T
HE
U
NIVERSITY OF
N
ORTH
C
AROLINA AT
C
HAPEL
H
ILL
S
CHOOL OF
S
OCIAL
W
ORK
C OURSE N UMBER : Social Work 941 (3 credit hours)
C OURSE T ITLE : Teaching Practicum
I
NSTRUCTOR
: Kim Strom-Gottfried, Ph.D.
School
Tate
962-6495 stromgot@email.unc.edu
Office hours: Tuesdays 12-2 or by appointment
S EMESTER : Fall 2009
C OURSE D ESCRIPTION : This practicum provides a range of supervised classroom opportunities and seminars designed to prepare doctoral students for teaching in social work education.
P URPOSE : The goal of this practicum is to familiarize aspiring professors with evidence based practices for instructional design and delivery in social work education. Students achieve this goal through a supervised learning experience with a teaching mentor and seminars on syllabus construction, learning objectives, instructional methodologies, strategies for evaluating student performance, and managing sensitive issues in the classroom. The seminars will also provide an opportunity for students to discuss their progress in the practicum and receive feedback from their peers and the instructor.
O BJECTIVES : At the conclusion of this course, students should be able demonstrate the following at beginning levels:
 Knowledge of the history, philosophy, mission, organization, and curricular linkages of social work education at the B.S.W. and M.S.W. levels
 An awareness of one's preferred teaching style and knowledge of how to adapt teaching to the learning styles of students.
 The ability to design instructional activities (e.g. lecture, discussion, exercises, etc.) that help students gain understanding, knowledge, and/or skills in a particular area of social work.
 The ability to implement these instructional activities and various educational methods in ways that facilitate, enhance, and amplify students' learning and skill development.
 A developing competence in the design, implementation, and grading of student evaluation methods for social work (e.g., papers, tests, presentations).
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 An ability to assess and critique their own and their colleagues' teaching style, instructional methods, and general strengths and weaknesses as a social work instructor.
T IME E XPECTATIONS : As this is a three credit hour course, students will spend approximately nine hours per week on related activities including reading and other preparation, attending class and the teaching seminars, grading papers, and completing assignments.
A SSIGNMENTS :
All assignments are due on the date due and no incomplete grades will be given except as in accordance with University policy.
Practicum with Teaching Mentor The in-class experience you have with your teaching mentor is a prominent feature of the course. As such, the evaluation from your teaching mentor (attached) counts for 30% of your final course grade.
The requirements are as follows: a) Review the course outline with the teaching mentor:


Understand how the course fits with the social work curricula
Understand how the course components fit together and meet objectives


Review the rationale, relevance, and purpose of the required readings, papers, tests, and other course assignments
Identify area(s) for which you could take responsibility

 b) Work with the teaching mentor in class:
Attend the class regularly.
Determine expected roles and interaction in class between you and the teaching mentor, and explain this to members of the class. For example,
1. During lecture or discussion are you encouraged or expected to enter the teaching process? How often? To what extent? Or, will your reactions and input be sought at periodic intervals? (Are you expected to volunteer input or be called upon).
2. Should you meet with class members if they request an appointment?
 Discuss the way in which you will participate in the grading of class examinations, papers, and presentations. While student evaluation is the responsibility of the primary instructor and the practicum experience is not analogous with teaching assistantships, you should have the opportunity to experience student evaluation over the course of your practicum. c) Design and deliver six contact hours (eg. two class sessions):
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You will take lead responsibility for teaching at least six hours of class during the semester. The exact configuration will be decided by you and your faculty involved. At least three contact hours will be videotaped for my review and your self-assessment. d) Develop a Learning Contract
Share this syllabus and the course text with your teaching mentor. Negotiate a contract that explicates roles, time and teaching commitments (and schedule), class related office hours, grading responsibilities, dates of teaching responsibilities, etc. This contract is ungraded and should be typed and submitted to me on or before August 31.
Instructor- and Self-Evaluation – Choose one of your class sessions (or some other 2.5-3 hour segments) for videotaping and coordinate equipment and set-up with Thaddeus
Edwards or another member of the CITU staff. a) Submit a copy of the video to me. I will provide written developmental feedback and will complete an evaluation form (attached) assessing various aspects of your delivery and classroom management. This is worth 5% of your final grade. b) After the session is concluded, review the video and complete a narrative self assessment of at least three pages in length. This is not a critique of the session you designed and the lesson plan as much as an assessment of your instructional style, clarity, presence, response to students’ actions and questions, etc. The critique should specifically address strengths and weaknesses in the course session and should reflect an understanding of course materials and the research on teaching excellence. This is worth 15% of your final grade.
Lesson Plans: Develop a lesson plan for each class session you will teach (minimum of two, 2.5-3 contact hours each). The plan should include the session topic, educational objectives, outline, lecture notes, and planned educational/instructional vehicles. You should also submit excerpts of the course syllabus to indicate how your sessions, reading assignments, etc. fit into the larger framework of the class. Each lesson plan is worth 10% of your total grade.
Teaching Portfolio This portfolio is intended to consolidate products that demonstrate your capacity as a teacher and help you articulate these strengths as you enter the job market. It will contain: a statement of your teaching philosophy and style (this should reflect feedback from your teaching mentor, your 941 instructor and your classmates, as well as your own self-assessment), evaluations from the course sessions for which you were responsible, any teaching materials you develop or adapt for use in your class sessions, and a videotape of a teaching session. See Chapter 54 in Davis for guidance on constructing a portfolio. This assignment counts for 20% of the total grade. The grading rubric will be developed as part of class session 6.
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Class participation counts for 10% of your final grade. Everyone will receive a standard score of 100 for participation, in recognition of a norm of attendance, contributions to small group assignments, and informed participation in class discussion. Points will be deducted from the base score if you miss class, are late, or are unprepared.
A SSIGNMENT W EIGHTING :
Participation in seminars plans
Instructor evaluation of session
10%
5%
Self-evaluation of session
Practicum with Teaching Mentor
15%
30%
G RADING :
The lesson plans, self-evaluation, and instructor evaluation will be graded on the following scale.
100%
H = 98 points. Clear excellence. The assignment is well written without errors of grammar, punctuation, or sentence structures. All elements of the assignment are addressed with sufficient depth. The assignment reflects familiarity with the relevant knowledge base and accurate incorporation of concepts from course materials.
P = 87 points. Satisfactory. While entirely acceptable, the assignment is deficient in one or more of the following areas: It contains some errors of grammar, punctuation, or sentence structures, not all elements of the assignment are addressed with sufficient depth, the assignment is not sufficiently supported by the relevant knowledge base, or concepts from course materials are insufficiently or inaccurately applied.
L = 75 points. Unsatisfactory. The assignment is deficient in several of the following areas: It contains some errors of grammar, punctuation, or sentence structures, not all elements of the assignment are addressed with sufficient depth, the assignment is not sufficiently supported by the relevant knowledge base, or concepts from course materials are insufficiently or inaccurately applied.
F = 65 points. Clearly substandard. The assignment contains significant errors in grammar, punctuation, or sentence structures, is unresponsive to the requirements of the assignment, lacks depth of analysis and support from the relevant knowledge base.
Concepts from course materials are insufficiently or inaccurately applied.
The following scale will be used to render the final course grade:
H 94
P 80 - 93
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L
F
70 - 79
70 and below
B IBLIOGRAPHY : Required texts, documents, and websites for the seminar are listed below. A selection of additional readings for the seminar is attached and other resources will be determined by the instructor based on selected topics.
R EQUIRED T EXT ( S ):
Davis, B.G. (2009). Tools for teaching (2 nd ed) . San Francisco, Jossey-Bass
Center for Teaching and Learning. (1991). Teaching at Carolina: A handbook for instructors.
Chapel Hill, NC: University of North Carolina at Chapel Hill. Available at no charge from the UNC Center for Teaching and Learning or at http://cfe.unc.edu/pdfs/tac.pdf
Center for Teaching and Learning. (1997). Teaching for inclusion: Diversity in the college classroom.
Chapel Hill, NC: University of North Carolina at Chapel Hill. (Available at no charge from the UNC Center for Faculty Excellence or on the www at http://cfe.unc.edu/pdfs/TeachforInclusion.pdf
)
Educational Policy and Accreditation Standards (EPAS). (2008). Washington, DC:
Council on Social Work Education. http://www.cswe.org/NR/rdonlyres/2A81732E-1776-4175-AC42-
65974E96BE66/0/2008EducationalPolicyandAccreditationStandards.pdf
MERLOT Multimedia Educational Resource for Learning and Online Teaching. http://www.merlot.org/merlot/index.htm
Become familiar with the UNC Center for Faculty Excellence and the CSWE website.
Both contain very helpful resources for curriculum development and teaching. For example, the CSWE website lists a number of publications under the Council’s
“Resources for Educators” Series. These cover topics such as ethics education, social work with First Nations, spiritual diversity, and lesbian, gay, bisexual, and transgender considerations in social work education.
Policy on Academic Dishonesty
Please refer to the APA Style Guide, The SSW Manual, and to the SSW “Writing and Citing Guide” for information on attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments. All written assignments should contain a signed pledge from you stating that, "I have not given or received unauthorized aid in preparing this written work". If you have any questions about what compliance with this expectation entails, please don’t hesitate to speak with me.
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In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney
General for investigation and further action as required.
Policy on Accommodations for Students with Disabilities
Students who have disabilities that affect participation in the course should notify me if they need special accommodations in instructional format, examination format, etc., considered.
Course Outline
Prior to beginning the practicum, students will meet with the instructor to identify their learning needs and teaching interests and begin to identify faculty members who might serve as mentor teachers. Students will then meet with faculty to explore and finalize mentorship arrangements, and develop a learning agreement for the practicum. The class format is based on the understanding that you are prepared and active learners. Reading the assigned materials prior to the date they are due is a prerequisite to getting the most out of class sessions and successfully meeting the course objectives.
R
EADINGS AND
C
OURSE
O
UTLINE
Session 1 – Monday 8/31, 12:30 – 1:30 p.m.
Topics:
Orientation and course overview
Planning for seminars and practicum
Identifying
Working with the teaching mentor
Frameworks for teaching
Session 2 – Monday 9/14, 12:30-1:30
The mechanics of course construction development
Learning
Davis
Davis
Readings:
Chapter 1, Designing or Revising a Course
Chapter 2, The Comprehensive Course Syllabus
Session 3 – Monday 9/21, 12:30-1:30
Using (Misusing) Common Instructional Methods
Lectures
Written materials and Readings
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Discussions
Audio
Experiential
Davis
Davis
Readings:
Chapter 1, Designing or Revising a Course
Chapter 2, The Comprehensive Course Syllabus
Davis
Davis
Davis
Davis
Chapter 9, Leading a Discussion
Chapter 10, Encouraging Student Participation in Discussion
Chapter 15, Delivering a Lecture
Chapter 16, Explaining Clearly
Session 4 – Monday 9/28, 12:30-1:30
Topics:
Applying the evidence base to real life in the classroom
Check-in
Sharing
Q observations
Davis
Davis
Davis
Davis
Working with a Teaching Mentor
Readings:
Chapter 3, The First Days of Class
Chapter 4, Classroom Conduct and Decorum
Chapter 52, Early Feedback to Improve Teaching and Learning
Chapter 53, Video Recordings and Classroom Evaluation
Session 5 - Monday 10/5, 12:30-1:30
Topics:
Lesson Planning objectives
Time
Readings:
Davis Chapter 14, Preparing to Teach the Large Lecture Course
Lang, J.M. (2007). Classroom Transparency.
Chronicle of Higher Education . 53(31).
10 Steps to Developing a Quality Lesson Plan. http://www.lessonplanspage.com/WriteLessonPlan.htm
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Session 6 - Monday 10/12, 12:30-1:30
Topics: tools
Instructional
Identifying strengths and weaknesses
Video critique
Readings:
Davis
Davis
Davis
Davis
Chapter 12, Asking Questions
Chapter 13, Fielding Students’ Questions
Chapter 20, Web 2.0
Chapter 24, Case Studies
Davis Chapter 51, Powerpoint Presentations
Session 7 - Monday 10/26, 12:30-1:30
Topics:
Applying the evidence base to real life in the classroom
Check-in
Sharing
Q observations
Group learning and projects
Readings:
Davis
Davis
Davis
Chapter 21, Learning in Groups
Chapter 22, Informal Group Learning Activities
Chapter 23, Formal Group Learning Activities
Session 8 - Monday 11/2, 12:30-1:30
Topics:
Evaluating measures work
Exams
Designing
Fostering grading academic rubrics for the teaching portfolio integrity
Readings:
Davis
Davis
Chapter 32, Informally Assessing Students’ Learning
Chapter 34, Helping Students Write Better in All Courses
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Davis
Davis
Davis
Davis
Davis
Chapter 36, Evaluating Students’ Written Work
Chapter 38, Promoting Academic Honesty
Chapter 39, Quizzes, Tests, and Exams
Chapter 43, Grading Practices
Grady, M.D. & S, Mr. (2009). Gatekeeping: Perspectives from both sides of the fence.
Smith College Studies in Social Work, 79
Session 9 - Monday 11/9, 12:30-1:30
Topics:
Planning for diverse learners
Motivation
(1), 51-64.
Differences in students’ language, race, gender, age, sexual orientation, ethnicity, faith, political affiliation, course level, major, interest, preparation, experience, health, ability.
Readings:
Davis
Davis
Davis
Davis
Davis
Chapter 5, Diversity and Inclusion in the Classroom
Chapter 6, Students with Disabilities
Chapter 29, Helping Students Learn
Chapter 30, Learning Styles and Preferences
Chapter 31, Motivating Students
Session 10 - Monday 11/16, 12:30-1:30
Topics:
The context of course decisions education
Accreditation
EPAS
School curriculum
Vertical
Applying the evidence base to real life in the classroom
Check-in
Q
Readings:
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Bollinger, L.C. (April 8, 2005) The value and responsibilities of academic
The Chronicle Review . p.B20.
Leloudis II, J. L. “What’s a University For?: Reflections on Carolina’s History.”
2004 Gladys Hall Coats University History Lecture. (6pgs)
http://www.lib.unc.edu/ncc/ref/coates/leloudis.html
UNC Chapel Hill School of Social Work, Self Study for Reaffirmation of
Accreditation (2009).
Session 11 - Monday 11/23, 12:30-1:30
Topics:
Addressing and
Transference/Countertransference
Emotionally-charged
Difficult students or groups (silent, hostile, monopolizing,
under-prepared)
Other dilemmas
Readings:
Arvidson, P.S. (2008) Students 101: How to tailor your teaching to the interrupter, the hijacker, and other familiar types. Chronicle of Higher
Education . 55(6). P. A120
Bauman, M.G. (2008) The riddle in the front row. Chronicle of Higher Education .
54(37). P. B28.
Royse, D. (2001). Managing problem situations. In, Teaching tips for college and university instructors: A practical guide . Boston: Allyn and Bacon.
McKeachie, W. J., & Svinicki, M. (2006). Dealing with student problems and problem students (there’s almost always at least one!). Teaching tips:
Strategies, research, and theory for college and university teachers , (12 th ed.)
Boston, MA: Houghton Mifflin.
Session 12 - Monday 11/30, 12:30-1:30
Topics: development
Improving teaching through self-evaluation and student feedback
Resources for continuing professional development
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Readings:
Davis
Supports for the instructor
Developing and using a teaching portfolio
Chapter 60, Student Rating Forms
Palmer, P. J. (1999). The heart of a teacher: Identity and integrity in teaching. In B.A.
Pescosolido and R. Aminzade (Eds.), The social worlds of higher education:
Handbook for teaching in the new century . (pp. 504-506). Thousand Oaks, CA:
Pine Forge.
Session 13 - Monday 12/7, 12:30-1:30 (May need to reschedule!)
Topics:
Synthesis
Course
Readings:
Davis Chapter 59, The Last Days of Class
Sandstrom, K.L. (1999). Embracing modest hopes: Lessons from the beginning of the teaching journey. In B.A. Pescosolido and R. Aminzade (Eds.), worlds of higher education: Handbook for teaching in the new century
The social
. (pp. 517-
529). Thousand Oaks, CA: Pine Forge.
Session 12 – Date TBA (Spring Semester, 2010)
Topics:
Updates and reflections on teaching experiences, resources, future goals
Continuing professional development
Effectively integrating faculty roles
Reading:
Chambliss, D.F. (1999). Doing what works: On the mundanity of excellence in teaching. In B.A. Pescosolido and R. Aminzade (Eds.), higher education: Handbook for teaching in the new century
The social worlds of
. (pp. 422-434).
Thousand Oaks, CA: Pine Forge.
Gray, P. & Drew, D.E., (2008). What they didn’t teach you in graduate school.
Chronicle of Higher Education . 54(33). P. A40
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Parini, J. (2005). The considerable satisfaction of 2 pages a day. Chronicle of Higher
Education. 51(31). P. B5
Perlmutter, D. D. (2008). Do you have a bad mentor? Chronicle of Higher
Education . 54(37). P. C2
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CA: Pine Forge.
Allitt, P. (2005). I'm the teacher, you're the student: A semester in the university classroom .
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Boston, MA: Harvard Business School.
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Coulshed, V. (1993). Adult learning: Implications for teaching in social work education.
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Davis, L. N., & McCallon, E. (1974). Planning, conducting, and evaluating workshops.
Austin, Texas: Learning Concepts.
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P RACTICUM E VALUATION
Student:
Teaching Mentor:
Term/Course/Date:
Scale: 1 = not at all, 2 = to a limited extent, 3 = to a moderate extent, 4 = to a great extent, 5 = completely, NA = not relevant/ no chance to observe
Overall Preparation and Performance
___ 1. To what extent was the student prepared for each class session (in keeping with expectations in learning contract)?
___ 2. To what extent did the student demonstrate interest in the pedagogical decisions in the class?
___ 3. To what extent did the student make relevant and timely contributions to class sessions?
___ 4. To what extent did the student appropriately manage the boundaries of the instructional role with course participants?
___ 5. To what extent did the student’s contributions to grading reflect command of the material?
___ 7. To what extent did the student’s contributions to grading adhere to grading practices or rubrics used for the course?
___ 8. To what extent did the student adhere to other agreements set forth at the beginning of the semester in the learning contract?
For Assigned Instructional Responsibilities (first 3 hour session)
___ 9. To what extent was the student’s lesson plan congruent with course objectives for the assigned sessions?
___ 10. To what extent did the student’s lesson plan reflect effective teaching practices?
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11. To what extent did the student’s delivery of lessons reflect effective teaching practices? Address each of the following:
___ Clear explanation of session purpose and relationship to other course content
___ Utilized clear explanations and examples
___ Material was clearly organized
___ Content was appropriate for range of class members
___ Delivery utilized various teaching techniques
___ Prepared sufficient material for time allotted
___ Allotted and managed time appropriately
___ Was familiar with/prepared for use of technological aids
___ Was aware of nonverbal cues in class
___ Made eye contact with all class members
___ Displayed familiarity with session readings and other content
___ Referred to class members by name
___ Conveyed enthusiasm for class material
___ Demonstrated understanding for topics and issues related to session content
___ Effectively solicited and answered questions from class
___ Was able to respond extemporaneously to class questions and comments
___ Engaged intellectual curiosity of class members
___ Avoided needless digressions in lecture or discussions
___ Spoke clearly and audibly
___ Varied vocal tone, tempo, and intonation
___ Listened carefully to class questions and input
___ Effectively managed class discussions, using verbal and nonverbal techniques to encourage and limit input, as appropriate.
Comments and examples:
For Assigned Instructional Responsibilities (second 3 hour session)
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___ 12. To what extent was the student’s lesson plan congruent with course objectives for the assigned sessions?
___ 13. To what extent did the student’s lesson plan reflect effective teaching practices?
14. To what extent did the student’s delivery of lessons reflect effective teaching practices? Address each of the following.
___ Clear explanation of session purpose and relationship to other course content
___ Utilized clear explanations and examples
___ Material was clearly organized
___ Content was appropriate for range of class members
___ Delivery utilized various teaching techniques
___ Prepared sufficient material for time allotted
___ Allotted and managed time appropriately
___ Was familiar with/prepared for use of technological aids
___ Was aware of nonverbal cues in class
___ Made eye contact with all class members
___ Displayed familiarity with session readings and other content
___ Referred to class members by name
___ Conveyed enthusiasm for class material
___ Demonstrated understanding for topics and issues related to session content
___ Effectively solicited and answered questions from class
___ Was able to respond extemporaneously to class questions and comments
___ Engaged intellectual curiosity of class members
___ Avoided needless digressions in lecture or discussions
___ Spoke clearly and audibly
___ Varied vocal tone, tempo, and intonation
___ Listened carefully to class questions and input
___ Effectively managed class discussions, using verbal and nonverbal techniques to encourage and limit input, as appropriate.
Comments and examples:
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As a Learner
___ 15. To what extent did the student seek understanding and input about course processes, incidents and interactions?
___ 16. To what extent did the student seek to apply instructional concepts and readings in process class events and decisions with you?
___ 17. To what extent did the student demonstrate appreciation for the instructional role?
___ 18. To what extent did the student accept feedback from you as a mentor?
___ 19. To what extent did the student incorporate feedback from the class and the mentor in subsequent teaching activities?
___ 20. What is the student’s capacity for accurate self evaluation of his/her strengths and weaknesses as an instructor?
Additional comments:
Suggestions for additional development:
Recommended practicum grade: H P L F
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INSTRUCTOR’S EVALUATION FORM FOR CLASSROOM TEACHING
SOWO 941
Student Observed: _____________________________________________
Course and Session:____________________________________________
CONTENT: (Information is responsive to the objectives for the session [attach] and reflects current developments in the field of study at a depth and complexity appropriate for the students’ level of mastery)
METHOD OF PRESENTATION: (Appropriate strategies are used to convey information and to actively and meaningfully engage students, including lecturing, asking questions that stimulate thought and discussion and using examples, handouts, audio-visual aids, and small group techniques to promote integration of class content)
EFFECTIVENESS OF PRESENTATION: (Information is presented in an organized and coherent manner that promotes students’ integration of content; objectives and plan of action are clear; content from the current session is linked with previous and future class sessions; main points are summarized; assignments are explained and clarified)
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USE OF TIME: (Amount and complexity of content are appropriate for the time allocated, including the use of class exercises to promote integration of class content)
CLASSROOM CLIMATE: (Instructor conveys a sense of respect and appreciation for students and their ideas, encourages students to ask questions and to comment critically on material presented, and demonstrates enthusiasm for the subject)
STRONG POINTS ABOUT STYLE AND CLASSROOM PERFORMANCE:
1.
________________________________________________________________________
2.
________________________________________________________________________
3.
________________________________________________________________________
SUGGESTIONS FOR ENHANCEMENT OF PERFORMANCE:
1.
________________________________________________________________________
2.
________________________________________________________________________
3.
________________________________________________________________________
GRADE:
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