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Educ 201.1& 201.2 — Students, Teachers, and Learning Environments — Fall 2016 Scarloss 1

Education 201

Students, Teachers, and Learning Environments (3 Credit Hours)

Monday, Wednesday, & Friday – 11:00 to 11:50 a.m., Framptom room: 113

Frostburg State University – Fall 2016

Professor Beth Scarloss

Office: 110 Framptom Hall

Phone: 301-687-4472

Email: [email protected]

Office Hours

M & W: 4:00 – 5:00 p.m.

T & Th: 2:00 – 3:00 p.m.

– or by appointment

Required Text:

Kauchak, D. & Eggen, P. (2017) Introduction to Teaching: Becoming a Professional. New York, New

York. Pearson. [ISBN-13: 978-0-13-402640-4]

https://www.pearsonhighered.com/program/Kauchak-REVEL-for-Introduction-to-Teaching-

Becoming-a-Professional-with-Loose-Leaf-Version-6th-Edition/PGM152374.html . See the class

Blackboard site for specific information and ISBN numbers if you need more information.

Required:

The REVEL Access Card for online course material. This “textbook” comes with several

digital features that you just can’t do with a book, like videos and quizzes embedded in the

reading. The Revel Access card IS the textbook!

Optional

If you want a paper copy, the least expensive option is to get a package that includes the

Revel Access Card and a Loose Leaf version of the book. The loose leaf version is a black

and white paper copy that is not bound, but has binder hole-punches so you can put it into

a binder. This is OPTIONAL.

Be very careful if you order this online from a source other than the link I gave you. This is a

brand new textbook — notice that the copyright date is 2017! Beware any website that wants to

sell you a “used” copy - you can’t get a used access card, only a paper book! You need to be sure

to get the text - the Revel Access Card (new). It will be readable on most devices, Phones, tablets,

Kindles, laptops or desktops for PC or Mac. The paper version is optional.

Course Description

A study of students, teachers, and learning environments including the philosophical and

historical foundations of the American educational system. Basis for further study in education

including topics on legal and ethical issues and diversity. Controlled observations in educational

settings. Every semester. May be taken concurrently with EDUC 200/202. (Prerequisite: completion of

30 hours.)


Course Purpose

This course is designed to provide candidates the opportunity to examine the complexities of

teaching in America today. The historical, philosophical, and social underpinnings of the

American educational system will be examined. Legal and ethical issues will be discussed.

Candidates analyze the impact of cultural and societal influences on education and reflect on their

own decision to become a teacher. While candidates will engage all the FSU Program Outcomes,

to some degree, certain ones will be featured. Specifically, the candidates will actively and

explicitly engage with the outcomes: Dedicated Professional and Reflective Decision-Maker.

Additionally, students will explore being an Educational Advocate and Collaborative Bridge

Builder, though in less explicit ways. Critical thinking will be a reoccurring theme, as will making

use of learned information (e.g., through analysis, application, speculation, etc.). Other core skills

will also be explicitly developed, particularly oral and written communications and using

technology for educational purposes.


Course Outcomes, assessments, and connection to College of Education Conceptual Framework, FSU

Learning Goals, InTASC Core Teaching Standards, and Maryland Teacher Technology Standards. Course Outcomes

(Students will demonstrate:)

Assessments

(Student performance measured

by:)

Coll. Of Ed

Conceptual

Framework

FSU Inst’l

Learning

Goals

INTASC Core

Standards

MD Tchr

Technology

Standards

Knowledge

1. familiarity with expectations for beginning

teachers; an understanding of the nature of

teaching as a profession

A. Conceptual Framework Activity

B. Professionalism Homework

C. Midterm Exam

DP 1, 3, 4, 5

RDM 1, 2

LK 2, 3, 5

CS 1, 2

AA 1, 2

VSR 1

ACI 1, 3

1. e, h, j

2. j, k, l

3. j, k, l, n, p

4. n; 5. m, n, o

6. n, r; 9. m, n, o

None

2.familiarity with and consideration of various

philosophies of education

A. Philosophy Project

B. Philosophy Quiz

C. Ideal Classroom Picture

D. Skits Exercise

DP 1, 3, 4

RDM 1, 2, 3

EA 1, 2, 4, 7

CBB 5

LK 1, 3, 4

CS 1, 2, 4

AA 1, 2, 4

VSR 1, 2

ACI 1, 3

1. e, g, j

2. g, j, l, n

3. n, p, q, r

4. m

8. k, l, m, n, o, q

None

3. an understanding of the major themes in the

history of American education

A. Jigsaw Summary Notes

B. Midterm Exam

C. Jigsaw Activities

D. History Eras Presentation

DP 1, 4

RDM 1, 2, 6

EA 1, 4

CBB 1, 2, 5

LK 1, 2, 3, 4,

CS 1, 2, 3

AA 1, 2, 3

VSR 1, 2,

ACI 1, 3

2. g

3. k, I, m

4. m, n

5. k, m, n

6. j; 8. m

9. I; 10. l

I.1, 2, 3, 4

II.A, 1

II.B.2 & 3

4. familiarity with the NEA code of ethics for

teachers

A. Professionalism Homework

B. Ethics Activity

C. Midterm Exam

DP 1, 3, 4, 5

RDM 1, 2

EA 1, 7

CBB 2, 5

LK 1, 2, 3, 4

CS 1, 2

AA 1, 2 , 34

VSR 1, 2,

ACI 1, 3

1. e, i, j

2. j, l, m, n, o

3. l, n, p, q, r

4. m, n, q, r

5. k, l, s; 6. s, v

7. n; 9. m, o; 10. l

None

5. an understanding of the rights and

responsibilities of teachers and the law

A. School law Reading

B. Law Research & Presentation

C. Individual Presentation Notes

D. Midterm Exam

DP 1, 4

RDM 1, 2, 3, 5

EA 1, 2, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3,

VSR 2,

ACI 1, 3

3. k, m, o, q

4. m, n, p

5. k, l

9. j

II.A.1


Course Outcomes


Assessments

(Student performance measured

by:)

Coll. Of Ed

Conceptual

Framework

FSU Inst’l

Learning

Goals

INTASC Core

Standards

MD Tchr

Technology

Standards

Knowledge

6. an understanding of the rights and

responsibilities of students and the law

A. School law Reading

B. Law Research & Presentation

C. Individual Presentation Notes

D. Midterm Exam

DP 1, 4

RDM 1, 2, 3, 5

EA 1, 2, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3,

VSR 2,

ACI 1, 3

1. e, h, j

2. h, j, k, m,

3. j, k, m, q

4. n, q

5. k, l

9. j

None

7. an understanding of the major social

problems affecting students and the impact on

teaching, learning and the local community

A. Jigsaw Activities & Notes

B. Midterm & Final Exams

C. Problem Presentation

DP 1, 2, 4

RDM 1, 2, 4, 6

EA 1, 4, 7

CBB 1, 2 , 5

LK 1, 3, 4

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 3

1. e, f, g, h, j

2. g – o

3. k, l, n, q

4. m

6. o. u, v

I.1, 2, 3, 4

II.B.1–3

V.2

8. an understanding of diversity in the

classroom and the impact on teaching and

learning

A. Additional Reading

B. “Take A Stand” Activity

C. Class Discussions

DP 1, 2, 3, 4

RDM 1, 2, 3, 6

EA 1, 4, 7

CBB 1, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

1. e, f, g, h, j

2. g – o

3. k, l, n – q

4. k, m, p

5. n, p, r, s

6. u; 7. n; 10. q

None

9. knowledge of the characteristics of an

effective school

A. Effective School Skillbuilder

B. Philosophy Activity

C. Conceptual Framework Activity

DP 1, 2, 3, 4

RDM 1, 2, 3, 5

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

2. g, j, k, l, m, o

3. k, n, p, q

4. n, r

5. k – q, s

6. j

10. p

None

10. knowledge of technology, and its impact

on schools and society

A. Today’s Problems Assignment

B. Guest Lecture on © & Fair Use

C. Classroom Technology Activity

DP 1, 2, 3, 4

RDM 1, 2, 3, 6

EA 4, 6

CBB 1, 2, 4, 5

LK 1, 2, 3, 4

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 2, 3

ACI 1, 3

1. d, h, j

3. m, p

5. k, l, n, r, s

8. n, o, q, r

III.1 – 4

11. knowledge of FSU CoE Conceptual

Framework and its application to candidate’s

own career

A. Portfolio Assignment

B. Conceptual Framework Activity

C. Professionalism Homework

DP 1, 3, 4

RDM 1, 2, 3

EA 1, 2, 4, 7

CBB 5

LK 1, 3, 4

CS 1, 2, 4

AA 1, 2, 4

VSR 1, 2

ACI 1, 3

1. h, i, j, k

2. j, k, l, m, n, o

3. k, n, o, q, r

4. m, n, p, r

5. k, m, o, r, s

6. n, q; 7. k

8. j, l, m – s

9. g, m, n, o

10. l, n, r, s, t

None


Course Outcomes


Assessments

(Student performance

measured by:)

Coll. Of Ed

Conceptual

Framework

FSU Inst’l

Learning

Goals

INTASC

Core

Standards

MD Tchr

Technology

Standards

SKILLS

1. Analyze and apply information and

knowledge on a variety of educational

issues

A. In-Class Assignments (e.g.,

Best/Worst, History of Education

slideshow, Philosophy Skits)

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

1. e, g, h

2. g, h, i, j

5. k, l, s

6. k, n, t, u

7. k

I.1 – 4

II.B.1 – 2

III.2

VII.3 – 4

2. Ability to articulate a personal

philosophy of education

A. Philosophy essay

B. Philosophy Quiz

C. Ideal Classroom picture

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

1. d, g, h, j

2. k, m

3. i, j, k, l, m

5. i, s; 8. l, m

9. m, n

10. i, o, p, q

I.2

3. Observe and report on diversity in

American schools

A. Field Notes, Observation essay

B. Diversity Readings w/

Discussion

C. “Take A Stand” Activity

DP 1, 2, 3, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

1. b, g, h, j

2. g, h, i, j, k, m

3. r ; 5. s; 6. j, u

NONE

4. Use an analytical approach when

examining questions and problems

A. Skillbuilding Exercises

B. Class Discussions

C. In-Class Activities (e.g., History

of Education, Problem Pres)

D. Portfolio Assignment

DP 1, 2, 4

RDM 1, 2, 5, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

1. d, g, h

2. m

8. k , l, m, n, q

I.1-4

5. Work collaboratively and cooperatively

with a variety of classmates

A. Skillbuilding exercises (e.g.,

Lots of Islands, 4-Stage Rocket)

B. In-class activities (e.g., History

of Ed, School Law, Philos skits)

DP 1, 2, 3, 4

RDM 1, 2, 3, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

1. d, g, h

2. g, h, i, j, l, m

3. i, j, l, n, o

8. k , l, m, n, q

10. n, o, r, t

NONE


Course Outcomes


Assessments


measured by:)

Coll. Of Ed

Conceptual

Framework

FSU Inst’l

Learning

Goals

INTASC

Core

Standards

MD Tchr

Technology

Standards

SKILLS

6. Analyze questions and problems from

multiple perspectives and points of view

A. In-Class Activities (e.g., Take-a-

Stand, History)

B. Midterm

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

1. d, g, h, j

2. l, m, n, o

3.k, l, m, o

8. k , l, m, n, q

NONE

7. Evaluate relevant evidence to draw

sound conclusions

A. Midterm

B. Group Activities (e.g., RAFT

assignments, skit/tableau)

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5,

6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

7. k I.1-4

8. Use information to support ideas and

opinions, including assessment of source

validity or trustworthiness

A. In-Class Activities

B. Midterm

C. Philosophy of Education essay

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5,

6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

None I.1-4

9. Cite sources appropriately on all

assignments

A. Writing assignments

B. Presentation assignments

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

None NONE

10. Use language styles & techniques

appropriate for teachers in school

A. School Law Presentation

B. Midterm & Final

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

9. m, n, o NONE


Course Outcomes


Assessments


measured by:)

Coll. Of Ed

Conceptual

Framework

FSU Inst’l

Learning

Goals

INTASC

Core

Standards

MD Tchr

Technology

Standards

SKILLS

11. Use technology best suited to

highlight content and presentation

material

A. Final Assignment

B. History, & Law activities

C. Portfolio Assignment

DP 1, 2, 4

RDM 1, 2, 6

EA 1, 4, 7

CBB 1, 2, 5

LK 1, 2, 3, 4, 5, 6

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

5.l I.1-4

II.A.1

II.B.1-3

V.2 & 4

Course Outcomes


Assessments


measured by:)

Coll. Of Ed

Conceptual

Framework

FSU Inst’l

Learning

Goals

INTASC Core

Standards

MD Tchr

Technology

Standards

DISPOSITIONS

1. Inclination to strive for academic and

professional excellence


B. Assignments Redone

C. Contact W/ Professor (e.g.,

Office Hours)

D. Clarifying Questions Raised

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 6

EA 1, 2, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

9. l, m, n, o

10. r, s, t

NONE

2. Disposition to be curious about

educational issues


B. Jigsaw Activities

C. Take A Stand Activity

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 5,

6

EA 1, 2, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

9. m, n

10. r, s, t

NONE

3. Tendency to adopt professional

standards and enact them

A. Timeliness Of Assignments

B. Contact W/ Professor Outside

Class

C. Deportment In Class

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 6

EA 1, 2, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

9. m, n, o

10. p, r, s

NONE


Course Outcomes


Assessments


measured by:)

Coll. Of Ed

Conceptual

Framework

FSU Inst’l

Learning

Goals

INTASC Core

Standards

MD Tchr

Technology

Standards

DISPOSITIONS

4. Willingness to engage educational

topics in a fair minded way

A. Activity/Presentation Content

B. In-Class Activities

C. Midterm

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 6

EA 1, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

4. p, q; 5. r

9. l, m, n

10. t

NONE

5. Disposition to not accept less than the

best possible in one’s own work

(“satisficing”)

A. Assignments Redone

B. Clarifying Questions Raised

C. In-Class Assignments

D. Reading/Homework

Consistently Done On Time

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 6

EA 1, 2, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

9. l, m, n, o

10. r, s, t

NONE

6. Disposition to consider breadth of

knowledge necessary for teachers

A. Connections made in

discussion, presentations and

written work

B. In-Class Assignments

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 6

EA 1, 2, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

4. p, q

5. r

9. l, m, n

10. t

NONE

7. Tendency to apply critical thinking

skills to issues inside and outside of

course materials


B. Writing assignments

C. Presentations

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 6

EA 1, 2, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

9. l, m, n

10. r

NONE

8. Inclination to reflect before

committing to a course of action or

argument

A. Skillbuilding Activities

B. HiStory of Ed visuals

C. Presentation preparation

DP 1, 2, 3, 4, 5

RDM 1, 2, 3, 4, 6

EA 1, 2, 4, 7

CBB 1, 2, 4, 5

LK 1, 2, 3, 4, 5

CS 1, 2, 4

AA 1, 2, 3, 4

VSR 1, 2

ACI 1, 2, 3

9. l, m, n

10. s, t

NONE


Assignments The major assignments in this class fall into three categories: Writing, Presentations, & Tests.

These will be our major themes throughout the semester. We will focus on each of these themes

in two ways, as students in this class and as teachers preparing our own classes. For example, for

the Professionalism essay, students will write a formal essay, but they will also look at how to

teach children to write an essay, whereas in the School Law presentation students will give a

presentation, learn how to teach children to give presentations, take an exam, and learn how to

prepare and score exams.

Writing Presentations Tests

Becoming a Teacher Today’s Problems Chapter Quizzes

Diversity Reflection History of Education Midterm on School Law

Philosophy Essay School Law Final

Brief description of major assignments

Becoming a Teacher Essay: You will look at drives you to become a teacher. You will craft an

essay articulating your guiding principles and explaining your choices.

Diversity Reflection: You will write up an essay reflecting on our field trip. You’ll describe your

experiences observing in a diverse setting specifically including your observations,

reactions, connections to your coursework so far, and reflections on your own future as a

teacher.

Your Philosophy of Education: This assignment gives you the chance to consider a variety of

educational philosophies and develop your own. Critical analysis, support for your

rationale, and a coherently articulated philosophical vision will be developed throughout

the semester.

Today’s Problems Presentation: In groups, you will research and present information on a

selected controversial school issue, presenting the information to your classmates as if you

are the staff for a State Senator.

History of American Education Presentation: You will put together a story supported to

illuminate the different eras and reforms in the development of America’s educational

system. Additionally, you will give feedback and score a peer’s historical presentation.

School Law Presentation & Quiz: You will research and present your information on a specific

topic regarding school law. You will also develop a short quiz on the content you

presented; the quizzes will be compiled and given to the class as an examination.

Chapter Quizzes: There will be a series of quizzes on the assigned “readings” from our e-

textbook. These are based directly on text materials that may include reading, videos, or

other e-text features. Quizzes are embedded in the text and will be taken and turned in

from inside the text.

Midterm/School Law: As part of your School Law presentation, you will develop quiz questions

that will be compiled into the class’ midterm examination. Questions are to be based on

the most important information you included in your School Law presentation. All of the

quiz questions from the class will be compiled into one test.


Final: The exact nature of the final exam will be determined by the class as the semester goes

along. Typically, this will be a small-scale project on the content of the course with an eye

towards building skills in developing assessments.

Class Assignments

Points on different assignments and homework will change based on the total number of

activities for that unit; the grade scale below will be used for all assignments in the class;

Grade Scale

90% - 100% = A

80% - 89% = B

70% - 79% = C

60% - 69% = D

Below 60% = F

There are five categories of points in this class: attendance & participation, how you do on

the writing assignments, how you do on the presentations, how you do on the tests, and your

teacherly dispositions. The five categories will combine to make the final grade as a weighted

average using the percentages given in the table below:

Assignment Category Percentage of

Total Grade

Attendance & Participation (Skills, Dispositions) 25%

Writing Assignments (Knowledge, Skills) 25%

Presentation Assignments (Knowledge, Skills) 25%

Examinations (Knowledge) 25%

Course topics and Schedule

Week 1 – 8/29 - 9/2: Teaching profession Ch 1 & Essay #1 - Becoming a Teacher I

Week 2 – 9/5 - 9/9: Teaching profession Ch 1 & Essay #1 - Becoming a Teacher II

Week 3 – 9/12 - 9/16: School Context – Today’s Problems

Week 4 – 9/19 - 9/23: History of Education (Part I)

Week 5 – 9/26 - 9/30: History of Education (Part II)

Week 6 – 10/3 - 10/7: M: Equity v Equality, Gira, WF: Diversity I

Week 7 – 10/10 - 10/14: Diversity II

Week 8 – 10/17 - 10/21: Governance & Finance

Week 9 – 10/24 - 10/28: School Organization


Week 10 – 10/31 - 11/4: Standards & Curriculum

Week 11 – 11/7 - 11/11: School Law I

Week 12 – 11/14 - 11/18: School Law II

Week 13 – 11/21: Itty bitty week — TBA

Week 14 – 11/28 - 12/2: School Reform

Week 15 – 12/5 - 12/9: Philosophy of Education I

Week 16: 12/12: (Your) Philosophy of Education II

Final Educ. 201.1 Friday December 18th 8:00 a.m. — 10:30 a.m. Be ready!

Reading & Quiz Schedule

WEEK/TOPIC READINGS & QUIZ

DUE DATE REVEL SECTION

1 & 2

Want to be a

teacher?

Intro - 1.2 - 8/31

1.4 - Apply 9/7

Ch 1

3

Today’s

Students

Intro - Apply

Ch. 2 9/12 Ch 2

4-5

History

Intro - Apply

Ch 4. 9/23 Ch 4

6

Diversity

Prep Field Observation N/A

7

Diversity

Ch 3 Intro - Apply

plus Ch. 1.3 10/10

1.3 +,

Ch 3

8

Governance

& Finance

Intro - Apply

Ch. 7 10/17 Ch 7

9

School

Organization

Intro - Apply

Ch. 6 10/24 Ch 6

10

Standards &

Curriculum

Intro - Apply

Ch. 9 10/31 Ch 9


Reading & Quiz Schedule

WEEK/TOPIC READINGS & QUIZ

DUE DATE REVEL SECTION

11-12

School Law

Intro - Apply

Ch. 8 11/7 Ch 8

13

Itty Bitty Week None N/A

14

Educational

Reform

Intro - Apply

Ch. 12 11/28 Ch 12

15-16

Philosophy

Intro - Apply

Ch. 5 12/5 Ch 5

____________________________________________________________________________________

Class Policies The following is an overview of policies for this course. Be aware that while these policies are as

settled as is currently possible, I will happily modify things as needed for students with

legitimate issues. Policies will be detailed and explained in class to be sure everyone is clear on

class norms and expectations.

Attendance Policy

You are expected to be in class, ready to learn when class starts. Since I do understand that

occasionally life does intervene, you will be allowed to miss 2 days of class before absences start

to lower your grade. (I recommend you save these days for illness, family needs, weddings,

funerals, etc.) The University publishes a list of excused religious holidays; make arrangements

with me to get religious observances excused. The only other excused absences must be arranged

in advance and/or have written documentation from the appropriate University office (e.g.,

sports team trips, observation in schools for another class, professional conference in your topic).

Class starts on time and will end on time. Be aware that any tardiness will lower your

participation score for that day!

Class activities are critical to your learning and much of the content of this course will be

learned through class work. If you are absent, IT IS YOUR RESPONSIBILITY TO OBTAIN ANY NOTES,

HANDOUTS, ASSIGNMENTS, MAKE-UP WORK OR SCHEDULE CHANGES UPON YOUR RETURN. Check

with your partner/group for this information before attending office hours to get your make up

work.


Class Participation

Participation means being actively engaged in the learning process. You are expected to

participate fully in class activities – this means you need to DO THE READING BEFORE

CLASS! You must be prepared to USE what you’ve read – in class. If you get caught unprepared

for class, you will either 1) be asked to leave class and go do the reading (and be welcome back

when you finish) or 2) lose class participations points for the day.

You are expected to fully participate in all class activities and assignments. Points will be

DEDUCTED for missing classwork or not being prepared for in-class assignments. Ideally, you

would never lose points, as you should always have completed the reading and be prepared to

take an active part in class activities. Where you deviate from this norm, points will be deducted

from your total.

Bring your book to every class! Reading assignments are due before class - this

INCLUDES THE ONLINE QUIZZES (usually 11am on Monday)

Diversity

We are arranging a field trip, where you will spend a full day observing diverse

classrooms. You will have specific observations and reflective write- up to complete as part of

this trip. In addition we will cover textbook topics of diversity and exceptionality. Please feel free

to ask me questions throughout the semester. Since my K-12 teaching career was spent teaching

majority minority students in very diverse schools and after that I focused on training other

teachers to teach in heterogeneous classrooms (that is, classes with lots of different kinds of

students).

Late Assignments & Redo’s

Assignments are due on the published/scheduled date. Any late assignments will have

15% subtracted as a LATE penalty. That is, if late, the best grade an assignment will get is 85%.

Most graded assignments (as opposed to homework) can be redone for full credit. If you are not

happy with the score you get, you can redo the assignment for full credit (if it was late, then the

maximum score is still 85%). You will have one week from the date the assignment is returned to

redo and resubmit for credit. Missed class work can sometimes be made up, but usually, class

work cannot be made up!

Making up missed class points is possible, by special arrangement with me. Initiative to

make up these points is completely up to you. Come to me with a suggestion for how to make

up the points and we will figure out what works based on your proposal. We’ll figure out a plan

together that helps you make up the work/points.

Cell Phones and Other Digital Devices

Generally, this course’s policy on digital devices is that you are welcome to use

electronics so long as you use them FOR ACADEMIC PURPOSES. You can use your cell phone

to look up vocabulary words or download something for class. You can NOT use your phone to

take phone calls or to text your friends…

Please bring your electronic tools!


Cheating

In this course, there are three different sets of rules for class assignments.

For INDIVIDUAL assignments, you can talk to anyone you want or consult any

resources you find helpful, but you must write/produce your assignments alone. I

expect to “hear your voice” in the work, supported by appropriated rationales and

citations, of course.

Group products SHOULD be produced collaboratively. That is, the influence and

contributions of all group members must be apparent in the finished product

(that means I should be able to tell who did what). In all cases, the FSU policy on

Academic Dishonesty (see below) applies to work done for this class. Please pay

careful attention to the plagiarism information; this is an area that affects many

students (and their grades!).

Test/Examinations are all about what you have managed to stuff into your head.

You will be notified about the specifics for every test/exam, but in general, you’re

not able to talk to anyone else, or consult with anyone else, or look things up on the

web, or look things up in your book, or use anything except your sterling memory

and your sparkling wit.

FSU Policy On Academic Dishonesty: Section 1. Academic dishonesty is defined to include

any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as

stealing or altering testing instruments; falsifying the identity of persons for any academic

purposes; offering, giving, or receiving unauthorized assistance on an examination, quiz or other

written or oral material in a course; or falsifying information on any type of academic record.

Plagiarism is the presentation of written or oral material in a manner which conceals the true

source of documentary material; or the presentation of material which uses hypotheses,

conclusions, evidence, data or the like, in a way that the student appears to have done work

which h/she did not, in fact do.

Section 2. Any individual or group of students found in violation of this Article may

receive a failing grade for the academic work or course in question in addition to other

disciplinary sanctions that may be imposed.

Students with Disabilities

Students with any type of recognized and confirmed disability are welcome to work with me to

provide the accommodations in assignments or assessments that you might need. You will need

to get me an accommodation letter from Disability Support Services for your needs to be

officially recognized. Please give me at least two days’ notice if you’re going to need

accommodation on a particular activity or assignment so I can put it together for you.

Destructive Student Behavior

FSU does not tolerate disorderly or disruptive conduct which substantially

threatens, harms, or interferes with persons, processes, or functions. If your behavior

disrupts our classroom learning environment, you will be asked to leave the


classroom. You will also be welcome back for the next class. If the problem continues

and you are found to be responsible for ongoing disruptive behavior, you may face

administrative processes including removal from the course. See the Student Code of

Conduct for more information.

Mandatory Reporting

As a representative of FSU, I am a “mandatory reporter.” That means that if I find out that

someone is being harassed, or if they were subject to child abuse or neglect, I MUST report that to

proper authorities. Officially, if I find out that you are now or ever were subject to child abuse or

neglect, I must report it to formal authorities:

even if you are now an adult,

even if the alleged abuser is now dead,

even if you ask me not to,

even if I don’t want to.

In cases of harassment, when a complaint comes to my attention, I am required to take action.

Resources Kauchak, D. & P. Eggen. 2011. Introduction to Teaching. 6th Edition. Upper Saddle River, New

Jersey: Pearson Ed., Inc. A copy of the textbook is on them two-hour reserve in the library.

http://www.cblpi.org/ftp/School%20Choice/EdHistory.pdf

http://en.wikipedia.org/wiki/History_of_education_in_the_United_States

Greenfield & Lave, 1984. Social Context of Learning

Documents

Education 201 Students, Teachers, and Learning Environments€¦ · Educ 201.1& 201.2 — Students, Teachers, and Learning Environments — Fall 2016 Scarloss 2 Course Purpose This