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TCH 421 syllabus


									                              Combined Bachelor’s-Master’s
                              Secondary Education Program
                                   DePaul University

                                        TCH 421
            Inquiry & Application in Developing Secondary English Pedagogy

Spring 2012                                      Instructor: Chris Worthman, PhD
Mondays, 2:40 to 5:50                            Office: SAC 467D
Office hours: Wednesdays                         Office phone: 325-4690
              2 to 4 p.m., or by appt.           Email:




This course is a hybrid course, meaning it meets both face-to-face on the Lincoln Park
Campus and online via D2L. Face-to-face meetings are from 6 p.m. to 9 p.m. Our meeting
schedule is:

March 26:     face-to-face
April 2:      face-to-face
April 9:      online
April 16:     online
April 23:     face-to-face
April 30:     online
May 7:        online
May 14:       face-to-face
May 21:       online
May 28:       online
June 4:       face-to-face


All readings are provided on D2L in Module 1. Please read them in the following order:

Cook-Cumperz, J. (2006). Literacy and schooling: An unchanging equation. In J. Cook-
      Gumperz (Ed.), The Social Construction of Literacy (pp. 27-49). London: Cambridge
      University Press.

Applebee, A. N. (1974). Tradition and reform in teaching of English: A history. Urbana, IL:
      National Council of Teachers of English.

Roen, D., Goggin, M. D., & Clary-Lemon, J. (2008). Teaching of writing and writing teachers
       through the ages. In C. Bazerman (Ed.), Handbook of Research on Writing: History,
       Society, School, Individual, Text (347-364). New York: Erlbaum.

Berlin, J. A. (1990). Writing instruction in school and college English, 1890-1985. In J. J.
        Murphy (Ed.), A Short History of Writing Instruction (pp. 183-222). Davis, CA:
        Hermagoras Press.

Martinsen, A. (2000). The tower of Babel and the teaching of grammar: Writing instruction
      for a new century. The English Journal, 90(1), 122-126.

Merriam, S. B. (2001). Qualitative Research and Case Study Applications in Education. San
      Francisco: Jossey-Bass

This course builds on TCH 411 by preparing teacher candidates to distinguish between
what needs to be taught (content) and how it is taught (pedagogy), with an emphasis on
understanding the historical shifts in the teaching of content and how these shifts inform
teaching and learning in today’s English language arts classrooms. The course also
introduces students to methods of inquiry and reflection on content pedagogical
knowledge. Student will examine their own educational experience through the lens of the
historical trends, focusing on how they learned and what they understood their teachers to
be doing. This initial case study will serve as an introduction into case study methods.
Students will also develop expertise in one of the three historical trend areas—reading,
writing, and language—and examine how the trend has informed teaching and learning
and shaped curriculum, pedagogy, and assessment. Students will develop a case study of a
practicing teacher using the lens of the historical trend in which they are developing

Upon completion of this course, students will be able to:

      explain and analyze the historical trends in the teaching of reading, writing, and
       language through online discussions and written examinations.

      choose one of the three historical areas—reading, writing, or language—and,
       through online documentation and presentation and in-class presentation,
       demonstrate a critical understanding of that area and share with classmates how
       the historical trends in the teaching of this area have shaped curriculum, pedagogy,
       and assessment.

      use case study methods and written analysis to critically evaluate high school
       learning experiences and a practicing teacher’s classroom instruction as it relates to
       the historical trend in which the students are experts.

      demonstrate through written examination an introductory understanding of basic
       principles of inquiry and professional development in the English language arts.

The School of Education prepares candidates to be Urban Professional Multicultural
Educators. In this course, you will be introduced to the profession of secondary or high
school teaching within urban contexts, such as Chicago, and have opportunities to consider
what it would be like to teach the content of your disciplinary major to diverse students.
One goal of the class is to foster your development as a self-reflective, critical, and creative
thinker, who, regardless of whether you go on to become a teacher, is service-oriented and
socially responsible. Understanding and respecting the diversity of learners and bringing
to bear in all that you do a sense of purpose and expertise that honors this diversity are
paramount to effective teaching and to everyday interaction. With these beliefs in mind,
this course is designed to provide you multiple perspectives about teaching and learning
in urban schools, and with the opportunity to reflect on and interact with others about
these perspectives. The course also strives to provide you opportunities to integrate
theory and practice in preparation for envisioning the type of content area classroom you
would want to create if you were a teacher. The activities in this class are designed to help
you prepare to address the needs of diverse learners, to challenge commonly accepted
assumptions about teaching and learning, and to promote the importance of lifelong
learning and transformative practice as they relate to teaching and being a teacher.

The following IPTS indicators are attached to and assessed in this course:

Indicators introduced in the course:

      Standard 2—Content Area and Pedagogical Knowledge
           o 2G: Understand theory behind and the process for providing support to promote learning
               when concepts and skills are first introduced.
           o 2I: Evaluates teaching resources and materials for appropriateness as related to curricular
               content and each student’s needs.
           o 2J: Uses differing viewpoints, theories, and methods of inquiry in teaching subject matter
      Standard 3—Planning of Differentiated Instruction
           o 3B: Understands how to develop short- and long-range plans, including transition plans,
               consistent with curriculum goals, student diversity, and learning theory.
           o 3E: Understands the appropriate role of technology, including assistive technology, to
               address student needs, as well as how to incorporate contemporary tools and resources to
               maximize student learning.
           o 3K: Incorporates experiences into instructional practices that relate to a student’s current
               life experiences and to future life experiences.
      Standard 4—Learning Environment
           o 4C: Understands how to help students work cooperatively and productively in groups.

           o   4K: Uses strategies to create a smoothly functioning learning community in which students
               assume responsibility for themselves and one another, participate in decision-making, work
               collaboratively and independently, use appropriate technology, and engage in purposeful
               learning activities.
           o 4L: Analyzes the classroom environment and makes decisions to enhance cultural and
               linguistic responsiveness, mutual respect, positive social relationships, student motivation,
               and classroom engagement.
           o 4M: Organizes, allocates, and manages time, materials, technology, and physical space to
               provide active and equitable engagement of students in productive learning activities.
      Standard 5—Instructional Delivery.
           o 5B: Understands principles and techniques, along with advantages and limitations,
               associated with a wide range of evidence-based instructional practices.
           o 5D: Understands disciplinary and interdisciplinary instructional approaches and how they
               relate to life and career experiences.
      Standard 8—Collaborative Relationships.
           o 8G: Understands the various models of co-teaching and the procedures for implementing
               them across the curriculum.
      Standard 9—Professionalism, Leadership, and Advocacy.
           o 9D: Identifies paths for continuous professional growth and improvement, including the
               design of a professional growth plan.
           o 9P: Participates in professional development, professional organizations, and learning
               communities, and engages in peer coaching and mentoring activities to enhance personal
               growth and development
           o 9Q: Participates in professional development, professional organizations, and learning
               communities, and engages in peer coaching and mentoring activities to enhance personal
               growth and development.

Indicators that are introduced in this course will be informally and/or informally assessed
in preparation for their assessment at the developmental and proficiency levels in later

Indicators developed in the course:

      Standard 2—Content Area and Pedagogical Knowledge
           o 2B: Understands major concepts, assumptions, debates, and principles; processes of inquiry;
               and theories that are central to the disciplines.
           o 2C: Understands the cognitive processes associated with various kinds of learning (e.g.,
               critical and creative thinking, problem-structuring and problem-solving, invention,
               memorization, and recall) and ensures attention to these learning processes so that students
               can master content standards.
           o 2F: Knows how to access the tools and knowledge related to latest findings (e.g., research,
               practice, methodologies) and technologies in the disciplines.
      Standard 3—Planning of Differentiated Instruction
           o 3G: Understands how research and data guide instructional planning, delivery, and
      Standard 4—Learning Environment
           o 4B: Understands how individuals influence groups and how groups function in society.
      Standard 8—Collaborative Relationships.
           o 8B: Understands the collaborative process and the skills necessary to initiate and carry out
               that process.
           o 8C: Collaborates with others in the use of data to design and implement effective school
               interventions that benefit all students.

Indicators that are developed in this course will be formally assessed.

This course is designed to introduce you to a number of Web 2.0 software programs and
have you begin to try them out from a teacher’s perspective, meaning you will be expected
to identify not only online resources but also software programs that you will use as a
teacher and that you will teach your students to use. As such, you must have access to a
computer with the most up-to-date Internet capabilities. For D2L, I recommend that you
have Firefox.

Among other skills, you must be comfortable using a computer for the following functions:

             using a word processor (changing font, spell check)
             using email for communication
             sending an email attachment and uploading documents to a learning
              management platform
             navigating the Internet
             downloading appropriate plug-ins
             using an Internet search engine
             using online software in an exploratory fashion.

Please contact the Technology Support Center if you have any questions or problems with
the technology used in this course.

Also, Media Production and Training provides technology training opportunities to

We will strive to create a “circle of learners” in this classroom, which means our goal is to
create a classroom environment in which everyone is encouraged to contribute and engage
respectfully and thoughtfully others’ perspectives. As such, I expect all of you to read the
assigned readings and come prepared to discuss your and others’ understanding of the
readings, as well as to use these readings and discussions to inform your classroom
observations. Much of the class work will center round small group and whole group
discussion and small group work. And as we move through the quarter much emphasis will
be placed on making sense of your classroom observations in light of the readings,
discussions, and your own experiences as students and aspirations as teachers. My role as
instructor is to model teaching practices based on best practices and the research literature
on teaching, and you are encouraged to ask about these practices and question why we are
doing what we are doing. You are encouraged to direct classroom discussion in ways that
you think are important to you.

Assignments call for you to talk and take the lead in activities around teaching and learning
and what it means to be a teacher. Keep in mind that this classroom, like any other

classroom, is about more than content. You should also concern yourself with procedure,
with how you and I talk about and use the content and to what effect. Anything I say or do
during class is open to discussion, and you should not wait to respond. I will tell you what I
think (and as you will learn, if you don’t already know, teaching is a political act), and I
expect you to do the same. Disagreement is healthy, and your thinking and talking will
make me a better teacher and bode well for all of us.

       What I expect from you:

          Read the assigned readings and complete the online quizzes prior to the class in
           which they are due. Approach each reading critically and imaginatively. Engage
           the texts and bring your own experiences and understandings to bear on them.
           (In other words, make the texts problematic–look for things you disagree with or
           need more information about.)
          Fully participate in your classroom observations, and take good, detailed notes
           as you observe or immediately after observing. This includes attending all
           observation sessions, arriving early and leaving only when scheduled to leave.
          Shape the assignments in ways that address your life and your aspirations as a
           teacher. If what we’re doing doesn’t help you, then tell me what will and we’ll
          Constantly evaluate your learning and reflect on what you’re getting out of this
           class and what you want to get out of it, and then tell me.
          Come to class on time, stay engaged, and be prepared and ready to participate.

       What you can expect from me:

          I will read and respond to what you write.
          I will let you shape class discussion, but will be clear about my views.
          I will talk about the assigned readings and about the observations, but I expect
           you to raise issues from the readings and observations that are important to you
           and relevant to the course objectives.
          I will respond “almost” immediately to any phone calls, e-mails, or other
           communications that take place outside of the class.
          I will tell you what I think about teaching and being a teacher, and I expect you to
           do the same.

Students who feel they may need an accommodation based on the impact of a disability
should contact me privately to discuss their specific needs. All discussions will remain
confidential. To ensure that you receive the most appropriate reasonable accommodation
based on your needs, contact me as early as possible in the quarter (preferably within the
first week of class if not before), and make sure that you have contacted the:

      PLuS Program (for LD, AD/HD) at 773-325-8656 in SC 370, and/or

      The Office for Students with Disabilities (for all other disabilities) at 773-325-1677
       Student Center 370

Each online module sets out the assignments and point values for that module. For a
complete overview of student evaluation and course assignments and point values go to
the Assessment Tables module.

Violations of academic integrity in any form are detrimental to the values of DePaul
University, to the student’s own development as responsible members of society, and to the
pursuit of knowledge and the transmission of ideas. Violations of academic integrity
include but are not limited to cheating, plagiarism, fabrications, falsification or sabotage of
research data, destruction or misuse of the university’s academic resources, academic
misconduct, and complicity. If I find that a student has violated the Academic Integrity
Policy, the appropriate initial sanction will be determined at my discretion. Actions taken
by me do not preclude the college or the university from taking further action, including
dismissal from the university. Conduct that is punishable under the Academic Integrity
Policy could result in criminal or civil prosecution.

This policy relates to your CPS classroom observations. DePaul University is committee to
education that engages its students, faculty, and staff in work in Chicago’s communities. As
DePaul representatives to our partner schools and community organizations, we ask that
you take seriously your responsibilities to these relationships during field and clinical
experiences and internships. The community, School and/or organization are an extension
of the DePaul classroom. The University’s Academic Integrity Policy and Code of Student
Responsibility as detailed in the DePaul University Student Handbook apply to your
interactions with the staff of the schools as well as the community organizations and its

As a student in the School of Education, you will be expected to complete several projects
that will require you to interact with and/or collect information from or about other
people—from students in schools, from teachers, or perhaps from your colleagues in this
class. Whenever we gather data from the lives and experiences of other human beings, we
must be especially sensitive to the ethical implications of what we are doing. Keep in mind
that the information you collect—whether it is collected orally, in writing, through
observation, or through existing records or artifacts—is research data. We, that is you and
I, must make every effort to handle these data professionally and to conduct our research
in an ethical manner.

Here are some basic principles to keep in mind when conducting ethical research with
human subjects:

1. Understand the purpose of the study or assignment. You should have a clear conception
of the questions you are asking and how the data or information you are seeking will help
you to answer those questions.

2. Choose participants for the study or assignment in an appropriate but unbiased manner.
Individuals should not be excluded or included for extraneous reasons (such as race, creed,
ethnicity, sexual orientation, gender, ability, or disability) that are unconnected to the
questions you are asking.

3. Be clear about the risks, discomforts, or hazards to the participants in the study.
Similarly, be clear about the potential benefits of the study, including benefits to the
participants. You should be able to balance the risks with the potential benefits.

4. Protect the anonymity of all participants at all times.

The projects required in this class are classified as "exempt" on the grounds that they are
"conducted in established ... educational settings, involving normal educational practices." I
have requested permission for you to do this work from the School's Local Review Board
(LRB) and assured them that all members of the class will follow the conditions stipulated
in the assignment. As a member of the class, you must agree that project participants will
understand their rights and the possible risks and benefits of the research. A statement to
this effect will be distributed at our first class. You will be asked to sign and return it to me.

Please see each learning module for a list of activities for each week of the quarter. All
assignments can be found in the learning modules, with links to appropriate documents.


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