Professional Documents
Culture Documents
Mweber@dbq Edu
Mweber@dbq Edu
Teacher Education
Preparing students to serve as qualified, caring and effective teachers
PROGRAM GOALS (UD Teacher Education Program Goals correlate with the INTASC Principles and the
Iowa Standards for Teacher Preparation. Program Goals addressed in this course are bolded.)
InTASC Model Core Teaching Standards
Standard #1: Learner Development
The teacher understands how learners grow and develop recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
Analyze ethical issues facing students and teachers as they encounter technology in the
classroom.
2.
Produce and when appropriate deliver a multimedia lesson incorporating video and
graphics and sound into presentation media.
5.
Produce a multimedia culminating project incorporating learning from the course overall.
6.
Navigate the Internet for research and lesson designs. Build an excellence list of teacher
and student web sites that will be useful in their future classrooms.
UD Program Goals
ISTE
3. Learning Environments
5. Application of Content
8. Instructional Strategies
10. Leadership and
Collaboration
3. Learning Environments
5. Application of Content
8. Instructional Strategies
10. Leadership and
Collaboration
3. Learning Environments
5. Application of Content
6. Assessment
8. Instructional Strategies
3. Learning Environments
5. Application of Content
6. Assessment
8. Instructional Strategies
9. Professional Learning &
Ethical Practice
3. Learning Environments
5. Application of Content
6. Assessment
8. Instructional Strategies
10. Leadership and
Collaboration
Performance Expectations:
1. Attend all class sessions and other required activities.
2. Meet all deadlines.
3. Prepare adequately for each class session using appropriate study strategies.
4. Do your own work.
5. Have and use all textbooks and required materials.
6. Listen actively and carefully in class, including following all directions.
7. Participate in class activities and discussions.
8. Write and speak effectively and appropriately.
Technology Requirements and Computing Facilities (required as appropriate):
1. Electronic Communication: Students are expected to check their UD e-mail accounts regularly
for course updates and University announcements. Instructions for forwarding e-mail from a
dbq.edu account can be found at the Technology Services link on the UD Web Page.
2. For courses using UDOnline.dbq.edu (Moodle), students are expected to login on a regular basis
to access course resources, such as the syllabus, readings, and discussion forums, as well as
upload assignments. Instructions for accessing UDOnline.dbq.edu are provided below:
In the upper right column, enter your username in the login block. This will be the same as
your University's network login (e.g., jsmith).
If this is the first time you have ever used UDOnline, then your temporary password is
changeme. Type changeme in the password field (one word, no space).
Once logged in, you will be prompted to change your password. It is best to use the same
password when logging into the University's network.
After changing your password, click on the UDOnline link to navigate to the home page. From
there, you can access your course(s) from the My Courses block located at the top right-most
column.
If this is NOT the first time logging into UDOnline, use your current password. If you forgot
your current password, select the Lost Password? link and a new one will be emailed to
your University email account.
3. Electronic Devices: All cell phones, pagers, PDAs and all other electronic devices not
medically necessary will be turned off during class times unless permission is given by the
instructor. As part of emergency preparedness, faculty may choose to ask all students to leave
cell phones on, set on vibrate and kept in pack or bag during class. Only if all cell phones
vibrate simultaneously, indicating an emergency message, may the students phone be accessed.
Course Assignments and Major Projects
1. Various projects related to use of software (family communication exemplar, smartboard
presentation, coding, etc.)
2. Participation/discussion on topics including: ethics & technology, educational resources,
assessment tools, gamification, iPad apps, coding,
3. Multimedia (Prezi/Powerpoint) lesson peer teaching/presentation.
4. Web 2.0 Tool Showcase/presentation
Grading Scale
100 - 97A
96 93 A92 90 B+
89 86 B
85 82 B81 79 C+
78 74
73 70
66 69
62 65
58 61
57 or below
C
C- (repeat course)
D+
D
DF
40%
30%
20%
10%
Missed or incomplete assignments will count against the final grade, and will be deducted from the total
average of that weighted score. Absences/participation will also be counted at 10% toward the final grade.
Attendance
Students are expected to attend class. Absences are considered excused only when the professor
receives formal notification from an authority, i.e., medical doctor, associate dean, etc. If you are an
athlete, see me at least a week in advance every time you might have to miss. Remember, you only get
two freebies no matter what the reason, excused or not. Excused merely denotes that the professor
has received communication that this is a UD related absence; it still is considered an absence. If you are
going to be absent, please e-mail me at: miweber@dbqschools.org and mweber@dbq.edu. I check my
dbqschools e-mail constantly during the school day.
Students with absences face stringent penalties. More than two absences will result in a lowered grade for
the course. Grades will be lowered one full grade for each absence over two (for example a B- will become
a C-). Four or more total absences may result in academic withdrawal or failing the course and it will have to
be taken over. Students with extenuating circumstances should have a discussion with the professor. The
professor may choose to write an individual learning contract to accommodate these unusual circumstances.
This will be agreed upon in writing and placed in the students Teacher Education file .
Late Work
Late work is unacceptable and will dealt with severely. Students who turn in late work may not be allowed
credit on the project(s). If the professor does allow a student to make up a project or assignment it is at
the professors discretion to make the maximum grade achievable at only 80% of the total number of
points. Thus, any errors the student may commit (on the make-up test, quiz, or other major assignment)
will be deducted from the 80% possible maximum). Amount deducted from late work will increase
dependent upon the number of days late.
Dress Code
The dress code for field experiences can be found in the Teacher Education Handbook. It is also
expected that education students dress appropriately for class. Hats at no time should be worn in class.
When peer teaching or presenting in class students should be encouraged to dress professionally .
Schedule of Assignments/Calendar:
The schedule below is tentative and is subject to change by the course instructor.
Date
Class Topics
Assignment
Mon, 8/31/15
Wed, 9/2/15
Parent Communication
exemplar due 9/9/15
Wed, 9/9/15
Mon, 9/14/15
Wed, 9/16/15
Mon, 9/21/15
Wed, 9/23/15
Mon, 9/28/15
Wed, 9/30/15
Mon, 10/5/15
Wed, 10/7/15
Mon, 10/12/15
Wed, 10/14/15
Assignments: All assignments will be submitted through LiveText, unless you are specifically told
otherwise. If you do not have have LiveText account, it is your responsibility to purchase one! All grading
rubrics are posted in LiveText and I encourage you to use these as you work on projects. This is posted
online in on the website (http://udteachertech.weebly.com), Google Calendar, Moodle, and in LiveText. It
will be updated as necessary.
Flipped Assignments:
Patterns of Innovation - 21st Century Teaching and Learning Reflection
DUE: Wed, 9/2/15
21st Century Teaching &
Learning Reflection
Include in your reflection name of blog and url, why this blog interests
you, and at least one idea that you want to use in your future classroom.
2. Twitter (Microblogging): (1 paragraph)
Set up your own twitter account (if you don't have one already)
Use a hashtag to find education-related tweets. Which one did you try?
What did you find that you think you could use in your future
classroom?
Find a webinar to "attend." It can be one that happens "live" or one that
has been previously recorded.
Include the name and url of the webinar. Reflect upon your experience.
Is this a useful method of professional development for teachers?
4. Social Bookmarking (1 paragraph)
Don't forget to set up your account via Diigo. You will need it for the
website collection.
Pinterest is an excellent social bookmarking tool for education. Find at
least one idea through Pinterest that you want to utilize in your future
classroom. Include the image and url, describe the idea, and why you
want to use it in the future.
Provide a conclusion to your paper that provides a thoughtful reflection of PLN
topics. What did you learn? Is this method of professional development
worthwhile?
Flipped Assignments:
iPad Scavenger Hunt & Tablet App Review: Complete the iPad
scavenger hunt by following the directions located here:
http://udteacheredtech.weebly.com/ipad-scavenger-hunt--tabletapps.html
For your review, create a list of the apps you utilized on the scavenger
hunt and provide a 1-2 sentence description of what the app can do and
how it can apply to your future classroom.
&
Hour of Code Reflection
Collaborative Tools/Web 2.0 The remaining websites are your choice. For
each website you bookmark in Diigo, you will need to include a 1
paragraph comment or sticky note. This comment should share why you
choose this site and how it could be used in your future classroom. Save
these as public bookmarks!!!
Flipped Assignment:
During this course you have created a resource list of multiple Web 2.0
Tools with your collaborative groups. For this assignment choose 1 Web
2.0 tool (4 total) that would assist you in teaching in the following areas:
* Digital Age Literacy
* Communication & Collaboration
* Critical Thinking & Problem Solving
* Creativity & Innovation
Then write a 1 paragraph review of each web 2.0 tool including: name,
url, how it works, your opinion about this tool.
Provide a conclusion to your paper that provides a thoughtful reflection
of web 2.0 tools and their connection to the 21 st Century Teaching
and Learning Skills. What did you learn? How will utilizing web 2.0
tools enhance your students proficiency in these areas?
You will create a demo using Smartboards notebook software. You will
choose a topic for your demo related to your future classroom/endorsed
area. Your cohesive presentation should be at least 4 pages/slides long
and should include the following items: * Inserted images, from the
gallery or web. * Reveals * Pops * Cloning * Directions off the page *
Self-checking ability * Grouped items You may use items that you find
online, but YOU MUST ADAPT them.
Flipped Assignment: Become the expert on your assigned Keystone
Technology resource and teach your classmates about this resource by
completing the assigned webquest.
Give a short summary of this tool (think 1-2 sentences) List 5 ways it
could be used in a classroom. What is your opinion or review of this
resource? Was it user-friendly for teachers? For students? Would it be a
resource you could easily use? Share your answers to these questions in
the Google Presentation. Include an image as well as a video (if one can
be found). Personalize your slide as well.
Flipped Assignment:
Complete a 1 page, single-spaced reflection on the topic of technology
and assessment, focusing on your assigned tool. Include: name,
explanation of how the tool works, and applications for your future
classroom. Create 1 assessment using the tool included in your
reflection. You will share your assessment with the class on the due
date.
Flipped Assignment:
Create a presentation that you can use in your future
classroom/endorsed area.
Your presentation will teach a lesson on a specific topic of your choice
(appropriate to your endorsed area).
You will include graphics, photos, transitions/animations, opportunities for
assessment, and at least 1 embedded video.
Your presentation must have a minimum of 10 slides and must include a
reference page (with properly cited references).
You will teach your lesson in your presentation to the class on the due
date.
Flipped Assignment:
You will observe in a 21st century elementary or secondary classroom for
Criteria:
New and Innovative This project is something that stretches you a little.
You have not used or maybe even experienced this technology before.
Classroom Appropriate This is something that you can use you your
endorsed area.
Creativity and Quality It is evident that you have put time and effort into
this project. It goes above and beyond.
Mechanics Grammar, punctuation, spelling, technology links,
navigation, etc are perfect.
TOPIC CHOICES:
* Create a mini unit (4 lesson plans) that on a topic related to your
endorsed area; each lesson must focus on one of the following skills:
Digital-Age Literacy, Communication & Collaboration, Critical Thinking &
Problem Solving, and Creativity & Innovation.
* Create a screencast or video for a flipped or blended classroom. The
video must be at least 8 minutes in length and be on a topic related to
your endorsed area.
* Gamify your future classroom. Choose a teaching unit, classroom
procedures, or another classroom appropriate topic. Then gamify this
activity.
* Create an educational game for a topic in your endorsed area. Note:
This game must be created using technology.
* If you have another idea for your final project, it must be approved by
Professor Weber. A classroom website will not be approved.
Library Support
Librarians are available to assist you in every stage of research assignments. The Reference Desk is located on the
first floor of the Myers Library. The phone to the Reference Desk is 589-3770. Librarians also answer questions by
email (reference@dbq.edu) and instant message (screen name: udreference). Librarians can assist you in
developing basic academic research skills and provide referrals as needed. Each academic department has an
assigned librarian. Please contact your instructor to discuss library materials and services that will assist you in
achieving course outcomes.