California State University, Northridge
Michael D. Eisner College of Education
Spring 2009
COURSE CODE: EED  595J 			
COURSE TITLE:  Lesson Design Study
CLASS LOCATION:  Sierra Hall 307                 
Wednesdays, 7:00 to 9:50 

INSTRUCTOR:  Dr. Susan Belgrad
OFFICE:  ED 2102
Office phone:  818-677-4901
E-mail:    susan.belgrad@csun.edu
Website:  https://csun.edu/~sb4310 

 I.	Course Description
Preparatory:  Completion of the California Preliminary Credential, or equivalent initial teaching credential; employed as a P-12 classroom teacher.  The curriculum addresses the candidates’ goals as beginning teachers, builds upon the foundation established in the Preliminary Credential program, meets the California Standards for the Teaching Profession, and applies conceptual knowledge to practice in ways that engage candidates in important issues of theory and practice.  Seminar emphases include lesson design study, assessment, differentiated instruction, and pedagogical content knowledge.  Beginning teachers are either visited in their classroom by the university instructor or required to submit a videotape of their classroom practice.  

II. Conceptual Framework of the College of Education
The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is committed to Excellence through Innovation.  We believe excellence includes the acquisition of professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of ethical and caring professionals - faculty, staff, candidates - and those they serve.  Innovation occurs through collaborative partnerships among communities of diverse learners who engage in creative and reflective thinking.  To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework.
o	We value academic excellence in the acquisition of professional knowledge and skills.

o	We value the use of evidence for the purposes of monitoring candidate growth, determining the impact of our programs, and informing ongoing program and unit renewal.  To this end we foster a culture of evidence.
o	We value ethical practice and what it means to become ethical and caring professionals.
o	We value collaborative partnerships within the College of Education as well as across disciplines with other CSUN faculty, P-12 faculty, and other members of regional and national educational and service communities.
o	We value diversity in styles of practice and are united in a dedication to acknowledging, learning about, and addressing the varied strengths, interests, and needs of communities of diverse learners.
o	We value creative and reflective thinking and practice.
III. Student Learning Objectives   -  Elementary Education MA Candidates will develop as professional educators who
 demonstrate:

1. REFLECTIVE PRACTICE by critically examining their subject knowledge, pedagogical content knowledge, and pedagogical skills to improve their diverse students' learning.

2 THEORETICAL UNDERSTANDING by reading, synthesizing, and evaluating educational theory and research in their field and applying research findings to their practice in diverse classroom settings.

3. RESEARCH SKILLS by designing and conducting research ethically and effectively and presenting their findings at a professional level in oral and written forms.

4. EDUCATIONAL AWARENESS by knowing current discipline-based and current general educational issues and how those impact schools.

5. LEADERSHIP by influencing policy and practice in educational communities through advocacy and example.
IV.   Course Objectives           
       Students who successfully complete this course will be able to:
1.	Develop a vision to become a professional educator through deeper understanding of   professional learning goals, roles and responsibilities.
2.	Gain skill and perspective  in planning instruction and designing learning experiences that reflect, draw on and value  students’ backgrounds, interests life experiences, prior knowledge, and developmental learning needs.
3.	Gain skill in transferring and implementing knowledge of students’ backgrounds, interests, life experiences and prior knowledge into effective instructional design of learning experiences for all students.
4.	Develop instructional activities and materials to make subject matter accessible to all students.
5.	Design coherent instruction and learning activities collaboratively that are highly relevant to students and pedagogical goals.
6.	Improve professional practice by working with colleagues to analyze and modify instructional plans and teaching in order to enhance student understanding of subject matter.
7.	Work with colleagues to further analyze instructional plans and incorporate relevant modifications, assessment and evaluation strategies.
8.	Engage in group study of how lesson study groups have integrated aspects of PCK as well as elements of effective instruction and assessment in their classrooms

V.	Course Content  
  1.  Understanding and Organizing Subject Matter for Student Learning
  2.  Planning Instruction and Designing Learning Experiences for All Students
  3.  Assessing Student Learning
  4.  Engaging and Supporting All Students in Learning
  5. Creating and Maintaining Effective Environments for Student Learning
  6.  Developing as a Professional Educator
VI.    	 Readings
	Texts: (required)
Stepanek, J. Appel, G. Leong, M. Turner Mangan, M & Mitchell, M.  (2007).  Leading lesson study:  A practical guide for teachers and facilitators.  Thousand Oaks, CA: Corwin Press. 
Stigler, J. & Hiebert, J. (1999). The Teaching Gap:  Best Ideas from the Worlds Teachers for Improving Education in the Classroom.  Free Press. 

APA (1995) Publication Manual of the American Psychological Association (4th Edition).  Also in the library.
Online information about APA formatting http://www.psychwww.com/resource/apacrib.htm
Articles: (required)
Gomez, M.L.  Telling Stories of Our Teaching, Reflecting on Our Practices. 
	Henderson J., (2001).  Reflective Teaching:  Professional Artistry through Inquiry.  3rd 
	edition.  Upper Saddle, NJ:   Prentice Hall..

California State Dept. of Education.  http://www.cde.ca.gov/board/pdf/vpall.pdf
California State Dept. of Education.  (1987 or 1996).  History-Social Science Framework.
California State Dept. of Education.  (1987 or 1996).  English Language Arts Framework.
California State Dept. of Education.  (1987 or 1996).  Mathematics.
V.    Course Requirements
•	Reflective papers on educational research (précis);
•	Participation as an active group member in a variety of class tasks;
•	Review and discussion of literature addressing lesson design, which contain one or more of the knowledge contexts studied in the course.
•	Collaborative work with class members to learn about and design effective lessons.
•	Collaborative work with class members to identify effective classroom strategies and transfer knowledge into a plan for classroom management.
•	Self-assessment of performance in teaching, collegiality and reflective practice
•	Completion of a Lesson Study while incorporating PCK within the learning context of students in classroom.

 	Methods of Evaluation
1.	Plan for an effective environment for student learning (Classroom Management Plan)
2.	Short-and long-term teaching plans applying PCK(Pedagogical Content Knowl)
3.	Standards-based lesson plans that promote critical inquiry for students (Language arts Lesson)
4.	Analysis of student work samples from your own classrooms (incorporated in Lesson Study Plans)
5.	Self-assessment and reflection on own Professional Practice
6.	Lesson Study Plan and Reflection
7.	Active participation in the seminar’s peer learning community through Lesson Study
8.	Response logs (graphic organizers and session logs) to discussions of reading assignments and class activities;
9.	Participation in the Professional Showcase - Each student will be responsible for organizing course materials and assignments for a showcase of significant learning.  

AUTHENTIC ASSESSMENT ASSIGNMENT SHEET

Name  _________________________  Course  EED 595J Lesson Design Study								
Date  	__________		 	Instructor  ______________________________

      PORTFOLIO    -       85%	Average
   1	Strong 2	Super  3	Total
	
1.	Lesson Design Study                    Score  X  5

2.	Research Literature Précis            Score  X  5					
3.	Engaged Learning Lesson Design    
                                                       Score  X  5				 	
4.	PCK Assignment                           Score  X  5					
5.	Reflection/Response Logs, Self Assessment and 
                                                           Score  X  5	

6. Portfolio Showcase                            10 Points                                           					
	
ATTENDANCE & PARTICIPATION   15%		
7.	 Attendance   
•	Perfect Attendance, No tardiness     =5
•	Minimal (1) Absence or Tardy         =3
•	2 Absences or Tardiness                   =1
•	More than 2 Absences =0					
    
                 TOTAL POINTS HERE  
					
  Grading:  94-100  =  A (Exceptional) ; 83-94 = B (Solid Quality);  75-82  =  C  (Passing)

This sheet is submitted with final portfolio that contains evidence of completion of each of the assignments.  Students should consult the course standards provided in the syllabus to self assess the quality of work for each item.

 This course is an intensive, practical graduate course for professional development. All students entering the course are assumed to have the ability to earn an A or B grade; however, this does not mean that all students will automatically receive an A or B.

Guidelines for an A  
Exceptional Work 
Well-Above Average
	A.	Participation in class discussion and group tasks is active, reflective and pertinent 
B.	 Understanding of the knowledge base/research findings is reflected in class performance
C.	Written assignments provide evidence of scholarly work 
D.	Self-assessment and learning outcomes for assigned activities include pertinent defense of exceptional performance.	
Guidelines for a B.. 
Basic Graduate 	A.	All assignments provide evidence that an effort has been made to integrate theory and skills into teaching and classroom experience.
B.	Written or verbal presentation of assignments is of high quality. 
C.	Student actively participates in all class discussions and group tasks. 
D.	All completed course work shows evidence of application of content.  Self assessments reflect ability to meet standards.	
Guidelines for a C
Below Average Work	A.	Assignments are delayed and/or meet minimal requirements.
B.	Student participates minimally in class discussions and group tasks.
C.	Course work completed reflects minimal level of acceptability,
D.	Self assessments are incomplete or missing.	

X.	List of Course Reader Materials and Articles 

Section  I   Description of the Warm-Up Exercises and Session Activities

Section II Articles:  

4.	Nieto, S.  

5.	Shulman, L 1986;1987

6.	Tyler, R.  (1969) Basic Principles of Curriculum and Instruction.  Chicago, IL:   University of Chicago Press  ISBN: 0226820319
 
7.	Belgrad, S.  (2002).  Graphic Organizers that promote thinking, reflection and self assessment.

8.  	Brooks and Brooks: In Search of Understanding—Chapters. 7-10

9.	Hiebert, J., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15.

10.	http://www.gse.uci.edu/renewal/feature/lesson_study/  streaming video.

11.	Lesson study tools:  pdf file    
  http://www.tc.columbia.edu/lessonstudy/doc/Goal_Selection_Worksheet.pdf

12.	Ohanina, S.  Caught in the Middle

13.	 Tyler’s 4 Questions Form

APPLICATION
ASSIGNMENTS  
  
Lesson Planning
Lesson Study

  

 

Lesson Design Study 

    
Individual Research on subject area topic with Research Précis Assignment

FINAL SHOWCASE  

Reading reflections
Application Assignments
In-class Assignment Artifacts
Journals, Logs and Notes
Lesson Study

READINGS AND REPORTS
   
Assigned readings from Course Reader and books:  Reports on individual and group lesson study completed during course.

CLASS SESSION LOGS	
QUESTIONS:                                                                                      
•	What are some key ideas in this session?                     _________________________________
•	Where have you become excited or intrigued?                                           Student Name:
•	What are one or two insights or reflections from your learning?
•	What are some applications for your teaching?  (transfer)
	
Session Date:  ___________________
	Session Date:  ___________________