MSU-Billings
College of Education & Human Services
EDUCATIONAL THEORY AND PRACTICE
SUMMER 2004
DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL:
OFFICE: ED271 OFFICE
HOURS: Mondays and Thursdays
REQUIRED TEXT: Ovando, C.,
Collier, V., & Combs, M. (2003, 3rd Ed.). Bilingual and ESL
Classrooms: Teaching in Multicultural Contexts. New York:
McGraw-Hill.
OPTIONAL TEXT(S): Reyhner, Jon (3rd ed.). (1994). Teaching American Indian Students. Norman, OK: University of Oklahoma Press.
Gilliland, Hap (4th ed.) (1999). Teaching the Native American. Council for Indian Education.
COURSE DESCRIPTION:
Provides
a basic background for multicultural and bilingual teaching. Includes foundations and emphasis on the development of bilingual
education, the development of minority group children, sociolinguistic and
psycholinguistic issues, and the variety of program responses to addressing the
needs of minority group children.
Also include a theory-into-practice component which explores curricular
approaches to the specific subject areas.
1. Attain higher levels of personal achievement in understanding ESL/bilingual/ multicultural students
2. Learn and practice on-line small group facilitation
3. Provide limited direct experiences and experimentation with teaching of minority group students
4. Research, collect and organize instructional resources, ideas and activities pertinent to teaching ESL/bilingual/multicultural students
5. Study curriculum materials that define and assess learner goals; include content, skills and thinking; guide the selection of materials and resources; and help develop assessment processes.
6. Develop an understanding and appreciation for the importance of individualization in the development of the whole person.
Student
Objectives
1. TSW understand the basic vocabulary and current critical issues of ESL, bilingual, and multicultural education as evidenced by weekly assignments, threaded discussion responses and PowerPoint presentations.
2. TSW be able to facilitate small group discussions as evidenced by being a facilitator for one of the course threaded discussions.
3. TSW apply his/her learned pedagogical knowledge by working with minority students and writing self-reflection papers about his/her experiences.
4. TSW identify at least five teaching strategies and/or classroom management strategies for working with ESL/bilingual/multicultural students as measured by their response to a weekly assignment question.
5. TSW work individually or collaborately within a small group to produce lesson plans for classes with ESL/bilingual/multicultural students.
6.
TSW use computer technology (sending files,
threaded discussions, internet exploration and research, and PowerPoint) and
how to relate these to elementary classrooms as evidenced by class assignments.
In this matrix, bolded items will produce a product suitable for the student’s Working Portfolio. Items in italics will be covered in the course.
|
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic
Competence |
|
1.1 Individual
Development |
a.
Understand
theories and levels of human development. |
a.
Apply
theories of human development when planning educational practice. |
a.
Provide
opportunities that support all students’ intellectual, personal, and social
development. |
|
1.2 Learning |
a.
Understand how
all students learn b.
Understand how
students may differ in their approaches to learning. c.
Understand individual
and group motivation and behavior. |
a.
Apply
theories of learning when planning educational practice. b.
Apply
various instructional strategies to meet diversity among students when
planning educational practice. c.
Apply
theories of motivation and behavior when planning educational practice. |
a.
Provide
opportunities that support all students’ intellectual, personal, and social
development. b.
Create
instructional opportunities adapted to students’ differences in learning. c.
Create a
learning environment that encourages positive social interaction and active
engagement in learning and self-motivation. |
|
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic
Competence |
|
2.1 Ethics and Moral Development |
a.
Understand the
development of ethics and morality at the level of the individual. b.
Understand the
ethical, cultural, and societal issues related to technology. |
a.
Apply
considerations of ethics and moral development as they relate to professional
studies. b.
Practice
responsible use of technology. |
a.
Incorporate
ethics and moral principles in educational practice. b.
Incorporate
ethical and responsible use of technology into educational practice. |
|
2.2 Diversity |
a.
Understand diversity
as it relates to professional practice. |
a.
Apply
knowledge of diversity in planning professional practice. (lesson plan) |
a.
Respond to
issues of diversity in professional practice. |
|
2.3 Historical, Philosophical, Legal, Social, and Political Foundations |
a.
Understand
the historical, philosophical, legal, social, and political concepts that
form the foundation of educational policies and practices. |
a.
Analyze the
historical, philosophical, legal, social, and political concepts that form
the foundation of educational policies and practices. |
a.
Incorporate the
historical, philosophical, legal, social, and political concepts that form
the foundation of educational policies and practices. |
|
2.4 Social Consciousness and Service |
a.
Understand the
role of volunteerism and community involvement. |
a.
Show evidence of
community service. |
a.
Foster student
participation in the community. |
|
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic
Competence |
|
3.1 Discipline Content |
a.
Understand the
structure of content area disciplines and key concepts. b.
Understand the
content area tools of inquiry. c.
Understand how disciplinary
content can be modified for teaching. |
a.
Gain a
repertoire of disciplinary knowledge that supports conceptual understandings.
b.
Demonstrate
an ability to investigate areas of inquiry within a discipline. (PowerPoint) c.
Select and
organize into lesson/unit formats appropriate content for P-12 students. (lesson plan) |
a.
Develop a
process for keeping current in content knowledge. b.
Develop a
process for keeping current in unique areas of inquiry. c.
Analyze and
adapt appropriate content knowledge. |
|
3.2 Instructional Practices (Pedagogy) |
a.
Understand
pedagogical research regarding “best practices” in teaching and learning. b.
Understand
a range of pedagogical strategies. c.
Understand the
impact of classroom grouping choices. d.
Understand
the use of computer technologies for personal learning. |
a.
Recognize
“best practices” during classroom observations. b.
Plan
and create activities, lessons, and units that integrate a range of
pedagogical strategies. (lesson plans) c.
Develop
classroom learning experiences that utilize a variety of student grouping
arrangements. d.
Organize and
develop activities and lessons in which computer technologies are integrated
to enhance student learning. |
a.
Employ “best
practices” while engaged in professional practice. b.
Analyze learning
situations and adapt pedagogical strategies in professional practice. c.
Use appropriate
grouping strategies in professional practice.
Implement teaching and learning activities in which computer
technologies are used to enhance learning. |
|
3.3 Curriculum Planning
and Implementation |
a.
Understand a
range of curriculum theories. |
a.
Develop
lesson and unit plans that reflect a range of curriculum theories (lesson plans) |
a.
Analyze the
classroom setting and lessons and adapt for effectiveness in professional
practice. |
|
3.4 Assessment |
a.
Understand
that a variety of assessment strategies can be adapted to meet needs of
learners and curriculum models. b.
Understand how
technological tools can assist in assessing student learning. |
a.
Develop
formal and informal assessment strategies that reflect student learning and
the planned curriculum model. b.
Develop
technology-based assessment strategies. |
a.
Analyze and adapt
a variety of assessment processes in professional practice. b.
Apply technology
to facilitate a variety of evaluation and assessment strategies. |
|
|
Level I: Emerging
Competence |
Level II: Developing Competence |
Level III: Basic
Competence |
|
4.1 Collegiality |
a.
Develop
collaborative learning relationships with other candidates. b.
Understand how
one’s actions affect others. |
a.
Understand the
process of collaboration with professionals, students, and parents. |
a.
Practice
strategies for collaboration and professional relationship building. |
|
4.2 Self-Reflection |
a.
Understand the
importance of self-reflection for personal and professional development. |
a.
Reflect on professional and personal practice (self-reflection). |
a.
Adjust personal
and professional practice based on self-reflection. |
|
4.3 Professional Development |
a.
Display an
interest in and commitment to their education. |
a.
Understand the need
and methods for engaging in ongoing professional development. b.
Become involved
in professional activities outside the unit. |
a.
Demonstrate
commitment to lifelong learning. b.
Seek out
opportunities for professional growth. |
|
4.4 Dispositions |
a.
Understand the
dispositions of a professional. b.
Understand that
technology can be used to collaborate and interact with other candidates. |
a.
Demonstrate the
dispositions of a professional in academic activities with other candidates
and professionals. b.
Use
computer technologies to collaborate with other candidates and professionals. (Threaded Discussions & Webliography) |
a.
Demonstrate the
dispositions of a professional in the education field. b.
Apply
collaborative technologies in order to nurture student learning. |
COURSE
POLICIES:
Accommodations: Please contact me to discuss any special needs and to agree upon necessary accommodations including any cultural considerations.
Late assignments will have 5 points per week deducted from the total score received on that assignment (drafts will lose 3 points if late). Revisited PowerPoint presentations will lose 5 points and must be turned in one week after they are returned. Threaded discussions cannot be made up; you will only receive the number of points accumulated during the threaded discussion time windows.
1. (64 pts.) Attendance and Class Participation (Chapter Discussions)
2. (68 pts.) Chapter Assignments
2. (40 pts.) Critical Issue PowerPoint Presentation (II:3.1b)
3. (50 pts.) Lesson Plan I/Practice Teaching/Journal Self
Reflection (II:2.2a; II:3.1c;
II:3.2b; II:3.3a; II:4.2a)
4. (20 pts.) Alternate Lesson Plan II (II:2.2a; II:3.1c; II:3.2b; II:3.3a)
5. (30 pts.) Threaded Discussion-15 total pts. (5 per
one-week period) http://www.quicktopic.com/27/H/yeNRi9C3q8M
6. (20 pts.) Website
Critiques-Internet Site Exploration and Webliography (II:4.4b)
7. ( 8 pts.) Student Feedback on PowerPoint and Lesson Plan I
B 252-275 pts.
C 228-251 pts.
D 204-227 pts.
June 14 Course Overview/Small Group Facilitation
June 15 Chapter 1-Students
Practice Threaded Discussion starts
June 16 Chapter 2-Policy and Programs
June 17 Chapter 2 cont.
Practice Threaded
Discussion ends
June 21 Chapter 3-Teaching
Threaded Discussion #1 starts Actual web address: http://www.quicktopic.com/27/H/Mi2Cewkj3gLQS
Websites Critiques
due on SSF Webliography
June 22 Chapter 3 cont.
June 23 Chapter 4-Language
June 24 Chapter 4 cont. (Independent Study)
June 28 Chapter 5-Culture
Threaded Discussion #1 ends; Threaded Discussion #2 starts:
http://www.quicktopic.com/27/H/WrUXBjdYkTwm
Draft
PowerPoint due in SSF
June 29 Chapter 5 cont.
June 30 Chapter 6-Mathematics and Science
Student Comments on each
PowerPoint due to classmates
July 1 (Independent Study)
July 6 Chapter 7 Social Studies
Threaded Discussion #2 ends
Draft Lesson Plan I due in SSF
July 7 Chapter 8 – Assessment and Evaluation
Threaded Discussion #3 starts http://www.quicktopic.com/27/H/wZUFx9Xcjcnxs
Final PowerPoint due in SSF
July 8 Chapter 9-Bilingual Special Education
Student Comments on each Lesson Plan I due to
classmates
July 12 Chapter 9 – Bilingual Special Education
Final Lesson Plan I due in SSF
July 13 Chapter 10 – School and
Community
July 14 Schooling Options (
Threaded Discussion #3 ends
Final Lesson Plan II due in SSF
July 15 (Independent Study)
July 16 Course Summary and Conclusions
Final Self-Reflection of Practice Teaching due
Instructions for putting documents in Student Shared Folder
ALL COURSEWORK WORK MUST BE HANDED IN BY July 16th TO RECEIVE ANY CREDIT!