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 E-mail: firstname.lastname@example.org Class Wiki: http://ecs300.uregina.wikispaces.net 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 teachers. 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 teaching 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 education 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 so 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 2 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: http://ecs300.uregina.wikispaces.net Writing Resources (also posted on the wiki) 1. Student Development Centre (Room 230, Dr. Riddell Centre) http://www.uregina.ca/sdc/writing/ 2. APA Style http://www.apastyle.org/ 3. The Purdue Online Writing Lab (OWL) http://owl.english.purdue.edu/ 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 IMPORTANT: 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. 3 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 email@example.com 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). 4 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: http://cogdogroo.wikispaces.com/Dominoe+50+Ways http://couros.wikispaces.com/ http://blogs.gssd.ca/mmorley/ 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 computers. 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 http://uregina.wikispaces.net) 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) 5 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 reflections. Entries submitted to me electronically (Word documents clearly labeled and sent to firstname.lastname@example.org) 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 reflect: 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 become? 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?” 6 B. FIELD COMPONENT: 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 learning 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 C. LAB COMPONENT 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 7 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 http://www.uregina.ca/gencal/ugcal/. 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 probation. 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 (§188.8.131.52) - 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: 8 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”: http://www.writing.utoronto.ca/advice/using-sources/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 regulations. 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 email@example.com). Please discuss this with your instructor as soon as possible. For further information, please see: http://www.uregina.ca/presoff/vpadmin/policymanual/students/901020.html 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 http://www.uregina.ca/is/student/email/index.html. 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: https://banner.uregina.ca/prod/sct/twbkwbis.P_WWWLogin 13. Language Competence - Students are expected to meet recommended standards of language competence as part of graduation requirements in the Faculty of Education. 9 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 http://ecs300.uregina.wikispaces.net for a description of the response tasks for each article Date Focus Articles/Readings Student In-class Due for Students Responsibilities 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 10 Date Focus Articles/Readings Student In-class Due for Students Responsibilities 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 37(1).23-30. Week “Open House” format Students get back field reflections with Hand in report #13 comments from cooperating Dec. 4 teacher THERE IS NO FINAL EXAM FOR THIS CLASS. DECEMBER 4 WILL BE THE FINAL MEETING TIME.
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