Fundamentals of
Secondary Education in Multiethnic Secondary Schools
SED
511
Spring 2004
Instructor:
Michael G. Rivas, Ph.D.
Classroom:
Kinesiology Room 153
Class Time:
Wed.
4:00 PM – 6:50 PM
Telephone:
Office
818.677.6792
Cell 818.355.0013
E-mail:
mgrivas@csun.edu
Office Hours:
By
appointment
Texts
The
Michael D. Eisner College of Education as a professional school is
committed to
advancing learning, teaching and student success. This is accomplished
using a
developmental approach to promote reflection, critical thinking, and
excellence
in an inclusive learning community. Its
graduates are well educated, highly skilled and caring persons who are
lifelong
learners prepared to practice in an ever changing, multicultural world. They are committed to promoting achievement
of all students as a primary measure of successful educational practice. Graduates assume service and leadership roles
in public and private educational, health, and social programs and
institutions. The College establishes
and maintains productive partnerships with community schools and
agencies. The faculty is committed to
excellence in
teaching, scholarship, service and collaboration with the community and
professions. The values for faculty and
students that form the foundation of this Conceptual Framework include
the
following:
1. We value high standards in the acquisition and application of professional knowledge and skills in subject matter, pedagogy, and technology.
2. We value the achievement of students at all levels and promote its accomplishment in accordance with national, state, and institutional standards.
3. We value an inclusive learning community.
4. We value creative, critical and reflective thinking and practice.
5. We value ethical practice by caring professionals.
Attendance Policy
Attendance and participation are
crucial components of this course. Ideas
presented in class by the instructor and the students need to be heard
and
critiqued for individual and collective growth to take place. Therefore, your final grade will reflect your
level of attendance and participation: an "A" student is expected to
be in attendance and participate.
Make-up Policy
Assignments are due at the beginning of class. There
are only two kinds of homework: here or
not here. Homework that is here is the
only work that will be graded. If
you
are unable to make a class meeting, you are responsible for
getting your
work to class. A student who misses an
exam will receive a zero unless prior arrangements have been
made with
the professor. Those with approval will
be allowed to make-up the exam at an alternative test date that will be
set
near the end of the semester.
Plagiarism Policy
Cheating or plagiarism on a test or
other assignment will result in automatic failure on that specific item
and
possible failure in the course. In
addition, there will be a referral to the Academic Ethics Committee. Never forget that character counts in the Big
Game!
Instructional
Philosophy and Course Overview
Content
Description
The course provides a general
framework and introduction to secondary education and curriculum within
a
multiethnic American society. Candidates
investigate various classroom discipline and management techniques,
teaching
strategies and techniques, and lesson planning.
Candidates are also introduced to the California Academic
Content
standards and the thirteen Teaching performance Expectations (TPEs). Primary emphasis is placed on the TPEs in
three domains: 1) Creating and maintaining effective classroom
environment, 2)
Engaging and supporting all students in learning, and 3) Planning
instruction
and designing learning experiences.
Completion of classroom-based activities is required.
Student
Learning Objectives
Teacher
Performance Expectations (TPEs)
<>Classroom Norms
1. You are expected to come to class prepared to discuss topics critically, having finished all reading, writing, and group assignments before class.
2. You are expected to become part of a community of lifelong learners: to express ideas clearly, to help those in need, and to ask questions when in doubt.
3. You are to show respect to the learning community and to value your classmates. We challenge ideas not people.
4.
The goal of education is to learn to think and in this class you
will.
Professional
Expectations
This course includes class
participation and quizzes (as needed), short papers, panel work, exams,
observations, current events, etc. All
assignments must be typed. Each assignment or set of assignments is
worth the
listed points and percentage of your final grade. Distribution
is as follows:
1. Class
participation and quizzes
10 pts.
( 5.0 %)
2. Short
Paper (1)
20 pts.
(10.0
%)
3. Group
Panels (2)
20 pts.
(10.0
%)
4. Journal
(10 @ 2)
20 pts.
(10.0
%)
4. Mid
Term Exam (1)
30 pts.
(15.0
%)
5. Current
Events (2 @10)
20 pts.
(10.0 %)
6. Lesson
Plans (2 @10)
20 pts.
(10.0
%)
7. Final
Exam
30 pts.
(15.0
%)
8. Portfolio
30 pts.
(15.0
%)
200
Total pts. (100
%)
The
grade earned
in the class is determined by the quality of work submitted by the
student and
is based on the following distribution:
A 190
- 200
B- 160
- 165
D+ 134
- 139
A- 180 - 189
C+ 154
- 159
D
126 - 133
B+ 174 - 179
C
146 - 153
D- 120
- 125
B 166
- 173
C- 140
- 145
F
Below 120
A
= Outstanding. The
grade of “A” is reserved for those students whose performance is truly outstanding. Performance
reflects an outstanding level of
competency attainment -- including critical analyses, information
syntheses,
and application of theory and research to practice.
Projects and exams are comprehensive,
thoughtful, well organized, and clearly written.
B
= Very Good. Performance surpasses a basic
level of
competency attainment, understanding, and skill, and indicates an
ability to
integrate and apply information.
C
= Satisfactory. Performance
meets expectations for a basic
level of competency attainment and understanding.
C-
or Below = Unsatisfactory. Performance
does not meet expectations for a
basic level of competency attainment and understanding.
This does not constitute a passing score in
the Core.
Class participation and quizzes
As mentioned previously, your
participation is vital for the success of the class.
You will each start off with 7 of the 10
points possible (average work). If your
participation is better than average you will earn more, if less, you
will lose
points. Quizzes will only be used if
necessary and will be averaged in at the end.
I do not expect to need them but I must be prepared in order to
reach
our goals.
Short Paper
You will write a short paper in this class. It will be an analysis/critique paper that will be 3-4 pages and be worth 20 pts. During the course, you will be exposed to many current, and sometimes, controversial issues that may ignite a certain interest within you. You will be allowed to choose the topic and do additional research in order to satisfy the desire to know more. The topic must be approved by the professor in advance or will not be accepted. Use of a minimum of 4 varied (different mediums) outside sources with appropriate citation is required.
Panels
You will be participating in
two group panels that
will debate a predetermined issue. The
professor will place you on these panels and assign topics and dates. Each panel member will be responsible for
writing an informational, 2-page position paper on the topic and the
group will
be responsible for conducting an educating activity that reflects advance
thought. You may use this paper or any
notes during your interaction with the class, but please do not read
your whole
presentation. Use of a minimum of two
outside sources is mandatory for outstanding work.
You will be graded on the paper and your part
in the debate. Do not forget we value
people and challenge ideas! Expect an active exchange of ideas. For some of you to be successful in this
activity, you will have to move outside your comfort zone.
That is okay; I have never had a student
become dysfunctional because of that.
Remember to make this activity concise and engaging...everyone
in the
class will appreciate it.
Journal
You will keep a journal of your
semester experiences in the classroom.
The ability to reflect upon classroom experiences is crucial in
the
development of a teacher. You will be
required to respond to 10 specific questions (they will be tied to the
first 10
TPEs) in your journal. Your ability to
analyze the strengths and weaknesses of teaching strategies and
classroom
interactions will be enhanced. Use
the
questions as a guide to help you reflect on the
“art” of teaching.
Current Events
This course deals with current
issues
that connect schools and society. During
the course, you will be required to find 2 articles from current,
popular, but
respected periodicals, which deal with an educational issue in the
public
schools. Appropriate sources are
magazines like Newsweek, Time or U.S.
News and World Report and major
newspapers. The article must be
submitted (stapled to response) with a 1-2 page personal response. This response should include a brief
summary, analysis (i.e. analysis would include the article's
strengths, weaknesses, and implications), and reflection
(your thoughts on the content) of the article.
The analysis will constitute the majority of the grade earned. This activity is designed to make you a wiser
consumer of information. You will learn
to be able to read through an argument and develop a higher level of
discernment.
Lesson Plans
Though
lesson plans come in a variety of formats, you will hand in 2 lessons
plans
that show your ability to plan and execute a lesson.
In addition to the specific lesson, you must
show its connection to a specific unit as well as the California
Content
Standards. The form to use will be
handed out in class.
Exams
You will need to bring a blue
book to class on exam
day. The exam will cover readings,
lecture notes, panel discussions, films, observations and class
interaction. Exams will be composed of
all or some of the following: multiple choice, listing, identify, short
answer,
essay. Your final exam will be comprehensive so remember this as we go
over
each exam you take. You may want to
write short notes that relate to questions on those exams.
The procedure and type will be similar to the
previous exams, just longer.
Portfolio
You will begin your Professional
Teaching Portfolio (PTP) in this course.
I will be distributing important material that you will use
throughout
your time in teacher education at CSUN so please keep track of it, you
will be
glad you did. Though you will be
introduced to them all, in this course you will focus specifically on
TPE’s 5,
8, 9, and 11. At the end of our teacher training, your portfolio will
be a
capstone collection of artifacts and reflections that provide evidence
that you
are competent in each of the areas detailed.
Course Topics
(Tentative), Assignments, and
Week
1
Feb. 5
Topic:
Introduction to Class
Week
2
Feb. 12
Topic:
Classroom Community
Assignment: Panel
# 10
Week
3
Feb. 19
Topic: Promoting
Appropriate Student Behavior
Assignment:
Panel # 6
Week
4
Feb. 26
Topic:
Assignment: Current
Event #1, Panel # 2
Week
5
Mar. 4
Topic: Lesson
Plan Development
Assignment: Journal
#1 (1-5), Panel # 19
Week
6
Mar. 11
Topic:
Effective Teaching Strategies
Assignment: Lesson
Plan #1, Panel # 7
Week
7
Mar. 18
Topic:
Monitoring Understanding
Assignment: Current
Event #2, Panel # 12
Week
8
Mar. 25
Topic:
Mid term
Assignment:
Portfolio Peer Feedback TPE 5 and 8
Week
9
Apr. l
Topic:
Assessment in the Classroom
Assignment: Lesson
Plan #2 (Electronically), Panel # 9
April 8
Spring Break…enjoy
Week 10
Apr.
15
Topic:
Professional
Growth and Development
Assignment: Panel
# 14, Subject specific organization
Week 11
Apr.
22
Topic:
Addressing
Equity and Access in the
Classroom
Assignment: Journal
# 2 (6-10), Panel # 7
Week
12
Apr. 29
Topic:
Curriculum Review
Assignment: Panel
# 15, Subject area Textbook
Week
13
May 6
Topic:
Legal Issues in Education
Assignment: Short
Paper, Panel 17
Week
14
May 13
Topic:
TBA
Week 15
May
20
Topic:
Higher
level thinking…the Building of a
Successful
Classroom
Assignment: Portfolio,
Panel # 18
Week
16
May 27
Topic:
Final Exam