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Dr. Lisa Michals, telephone: (916) 278-7475 Benicia Hall 1022
Department of Teacher Education
Course Description and Purpose
This course continues reinforcing the cycle of teaching: lesson planning, implementing, reflection & application at a deeper developmental level, aligned with later TPEs and TPA tasks. Intensive support for classroom management & discipline; disruptive behaviors; problem-solving communication with district administrators, parents, at community level as child advocates. Emphasis on differentiating instruction to individual needs of diverse learners. Scaffolding to support growth and developmental stages of the learning-to-teach process and professional responsibilities. Infusion of e-portfolio development and the integration of technology.
Expected Outcomes:
1. Candidates will reinforce and practice cycle of teaching; including lesson planning, implementing, reflection and application to the point of automaticity.
2. Candidates will internalize the parts of a lesson, create a variety of appropriate lesson plans considering the many components of a successful lesson available, and skillfully adapting and adjusting to various situations and individual needs of diverse groups and individuals.
3. Candidates will further refine their lesson planning skills by tailoring their lesson plans to the individual needs of their students, the curriculum, and differentiating instruction to the individual needs of diverse learners.
4. Candidates will move through developmental stages of understanding classroom management and discipline and guiding children toward the goal of self-discipline.
5. Candidates will continue to experience a model of a respectful, supportive, caring, positive classroom community, and the components of this environment will continually be made explicit to the candidates with the goal of encouraging transfer of these methods to their own future classrooms.
6. Candidates will develop the habit of continual self-reflection by an ongoing, built-in structure that encourages critical thinking, both backward and forward, at each step in the cycle of teaching and learning, on a more complex level, with life-long continual learning as the ultimate goal.
Required Text
No text will be required. Instead students will be asked to choose one article and two lesson plans and make enough copies for every class member to create a collaborative class text.
Expectations and Course Requirements
1. Professional attendance and active participation. Given that we will meet every other week, it is especially important that students ATTEND class every scheduled session. Should the student experience serious illness or emergency, it is her responsibility to contact the instructor by email prior to the next meeting to arrange for an alternate assignment to learn the concepts covered in class. More than one excused absence or unexplained or unexcused absences will result in a No Credit in the class. Active participation includes readiness for class, full attention, and professional attitude. It also includes punctual attendance, appropriate dress and behavior, note-taking, and demonstrating professional, alert attention.
2. Presentation and assignments are minimal in Pedagogy C (outside of the Signature Assignment), but it is expected that students will demonstrate professionalism in completing responsibilities. (TPEs 10-13).
4 . Signature Assignment. (Journal/Log AND Final Reflection Paper). See attached
5. Professional Presentation You will prepare a FORMAL 8-10 minute oral presentation for peers and faculty that overviews your teaching philosophy, resume overview, teaching strengths, style, beliefs, etc. in preparation for your professional interviews.
6. Two Lesson Plans and accompanying notes In lieu of a text- you will each be asked to produce enough copies for the class of the following
- two of your favorite lesson plans. Include grade level, state standards and a one paragraph reflection and review of the lesson.
- one article relevant to the teaching practice
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