Education 106

SUNY College at Oneonta - Spring 2011

Tuesdays and Thursday, 12-1:15

Instructor: Dr. Paul J. Bischoff Room: HUEC 226

Phone 436-2613 Office: HUEC 224

General Course Information

This seminar provides first-year pre-professional teachers with an introduction to several fundamental education issues facing society. Specific goals for students in the course include understanding and using some of humanity’s most important and challenging ideas, developing good personal academic skills (reading, writing, speaking listening), and learning about the values and rigors of academic discipline, including portfolio development. Students will review the Conceptual Framework, use technology as a learning tool, and create an academic plan. In particular, students will examine educational issues and beginning development of educational professional skills with a strong emphasis on writing.

Rationale

Because education is such an important aspect of our society, this is an initial course for education

(N-12) majors to develop an understanding of teaching as a noble profession through the exploration of education and communication for personal, academic, and professional use.

First year pre-professionals are eager to know the requirements for an elementary or secondary education major; to become acquainted with faculty and other education students; to discover what knowledge, skills, and attitudes are needed to be effective teachers, what modern day schools are really like; and to ascertain if they have chosen a career they believe will be right for them.

The purpose of this course is to enable beginning pre-professionals to gain an introductory knowledge of the Education profession; to become familiar with some key issues facing education today; develop basic skills in technology, research, observation, and communication (especially writing); examine their motives for wanting to teach; set personal and professional goals; begin the preparation of a professional teaching portfolio; and interact with faculty and peers in a small group setting. Through readings, activities, field experiences, and discussions, pre-professionals in this course will develop an initial understanding of the three themes of the Education Division’s conceptual framework: academic and professional excellence; best professional practices; empowerment, respect for diversity and social justice.

Course Objectives and Outcomes

In accordance with standards developed by national professional teacher organizations, teacher pre-professionals in this course will:

· Communicate knowledgably (read, write, speak, listen) about public schools, effective teaching, students, service learning, diversity in teaching in ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, age, region/geography, exceptionalities, and their own personal and professional goals. (CF: Academic Excellence)

· Demonstrate familiarity with the Division of Education’s Conceptual Framework and the national and state curriculum standards. (CF: Best Professional Practices)

· Develop writing skills through literature reviews, journal responses, and reflective essays. (CF: Academic Excellence, Best Professional Practices)

· Demonstrate positive interaction skills during small group discussions and tasks such as peer conferencing on writing and discussion of readings. (CF: Academic Excellence, Best Professional Practices)

· Use technology to learn and communicate by email and to explore and analyze web pages. (CF: Academic Excellence, Best Professional Practices)

· Describe the nature of schools and school life, the various roles of teachers, and the characteristics of effective teachers. (CF: Academic Excellence, Best Professional Practices)

· Interact with and observe a variety of school constituents (e.g., teachers, administrators, parents, student teachers, support personnel) regarding current issues in education (e.g., professionalism, diversity, technology, effective teaching, and parental involvement). (CF: Academic Excellence, Best Professional Practices, Empowerment, Diversity, and Social Justice)

· Participate in a school-based learning project(s), reflect and write about this experience as it relates to the readings, the teaching professions, and personal development as a teacher. (CF: Best Professional Practices)

· Establish student membership in a professional educator’s organization. (CF: Best Professional Practices)

· Demonstrate understanding of the Division of Education’s portfolio assessment process and of teacher’s as lifelong learners through beginning development of a professional portfolio which includes a philosophy of education statement and emphasizes writing as a critical skill for future educators. (CF: Academic Excellence, Best Professional Practices, Empowerment, Diversity, and Social Justice)

· Build community and connection to the State University College at Oneonta by attending campus or community events. (CF: Empowerment, Diversity, and Social Justice)

· Demonstrate capability to synthesize knowledge gathered from various sources and documented appropriately through APA documentation format. (CF: Academic Excellence)

Course Topics

Ø Communication Skills: reading, writing, speaking and listening effectively

Ø Writing process and products including conventions of language, the various forms of speaking and writing

Ø Interaction skills – individually with teachers and in peer groups

Ø Initial teacher beliefs – reflections on own experiences in education

Ø Journal Keeping

Ø Nature of schools, school life, and the education profession

Ø Personal reasons for teaching

Ø Use of technology (communication, searching for professional articles (print and online)

Ø SUNY Oneonta Professional Education Program Conceptual Framework

Ø Teacher effectiveness and teacher roles

Ø Teacher as a community member, life-long learner, participant in professional organizations

Ø Diversity (in ethnicity, race, language, religion, socioeconomic status, gender, sexual orientation, age, region/geography/exceptionalities)

Ø The effects of context upon learning

Ø National and New York State Learning Standards

Ø Current research on teaching (through texts, journal articles, research)

Ø Professional organizations and Career options in education

Ø Field experience and interview of teacher and classroom/school observation /school contributions

Instructional Methods and Activities

Traditional Experiences:

Participation, group discussions, written reports, videos, reflective journals and essays

Clinical Experiences:

Cooperative Groups, student presentations and reflective essays

Field Experiences:

Teacher interview and classroom observation, campus activities

Technological Experiences:

Web site reviews, online reading/research, email, Milne Library reference workshop

Assignments and Grading Scale

30% Professionalism/Professional Development: Attendance, Presentations, etc. You will receive a grade three times at approximately 4 week intervals based on rubric 1 below. The scores from the rubric will be averaged the final average will count for 30% of your grade.

Rubric 1. Professionalism/Professional Development: Attendance, Presentations, etc: You will be graded three times for 100 points. Assessment Dates are March 1^st, April 5^th and May 10^th.

Assessed

Poor <84

Acceptable 85-94

Excellent 95-100

Readiness to be a Science Teacher

Little evidence that your knowledge of teaching and learning are becoming integrated and that you are developing the skills necessary for effective teaching.

Your communication skills need much improvement.

Your Pedagogical content knowledge is developing but there is evidence that you struggle at times with designing meaningful lessons and or assessments.

Your communication skills-oral and written, are satisfactory. You should continue to focus much effort at explaining scientific ideas and concepts.

On-time and ready to begin each day. Readings and assignments are completed. Actively participate including listening to the ideas of others and the professor. There is evidence that you are developing researched based positions and ideas about teaching and learning.

Your pedagogical Content knowledge is exceptionally well developed for an undergraduate pre-service teacher. There is solid evidence that you are a reflective learner and dedicated to becoming an excellent science teacher.

Your communication skills-oral and written, are excellent. You are very capable of clearly explaining scientific ideas and concepts.

50% Writing Assignments: Journals/Literature Reviews/Book Reports. Rubric 2 will be used to score all collected writing assignments. Approximately ten assignments will be graded.

Rubric Used to Evaluate Writing Assignments
Score	Descriptors (Organization)
4	Clear structure including thesis statement. Develops logical progression of ideas.
3	Topic/Subject clear although not explicitly stated in thesis. Ideas are developed consistently into logical sequence.
2	Essay may lack internal consistency or have faulty logic sequences.
1	Essay does not set clear focus or is rambling in structure. Rudimentary structure with inconsistencies in developments.
0	Essay is illegible or has minimal understanding of essay structure.
Score	Descriptors (Language Use and Conventions of Writing)
4	Demonstrates control of sophisticated language use with essential no error or only very minor infrequent errors.
3	Language is appropriate to the task. Student demonstrates control of language conventions such as spelling, punctuation capitalization, tenses) exhibiting only occasional errors. Displays sentence fluency.
2	Weak transition and use of basic language that is not precise. Demonstrates emerging control of language conventions that do not hinder comprehension.
1	Language use hinders comprehension. Essay does not demonstrate sentence fluency or awareness of common writing conventions.
0	Inappropriate language use and/or writing conventions.
Content
Score	Descriptors (Developmental Support and Quality of Statements)
4	Prompt is analyzed in depth and insightful connections are made. Ideas are developed fully. Relevant and specific support is included. Employs sound reasoning and demonstrates the skills of evaluation, analyzing and applying knowledge to the prompt.
3	Conveys a complete understanding of the prompter and makes clear and developed connections to the prompt. Student cites appropriate examples, but may lack sophisticated reasoning and thoughtful development.
2	Some ideas are developed more fully than others or student may exhibit some misunderstanding of the prompt or the application of examples to support claims. Demonstrates basic reasoning skills.
1	Ideas are not fully developed and student may cite inaccurate or inappropriate examples. Demonstrates little or no evidence of any apparent reasoning skills.
0	Essay is illegible or does not exhibit any understanding of the prompt. Response may be unrelated.
Total Score and Conversion based on assignment.

10% Projects: Field Experience, Service Learning, and Developmental Portfolio

10% Exam: Educational Theorists & Professional Vocabulary

100 – 95 A 82 – 80 B- 69 – 67 D

90 – 94 A- 79 – 77 C+ 66 – below F

89 – 88 B+ 76 – 74 C

87 – 83 B 73 – 70 C-

*P – Pending A grade of Pending will be given to any student who does not meet the minimum writing skills and requirements. If you receive a Pending grade at the midterm, you will be required to seek writing assistance and support from the college Instructional Resource Center.

Course Policies

· ATTENDANCE IS MANDATORY.BRINGING THE ASSIGNED READING TO CLASS IS MANDATORY. – Please note that points will be deducted from your professionalism grade if you fail to bring the binder to class and if you do not demonstrate that you have read the assigned material.

· Arriving to class on time is part of your professionalism grade. Excessive lateness will affect your grade.

· All out of class writing assignments must be typed. Keep a copy for yourself of all your work. Work should be saved electronically so that corrections/revisions can be easily made to the original work. Work smarter, not harder.

· Assignments need to be handed in on time to receive full credit.

· Detailed instructions for each assignment will be provided and will be reviewed in class.

· Plagiarism is the use of another individual’s word’s or ideas without properly acknowledging the source of the information. The consequences of such actions are serious.

· Professional Behavior in class and during field placements is expected. This includes cooperation, respect, and fulfilling expectations.

· Please contact me, your instructor, with any issues or problems as soon as they arise so we can work together to find solutions.

TBA

· Dr. Curran’s Visit – (Must dress professionally) **Weather may affect schedule

· FPW Presentations (Will begin March 2, 2011)

· Linda Drake - Center for Social Responsibility

· Julia Baxter-McGregor – Office of Early Field Experience

· Representative from CADE

APA Guidelines

This page is provided as a guide for this class only. If you require further assistance with APA style, refer to the Benjamin text, Keys for writers by Ann Raimes, an APA guidebook, or the Milne Library.

In this class you will need to master 2 critical elements of the APA style. Failure to follow these guidelines will result in lowered grades on written work. The two mandatory elements are:

1. Listing references

2. In-text citations

Listing references

A book with one author:

Loewen, J. (1995). Lies my teacher told me: Everything your American history text book got wrong. New

York: Touchstone.

A book with two authors:

Himley, M., & Carini, P. (2000). From another angle: Children’s strengths and school standards. New

York: Teachers College Press.

An article with one author:

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers

College Record, (104)4, 842-866.

An article with two authors:

Johnston, P., & Nicholls, J. (1995). Voices we want to hear and voices we don’t. Theory into Practice,

(34)2, 94-100.

In-text citations

Loewen states, “Native Americans are not and must not be props in a sort of theme park of the past, where we go to have a god time and see exotic cultures” (1995, p.100).

“Native Americans are not and must not be props in a sort of theme park of the past, where we go to have a god time and see exotic cultures” (Loewen, 1995, p.100).

According to Loewen (1995), “Native Americans are not and must not be props in a sort of theme park of the past, where we go to have a god time and see exotic cultures” (p.100).

**Look on Angel for bibliography helps to specific readings for this course.**

SUGGESTED TOPICS for INDEPENDENT /GROUP RESEARCH

** All topics can be used to consider pros and cons as a research presentation

Throughout the course, you will be expected to become familiar with the following professional vocabulary. Be sure you have the ability to define each, and are able to use each in a coherent, educationally based phrase.

Milne Library houses an outstanding collection of educational journals. For a recommended list of titles, consult the Benjamin text, pp. 271-271. You can also access the collection from outside the library with a SUNY Oneonta password.

o Rallis, S. F. & Rossman, G. B., Dynamic Teachers: Leaders of Change. Corwin Press.

o Rossiter, Jill. (2006). The College Guide to Essay Writing. DW Publishing Company.

o SUNY Oneonta’s Division of Education. (1999). Conceptual Framework: Themes and candidate expectations. Oneonta, New York. Located on the Division of Education website.