TE 804: Reflection and Inquiry in Teaching Practice
Social Studies, Secondary Section 15
Spring
Fridays, 9:10-12:00, 107 Ernst Bessey Hall
Instructor Jay Meeks
Office Hours: Available By Appointment
meeksjaw@msu.edu
(Emails will be responded to in 48 hours)
Meeting Dates:
Live Classes -1/11, 1/25, 2/1,3/15, 3/22, 4/12, 4/26
Online Classes (to be completed by) – 1/18, 2/8, 4/19
Course Overview
TE 804 is the second of two courses about the practice of, reflection on, and inquiry in teaching and
learning social studies in middle and high school classrooms. The purpose of this course is to
help you make connections between your experiences as a teacher, as a student, and as an
observer. This semester our focus will be more on the application in your classroom and
professional development to prepare you for lead teaching and your development.
Assignments and seminar discussions will focus primarily on what you are doing, i.e. planning,
teaching and thinking about throughout the semester (with “Why?" constantly in the foreground).
The course will take on a seminar/workshop format, where you will be developing and
articulating—to yourself as well as to others—your thoughts and perspectives pertaining to
planning and teaching social studies in actual classroom situations. In, and as a catalyst for that
process, we will address a variety of current issues regarding the relationship between content,
pedagogy, and teaching in social studies education. Some of these issues will be generated from
course readings, others from your experiences in classrooms. In other words, TE 804 will be a site
where we will examine the assumptions, purposes, standards in/for social studies education, as well
as their implementation and consequences in the field with a particular focus on your own field
placement.
1
Enduring Understandings
To ground assignments, conversations, observations, and seminars, we will be exploring the five
enduring understandings that the social studies department has identified as core precepts for our
curriculum. It is our expectation that you will use these five understandings in order to create your
own definitions and applications as you develop as a professional educator.
Teachers (and Students) Create the Curriculum.
Curriculum is that from which we learn and it is never neutral. It embraces the what, how, and why
of learning. Teachers use resources, materials, and student ideas to create learning opportunities that
are meaningful, authentic, and socially relevant.
Teachers Value the Cultural, Social and Intellectual Funds that Students Bring to School.
Teachers accept and value what children bring to school. Teachers scaffold learning by using
students’ prior knowledge, prior life experiences, personal life goals, role models, values, and
talents.
Teaching is a Learning Profession.
Teachers continue to learn and grow as they provide access to learning for self and others. Teachers
learn as they use past life experience to solve professional problems in the present and to imagine a
better future. Teachers learn in collaboration with others. Outside of the classroom, teachers are
always reading and everything they read is filtered through their teaching.
Social Studies Teaching is Interdisciplinary and Connect Students to the World Around Them.
Social studies teachers create connections to the world through active inquiry and the use of
dynamic teaching strategies. Social studies teachers pull out the “big ideas” as they investigate
essential questions with their students. Social studies teachers connect students to the world around
them through the curriculum and assessments they have created. Social studies teachers draw from
all areas of knowledge (both academic and artistic fields) in their lessons and units.
Teachers and Students are Citizens.
Citizens make informed choices and are aware of the impact of their choices on others (locally and
globally). Citizens care about both the common good and the unique needs of individuals. Teachers
and students recognize and respect each other as citizens of the classroom, school, community,
nation and Earth.
2
My Role as your Instructor in this Course
Just as you will have to navigate demands in your role as an intern, I must also navigate similar
demands as your course instructor. The short version of how I view my role is: “I work for you.”
This means that while I have to balance demands from other areas of the University and State of
Michigan, I will put your wishes first where I am able. However this is contingent on you being an
active member of our community and telling me what you need from me. In my ideal scenario, you
the students will drive this course more than I do. My mind reading skills are not very good, do not
struggle, get frustrated, or stay silent, please come talk with me so I can help. The more you
communicate and the more questions you ask, the better your experience will be. I promise.
3
Course Requirements
Your grade for the course is comprised of the following requirements:
All assignments are due at 9 p.m.
Assignment
Due Date
Percentage of
Final Grade
Type of Assignment
Teaching
Philosophy
Statement
January 18, 2013
30
Online
Teaching Time
Analysis (2)
January 25, 2013
March 22, 2013
20
Individual and to be brought
to class.
Five Portfolio
Abstracts and
March 30th, 2012
10
Online
Portfolio
Defense
Attendance/
20
Ongoing
20
In-class & online
Participation
Blogs
1/18, 2/8, 4/19
All assignments are due at 9 p.m.
Assignments and Grading
All assignments must be turned in on time, in the appropriate folder on Angel. They should be
typed, double-spaced and, when applicable, follow appropriate forms of citation. To expedite
grading and prevent errors, please use the following naming convention when saving files:
4
LastNameAssignment.doc(x) For example I would use the following:
MeeksTeachingTimeAnalysis.doc(x). Please only use .doc or .docx files no PDF, rtf, or other
extensions.
Since you have all of your expectations and due dates in advance, late work will not be accepted.
The assignments are sequenced to align with your fieldwork so turning them in late defeats the
purpose of assignment. Advance planning and communication with your mentor and field instructor
will help prevent last minute running around. You also are given an additional hour of prep each
day to complete your MSU coursework. I strongly suggest leaving your classroom this hour and
going to the library, faculty workroom, or some other place in your building where you can work
undisturbed. This hour is your right as an MSU intern and is in addition to your mentor’s prep hour.
If you are not getting this hour each day please talk with your field instructor immediately.
MSU policy is that "the 'I' (incomplete) grade may be given only when the
student (a) has completed at least 12 weeks of the semester, but is unable to complete the class work
and/or take the final examination because of illness or other compelling reasons; and (b) has done
satisfactory work in the course; and (c) in the instructor's judgment can complete the required work
without repeating the course." For the entire grading policy at MSU, please
visit: http://www.reg.msu.edu/AcademicPrograms/Print.asp?Section=521 .
The grade "incomplete."
Academic Honesty and Integrity We assume that
the student is honest and that all course work and
examinations represent the student's own work. Violations of the academic integrity policy such as
cheating, plagiarism, selling course assignments or academic fraud are grounds for academic action
and/or disciplinary sanction as described in the university's student conduct code. Incidents of
plagiarism are taken very seriously and will be pursued. Students are strongly cautioned not to copy any text
verbatim on class quizzes, tests, reports, projects, or other class assignments without using
appropriate quotations and source citations. For University regulations on academic dishonesty and
plagiarism, refer to:http://www.msu.edu/unit/ombud/plagiarism.html
If you are having a problem in the course first contact me. Do not go above or
around me as this is a serious lack of professional courtesy. If the problem is not resolved after
speaking with me you may contact Kyle Greenwalt (greenwlt@msu.edu), the Secondary Social
Studies Team Coordinator. Most likely this will require a meeting with everyone involved to
discuss a resolution.
Problem solving.
Accommodations for disabilities.
It is Michigan State's policy not to discriminate against qualified
students with documented disabilities in its educational programs. If you have a disability-related
need for modifications in this course, please let me know and the Resource Center for Persons with
Disabilities. I should be notified as early in the semester as possible and your confidentially is
assured. For an appointment with a counselor, call 353-9642 (voice) or 355-1293
(TTY). Instructors in the course may request a VISA Form (Verified Individual Student
Accommodations Form) from a student requesting services. The OPHS website is at
http://www.rcpd.msu.edu/Home/.
Counseling Center.
Even normal, capable, intelligent, and reasonable persons like the members of
this class sometimes face situations and problems that they find difficult to deal with by
themselves. TPP's instructors or cluster leaders might be able to help. Also, MSU has an Office of
5
Student Affairs and Services, with a Counseling Center, for which the phone number is 3558270. The Center is at 207 Student Services Building. Website: http://www.couns.msu.edu/
Writing Center.
Teachers are models and coaches of writing for their students, and must
communicate effectively in writing with colleagues, parents, and others. For those reasons, teacher
candidates are expected to write effectively and conventionally. If you need more help in meeting
those expectations than you can get from your instructors and other teacher candidates, try the
Writing Center at 300 Bessey Hall, 432-3610. Grammar Hotline: 432-1370. Website:
http://writing.msu.edu/
Attendance and Participation
Since this class only meets ten times, regular on-time attendance and full participation in class
is required. Of course, illness and other emergencies cannot be avoided. If you are unable to
attend a class session, you must call or email me in advance. Documentation (dr. note, car
repair bill, prayer card, etc.) will be requested and you will be asked to make-up work you
have missed. Not completing an online class prior to the due date will count as an unexcused
absence since this is the equivalent of not coming to a live class.
Similarly, you must call your collaborating teacher in advance if you are unable to meet a field
visit commitment. You will make up all field absences. If you are unable to attend school, you
need to call your mentor teacher in advance. Do not rely on your peers to relay messages—
make sure you communicate directly with your mentor teacher.
This course is planned on the assumption that you will come on time and come prepared to
participate. Participation grades are not automatic, you must contribute in each class to earn your
points. I reserve the right to adjust your grade as a response to absences or excessive tardiness. The
degree to which you actively participate is up to you, but there are also some requirements we ask
you comply with to ensure that as few distractions as possible interfere with everyone’s learning.
Although people think they are productive when multi-tasking, research shows that, for most people,
their ability to focus and be productive is compromised during multi-tasking. Cell phones must be
switched off during the class. Receiving calls or text messages or writing text messages is highly
distracting to you, your classmates, and the instructor. Other distractions such as crossword puzzles,
sidetalking with classmates, and surfing the internet are also not permitted. We encourage you to
bring your laptop/tablet for educational use, but they will only be needed during certain designated
learning activities. Please do not open your laptop/tablet until we indicate that they will be used.
There will be a ten minute break during every class period during which you are permitted to check
email and use cell phones.
In accordance with the Teacher Preparation Program's Professional Conduct Policy,
attendance and punctuality in class meetings and field experiences are critical to your success
in this course and in the Program. It is your responsibility to familiarize yourself with the
policy that is on the web at
http://www.educ.msu.edu/students/undergraduate/professionalconduct.htm. In the case of
recurring absences or tardiness, your Team Coordinator will be notified and you may be
required to attend a meeting regarding your attendance.
Handbook
6
The course is subject to the contents of the intern handbook. Additional information, policies, and
requirements can be found in the intern handbook available at:
http://www.educ.msu.edu/te/secondary/policies/policies-and-procedures-table-of-contents.asp
Grading Scale
4 Point
Scale/
Description
Numerical
Points
This represents outstanding and exemplary work. The student uses and integrates readings, classroom
discussions, and field experiences (where appropriate) to inform his/her writing. The student meets all the
requirements of the assignment, is deeply thoughtful, and provides many details and examples to support
writing. The writing contains no errors in grammar, punctuation, and spelling.
4.0
93-100
This represents high quality work. The student uses many readings, classroom discussions, and field
experiences (where appropriate) to inform the writing. Meets all the requirements of the assignment, is
thoughtful and provides some details and examples to support writing. The writing contains very few errors
in grammar, punctuation, and spelling.
3.5
85-92
This represents good quality work, performing at expected level for intern year. The student uses some
readings, classroom discussions, and field experiences to inform writing. Meets all requirements of
assignment, shows attempt to engage with the purposes of the assignment, provides details and examples to
support writing. The writing contains few errors in grammar, spelling, and punctuation.
3.0
76-84
This represents work below expected level of quality for the TE program. The student does not include
appropriate references to relevant readings, class discussions, and field experiences to inform writing. The
student does not meet all requirements of assignment. The student’s writing represents a limited attempt to
engage with the purposes of the assignment, few details and examples to support writing. The writing
2.5
7
1.5
55-59
2.0
This represents work significantly below expected level of quality and incomplete. The student’s writing
includes many errors in grammar, spelling and punctuation, which interfere with the overall understanding.
The work shows little evidence of having read course readings, of uses of classroom discussions or of field
This
represents
work
significantly
below
level of
quality. The student’s
writing includes
manyto
experiences.
The
writing
meets few
of theexpected
assignment’s
requirements.
Lacks a demonstrated
attempt
errors
in
grammar,
spelling
and
punctuation.
The
work
shows
little
evidence
of
having
read
course
readings,
engage with the purposes of the assignment, no details or examples to support the writing.
of uses of classroom discussions or of field experiences. The writing meets few of the assignment’s
requirements. The student demonstrated a shallow attempt to engage with the purposes of the assignment,
no details or examples to support the writing.
60-67
includes many errors in grammar, spelling, and punctuation.
68-75
1.0
50-54
8
This represents work significantly below expected level of quality. The student’s writing is difficult to follow
due to disorganization and many errors in grammar, spelling and punctuation. The work lacks evidence of
having read course readings, of uses of classroom discussions and/or of field experiences. The writing does
not meet assignment’s requirements. The student does not demonstrate an attempt to engage with the
purposes of the assignment, no details or examples to support the writing.
Course Outline – (Subject to Change, All Revisions Will Be Posted)
All assignments are due at 9 p.m.
Date
Proposed Topic
Preparation
Class Focus
Bring in artifact
that you will or
may use to talk
about dilemmas
in your school or
classroom.
Articulating visions of self
and practice
Teaching is a Learning Profession
1/11
Introduction to Portfolio
Introduction to Teaching
Philosophy Statement
Introduction to Dilemma
Presentations
Online Session
1/18
Utilizing peer-support to
solve problems of practice.
Blog Post Due
Teachers Value the Cultural, Social and Intellectual Funds that Students Bring to School
1/25
How can teachers affirm and build Bring in
upon their students’ experiences
Teaching Time
inside and outside of school?
Analysis Sheet
Active and StudentCentered Strategies
Differentiating instruction
Teachers (and Students) Create the Curriculum
Socially Relevant Lessons
2/1
9
Bring in an
example of
How to create socially
relevant lessons.
student work or
lesson that
exemplifies this
enduring
understanding
Online Session
2/8
Involving student choice in
assignments.
Blog Post Due
Social Studies Teaching is Interdisciplinary and Connect Students to the World Around Them
3/15
3/22
What strategies do you use to
engage your students in social
studies learning?
How do you assess your students?
Bring in
examples of
curriculum and
assessments that
are varied and
interdisciplinary.
Be prepared to
justify your
artifacts.
Using Arts and Music in the
classroom.
Bring in
Teaching Time
Analysis Sheet
Using multiple assessments
and evaluations
Artifacts and virtual field
trips
Teachers and Students are Citizens
4/12
How have you contributed to your
student’s development as citizens?
How have you challenged,
(re)affirmed your own
understanding of citizenship,
locally, and globally?
Online Session
4/19
Blog Post Due
4/26
10
Final Class: What did I learn
and where am I going?
Justifying and defending the
the social studies: Why
should social studies be
taught?
Preparation for Convocation
Course Assignments
All assignments are due at 9 p.m.
Teaching Time Analysis (2x) – Due: January 25, 2013 and March 22, 2013– 20%Even though this is the same assignment you completed in the Fall, we will spend some time in
class reviewing your findings. You will need to bring completed copies with you to class.
Portfolio Defense -Due end of term 20%
Five Portfolio Abstracts – Due March 30th, 2012 – 10%
This assignment will be part of your online class meeting on March 30th.
Attendance/Participation – Ongoing – 30%
The program’s attendance policy is explained in the Intern Handbook. In brief, you are expected to
be professional with respect to attendance and punctuality for this seminar as you would in your
professional life as teachers. In general, you are expected to attend and actively participate in all
class meetings. The new course design was created to keep you in your buildings while providing
university support. There is no valid excuse for missing class due to a school event. Those will not
be considered an excused absence. Missing more than 1 class is grounds for failing the course.
Being chronically late (2 times) to class or choosing to leave class early will result in grade
reduction.
Live Class Sessions:
This course is a seminar that offers you the opportunity to engage your peers as professional
educators and therefore involves an important commitment to your colleagues. Live class sessions
are structured to work as a form of professional development for your teaching practice. To
maximize this structure it is imperative that you complete assigned readings, come ready to
participate in activities, share your experiences/expertise, and bring questions and concerns in order
to help you develop the disposition of a reflective practitioner.
Online Participation/Blogs:
The online sessions are designed to be informational in nature and will allow you to work at your
own pace. Primarily, you will be responding to blog prompts that lets me (and your colleagues)
what’s going on in your classroom/school. Each session will be given a deadline of completion.
In addition, you will be responsible for submitting your teaching philosophy statement online as
well as your abstracts for your portfolio. By moving these sessions outside of the classroom,
communication and participation is key to successful sessions.
11
Name:
Appendix A
Teaching Time Analysis Assignment
Teaching Time Analysis I
For this assignment, you will be asked to identify and begin to evaluate your teaching practices.
You will gather information on how you spend one day and one hour of that day during your
guided lead teaching. For this assignment you will document data from one teaching period in
order to write a critical analysis. Using the chart provided, document what teaching strategies you
employ, for how long and to what level of student engagement.
All parts must be completed and handed in in class.
A. Describe your academic day.
B. Provide a description of the teaching context.
C. Lesson Plan – in whatever format you are using.
D. For the class session you are analyzing have your mentor teacher, field instructor, or another
intern in your building complete the following chart.
Observer:
ACTION
Logistics
Administration
“Down Time”
Management
(Identify) Other:
Aspects of the Lesson
Introduction/Hook
12
TIME ENGAGED
IN ACTIVITY
LEVEL OF
GENERAL
STUDENT
NOTES/COMMENTS
ENGAGEMENT
Directions
Use of Resources
Closing
Teaching Strategies
Cooperative Learning
Direct Instruction
Discussion
Student-Centered
(Identify) Other:
D. Responses to tasks/questions.
1 Summarize the conversation with the observer.
2 Analyze the use of time during this class session. How do you feel you used the time during
the lesson?
3 Describe the level of student engagement.
4 How does this help you think about your practice?
5 Set a goal for the next teaching time analysis.
6 Other thoughts/observations
13
Name:
Teaching Time Analysis Assignment
Teaching Time Analysis II
For this assignment, you will be asked to identify and begin to evaluate your teaching practices as it
relates to conversations and observations pertaining to Teaching Time Analysis I.
Observer:
ACTION
Logistics
Administration
“Down Time”
Management
(Identify) Other:
Aspects of the Lesson
Introduction/Hook
Directions
Use of Resources
14
TIME ENGAGED
IN ACTIVITY
LEVEL OF
GENERAL
STUDENT
NOTES/COMMENTS
ENGAGEMENT
Closing
Teaching Strategies
Cooperative Learning
Direct Instruction
Discussion
Student-Centered
(Identify) Other:
D. Responses to tasks/questions.
1)
2)
3)
4)
15
Summarize conversation with observer.
What was your goal from your last teaching time analysis?
Did you meet this goal why or why not? What evidence from above are you drawing upon?
What are you next steps that you will take based on the evidence above and the
conversations you have had with your observer.