I.
Course Number:
Course Title:
College:
Semester:
Room:
EDUC 7702/01
Best Practices in Secondary Schools
Bagwell College of Education
Fall 2006
KH 1303
II.
Instructor & Contact Info:
Dr. Reta Ugena Whitlock
KH 2310
Preferred Contact: Email address: rwhitlo3@kennesaw.edu
WEBSITE: http://ksuweb.kennesaw.edu/~rwhitlo3/
Phone: 678-797-2249
Fax: 770-420-4334
Office Hours: Tuesday & Thursday, 12:30-1:30
III.
Class Meeting Time: Thursday, 5-7:45 PM
IV.
Texts:
Required:
1. Ormrod, J.E. (2004). Human Learning. Columbus, OH: Merrill Prentice Hall.
2. National Association of Secondary School Principals (2005). Breaking Ranks
II: Strategies for
Leading High School Reform. Author.
V.
Catalog Course Description: EDUC 7702: Best Practices in Secondary Schools. This
course provides an overview of learning and assessment in secondary teaching. With a
focus on the adolescent learner the course examines the best practices in exemplary
secondary schools. Major topics include learning theories, standards and curriculum
development, new directions for instruction, school organization, use of technology, and
methods for student achievement assessment
VI.
Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
1
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be effective,
teachers and educational leaders must embrace the notion that teaching and learning are entwined and
that only through the implementation of validated practices can all students construct meaning and reach
high levels of learning. In that way, candidates are facilitators of the teaching and learning process.
Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners,
the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance
in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve student
learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be
provided with opportunities to explore and use instructional media. They will master use of productivity
tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia
instructional materials, and create WWW resources and utilize computer software to analyze quantitative
and qualitative data.
Field Based Activities: While completing your graduate program at Kennesaw State University, you are
required to be involved in a variety of leadership and school-based activities directed at the improvement
of teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based committees,
attending PTA/school board meetings, leading or presenting professional development activities at the
school or district level, and participating in education-related community events. As you continue your
educational experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio Narrative: A required element in each final portfolio for the Graduate Program is
the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on
each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her
portfolio. In your portfolio, you need to include a narrative which includes descriptive, analytic and
reflective writing in which you reflect on each proficiency and how you make the case that the evidence
you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric
as a guide. The narrative should be comprehensive, documenting research-based best practices.
Included in this narrative should be references to assignments you have completed throughout your
program of study. Assignments in this course should be considered as evidence when you plan your
selections for your portfolio.
Rationale for Course
The graduate student in adolescent education must develop critical-mindedness, sensitivity, and social
analysis skills to participate in shaping educational policies and to determine the best equitable classroom
practices for all students. This course will promote an analysis of multicultural concerns and explore
beliefs about global perspectives as they are related to teaching and learning. The purpose of this course
is to prepare secondary teachers to more effectively deal with historical and current theoretical principles
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and concepts of learning, intelligence and motivation with attention to global perspectives. The
information and activities will provide a basis for a clear understanding of present educational practice,
suggesting practical application to improve classroom instruction.
VII.
Course Objectives:
The objectives of this course are consistent with the Kennesaw State University’s Candidate
Performance Expectations as outlined in the Master Candidate Performance Instrument. The
content of the course is organized around the three broad graduate outcomes of KSU’s Masters
candidate performance instrument (Master CPI). The specific proficiencies (to be completed by
class) addressed by the objectives are outlined below. Students will be able to:
Course objective
Master CPI
Outcome
PSC/NCATE
Standard
3
NBPTS
Core
Proposition
5
Analyze and evaluate high school reform
recommendations from national associations
Design instruction which is consistent with
research based-best practice in high schools
Analyze one’s own dispositions related to
working with diverse students and make
suggestions of how to strengthen
supportive/positive dispositions or change
negative ones.
Examine social and psychological factors
influencing learning for adolescents and their
implications for practice
Analyze one’s impact on student learning in
diverse classrooms and make suggestions for
enhancement and/or improvement.
Explain major theoretical perspectives of
learning (cognitive, developmental, social,
behavioral and information processing) and
their impact on adolescents’ learning
Understand the impact of classroom and
school climate on adolescent learning.
Understand motivational processes in the
education of adolescents of diverse
backgrounds and learning styles
Plan, implement and evaluate instruction which
incorporates a variety of learning theories and
assessment techniques
Identify appropriate roles for teachers in
reforming/reinventing high schools.
Collaborate with peers and colleagues in
evaluating teaching practices and leadership
activities in high schools.
1, 2
1,2
2, 3
1,2,3,4
1.1, 1.3, 1.4,
1.7
1.4, 1.6, 1.7
2
1,4
1.3, 1.4, 1.7
1, 2, 3
1,2,3,4
1.3, 1.4, 1.6,
1.7
2
1,2,3
1.3, 1.4, 1.7
2
1,3
1.4, 1.6, 1.7
2
1,3
1.4, 1.6, 1.7
1,2
1,2,3,4
1.3, 1.4
3
4,5
1.4
3
4,5
1.4, 1.6
1.1
VIII. Course Requirements and Assignments
All course requirements and assignments are planned in an effort to assist candidates to
apply what they have learned regarding learning and best practices in the secondary
classroom. The requirements for this course are consistent with the final portfolio
requirements of the Master in Education degree. Therefore, candidates should consider
these assignments as ongoing opportunities to demonstrate their expertise in the three
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outcomes delineated on the Master CPI. Furthermore, the candidate may wish to
consider some or all of these assignments as potential portfolio entries.
1.
Curriculum/Pedagogy of Place Project - (30 points)
(Graduate outcomes 2, 3).
2.
Videotaped Analysis of Teaching Project (80 points)
Description:
Perhaps the most powerful snapshot of teaching expertise is actual teaching
performance. Consequently, videotapes of actual teaching practice in varying situations
and circumstances are essential evidence for demonstrating the development of
candidate’s teaching expertise. Videotapes offer particularly strong evidence of a
teacher’s knowledge, skill, dispositions and resulting expertise.
For this entry you will need to videotape one of your lessons. Select a lesson which you
feel represents your best teaching. You will need to complete the videotaping soon
since the first assignment related to the tape is due fairly soon (see syllabus for
Videotape Lab #1). A primary goal of this entry is to analyze effective use of learning
theories and to examine dispositions which underlie behaviors demonstrated on the
videotape. The videotape will be supplemented with written commentaries which
contextualize and situate the learning and in which you analyze the appropriateness and
effectiveness of your teaching and your impact on student learning. A sketch of the
layout of the classroom, students, group etc. will also accompany this entry. Other
artifacts such as student work samples which provide evidence of the impact of the
lesson on your students should also accompany this entry.
The assignment will be divided into several parts to make it more meaningful and
applicable to your teaching. Specific directions and grading rubrics for the assignment
will be provided in class.
Digital video cameras provide the best quality for uploading onto the computer and for
future use in your electronic portfolio. If you do not have access to a digital camera,
contact your professor who can assist you.
The graded components of this project are as follows:
 Videotaped Analysis of Teaching (VAT) #1: Dispositions
 VAT #2: Behaviorism & Social Cognitive Learning
 VAT #3: Information Processing Theory, Metacognition, & Motivation
 VAT Presentation and Written Narrative
Please note: Rubrics and descriptions of these activities are forthcoming.
3.
Socratic Seminars
4.
Professional Responsibilities & Activities (20 points)
Periodically, you will complete in class activities related to your readings and other
assignments. These activities can be easily completed if present in class. They will vary
in point value and, if missed, they cannot be made up.
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VIII. Grading
136-150 points
121-135 points
106-120 points
<106
points
A
B
C
F
Assignments are due on date assigned. All written assignments must be typed in 12 point font
with standard margins. Work that is unedited or presented with little thought or planning will not
be accepted.
Attendance
Attendance in class is mandatory. If circumstances occur that prevent you from coming
to class, please email me prior to class to let me know.
IX. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and assessment
within multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region,
giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on
cognitive style differences provides a background for the consideration of cultural context. (Confessions
Assignment)
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Faculty of the M.Ed. in Adolescent Education program
abide by the policies and guidelines established by the university in their expectations for candidates’
work. Candidates are responsible for knowing and adhering to the guidelines of academic honesty as
stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be
subject to disciplinary action consistent with university policy. For example, plagiarism or other violations
of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal
hearing before the Judiciary Committee.
Professionalism- Participation, and Attendance: Part of your success in this class is related to your
ability to provide peer reviews and feedback to your editing groups regarding their research and their
writing. Furthermore, responding effectively and appropriately to feedback from your peers and the
professor is another measure of one’s professionalism. In addition, since each class meeting represents
a week of instruction/learning, failure to attend class will likely impact your performance on assignments
and final exams. Please be prepared with all readings completed prior to class. We depend on one
another to ask pertinent and insightful questions. Finally, please turn off all cell phones.
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Date
Topic
Class Activity
Pre-reading Assignment
Due
August 24
Introduction
to EDUC
7702: Best
Practices in
Secondary
Schools
Introductions, course
syllabi, review of Master
Level Candidate
Performance
Expectations and
alignment with course
goals, assignments and
requirements.
Ormrod, p. 18, 18-28
Assign Videotaped
Analysis of Teaching
August 31
Learning
and the
Brain
Discuss Reading: Human
Learning and the
Adolescent Brain,
Characteristics of
Adolescent Learners.
Curriculum/Pedagogy
of Place Project
Sept 7
Behaviorist
Views of
Learning
Ormrod, p.
29-31, 49-65,
71-81
Selected
Readings:
Breaking
Ranks &
Curriculum
Theory
Article
Assignment Due:
Videotaped
Analysis of
Teaching
Discuss Reading:
Behaviorist Views of
Learning- Radical
Behaviorism, Classical
and Operant
Socratic Seminar 1
Lab: Videotape
Analysis of Teaching
(VAT)
Sept 14
Ormrod, p.
86-91, 99122
VAT #1:
Dispositions Due
VAT #1: Dispositions
Sept 21
Sept 28
October 5
Behaviorist
Views of
Learning,
Continued
Discuss Reading:
Programmed Instruction,
Mastery Learning, Use of
A-B-C- Model of applied
behavior analysis and
shaping- Use of
reinforcement &
punishment.
Social
Cognitive
Views of
Learning
Social Cognitive Views of
Learning
Ormrod, p.
123-153;
Selected
Readings:
Breaking
Ranks & CT
Article (bell
hooks)
Socratic Seminar 2;
Chalk & Wire
Demonstration;
Ormrod, p.
163-182
Curriculum/Peda
gogy of Place
6
Share Place Projects
October 12
Cognitive
Views of
Learning
Discuss Readings:
Piaget, Vygotsky and
Introduction to Cognitive
Views of Learning;
Project Due
Ormrod, Ch
13
VAT #2 Due
VAT #2 Lab:
Behaviorism & Social
Cognitive
October 13
Last day to withdraw without academic penalty
October 19
Information
Processing
Theory
October 26
Metacogniti
on
Discuss Readings:
Metacognition, SelfRegulated Learning, and
Study Strategies
Discuss Selected
Readings: Information
processing and basic
components of memory
Ormrod, Ch
13
Ormrod, Chs.
16 & 17
Guest lecturer: Dr. Nita
Paris
VAT Lab # 3: Info
Processing Theory,
Metacog, Motivation
Nov 2
Nov 9
Motivation
Discuss Readings:
Motivation
Discuss Readings:
Cognitive Factors in
Motivation
Selected
Readings:
Breaking
Ranks & CT
Article
VAT # 3 Due
Finish VAT Lab # 3
Socratic Seminar 3;
Nov 16
Video Analysis Lab:
Prepare for
presentation
Nov 23
Fall Break: No Class
Nov 30
Last Day of
Class
Video Analysis of
Teaching Presentations
VAT Narratives
Due;
Video Analysis of
Teaching
Presentations
December 7
Final Exam; Finish Video Analysis of Teaching Presentations;
Professional Growth Assignment/Exit Interview
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X. References and additional readings
CLASSICS
Ausubel, D. (1968). Educational Psychology: A Cognitive View. NY: Holt, Rinehart and Winston.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood
Cliffs, NJ: Prentice-Hall.
Bruner, J. (1960). The Process of Education. NY: Random House.
Dewey, J. (1916). Democracy and Education. NY: MacMillan.
Gagne, E. (1985). The Cognitive Psychology of School Learning. Boston: Little Brown and Co.
Gagne, R. M. (1985). The Conditions of Learning. Fort Worth: Holt, Rinehart, and Winston.
Piaget, J. (1952). The Origins of Human Intelligence. NY: International Universities Press.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 8697.
Thorndike, R.L. & Hagen, E. (1961). Measurement and Evaluation in Psychology and Education. (2nd ed.).
NY: John Wiley and Sons.
Others
Gardner, H. (1991). The Unschooled Mind. NY: Basic Books.
George, P.S., McEwin, C. K., & Jenkins, J. M. (2000)
Harcourt College
Grant, C.A. (1994).
multicultural teacher
The Exemplary High School.
Orlando, FL:
Publishers.
Best practices in teacher preparation for urban schools:
Lessons from the
education literature. Action in Teacher Education, 16(3), 1-18.
Herman, J.H., Aschbacher, P.R., & Winters, L. (1992). A Practical Guide to Alternative Assessment.
Alexandria, VA:
ASCD.
Kubiszyn, T., & Borich, G. (1993). Educational Testing and Measurement. (4th ed.)., NY: Harper
Collins.
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