wsu regulation 3-4 - winona.edu viewwsu regulation 3-4. winona state university. required checklist...

WSU Regulation 3-4WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program__RED301: Development Theories__This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing

Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

____X____ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.____X____ Completed ________ NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter._____X___ Completed ________ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X____ Completed

Name and office phone number of proposal's representative: Maggie Hoody 529-6118 & Nancy Eckerson 280-2860

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

_____X___ Completed ________ NA

5. The course name and number is listed for each prerequisite involved in this proposal.____X____ Completed ________NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed ____X____ NA – This is a course proposal.

7. In this proposal for a new or revised program, the following information for each required or elective course is provided:a. The course name and number.b. A brief course description.c. A brief statement explaining why the program should include the course.________ Completed _____X___ NA -- This is a course proposal.

8. This course or program revision proposal:a. Clearly identifies each proposed change.b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison.____X____ Completed ________ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.____X____ Completed ________ NA

______Dana Brigson __________________________________ ____12/1/11_________Department's A2C2 Representative or Alternate Date [Revised 9-05]

WINONA STATE UNIVERSITYPROPOSAL FOR NEW COURSES

Department Rochester Education _ Date __December 1, 2011_

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

___RED 301____________ _Development Theories______________________________________ ___1_________Course No. Course Title Credits

This proposal is for a(n) _X Undergraduate Course ______ Graduate Course

Applies to: __X____ Major ______ Minor ______ University Studies* ______ Not for USP__X___ Required _____ Required_____ Elective _____ Elective

Prerequisites _ Admission to the Rochester Teacher Ed program ____________________________________

Grading method __X____ Grade only ______ P/NC only ______ Grade and P/NC Option

Frequency of offering ______Yearly_________

*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.

The Development: Culture(s) & Student Learning block is a 4-course sequence where teacher candidates explore theories, individuals, communities, and themselves. This is the first course in the series focusing on developmental theories that explain student learning. Teacher candidates will interact with both classic and contemporary theories of child development and learning.

Essential Questions situated within this course include:

How do thoughts, beliefs, and behavior of the Classroom Cultural Community impact student learning?

o How does the Individual develop within the cultural community? How does Content Knowledge – Human Development – impact student

learning?

Guiding Questions include:

What is Development and developmentally appropriate? What are the different points of view about learning and development?

2. Course outline of the major topics and subtopics (minimum of two-level outline).I. Theories of Learning

A Historical Theorists1 John Locke, Jean-Jacques Rousseau2 Arnold Gesell’s Maturational Theory3 Maria Montessori’s Educational Philosophy4 Lawrence Kohlberg’s Stages of Moral Development5 Abraham Maslow’s Hierarchy of Needs6 Urie Brofenbrenner’s Ecological Systems Theory

7 John Dewey’s Democratic CommunityB Focus Theorists

1 Jean Piaget’s Cognitive-Developmental Theory2 Albert Bandura’s Social Learning Theory3 Lev Vygotsky’s Socio-cultural Theory of Cognitive Development4 Carol Dweck’s Self-Theories: Entity and Incremental5 Howard Gardner’s Frames of Mind

II DiscourseA Human Development Discourse vs. Academic Achievement DiscourseB Human Development Discourse:

Child-centered, cognitive growth, curiosity, developmentally appropriate practices, pathways, scaffold, trajectories, emotional growth, flow, identity formation, individuality, ipsative approach to measurement, learning needs, maturation, moral development, nurturing, optimal development, physical growth, resilience, self-actualization, social growth, transformation, uniqueness, windows of opportunity, zone of proximal development

III Content KnowledgeA Theories of Development

1 Theorists2 Developmental Theories

a Cognitive Theoriesb Learning Theoriesc Socio-Cultural Theoriesd Self Theoriese Motivation Theories

B Developmental Domains1 Cognitive Development2 Physical Development3 Social-emotional Development4 Language Development5 Brain Development

C Developmental Patterns1 Four-year-olds2 Five-year-olds3 Six-year-olds4 Seven-year-olds5 Eight-year-olds6 Nine-year-olds7 Ten-year-olds8 Eleven-year-olds9 Twelve-year-olds

D Development in the Elementary Classroom1 Play and work2 General curriculum expectations3 Developmentally appropriate practices4 Developmental Needs

a Physicalb Grouping studentsc Time needs - scheduling

IV AssessmentA Interviewing

B ObservingC Documenting growthD Self-assessment and goal setting

V Learning EnvironmentA Creating a learning environment that responds to developmental patternsB The role that intrinsic motivation, social learning, autonomy, learning styles,

and self-efficacy play in creating a responsive learning environment.VI Instructional Strategies

A Setting Objectives and Providing FeedbackB Reinforcing Effort and Providing Recognition

VII EthicsA Ethical Responsibilities and Children’s Rights related to observing child

development.B Protecting ConfidentialityC The Ethic of using Academic Achievement Discourse

VIII Children’s & Adolescent LiteratureA Developing a book list/library of “Favorite Books” for children at different ages

3.a Instructional delivery methods utilized: (Please check all that apply).Lecture: Auditorium ITV Online Web Enhanced Web Supplemented XLecture: Classroom X Service Learning Travel Study Laboratory Internship/PracticumOther: (Please indicate)3.b. MnSCU Course media codes: (Please check all that apply).

None: 3. Internet 6. Independent Study 9. Web Enhanced X1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented2. CD Rom 5. Broadcast TV 8. ITV Receiving

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

Core Belief:We exist to improve Birth to twenty students’ learning. Through a continuum of clinical experiences and relevant and appropriate instructional methods, WSU graduates are prepared in a community of learners with developmentally appropriate content, pedagogical, and dispositional expertise to demonstrably improve students’ learning by (1)actively engaging in reflective practice and continuous improvement (2) demonstrating awareness of and the ability to respond to – broader psychosocial and globally responsive contexts; and (3) advocating for students and their learning through leadership, collaboration, innovation, flexibility, & critical thinking.(Reflect, Respond, Advocate)

Teacher Candidates will address the Essential Questions, Guiding Questions, and the MNTeaching Standards in the following course requirements:

Applied Field ExperienceCandidates will be expected to complete a minimum of 5 hours of Field Experience associated with each semester credit; 75 hours/semester for full-time students and 35-40 hours/semester for part-time students. Field Experiences are planned to include the full-range of potential placements related to the licensure. Students will be expected to demonstrate and document experience and competencies as follows:

o Field placements will include at least 35-40 hours with each of these grade levels; Kindergarten, Primary (grades 1-3), and Intermediate (grades 4-6).

o Field placements will include at least 20-35 hours in a Special Education program and 20-35 hours with children/a child at-risk for underachieving.

Program coursework includes planned field experience applications where teacher candidates demonstrate their knowledge and understanding in a clinical setting. In some instances,

candidates may be required to go beyond their minimum Field Experience placement or hours in order to complete an applied experience.

For this course, candidates will complete the following Field Experience Application:

Critical Consumer of Research:Assignments within the Critical Consumer of Research domain challenge students to develop the ability to read, critique, and make meaning out of educational research. Within each course, students will read and dialogically process research topically linked to the semester theme. Assignments will progressively address the following skills: reading research, summarizing research findings, identifying types of research, critiquing research, and utilizing research to inform pedagogical practice. For this course, candidates will demonstrate the following critical consumer of research skill(s):

Various readings will be assigned by the Professor with students also asked to select readings to support projects. Students will be expected to keep a running E-journal that reflects, summarizes, and personally connects their reading.

Self-Analysis:Ellsworth states, “It is from an understanding of our historical selves that meaningful futures can be constructed” (1994, p. 104). Self-analysis assignments will challenge students to reflect upon the social, cultural, and historical forces that shape the people that they are, then utilize such knowledge to inform their thinking about teaching and learning. Such work will be threaded throughout each course within the program. As students transition to student-teaching, self-analysis assignments will take the form of critiquing knowledge gained through reflective practice. For this course, candidates will complete the following self-analysis experiences:

Through their e-journals, students will be expected to reflect on their own thinking and learning related to development. In particular, students will be asked to analyze their position related to Human Development and Academic Achievement Discourses. The course will open & close with a self-assessment around these competing notions.

Strategy Showcase:a). This assignment aligns with 8710.2000 STANDARDS OF EFFECTIVE PRACTICE: Subpart 5. Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Candidates will be expected to develop a repertoire of instructional strategies. As learners, candidates will experience a wide-range of strategies throughout their coursework. These

The learning in this course is tied to RED 401: Kidwatching and the Child Study Project. In particular, students will use the readings and experiences in this course to complete the Implications section of the project. Additionally, observations and interviews conducted in the field will provide a context for class discussions about child development.

The How Old Are You? Birthday Cluster Exercise will also be conducted in the field.

strategies will be unpacked and discussed. Both generic and discipline specific strategies will be studied and practiced. Candidates will develop their personal repertoires as demonstrated in field experiences and student teaching. Finally, candidates will showcase a variety of instructional strategies each semester. For this course, candidates will showcase at least the following strategies: Using the book A Handbook for Classroom Instruction that Works, by Robert Marzano (200). Students

will complete the following Modules:o Module 7 – Reinforcing Efforto Module 8 – Providing Recognitiono Module 13 – Setting Objectiveso Module 14 – Providing Feedback

Portfolio Entries:A performance-based assessment tool that stretches across all aspects of this program will be the candidate’s development of a professional development portfolio aligned with 8710.2000 Standards of Effective Practice and 8710.3200 Teachers of Elementary Education with a Specialty. Portfolio Entries will be planned and developed during the candidate’s program coursework, field experience placements, and two student teaching placements. Candidates, with guidance, will individually plan and select portfolio entries that best demonstrate their knowledge, understanding, and/or performance of the standards and benchmarks. Candidates will design and maintain an electronic portfolio available for review by program faculty each semester. Detailed Portfolio Guidelines will be given to candidates during their first Seminar class.Capstone Experience:At the end of each semester, students will be expected to demonstrate an integrated understanding of the theories, topics, skills, concepts, and strategies explored throughout the theme-based coursework. Each capstone assignment will feature required elements in addition to a menu of optional elements (of which a minimum number will be identified), allowing students to individualize their learning. Capstone projects may take on a variety of forms, though consultation with the instructor is required. For this course, candidates will engage in the following capstone experience:

Tied to the Child Study Project completed in RED 401.

Professional Dispositions Expected from Students in this Course:

Attendance/Punctuality Self-Initiative/Independence Reliability/Dependability Clarity in Written Expression Critical Thinking Skills Verbal Involvement in Class/Groups Open-minded Listening and Discussion Respectful Interaction with ALL

Tact/Judgment Collegiality/Positive Attitude Accept and Give Constructive Criticism Professional Ethics and Demeanor Best Effort/High Quality Performance Desire to Improve Own Teaching Performance Word-processing of All Major Written Projects

Assignment Descriptions

E-Journal. The e-journal assignment is a demonstration of your readings Prior to class. This assignment will be graded randomly and will be used to spark conversation with your colleagues.Developmental Theorist Jigsaw Presentation. The purpose of this assignment is for students to demonstrate an understanding about the theories and theorists connected to human development. Additionally, this assignment will be used to evaluate students’ teaching ability:

organizing information, creating a visual display to communicate information, and delivering information to a group.How Old Are You? Birthday Cluster Exercise. This exercise will be used in conjunction with your field experience and the Yardsticks book; Appendix A, pgs. 195-199. We will use this exercise to think about the chronological and developmental ages of the students in your field placements.A Handbook for Classroom Instruction that Works, by Robert Marzano (200). Students will complete the following Modules:

o Module 7 – Reinforcing Efforto Module 8 – Providing Recognitiono Module 13 – Setting Objectiveso Module 14 – Providing Feedback

Child Profiles. Students will use their Field Experience as an opportunity to OBSERVE child development and learning. Additionally, students will better

understand their own learning and development. This assignment will answer the question: What is development and developmentally appropriate? This assignment is also connected to RED 401 and RED 410 courses.Exams. Exams will include items primarily from the lower levels of Bloom’s Taxonomy; knowledge, comprehension, and application – as well as essay and problem-based items.Professional Dispositions. Students will be expected to demonstrate Acceptable levels of Participation, Collaboration, & Professionalism. Students who fall below expectations will be notified and given an opportunity for growth. Performance in this area may be reflected in your final grade.An Assignment Description and Evaluation Format will be distributed for each assignment.

5. Course materials (textbook(s), articles, etc.).

Armstrong, T. (2006) Best Schools: How Human Development Research Should Inform Educational Practice. Alexandria, VA: ASCD Books.

Chapter 1: Academic Achievement Discourse Chapter 2: Human Development Discourse Chapter 4: Elementary Schools: Learning How the World Works

Hannaford, C. (2005) Smart Moves: Why Learning Is not all in Your Head (2 nd Edition). Salt Lake City, UT: Great River Books. ISBN – 978-0-915556-37-3

Chapter 1: Learning Is Not All In Your Hed Chapter 2: Neural Networks – Superhighways to Development Chapter 3: sensory Experience Chapter 4: The Role of Emotions Chapter 5: Making Connections Chapter 6: Movement

Wood, C. (2007) Yardsticks: Children in the Classroom Ages 4-14 (3 rd Edition). Turner Falls, MA: Northeast Foundation for Children (NEFC). ISBN - 978-1-892989-19-2Various additional readings provided on D2L and tied specifically to each Theorist studied in class.

6. Assessment of OutcomesMidterm and final exam of course content, clinical practice, instructor and student demonstrations, small group/large

group activities, discussion, textbook and journal readings, essays, videos, projects, portfolio entries, and informal assignments. Also see description of course requirements. See section B.1. of this document for specific assessment plans.

7. List of references.

Journals:Educational LeadershipEducation WeekExceptional ChildPhi Delta KappanTeaching Exceptional ChildrenSelected journals in content areasWebsites:Title: Education Week on the WebURL: www.edweek.orgTitle: Educational Resources Information CenterURL: www.eric.syr.edu

Title: Mid-continent Regional Educational LaboratoryURL: www.mcrel.orgTitle: National Education AssociationURL: www.nea.orgTitle: National Information Center for Children and Youth with DisabilitiesURL: www.aed.org/nichy/Title: US Department of EducationURL: www.ed.govTitle: Minnesota Department of Children, Families, and Learning

URL: www.cfl.state.mn.u s

Almon, J. (2004). Educating for creative thinking: The Waldorf approach. [Online article]. Available: www.waldorfearlychildhood.org/article.asp?id=8Bruner, J. (2004). Toward a theory of instruction. Cambridge, MA: Belknap Press.Carr, S. (2003, September 28). Growing pains: Public Montessori schools still learning [Online article]. JSOnline: Milwaukee Journal Sentinel, Available: www.jsonline.com/story/index.aspx?id=173186Carr, S. (2004, April 4). Blocks, nap time giving way to language and reading programs [Online article]. JSOnline: Milwaukee Journal Sentinel. Available: www.jsonline.com/story/index.aspx?id=219303Comer, J. (2004). Leave no child behind: Preparing today's youth for tomorrow's world. New Haven, CT: Yale University Press.Dewey, J. (1897, January). My pedagogic creed. School Journal, 54, 77–80.Duckworth, E. (1979, August). Either we're too early and they can't learn it or we're too late and they know it already: The dilemma of applying Piaget. Harvard Educational Review, 49(3), 297–312.Elkind, D. (2001a). The hurried child (3rd ed.). New York: Perseus.Erikson, E. H. (1993). Childhood and society. New York: W. W. Norton.Flavell, J. (1963). The developmental psychology of Jean Piaget. San Francisco: Van Nostrand Reinholt/John Wiley.Gardner, H. (1991). Art education and human development. Los Angeles: Getty Trust Publications.Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Gardner, H. (1994). Reinventing our schools: A conversation with Dr. Howard Gardner. [Video]. Bloomington, IN: AIT.Giedd, J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021, 77–85.Giedd, J. N., Blumenthal, J., Jeffries, N. O., Castellanos, F. X., Liu, H., Zijdenbos, A., et al. (1999, October). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2(10), 861–863.Giedd, J. N., Vaituzis, A. C., Hamburger, S. D., Lange, N., Rajapakse, J. C., Kaysen, D., et al. (1996, March). Quantitative MRI of the temporal lobe, amygdala, and hippocampus in normal human development: Ages 4–18 years. The Journal of Comparative Neurology, 366(2), 223–230.Glasser, W. (1975). Schools without failure. New York: Harper.Hirsch, E. D., Jr. (1988). Cultural literacy: What every American needs to know. New York: Vintage.Hirsch, E. D., Jr. (1999). The schools we need and why we don't have them. New York: Anchor.Hoffman, E. (1994). The drive for self: Alfred Adler and the founding of individual psychology. Reading, MA: Addison-Wesley.Kohlberg, L. (1981). The meaning and measurement of moral development. Worcester, MA: Clark University Heinz Werner Institute.Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Mifflin.Kozol, J. (1992). Savage inequalities: Children in America's schools. New York: HarperCollins.Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.Locke, J. (1994). An essay concerning human understanding. Buffalo, NY: Prometheus. (Original work published 1690)

Loewen, J. W. (1996). Lies my teacher told me: Everything your American History textbook got wrong. New York: Touchstone.Maslow, A. (1987). Motivation and personality (3rd ed.). New York: HarperCollins.Meier, D. (1999–2000, December/January). Educating a democracy: Standards and the future of public education. Boston Review, 24(1).Meier, D. (2002). The power of their ideas. Boston: Beacon Press.Montessori, M. (1984). The absorbent mind. New York: Dell.National Association for the Education of Young Children & National Association for Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation: [Online joint position statement]. Available: www.naeyc.org/about/positions/pdf/pscape.pdfNational Association of Elementary School Principals. (2004, September/October). Trends in education—Sept. 2004. Principal, 84(1), 50–52.National Association of School Psychologists. (2005). NASP position statement on early childhood assessment [Online document]. Bethesda, MD: NASP. Available: www.nasponline.org/information/pospaper_eca.htmlNeill, A. S. (1995). Summerhill School: A new view of childhood. New York: St. Martin's Griffin.Noddings, N. (2005, September). What does it mean to educate the whole child? Educational Leadership, 63(1), 8–13.Oakes, J. (2005). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.Pestalozzi, J. H. (1894). How Gertrude teaches her children. London: Swan Sonnenschein.Piaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams.Piaget, J. (1998). The child's conception of space. London: Routledge.Piaget, J. (2000). The psychology of the child. New York: Basic Books.Rousseau, J. J. (1953). The confessions (J. M. Cohen, Trans.). New York: Penguin. (Original work published in 1781)Rousseau, J. J. (1979). Emile, or on education (A. Bloom, Trans.). New York: Basic Books. (Original work published 1762)Skinner, B. F. (2002). Beyond freedom and dignity. Indianapolis, IN: Hackett. (Original work published in 1971).Sloan, D. (Ed.) (1985). The computer in education: A critical perspective. New York: Teachers College Press.Steiner, R. (1995). The kingdom of childhood: Introductory talks on Waldorf education. Great Barrington, MA: Anthroposophic Press.Vygotsky, L. S. (1929). The problem of the cultural development of the child II. The Pedagogical Seminary and Journal of Genetic Psychology, 36(3), 415–432.

B. Rationale

1. Statement of the major focus and objectives of the course.

The content and planned experiences of this course are tied to the Minnesota Standards of Effective Practice, Minnesota Standards for Teachers of Elementary Education. This course serves as the primary source for learning opportunities and assessment of competence for the following list of standards:

8710.2000 Standards of Effective Practice

Subpart 1. Standards. A candidate for teacher licensure shall show verification of completing the standards in subparts 2 to 11 in a teacher preparation program approved under part 8700.7600.

Subpart 3. Standard 2, student learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:

2A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning;

303 Text Woolfolk 6,7,9304/305 Text Slavin 5,6,8LearningWe compare and contrast major learning theorists on their approaches to acquiring knowledge and skills. We especially focus on Information Processing on the multiple ways of knowing.AssessmentExam using multiple formats of questions as well as a reflection on how they learn including the best instructional strategies and resources to aid in the learning process.

Articles: Celebrate Strengths/Nurture Affinities, Orchestrating Multiple Intelligences311/312 Text: Module 4,5, 6, 7 Kellough310 Text: Ch 3,4,5,6,7,9 CooperActivities: modeling of strategies, application in field experience,Assessment: Strategies Note-taking guide, lesson plans

2B. understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions;

Readings: “Yardsticks: Children in the Classroom Ages 4-14, 3rd Edition” – pages 3- 154.“Smart Moves: Why Learning Is Not All in Your Head, 2nd Edition” – chapters 1-6.

Experiences/Assignments/Assessments: Child Profile Assignment This assignment has a significant field application – see Memo to Field Teachers on page 4

2C. understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others;



2 D. use a student's strengths as a basis for growth, and a student's errors as opportunities for learning;



Subpart 4. Standard 3, Diverse Learners: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

3I. understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success;



3K. identify and design instruction appropriate to a student’s stages of development, learning styles, strengths, and needs;


Assignment: Students take 3 Learning Surveys on-line: DVC Learning Style Survey for College –www.metamath.com/lsweb/dvclearn.htm , Multiple Intelligences Survey – www.surfaquarium.com/MI/inventory.htm , andthe Index of Learning Styles - http://www.ncsu.edu/felder-public/ILSpage.html . Complete these surveys and bring yourresults to class _____.We will use these in our discussion about Adapting Instruction for Individual Needs. Skim the Carol Ann Tomlinson chapter about differentiation.

Subpart 7. Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:6I. support and expand learner expression in speaking, writing, and other media;

Artifacts: PowerPoint poster on today’s technology users; Concept map: Major debates in Educational Technology; Digital video commercial; Digital video children’s book*K-12 and 5-12 Technology Requirements

8710.3200 Teachers of Elementary Education

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts and the connections among them. The teacher must know and apply:

A. A teacher of children in kindergarten through grade 6 must: (2) understand and apply educational principles relevant to physical, social, emotional, moral, and cognitive development of young children;



2. Specify how this new course contributes to the departmental curriculum.This course partially meets the Minnesota Board of Teaching licensure requirements for the 8710.3200 Teachers of Elementary

Education.3. Indicate any course(s) which may be dropped if this course is approved. None

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? NO

2. Attach letter(s) of understanding from impacted department(s).

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

Maggie Hoody _______________________529-6118 ______ [email protected] ______ Name (please print) Phone e-mail address

[Revised 9-1-10]

mailto:[email protected]

WSU Regulation 3-4WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Course or Program__RED301: Development Theories __________

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course will be taught using existing staff.

If an adjunct faculty is needed to teach this course, selection will be based on expertise and currency in the field of Elementary Education.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

Approval of this course/program will replace the existing Elementary Education program coursework offered on the Rochester campus. This change will not impact the enrollment in Rochester of up to 30 teacher candidates admitted each Fall as a cohort.

The existing Elementary Education program coursework will continue intact on the Winona campus.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

This course will have minimal to no impact on department supplies and resources.

[Revised 9-05]

WINONA STATE UNIVERSITYNEW AND REVISED COURSE AND PROGRAM APPROVAL FORM

Routing form for new and revised courses and programs. Course or Program __RED301: Development Theories __________

Department Recommendation

_________________________________ ___ ___ ___________________________________________Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

_________________________________ ________________Dean of College Date

*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice President for Academic Affairs.

A2C2 Recommendation _____ Approved _____ Disapproved

_________________________________ ________________Chair of A2C2 Date

Graduate Council Recommendation _____ Approved _____ Disapproved(if applicable)

_________________________________ ________________Chair of Graduate Council Date

_________________________________ ________________Director of Graduate Studies Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

_________________________________ ________________President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

________________________________ ________________Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

_________________________________ ________________President Date

Please forward to Registrar.

Registrar _________________ Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 9-1-10]

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