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Revised Fall Edis 5010
Revised Fall Edis 5010
Elementary Education and Special Education Fall, 2013 Monday, 6:00-9:00 pm, Dell 2 Room 101 (Class term 9/2-12/6) Emily Liebtag, M.Ed. (919) 357-2350 (cell) eliebtag@virginia.edu As needed, by appointment
Office Hours:
Course Description: This course will provide students with an opportunity to investigate, reflect upon, and critically analyze key elements of the elementary and special education classroom. Throughout the semester, each class will be built around one or more of the following four essential questions: Who do we teach?; Where do we teach?; What do we teach?; and How do we teach? Within each of these core areas, a specific emphasis will be paid to effective classroom organization, management, strategies, and routines. Course Learning Model: Think (learn and question info) Act (apply what you learn/case study) Share (reflect and share out)
Course Objectives
By he conclusion of the semester, students in 5010 will: Know: The names and general details of varied models of instruction Basic elements (including key vocabulary related to) Curriculum, Instruction, Understanding by Design (UbD), and Differentiated Instruction (DI) The general details of varied approaches to classroom management/behavior management Basic principles of assessment Understand that: Contemporary classrooms are populated by a wide range of diverse learners, all of who deserve to be challenged, respected, and seen as multi-faceted individuals (more than just a student representing any racial, ethnic, language, or academic achievement group). Teachers consciously (and unconsciously) reveal their beliefs about learning, teaching, and the value of student contributions from such things as the language they use (discourse), the ways they organize the classroom, and the types of activities they provide to students. There are links between physical (and emotional) spaces and students and teachers behaviors.
Organizing the content of what we teach by using systematic logic (backwards design) increases the likelihood that unit goals, assessments, and daily lessons are aligned and meaningful. Curriculum, instruction, and assessment are integrally linked elements of any classroom.
Be able to: Consider how the many ways in which classroom contexts can be viewed from diverse students perspectives. Read, interpret, and unpack Virginia Standards of Learning standards to formulate a coherent set of learning objectives. Design and develop a well-conceptualized unit framework and supporting learning tasks (lessons) using the Understanding by Design (UbD) approachidentifying desired results (KUDs), the evidence for mastery of the desired results, and the learning plans to achieve the desired goals. Read a variety of texts for in-depth meaning. Design and use assessments (in written and demonstrated lessons; both formal and informal) for a variety of instructional purposes. Demonstrate the ability to collaborate with peers in a collaborative and respectful manner.
All EDIS 5010 assignments must be submitted through the Assignments tab on the course Collab page. Assignments are due no later than 5:00pm unless otherwise noted. Assignments will not be accepted via email. The expectation is that you will complete course tasks on time. Therefore, any assignment turned in after the due date is considered late and points will be deducted accordingly. All students are expected to practice academic integrity as outlined in the University Honor System. This includes the expectation that students do not give or receive aid on assignments, papers, or exams, and complete assignments by assigned dates, except as permitted by the instructor. Consistent with University and federal regulations concerning students with disabilities, accommodations will be provided. These procedures are based on the requirements set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. If this is applicable for you, please set up an appointment to discuss the appropriate type of accommodations needed. In the case of inclement weather that causes class cancellations or changes, scheduled assignments and/or class meeting times may be changed or adjusted. Please call the UVa inclement weather line at 924-SNOW or 243-SNOW for weather alerts and check email regularly during times of pending inclement weather.
Required Texts
Diller, D. (2008). Spaces & places: Designing classrooms for literacy. Portland, ME: Stenhouse. ISBN: 978-1571107220 SPIRAL BOUND Johnston, P. H. (2004). Choice words: How our language affects childrens learning. Portland, ME: Stenhouse. ISBN: 978-1571103895 Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD. ISBN: 978-1416611493 **Additional readings will be posted at least one week prior to the due date. ** EDIS 5010 GRADING SCALE Percentages equate to grades as follows: A 100 - 95% A94 - 90% B+ 89 - 87% B 86 - 83% B82 - 80% As this is a graduate level course, any grade below a B- will not be accepted towards the completion of the BAMT requirements.
EDIS 5010 ASSIGNMENTS All assignments are assessed by rubrics that will be available on Collab. Class Participation, Preparation, and Attendance (20%): Creative production is most likely to occur in a safe, risk-free environment. As this class strives to create such a place, it is essential that you come to class with this in mind. Attendance, timeliness, and thoughtful participation are critical components of your role as an active and helpful member of the class. Additionally, topical assignments will be completed both in and outside class and will factor into your participation grade. Your preparation, participation, and collaborative contributions will comprise 20% of your course grade. Youre expected to demonstrate your thorough knowledge of all assigned readings during class activities and discussions. Moreover, youll be asked to assess your participation and pledge you have completed all readings at various points during the semester. Child Abuse Certificate: All students in the University of Virginia Teacher Education Program must complete the states online module: Child abuse and neglect: Recognizing, reporting, and responding. You must submit a copy of the completion certificate through the Assignments feature by 8:00 am on Thursday, September 6. You can access the module through the Resources tab in Collab or at: http://www.dss.virginia.gov/family/cps/mandated_reporters/cws5691/index.html Synthesis and Reflection Activities (50%): Throughout the semester, youll be asked to critically analyze your experiences in the field based upon the four essential questions of the course and all related readings, class activities, and discussions. These are explorations designed to engage your thinking and experience with topics directly related to class readings and/or discussions. All assignment must be submitted as attachments through the Assignments tab in Collab. Culminating Project (30%): During class on November 11th, 18th, 25th, you will work to prepare your culminating project. All class activities, assigned readings, discussions, and field requirements are designed to contribute to your demonstration of understanding of the roles of curriculum, instruction, assessment, and management in your culminating project. This project will encompass each of these components and give you an opportunity to demonstrate your knowledge and understanding of each of them respectively.
Assignment
Class attendance
%
10%
Description
Attendance, timeliness, and thoughtful participation are critical components of your role as an active and helpful member of the class.
Evaluation
Students are expected to attend each class. In the case of an emergency, students must notify the instructor prior to their absence. Students participation grade will be reduced for missed classes. Instructor will formatively assess students preparation and participation during class. Each activity and course will not be individually graded, but in calculating your grade the following will be considered: - Actively engaging and positively contributing to the class activity (may be with your group, whole class, or personally reflecting) -Ability to demonstrate understanding of content and doing so with maximum effort.
10%
Creative production is most likely to occur in a safe, risk-free environment. As this class strives to create such a place, it is essential that you come to class with this in mind. Your preparation, participation, willing spirit, and collaborative contributions will comprise 20% of the overall course grade. You are expected to demonstrate your thorough knowledge of all assigned readings during class activities and discussions. Moreover, you will be asked to assess your participation and pledge that you have completed all readings at various points throughout the semester.
#2 Classroom Map
10%
Where do we teach?
Part 1: Students will be asked to provide a narrative of the classroom space
Students papers will be evaluated based on a rubric, where an exemplary paper consist of a concise narrative of
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including (but not limited to) the arrangement of teacher and student desks, the classroom library, whole group areas, computers, bookshelves and filing cabinets, centers, and wall contents. Part 2: Students will be asked to reflect deeply on the physical classroom space based on readings, discussions, and activities. They will use guiding questions provided as a basis to analyze the influence of the space on classroom management, discipline, and student identity, agency, and learning. What do we teach? Students will use either the Virginia Standards of Learning or the Common Core State Standards to create a curriculum map for a certain grade level and topic. They will then evaluate why they feel this content is important and relevant to the realworld and create 3 examples of how they may teach the content. How do we teach? Students will use one of the Standards that they created a curriculum map for and create a lesson plan using the Understanding By Design Stage 3 template. the space that discusses points from the readings, provides thoughtful comments and reflections about the influence of the classroom space on learning, provides suggestions and critiques for the classroom space, and attends to appropriate grammar and APA style. Rubrics and scoring criterion will be available on the assignments tab on collab.
10%
#4 Lesson Plan
20%
Students will be evaluated on the their depth of their map, the appropriateness of their examples, and their ability to decipher what is relevant for the respective chosen grade levels to know and do. Rubrics and scoring criterion will be available on the assignments tab on collab. Students will be evaluated on the Stage 3 Understanding by Design unit plan indicators. according to the indicators. They will also be evaluated on their perf
5%
Students will be evaluated on preparedness, professionalism, and their ability to deeply reflect on their experience.
No Class due to Reading Days Assignment #3 Curriculum and Standards Investigation Read The UbD Guide Stage 2
Class 7: 10/21/13
How Do We Teach? -UbD Stage 2: Evidence/Assessments -Intro. to UbD Stage 3: Learning Plans
Class 8: 10/28/13
How Do We Teach? -UbD Stage 3: Learning Plans and Instructional Models How Do We Teach? -UbD Stage 3: Learning Plans and Instructional Models
Class 9: 11/4/13
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Class 10: 11/11/13 Classes 11 & 12: 11/18/13 11/25/13 Class 13: 12/2/13 Class 14: 12/6/12 Integrating Curriculum, Instruction, and Assessment Project Planning and Group Meetings Assignment #4 Lesson Plan
Culminating Projects
Culminating Project Presentations The Teaching Experience: Where, Who, How, and What Do We Teach? Field Experience and Course Wrap Up
Culminating Projects
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The Understanding by Design Guide to Creating High-Quality Units Module B: The UbD Template
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c. Transfer their learning to new situations. 12. The WHERETO elements have been considered in the planning so that the lesson is likely to be engaging and effective for all learners. (See Figure A.2 online for explanation of WHERETO.) 13. Assessment appropriately checks student understanding of the goals for the lesson 14. Evaluative criteria (i.e. rubrics) for the assessment is aligned to desired results. 15. Activities are developmentally appropriate and kid-friendly language is used when needed 16. Procedures are clearly written out, including potential questions that may be asked, directions for activities, and suggested times for each segment of the lesson 17. Examples of the materials being used (i.e. worksheets, powerpoints, etc.) are included. You do not need to bring in actual manipulatives or realia (i.e. if you are using food, counting blocks, etc.)