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									                               University of Regina, Faculty of Education
         ECS 300 (Education Core Studies) Section 001: Theory and Practice I (Secondary Program)
                       Fall 2012: Location & Time: ED 314, Tuesdays 7:00– 9:45

Instructor:     Wendy Sawatzky
Office:         ED 387
Hours:          Appointment available upon request; before Tuesday classes preferable
Class Wiki:

Course Description:
ECS 300 is designed to engage prospective secondary teachers in addressing the issues surrounding the planning,
delivery and assessment of teaching and learning. Through a combination of lecture, lab, and middle years field
experiences, prospective teachers will consider the theory and practice of teaching in relation to learning
activities, culture, curriculum, teacher identity and roles, and the broader social context. The course attempts to
facilitate the process by which Faculty of Education students become competent, thoughtful, and socially aware

Course Objectives:
Through an approach that depends upon theoretical knowledge of the relationship between schools and society and
which values constructivist practices, ECS 300 aims to facilitate:

       Understanding of teachers’ working realities, the role of the teacher, and the responsibilities of those
        engaged in the profession of teaching
       Understanding of learning and teaching and of the school and classroom as social entities
       Understanding of communication, interpersonal and group skills which are integral to the profession of
       Understanding of contemporary educational issues in relation to theory, research, classroom experiences,
        and systematic observation of teaching and learning in school settings
       Development of competence in creating classrooms that value the dignity of all learners, classroom
        community, and learner self-management.
       Understanding of principles and practices associated with social justice, equity, diversity, and Aboriginal
       Understanding of the integration of technology to expand, enrich and enhance student learning
       Opportunities for critical reflection, self-assessment and career decision-making

Expectations of Students:
Students enrolled in ECS 300 are expected to demonstrate a professional disposition that is required of all
teachers. The following are among the expectations:
       Full attendance, active participation in, and satisfactory completion of all classes, labs, and the field
        experience, and all assignments associated with each of these components of the course. Please note that 3
        or more absences from classes and labs (combined) or one absence during the field experience may result in
        a failing grade for the course.
     Evidence of familiarity with, and understanding of, the assigned readings and information presented and
        discussed during all course sessions
     Ability to make connections among the information presented during sessions and personal
        experiences/beliefs related to the practice of teaching
     Willingness and ability to share relevant information in class discussions and to enable space for others to do
     Demonstration of appropriate communication, interpersonal and group skills
     Ability to make critical judgments, to use evidence to support a position, and to differentiate between a
        casual observation/comment and informed opinion
Each participant in this course is expected to take an active role in critically engaging with the course material
and activities. It is also expected that each participant will be committed to creating an intellectually stimulating,
safe, and courteous class atmosphere. Dissent and disagreement are parts of the academic environment, but, in this
context, they must involve collegiality and respectfulness.

Required Readings:
See attachment and postings on our ECS300 wiki:
Writing Resources (also posted on the wiki)
1. Student Development Centre (Room 230, Dr. Riddell Centre) 
2. APA Style                                                 
3. The Purdue Online Writing Lab (OWL)                       

Assessment and Evaluation
    1. Responses to Readings: - Host (One reflection paper); Other short reading tasks (Six in total. A “reading
       task paper” is not required the week you are the host- for that week you will hand in a reflection paper)
    2. Inquiry into Teaching & Learning using Technology (Group Project)
    3. Inquiry into Teaching & Learning Individual Paper or other project
    4. Field Reflections- format may vary according to student preference
    5. Professional Field Experience (report done by cooperating teacher)
    6. Lab Evaluation (done by lab instructor)                                                          Pass/Fail

70% constitutes the minimum passing grade on any assignment in the course. All assignments must be completed in
order to achieve a passing grade. Assignments other than the reading tasks will be assigned a mark in order to give
an indication of student assessment, although more importantly, written comments will provide feedback intended
for personal growth and further reflection. Final evaluation of ECS 300 is on a Pass/Fail basis.

        ECS 300 Assignment Details of 3 Components: A) Class; B) Field; C) Lab
A. CLASS COMPONENT: The class component has 4 assignment sections
Assignment 1: Responses to Readings including Host Reflection (1) and Guest Reading Tasks (6)
For the first several weeks there will be a discussion within each staff group based on a reading for the week. One of
the group members will be the host of the discussion each week, and others will have guest responsibilities. Your
responsibilities will be as follows:
    If you are the HOST:

    1) Before class:
          a. Read the article as assigned
          b. Compose at least 5 discussion questions for your group
          c. Prepare one short “connection item” to the article. This could be a short video clip, a personal
               illustration/story, a drawing, a relevant piece of literature, a game, a cartoon …. Use your
               imagination. The purpose of this is to get the attention of the group and stimulate thought.

    2) In class:
           a. Share your connection item with your group
           b. Lead the discussion, using your questions to stimulate discussion
           c. Record jot notes of important points/insights/further questions covered during your group
                discussion to help you in your reflection writing.
    3) After class:
           a. Do a comprehensive reflection of the article based on your own thoughts and questions, as well
                as the group discussion. (2 – 3 pages, double spaced) Include responses of group members,
                insights you discovered as a group, and new questions you now have.
    GUEST Responsibilities and Responsibilities for Articles provided for class discussion:
    1) Before class:
          a. Read the article as assigned.
          b. Complete the short reading task as assigned.

    2) In class:
            a. Participate in discussion
            b. Hand in the task the day of the article discussion or submit electronically to
   by the due date (day of discussion)

Note on Inquiry Teaching & Learning
Rationale: The Saskatchewan Curriculum states, "Inquiry learning provides students with opportunities to build
knowledge, abilities, and inquiring habits of mind that lead to deeper understanding of their world and human
experience. Inquiry is more than a simple instructional method. It is a philosophical approach to teaching and
learning, grounded in constructivist research and methods, which engages students in investigations that lead to
disciplinary and transdisciplinary understanding.” As future secondary teachers, it is important for you to
experience the process of inquiry to enable you to better understand the significance and importance of planning
meaningful, relevant and engaging learning experiences for your students.

As the Saskatchewan Curriculum visual above displays, you will work through the process of inquiry as you engage
collaboratively (assignment part A) and individually (assignment part B).

Assignment 2: Inquiry into Teaching & Learning using Technology (Group Project)
Due on presentation dates: Nov. 6, Nov, 13, Nov. 20

    This ITL assignment is designed with the pedagogical understanding that flexible grouping allows you to inquire
    into a topic of interest in a way that is meaningful and relevant to you. You will choose to focus your inquiry
    working groups of 2, 3 or 4. Because technology is such an integral part of our learning and teaching, this
    assignment aims to combine inquiry and technology and push you to learn and share about your discoveries.
    1) Choose a partner(s) to work with, or request to work individually. (Often this is a time when students choose
    to be with others with similar majors or minors but this is not essential.)
    2) Decide on an area of study or a type of lesson that your group wants to explore (for example –math, social
    studies, health, etc.) 3. Begin exploring possibilities incorporating technology into teaching in your subject area.
    This could be in a specific lesson (for example “teaching about bullying using xtranormal”) or it could be
    slightly more general (for example, “three technologies we would incorporate when teaching biology”). Some
    helpful websites include:
    3) Inform instructor of the technologies and subject area you will be focusing on. Realize that you may be asked
    to revise your ideas (early in the planning stage) if there is duplication with other groups. The focus is on
    presenting a variety of examples which will be useful in your pre-internship and beyond!
    4) Continue group work during allotted times. Sign up for presentation date (Nov. 6, Nov. 13, Nov. 20). Decide
    whether your presentation will be a demonstration and hands-on experience for the rest of the class, or simply a
    demonstration by your group. Feel free to ask me to arrange for the laptop cart if you need class access to
    5) Plan for a 30 minute presentation to the large group which clearly demonstrates your ideas and incorporation
    of technology. Please plan to include an analysis and evaluation of the technologies chosen (benefits, potential
    difficulties or problems…) as well as a brief time for group discussion and questions. If applicable, you can
    provide an online space/address with your resources, web-links, samples, and so on. This online space may be
    your own group’s wiki (available to create your own at or another online space of
    your choosing where your link can be posted on our ECS300 Wiki. If you prefer, you can prepare a handout for
    class members but this is not essential.

Assignment 3: Inquiry into Teaching & Learning Individual Paper or other Project Due: Nov. 20
The individual ITL assignment is designed with the pedagogical understanding that reflection and revision are
important parts of the inquiry cycle for you to experience (refer to Curriculum Visual above). You will reflect on
what you learned about teaching and learning, what questions emerge for you personally and professionally, what is
it that you wonder about and want to know more about. You will research this area of ‘wonder’ by exploring
literature (books, articles, journals, videos, websites, professional blogs) and/or by conducting interviews with
individuals. At least 3 references must be provided in APA format. You may use readings from class, but this will
not count as one of the 3 references. One of the choices for this individual project is a paper and if you choose this
option, it should be word-processed, double-spaced, 12 pt font and 3-4 pages in length and following APA format. If
you would like to show your learning in another way (audio recording, digital media, etc.) this is also acceptable.
(References still required)
Assignment 4: Field Experience Reflection: Ongoing Entries,
Part one to be handed in on Oct 30-and part 2 to be handed in on Nov. 27
Field experiences are integral to your professional development as a teacher. Focusing on them creates openings
for inquiring into taken-for-granted assumptions about teaching and learning. You are required to keep a
“journal” of some kind of your field experiences. It is expected that you will regularly and systematically record
in writing your experiences and observations. PLEASE READ GUIDELINES FOR WHAT TO WRITE ABOUT.

To represent your journey, you may choose:
     Typed entries compiled in a printed, dated, journal format
     Scrapbook-style journal with pictures representing your journey to accompany your written
     Entries submitted to me electronically (Word documents clearly labeled and sent to I will comment and send them back to you.
     A blog (just send me the link and make sure I can be a contributor so I can make my comments)
     Your own choice of how to document your journey (discuss with instructor for approval)

                      Guidelines for Reflecting Professionally Upon Field Experiences:
Read through the following guidelines to gain an understanding of how to reflect on your experiences. Although
the format may vary (see above), you must reflect in a way that is meaningful and relevant to you and is also
ethical and professional. Depth of thought and meaningful reflection are essential to your professional growth.

Identification: Note the date, grade level and subject taught and/or observed. If your field experience involved a
special event (e.g., field trip) indicate this, and how it was important in the learning experience.

Guiding Questions: To reflect a more holistic and complex understanding of your life as a teacher, the
reflection of your field experience will be a space to develop and share your insights in relation to your field
experiences as well as what you are learning throughout this semester. Guiding questions to think about as you
      What surprised me, what bothered me, and why did it surprise or bother me?
      What was puzzling, exemplary, troubling, or exciting? Why did I have these reactions?
      Did events in my field experience cause me to rethink my initial ideas about teaching or convince me
         that my initial ideas are valid?
      Were there special moments of teaching/learning insights, or particularly challenging moments, and how
         did those experiences impact who I am becoming as a teacher?
      What have I learned about ‘who are my learners’?
      Was there a particular student who “taught” me? What is it about this student that has impacted my
         educational journey?
      How can I connect what I have observed and learned in the field to class discussions and readings?
      What have I learned and what questions remain?
      What are my strengths as an educator, and what do I need to focus on to become the educator I want to
      What do I need to know more about in order to make an impact as a teacher?
      Who am I as a teacher and how have I changed and grown as a person and as a professional?

Important Note: In accordance with the ethical standards of the Faculty of Education, the Professional Codes of
the Saskatchewan Teachers’ Federation (STF), and the Freedom of Information and Privacy Act (FOIP), student-
teachers should not refer to their practicum schools, school personnel, parents, pupils, or other individuals by
name. Student-teachers should make sure that they reflect on and document events in a sensitive manner which
respects the integrity of the individuals involved (including co-operating teachers, teaching assistants,
administrators, students, and parents). Remember that you are an invited guest in another teacher’s classroom.
As you observe, don’t be critical but rather be a critical self-practitioner and look within to ask yourself
questions such as, “If I would do something differently, what would it be and why do I think this would be better
for the students?”


ECS 300 student-teachers are paired for their field placements and when each pair of student-teachers
arrives at the school, it is crucial that they be prepared to teach a lesson or lesson segment as pre-arranged
with the Cooperating Teacher. Preparedness to teach requires that each pair of students have created
detailed lesson plans and constructed professional targets for each lesson. The responsibilities of each
ECS student-teacher are as follows:

    1. Observe the operation of the placement school and follow its conventions
    2. Obtain an updated and complete criminal record check (CRC) in advance of the field placement
    3. Contact the cooperating teacher at least one week prior to the first scheduled visit and to do so in a
        professional manner
    4. Contact the cooperating teacher to determine the lesson to be taught in the next school visit
    5. Plan each lesson thoroughly and prepare written lesson plan(s) as directed by cooperating teacher
    6. Teach a lesson each week
    7. Present (and explain) the data collection (observation) guide to the cooperating teacher
    8. Participate in pre and post-conference for his/her own lesson with the placement partner and
        cooperating teacher
    9. Participate in pre and post-conferences and collect data for his/her placement partner in
        collaboration with the cooperating teacher
    10. Be helpful to the cooperating teacher & interact with the students
    11. Observe the way the cooperating teacher carries out professional duties & engages students in their

Evaluation & Assessment by Cooperating Teacher will be completed in the following 4 areas:
        1. Learning to Plan
        2. Learning to Teach
        3. Learning to Review, Reflect & Self-evaluate
        4. Learning to Relate


The Professional Development Process is employed in the lab as the vehicle to explore a variety of basic
teaching competencies through a planning, teaching, feedback and analysis cycle. This is a place for you
and a small group of your peers to continue to inquire into your ‘process of becoming’ a teacher, to learn
and plan instruction, and to share your interactions with your students.

Evaluation & Assessment by your ECS Lab Instructor will be completed in the following 6 areas:

        1.   Organization and Planning
        2.   Management of the Lab Experience
        3.   Microteaching Skills and Strategies
        4.   Written and Verbal Communication
        5.   Professional Development Process
        6.   Commitment to Teaching

                                    University of Regina & Faculty of Education
                                  Summary of Academic Regulations & Reminders
                                                     Fall 2012

As a student at the University of Regina it is your responsibility to be aware of and to follow all academic regulations in the
Undergraduate Calendar available at Please pay particular attention to “Responsibilities
of Students” (§5.1), “Student Behaviour” (§5.13) and note the policies, expectations and information as outlined below:

1.   Professional Conduct - Teaching is a helping profession. In order for the profession to achieve its goals and values, to
     enhance the quality of public education in the Province, and protect its members and those whom it serves the Faculty of
     Education has established sound and reliable criteria and procedures for evaluating the suitability of aspiring teachers.
     The criteria specify appropriate conduct for students in teacher education. The procedures specify processes for
     screening, regulating and monitoring their professional conduct. The Faculty of Education has the right and responsibility
     to assess students' professional conduct in terms of the criteria outlined above and in terms of criteria outlined in the
     following documents. It will take appropriate actions in accordance with the following legislation, policies and guidelines:
             The University of Regina Academic Regulations
             The Canadian Teachers' Federation Code of Ethics
             The Saskatchewan Teachers' Federation Code of Ethics
             The Education Act, 1995, Saskatchewan
             The Board of Teacher Education and Certification, Guiding Principles and Beliefs
             Student Review Policy, Faculty of Education.

2.   Attendance (§5.3) - Regular and punctual attendance at classes provides a foundation for academic success, and is
     expected of all students. When the persistent lateness or absence of a student jeopardizes the learning or the evaluation
     of the work of other students in the course, the student may be subject to penalty, including being dropped from the
     course or being barred from writing the final examination. One written warning will be provided to the student before
     such action is taken.

3.   Progress in the Program (§11.5.2) - Under current faculty regulations, progress in the program is based on academic
     standing and professional progress. Faculty selection and review committees determine students' eligibility to progress
     into all professional semesters, including internship. It is the responsibility of each student to become familiar with the
     selection criteria and procedures.

     Faculty Action: At the end of each semester, students with poor academic records and/or unsatisfactory professional
     development will be subject to faculty action. Students will be required to discontinue or will be placed on faculty

4.   Late Assignments - Action regarding late assignments may vary from instructor to instructor. Expectations or due
     dates for assignments, as well as the marks that may be deducted for late assignments are noted in the course syllabus.
     (For example, some instructors deduct one mark for each day late.) Normally, all required elements of the program must
     be successfully completed by each student.

5.   Withdrawal from a Course - Students who are not attending but haven’t formally withdrawn are still registered, are
     liable for fees, and will be assigned a grade of NP for failing to complete the course. Students may drop classes in UR
     Self-Service up to the deadline for withdrawing from a course without a failing grade. Changes after the deadline, must
     be made in their Faculty or College office, or students may mail, fax or email registration requests (students should
     check with their Faculty or College office). Please consult §1.2.1 of the Undergraduate Calendar for refund deadlines
     and §3.3.4 for making changes to course registration.

6.   Deferrals (§5.7) - If you become unable to complete your term work or final exams (i.e. due to illness, accident, or a
     death in the family), you may be eligible to apply for a deferral of final examinations and/or term work. Please consult
     section §5.7 and contact the Faculty of Education’s Student Program Centre (ED 354, phone 585-4537) or your faculty
     student services office as soon as possible for advice regarding deferrals.

7.   Academic Misconduct (§ - Acts of academic dishonesty or misconduct include acts which contravene the
     general principles described in §5.13.1. In this section, some of these acts are described. Others which are not explicitly
     described here may also be considered academic misconduct. All forms of academic misconduct are considered serious
     offences within the University community. For the penalties, see §5.13.5.

     Cheating - Cheating constitutes academic misconduct. Cheating is dishonest behaviour (or the attempt to behave
     dishonestly), usually in tests or examinations. It includes:
          unless explicitly authorized by the course instructor or examiner, using books, notes, diagrams, electronic
             devices, or any other aids during an examination, either in the examination room itself or when permitted to
             leave temporarily;
            copying from the work of other students;
            communicating with others during an examination to give or receive information, either in the examination room
             or outside it;
            consulting others on a take-home examination (unless authorized by the course instructor);
            commissioning or allowing another person to write an examination on one’s behalf;
            not following the rules of an examination;
            using for personal advantage, or communicating to other students, advance knowledge of the content of an
             examination (for example, if permitted to write an examination early);
            altering answers on an assignment or examination that has been returned;
            taking an examination out of the examination room if this has been forbidden.

     Plagiarism - Plagiarism is a form of academic dishonesty in which one person submits or presents the work of another
     person as his or her own, whether from intent to deceive, lack of understanding, or carelessness. Unless the course
     instructor states otherwise, it is allowable and expected that students will examine and refer to the ideas of others, but
     these ideas must be incorporated into the student’s own analysis and must be clearly acknowledged through footnotes,
     endnotes, or other practices accepted by the academic community. Students’ use of others’ expression of ideas,
     whether quoted verbatim or paraphrased, must also be clearly acknowledged according to acceptable academic
     practice. It is the responsibility of each student to learn what constitutes acceptable academic practice. Plagiarism
     includes the following practices:
           not acknowledging an author or other source for one or more phrases, sentences, thoughts, code, formulae, or
              arguments incorporated in written work, software, or other assignments (substantial plagiarism);
           presenting the whole or substantial portions of another person’s paper, report, piece of software, etc. as an
              assignment for credit, even if that paper or other work is cited as a source in the accompanying bibliography or
              list of references (complete plagiarism). This includes essays found on the Internet.

     Students who are uncertain what plagiarism is should discuss their methodology with their instructors.
     Note: The Department of English Style Guide is available inexpensively from the University Bookstore. Students may
     also consult online resources such as the University of Toronto Writing Centre’s “How Not to Plagiarize”:

8.   Invigilators’ Rights - An invigilator who suspects a student of cheating has the authority to ask the student to do such
     things as empty pockets, pencil cases, etc., and roll up their sleeves. The invigilator should ensure they have a witness
     when asking the student to perform the request. The invigilator should not badger the student or unduly disrupt that
     student’s (or other students’) ability to complete the examination. If the student refuses to cooperate, the invigilator can
     not do more except to make written note of the students’ refusal when reporting on the matter under the disciplinary

9.   Students with Special Needs - The University of Regina strives to provide a fair and supportive learning environment
     for academically qualified students with special needs. To this end, the University seeks ways to develop and provide
     services which support the endeavors of students with special needs. Students requiring accommodations are to first
     contact the Centre for Student Accessibility (Dr. William Riddell Centre, RC 251; phone 585-4631; or email Please discuss this with your instructor as soon as possible.
     For further information, please see:

10. Harassment & Discrimination Prevention Policy (§8.4.6) - All members of the University community are entitled to a
    professional working and learning environment free of harassment and discrimination. This entitlement, however,
    carries with it the expectation that all members of the University community will conduct themselves in an appropriate
    and responsible manner, with due respect and regard for the rights of others. No member of the university community
    shall cause or participate in discrimination against or harassment of another person.

11. U of R Email Accounts - Please check your U of R email account regularly because the university will send any official
    correspondence to that address. Students have a 25MB quota for email, one large attachment may fill up your inbox. If
    you are not receiving email, you can check to see if you are over quota. Also check to see if you have enabled email
    forwarding. Your University email can be forwarded to a commercial account like Hotmail by using following the
    instructions at If you do so, however, be sure to check your junk folder
    for the first while, since some commercial email accounts classify University-originated emails as junk.

12. Personal Information - Please update your personal information at the beginning of each semester (address, telephone
    number, etc.) if anything has changed at the following link:

13. Language Competence - Students are expected to meet recommended standards of language competence as part of
    graduation requirements in the Faculty of Education.
Schedule – ECS300-01 Winter 2012       W. Sawatzky

(Based on 30 students, divided into 6 Staff Groups);
     * indicates that the article will be used for a host/guest assignment
     ** indicates that there is a reading task for this reading, but there is no host for the reading
     readings without asterisks will be referred to in class, but do not require any written response
     Please see wikispace for a description of the response tasks for each article

Date     Focus                       Articles/Readings                             Student In-class      Due for Students
Week     Introductions, -Syllabus                                                  Divide into staff
#1       check, etc.                                                               groups (for article
Sept.                                                                              discussions)
11       Who am I as a teacher?
         (A Career That Makes a                                                    Divide into self-
         Difference)                                                               determined groups
                                                                                   of 2, 3 or 4 for
                                                                                   ITL Group Project
Week     Learning from Multiple      * Palmer, P. (1997). The Heart of the         *Reading              Hand in guest
#2       Sources of Knowledge        Teacher. Change (Nov/Dec), 29(6), 15-         Response              reading task. (see
Sept.    (Putting what you           21.                                           responsibilities      ECS300 wiki for
18       Already Know about                                                        (Host/Guest)          details)
         Teaching into               Hole, S. (1998). Teacher as Rain Dancer.
         Perspective; Learning to    Harvard Educational Review, (Fall),
         Teach: What Does it         68(3), 413-421.                               20 minutes of
         Mean )                                                                    group planning
                                                                                   time for ITL
                                                                                   Group Project
Week     Using the Curriculum        * Noddings, N. (2004). Learning from          *Reading              Hand in guest
#3       Responsibly                 our Students. Kappa Delta Pi Record           Response              reading task
Sept.    (Deciding What to           (Summer), 40(4), 154-159.                     responsibilities
25       Teach)                                                                    (Host/Guest)          - Host reflection
                                                                                                         from previous
                                                                                                         week’s discussion
                                                                                   20 minutes of         due
                                                                                   group planning
                                                                                   time for ITL
                                                                                   Group Project
Week     Using the Curriculum        * Beran, T. (2006). Preparing Teachers to     *Reading              Hand in guest
#4       Responsibly, continue       Manage School Bullying: The Hidden            Response              reading task
Oct. 2   (More Than “What is         Curriculum. The Journal of Educational        responsibilities
         Taught” – School as a       Thought (Autumn), 40(2), 119-128.             (Host/Guest)          - Host reflection
         Social Institution)         Jones, S. & Myhill, D. (2004) Seeing things
                                                                                                         from previous
                                     differently: teacher’s constructions of                             week’s discussion
                                     underachievement. Gender and Education,       20 minutes of         due
                                     16(4), 531-546.                               group planning
                                     Read pages 541 – 544 only                     time for ITL
                                                                                   Group Project
Week     Crossing Your Own           *Schniedewind, N. & Cathers, K. (2003).       *Reading              Hand in guest
#5       Familiar Borders to         Becoming allies for each other: An            Response              reading task
Oct. 9   Embrace Diversity           inclusive approach to confronting             responsibilities
         (Teaching Students          heterosexism in schools. Equity &             (Host/Guest)          - Host reflection
         Whose Race, Class,          Excellence in Education 36(2),184-193.                              from previous
         Culture or Language                                                                             week’s discussion
         Differs from Your Own;                                                    20 minutes of         due
         Teaching Students with                                                    group planning
         Disabilities)                                                             time for ITL
                                                                                   Group Project
Date     Focus                        Articles/Readings                            Student In-class    Due for Students
Week     Meeting the Needs of         * Weinstein, C., Curran, M. & Tomlinson-     *Reading            Hand in guest
#6       Individual Students in the   Clarke, S. (2003). Culturally Responsive     Response            reading task
         Context of the Classroom     Classroom Management: Awareness              responsibilities
Oct 16   and the School               Into Action. Theory into Practice            (Host/Guest)        - Host reflection
         (Organizing Good             (Autumn), 42(4), 269- 276.                                       from previous
         Schools and Good                                                                              week’s discussion
         Classrooms)                                                               20 minutes of       due
                                                                                   group planning
                                                                                   time for ITL
                                                                                   Group Project
Week      Meeting the Needs of        **Tomlinson, C. (2008). Learning to Love                         Hand in reading
#7       Individual Students in the   Assessment.                              Class Discussion        task
Oct.     Context of the Classroom     Educational Leadership, 65(4), 8-13.
23       and the School –                                                                              - Host reflection
         continued                                                                 20 minutes of       from previous
         (Assessment and                                                           group planning      week’s discussion
         Classroom Participation)                                                  time for ITL        due
                                                                                   Group Project

Week      Meeting the Needs of        **Carter, H. Foulger, T., & Ewbank, A.                           Hand in reading
#8       Individual Students in the   (2008) Have You Googled Your Teacher         Fishbowl            task
Oct 30   Context of the Classroom     Lately? Teachers' Use of Social              Discussion
         and the School –             Networking Sites. Phi Delta Kappan. 89                           Hand in Field
         continued                    (9), 681-686.                                                    Reflection Part 1
         (Classroom                                                                Final 20 minutes    (or submit
         Management) and                                                           of group planning   electronically)
         Contributing Actively to                                                  time for ITL
         the Profession                                                            Group Project
         ( Ethical and Legal
         Issues in the Work of
         Teaching; Becoming a
         Teacher: New Visions
         and Next Steps)
Week     Group Presentations                                                       Group Learning      Presentation as
#9                                                                                 Project             applicable
Nov. 6   Teacher Ethics continued                                                  Presentations (3
         as time allows                                                            or 4)
Week     Group                                                                     Group Learning      Presentation as
#10      Presentations                                                             Project             applicable
Nov.     Teacher Ethics continued                                                  Presentations (3
13       as time allows                                                            or 4)
Week     Group                                                                     Group Learning      Presentation as
#11      Presentations                                                             Project             applicable
Nov.                                                                               Presentations (3    Individual ITL
20                                                                                 or 4)               Project Due
Week     Inclusive Education          Voltz, D., Brazil, N. & Ford, A. (2001)      Sharing from the    Field Reflections
#12                                   What Matters Most in Inclusive               Field               due
Nov.     Concluding                   Education: A Practical Guide for Moving
27       thoughts/discussion          Forward. Intervention in School and Clinic
Week     “Open House” format          Students get back field reflections with     Hand in report
#13                                   comments                                     from cooperating
Dec. 4                                                                             teacher


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