Fundamentals of Teaching ED 267A

Fundamentals of Teaching ED 267a

Fall, 2016

Wednesdays, 3-4:50 pm

Schwartz 110

Instructor

Rachel Kramer Theodorou 781-736-2023 (office)

Office hours: By appointment only

Overview & Learning Goals

This course builds on the Foundations of Education course where we will work together to further develop your stance/attitude toward kids, teaching, and learning and your practices as a beginning teacher. Through the lens of inquiry, a goal of this course is to foster an environment where participants feel empowered to raise questions, probe each other’s thinking, and ask for evidence or clarification or support in understanding each others’ points of view.

In this year long course students will be able to:

1. develop a beginning practice as an elementary school teacher;

2. develop the tools and disposition to learn in and from teaching;

3. interpret and enact MA Professional Standards for teaching and core academic content standards;

4. develop ability to learn and grow collaboratively;

5. document and study your progress and learning;

6. investigate the context in which you teach;

7. reflect on the process of teaching.

Essential Questions / Guiding Principles
·  How do children learn and teachers teach?
·  What do we need to know about our students and their families as we prepare to teach them?
·  Why are the processes of inquiry and collaboration critical toward developing our stance/attitude toward kids, teaching and learning? / •  An individual’s beliefs/values create teaching stances/attitudes that guide everyday decisions.
•  The classroom is a core text; “reading” and learning from the text takes skill, practice and guiding knowledge.
•  Learning begins and ends with questions.
•  Reflection (group/solo) is a tool that enables enduring understanding.

Organization of Content

The fall semester is organized around three strands: how teachers create an environment for learning in their classroom, an extended child study to practice learning/speaking about children, and an exploration of intellectual work of planning, assessment, and instruction. Beginning and ending with inquiry and via reflective practices and collaborative structures, we will explore each of these strands. Each session addresses one or more of the MA Candidate Assessment Performance Pre-service Teaching “Standards” and related “Elements”. These standards provide a framework for thinking about what good teaching entails and the work you do in the course will clarify their meaning in your practice. The work you do in your practicum and the guidance you receive from your mentors and field instructors will also comprise the content of this course. We will study their teaching as model evidence of the Standards, which will also help you develop and describe your own teaching accordingly.

Video recording Your Practice

You will practice the skills of observing and talking about teaching in descriptive and analytic ways using (among other things) video recordings of yourself and your MT’s teaching. Using a University platform, you will upload video for your mentor, course instructors and field instructors to view. Information on how to capture, upload, and comment on video is TBA as well as required number of videos/due dates per semester. In addition, you should ask about the videotaping/photography policies of your school and complete the Brandeis release forms by the end of September.

Required Texts and Readings

Readings for each session are indicated in the syllabus. Please purchase the following books. Readings not found in these texts will be posted on LATTE.

•  Charney, Ruth. (2002). Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8. Greenfield, MA: Northeast Foundation for Children.

•  Kramer Theodorou, Rachel (2009). Heart of the Matter: A Practical Guide to Attitude in Teaching. Albany, New York: Publishers Solutions. (purchase in class)

•  Third text TBA.

Assignments

In addition to carrying out the 3 investigations listed below, you will prepare for class with mini-assignments including occasional online responses, responding to readings, observing other classrooms, completing journal entries/written jottings, preparing video footage of yourself teaching, and sharing evidence of meetings with your mentor teacher(s) & field instructor. Capture all mini-assignments (i.e. preparation for class) in your class notebook.

**Please email me all assignments. Please title your document as follows: your name_ teacher interview.doc. As well, you will cc your field instructor and mentor on your final drafts of the 3 major “Investigations” assignments.

Assignments will be weighed according to the following approximate percentages:

Investigation 1: Classroom Culture 10%

Part 5: Final Assignment 15%

Investigation 2: Child study 10%

Final paper/presentation 15%

Investigation 3: Planning for Student Learning 10%

Final Learning Sequence Plans & Reflection (CAP Pre-cycle) 15%

Class participation, preparation (including mini-assignments)

and professionalism 25%

Participation, Preparation, and Professionalism

In this class, a high priority is placed on active and informed participation, as we believe that our discussions are a vital tool for your learning and the learning of others. Criteria for participation include: actively listening to others, asking probing and challenging questions, articulating your own ideas, and making connections between your own experiences, ideas in the reading, and ongoing topics raised in class. In this class we will use a variety of formats for participation in an effort to meet the needs of participants including small group work, individual reflections, class discussions, and a host of modeling/dramatic/artistic endeavors. I hope that students will find comfortable and productive ways to participate and I welcome any feedback on this topic. Please discuss with me any particular learning needs.

Technology can be a tool and a distractor. While you are required to bring laptops or other note-taking devices to seminar, be cautious that the technology does not serve as a distractor in seminar. Unless for explicit and transparent course purposes, no email or social media should be used during seminar. Cell phones should be muted or turned off and texting must wait until break or the end of class.

This course has a heavy workload, including many readings and assignments. We expect you to come prepared to class, having read the assigned reading carefully, noting your thoughts and questions. In the even that you need an extension on an assignment, you must contact me ahead of time and include the date by which you expect to complete it. Success in this four- credit course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, discussion sections , etc.)

Grading

The policy of Brandeis GSAS is that any course grade below B- (80) may not be used for credit towards your degree.

I will grade the major written assignments using a rubric and detailed commentary. If any assignment does not meet expectations, the student will be asked to revise it. Unless alternate arrangements are made, students have one week to revise an assignment. If not revised within that time period, no credit will be given. When calculating grades, the following equivalents will be used:

Meets expectations: 95

Close to meeting expectations: 88

Inconsistently meets expectations: 80

Exceeds expectations: 100 (for rare instances of unusual sophistication of ideas, analysis, and performance)

Other mini-assignments (i.e. preparation for class) will be stored in class notebook and graded in class with credit/no credit designation. All written assignments should be double-spaced typed including APA formatted citations as required.

Attendance

Attendance is required for every class and students are expected to be ready to begin class at 3 pm. Please be advised that repeated tardiness or missing class during the semester will result in a reduced final grade. In general, the only exception to this is illnesses or significant family emergency. If it is the case that a student is ill or has a family emergency, he or she is required to contact the instructor directly in writing via email prior to the start of class explaining the reason for the absence. In the event of an excused absence, the student will be responsible for asking a peer to take notes and for gathering information about all content of the missed class. Students, who were absent from a class, will be asked to complete other assignments to demonstrate their understanding of ideas.

MA DESE Candidate Assessment of Performance (CAP) Pre-Service Teacher Standards:

Standard / Element / Proficient Descriptor*
1: Curriculum, Planning & Assessment / 1.A.4: Well-Structured Lessons / Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
1.B.2: Adjustment to Practice / Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.
2: Teaching All Students / 2.A.3: Meeting Diverse Needs / Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English language learners.
2.B.1: Safe Learning Environment / Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
2.D.2: High Expectations / Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.
4: Professional Culture / 4.A.1: Reflective Practice / Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
*Proficient Descriptor is included here to provide a sense of the expectation outlined in the element. Expectations of demonstrated competency for preparation candidates are outlined further in the Rubric Overview section below.

COURSE SCHEDULE (subject to change)

______

SESSION 1 AUGUST 30 WEDNESDAY ______

CAP Standard:

2.B.1 Safe Learning Environment & 4.A.1. Reflective Practice

Topics:

Introduction to course & completing weekly “preparation for seminar”

Creating norms for our course

MA Pre-Service CAP Standards & looking for evidence

“Teaching with Intention”

Preparation for seminar:

Bring in $18.95 (cash or check payable to Rachel) to purchase Heart of the Matter text.

______

SESSION 2 SEPTEMBER 7 WEDNESDAY ______

CAP Standard:

2.B.1 Safe Learning Environment & 2.A.3 Meeting Diverse Needs

Topics:

Building classroom culture

The first days of school

The relationship between values and action

Investigation 1: Classroom Culture

Assignments due:

·  Read over Investigation 1 Classroom Culture and come to class with questions about it.

·  Reflect on a teacher that you aspire to be like. Come with a brief list (5-10 items) of the knowledge, skills, and characteristics this teacher possesses.

Preparation for seminar:

•  Read Charney, Preface, Foreword, Introduction to Section I and Chapters 1 2.

•  Other readings posted on LATTE.

______

SESSION 3 SEPTEMBER 14 WEDNESDAY

______

CAP Standard:

2.B.1 Safe Learning Environment 2.A.3 Meeting Diverse Needs

Topics:

Launching the Child Study

Creating rules

Establishing routines

Assignment due Monday, September 12th & Wednesday, September 14th

•  Investigation 1: Classroom Culture, Part 1 (due 9/13) Part 2 (due 9/14)

Preparation for seminar

•  Other readings posted on LATTE.

•  Read Charney, chapters 3 & 4

______

SESSION 4 SEPTEMBER 21 WEDNESDAY ______

CAP Standard:

2.B.1 Safe Learning Environment & 2.A.3 Meeting Diverse Needs

Topics:

Teaching and maintaining rules

Observation: Learning to see, unlearning to judge

The four faculties/educations (an introduction)

Investigation 2: Child Study

Assignments due:

·  Investigation 1: Classroom Culture, Part 3, Analysis of rules and routines

·  Child Study: Work with your MT to choose a focus child for your child study assignment. Email Rachel the name and your reason for choosing this child and jot what you know so far about this child in your field journal.

Preparation for seminar:

•  Other readings posted on LATTE.

•  Read Charney, Introduction to Section 2, and Chapter 6

•  HOM (Rachel’s) Introduction & Chapter 1 from “HOM text” (see LATTE)

______

SESSION 5 SEPTEMBER 28 WEDNESDAY

______

CAP Standards:

1.A.4 Well-Structured Lessons; 2.A.3 Meeting Diverse Needs; 2.B.1 Safe Learning Environment; 4.A.1 Reflective Practice

Topics:

Practicing low-inference observation

The 4 Faculties (in terms of learning)

The kinds of learning structures in school

Assignments due:

•  Jot 3 e.g. of different kinds of learning that occurs in each class/subject you’ve observed.

•  Try “Noticing Simplicities” in HOM (do part 2 for your focal child).

Preparation for seminar:

•  Other readings posted on LATTE.

•  Jigsaw (TBA): Read Carini, Patricia F. “A Letter to Parents and Teachers on Some Ways of Looking at and Reflecting on Children.” In Himley, Margaret (ed.) (2011) OR Prospect’s Descriptive Processes: the Child, the Art of Teaching, and the Classroom and School. Bennington, VT: Prospect Center. Pp. 13-19. Select 2 quotes to share and be prepared to say why you chose them using a reading/response protocol in class.

•  Read “Simply Awareness” in HOM, and try at least one of the proposed activities during your fieldwork.

______

SESSION 6 OCTOBER 5 WEDNESDAY ______

CAP Standards:

1.A.4 Well-Structured Lessons, 2.A.3 Meeting Diverse Needs, 4.A.1 Reflective Practice

Topics

Teaching social skills & language of social interaction

Planning learning experiences

“What is learning?”

Assignments due:

·  Investigation 1: Classroom Culture, Part 4 (Studying opportunities for development of social skills)

·  Read and do HOM “A Collage of the Imagination” pp. 14-15

·  Investigation 2a: focal child choice & initial impressions.

Preparation for seminar:

·  Other readings on LATTE.

·  HOM pp. 12 “Faculty of Feeling/Knowing” & “The Tragedy of Teaching to the Thinking/Understanding Faculty” pp. 22-26

______

SESSION 7 OCTOBER 19 WEDNESDAY

______

CAP Standards:

1.A.4 Well-Structured Lessons, 2.A.3 Meeting Diverse Needs

Topics:

Mastery objectives

Short and long term planning

Common Core State Standards

The four faculties at work in the learning process

Assignments due:

·  Investigation 1: Classroom Culture Part 5, Pulling it all together