops, cell phones, tablets, etc.) during class time are established by the course instructor. The use of mobile technology during the class time is for the facilitation of learning as determined by the professor. Therefore, the professor has the right to limit or suspend classroom use of mobile technology at any time. Disclosure of Criminal Record
In many Spring Arbor University EDU or SED courses, students are required to complete classroom field participation hours in P-12 schools. It is every student’s responsibility to complete and submit a Conviction Disclosure form (regarding misdemeanor or felony convictions) prior to entering P-12 schools for classroom observations or on-site work of any kind.
• The Conviction Disclosure form is required through participation in SAU’s EDU 140 or the School of Education Orientation Session. Completion of this form will be met during this class.
• Students who do not take EDU 140 need to be aware that it is the student’s responsibility to complete and submit the Conviction Disclosure form prior to taking part in any on-site P-12 classroom observation experiences.
If the student plans to participate in observation experiences prior to completing this form in EDU 140 or an SOE Orientation Session, it is the student’s responsibility to acquire the Conviction Disclosure form from the School of Education front desk (or from the TESA at off-site locations). The completed form must be submitted to the School of Education front desk or the TESA at off-site locations before beginning work toward any field participation hours. Methods Classes and Site Visitations Being placed into a site-based classroom during an EDU course is contingent upon successful completion of all preparatory assignments prior to the placement. Throughout the semester, failure to meet these deadlines and/or successfully complete all assignments may result in the loss of the site-based placement. In addition, the student must complete all site-based expectations and assignments in order to pass the course. In the event that a student does not successfully complete the preparatory work or fails to successfully complete course expectations prior to site-based placement, the student may be given the choice to immediately withdraw from this course or receive a "U" at the end of the semester. In the event that a student displays unsatisfactory performance during their site-based placement, the student may lose their site-based placement and receive a "U" at the end of the semester. Unsatisfactory site-based performance may include, but is not limited to, the following unprofessional behaviors: tardiness, absenteeism, lack of preparation, inappropriate and/or unprofessional communication with mentor and instructor, lack of content or pedagogical knowledge, skills and/or refusal to teach at mentor or teacher's request. Americans with Disabilities Act (ADA)
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The Academic Student Connections staff is responsible for working with eligible students both on campus and at the various SAU sites in determining the academic accommodations as outlined by the ADA and Section #504 legislation. It is Spring Arbor University’s intention to be non-discriminatory and attempt to remove as many barriers as possible. If a student with proper professional documentation requests accommodations at Spring Arbor University, Academic Student Connections personnel will inform professors prior to or as early as possible in a semester of the requested accommodations.
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LIBRARY GUIDE PLAGIARISM When to footnote or cite can be confusing. This handout is designed to help you decide when you should be citing the works you used so you are not plagiarizing or cheating. "Plagiarism is the act of using another person's ideas or expressions in your writing without acknowledging the source...to plagiarize is to give the impression that you have written or thought something that you have in fact borrowed from someone else."
This and other quotations used below are all taken from section 1.6 (pages 21-25) of the MLA Handbook for Writers of Research Papers by Joseph Gibaldi and Walter S. Achert, 3rd. ed. New York: The Modern Language Association, 1988. DO I HAVE TO FOOTNOTE EVERY FACT?
"If you have any doubt about whether or not you are committing plagiarism, cite your source or sources." WHAT IF I PUT SOMEONE ELSE'S IDEAS IN MY OWN WORDS?
"Other forms of plagiarism include repeating someone else's particularly apt phrase without appropriate acknowledgment, paraphrasing another person's argument as your own, and presenting another's line of thinking as though it were your own." WHY DOES PLAGIARISM MATTER? Careers and reputations have been damaged by findings of plagiarism. Journalists have been fired recently from the Sun-Times1, the Wall Street Journal2, and the Nashville Tennessean3. A Harvard psychiatrist resigned after a finding of plagiarism against him4. Art Buchwald sued Paramount Pictures (and won) over the idea for the plot of Coming to America5. IS THIS PLAGIARISM?
1Mark Fitzgerald, "Sun-Times Drops Columnist over Plagiarism" Editor & Publisher June 23, 1990:17. 2Daniel Lazare, "The Kandell Case: Plagiarism at The Wall Street Journal?" Columbia Journalism Review
January-February, 1991: 6. 3Mark Fitzgerald, "Rash of Plagiarism: Nashville Tennessean Fires an Editor, Reprimands Another." Editor &
Publisher September 16, 1989: 15. 4Kim A. McDonald, "Noted Harvard Psychiatrist Resigns after Faculty Group Finds He Plagiarized." The
Chronicle of Higher Education December 7, 1988: A1. 5Jeanne McDowell, "He's Got Their Number, Almost; a Writer Scores Against a Studio But Where's the Money?"
Time January 22, 1990: 50.
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Read this passage from the article on Malcolm X by Peter Goldman in Dictionary of American Negro Biography, page 422, New York: W.W. Norton & Co., 1982. "In prison Malcolm was introduced by his younger brother Reginald to the teachings of the Lost-Found Nation of Islam, the sect led until 1975 by Elijah Muhammad and known popularly as the Black Muslims. Malcolm quickly became a convert, took the Muslim "X" in place of the "slave name" Little, shed his past and entered upon his own reeducation, beginning by copying words out of a dictionary from A to Z. He was ordained a minister upon his release, and over the next twelve years he became the best known and most effective evangelist of the Nation of Islam, heading its Harlem mosque, organizing dozens more temples from Connecticut to California, building its following from 400 to perhaps 10,000 registered members and countless additional sympathizers." Are the following paragraphs correctly done or has some plagiarism taken place? • Malcolm was introduced by his younger brother to the teachings of the Nation of Islam while he was in prison; he
became a convert, exchanged the Muslim "X" for the "slave name" Little and eventually became an ordained minister.
Loose paraphrasing of the author's words with no credit given for the ideas is plagiarism.
• As the Nation of Islam's most famous evangelist, Malcolm built its membership from 400 to as many as 10,000.
The statistics given are not common knowledge and are not credited. Plagiarism! • Malcolm quickly became a convert, took the Muslim "X" in place of the "slave name" Little, shed his past and
entered upon his own reeducation, beginning by copying words out of a dictionary from A to Z.1
Still plagiarized! While the writer used a footnote to indicate the source, he does not use quotation marks to indicate that the sentence was quoted word for word. Chances are that an abrupt change in writing style will be noticeable to your instructor.
• The "best known and most effective evangelist of the Nation of Islam" Malcolm had been introduced to the Lost-
Found Nation of Islam, known as the Black Muslims, by his younger brother while he was in prison; later ordained as a minister, he was instrumental in the growth of the Nation of Islam over the next 12 years.2
The direct quote is in quotation marks, but the footnote number does not appear until the end of the sentence, indicating that both those specific words and the other facts are Goldman's.
There are various style manuals in the reference shelves at the 808 call number that can help you with how to do bibliographies and footnotes, as well as writing manuals that can help with research, grammar and writing skills. You can also look at the Citation Styles Handout. DON'T GO AWAY EMPTY HANDED!!! If you are having trouble finding what you need, just ask a reference librarian. We are here to help!