Education 301: Curriculum & Pedagogy SeminarCourse Syllabus

Fall 2017 Heather CurlMonday 7:30 to 10:00 pm Classroom: Stokes 019HC Office: Founders 028 / Wed 4 to 6 pm Contact: hcurl@brynmawr.edu / 503-320-5883

Course Introduction

The primary goal of this course is to teach you to teach. This will be accomplished using a variety of methods: through readings and reflections, discussions among yourselves and with me, lessons with experienced teachers, conversations with and between high school students and documenting your ongoing thinking and developing plans for practice in your online portfolio. A second goal is to both clarify and complicate the assumptions, beliefs, hopes, fears, and goals you bring to your preparation to teach. These represent the objectives for each assignment you complete for this course.

Because this is the only methods course offered by the Education Program, it requires a great deal of focused work. Class meetings will consist of mini-lessons taught by each of you, small and whole class discussions, group activities, meetings with your Subject Area Specialists and peers, and time for writing and reflection. The class is limited to 15. Priority is given to students in the following order: seniors seeking state certification, seniors completing the minor in educational studies who plan to teach after graduation, graduates of Bryn Mawr and Haverford returning to complete certification requirements, seniors interested in pursuing teaching as a career.

The following pages include a detailed outline of topics, readings, and requirements for the course. These have been carefully planned out, but they are subject to revision — as we assess our progress, as the semester unfolds, and in response to your suggestions. The four main segments of the course are:

I. Reflecting on Your Education and Various Theories of LearningII. Exploring Students’ Perspectives/Needs/IdentitiesIII. Analyzing and Constructing Models of Curriculum and Standards IV. Developing Pedagogical Approaches and Forms of Assessment & Evaluation

Campus Resources

Special Needs/Access Services: Students who think they may need accommodations in this course because of the impact of a learning, physical, or psychological disability are encouraged to meet with me privately early in the semester to discuss their concerns. Bryn Mawr students should also contact Deb Alder, Coordinator of Access Services (610-526-7351 or dalder@brynmawr.edu), as soon as possible, to verify their eligibility for academic accommodations. Haverford students should contact Access Coordinator, Sherrie Borowsky Deegan (610-896-1324 or sborowsky@haverford.edu). If you have already been approved to receive academic accommodations and would like to request accommodations in this course because of a disability, please meet with me privately at the beginning of the semester.

Academic Support and Learning Resources at BMC: Students are encouraged to reach out to the Academic Support and Learning Resources Specialist to explore effective learning, studying, test-taking, note-taking and time and stress management strategies that are essential to success in this course and college life. Students can schedule a meeting with Rachel Heiser, the Academic Support and Learning Resources Specialist by calling the Dean's Office at (610)526-5375. Visit: http://www.brynmawr.edu/deans/acad_support/learning_resources.shtml for more details.

Office of Academic Resources (OAR): Located at Haverford in Stokes Suite 118, the OAR offers students many resources, including communal study spaces, peer tutoring, workshop series, and

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individual coaching with the center’s trained staff. See their website for more information http://www.haverford.edu/oar/ or contact Kelly Wilcox (kwilcox@haverford.edu) for more details.

BMC Writing Center: The BMC Writing Center offers free appointments and experienced peer tutors who are there to help you at any stage of the writing process. The Writing Center is located in Canaday Library. You can get more information at www.brynmawr.edu/writingcenter.

HC Writing Center: At Haverford, the Writing Center is located in Magill Library, Stokes, and Zubrow Commons. You can get more information about hours and how to make an appointment at http://www.haverford.edu/writing-center/.

Canaday Library and Magill Library: For help with research, multimedia and technology the folks here stand ready to help! Email Olivia Castello (ocastello@brynmawr.edu) or Brie Gettleson (bgettleson@haverford.edu) to ask questions or make a research appointment.

Course Policies

Attendance and Engagement: This course will involve students as critical readers and writers of texts, active contributors in class discussions, and contributors in other education-related settings. Your presence and active engagement are essential. If the need arises for you to miss a class, be late or leave early, please email me ahead of time if possible. Missing more than three classes may lower your grade; excellent attendance and participation will enhance your grade.

Extensions: The portfolio for the course is a large aspect of the grade and an important way for you to record your thinking as it evolves. If there is a reason why you cannot complete a portfolio draft by the due date, speak to me about an extension before the date that the draft is due. Please limit your use of this option to one section of the portfolio.

Grading: We will meet at the midpoint of the semester to discuss your progress in the course based on the drafts of your portfolio, your contributions to class and your field placement and your engagement with the dialogue project. Please keep in mind that in order to be recommended for the student teaching phase of the certification process, you must earn a 2.7 or higher in this course. In all written assignments (even drafts), please take care to edit and proofread your work so that needless errors do not distract readers from the strength of your thinking.

Class preparedness: Bring each day’s readings to class with you so that you can use them in our discussions (this includes articles printed from Moodle and/or notes taken from the readings if you choose not to print out articles.

Devices: Feel free to bring personal devices to class (particularly to refer to readings, for example), but please limit your use of devices to course-specific activity and do not use social media during class unless it is part of a lesson.

Readings

Required Texts (available at the Haverford Bookstore, except 1) Cook-Sather, A. (2010). Learning from the Student’s Perspective. Paradigm Publishers Tomlinson & McTighe (2006). Integrating Differentiated Instruction and Understanding by Design.

ASCD. Burant, T, Christensen, L., Salas, K. D., & Walters, S. (2010). The New Teacher Book. A Rethinking

Schools Publication Perrone, Vito. (2000). Lessons for New Teachers. McGraw-Hill. (out of print, will need to get from

Amazon).

Moodle: All other readings are available on Moodle.

Assignments2

1. Dialogue Project

Background: This project was conceived of by Alison Cook-Sather in 1995 and funded by a grant from the Ford Foundation first, then by the Arthur Vining Davis Foundations. Now Bryn Mawr and Haverford Colleges support the project without outside funding and as an integral part of teacher preparation. It has earned international recognition and been researched and written about by both Alison and Heather. It is the only dialogue project of its kind in the United States of which we are aware. It is currently run by myself and Kelly Zuckerman in collaboration with Christina D’Emma, a teacher at Cristo Rey High School in Philadelphia.

Purpose: The purpose of the project is to create a forum within which you can interact and communicate directly with the people you are preparing to teach — high school students — learning from them what works, what does not, and what could work for them in school. You have read (and are reading this semester) a great deal of educational theory, but it is equally important that you have contact with actual students whose lives are affected by everything you read about and who may have a different perspective on schooling.

Expectations – Emails and Meetings: You will each maintain a weekly email exchange with a student who attends Cristo Rey. It is essential that you maintain this dialogue as real people are involved. When you are teaching, you will have to engage with up to 150 students at a time. This semester, you can focus on one and develop your skills with their input. In addition to this weekly email exchange, you will meet with the high school students during the semester: once at the beginning, and once at the end. It is also required that you “shadow” your dialogue partner - arranging to spend at least half of a school day going with them from class to class. Please complete the school visit between Fall Break and Thanksgiving Break.

Expectations – Listening and Analyzing: Another component of the project involves a weekly meeting at Cristo Rey where the students (led by Ms. D’Emma) discuss issues we are discussing in class. Those conversations will be audiotaped and uploaded onto Moodle for you to listen to. This will lead to rich and thoughtful ideas that add greatly to the literature we are reading. For this reason, an additional “reading” for many class sessions is to listen to these audio files as indicated in the syllabus, and complete complementary analysis (identify and transcribe 3 quotes from the conversation that are particularly salient, identify a particularly compelling or controversial theme within the conversation to bring to class and discuss, highlight a particular student’s contribution to the conversation, etc.).

Expectations – Writing / Presentation: Finally, the Dialogue Analysis is due at the end of classes. The analysis should be a (approx.) 1,500 word critical reflection on what you learned from the dialogue — about pedagogy, about the students with whom you exchanged ideas, about yourself, etc. Every analysis will be different (i.e., there are many answers to the question of what you learned). Your analysis should draw on the actual email messages exchanged (so keep all of them), your notes and reflections from the day you shadow your partner, the weekly audio files and accompanying analysis, and on course readings if they apply. You should quote directly whenever possible. These assignments associated with the dialogue project count for 20% of your grade for the class.

2. Journal:

This is a forum in which to write metacognitively for yourself as a learner and future teacher. Reflect on and write about how the readings, your observations, class discussions, and other input connect to your own experience, how they connect to your high school student partner’s experience, what discrepancies you see, what similarities, what questions you have, etc. I suggest writing at least once a week (at minimum). These reflections should be completed thoroughly and thoughtfully. They are not meant to be the final word on any of the issues we address; rather, they should be moments of focused analysis which you collect over the semester.

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Write about everything and save it all! There is no right way to keep a journal, and you will not be graded on the journal, but keeping notes will prove invaluable in your learning, your preparation for teaching, in completing your inquiry project for the Practice Teaching Seminar in the spring, and for your portfolio. See ideas for journal topics and/or structure in the Appendices in Perrone’s Lessons for New Teachers.

3. Subject Area Specialist

Becoming a professional means being able to think, talk, and act on multiple levels, and it is important that you develop this integrated approach to teaching while you have time to reflect and revise. In addition to talking regularly with your cooperating teacher about what you are observing, another professional dialogue you will maintain is with your Subject Area Specialist (SAS). They will act as your pedagogy instructor for your particular subject area. You will learn from and talk with your SAS during the class meetings they attend (see specific dates in the syllabus that indicate when SASs will join us). Each SAS will have prepared a lesson for these meetings, however you will also prepare for them a key question to ask/reflect upon for each meeting. This question should be focused specifically on your subject area and represent in some way your thinking as it is evolving throughout the semester. Please send these questions to your SAS the Sunday prior to Mondays when the SAS’s join us in class, allowing the SAS to know before the meeting starts what you have been thinking about in relation to your subject area.

Finally, your SAS is responsible for recommending a teaching methodology text in your subject area for you to read in preparation for each of your meetings with them each throughout the semester (5 total). It might also be a collection of articles, but will be methods focused and hands on, particular to your subject area which you will teach in the spring, and in which you are getting certified. The role of your SAS is not necessarily to teach this entire text, rather, it is meant to be a resource to you once you begin student teaching in the spring, and beyond.

The SAS’s for this semester (organized by subject) are:

Elementary education: Amy McCann (amccann@friendshaverford.org) English: Carl Rosin (carl.rosin@rtsd.org) Mathematics: Maeve Siu (maeve.ohara@gmail.com) Social studies: Elizabeth Taylor (eataylor@philasd.org) Latin: TBD

Your SAS will be responsible for recommending your grade for this portion of the assignment. Thorough, thoughtful completion of the work you complete with your SAS will contribute 10% to your grade for the class.

4. Observation in School Placements:

We design your fall field placement so that you have the opportunity to get to know the school where you will complete your practice teaching and develop a relationship with your cooperating teacher. There are three parts to this component of the class:

Weekly attendance: You should plan to spend three (more if possible) hours per week at the school in which you will be doing your student teaching with the cooperating teacher(s) in whose classroom(s) you will be working. You should spend time in your cooperating teacher’s classroom, but also try to visit other classrooms, the cafeteria, the library, or any other places in the school that help you develop a sense of the school as a whole. Spending this time allows you to get to know the context, the teachers, and the students where you will be doing your practice teaching. These visits should begin as soon as possible and continue throughout the semester.

Field notes: For each visit, you need to complete written observations (feel free to use any format that best supports your learning – I will provide a few samples in class). You should come to class prepared

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to discuss the issues and questions that week’s observation raised for you. The purpose of taking notes is to make sure that you forge direct and explicit connections among what you are observing, what you are reading, and what you are thinking about in terms of your own theory and practice. Reflections on these observations can also be recorded in your journal. Please keep these completed observation forms throughout the semester, drawing on them when possible in class discussion and in your final portfolio.

Lessons: You should prepare and teach two lessons during the fall semester, the second of which will be recorded. These can be back to back on a similar topic or two separate lessons - weeks or months apart. Discuss this requirement with your cooperating teacher and arrange what works best for you, your teacher and the students. The purpose of this assignment is to give you practice constructing a lesson plan format from which you teach and to analyze your teaching habits and quirks prior to student teaching in the spring or in another capacity elsewhere. Plan to include each lesson you teach in the pedagogy section of your final portfolio, along with a written reflection for how the lessons went, what you learned through the experience and what you would change if teaching it again.

Feedback from your cooperating teacher, as well as observation notes and lesson plan reflections will be used to assess this portion of your grade. Thorough, thoughtful completion of this assignment will contribute 10% to your grade for the class.

5. Portfolio

Your portfolio should be the most comprehensive collection to date of your thoughts and plans for teaching. (See Certification Requirements in the Student Teaching Handbook to remind yourself of this larger portfolio requirement.) This assignment requires you to draw on all aspects of your preparation to teach and to construct a critical narrative grounded in educational theory, professional dialogues, and your own experiences and perspectives. Your portfolio drafts should clearly locate you in dialogue with others — published theorists, high school students, your SAS, etc. — who have thought about what it takes to be a teacher (i.e., artifacts and reflections should include direct reference to/quotations from these various sources, properly cited). In other words, the portfolio should be a thoughtful, well-supported, analytical narrative that identifies your own key experiences, commitments, and plans for practice and discusses them in the context of assigned and other readings and in conversation with the voices of your dialogue partners. In place of a traditional form of evaluation in which the teacher asks questions to which you must supply answers, the portfolio gives you the opportunity to construct a more individual representation of how you engage with the course materials, reflect on your experiences, and make a case for your preparation based on both.

A note on format: The rough drafts of each section of your portfolio should be completed via Word and sent to Heather on the due date for feedback. Artifacts included with each reflection can be attached to the document or just described if that is easier. For the final version, however, the portfolios will be uploaded and constructed using an online platform such as Wix or google sites so that the final Teaching Portfolio you create will be digital. We will discuss these programs and others like them throughout the semester, but do explore them on your own early on.

The portfolio should include the following components, which we will more clearly define together as a group throughout the semester, as drafts of the different sections are due. Again, each of these should draw on and document your engagement with course readings, your dialogue with your high school student partners, your dialogue with your SAS, your interaction with your cooperating teacher, and any other relevant sources.

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Section I: Autobiography of Learning and Philosophy of Education: This section documents your preparation to teach your subject area up to this point and your emerging philosophy of education. This section should show how your pre-college educational experiences, college coursework, and other relevant experiences both within the subject area in which you are seeking certification and in education have prepared you to teach. Below are a set of concepts/ideas/experiences which are required and should be discussed throughout this first section of your portfolio. This is just the surface, however, and you should feel free to include anything which fits within this topic.

Introduction that outlines contents and illuminates rationale for their inclusion and their order (written last, after you have written all other entries for the section). You might include what initially drew you to teaching and / or what draws you now.

Relevant pre-college educational experiences. Particular examples of readings, assignments, and/or experiences from individual courses

you have completed for your major or the area in which you are seeking certification and how they have prepared you to teach your subject matter.

Overview/list/representation of professional preparation courses (Critical Issues in Education, Educational Psychology, education electives) you have completed and how they have, as a group and a sequence of experiences, prepared you to teach.

A consideration of the variety of Learning Theories and Philosophies we discuss. Be sure to quote directly and demonstrate knowledge of relevant theories you explore.

A draft of your own developing approach to teaching / Philosophy of Education.

Section II: Focus on Learners: This section focuses on students, the roles that culture and identity play in education and the skill of learning from and engaging with students and their perspectives in teaching and learning. Through this section, you also document your own relationship to learning from and with students, and the role student voice will play in your classroom. Below are a set of concepts/ideas/experiences which are required and should be discussed throughout this second section. As with each section, you are welcome to combine concepts and include any other learnings which seem relevant.

Introduction that outlines contents and illuminates rationale for their inclusion and their order (written last, after you have written all other entries for the section). You might offer a conceptual/theoretical/philosophical discussion of the role students will play in your teaching and in the pedagogical and curricular decisions you will make. You might also introduce the dialogue project.

Explore how culture and identity influence teaching and learning. You might offer a definition for what culturally relevant or sustaining pedagogy is, what funds of knowledge means and/or how you define student voice. Explore what of these frames resonate and how they will be incorporated into your practice.

Examples from your own experience as a learner and/or teacher of focusing on and listening to students.

Sample strategies for consulting and listening to students and analyses of when and why they might be appropriate and effective.

Excerpts from your dialogue with your high school student partner and analysis of what you are learning from it (turned in later).

Excerpts from your experience shadowing your student at Cristo Rey and what you gained from that experience (turned in later).

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Section III: Focus on Curriculum: This section offers various strategies for constructing curriculum, integrating and making good use of academic standards at all levels, and understanding what you believe students should learn in your subject area. The connection between curriculum, differentiation, pedagogy and planning should also be considered. See the concepts/ideas/experiences which are required below and feel free to combine and/or add other significant ideas which emerge from your SAS, Field Placement or future plans.

Introduction that outlines contents and illuminates rationale for their inclusion and their order (written last, after you have written all other entries for the section). Include your definition of what curriculum entails and what role it will play in bringing your teaching philosophy to life.

Discussion of relevant standards in your subject area and how you will work with them. Explicit reference to standards and evidence of your knowledge of them should be included in this section.

Analysis of different curricular models and approaches you have explored (including backwards design, differentiation of curriculum, integration, including passions, etc – this may take more than one artifact).

A consideration of the curriculum you will draw from when teaching next semester or the curriculum that is currently in use at your field placement (relevant textbooks, novels, themes, programs used if elementary). Draw on excerpts or images from the curriculum and review it – considering scope, organization, timeline, standards. What do you learn from this curriculum? What is missing?

Outline a 4-6 week unit you will teach in the spring or would like to teach in your placement now. The actual unit will be the artifact. Your reflection should include analysis of the structure, your unit construction process and how it is informed by the arguments you make in bullets 1-3 above.

Section IV: Focus on Pedagogy: This section explores different methods of teaching and stances toward pedagogy, and documents your own beliefs, including the specific strategies that seem relevant and important to you as a teacher. Aspects of pedagogy - including approaches to teaching, classroom management, technology, differentiation, assessment and lesson planning – should be considered. See below for required elements and add/combine when useful.

Introduction that outlines contents and illuminates rationale for their inclusion and their order (written last, after you have written all other entries for the section). Include your definition of what pedagogy is and what role it will play in bringing your teaching philosophy to life. You might also include a metaphor for yourself as a teacher or other representation of your evolving teacher identity.

Critical discussion of classroom environment. You will construct a draft of your management plan and use this as your artifact. Your reflection should consider various classroom management strategies and why you will use particular approaches and not others and how this contributes to / helps foster your ideal classroom environment.

Exploration for how you plans to differentiate instruction, assessment, curriculum and environment based on students’ readiness, affect, interests or learning profile.

Critical discussion of technology in the classroom. Critical discussion of assessment and evaluation – including approaches you plan to use. A collection of lesson plans written by you (the artifact) that reflect (and explicitly identify)

your curricular and pedagogical commitments as articulated in this portfolio (explored in the reflection). This set of 4-5 lessons should correspond to a section of the unit you design in the previous section.

Reflections from the lessons you taught in your placement, including a copy of one of the lesson plans you taught from and notes from reviewing the video of you teaching.

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The portfolio (including the individual drafts and final version) counts for 50% of your grade for the class.

IMPORTANT REMINDER: A revised version of your portfolio (again see Certification Requirements for details) will be reviewed in early January by a member of the Teacher Education Committee and a faculty member in your major department, who represents the subject area in which you are seeking certification. Successful completion of the portfolio is a prerequisite for admission to student teaching.

6. Attendance, Contributions and In-Class Lesson

Because this is your only methods course, it is imperative that you attend all class meetings, complete all assignments to the best of your ability and on time, and participate fully in class discussions and activities. You will also take responsibility for teaching segments of one class session (30-45 minutes) with others in the class. This chance to contribute to lesson leadership is intended to give you a chance to practice teaching a manageable amount to a familiar group in preparation for more extensive teaching in the spring. You and your partner should plan to meet with Heather prior to teaching (in person or online) in order to plan which text you’ll “teach” and what you plan to do. You’ll be asked at the end of your teaching to consider strengths and weaknesses and what you would do to improve the lesson if you were to teach it again. 10% of your grade is based on these forms of active participation.

7. Participation in Career Development Workshops/Setting up Credentials File

Because of the demands of student teaching during the spring semester—it is important that certification candidates do as much preparatory work as possible before student teaching. We recommend that during the fall semester, seniors attend CCPA or LILAC sponsored workshops (e.g., on preparing a résumé, interviewing, etc.), meet with a career counselor to discuss job placement strategies and career goals and update their resume.

SECTION I: YOUR OWN EDUCATION / TEACHER PREPARATION AND PHILOSOPHIES OF ED

September 7: (Moved due to Labor Day) Focus on yourself as a learner and what you bring Introductions and In-Class Writing Activity Initial Questions Discussion of syllabus Workshop on Part I of portfolio Introduction to the Dialogue Project. Kilbane, et al. (2012). What every teacher should know about creating digital teaching portfolios.

Pearson: New Jersey. Pp. 3 and 17-29

September 11: Learning Theory and Developing your own Philosophy of Education Hall, G., Quinn, L. & Gollnick, D. (2016). Introduction to Teaching: Making a Difference in Student

Learning 2nd Edition. Chapter 7: Developing a Philosophy of Teaching and Learning Influential Learning Theories (with a different audience in mind):

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/

September 18: Philosophies of Education: Progressive and Traditional Perrone, Vito. (2000). Chapter 7: Toward a Pedagogy of Understanding. In Lessons for New Teachers. Duckworth, E. (1988). “The Having of Wonderful Ideas” and “The Virtues of Not Knowing.” In The

Having of Wonderful Ideas. New York: Teachers College Press.

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Noddings, N. (1997). Caring (excerpt) in Steven M. Cahn (ed) Classic and contemporary readings in the philosophy of education (pp. 471-476.). New York : McGraw-Hill.

Hollingsworth & Ybarra. Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson. Chapter 2: What is Effective Instruction?.

Design Thinking / STEAM / Makerspace: TBD

September 25: Philosophies of Education: Critical Pedagogy and Social Justice Education Sleeter, C. (Feb, 2014), Scholars Speak Out: Deepening Social Justice Teaching

http://jolle.coe.uga.edu/wp-content/uploads/2014/01/SSO_Feb2015_Template.pdf Lee, E. (2004). “Taking Multicultural, Anti-Racist Education Seriously.” The New Teacher Book. A

Rethinking Schools Publication. (pp. 140-149) Zacko-Smith & Pritchy Smith. (2010). “Recognizing and Utilizing Queer Pedagogy.” Multicultural

Education. The New Teacher Book:

Heather’s Moms Got Married (103) Out Front (111) Creating Classrooms for Equity and Justice (157) Curriculum is Everything that Happens (163)

Subject Area Specialist Meeting

September 29: Cristo Rey Visit – leave HC/BMC at 3:30 and return by 6:00 pm

October 1: DUE - Section I: Autobiography of Learning and Philosophy of Education, 11:59 pm

SECTION II: FOCUS ON LEARNERS

October 2: Identity and Culturally Responsive Teaching Sternberg, R. (2007). Who Are the Bright Children? The Cultural Context of Being and Acting

Intelligent. Educational Researcher 36, 3, 148-155. Moll, L et al. (1992) “Funds of Knowledge for teaching: Using a qualitative approach to connect homes

and classrooms.” Theory into Practice. 31 (2), pp. 132-141. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational

Review, 84, 1 The New Teacher Book:

Building Community from Chaos (67) Creating Chemistry in Sophomore Chemistry (123) Creating a Literate and Passionate Community (131)

October 9: Maintaining High Expectations and Learning from Students Lemov, D. (2010). Teach Like a Champion. Chapter 1: Setting High Academic Expectations Strong, R., Silver, H. F, & Robinson, A. (2001). What Do Students Want (and What Really Motivates

Them)? In Ryan and Cooper (eds.) Kaleidoscope Readings in Education. Boston: Houghton Mifflin Cook-Sather, A. (2009). Learning from the student’s perspective. Boulder: Paradigm Publishers. Intro,

Chapter 1. Chapter 4: Respect, Chapter 5: Responsibility, Chapters 6: Assessing students’ perspectives through three forms of consultation and Chapter 7: Discussion Groups and Questionnaires

Listen to “Intelligence and Culturally Responsive Teaching” Dialogue and transcribe 3-4 salient quotes and post to Moodle.

Subject Area Specialist Meeting

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Friday, October 13: DUE - Section II, Part I: Focus on Learners, 11:59 pm. (Dialogue Project Reflections (shadow and

email exchange) will be included during the end of the semester).

FALL BREAK

SECTION III: FOCUS ON CURRICULUM

October 23: Introduction to “standards,” the Common Core and Planning MacDonald, R. E. (1999). A Handbook of Basic Skills and Strategies for Beginning Teachers. Chapter 4:

Organizing Subject Matter and Planning Lessons. The New Teacher Book:

Standards and Tests Attack Multiculturalism (169) Teaching Controversial Content (199)

Browse the national standards in your subject area: Language Arts/English Standards: http://www.ncte.org/standards Math Standards: http://www.nctm.org/standards/default.aspx?id=58 Social Studies Standards: http://www.socialstudies.org/standards Science: http://www.nap.edu/openbook.php?isbn=0309053269

Read the state standards in your subject area, in the geographic area you’d like to live. Request the standards for your subject where you’ll be teaching next semester. Look over the Common Core standards (math and English): http://www.corestandards.org/ Listen to “Standards and Expectations” Dialogue and post one theme/topic (and related to quote) to

discuss based on student conversation.

October 30: Backward Design and Differentiation Tomlinson & McTighe (2006). Integrating Differentiated Instruction and Understanding by Design.

Chapters 1-5 (pp. 1-58). Request a copy of your teacher’s curriculum, long terms plans, and bring these to class. Meet with your

cooperating teacher if possible. Listen to “Differentiation and Tracking” dialogue and post initial response to what you listened to. Read

each other’s posts and come ready to discuss. Subject Area Specialist Meeting

November 6: Curriculum Construction and Lesson Planning Tomlinson & McTighe (2006). Integrating Differentiated Instruction and Understanding by Design.

Chapter 7: Teaching for Understanding (The WHERETO Framework). Salas et al. (2004). “How Am I Going To Do This?” The New Teacher Book. A Rethinking Schools

Publication. (pp. 84-92) Perrone, V. (2000). Chapter 5: A Place for Passion and Chapter 7: Curriculum Construction In Lessons

for New Teachers. Johnson, L (2005). Teaching Outside the Box. Chapter 4: Preparation, Preparation, Preparation Find out what kind of lesson plans your cooperating teacher and school expect. You will need to write

lesson plans for your school and for our own Education Program requirements. Start by using the template included in the Certification Requirements Handbook. Begin drafting a lesson plan template for next semester’s planning and a curricular overview

Listen to the “Preparation” Dialogue and pick three salient quotes to post on our moodle site.

Sunday, November 12:

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DUE - Section III: Focus on Curriculum, 11:59 pm.

SECTION IV: FOCUS ON PEDAGOGY

November 13: Pedagogy Strategies Perrone, Vito. (2000). Chapter 6: Approaches to Teaching. In Lessons for New Teachers. Cook-Sather, A. (2009). Learning from the student’s perspective. Boulder: Paradigm Publishers.

Chapter 3: Designing Engaging Lessons. Tomlinson & McTighe (2006). Integrating Differentiated Instruction and Understanding by Design.

Chapter 6: Responsive Teaching with UbD in Academically Diverse Classrooms Hollingsworth & Ybarra. Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught

Lesson. Chapter 6: Delivering Information to Students and Chapter 8: Guided Practice. Listen to “Curriculum and Pedagogy” Dialogue – What kinds of teaching strategies seem useful? Based

on students’ perspectives – which activities do you want to be sure you include/do not include? What insights do you gain from our student’s perspectives on your subject area? What activities do you want to be sure you include/do not include? Bring notes to class.

Subject Area Specialist Meeting

November 20: Classroom Environment and Management Perrone, Vito. (2000). Chapter 9 (Developing and Maintaining Productive Classrooms). In Lessons for

New Teachers. Johnson, L. (2005). Teaching Outside the Box. Chapter 6: Discipline is not a dirty word Wasicsko, M. Mark and Ross, Steven M. (2001). “How to Create Discipline Problems.” In Ryan and

Cooper (eds.) Kaleidoscope Readings in Education. Boston: Houghton Mifflin Company. Cook-Sather, A. (2009). Learning from the student’s perspective. Boulder: Paradigm Publishers.

Chapter 2 The New Teacher Book:

o Chapter 4. Discipline: Rescuing the remains of the day when class doesn’t go as planned. Listen to “Classroom Management” Dialogue – how does the dialogue compare to the readings – share

thoughts via a short post on moodle.

November 27: Technology Excerpts from November, Alan. (2010) Empowering Students with Technology. Corwin Press Explore SAMR Find a technological tool or app and bring in an example to share with the class. Listen to “Technology” Dialogue – consider the role technology plays in the classroom. How will /

should the students’ experiences influence teaching? How do they influence your teaching? What are wary of /excited for? Bring notes to class to share.

December 4: Assessment & Evaluation Orlich et al. (2001). Teaching Strategies. Chapter 10: Monitoring Student Success. (pp. 352-387) Oakes, J. & Lipton, M. (2006). Teaching to Change the World. Chapter 6: Assessment. Pages 231-243 Review Tomlinson & McTighe (2006). Integrating Differentiated Instruction and Understanding by

Design. Chapter 5: Assessment (58-82) The New Teacher Book:

Dealing with Standardized Tests (221) Reading Between the Bubbles (227)

Listen to “Assessment and Tests” Dialogue – transcribe 3 salient quotes and post them to Moodle. Subject Area Specialist Meeting

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Saturday, December 9 Final Meeting with Dialogue Students at Haverford

Sunday, December 10 DUE - Section IV: Focus on Pedagogy, 11:59 pm.

December 11: Bringing It All Together – The first day and semester closure Johnson, L. (2005). Teaching Outside the Box. Chapter 5: Start with a Smile The New Teacher Book: Chapter 1: Getting off to a Good Start Portfolio workshop Learning across the semester Preparation for student teaching

Friday, December 15: 11:59 pm DUE: Dialogue Analysis DUE: Section II, Part II: Focus on Learners (Complete artifact/reflection pairs for Shadowing and

Email exchanges)

Friday, December 22: 12:00 noon DUE: Final Portfolio (including an overall introduction to the portfolio, revisions of each section, your

education philosophy and introductions to each section).

Assignments for Winter Break (for student teachers)

Reading: McTighe & Tomlinson (2006). Integrating Differentiated Instruction and Understanding by Design.

Chapter 8: Grading and Reporting Achievement. Kohn, A. (2004). “Grading: The Issue is not Why but How?” in Educational Foundations. The New Teacher Book: Chapter 5: Making Change in the World Beyond the Classroom

Preparation: Map out more fully an overview of units to be taught during student teaching Read through the curriculum/textbook/content you will be teaching in the spring. Complete drafts of as many lesson plans as you can for the early weeks of your student teaching Develop a system for grading for next semester Consider a system for student feedback in your classroom

Professional Organizations: You might consider joining professional organizations in your subject area (the National Council of Teachers of English, the National Council of Teachers of Mathematics, etc.). These are tremendously helpful in networking, offer (sometimes) interesting publications in your field and share info about upcoming conferences and new texts. There are usually membership fees for these, but it is worth it if/when you decide to commit to a career in teaching.

Recommended Reading: Recommended readings are listed below. In addition, each of your Subject Area Specialists will provide resources for you within your specific subject area (be sure to ask if there is something you are looking for).

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Books on Curriculum & Pedagogy Wiggins, G. & McTighe, J. (2005). Understanding by Design. Ryan, K., & Cooper, J. (2004). Those Who Can, Teach. Schultz, K. (2003). Listening: A Framework for Teaching Across Differences. Price & Nelson (2003). Daily Planning for Today’s Classrooms. Gregory & Chapman. (2002). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Levine (2002). A Mind at a Time. Daniels, H., Zemelman, S., & Bizar, M. (2001). Rethinking High School: Best Practice in Teaching,

Learning, and Leadership. Davis, Sumara, & Luce-Kapler. (2000). Engaging Minds: Learning and Teaching in a Complex World. Bransford, et al., (1999). How People Learn: Brain, Mind, Experience, and School. Gardner, H. (1999). The Disciplined Mind. MacDonald, R. (1999). A Handbook of Basic Skills and Strategies for Beginning Teachers. Arends. (1998). Learning To Teach. Ellsworth, E. (1997). Teaching Positions: Differences, Pedagogy, and the Power of Address. Marzano et al. (1997). Dimensions of Learning. Saphier, J., & Gower, R. (2007). The Skillful Teacher Good, T. L., & Brophy, J. E. (1997). Looking in Classrooms. Henson. (1996). Methods and Strategies for Teaching in Secondary and Middle Schools. Kidsvatter et al. (1996). Dynamics of Effective Teaching. hooks. (1994). Teaching to Transgress: Education as the Practice of Freedom.

Books on Ethics, Diversity, and Social Justice Cornbleth, C. (2008). Diversity and the New Teacher: Learning from Experience in Urban Schools.

New York: Teachers College Press. Teel, K., & Obidah, J. (eds.). (2008). Building racial and cultural competence in the classroom:

Strategies from urban educators. New York: Teachers College Press. Sadker & Silber (eds.) (2007). Gender in the Classroom: Foundations, Skills, Method, and Strategies

Across the Curriculum. Ayers, W. (2004). Teaching Toward Freedom: Moral Commitment and Ethnical Action in the

Classroom. Delpit & Dowdy (Eds.). (2002). The Skin That We Speak: Thoughts on Language and Culture in the

Classroom. Darling-Hammond, French, & Garcia-Lopez (2002). Learning to Teach for Social Justice. Noddings (2002). Educating Moral People: A Caring Alternative to Character Education. Landsman, J. (2001). A White Teacher Talks About Race. Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lee, Menkart, & Okazawa (Eds.) (1998). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-

Racist, Multicultural Education and Staff Development. Adams et al. (1997). Teaching for Diversity and Social Justice: A Sourcebook. Tatum, B. (1997). “Why Are All the Black Kids Sitting Together in the Cafeteria?” and Other

Conversations About Race. Christensen & Bigelow (eds.) (1994). Rethinking Our Classrooms: Teaching for Equity and Justice. Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San

Francisco: Jossey-Bass.

Readings on Elementary Education: Elkind, David. 2007. The Power of Play. Cambridge, MA: Da Capo Press. Kirp, David. 2011. Kids First. NY, NY: Public Affairs, Perseus Books Group.

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Focusing a New Lens: STEM professional development for early education and care educators and programs. http://www.communityinclusion.org/ecs/stem/

Bowman, T., Donovan, M., & Burns, M., (Eds.) 2001. National Research Council Eager to Learn: Educating our Preschoolers. Washington, D. C.: National Academy Press. (Chapter 4)

Edwards, C., Gandini, L., Forman, G. 1998. The Hundred Languages of Children, 2nd Edition. Greenwich, CT: Ablex Publishing Company. (Chapters 9, 13, 3)

Bredekamp. S. & Copple, C. (Eds.). 1997. Developmentally Appropriate Practices in Early Childhood Programs. Washington DC: NAEYC.

Helburn, S. & Bergmann, B. 2002. America’s Childcare Problem: The Way Out. New York, NY: PALGRAVE tm.

Hill, L., Stremmel, A., & Fu, V. 2005. Teaching as Inquiry: Rethinking Curriculum in Early Childhood Education. Boston, MA: Allyn and Bacon.

Koralek. D. Ed. 2004. Spotlight on Young Children and Play. Washington, D. C.: NAEYC. Phillips. Amy (Ed.). 1996. Playing for Keeps: Supporting Children’s Play. St. Paul, MN: Redleaf Press. Santrock. J. 2007. Children. 9th Edition. Boston, MA: McGraw Hill. Koralek, D. Ed. 2003. Spotlight on Young Children and Math. Washington, DC: NAEYC.

Books on Students’ Experiences and Perspectives: Rudduck, J., & McIntyre, D. (2007). Improving Learning through Consulting Pupils. London:

Routledge. Thiessen, D., & Cook-Sather, A. (2007). International Handbook of Student Experience in Elementary

and Secondary Schools. Dordrecht, The Netherlands: Springer Publishers. Beaudoin, N. (2005). Stepping Outside Your Comfort Zone: Lessons for School Leaders. “Giving

Students a Voice” (pp. 77-106). Arnot et al. (2004). Consultation in the Classroom: Developing Dialogue about Teaching and Learning. Flutter, J., & Rudduck, J. (2004). Consulting Pupils: What’s In It for Schools? Cruddas, L, & Haddock, L. (2003). Girls’ Voices: Supporting Girls’ Learning and Emotional

Development. Cushman et al. (2003). Fires in the Bathroom Rubin, B. & Silva, E. (2003). Critical Voices in School Reform: Students Living through Change. Easton, L. B. (2002). The Other Side of Curriculum: Lessons from Learners. Nagle, J. P. (2001). Voices from the Margins. The Stories of Vocational High School Students. Shultz, J. & Cook-Sather, A. (2001). In Our Own Words: Students’ Perspectives on School. Wilson, B. L., & Corbett, H. D. (2001). Listening to Urban Kids: School Reform and the Teachers They

Want. Faber & Mazlish (1980/99). How to Talk So Kids Will Listen and Listen So Kids Will Talk. Weis, L. & Fine, M. (1993). Beyond Silenced Voices

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