KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS TEMPLATE
DEPARTMENT OF SECONDARY EDUCATION
I.
Course Description: Course Prefix, Number and Title
Secondary Education SEU 520
Education Theory and Practice
3 semester hours
3 credit hours
This course is designed for post-baccalaureate teaching candidates who have
already passed the Praxis II in their content area. This course will provide the
preservice middle and high school teachers with strategies necessary to promote
effective, creative, and scholarly middle and high school instruction. Major
emphasis will be placed on providing the necessary background to develop
courses, instructional units, and lessons. Instructional activities will be aimed at
promoting the subject literacy of their students. Teaching candidates will gain
insights into methods of effective communication and interaction with students,
utilization of technology for laboratory research and reference, and methods of
evaluating student achievement. Process skills as well as content will be strongly
emphasized.
II.
Course Rationale:
The education of future teachers is challenging, rewarding work. Like many other
professions, it is demanding and requires future practitioners to clearly understand
what should be done to bring about the most desirable learning outcomes. Preservice teachers must develop into highly proficient planners, capable of
implementing their plans with the best possible instructional strategies. They must
have a sound knowledge of the technology, subject content, and tools of
assessment. Pre-service teachers must be well aware of data driven curriculum in
middle and high school environments. Pre-service teachers must also be well
prepared to translate learning theory to classroom practices. Preservice teachers
must be kept abreast of rapidly changing societal events and concern themselves
with the effects of technology on society. This translates into pre-service teachers
having the unique responsibility of encouraging the development of an
enlightened society; cognizant of the ramifications research has upon its
members.
III.
Objectives
Students will demonstrate the ability to plan and prepare lessons.
Students will demonstrate the ability to utilize knowledge of students in planning
lessons.
Students will write instructional objectives
Students will design student assessments that are aligned with objectives.
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Students will develop a classroom management plan
Students will utilize a variety of instructional strategies.
Students will differentiate instruction based on student abilities.
Students will demonstrate professional conduct.
Students will reflect on lessons and performance.
IV.
Assessment
Assessment of each student’s level of accomplishment will reference to the course
objectives and be based upon a subset of the following.
1. Written personal philosophy of education.
2. Management plan.
3. Active participation in class and in discussions.
4. Reflective teaching lesson
5. Literature review
6. Unit Plan
7. Performance based instruction lesson
V.
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Course Outline
I.
The effective teacher
A.
Defining issues
B.
Educational philosophy
II.
Classroom Management Skills
III.
National and PA State Standards/curricular issues
A.
Discussions on integration into lessons and unit design
B.
Curricular issues in science
IV.
Cognition/Learning Theory
A.
Constructivist learning
B.
Grade level instructional design
C.
Inquiry in science
V.
Models for effective instruction: The Three Major Categories of
Instructional Method
A.
Methods
1.
Methods
2.
Lecture
3.
Reading Information
4.
Audio-Visual Presentation
5.
Demonstration
6.
Observation
7.
Field Trips
8.
Interviewing
9.
Brainstorming
10.
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Mental Imagery
B.
Synthesis
1.
Small group discussions
2.
Experimenting
3.
Problem-solving activities
C.
Buzz Sessions Performance
1.
Independent Practice
2.
Debriefing
3.
Role-Playing
4.
Modeling
5.
Simulations
6.
Projects
7.
Skill Practice
8.
Guided Practice
9.
Reflective Inquiry
VI.
Professional journal article abstracts
A.
Articles for review
B.
Ideas for instruction
VII.
Lesson Planning
A.
Developing instructional objectives
B.
Process lessons in science
C.
Standards based science instruction
VIII.
Non-content-reflective
A.
Matching instructional methods with instructional objectives
B.
Peer review techniques
IX.
Content specific
A.
15 minute mini lesson
B.
Self evaluation and peer evaluation
X.
Interdisciplinary
A.
Middle level instructional design
B.
Matching state standards across the curriculum
XI.
Science laboratory (directed at science students only)
A.
Laboratory techniques
B.
Safety issues
C.
Inquiry and research design
XII.
Technology-based lessons
A.
Effective use of the media
B.
Technology in the laboratory and the field
XIII.
Assessing student’s progress
A.
Data-driven analysis
B.
Effective assessments
C.
Laboratory assessments
XIV. Instructional Unit
A.
Planning and preparing for teaching
B.
Developing organizations skill
VI.
Instructional Resources
Asherman, J. (2002). Decreasing violence through conflict resolution education in schools.
Retrieved July 3, 2009, from http://www.mediate.com/articles/asherman.cfm
Bailey, B. (n.d.). Conscious Discipline™:School family—The story of fern Creek Elementary
[Online video]. Retrieved July 2, 2009, from
http://www.beckybailey.com/conscious_discipline.cfm
Bailey, B. (n.d.). Introduction to Conscious Discipline™. Retrieved July 2, 2009, from
http://www.youtube.com/watch?v=8j3gF1dh_t4
Barba, Robertta H., Science in the Multicultural Classroom. Boston. Allyn and Bacon Publishers,
2003.
Bloom, L. A. (2009). Classroom management: Creating positive outcomes for all students.
Columbus, OH: Prentice Hall.
Brandwien, Paul and Evelyn Marhalt. A Sourcebook for the Biological Sciences. New York:
Harcourt Brace Jovanovich Publishers, 1986.
Bullough, Robert V., Becoming A Student of Teaching. New York. Garland Publishing, 2002
Buzan, T. (n.d.). In search of genius. Retrieved July 2, 2009, from
http://www.youtube.com/watch?v=R4t62yTCofc
Buzan, T. (n.d.). Maximise the power of your brain. Retrieved July 2, 2009, from
http://www.youtube.com/watch?v=MlabrWv25qQ
Campbell, B. (2008). Handbook of differentiated instruction using multiple intelligences and
more. Boston: Allyn and Bacon.
Champagne, Audrey and Leslie E. Haring. Science Teaching. American Association For the
Advancement of Science. Washington DC, 2000.
Collette, Alfred T. and Eugene L Chiappetta. Science Instruction in the Middle and Secondary
Schools. Columbus,
Ohio: Merrill Publishing Co. 2000.
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Consortium for Research on Emotional Intelligence in Organizations. (1998). Emotional
competence framework. Retrieved July 2, 2009, from
http://www.eiconsortium.org/reports/emotional_competence_framework.html
Cothron, Julia, Ronald N. Giese, Students and Research. Dubuque, Iowa: Kendall\Hunt
Publishing Co., 2003.
Cruickshant, Donald R. The Art of Teaching. Boston, McGraw Hill Higher Education, 2009.
Cummings, Carol. Managing to Teach. Edmonds, Washington: Teaching, Inc. 1985.
Education World: Stop Bullying Now (lesson plans)
http://www.educationworld.com/a_lesson/lesson/lesson191.shtml
Edutopia. (2001, February). Emotional intelligence: What teachers can do. Retrieved July 2,
2009, from www.edutopia.org/take-action-what-teachers-can-do
Elias, Joseph S. Science Terms Made Easy: A Lexicon of Scientific Terms and Their Root
Language Origins. Greenwood Pub. Group. Westport, Connecticut, London, England. 2006.
Gabel, Dorothy. Handbook of Research on Science Teaching and Learning. New York.
MacMillan, 1994. National
Science Teachers Association Project
Gregory, G. H., & Chapman, C. (2007). Differentiated instructional strategies: One size doesn’t
fit all (2nd ed.). Thousand Oaks, CA: Corwin Press.
Gunter, M. A., Estes, T. H., & Mintz, S. L. (2007). Instruction: A models approach (5th ed.).
Boston: Allyn and
Bacon.
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on Accessing the
General Curriculum.
Retrieved August 18, 2009, from
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Hamilton, K. (n.d.). Emotional intelligence and emotional competence. Retrieved July 2, 2009,
from http://webhome.idirect.com/~kehamilt/ipsyeq.html
Jones, V., & Jones, L. (2010). Comprehensive classroom management: Creating communities of
support and solving problems (9th ed.). Upper Saddle River, NJ: Pearson/Merrill.
Kim, Eugene and Richard Kellough. A Resource Guide for Secondary Teaching, Planning for
Competence. New York: Macmillan Publishing Co., 2008.
Marchuk, William N., A Life Science Lexicon. Wm. C. Brown Publishers, 1992.
Martin, Ralph E. Jr., Teaching Science for All Children. Boston. Allyn and Bacon Publishers,
1994.
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National Research Council, National Science Education Standards. Washington DC. National
Academy Press, Latest Edition.
Professional Growth. (2008). Differentiated instruction [Flash video]. Glenview, IL: Pearson
Education.
Professional Growth. (2009). Classroom management (3rd ed.) [Flash video]. Glenview, IL:
Pearson Education.
Quinion, M. (n.d.). Polychronic. Retrieved August 18, 2009, from
http://www.worldwidewords.org/turnsofphrase/tp-pol2.htm
Regina Public Schools and Saskatchewan Learning. (2003). Tiered instruction. In Best practices:
Instructional strategies and techniques. Retrieved August 18, 2009, from
http://wblrd.sk.ca/~bestpractice/tiered/index.html
TeacherVision: Conflict Resolution Lessons
http://www.teachervision.fen.com/classroom-discipline/resource/3038.html
Teachnology: Conflict Resolution Lesson Plans
http://www.teach-nology.com/teachers/lesson_plans/health/conflict/
Tolman, Marvin. Discovering Elementary Science. Boston. Allyn and Bacon Publishers, 2002.
Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms (2nd ed.).
Upper Saddle River, NJ: Pearson Education.
Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and
differentiation. Educational L
Leadership, 58(1), 6–11. Retrieved August 18, 2009, from
http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_
Differences%2B_StandardsBased_Teaching_and_Differentiation.aspx
Trowbridge, L.W., Bybee, R., Teaching Secondary School Sciences: Strategies for Developing
Scientific Literacy. Englewood Cliffs. Merrill, Prentice Hall Publishers. Latest Edition
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