red 0575-syllabus

RED 575 August 20141

Teacher Preparation Programs

Conceptual Framework

Nova Southeastern University provides:

S tandards-based instructional and leadership programs that link theory to practice with the

U se of data for evaluation, ethical decision-making, and intervention for the

N eeds and accommodations for diverse students who provide

R eflective and ethical practice based on meaningful field and clinical experiences as part of

I nnovative and convenient postsecondary delivery systems with a

S hared responsibility for quality education programs and professional advocacy with stakeholders with an

E mphasis on technology and best practices for dynamic learning environments

This conceptual framework is reflected in the following course syllabus:

Course number: RED 575

Course title: Contemporary Foundations of Reading: Research Perspective

Program name: Reading Education

Content Area Faculty: Audrey Henry


Nova Southeastern UniversityAbraham S. Fischler School of Education

Syllabus

I. COURSE PREFIX, NUMBER, AND TITLE: RED 575 Contemporary Foundations of Reading: Research Perspective (3 credits)

II. INSTRUCTOR/FACULTY MEMBER

Note: If Candidates need to contact their Instructor prior to the beginning of the course, consult the course schedule at http://www.fischlerschool.nova.edu/current-students/course-schedule to find the name of the Instructor teaching this course. [Right click on the faculty member’s name in the schedule and choose “Properties” in the menu to obtain his/her email address.]

The Instructor will provide the Candidates with his/her contact information at the beginning of the course.

Candidates should contact their instructor for any questions regarding this course.

CONTENT AREA FACULTY (Responsible for Syllabus):

Name: Audrey HenryE-mail address: [email protected]: 1-954-262-8636/ 1-800-986-3223, ext. 28636Fax: 1-954-262-3826Office: 1750 NE 167th Street, North Miami Beach, FL 33162Dr.Henry’s Website: http://www.nova.edu/~ henrya

NOTE: To ensure program consistency, all sections of each course in the Fischler School of Education, regardless of delivery format, follow the same course outcomes as listed in this syllabus. Any modifications in readings, topics, or assignments may occur only with approval from the Content Area Faculty listed above.

III. COURSE DESCRIPTION

A. Catalog Description:This course will familiarize students with current research-based theories of learning related to reading at the elementary and secondary level. There will be an emphasis on differentiating instruction to meet the needs of students from varying cultures, and those with special needs and varying learning styles. Practical application of the theories will be addressed. Prerequisite(s): CUR 526

B. Course Rationale: Because children of the same age are not alike when it comes to learning, it is imperative that teachers learn to address their differences by providing multiple options for presenting information and helping children make sense of what they


learn (Tomlinson, 2001). In many classrooms, although there are diverse learners, there is just one approach to teaching and there is no differentiation. According to Tomlinson (2001, p.15), “Unless we understand and respond to differences we fail many learners.” Candidates will have opportunities to model strategies for differentiating instruction in elementary as well as the secondary level.

IV. COURSE STUDENT LEARNING OUTCOMES:

By the end of this course, the Candidate will be able to:1) Differentiate instruction for all kinds of learners (FEAP # a.2)2) Apply theories related to differentiated instruction in the development of lessons plans (FEAP #a.2)3) Identify environments that provide a positive learning experience that support the intellectual, personal and social development of diverse students. (FEAP #a.3)

4) Integrate Common Core Standards in discussions about reading strategies and in lesson planning.

V. COURSE OBJECTIVES:

By the end of this course, the Candidate will be able to:

1. Demonstrate knowledge of national and state curriculum standards in reading and language arts and use them to plan instruction.(ESOL Domain 5, Standard #5.2; Ohio

Standards #2.5)

2. Integrate Common Core Standards in discussions about reading strategies and in lesson Planning (ESOL Domain #5, Standard #5.2)

3. Maximize the potential of all students by using research-based teaching and learning strategies to differentiate instruction to reflect each student’s culture, learning styles, special needs, and socioeconomic background (FEAP # a.2; INTASC #2 (k) Learning Differences, IRA/NCATE #5.4.2, # 4.2.3; Ohio Standards #4.1; ESOL Domain #3, Standard #3.2).

4. Create the physical environment to provide a positive learning experience that supports the intellectual, personal and social development of diverse students. (FEAP # a.2; INTASC # 3(l) Learning Environments; IRA/NCATE # 5.2.1, # 5.2.2; Ohio Standards # 4.1; ESOL Domain #4, Standard #18).

5. Demonstrate knowledge and understanding of the reading process at all grade levels. (FEAP # a.2; INTASC #4(f) Content Knowledge; IRA/NCATE 1.1.2; Ohio Standards #1.1; ESOL Domain #2, Standard #1)

6. Select, develop, and/or adapt diverse instructional materials if necessary to meet the needs of all students. (FEAP # a.2; INTASC #7(f) Planning for Instruction; IRA/NCATE # 4.2.1; Ohio Standards # 2.2; ESOL Domain #3, Standard #5).


7. Demonstrate awareness of the educational needs of students including those having limited proficiency in English and differentiate instruction to meet their needs. ( FEAP #a.2; INTASC Core Standards #2 (g); IRA/NCATE #4.2.2; Ohio Standards # 2.2; ESOL #2, Standard #2)

8. Demonstrate awareness of current research – based theories of improving comprehension and critical thinking skills and differentiate instruction to aid those who lack the skill. ( FEAP a.3; INTASC #5(d); Application of Content; IRA #1.1.1; Ohio Standards #1.3; ESOL Domain #2, Standard #2).

9. Plans instruction that supports every student in meeting learning goals especially those students struggling with fluency, word recognition and vocabulary development. ( FEAP #a.3; INTASC #7(j) Planning for Instruction; IRA/NCATE #2.2.2; Ohio Standards #2.2; ESOL Domain #3, Standard #11).

10. Demonstrate an understanding of principles governing the growth and development of early learners and recognizes that patterns of learning and development vary individually and across cognitive, linguistic, social, emotional and physical areas, and designs developmentally appropriate experiences. (FEAP #a.2; INTASC #1(e) Learner Development; IRA/NCATE 5.2.1, 4.1.1; Ohio Standards # 4.1; ESOL Domain #4,Standard #13; INTASC Core Standards 1(e) ).

11. Demonstrate an understanding of the role of metacognition in reading, writing, listening, viewing, and speaking. (FEAP #a.3; INTASC Core Standard #8(h); IRA/NCATE #1.1.2; Ohio Standards #2.3; ESOL Domain #3, Standard #3.2)

12. Select and evaluate motivating instructional materials for differentiating instruction for students at all levels of reading development. (FEAP #a.2; INTASC #8(i) Instructional Strategies; IRA/NCATE #5.2.1; Ohio Standards #4.4; ESOL Domain #3, Standard #8;).

[

LEGEND FOR OBJECTIVESStandard Abbreviation Standard Name

INTASC Interstate New Teacher Assessment and Support Consortium StandardsFEAP (AP) Florida Educator Accomplished PracticesIRA International Reading AssociationESOL English for Speakers of Other LanguagesNCATE National Council for Accreditation of Teacher Education

NAEP National Association for Educational ProgressVI. REQUIRED MATERIALS

A. Required Textbook(s): Graves, M.F., Juel, C., Graves, B.B., & Dewitz. P. (2011). Teaching reading in the

21st century: Motivating all learners. (5th ed.). Boston, MA: Pearson.


B. Required Supplemental Materials:American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. [This is required for all FSE students.]

Ankrum, J. W., &Bean, R.M. (2008). Differentiated Reading Instruction: What and How. Reading Horizons, 48(2), 133-145.

Callender, W. (2012). Why principals should adapt school wide RTI. Principal, 91 (4), 8-12

Carolan, J., & Guinn, A. (2007). Differentiation: Lessons from master teachers. Education Leadership, 64 (5), 44-47.

Jones, R., Yssel, N., & Grant, C. (2012). Reading instruction in tier I: Bridging the gap by nesting evidence-based instruction with differentiated instruction. Psychology in the Schools, 49 (3), 210-218.

Kosunovich, M., Ladinsky,K., Nelson, L., & Torgesen, J. (2007). Differentiated reading instruction: Small group alternative lesson structures for all students. Guidance Document for Reading First schools. Florida Center for Reading Research.

Tobin. ,R. (2008). Conundrums in the differentiated literacy classroom. Reading Improvement, 45 (4), 159-168.

Tomlinson, L. (2009). Intersection between differentiation and literacy instruction: Shared principles worth sharing. New England Reading Association Journal, 45 (1), 28-33.

Optional note: For online students: a headset with microphone for the computer, for participation in chat sessions, may be required---check with your instructor.

NOTE: Check the course textbook list for updates at http://www.nsubooks.bkstore.com/.

VII. CALENDAR OF WEEKLY REQUIREMENTSPrimary methods of instruction that are used for this course are discussions, group work, brainstorming, discussions,

Week Topics Class Activities & Assignments 1 Overview of National

Common Core Standards

Concepts that complement the cognitive constructivist view of reading

Give an overview of the National Common Core Standards. Consider how these standards will affect the way the students teach in the classroom.

Review APA format and the Accomplished Practices

Readings


A global view of reading proficiency

Literacy for today and tomorrow: A case for differentiation

Differentiation: What it is. What it is not

Differentiation in the constructivist classroom

Effective teaching and diversity in the classroom

Graves, Juel, Graves, and Dewitz. Chapters I and II

Carolan and Guinn. Differentiation: Lessons from Master Teachers

Consider the theories that influence the view of reading The cognitive orientation Schema theory Constructivism Reader response Sociocultural theory

Students will engage in think/pair/share. They will think about what they know and have read, turn to a partner and share their thoughts then share with the entire group. (Online students will share in the chat.)

Students will think about how the theories will affect differentiation in their classroom. The instructor will ask students to complete an anticipation guide stating whether the statements are true or false. The following statements will be included:

Differentiation can be accomplished through ability grouping

Differentiated instruction is another way of homogenous grouping

Differentiated instruction is proactive Differentiated instruction uses whole group, small

group and individual instruction Differentiated instruction is asking some students

to answer more complex questions Differentiated instruction is child centered Differentiated instruction is chaotic Differentiated instruction provides many ways to

dealing with content, process and product

Students will read “Strengths and Challenges of Diversity” and react to it. They will explain why this supports the need for differentiation.

The article by Carolan and Guinn explains what differentiation is and is not. Students will read and react to it. They will discuss what the authors refer to as the common characteristics of addressing individual needs:

Offering personalized scaffolding Using flexible means to reach defined ends Mining subject area expertise


Creating a caring classroom in which differences are seen as assets

After reading the article, students will discuss what the authors refer to as barriers to differentiation, and their ideas for learning from expert teachers.

Students will apply the ideas in this article to their own classroom situation. They will select an area of study in their classroom and demonstrate how they would differentiate the instruction to meet the needs of their diverse group of students.

After reading Chapter II of Graves et al, the students will compare the characteristics of highly effective teachers with teachers in the Carolan and Guinn article on differentiating instruction. How are they different? How are they the same?

Students will summarize the chapter.

Objectives addresses: #1, #3, #4, #6, #8, 12

Readings for next session: Graves et al, Chapters III and IVAnkrum and Bean, Differentiating Reading Instruction: What and How?

2 The building blocks of motivation vs Building blocks of differentiated instruction

Promoting academic values and goals

Ensuring active participation

Classroom assessment: Three themes

Points to consider in differentiated instruction

Students will review Figure 3.1 in Graves et al and create a comparison chart, The building blocks of motivation/ the building blocks of differentiated instruction. What is the same? What is different?Students will then create a chart labeled The building blocks of differentiated instruction.Graves et al described the elements of a literate environment. Students will take each element (classroom climate, time, choice etc.) and discuss them in terms of the differentiated classroom. Why are these elements important and how will these be addressed in order to meet the needs of the students in the diverse classroom?

Students will be expected to give examples from real classrooms. Ideas reviewed in Differentiation: Lessons from master teachers can be used to create their response.

Students will discuss the place of assessment in the differentiated classroom. They will review Graves et al Three themes of assessment: Inquiry, development and progress monitoring. Students will compare Graves’


ideas with that of Ankrum and Bean then create a chart to demonstrate the similarities and differences.

Review Figure I in Ankrum and Bean’s article. Students will discuss the points to consider:

Assessment Grouping formats Classroom Management Materials Length and frequency of instruction Lesson focus

Each group or individual will take one element, discuss it and then share their ideas with the rest of the class. Students should always keep in mind implementation in their classroom.

Review IRA’s position statement in Making a difference means making it different(2000), which states in part “Differentiated instruction can only truly occur if the teacher possesses a deep knowledge of the reading process, an understanding of the strengths and needs of her students, and the ability to teach responsively.”

Students will react to this statement and outline what teachers need to know about the reading process.

Students will read about the Roots Project in In the Classroom 4.1 and then discuss the themes which emanated from the project:

Assessment is integrative Assessment builds on meaningful tasks Assessment emphasizes both top-level competence

and performance skills Assessment is purposeful for all involved Assessment emphasizes explanation Assessment is scaffolded Assessment is guided by developmental standards

How do these themes fit in with the three themes of inquiry, development and progress monitoring mentioned by Graves et al ? Explain.

Invite students to report on similar projects they have conducted in their classrooms and discuss the results.

Students will read and react to Differentiating Instruction for ELL on page 88 of the Graves text.


Review Figure 4.4 on page 90 of the Graves’ text. Could this be used for ELL students? If not, how could you adjust it to make it appropriate.

Conferencing is one way to differentiate instruction. Students will read and react to the blurb on Conferencing in Differentiating Instruction For ELL.

After reading the article by Ankrum and Bean, the students will list the characteristics of effective teachers.

They use a variety of grouping situations More frequently gave instruction in small groups

than in whole groups Monitored students’ thought processes Provided the right amount of scaffolding Gave a great deal of coaching in small group

lessons

Give an overview of the reasons for differentiating. Research indicates that student achievements

suffers when all students are given the same instruction

In classrooms where differentiation was not practiced, high achieving students made very little gains, and achievement of low and average achievers was jeopardized

Differentiation is needed to narrow the achievement gap

In non-differentiated classrooms meeting the federal mandate of the NCLB Act is a challenge

Objectives addressed in this session: #3, #5, #6, #7, #8Readings for next session: Graves et al Chapter 5

Jones, Yssel, and Grant. Reading Instruction in Tier I: Bridging the gap by Nesting Evidence-based Intervention Within Differentiated Instruction.

3 Individual differences in learning to read

Differentiating instruction in the general education classroom

Intervention for struggling readers

Have students respond to the Classroom vignette on page 121 of the Graves text and indicate how they would respond to the situation in Mrs. Wright’s school.

Discuss reasons for the differences in the classroom: Learning disabilities Environmental Causes The Matthew effect


Response to intervention

Differentiation in Tier I

Roles of the teacher, the principal and the psychologist

Compare differentiated instruction to Jeannette Veatch’s individualized reading and Nanci Atwell’s reading workshop. How are they different and what is common among them? How does this compare to what occurs in classrooms today and specifically in their classrooms?

Discuss the two conceptions of differentiated instruction: Tomlinson, Fountas and Pinnell’s version and that of Walpole and Mckenna. Students will outline the benefits and disadvantages of both. Which would they chose to use and why?

Students will read the article by Jones, Yssel and Grant. They will define the initiative referred to as Response to Intervention, discuss how this will address the diversity in the classroom and describe instruction that occurs at the various Tiers.

Students will consider the report of the Institute of Educational Science that outlined five components that are essential elements of the RTI model. These include:

Screening students Monitoring student who do not meet required

benchmark Differentiating instruction Providing Tier II small- group instruction Providing Tier III intense small-group

intervention

Discuss elements which research identifies as problems for the classroom teacher:

Need for professional development Limited resources No administrative support

Students will consider the authors’ suggestions of a focus on fluency, especially since fluency was one of the major components of reading identified by the National Reading Panel. They will discuss the authors’ recommendation for using Repeated reading, Listening passage previewing and listening only intervention for improving fluency

Students will review, discuss and react to Table I, Fluency Research Findings Translated to Practice, and Table II, Sample Table for Repeated Reading DI Organization in the article by Jones et al.


The instructor will invite students to consider differentiation of time, tasks and texts. How can this be accomplished and how would they implement it in their classrooms.

Students will react to In the Classroom 5.3, Planning for Differentiated Small Group Instruction in the Graves text.

Invite students to review the list of books on page 138 of the Graves text and substitute others that they could use in their own classroom for differentiated thematic units.

The instructor will discuss intervention for struggling readers and review the elements of intervention outlined by Graves et al on page 139:

Explicit strategy instruction Scaffolding Strategy integration Focus on background knowledge Consistent review Well-paced instruction Motivation

The students will consider the role of the teacher, the administration and the psychologist in the adoption of the differentiation model:

Enable training Facilitate professional development Accept responsibility for the integrity of the

program Encourage teachers Provide time for teachers to implement, evaluate

and collaborate with fellow teachers Make a resource library available

Objectives addressed in this session: #3, #6, #8, #9, #12

Readings for next session: Graves et al, Chapters 6 and 7

Tobin, Conundrums in the Differentiated Literacy Classroom

4 Early understandings about literacy

Knowledge about

Students will read and react to the vignette on page 153 of the text. The instructor will discuss the importance of early exposure to print. Students will enumerate the characteristics of children who have this exposure and


comprehension and text structure

Instruction that facilitates children’s growing literacy

Practices and beliefs related to literacy learning and teaching

Foundational dilemmas in differentiated instruction Essential understandings Universal designs Assessing growth in literacy Instructional dilemmas in differentiated instruction Providing a healthy literacy program Using flexible groupings Validating feedback

those who do not, and discuss strategies to bridge the gap.

Discuss the importance of phonemic awareness and phonics in the early years and how to differentiate instruction for those who are behind in these skills.

Students will read In the Class 6.2, Phonemic awareness: Segmenting and Blending Sounds, and practice the activities discussed.

The instructor will discuss the importance of having children acquire awareness of the process of reading comprehension and the knowledge of text structure. Students will be invited to discuss activities for accomplishing this.

The students will read and discuss Interactive read a-louds in Differentiated Instruction for English language learners on page 164 of the text.

The instructor will invite students to participate in carousel brainstorming. The students will go around the room listing on chart paper activities that facilitate literacy in children. Students will then compare their lists with ideas listed in the text.

The students will work in groups using trade books to create activities that will motivate children, help to enhance children’s reading comprehension, and their knowledge of text structure and provide opportunities for writing. They will read and discuss the excerpt on motivating struggling readers on page 172 of the text. Students will focus on creating an environment in which all learners can be successful. They will discuss the list in Tobin’s article.

Selecting materials that are at different levels of difficulty

Creating literacy centers that address the interests of children, their modes of learning and their readiness

Using small groups to teach or re-teach skills Provide choices about what they read Provide multiple opportunities to make sense of

what they learn

Discuss what Tobin’s article refers to as foundational dilemmas

How to teach for understanding while addressing


the need to teach skills Creating a design that benefits the largest group

of students that does not involve the need for modification, as opposed to differentiating instruction to ensure success for a small group who does not fit into the whole group context

Allowing pressures of standardized testing to take center stage as opposed to evaluating students based on their personal best not someone else’s.

Students will also discuss the instructional dilemmas. Engaging in an activity-based program that

seems disconnected from the goals of the program as opposed to responsive teaching that focuses on modeling, guiding, scaffolding, and coaching

Focusing on whole group instruction without considering struggling learners who are unable to navigate difficult texts

Giving literal feedback such as “start working” or “you did not listen to instruction” as opposed to providing scaffold such as “what do you do first, next?” and “I will be back to help you.”

Students will summarize what they consider are the goals of differentiated instruction.

Objectives addressed in this session: ##3, #4, #5, #6, #7, #9, #10, #12

Readings for next session: Graves et al, Chapters 7 and 8 Carolan and Guinn, Differentiation: Lessons from Master Teachers

5 Importance of recognizing the printed words

The makeup of words

Phonics instruction

Processes involved in reading words

Principles of word study instruction

Fluency: Importance, Approaches

Students will be invited to do a mini write on the importance of being able to recognize the printed word. They will share their lists.

The instructor, with students, will look at problems children encounter as they try to recognize words. The students will brainstorm strategies for alleviating the problem.

Discuss the structure of the spoken and written words and elements of the word that children need to learn to be able to recognize words. Concepts such as the ones listed below are important in helping both regular and struggling readers develop automaticity.

Phonemes Syllables


Assessing fluency

Matching students and texts

Text difficulty

Onset and rimes Word families and phonograms Morphemes Affixes

Students will read the Classroom Vignette on page 187 of the text and then discuss how the teacher helped struggling readers to figure out the words.

Students will design activities for differentiating instruction for ELL or struggling readers.

Discuss the role of phonics in the reading program. Students will go to the IRA website and find the association’s position on the teaching of phonics. Students will give their perspective on what to teach, how to teach it, and when to teach it.

Review the studies of Chall (1967), Bond and Dykstra (1967/1997) and the report of the National Reading Panel (2000).

Students will discuss the examples of active teaching and learning that should be employed in word study. Students should also realize that word study is not an end in itself but a means to an end-comprehension.

Students will explain the usefulness of word banks, word walls, and the language experience approach and develop activities that would provide opportunities for using them.

The instructor will demonstrate how to use analogy to decode unknown words.

The instructor will present a list of ideas for promoting language proficiency among struggling or ESOL readers

Label items in the classroom with the appropriated article (a, or an)

Post schedules and routines Use vocabulary that are essential to the topic of

study Highlight text so that ESOL students, those with

reading problems, learning disabilities etc. can focus on critical information

Give students the opportunity to express their ideas in writing

Encourage story telling, or have students


summarize while the teacher writes what the student says.

Use visual cues- pictures, organizers, icons, as information is bring explained. (Tomlinson, 2003, pp 85-86).

Using information from Carolan and Guinn, in the article discussed in an earlier session, students will create a series of prompts and coaching ideas to help a students get through a text with unknown vocabulary words.

In groups, students will respond to the two questions on page 218 of the text. Responses will be shared.

Students will respond to the classroom vignette on page 223 of the text. What lessons can we learn? What could the teacher have done to help Jimmy? What was the effect of the teacher’s practice on Jimmy’s self- esteem?

Invite students to give a definition of fluency and it importance. Elicit from them strategies they use to develop fluency in their classroom.

Students will read and think about the strategies for developing fluency, share their thoughts with a partner and then discuss with the entire groups. They will read and discuss the generalizations about fluency instruction on page 226 of the text.

Discuss ways of measuring fluency. Encourage students to assess their class at the beginning of the term and again at the end. They will report on the progress.

Students will read and react to in the Classroom 8.1: The Original Method of Repeated Reading.

Students will also revisit the article by Jones, Yssell and Grant discussed in an earlier session regarding the idea of using Repeated reading to aid fluency. Using a trade book, students will develop a repeated reading passage for four characters or less and present it to the class.

A discussion of the usefulness of repeated reading will ensue.

Invite students to explain the concept of readability. Elicit from them how they determine the readability of a


text. Discuss several readability formulas and have students practice using the Fry readability formula. Students will report on the experience.

Discuss other methods of matching students and text, for example the lexile frame work, leveled books, and the subjective approach of considering an array of factors that determine difficulty level.

Objectives addressed in this session: #1, #4, #6, #7, #9, #12

Readings for next session: Graves et al, Chapters 9, and 10Tomlinson, C.A. (2009). Intersections between differentiation and literacy instruction: Shared principles worth sharing. New England Reading Association Journal, 45 (1), 28-33.

6 The vocabulary learning task

Teaching word learning strategies

Fostering word consciousness

Role of the reader, selection, and purpose in planning a successful reading experience

Frameworks for scaffolding students’ reading

Procedures for fostering comprehension

Shared principles between differentiation and literacy instruction

Discuss research regarding children’s acquisition of vocabulary from the time they begin to talk until the time they enter school.

Pose the question: What can teachers do to increase the vocabulary of children from disadvantaged backgrounds?Compare the suggestions with those made by the authors. The students will discuss each point and make suggestions for ways in which these can be accomplished.

Students will read In the Classroom on page 256 of the text, and react to the method of teaching new words. Invite them to share methods they use in their classrooms.

Discuss the use of semantic web and semantic features analysis (SFA) to broaden children’s knowledge of a concept.

Students will select a word from a content text and workin groups to demonstrate the use of the semantic web and the FSA to enhance their pupils’ knowledge of the concept.

Invite students to demonstrate how they would use affixes to develop word meaning.

The instructor will explain the four main context clues and how to identify them using content material. Students will practice identifying these clues in trade


books.

Discuss the use of the dictionary in vocabulary building and the guidelines for using it to look up word meanings.

Students will discuss the tern “word consciousness” and describe strategies they use in their classrooms to create word consciousness.

The students will engage in Think/ Pair/Share They will read, then share information regarding the need for vocabulary instruction for the gifted, special students, and children with little exposure to books, and reading, and those who speak a second language.

The students will read and react to Differentiating instruction for English language learners on page 266 of the text.

The instructor will demonstrate the frameworks for scaffolding comprehension

Directed Reading Activity DRTA Guided Reading

In groups, students will practice with each other using materials from trade books as well as content material. They will discuss ways of using these with diverse groups in their classroom.

Students will read “Intersections between differentiated and literacy instruction: Shared principles worth sharing.” They will list each principle and explain how they address these in their classrooms. The shared principles include:

Students differ as learners Teachers must study their students to teach them

well Effective teachers teach up Responding to student readiness, interest, and

learning profile enhances student successTeachers who understand the art and science of teaching meet children where they are.

Objectives addressed in this session: #3, #5, #6, #7, #8, #9, #12

Readings for next session: Graves et al, Chapters 11 and 12


Callender,W. (2012). Why principals should adopt school wide RTI. Principal, 91(4), 8-12.

7 Difference between

strategies and skills

Characteristics of comprehension strategies

Key comprehension strategies

Reciprocal teaching and other strategies

Strategies for encouraging independent reading

Response to literature

Frameworks that promote reader response

Ways to accomplish differentiated instruction

school wide

The students will read the vignette on page 325 of the text then discuss what they would do if they were the reader mentioned in the passage.

The students will discuss the characteristics of strategies and then explain the differences between strategies and skills.

The instructor will present the key comprehension strategies and invite students to order them according to their importance. Students must explain their rationale for the choices they made.

The instructor will demonstrate reciprocal teaching, illustrating that the strategy is first teacher directed, but when the teacher gradually releases the responsibility and steps out of the leadership role, each student in turn assumes the role of the leader.

Students will practice the strategy with each other using both trade books and content area material.

Invite students to do a quick write of as many strategies as they can for encouraging independent reading. Ideas will be shared.

Prior to coming to this session students will observe the children in their class and list the book selection strategies they observe their class using. These strategies will be shared. Students will explain other strategies they can model for their class keeping in mind the diversity inthe class.

The instructor will explain the response theory that evolved from the work of Louise Rosenblatt. The instructor will read a trade book and invite students to respond in writing. Compare the responses and ask the students to explain why each response was unique. And no two responses were the same. Students will be asked to consider the implications for a classroom with ELL ESOL, gifted, and disadvantaged readers.

Discuss frameworks that promote reader response including:


Literature circles Book club Book club plus Reading workshop

The students will discuss how they would address the needs of less accomplished readers to encourage independent reading and reader response. Students could consider having children make text to text, text to world and text to self connections.

Invite students to read “Why principals should adopt school wide RTI.” The instructor will pose the following questions:

Which of the two scenarios would you want for your school?

What are the long term implications of either scenario?

Which would you choose for your own child? Which would you prefer to work in as a teacher?

Why? Which model exists in your present school? What if anything can you do to improve the

quality of services provided?

Discuss the two models of instruction presented in the article:

School wide support structures Walk to read

Invite students to summarize what they can take away from this article for immediate use in thin classrooms.

Objectives addressed in this session: #3, #4, #5, #6, #7, #8, #9, #11, #12

Readings for the next session: Graves et al, Chapter 13

Kosanovich, M; Ladinsky, K; Nelson, L; & Torgesen, J. Differentiated reading instruction: Small group alternative lesson structures for all students. Guidance Document for Reading First Schools.

8 The reading writing connection

A positive reading-writing

Review studies which indicate that reading and writing should be experienced as parallel and reciprocal processes.


environment

The process approach to writing

Purposes of writing

The writing workshop

Responding to students’ writing

Celebrating children’s writing

Learning to read English as a second language

Challenges of learning to read in a second language

Instructional principles

Problems with Reading First schools

How to implement differentiated instruction

When to implement?

How to differentiate instruction in small groups

Alternate lesson structures

Invite students to do a quick write, listing connections between reading and writing. Focus on the fact that theyshould be taught together instead of in isolation. The following documents the similarities between the two processes.

Readers and writers activate their background knowledge before they read or write

Readers and writers determine their purpose Readers and writers make predictions about what

they will read or write They select topics they want to read and write

about They monitor understanding of the text they

write and that of others They relate information to what they already

know They expand their vocabulary while reading and

writing They know where to get help when necessary They discriminate between less important and

more important information They rethink the meaning the meaning they

construct They use fix-up strategies They use other writers’ craft to improve their

writing They communicate about what they read and

write They apply what is learned to new tasks

The students will discuss what they do in their classrooms to create a positive reading /writing environment. They will discuss the guidelines for creating a positive environment as outlined in “In the Classroom” 13.1.

Students will give suggestions for scaffolding their pupils’ attempts at each stage of the writing process. Suggestions could include Creating a semantic web of ideas, using photographs or objects, brainstorming, or a quick write.

Discuss the process approach to writing and invite students to explain how they handle this in their classroom.

Poll students to determine the various kinds of writing that they encourage in their classrooms. Introduce books


that students could use as models of writing, for example Dog’s Diary by Eggleton, Dear Peter Rabbit by Ada and Anne Frank’s Diary.Demonstrate the double entry journal, then have students complete one using a trade book.

Invite students to read and react to Differentiating Instruction for English Language learners “Using Learning Logs” on page 388 of the text.

Outline the components of the writing workshop (Atwell, 1987). Discuss the teacher’s role as facilitator, coach, and guide, and the student’s role to write, encourage and support other writers.Students will review the information in Figures 13.11 and 13.12

Encourage students to share suggestions for responding to writing in their classroom.

Students will brainstorm ways to publish and celebrate writing in their classroom.

Invite students to suggest ways to differentiate instruction for children with diverse needs. Students will review and discuss “Strengths and Challenges of Diversity” on pages 401-402 of the text.

Invite students to review In the Classroom 14.2, Instructional Principles Motivated by Constructivist and Sociocultural Theories. Students will highlight the important points.

Use scaffolding Instruct in students’ zone of proximal

development Us e the “I do, we do you do” principle Model critical thinking Use direct instruction Use real learning tasks Teach for understanding

Highlight the challenges faced by second language learners Students will give suggestions for addressing the problems.

Students will read and react to the personal stories of an ESL and a bilingual teacher. Students will compare these stories to what exists in their classrooms.


Highlight the research on second language learners, then discuss Delpit’s principles for working with poor, urban children.

Invite students to review other suggestions for working with ELL students In the Classroom 14.3- 14.7

Students will review the article “Differentiated instruction: Small group alternative lesson structures for all students.” Students will discuss the findings of The Florida Center for Reading Research (FCRR)which states that students in Reading First schools show a decline in Oral Reading Fluency (ORF) during first and second grade. The result is that only 46% meet expectation at the beginning of third grade.

Discuss suggestions for alleviating the problem: Differentiation in small groups Guided reading Skills-focused lessons: Resources can be found at

(http://reading.uoregan.edu/appendices/maps.phpand Just Read Florida

Students can review examples of lessons for kindergarten and first grade.

Objectives addressed in this session: #1, #2, #3, #5, #6, #7, #8, #9, #10, #11, #12

VIII.DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS

[Note 1: Each assignment description includes the objectives and standards to which it corresponds and a rubric to show how it will be evaluated. Every assignment must include the FSE cover sheet/title page. Go to http://www.schoolofed.nova.edu/sso/PDF/fsehs_standard_format.pdf for directions and exceptions to the APA format.

Complete and submit the Presubmission Checklist with each assignment. That form can be downloaded at: http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.pdf or http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.doc


NOTE: Field Experiences/Practicum PlacementsRequesting a Field Placement

If a field experience/practicum is required and placement in a school is needed for this course, contact the Office of Placement Services at 954-262-8561 (1-800-986-3223, ext. 28561) to arrange your placement within a school in any given school district. Certain requirements must be met, and they vary from district to district. Further information is available at: http://www.schoolofed.nova.edu/gtep/field_experience/index.html

Important! Placements take time to coordinate. Contact this office as soon as possible. Reporting Your Field Placement

Everyone completing a field experience/practicum is required to report their fieldexperience location. Once you have completed your field experience, please accesshttp://apps.fse.nova.edu/placementform/placementform.aspx to report your placement information.

Note to Course Instructor: This course assignment has been designated as a Key Assessment for which we are collecting program data on the performance of the candidate. After reviewing this assignment, please link to the Assessment System at http://fischlerschool.nova.edu/assess. You will log in with your NSU login name (e.g., in the e-mail address [email protected], smith is the login name) and NSU password. Please enter the evaluation results on the specified criteria (bolded areas of the rubric) for each candidate’s assignment online.

ASSIGNMENT #1: NAEP READING SCORE ANALYSIS

1. Review the most recent nation’s Report Card Reading Scores for your state, published as part of the National Assessment of Educational Progress (NAEP) Annual Report. You can find your state’s results here: http://nces.ed.gov/nationsreportcard/states/

2. Using the interactive map, compare your state’s result last year in reading and writing with three other states. Use demographics to infer the differences in scores. Use graphs and charts (Cut and paste). The NAEP Item map found here:

http://nces.ed.gov/nationsreportcard/itemmaps/index.asp outlines the knowledge and skills identified by the NAEP Assessments. (FL DOE 4.4)

3. The knowledge and skills identified by the NAEP Assessment for Grades 4 and 8 that measure reading development are:

Locate/recall Integrate/ interpret Critique/evaluate

These are found in http://nces.ed.gov/nationsreportcard/reading/whatmeasure.asp

4. Knowing how language is developed, hypothesize how student performance on phonemic awareness and phonics skills affect vocabulary, fluency, and comprehension scores (FL DOE 4.5)

5. In your conclusion, discuss how differentiated instruction helps readers of all levels (struggling and proficient) improve on skills-based standardized tests (FL DOE 4.6).


Total points 10Due Session ThreeFLDOE #4.4, FEAP a.2

Rubric for NAEP Reading Score Analysis

Introduction 1 pointAccessing the NAEP Annual Report 1 pointComparison of results of your state with three others 4 pointsHypothesis of how performance on phonemicawareness and phonics affect the other threecomponents of reading 3 pointsDiscussion of how differentiated instruction helps readers of all levels improve on skills-based standardized tests 1 pointTotal 10 points

ASSIGNMENT #2: DIRECTED READING-THINKING ACTIVITY (DRTA) LESSONPLAN

Directed Reading –Thinking Activity (DRTA) is differentiated reading activity that guides students through the steps of making predictions about a text based on their own prior knowledge, then reading to confirm or modify their predictions. By engaging students with active thinking before, during and after reading, DRTA encourages students to demonstrate the traits of proficient readers.

Create a lesson plan based on the DRTA model that includes higher order questioning strategies (FL DOE 4.15) and critical reading strategies (FL DOE 4.16). This lesson may be used as part of your Instructional Unit (Assignment #3)

Part :1 Introduction and Pre-Reading

Identify a grade level for this lesson and select a grade level appropriate text. Identify the pre-reading questions you will ask to activate student schema and encourage them to make predictions about the text.

Part: 2 During Reading

As students read, describe in detail how you will scaffold them in proving or revising their predictions? What higher order thinking questions will you ask to guide them to add to their earlier predictions?

Part: 3 Post-Reading Reflection

How will you monitor and assess students’ comprehension? Develop a summative writing activity to conclude this lesson that provides an opportunity for student to build on their comprehension. (FL DOE 4.17)


Total 20 pointsFEAP a.1

Rubric for DRTA Lesson

Introduction and Pre-Reading Introduction 1 pointSelect grade level 1 pointSelect appropriate text 1 pointPre-reading questions 2 points

During ReadingScaffolding strategies 2 pointsHigher order thinking questions 3 points

Post Reading ReflectionStrategies for monitoring comprehension 2 pointsStrategies for assessing comprehension 2 pointsSummative writing activity 5 points

Conclusion 1 pointTotal 20 points

Assignment #3 Instructional Unit

Course Instructor: This assignment has been designated as an NCATE Assessment for which we are collecting data on the performance of the candidate. After reviewing this assignment, please link to the assessment system at http://apps.fischlerschool.nova.edu/oat/.You will log in with your NSU log in name (e.g., in the email address [email protected]. smith is the login name) and NSU pass word. Please enter the evaluation results on the specified criteria, (bolded areas of the rubric for each candidate’s assignment online).

Part One: Knowledge of Major TheoriesSelect a particular area of reading or language arts such as vocabularydevelopment, comprehension, fluency, literary elements, characterization, building background knowledge, and prediction, for any grade level. (IRA 1.4) Develop an effective instructional program for addressing the areas chosen. Using at least three different strategies, develop a series of instructional activities. Explain, compare, contrast and critique the theories that support your choice. (IRA 1.1)


Part Two: Strategies to Aid Comprehension and Language DevelopmentDescribe the strategies chosen (e.g., reciprocal teaching, QAR), to aid comprehension and language development. Explain the theory and research that support the choice of strategies (IRA 1.3)

Part Three: Selecting Instructional CurriculumConference with classroom teachers and paraprofessionals in the use of a wide range of curriculum materials, discuss appropriate options, and explain the

evidence base for the selection practices (IRA 2.3)

Part Four: Demonstrating OptionsDemonstrate the options in their teaching, help teachers select appropriate options, and demonstrate and explain the evidence base for selecting the options to best meet the needs of all students. (IRA 2.1) (FL DOE 4.9, 4.11)

Part Five: Addressing Interest LevelsSelect differentiated curriculum materials and conference with classroom teachers and paraprofessionals about selecting classroom materials that match reading levels, interests, and cultural and linguistic background of students (IRA 4.1) (FL DOE 4.8, 4.10)

Part Six: Motivating studentsUse methods to effectively revise instructional plans to motivate all students, plan with teachers to design programs that motivate students, demonstrate the techniques and articulate the research base that grounds their practice IRA 4.4)

Part Seven: Selecting Assessment tools and practicesCompare and contrast, use, interpret, and recommend a widerange of assessment in their practice and discuss with classroom teachers how to administer and interpret the assessments (IRA 3.1)

Part Eight: Evaluating Instructional UnitPositively and constructively provide an evaluation of the unit and compare with others’ teaching practices. Discuss with classroom teachers and paraprofessionals how to improve their practice. (IRA 5.3)

Due: Session 8Total Value: 30 PointsObjectives: #1, #7, #15, #29

Grading Rubric for Assignment #3

Element Not Met Met ExceededPart 1:Knowledge of Major

The candidate did not demonstrate

The candidate demonstrated

The candidate clearly demonstrated


Theories Refer to major theories in the foundational areas as they relate to reading. Explain, compare, contrast and critique the theories. (IRA 1.1.1)

knowledge of the theories and could not explain, compare, or critique the theories. (IRA 1.1.1).

knowledge of the theories and explained , compared, and critiqued the theories(IRA 1.1.1)

knowledge of the theories and competently explained, compared, and critiqued the theories.(IRA 1.1.1).

Part 2:Strategies to aid Comprehension and Language DevelopmentDescribe the strategies to aid comprehension and language development and explain the theory and research which support the choice of strategies.(IRA 1.1.3)

The candidate could not describe the strategies or explain the theory and research which support the choice of strategies. (IRA 1.1.3)

The candidate described the strategies and explained the theory and research which support the choice of strategies. IRA 1.1.3).

The candidate effectively described the strategies and convincingly explained the theory and research which support the choice of strategies (IRA 1.1.3).

Part 3:Selecting Instructional CurriculumDemonstrate the options n their teaching and support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students (IRA 2.1.1).

The candidate was not able to demonstrate the options in teaching and was unable to support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. The candidate did not help teachers to select appropriate options and was unable to explain the evidence base for selecting practices to best meet the needs of all students (IRA 2.1.1.).

The candidate demonstrated options in teaching and supported classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. The candidate assisted teachers to select appropriate options and was able to explain the evidence base practice to best meet the needs of all students.(IRA 2.1.1)

The candidate demonstrated expert knowledge in teaching options and ably supported classroom teachers and paraprofessionals in the wide use of curriculum materials. The candidate ably assisted teachers to select appropriate options and explained the evidence base practices to best meet the needs of all students.(IRA 2.1.1).

Part Four:Support classroom

The candidate provided little or no

The candidate provided support for classroom

The candidate exceeded


teachers and paraprofessionals in the use of instructional practices, approaches, and methods, help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching (and in demonstration teaching).IRA 2.2.2)

support for classroom teachers and paraprofessionals and was not helpful in selecting appropriate options. The candidate did not explain the evidence base for selecting practices to best meet the needs of all students, and did not demonstrate the options in teaching. (IRA 2.2.2).

teachers and paraprofessionals and was helpful in selecting appropriate options. The candidate explained the evidence base for selecting practices that best meet the needs of all students, and demonstrated those options in teaching. (IRA 2.2.2.

expectations in the kinds of support provided to classroom teachers and paraprofessionals. The candidate was also helpful in selecting appropriate options and explaining the evidence base practices that best meet the needs of all students The candidate also demonstrated those options in teaching. (IRA 2.2.2).

Part Five:Addressing Interest LevelsAssist classroom teachers and paraprofessionals in selecting materials that match the reading level, interests, and cultural and linguistic background of students. (IRA 4.1.2).Part Six:Motivating studentsUse methods to effectively revise instructional plans to motivate all students. They assist classroom teachers in designing programs that will motivate students , demonstrate these

The candidate did not demonstrate competence in assisting classroom teachers and paraprofessionals in selecting materials that match the reading levels, interests, and cultural and linguistic background of the students (IRA 4.2.1).The candidate did not use effective methods to motivate students, did not assist teachers in designing programs that motivate students, and did not articulate research base that grounds their practice (IRA 5.1.4, 5.2.1).

The candidate demonstrated competence in assisting classroom teachers and paraprofessionals in selecting materials that match the reading levels, interests, and cultural and linguistic background of the students (IRA 4.2.1) The candidate used effective methods to motivate students, assisted classroom teachers in designing programs that motivate students, and articulated the research base that grounds the practice(IRA 5.1.4, 5.2.1).

The candidate exceeded expectations when assisting teachers and paraprofessionals in selecting materials that match the reading levels, interests, and cultural and linguistic background of the students (IRA 4.2.1).The candidate demonstrated excellent skill in using methods to motivate students, ably assisted classroom teachers in designing appropriate programs that motivate students, and articulated with confidence research base that grounds the practice (IRA 5.1.4, 5.2.1).


techniques, and articulate research base that grounds their practice (IRA 5.1.4, 5.2.1)Part SevenSelecting Assessment Tools and PracticesCompare and contrast, use, interpret and recommend a wide range of assessment tools and practices. They demonstrate appropriate use of assessments in their practice and they can train classroom teachers to administer and interpret these assessments (IRA 3.2.4)

The candidate was unable to compare and contrast or interpret the wide range of assessment tools and practices and could not demonstrate appropriate use of these assessments in their practice. The candidate could not train teachers to administer and interpret these assessments (IRA 3.2.4)

The c candidate was able to compare, contrast, and use a wide range of assessment tools and practices, and demonstrate appropriate use to classroom teachers. The candidate trained teachers to administerand interpret these assessments (IRA 3.2.4).

The candidate demonstrated skill in comparing, contrasting, and interpreting a wide range of assessment tools and practices and demonstrating the appropriate use to classroom teachers. The candidate exceeded expectations in training teachers to administer and interpret these assessments (IRA 3.2.4).

Part Eight:Evaluating Instructional UnitPositively and constructively provide an evaluation of their own and others’ teaching practices. Assisting classroom teachers and paraprofessionals as they strive to improve their practice (IRA 5.3.4)

The candidate did not provide positive and constructive evaluation of their own or others’ teaching practices and did not assist classroom teachers as they strove to improve their practice (IRA 5.3.4)).

The candidate provided positive and constructive evaluations of theirs and others’ teaching practice and assisted teachers as they strove to improve their practice. (IRA 5.3.4).

The candidate was skilled at providing positive and constructive evaluations of theirs and others’ teaching practice and at assisting teachers as they strove to improve their practice (IRA 5.3.4)

Scoring Rubric for Assignment #3

Part One: Knowledge of Major Theories 4 pointsPart Two: Strategies to Aid Comprehension

and Language Development5 points

Part Three: Selecting Instructional Curriculum 5 points


Part Four: Demonstrating Options 5 pointsPart Five: Addressing Interest Levels 2 points

Part Six: Motivating Students 2 pointsPart Seven: Selecting Assessment Tools and

Practices5 points

Part Eight: Evaluating Instructional unit 2 pointsTotal 30 points

Note to Students: This is a field experience for which demographic data will be collected. Please go to Appendix A for directions

Assignment #4: Comprehensive Classroom Management and Differentiation Plan: A Description of Your Learning Environment

Course Instructor: This assignment has been designated as an NCATE Assessment for which we are collecting data on the performance of the candidate. After reviewing this assignment, please link to the assessment system at http://apps.fischlerschool.nova.edu/oat/.You will log in with your NSU log in name (e.g., in the email address [email protected]. smith is the login name) and NSU pass word. Please enter the evaluation results on the specified criteria, (bolded areas of the rubric for each candidate’s assignment online).

The purpose of the Comprehensive Classroom management and Differentiation Plan is to reflect on one’s leadership and management style in order to develop a plan for effective

classroom management and discipline, as well as accounting for differentiated, balanced instruction in the reading classroom. This assignment requires the skills of application, analysis, synthesis, and evaluation. This assignment should be written in the first person.

You must begin with an introduction that provides a rationale and philosophy. How is the quality of instruction impacted by the learning environment. Then describe the grade level and other characteristics of the class or classes you teach.

The following components must be addressed using detailed examples.

1. The learning environment: Describe the social features that teachers must take into account when managing interpersonal relationships in the classroom.Provide specific examples.

a. How will you promote respect for students cultural, linguistic, and family backgrounds?)FEAPs a.2d/InTASC 2d.p, 2j.k, 2m.d, 4m.k,10q.d) (FL DOE 4.1)

b. How will you establish positive relationships with your students and their parents? (FEAP a.2.d/InTASC 2d..p, 2j.k, 2m.d, 4m.k,10q.d)

c. How will you maintain a climate of openness, inquiry, fairness, and support? (FEAPa.2.f, /InTASC 3a.p, 3j.k,3n.d, 3q.d)


d. How will you organize, allocate, and manage the resources of time, space and attention? (FEAP a.2.a, InTASC 3d. p)

e. How will you collaborate with students and colleagues to develop shared values and expectations for respective interactions with students in discussions and group work? (FEAP a.2.k, InTASC3c.p.,3r.d)

f. How will you create safe learning environment processes and procedures that support school safety rules and guidelines? (FEAP a.2.1, InTASC 3a.p, 3m.k)

g. How will you apply current theories of language theory to differentiation instruction n for students with varying levels of English proficiency? (FL DOE 4.2, 4.3).

2. The Learning Environment in terms of Conduct management: Describe a set of procedural skills that teachers use when addressing and resolving discipline problems in the classroom.Provide specific examples.

a. How will you establish and teach classroom procedures , homework, transitions dismissal, rest room etc? (FEAP a.2.b, InTASC 3k.k).

b. How will you develop and teach classroom rules, rewards, and consequences? (FEAP a.2.b, InTASC 3k.k).

c. How will you demonstrate the use of all safety measures, features and features and training? (FEAP a.2.b, InTASC 3k.k.).

d. How will you manage individual and class behaviors through a well-planned management system? (FEAP a.2.b, InTASC 3k.k).

3. . The Learning Environment in terms of Content Management. Describe how you plan to manage materials, equipment, the movement of people, and the lessons that are part of your curriculum. Provide specific example

a. How will you address the needs of students with special needs? (FEAP a.2h., InTASC 2f.p, 2l.k, 3e.p, FL DOE 4.18)

b. How will you address the needs of students who do not speak English as their first language? (FEAP a.2.h, InTASC 2f.p, 2l.k, 3e.p,FL DOE 4.2, 4.3)

c. How will you address the needs of students of varying ability levels in the five areas of reading? (FEAP a.2.h, InTASC 2f.p, 2.l.k, 3e.p, FL DOE 4.7, 4.14)

d. How will you address student interests, learning styles, and multiple intelligences? (FEAP a.2.d, InTASC 2d.p, 2j.k, 2m.d,4m.k, 10q.d)

e. How will you convey high expectations to all students? (FEAP a.2.c, InTASC 3f.p, 3l.k, 3q.d, FL DOE 4.19).

f. How will you model clear, acceptable oral and written communication skills? (FEAP a.2.e, InTASC8h.p, 8m.k, 8q.d).

g. How will you integrate current information and communication technologies? (FEAP a.2.g, InTASC 3g.p, 3m.k, 8g.p, 8o.k, 8r.d).

h. How will you vary learning experiences that help students to work as self-directed learners and as collaborative learners in pairs or groups, both face to face and virtual, who are respectful of diverse social and cultural perspectives? (FEAP a.2.j, InTASC 3b.p, 3h.p, 3i.k, 3o.d, 3p.d3, 5g.p).

i. How can you promote thoughtful and responsive interactions with students and colleagues that promote shared values and expectations for interactions through collaborative and self-directed learning? (FEAP a.2.k, InTASC 3c.p, 3r.d).


j. How will you use assessment data to monitor student progress and make instructional decisions?( FL DOE 4.12, 4.13).

4. Technology: Describe how you will utilize current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. What tools and devices will you use to increase a student’s ability to adapt or compensate for a disability? (FEAP a.2.i, InTASC 3.l.k, 3m.k).

Provide a conclusion wherein you summarize and synthesize the various criteria and elements of your Classroom Management and Differentiation Plan.

Scoring Rubric for Assignment # 4

Managing interpersonal relationships 10 pointsConduct management 6 pointsContent management 10 pointsTechnology 2 pointsConclusion 2 pointsTotal 30 points

Grading Rubric

Assignment #4 in RED 575 supports the pre-professional development of Accomplished Practice a.2 Quality of Instruction – Learning Environment Professional Education Competencies and Skills 1.9, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 7.1,

and 7.4 Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 3:

Learning Environments; 4: Content Knowledge; 8: Instructional Strategies; and 10: Leadership and Collaboration

NCATE Unit Standard 1g. Professional Dispositions for All Candidates Florida Subject Matter Competency #4.

Element Criterion Not met Met Exceeded

Organization of Learning Environment(FEAP a.2.a/ FPEC 2.1/ InTASC 3d.p)

a. Organizes, allocates, and manages the resources of time, space, and attention;

Little or no evidence is provided that the candidate can organize, allocate, and manage the resources of time, space, and attention. There is no description of

The candidate organizes, allocates, and manages the resources of time, space, and attention. There is a description of how these activities are addressed in the learning

The candidate organizes, allocates, and manages the resources of time, space, and attention. There is a description of how these activities are addressed in multiple learning environments, including that for diverse students.







how these activities are addressed in the learning environment.

environment.

Behavior Management(FEAP a.2.b/ FPEC 2.2/ InTASC 3k.k)

b. Manages individual and class behaviors through a well-planned management system;

Little or no evidence is provided that the candidate manages individual and class behaviors through a well-planned management system that supports the school or district code of conduct. No examples of this skill are provided.

The candidate manages individual and class behaviors through a well-planned management system that supports the school or district code of conduct. At least three individual and three class examples of this skill areprovided.

The candidate manages individual and class behaviors through a well-planned management system that supports the school or district code of conduct. At least three individual and three class examples of this skill are provided. In addition, examples are provided to address how this is managed for multiple types of diverse students in this school.

Conveys High Expectations(FEAP a.2.c/ FPEC 2.3/ InTASC 3f.p, 3l.k, 3q.d)

c. Conveys high expectations to all students;

Little or no evidence is provided that the candidate can convey high expectations to all students. No examples of this skill are provided.

The candidate conveys high expectations to all students. At least three examples of this skill are provided for individual and class examples.

The candidate conveys high expectations to all students. At least three examples of this skill are provided for individual and class examples. In addition, examples are provided that relate to each lesson or unit objective and standard.

Respect(FEAP a.2.d/ FPEC 2.4, 7.1/

d. Respects students’ cultural,

Little or no evidence is provided that

The candidate respects students’

The candidate respects students’ cultural, linguistic and family







InTASC 2d.p, 2j.k, 2m.d, 4m.k, 10q.d)

linguistic and family background;

the candidate can respect students’ cultural, linguistic and family background. No examples of this skill are provided.

cultural, linguistic and family background. At least three examples of this skill are described.

background. At least three examples of this skill are described. More than three artifacts are provided that demonstrate this skill in written communication to students and parents.

Communications(FEAP a.2.e/ FPEC 2.5/ InTASC 8h.p, 8m.k, 8q.d)

e. Models clear, acceptable oral and written communication skills;

Little or no evidence is provided that the candidate can model clear, acceptable oral and written communication skills. No examples of this skill are provided.

The candidate models clear, acceptable oral and written communication skills. At least three examples of this skill are provided.

The candidate models clear, acceptable oral and written communication skills. More than three examples of this skill are provided with accompanying artifacts (e.g., audio, video, or written evidence).

Classroom Climate(FEAP a.2.f/ FPEC 2.6/InTASC 3a.p, 3j.k, 3n.d, 3q.d)

f. Maintains a climate of openness, inquiry, fairness and support;

Little or no evidence is provided that the candidate can maintain a climate of openness, inquiry, fairness and support for all students. No examples of this skill are provided.

The candidate maintains a climate of openness, inquiry, fairness and support for all students. At least three examples of this skill are provided.

The candidate maintains a climate of openness, inquiry, fairness and support for all students. At least three examples of this skill are provided. In addition, an artifact (e.g., written statement of a colleague, audio recording, etc.) is provided that supports this behavior.

Integration of Technology(FEAP a.2.g/

g. Integrates current information

Little or no evidence is provided that

The candidate integrates current

The candidate integrates current information and







FPEC 2.7/ InTASC 3g.p, 3m.k, 8g.p, 8o.k, 8r.d)

and communication technologies;

the candidate can integrate current information and communication technologies. No examples of this skill are provided.

information and communication technologies. At least three examples of this skill are provided.

communication technologies. In addition to three written three examples of this skill, an artifact (e.g., videotaped lesson, series of pictures, etc.) is provided that demonstrates the use of current information and communication technologies.

Differentiation(FEAP a.2.h/ FPEC 7.4/InTASC 2f.p, 2l.k,3e.p)

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

Little or no evidence is provided that the candidate adapts the learning environment to accommodate the differingneeds and diversity of students. No examples of this skill are provided.

The candidate adapts the learning environment to accommodate the differing needs and diversity of students. At least three examples of this skill are provided.

The candidate manages individual and class behaviors through a well-planned management system. At least three individual and three class examples of this skill are provided. In addition, examples are provided to address how this is managed for multiple types of diverse students in this school.

Use of Current and Emerging Assistive Technologies(FEAP a.2.i/ FPEC 2.8/InTASC 3l.k, 3m.k)

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication

Little or no evidence is provided that the candidate uses emerging assistive technologies that enable students to participate in

The candidate uses current and emerging assistive technologies that enable students to participate in high-quality communication

The candidate uses current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. At least three examples of







interactions and achieve their educational goals.

high-quality communication interactions and achieve their educational goals. No examples of this skill are provided.

interactions and achieve their educational goals. At least three examples of this skill are provided.

this skill are provided. A description of the use of a particular assistive technology is provided that states how the student was helped to achieve an educational goal.

Self-directed and Collaborative Learners (NSU a.2.j/FPEC 1.9/ InTASC 3b.p, 3h.p, 3i.k, 3o.d, 3p.d, 5g.p)

j. Varies learning experiences for self-directed and collaborative learners.

Little or no evidence is provided that the candidate can vary learning experiences to promote self-directed and collaborative learning.

The candidate describes how to vary learning experiences for self-directed and collaborative learners, who are respectful of diverse social and cultural perspectives.

The candidate provides multiple examples of how to vary learning experiences that help students to work as self-directed learners and as collaborative learners in pairs or groups, both face-to-face and virtual, who respect diverse social and cultural perspectives.

Collaborative Learning-Values and Expectations for Interactions (NSU a.2.k/FPEC 1.9/InTASC 3c.p, 3r.d)

k. Develop collaborative and respectful interactions.

Little or no evidence is provided that the candidate understands the need to collaborate with students and colleagues to develop shared values and expectations for respectful interactions.

The candidate describes how to collaborate with students and colleagues to develop shared values and expectations for respectful interactions in self-directed and collaborative learning.

The candidate details how to collaborate with students and colleagues to develop shared values and expectations for respectful interactions with students in discussions and group work that promote self-directed and collaborative learning.







Safe learning environment for all students(NSU a.2.l, InTASC 3a.p, 3m.k)

l. Create safe learning environment processes and procedures that support school safety rules and guidelines.

Little or no evidence is provided that the candidate demonstrates the ability to create safe learning environment processes and procedures to follow that support school safety rules and guidelines.

The candidate demonstrates the ability to create safe learning environment processes and procedures to follow that support school safety rules and guidelines. Guidelines for classroom evacuation and standards for behavior to support safety are discussed.

The candidate demonstrates the ability to create safe learning environment processes and procedures to follow that support school safety rules and guidelines. Guidelines for classroom evacuation and standards for behavior to support safety are discussed, and the candidate provides examples of demonstrating and modeling appropriate safety measures, reminding students of the need to practice safety.

Participation: 10 pointsStudents are expected to participate in discussions and class activities throughout the duration of the class.Due Date: All sessions

IX. STANDARDS

Florida:Florida Department of Education (2005). The educator accomplished practices. Retrieved from

http://www.fldoe.org/dpe/publications/preprofessional4-99.pdf


Florida Department of Education (2007). Next Generation Sunshine State Standards. Retrieved from http://www.fldoe.org/bii/Curriculum/SSS/ [Select appropriate subject area.]

Florida Department of Education (2010). Competencies and skills required for teacher certification in Florida (15th ed.). Retrieved from http://www.fldoe.org/asp/ftce/ftcecomp.asp

Nevada:Nevada Department of Education (2008). Standards. Retrieved from

http://www.doe.nv.gov/standards.html

National Standards:Interstate New Teacher Assessment and Support Consortium (2011). InTASC model core teaching

standards: A resource for state dialogue. Retrieved from http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

National Board for Professional Teaching Standards (2008). The standards. Retrieved from http://www.nbpts.org/the_standards

National Council for Accreditation of Teacher Education (1997-2009). Retrieved from http://www.ncate.org

Teachers of English to Speakers of Other Languages, Inc. (TESOL) / National Council for Accreditation of Teacher Education (NCATE) (2003). Program standards for the accreditation of initial programs in P–12 ESL teacher education. Retrieved from http://www.ncate.org/ProgramStandards/TESOL/TesolStd.pdf

Professional Organization Competencies/Standards: e.g.,Council for Exceptional Children (2006-2007). Professional standards. Retrieved from

http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/default.htm

X. CLASS POLICIES A. Attendance: Students are expected to attend all class sessions.

Students must be present and participate in all class sessions from scheduled start to conclusion. Since the dates and times for class sessions are published in advance, it is assumed that when students register, that the calendar is clear for those dates and times. If an extreme emergency arises, the course instructor should be notified in advance if possible. That session must be made up, first, by typing and submitting paraphrased, detailed notes from another student and second, bycompleting formal written responses to all readings and activities. Credit may not be granted if more than one session is missed.

B. Writing across the Curriculum This course includes written assignments that make up at least one half of the final course grade. Written assignments can include, but are not limited to, abstracts, bibliographies,

case studies, computer programs, essays, journal entries, lesson plans, literature


reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports.

FSE Standard Format for Assignments http://www.fischlerschool.nova.edu/current-students/forms-and-documents

Need more assistance with academic writing?Students can take EDD 8000 Foundations of Graduate Study in Education.The course is completely voluntary. Check with Student Services for CRNs.

XI. GRADING CRITERIA

A. Presubmission Checklist: http://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.pdfhttp://www.nova.edu/~yates/FSEHS_Pre_Submission_Checklist.doc

General Grading Rubric: [GTEP:]http://www.fgse.nova.edu/gtep/students/gteprubrics.html[NOTE: EdD programs will substitute their general rubric or the link to it here.]

B. Grading Scale: [select the appropriate scale below]

Doctoral ProgramLetter Grade Percentage Quality Points

A 91-100 4.0B+ 86-90 3.5B 80-85 3.0F Below 80 No Credit

Master’s and Educational Specialist ProgramsLetter Grade Percentage Quality Points

A 91-100 4.0B+ 86-90 3.5B 80-85 3.0C 70-79 2.0F Below 70 No Credit

C. Course Assignments and their percentage of the final grade

Assignment Points % Due Week #NEAP Reading Score Analysis 10 10 3DRTA Activity 20 20 4Instructional Unit 30 30 5Comprehensive Classroom Management and Differentiation Plan

30 30 7

Participation 10 10 1-8Total 100 100 -


XII. LIST OF SUGGESTED RESOURCES

A. Books and Articles: . Atwell, N. (1998). In the Middle: New Understandings about writing, reading and

learning. (2nd.ed.). Portsmouth, NH: Heinemann.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

Chapman, C., & King, R. (2012). Differentiated assessment strategies: One tool doesn’t fit all. (2nd ed.). CA: Corwin.

Cramer, R.L. (2004). The language arts: A balanced approach to teaching reading, writing, listening, talking and thinking. Boston: Pearson.

Cryer, D., & Harms, T. (1991). Raising America's children. Albany, New York: Delmar Publishers.

Cunningham, P. M. (2013). Phonics they use: Words for reading and writing. (6th ed.). New York: Allyn and Bacon.

Dole, J.A., Duffy, G.G., Roehler, L.R., & Pearson, P.D. (1992). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264.

Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2007). Fifty content area strategies for adolescent literacy. Upper Saddle River, N. J: Merrill Prentice Hall.

Fox, B.J. (2008). One hundred activities for developing fluent readers: Patterns and applications for word recognition, fluency, and comprehension. (2nd ed.) Upper Saddle River, N.J: Merrill Prentice Hall.

Fox, B.J. (2008). Word identification strategies: Building phonics into a classroomreading program. (4th ed.). Upper Saddle River, N.J: Merrill Prentice Hall.

Gillet, J. W. (2008). All children read: Teaching for literacy in today’s diverseclassrooms. (2nd ed.). New York: Allyn and Bacon.

Irvin, J.L. (1998). Reading and the middle school student: Strategies to enhance literacy (2nd ed.). Boston: Allyn and Bacon.

Jalongo, M. R. (2007). Early childhood language arts. (4th ed.) Boston, Pearson.

Moore, D.W., Moore, S.A., Cunningham, P.A., & Cunningham, J. W. (2006). Developing readers and writers in the content areas, K-12. (5th ed.). New York: Allyn and Bacon.


Reutzel, D.R., & Cooter, R. B. Jr. (2003). Strategies for reading assessment and instruction: Helping every child succeed. (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Ruddell, M.R. (1993). Teaching content reading and writing. Boston: Allyn and Bacon.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms. (2nd ed.). Alexandria, VA: ASCD.

Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.

Tomlinson, C.A., & Eidson, C. C. (2003). Differentiation in practice: A resource guide -for differentiating curriculum Grades 5-9 . Alexandria, VA: ASCD.

Tompkins, G.E. (2006). Literacy for the 21st century: A balanced approach. (4thed.).Upper Saddle River, NJ: Prentice Hall.

Tompkins, G.E. (2004). Literacy strategies step by step. (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Weaver, C. (2002). Reading process and practice. (3rd ed.). Portsmouth, NH: Heinemann

B, Journals: Childhood Education

Educational Leadership Journal of Adolescent and Adult Literacy Journal of Reading Language Arts Middle School Journal NASSP Bulletin Phi Delta Kappan Reading Horizons Reading Research Quarterly TESOL Journal The Harvard Review The Reading Teacher Teaching Exceptional Children The Reading Teacher Voices in the Middle Young Children


Additional Assistance with APA Formatting and Writing:

American Psychological Association (2009). APA style. Retrieved fromhttp://www.apastyle.org/

American Psychological Association (2009). Basics of APA style tutorial. Retrieved from http://flash1r.apa.org/apastyle/basics/index.htm

American Psychological Association (2009). What’s new in the sixth edition. (2009). Retrieved from http://www.apastyle.org/learn/tutorials/brief-guide.aspx

Fischler School of Education, Applied Research Center (2007). Resources for writing and preparing the applied dissertation. Retrieved from http://www.schoolofed.nova.edu/arc/res_writing_and_preparing/index.htm

B. Websites:

About Education. (2011). Secondary school educators. Retrieved from http://7-12educators.about.com/

Florida Department of Education (2005). Retrieved from http://www.fldoe.org/

Florida Parent Information Resource Center (2010). Retrieved from http://fndfl.org/projects/pirc/index.asp

Nevada Department of Education (2008). Retrieved from http://www.doe.nv.gov/index.html

Nevada State Parent Information & Resource Center (n.d.). Retrieved from http://www.nevadapirc.org

Yahoo! education directory (2011). Retrieved from http://dir.yahoo.com/Education/

Additional Assistance with APA Formatting and Writing:

American Psychological Association (2011). APA style. Retrieved from http://www.apastyle.org/

American Psychological Association (2010). Basics of APA style tutorial. Retrieved from http://flash1r.apa.org/apastyle/basics/index.htm

American Psychological Association (2011). What’s new in the sixth edition. (2009). Retrieved from http://www.apastyle.org/learn/tutorials/brief-guide.aspx

Fischler School of Education, Applied Research Center (2011). Resources for writing and preparing the applied dissertation. Retrieved from http://www.schoolofed.nova.edu/arc/res_writing_and_preparing/index.htm


The Landmark Project (2000-2010). Landmarks son of citation machine. Retrieved from http://citationmachine.net/

Template adopted: February, 2005 [Do not delete from your final syllabus]Template revised: August 12, 2011 [Do not delete from your final syllabus]


APPENDIX A

Collection of Demographic Data for Clinical and Field Experiences

To ensure that NSU candidates experience working with P-12 students from diverse backgrounds, programs must systematically track information on placements in clinical and field experiences. NSU candidates, who are already employed in schools, can complete field experiences in their classrooms as long as the P-12 students in the classroom represent diverse populations. NSU accepts the NCATE definition of diversity that follows:

Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. The types of diversity necessary for addressing the elements on candidate interactions with diverse faculty, candidates, and P–12 students are stated in the rubrics for those elements.(http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabid/477/Default.aspx#D)

In accordance with the NCATE definition, in ASSESS (http://fischlerschool.nova.edu/ASSESS), you will key in demographic information on your placement that is available through the National Center for Educational Statistics. To locate this information:

1. Link to the National Center for Educational Statistics at http://nces.ed.gov/globallocator/.2. Key in the information for your school. In this example, we will look for information on

MAST Academy in Miami-Dade County.a. Enter Florida for state.b. Enter MAST Academy for name.c. Click Search.

3. MAST Academy will appear as the first public school in the results. Click on the link to your school’s name.

4. At the top of the page for MAST Academy, click on the link for More Information. 5. Look at the information for Enrollment Characteristics:

a. Enrollment by Race/Ethnicityb. Enrollment by Genderc. Free lunch eligible (at the bottom-left of the page)d. Reduced-price lunch eligible (at the bottom-right of the page)

6. Log in to ASSESS (http://fischlerschool.nova.edu/ASSESS.7. Click on the current term.8. Click on the CRN for this course.9. Click on the link for Clinical/Field Placement Demographics.10. Enter the following information for your school. This example has been completed for MAST

Academy in Miami-Dade County (Florida). (REMINDER: Click on More Information at the top of the screen.)


Example:

Enrollment DemographicsCharacteristic Number in School / Type

Name of school MAST AcademyState of school FloridaCounty of school Miami-Dade

EnrollmentTotal students 550

Type of SchoolLocale (e.g., suburb; large) Rural: Fringe

Race/EthnicityAmerican Indian / Alaskan 1Asian / Pacific Islander 24Black 82Hispanic 299White 129Unknown 0

GenderFemale 296Male 239

Socio-Economic StatusStudents qualifying for free lunch 132Students qualifying for reduced lunch 62

11. In addition to the categories that NCES provides for all schools in the U.S., there are additional resources in your state for other categories. You may wish to explore this information for yourpersonal interests.

a. Additional Florida School Information: Link to the Florida DOE’s Return on Investment (http://roi.fldoe.org/) Web site.

(Note: You do not have to log in to read the School Improvement Plan from the previous year.) The free lunch data can be used to indicate Socio-Economic Status (SES). This information is also available at the Florida School Improvement Plan Web site (http://www.flbsi.org/SIP/).

b. Additional Nevada School Information: School accountability reports for Clark County, Nevada are available at

http://ccsd.net/schools/accountabilityReports.php. Search for the category of school (e.g., elementary, middle, high, etc.). Under “Demographics and Student Information” (page 2), you will see categories for IEP (Students with Disabilities), LEP (Students with Limited English Proficiency), FRL (Students qualifying for Free/Reduced Lunch), and Migrant.

ABRAHAM S. FISCHLER SCHOOL OF EDUCATIONACADEMIC POLICIES AND REGULATIONS

A. Academic Misconduct

The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available onlinehttp://www.fischlerschool.nova.edu/Resources/uploads/app/28/files/PDF/2013-2014_FSE_Catalog_and_StudentHanbdook_web_ed.pdf.

The following acts violate the academic honesty standards and will result in a finding of academic misconduct:

1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as one’s own.

2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise.

3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code.

4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one’s own without proper acknowledgment. (See Academic Honesty Standards.)

5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct

6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements.

7. Bribery: offering of goods, services, property or money in an attempt to gain an academic advantage.

8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements.

9. Knowingly furnishing false information to the institution.

Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may haveoccurred.

Note: If a charge of academic misconduct is determined in a course, any student initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student’s transcript for that course.

Source: Abraham S. Fischler School Catalog and Student Handbook 2013-14. Retrieved fromhttp://www.fischlerschool.nova.edu/Resources/uploads/app/28/files/PDF/2013-2014_FSE_Catalog_and_StudentHanbdook_web_ed.pdf , p. 252.

B. Plagiarism

Work that is submitted for credit must be the original work of the student. Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person’s work, words, or ideas are represented as one’s own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person’s work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one’s own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one’s own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism.

Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time.

Any determination of plagiarism on a practicum or an applied dissertation (concept paper, proposal, final report), also may result in dismissal from the Abraham S. Fischler School of Education without the possibility of re-enrolling at any time.

Course assignments, practicums, and applied dissertations submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student initiated course withdrawal for that course will be administratively reversed and a grade of F will be

entered on the student’s transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an “F” for the course. All students are entitled to due process pursuant to Fischler School of Education policies and procedures.


C. Americans with Disabilities Act (ADA)

Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University’s programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person’s needs through reasonable accommodation.

At the postsecondary level, it is the student’s responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student’s disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations.

The Abraham S. Fischler School of Education’s ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSE Office of Student Judicial Affairs at (954) 262-8617 or 800-986-3223, ext. 28617, or via e-mail at [email protected]. Undergraduate students should contact the Office of Student Disability Services at (954) 262-7185 or 800-986-3223, ext. 27185, or visit the Web site athttp://www.nova.edu/disabilityservices.

To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSE Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester.


D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation

at or near the end of the course.

Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

E. The current edition of the FSEHS Catalog and Student Handbook is available on the Academic Affairs website at

http://www.fischlerschool.nova.edu/Resources/uploads/app/28/files/PDF/2013-2014_FSE_Catalog_and_StudentHanbdook_web_ed.pdf . This document provides extensive information on University and FSEHS policies, regulations and procedures.

Updated April, 2014

red 0575-syllabus

Education

course title

course number

course description

course schedule

course prefix

course rationale

course outcomes

following course syllabus