College of Education






DR. SUSAN C. BARFIELD                                   PHONE:  (406) 657-2316


E-MAIL:                   OFFICE:  ED 271


OFFICE HOURS:       Tuesdays and Thursdays, 7:30-8:15 a.m., 10:30 a.m.-noon

        (also by appointment)  



REQUIRED TEXT: Kellough, R. D. (2011).  A Resource Guide for Teaching K-12 (6th ed.). Boston: Pearson.





Introduces pre-service teachers to the various historical, philosophical, psychological, sociological and developmental concerns in designing school curricula.  Philosophies of and practical strategies for integration of computer technologies into curricula are explored.





To assist pre-service teaching candidates in developing attitudes, knowledge, and skills to become excellent teachers




1.      Describe the meaning of the phrase “teachers as a reflective decision maker”

2.      Demonstrate competence in using standard classroom tools for teaching

3.      Describe the meaning and give an examples of sequenced consequences as used in response to inappropriate student behavior

4.      Demonstrate an understanding of the rationale for planning for instructions, the levels of planning, and the components of a total instructional plan.

5.      Demonstrate an understanding of the significance of a planned unit of instruction and the concept of planning curriculum and instruction.

6.      Develop skill in the use of questioning

7.      Explain the advantages and disadvantages of various ways of grouping students for quality learning

8.      Demonstrate when and how to use inquiry for student learning

9.      Demonstrate an understanding of the purposes and importance of assessment in teaching and learning

10.  Articulate the link among teaching, learning, and assessment

11.  Identify and demonstrate using Montana curriculum standards for planning lessons


COE-INTASC Standards

Professional and Pedagogical Development

Standard 1: Content Pedagogy

            The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches as well as the historical-legal-philosophical foundations of education.  The teacher creates learning experiences that make these aspects of subject matter meaningful for students.


Standard 2: Student Development

            The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.  MSU Billings teacher education candidates understand differences among groups of people and individuals. In the context of human similarity, candidates are aware of United States and global diversity, respect and value differences, recognize that students and their families may hold different perspectives and strive to meet individual student needs. (MSU Billings definition of diversity, 2001)


Standard 3: Diverse Learners

            The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  Montana educators understand and teach with attention to the cultures of Montana Indian nations.


Standard 4: Multiple Instructional Strategies

            The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.


Standard 5: Motivation & Management

            The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.


Standard 6: Communication & Technology

            The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.


Standard 7: Planning

            The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.


Standard 8: Assessment

            The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.


Standard 9: Reflective Practice: Professional Development

            The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.  MSU Billings teacher candidates demonstrate professional dispositions both on and off campus.


Standard 10: School & Community Involvement

            The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.




Accommodations:  Please contact me to discuss any special needs and to agree upon necessary accommodations, including any cultural considerations

Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact Disability Support Services (DSS) as soon as possible to ensure that such accommodations are implemented in a timely fashion. Please meet with DSS staff to verify your eligibility for any classroom accommodations and for academic assistance related to your disability. Disability Support Services is located in the Academic Support Center. 

  • Main Campus, 657-2283 (voice/tty) and 657-2159 (voice/tty/video phone) 8 a.m. - 5 p.m.  

Late assignments will have 5 points per week deducted from the total score received on that assignment.  Revisited papers will lose 5 points and must be turned in one week after they are returned.  Due to the large amount of spam on my computer, all email correspondence should include the class and section, your name, and the subject in the SUBJECT area of the email message (ex: SUBJECT: “EDU 221-800 Smith Tech. #1”)


Academic Misconduct: Academic misconduct includes all acts of dishonesty in any academically related matter, including cheating, plagiarism, fabrication, or misrepresentation.  If a student commits an act of academic dishonesty, the instructor may take any of the following actions:  verbal or written reprimand, grade of F on an assignment or grade of F in the course.

Professional Behavior: When a student is participating in an online course, he/she is expected to behave as a professional teacher would, including “netiquette.”





____ 1. (10 @ 10 pts. each = 100 pts.) THREADED DISCUSSIONS (10 pts. per discussion)

            (INTASC #1, #4, #6)


____ 2. (2 @ 10 pts. each = 20 pts.)  THREADED DISCUSSION FACILITATION

            Students will facilitate two threaded discussions.

(INTASC #1, #4, #5)



            (INTASC #9)


____ 4. (40 pts.) SMART BOARD PROJECT

            Students will design a content-specific SMART Board project.

            (INTASC #1)


____ 6. (4 @ 20 pts. each = 80 pts.) LESSON PLANS

Students will develop three lesson plans (traditional teaching model, non-traditional, and content-specific). Final lesson plan will be a revised one of the three using Evidence of Professional Growth (EPG) data.

            (INTASC #1, #2, #3, #7, #8)  

ETP Lesson Plan Format form-Teaching Model forms: Traditional, Multiple Intelligences, Learning Cycle, The Five E’s, Conceptual Change

Traditional Lesson Plan example   Multiple Intelligences Lesson Plan example  Learning Cycle Lesson Plan example  Five E's Lesson Plan example


____ 7. (30 pts.)   PRAXIS II – TUESDAY, APRIL 24TH 10:00-11:50 A.M. Cisel 012.

                (INTASC #1)


GRADING                A         285-300 pts.

A-                276-284 pts.

B+       268-275 pts.

B         260-267 pts.

B-        252-259 pts.

C+       244-251 pts.

C         236-243 pts.

C-          228-235 pts.

D+       220-227 pts.

D         212-219 pts.

D-          204-211 pts.

F          below 203 pts.

Billings Curricula (Grade K, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6)


Jan       17        Course Overview

                        Lesson Planning (ETP Format)

                        (all students attend on campus)


            24        Chapter 1 – Today’s Schools

Practice Threaded Discussion

Lesson Planning (Teaching Models)

(all students attend on campus)


            31        Chapter 2 – Teacher Professional Responsibilities

Threaded Discussion A

ETP Lesson Plan (Traditional Model)-Elementary Level

(all students attend on campus)


Feb        7        Chapter 3 – Classroom Learning Environment

                        Threaded Discussion B

(all students attend on campus: Music 12:10 p.m., Art 12:40 p.m., P.E. 1:10)


14       Chapter 4 – Curriculum: Selecting and Setting Learning Expectations

Threaded Discussion C

ETP Lesson Plan (Teaching Model other than Traditional)-Middle School Level


21        Chapter 5 – Planning the Instruction

Threaded Discussion D

(all students attend on campus: Music 12:10 p.m., Art 12:40 p.m., P.E. 1:10)


             28       Chapter 6 – The Use of Questioning

                        Threaded Discussion E

                        Content Specific Lesson Plan-High School Level                 


Mar      13        Chapter 7 – Thinking Curriculum

                        Threaded Discussion F                   

(all students attend on campus-COE: Music 12:10 p.m., Art 12:40 p.m., P.E. )


            20        Chapter 8 – Mastery Learning and Differentiated Instruction

                        Threaded Discussion G


27        Chapter 9 – Organizing and Guiding Student Learning Groups

            Threaded Discussion H

            Classroom Visitation Journal due


Apr        3        Chapter 10 – Assessing and Reporting Student Achievement

                        Threaded Discussion I


            10        Chapter 11 – Professional Development

                        Threaded Discussion J

                        SMART Board Project due

                        (all students attend on campus Cisel 012,  12:10-1:40 p.m.)

            17         NO CLASS (Postponed until Finals Week, April 24th 10:00 a.m. (Cisel 012)

Modified Lesson Plan due in D2L DROPBOX (containing Evidence of Professional Growth-EPG)

24            Course Assessment - PRAXIS II 

                        (all students attend on campus Cisel 012,  10:00-11:50 a.m.)


updated on 4/11/12