William James

Secondary Methods for Teaching Diverse Students - Ed 366

King’s College

Fall, 2008

Tuesdays & Thursdays

Instructor: A. Keith Dils, Ed.D.

Office: 219 Administration, 208-5900 ext. 5385. Office Hours 9:00-11:00 M-Th or by appointment.

Website: http://staff.kings.edu/kdils/

Course Description: Designed to assist middle and secondary school content teachers to develop their abilities in instructional planning and instructional delivery concerning diverse students. Students will publish web-based units to the Internet. This will be done not only to demonstrate the teacher candidates' ability to use the latest interactive technology, but to also demonstrate their ability to apply course readings and to design learning experiences that are likely to promote learning for diverse learners. Rather than promoting the use of specific technologies or software programs, the technology-based projects are intended to provide teacher candidates with learning experiences that encourage the application of principles that can be applied in all teaching settings (with or without the specific technology used in class).

Objectives: Students will be able to describe the essential principles of teaching and learning. Students will be able to identify the needs of diverse student populations and to describe appropriate pedagogical methods for satisfying those needs. Students will be able to analyze instructional problems and communicate potential solutions via discussion, formal papers, and digital technologies. Students will be able to apply the concepts covered in the class to mock teaching situations. Students will demonstrate ability to plan to accommodate lessons in order to lead diverse learners to reach stated learning objectives.

Pennsylvania Department of Education Program Standards:

Students will be introduced to the following:

Methods and issues of assessment
Instructional Methods in the various subjects
Planning Instruction
Managing instructional environment
Technology
Professionalism
Effective Communication with various constituents

Project Aligned with NCATE and Individual SPA Program Standards

Standard 4: Instructional Strategies
Standard 7: Instructional Planning
Standard 8: Assessment
Standard 10: Collaboration

INTASC Standards (INTASC Standards found here: http://www.ccsso.org/content/pdfs/corestrd.pdf):

Click here for a grid that maps this course's learning experiences with INTASC standards

Grading:

1. 10%=Class Participation

-Students should read the assigned pages prior to class and be prepared to discuss the contents (please bring books to class). Much of the course will be taught in a "student-centered" fashion. Success of the class can depend on the quality of each student's participation. Therefore, the quality of participation will be judged. Demonstrate that you are doing the readings.

-Each unexcused absence (i.e., absences other than serious personal illness, family emergency, participation in college sanctioned activities, or another such compelling cause supported by WRITTEN DOCUMENTATION) will result in a 10% reduction of your classroom discussion grade.

-Unprofessional conduct (e.g., walking in late to class, failing to be productive in in-class learning activities, etc.) will result in a grade reduction in this area.

2. 5% = Diversity guest speaker/video case study reflection paper (click here for assignment grading criteria/scoring rubric option I) or (click here for assignment option II) Due third class after presentation (King's Proficiencies 2.2, 2.3, 3.1)

3. 20% = Web-based unit - Click here for previous student examples - see below grading rubrics used to determine project grade

Design 3 web-based lessons centered around one topic. The topic is to be based on a PA State Standard in your discipline (click here for standards) (King's Proficiency 1.1). The lesson will be posted online (King's Proficiency 1.2). It will be a usable lesson (rather than a lesson plan). The lesson is to follow the model found online at: http://www.kings.edu/kdils/InteractiveLessonPlanner/PointAtoPointBIndex.htm (King's Proficiencies: 1.2, 2.1, 3.3, 4.2). Teach one lesson to the class (King's Proficiency 1.3, 4.1).
Create a Portfolio page that houses links to artifacts from your course experiences and field experiences and to reflections describing how they exemplify your meeting the INTASC standards
Create a resource page with links to resources that will help you teach diverse students (King's Proficiency 5.1)
Create a page that will facilitate your communication with diverse parents (King's Proficiencies 3.1, 3.2)
Create a page with links to professional development websites (e.g., the National Council in your discipline) (King's Proficiency 5.1)
The following to be done in class: place technology work into a web-based, electronic portfolio - click here for instructions for in class assignment
Grading Rubrics (Based on SPA standards found http://www.ncate.org/institutions/programStandards.asp?ch=4):
Scoring Tool
Note: After the instructor submits student data to IITS, students may upload and edit their own sites by going to http://education.kings.edu/%username% (change the "%username%" to their name). The password is the student network password.

4. 15%=Midterm exam

Possible essay: Critique your best lesson from the Web-based unit by using the INTASC standards, the Principles of Teaching, and the Readings from J. Barzun, and John Dewey
- For the grading rubric (aligned with INTASC), please click here
  - Click here for grading instrument

5. 15%= Accommodations Project - expand one of the web-based interactive lessons to include accommodations that meet the needs of three different students with three different special needs (King's Proficiencies 1.1, 1.2, 2.1, 2.3, 3.1 and PDE Special Needs Standards).

Grading Rubric

Work Sheet/Graphic Organizer Tips

Scoring Tool

6. 15%=Final - Application of the essential principles covered in this course to the teaching of reading to secondary students/secondary literacy skills.

Take Home Final Grading Rubric (Concerning final lesson and two articles to be read) (King's Proficiencies 2.2, 2.3, 3.1 and PDE standards concerning literacy skills)

7. 20%= ELL Service Learning Project - Application of the essential principles covered in this course to the development of a Website housing ELL interventions, and collaboration with an in-service teacher and parent of ELL student to use the intervention

Letter to Cooperating Teacher

100%-95% = A, 94%-90%=A-, 89%-88% = B+, 87%-84%=B, 83%-80%=B-, 79%-78% = C+, 77%-74%=C, 73%-70%=C-, 69%-60% = D, 59% = F

Note:

Formal Acceptance to King's Teacher Education Program

The Commonwealth of Pennsylvania requires teacher education programs to implement standards for formal acceptance into a teacher education program. The following GPA and Praxis requirements are used by King's College:

3.0 Overall GPA
Pass Praxis I PPST's (Reading, Writing, Mathematics exams) by the middle of your third year (Prior to EDUC 350 Pre-professional field experience).
Take Praxis II during student teaching. The Praxis II for secondary certification is one exam. This is the exam measuring your content knowledge. (Note: Those seeking to become "social studies teachers," the exam to take is the "Citizenship Exam." This will allow you to be certified to teach history, government, economics, world cultures, etc. It will NOT certify you to teach sociology, psychology, or anthropology. To earn that certification, you may then also take the "Social Studies" exam and complete PDE documentation to "add on" this certification. See Education Chair for details).
Students must meet the above minimum GPA requirements, pass the Praxis I, and complete the "Application for Admission to Teacher Education Program Candidacy" to formally enter the teacher education program, register for student teaching, and apply for Pennsylvania teacher certification regardless of when they entered King’s College.
Students are also expected to be developing a portfolio housing teaching artifacts that exemplify their meeting INTASC standards for teaching. These developing portfolios are to be brought to your education advisor during pre-registration every semester so that your progress can be assessed.

Required Reading:

Barzun, J. "Teacher in America"

Landsman, J and Lewis, C.W. (Eds). "White Teachers/Diverse Classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism."

John Dewey, How We Think found online at:

http://www.brocku.ca/MeadProject/Dewey/Dewey_1910a/Dewey_1910_o.html

ELL: http://www.tesol.org/s_tesol/index.asp

PDE Standards for Special Needs and ELL: http://www.teaching.state.pa.us/teaching/lib/teaching/ELLandAdaptationsAccommodations5-5-08.pdf

Additional reading assignments:

(may be done online). See below and course outline for reading assignments.

Online Course on How to Teach Reading in Secondary Education: http://eric.indiana.edu/reading.

Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice: https://www.tcs.ed.state.pa.us/forms/430_FINAL.pdf

FrontPage Tutorials

King's College Teaching Observation Evaluation Form - click here

Course Outline:

WEEK 1

Problem of teaching: Case Study

Tuesday

What are the problems concerning teaching diverse students? click here for first lesson

Thursday

Read Barzun "Teacher in America" sections 1 (Profession: Teacher), 2 (Pupils Into Students), and 3 (Two Minds, One Thought) and be prepared to discuss: a) What is the difference between education and teaching? b) What does he mean by "big words and little work?" c) "Only thing worth teaching is a principle" d) What is "hokum?" c) What are his principles of teaching?
Are any principles recognized and valued by all people?
principles of learning
http://www.intime.uni.edu/

WEEK 2

Tuesday

Read Barzun "Teacher in America" sections 4 (How to Write and Be Read), 5 (How to Write and Be Right), and 6 (Let x Equal...)
How can Barzun be applied to teaching diverse students

Theories of Teaching

Thursday

Click here for lessons to analyze

WEEK 3

Tuesday

Lesson Planning

http://staff.kings.edu/kdils/InteractiveLessonPlanner/PointAtoPointBIndex.htm

WEEK 4

Tuesday September 30, 2008 - No Class, instead click on the following links and watch the following videos in order to answer the following questions. Bring your answers to the next class and be prepared to discuss.

Interactive Online Video Analysis of the use of the Interactive Lesson Planner

1. What is the purpose of this "Bell Ringer?"................... How does this Bell Ringer build on students' prior knowledge? ..................... Describe a Bell Ringer that follows this model (i.e., build on prior knowledge, get students' attention, get students actively involved) and describe how you could apply it to a lesson you would possibly teach when student teaching.

View the following clip of a "bell ringer" and answer the questions above: http://staff.kings.edu/kdils/FastTrackCert/Video/BellRingerWindows.wmv

2. What type of questions did the instructor use?............................How were visuals used to scaffold student responses?........................................Describe the visuals and questions you would use for a lesson you would likely teach during student teaching.

View the following clip of an "input" and answer the questions above: http://staff.kings.edu/kdils/FastTrackCert/Video/QuestioningWindows.wmv

3. What things did the instructor do to structure the activity and to maintain classroom management?............................How was the instructor able to differentiate instruction (i.e., provide multiple pathways for learning)?........................................How did the instructor close the activity?.........................Describe what questions you would provide cooperative learning groups and how you would keep the students on-task and accountable for a specific lesson you would be likely to teach when student teaching.

View the following clip of a "practice/application part of a lesson" and answer the questions above: http://staff.kings.edu/kdils/FastTrackCert/Video/CooperativeLearnWindows.wmv

4. Describe whether you think following the Interactive Lesson Planner Click here to view the Interactive Lesson Planner by using a Bell Ringer, Input (with questions and visuals), Group Activity (or other Practice or Application Activity) and Closure in one lesson is an effective way to differentiate instruction and to reach the diverse students you are likely to teach. Be sure to defend your answers with reasons WHY.

Thursday - using pictures for Bell Ringers/Ant. Sets, Asking questions

WEEK 5

Tuesday -Due: 3 lesson plans. Plans will then be placed onto the Internet during lab.

3 web-based lessons centered around one topic. The topic is to be based on a PA State Standard in your discipline (click here for standards). The lesson will be posted online. It will be a usable lesson (rather than a lesson plan). The lesson is to follow the model found online at: http://www.kings.edu/kdils/InteractiveLessonPlanner/PointAtoPointBIndex.htm.

Thursday

Lab

FrontPage Tutorials

WEEK 6

Tuesday

Lab

Thursday -

Lab

WEEK 7

Input

A. http://staff.kings.edu/kdils/StudentWork/morgandills/lesson_plan_1.htm

vs.