EDUC 290
The Reflective Teacher
Spring 2016
Course Section:
EDUC 290
Meeting Time and Place: Monday 2:00 – 4:45 BE 210
Course Credit Hours:
3 Credit Hours
Faculty Contact Information:
Dr. Joy Collingsworth
Office Hours: Monday 11:00- 2:00; Thursday 12:00 – 3:00, or by appointment
Office Location BE 224
Office Phone: 423-869-6403 Cell 423-526-9795
Email: joy.collingsworth@lmunet.edu
I.
Course Description: An introduction to teaching and learning that acquaints the
candidate with current issues in education. Candidates explore the nature of educational
philosophies and society and the impact on education. Candidates will demonstrate
leadership by modeling ethical behavior to contribute to positive changes in practice, and
advancing their profession. Clinical field experience required. Fall, Spring
II.
Course Objectives:
The Candidate will:
 Demonstrate an understanding of ten Program Goals that address the areas of
Learner and Learning, Content knowledge, Instructional Practice, and
Professional responsibility;
 Examine how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas; InTASC 1,2; EPP 3-A, EPP 1A,C,E
 Review developmentally appropriate and challenging learning experiences:
InTASC 1,2; EPP 1E,C, EPP 2A, EPP 3A,B
 Examine how acknowledgement of individual differences and diverse cultures
and communities can ensure inclusive learning environments that enable each
learner to meet high standards; InTASC 1,2; EPP 1A,B,C; EPP 2C,D
 Explain how to create environments that support individual and collaborative
learning and encourage positive interaction, active engagement in learning, and
self-motivtion; InTASC, 3,5; EPP 1A,C,D EPP 3A,B
 Examine how the central concepts, tools of inquiry, and structures of the
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III.
discipline(s) create learning experiences that make the content accessible and
meaningful for learners to ensure mastery of the content; InTASC 4; EPP 1 C,D
EPP 2A,C
Explore how to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues; InTASC 4; EPP 3C
Describe how to use multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making; InTASC 6, EPP 1E, EPP 2E,F
Plan instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context;
InTASC 7,8 EPP 1D,E EPP3A,B,C
Explain how to use a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build
skills to apply knowledge in meaningful ways. InTASC 8, EPP1D,E EPP2A,C,D
Understand the process and practice of ongoing professional learning and use
evidence to continually evaluate practice, particularly the effects of choices and
actions on others (learners, families, other professionals, and the community;
InTASC 9, EPP 2A,B,C
Understand how to seek appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals and community members to ensure learner
growth, and to advance the profession. InTASC 10, E EPP 1F, EPP 2C,F
Texts/Materials for the Course:
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Ebert, E.S., & Culyer, R.C., (2011). School: An Introduction to Education.
Belmont, CA: Wadsworth
College LiveText
Blackboard
Supplementary materials (Selected readings and/or handouts will be provided by
instructor)
IV.
Course Requirements, Assessment (Learning Outcomes) and Evaluation Methods:
Course Requirements:
Attendance: It is a requirement that all students attend a minimum of 75% of all
classes. Any students missing class more than (4) times will
automatically receive a failing grade for this class.
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In Addition:
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Candidates must purchase liability insurance
Submit evidence of a background check before beginning any observation in the
schools. (A list of permissible schools for field observation will be provided to
students)
Complete all assignments and participate in class discussion and assignment of
schools
Demonstrate correct use of Standard English with regard to grammar,
punctuation, spelling and proper mechanics in all written work. Rubrics will
reflect evaluation of technical writing skills as well as content and use of Standard
English;
Be provided with detailed rubrics in advance for all graded assignments;
Candidates must have an active LiveText Account;
Assessment/Learning Outcomes/Evaluation Methods:
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Complete 10 hours of observation in 5 different schools form the list of
participating schools provided, at least six hours must be completed by midterm;
Keep a journal of recorded observations to be turned in;
Write a reflection of the completed field experience, addressing observed
examples of the 10 InTASC standards.
Write a personal philosophy of education paper, to be placed in student’s
permanent folder.
Write 5 lesson plans that conform to the LMU lesson plan format;
Complete all chapter quizzes.
Write an article critique concerning a selected topic in education.
Students are required to turn in assignments on the selected dates given within the
syllabus. Any assignments turned in past the date given will have (5) points
deducted for each day they are late.
Final grades will be calculated as follows:
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Assignment
Participation/in-class activities/attendance (10pts per class)
Observation hours completed and signed Log sheet
Observation journal (5 total)
Field Experience Reflection
Article Critique
Philosophy Paper
Lesson Plans (5)
Chapter Quizzes (6)
Total points possible
Grading Scale:
A = 95-100
A- = 90 - 94
B+ = 87 – 89
B = 83 - 86
B- = 80 – 82
C+ = 77 – 79
V.
Value
160
100
200
100
100
200
500
600
1960
C = 73 -76
C- = 70 – 72
D+ = 67 - 69
D = 63 – 66
D- = 60 – 62
F = Below 60
Methods of Instruction:
Lecture, PowerPoints, demonstration, practice, application, cooperative learning, and
field experience.
VI.
Clinical Experiences: In courses with Clinical Experiences, candidates will receive
regular coaching and feedback from mentors. The coaching process must be documented,
for example, through an Activity/Time Log or Formal Evaluations.
VII.
Information Literacy/Technological Resources:
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Blackboard
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IIX.
LMU Email Account
LiveText Account
Access to LMU Library Data Base
TN Department of Education Website
University Policies:
Students With Disabilities Policy: As a rule, all students must read and comply
with standards of the LMU Student Handbook and LMU catalogue. Any student seeking
assistance in accordance with the Americans Disabilities Act (1990 as amended) should
contact the ADA Coordinator, Dan Graves, with regard to required documentation and in
order to make appropriate arrangements. Contact information: dan.graves@lmunet.edu
and/or 423.869.6267 (800-325-0900 ext. 6267).
Counseling: LMU counselors are available to help current students with
personal, career and academic concerns that affect academic success and quality of life.
The Director of Counseling, Jason Kishpaugh, can be contacted at
jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext. 6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can
be found in the student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the
graduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all
outcomes assessment testing (e.g., general education assessment, major field tests, etc.)
and activities when requested. Students may be required to complete one or more
questionnaires and to take one or more standardized tests to determine general
educational achievement as a prerequisite to graduation (see appropriate catalog for
additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health
Science; and Associate of Science – Veterinary Medical Technology students must take
the General Education Proficiency Profile examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s
website: http://www.lmunet.edu/curstudents/weather.shtml. Students should check their
LMU email during delays/closures to receive information from individual faculty
regarding potential assignments and/or other course information.
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IX.
mission statements:
Lincoln Memorial University Mission Statement can be found at the following
link to LMU’s website: http://www.lmunet.edu/about/mission.shtml.
Department or Program Mission Statement:
HTTP://www.lmunet.edu/education/about/unit%20conceptual%20framework%202011pdf
X.
Course Outline/Assignment/units of Instruction or Clinic Schedule:
DATE
January 11
January 18
January 25
February 1
February 8
February 15
ASSIGNMENT
Introduction to course; overview of
syllabus; introduction to InTASC
standards; Philosophy Questionaire and
partial Chapter 7: The History of
Education
Continuation of Chapter 7, Lesson Plan
discussion and format and class activities
concerning lesson plans.
DAP Interview – required of all students
(Will be scheduled with 2 or 3 groups)
Chapter 8: Philosophy and Education;
continuation of lesson planning and
creation. Quiz over chapters 7 and 8.
Chapter 1: The teacher; Lesson plan
breakdown and Department of Education
Website, State Standards
Chapter 2: The Strategic Nature of
Teaching; Class activities and PowerPoint
over lesson planning. Quiz over Chapters
1 and 2.
Chapter 3: Student Diversity; Possilbe
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February 22
guest speaker, Rudy Payne activities, and
lesson plan activities. Lesson Plan One
due.
February 29
Chapter 4: Becoming a Teacher; Class
activities, Quiz over Chapters 3 and 4.
(Six of the ten observation hours are due)
March 7
Chapter 5: Understanding Curriculum and
Academic Standards; Class activities,
Lesson plan two due.
March 14
March 28
April 4
April 11
April 18
April 25
Final Exam Week – May 2-6
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Chapter 6: Pragmatics: Assessment and
Classroom Management, Video and class
activities. Article critique due, Quiz over
chapter 5 and 6.
Chapter 9: Ethics in Education and
Matters of Law, Instructor handouts,
lesson plan three due.
Chapter 10: Education: Purpose,
Organization, Governance, and Funding.
Philosophy Paper due, Quiz over chapters
9 and 10.
Chapter 11: Social Issues Affecting
Students and Schools, Class activities and
short presentation of individual
philosophy. Lesson plan four due.
Chapter 12: Reform Efforts and the
Professional Educator, Class activities
Chapter 13: How Technology is Shaping
the Classroom of Today and Tomorrow.
Lesson plan five due.
Quiz over chapters 11, 12, and 13
XI.
Important Dates in the Academic Calendar Fall/Spring 2015-16
Last Day to Add Classes
Martin Luther King Day (Sp. activities)
Last Day to drop classes without “WD”
Spring Break
Mid-term
Last Day to Drop Course without “F”
Early registration begins
Last Day of Classes
Final Exams
January 20
January 18
February 9
March 21 - 25
February 29 – March 4
March 18
April 4
April 29
May 2 - 6
XII.
Student Community Engagement: A cornerstone of the University’s mission is service to
humanity. As part of the University’s Student Service Initiative, students receiving any
form of institutional aid participate in at least 10 hours of service learning per semester.
Students are encouraged to network with one another in classroom settings and with
instructors and advisors for searching out and creating appropriate service learning
projects related to their field of study. For more information visit:
http://www.lmunet.edu/campuslife/initiative/index.shtml or contact the Associate Dean
of Students.
XIII.
THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR
AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED
IN WRITING AND/OR BY EMAIL OF ANY SUCH REVISIONS,
ALTERATIONS AND/OR AMENDMENTS.
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