Methods for Secondary Education
TED 4710
Summer 2014
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Professor: Sarah Kaka Office: Columbine 3024 Phone: 255-­‐4020 E-­‐mail: skaka@uccs.edu Office Hours: Mon-­‐Thurs 12:30-­‐1:30 Required Text: Burden, P. & Byrd, D. (2013). Methods for effective teaching: Meeting the needs of all students, 6/E. Boston: Pearson. Emmer, E. T. & Evertson, C. M. (2013). Classroom management for middle school and high school teachers, 9/E. Boston: Pearson. Course Format: This course consists of mini lectures, multimedia presentations, guest speakers, readings from required text and supplementary journal articles, classroom discussion and reflection, technology-­‐mediated interactions, student presentations, and in-­‐class small group activities. Course Overview: In connection with the summer field experience, TED 4700, this course introduces the basics of lesson design and fundamental teaching and classroom management strategies. Catalog Description: Introduces the fundamentals of teaching methods. Focus is on the decision-­‐making model of teaching, including planning, implementing, assessing, and modifying teaching. Skills in developing instructional objectives and planning and presenting lessons are emphasized. Course Expectations: In abiding by the general considerations for this course, students will display
respect for diverse opinions and ideas, demonstrate professionalism, be committed to course goals
and objectives, maintain accountability for successful completion of the course, and actively
participate in a dynamic learning environment.
Course Objectives: As a result of participating fully in the experiences of this course, teacher
candidates will be able to:
1. Demonstrate an understanding of Colorado Academic Content Standards, National Content
Standards, and Colorado Teacher Quality Standards
2. Design instruction based on Colorado Academic Standards, Colorado Teacher Quality
Standards, Colorado English Language Proficiency Standards, and their specialized
professional association standards.
3. Discuss and apply the principles and tools in teaching a diverse student population.
4. Create, use, and evaluate a variety of instructional techniques, learning strategies, and
assessments in order to meet the various individual students’ needs and learning styles
5. Design a classroom management plan with expectations, rules, and procedures in order to
create an effective learning environment.
6. Describe reasons and ways to collaborate with colleagues and families.
7. Present various teaching techniques
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g. Blackboard)
and using online research databases. Knowledge of the use of technology-supported multimedia,
such as PowerPoint and other audio/video resources, is expected. Students who need assistance with
building technological skills should speak with their professor to learn about technology resources in
the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as not
to miss announcements. If your UCCS email address is not your primary one, please have emails
from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards of
ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and punctuality
is mandatory. You must actively engage in class and group work to maximize your learning in this
course. Class participation is vital for acquiring the knowledge necessary to meet the course
objectives. Additionally, students' presence and participation contribute to an interchange of ideas
and experiences that benefit everyone. The instructor reserves the right to reduce a student's grade
for consistent lack of participation
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Absences may result in a lower grade.
Resubmission of Assignments: The resubmission of assignments will be accepted only if the
original assignment was complete and submitted on time and the assigned grade falls below the Blevel. The highest possible assigned grade for significantly improved resubmitted work will be a B-.
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This policy is consistent among and between all faculty in the TED Program at UCCS. Resubmitted
assignments must be turned in the next class period.
Late Policy: Assignments will be due on the designated date on the schedule presented in the
syllabus. No late assignments will be accepted unless prior approval is gained. Assignments
received later than the due date will receive an automatic 10% reduction in grade for every day late.
Assignments turned in on the due date but after the time they are due will receive an automatic 5%
reduction.
Written Assignment Criteria: All written material should be typed, double spaced, and submitted
in APA 6th edition format. If you have difficulty in the area of written communication skills, please
seek the assistance of the Writing Center in Columbine Hall, room 316 (719-255-4336). Additional
resources include the UCCS Kraemer Library Website and the American Psychological Association
website at http://apastyle.org/
When constructing your written materials, special attention must be given to the following:
• grammar, punctuation, spelling
• sentence and paragraph structure
• tense and parallel usage
• organization, neatness, and content knowledge
• be specific, say what you mean
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to contribute
intelligently to the discussion without silencing others. All written assignments must be computer
generated unless otherwise indicated by the professor. Professional behavior will be expected in your
future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing students to
recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious,
gender, economic, sexual orientation and ability – while striving to provide fair and equitable
treatment and consideration for all. Any student who believes that he/she has not been treated fairly
or equitably for any reason should bring it to the attention of the instructor, Department Chair or the
Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in this
course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is
committed to ensure that “no otherwise qualified individual with a disability … shall, solely by
reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity…” If you are a student with a disability and believe
you will need accommodations for this class, it is your responsibility to contact and register with the
Disabilities Services Office, and provide them with documentation of your disability, so they can
determine what accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability
Services office has been given to the professor by the student. Please contact Disability Services for
more information about receiving accommodations at Main Hall room 105, 719-255-3354 or
dservice@uccs.edu .
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Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any course,
but no later than the end of the first week of classes. At this time, the student should provide the
instructor with a schedule of planned absences, preferably signed by the student's commander, in
order to allow the instructor to evaluate and advise the student on the possible impact of the
absences.
In this course, the instructor will consider absences due to participation in verified military activities
to be excused absences, on par with those due to other unavoidable circumstances such as illness. If,
however, it appears that military obligations will prevent adequate attendance or performance in the
course, the instructor may advise the student to register for the course at another time, when she/he is
more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the
proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Assignments:
UCCS Grading Scale:
A
94% - 100%
A- 90% - 93%
B+ 87% - 89%
B 84% - 86%
B- 80% - 83%
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ASSIGNMENTS
Using the Colorado Academic
Standards
Standards Reflection Discussion
Classroom Management Plan
Lesson w/ Lesson plan
POINTS
25
DUE DATE
6/4
FORMAT
Blackboard
20
100
100
6/8
6/16
6/23-25
Chapter Quizzes
110 (11
quizzes @
10 points
each)
100
160 (16
classes @
10 pts/class)
610
Blackboard
TaskStream
In class
presentation;
Lesson Plan on
TaskStream
In class
6/26
In class
In class
Final Exam
Attendance/Participation
Total
National Content SPA Standards:
• Math
o www.nctm.org/standards/
• Social Studies
o www.ncss.org
• English
o www.ncte.org
• Science
o www.nsta.org
• Foreign Language
o www.actfl.org
CDE P-12 Academic Standards
• http://www.cde.state.co.us/cdeassess/UAS/Printable_Standards.html
Colorado English Language Proficiency (CELP) Standards
• http://www.cde.state.co.us/CoEngLangProf/StateStandards.asp
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Date
Monday
June 2
Tuesday
June 3
Wednesday
June 4
Thursday
June 5
Monday
June 9
Tuesday
June 10
Wednesday
June 11
Thursday
June 12
Monday
June 16
Tuesday
June 17
Content
• Course overview & expectations
• Effective teaching
• Reflective teaching
• Getting to know the standards
o CTQS
o CDE Content area
o SPA
o Taskstream Session
• Using the CO Academic Standards
due
• Getting to know your students
• Student Diversity
• Differentiation
• ELLs/SIOP
• Classroom Management
o What it is
o Arranging the room
• Rules & Procedures
• Starting the school year right
• Classroom Discipline
o Student behavior
• Bullying
Assignments
• Read Chap 1 (B & B)
Standards
CTQS: 1-6
INTASC: 1-10
• Using the CAS
• Blackboard Standards
Discussion
• Read Chap 2 (B & B)
CTQS: 1
INTASC: 9
• Read Chap 1 & 2 (E &
E)
CTQS: 2, 3, 4
INTASC: 4, 9
• Read Chap 3 & 5 (E &
E)
• Standards reflection
discussion on
BlackBoard due 6/8/14
• Read Chap 8 (E & E)
• Read Chap 10 (B & B)
• Read Chap 10 (E & E)
CTQS: 2, 3
INTASC: 1, 2,
6
• Read Chap 13 (B & B)
Working with parents
• Read Chap 5 (B & B)
Collaboration with colleagues
CM plan due
• Read Chap 6 (B & B)
Teacher-centered instructional strategies
o Direct instruction
• Student-centered instructional strategies • Read Chap 7 (E & E)
o Inquiry approaches
•
•
•
•
Wednesday
June 18
• Student-centered instructional strategies
o Social approaches
Thursday
June 19
Monday
June 23
Tuesday
June 24
Wednesday
June 25
Thursday
June 26
• Teaching kids how to think
• Microlessons
• Microlessons
• Microlessons
• Final Exam
6
• Read Chap 7 (B & B)
• Read Chap 6 (E & E)
CTQS: 2
INTASC: 3
CTQS: 2
INTASC: 3
CTQS: 2, 5
INTASC: 3, 10
CTQS: 2, 5
INTASC: 10
CTQS: 2, 3
INTASC: 1, 2,
3, 5, 7, 8
CTQS: 2, 3
INTASC: 1, 2,
3, 5, 7, 8
CTQS: 2, 3
INTASC: 1, 2,
3, 5, 7, 8
CTQS: 2, 3
INTASC: 1-10
CTQS: 1, 2, 3
INTASC: 1-10
CTQS: 1, 2, 3
INTASC: 1-10
CTQS: 1, 2, 3
INTASC: 1-10
CTQS: 1-6
INTASC: 1-10
Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
Assignment, Activity, or Required
Reading(s)
1. Demonstrate an understanding of
Colorado Academic Content
Standards, National Content
Standards, and Colorado Teacher
Quality Standards
Readings: Burden & Byrd (2013)
Chaps. 1; CDE Website; SPA
Website
2. Design instruction based on Colorado
Academic Standards, Colorado
Teacher Quality Standards, Colorado
English Language Proficiency
Standards, and their specialized
professional association standards.
Readings: Burden & Byrd (2013)
Chaps. 1, 5-7
3. Discuss and apply the principles and
tools in teaching a diverse student
population.
Readings: Burden & Byrd (2013)
Chaps. 2, 5-9
Colorado
TQS
STANDARDS
INTASC
COE
Conceptual
Framework
1
1, 4, 9
2.B
1
1, 4
2.A
2.B
2, 3, 4
1, 2, 3, 7,
8, 9, 10
3
1, 2
2, 5
3
2.A
2.B
2.C
2, 4, 5
3, 9, 10
2.A
2.C
3.C
1, 3
5, 7, 10
1.A
2.A
2.B
Activities/Assignments: In class and
online discussions.
Activities/Assignments: Create
standards-based lesson plan. In class
discussions.
Activities/Assignments: Create
standards-based lesson and unit
plan. Discussions. Contextual
factors analysis.
4. Create, use, and evaluate a variety of
instructional techniques, learning
strategies, and assessments in order
to meet the various individual
students’ needs and learning styles
Readings: Burden & Byrd (2013)
Chaps. 2, 5-12
5. Design a classroom management plan
with expectations, rules, and
procedures in order to create an
effective learning environment.
Readings: Burden & Byrd (2013)
Chaps. 3-4.
Emmer & Evertson (2013), Chaps
1-10.
Activities/Assignments: Create
standards-based lesson and unit
plan. Create a performance task &
rubric to assess it. Discussions.
Activities/Assignments: Classroom
management plan. Discussions.
6. Describe reasons and ways to
collaborate with colleagues and
families.
Present various teaching
techniques
1.B
2.A
2.B
Readings: Burden & Byrd (2013)
Chap. 13
Activities/Assignments: Classroom
Management Plan & in class
discussions.
7.
1.A.
Readings: Burden & Byrd (2013)
Chap. 5-7
Activities/Assignments: Plan and
teach a lesson. Discussions.
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