Spring 2014
EDUC 406: TEACHING, LEARNING AND SCHOOLING
Dave Archer
607-785-7032 (home)
Darcher@stny.rr.com
Office Phone: 777-2727
Office hours: AB, G-10 by appointment
Tuesday and Thursday
Section 03 - 10:05-11:30 SL 206
Section 02 - 1:15 - 2:20 SL 206
Section 01 - 4:25 - 5:50 SL 206
COURSE DESCRIPTION
This course will introduce students to the school as a social institution and to issues
pertaining to teaching, learning, and schooling. Students who take this course should have a strong
interest in the field of Education. The course will explore the relationship between culture,
teaching, and learning; how students and teachers (and other school personnel) experience
schooling; the structure and social purposes of schooling; and ideas and issues related to school
reform. Some field experience will be required in local elementary/secondary schools. This course
does not meet any requirements in the Division of Education. EDUC 406 does not count for New
York State teacher certification. This course is for a letter grade and can not be taken on a
Pass/Fail basis.
COURSE GOALS
It is the strong desire that this course will help students explore the profession of
teaching (and other positions in the profession of Education) from a practical as well as theoretical
point of view. What does it mean to be a teacher? What are the rewards and frustrations of
teaching? What are the social and economic influences that effect teaching? What personal
contributions could one offer the profession? Is it a vocation that offers personal fulfillment?
REQUIRED TEXTS
TBA
CLASSROOM ENVIRONMENT
The Faculty and Staff in the School of Education are committed to serving all
enrolled students. The intention is to create an intellectually stimulating, safe,
and respectful class atmosphere. In return it is expected that each of you will
honor and respect the opinions and feelings of others.
ACCOMMODA TIONS
If you are a student with a disability and wish to request accommodations, please
notify the instructor by the second week of class. You are also encouraged to
contact the Office of Services for Students with Disabilities (SSD) at 777-2686.
Their office is in LH-B51. The SSD office makes formal recommendations
regarding necessary and appropriate accommodations based on specifically
diagnosed disabilities. Information regarding disabilities is treated in a
confidential manner.
ACADEMIC HONESTY
All members of the university community have the responsibility to maintain and
foster a condition and an atmosphere of academic integrity. Specifically, this
requires that all classroom, laboratory, and written work for which a person
claims credit is in fact that person's own work." The annual university Student
Handbook publication has detailed information on academic integrity.
“Students assume responsibility of the content and integrity of the academic work
they submit. Students are in violation of academic honesty if they incorporate
into their written or oral reports any unacknowledged published or unpublished or
oral material from the work of another (plagiarism); or if they use, request, or give
unauthorized assistance in any academic work (cheating)." (SEHD Academic
Honesty Policies)
Neither plagiarism nor cheating will be tolerated in this class. Incidents of either
will result in a failing grade for the assignment in question, which will most likely
have a negative effect on the final grade. If you have any questions about what
constitutes plagiarism or cheating, PLEASE ASK ME!
http:/ /sehd.Binghamton.edu/students/currentstudents/academichonesty.htm
Proposed Agenda – Subject to Change
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One collaborative group presentation (20-30 minutes)
One individual presentation (5 minutes)
Two site visits to schools
Reflective Response Papers
Reading and research assignments
Class discussion
Other Activities: To be determined and announced.
Class # 1
Getting Started, My Expectations and Yours
a.
Standard Operating Procedures
b.
Blackboard
c.
Questionnaire
d.
Self assessment/reflection
e.
Grading policy and procedures
f.
Issues in Education
Class # 2
Teaching- What makes a good teacher?
making use of self reflection and questionnaire
– Build the course and design the rubrics.
Class # 3
Teaching- Why become a teacher? and Expectations of a teacher
- Rubrics design
The remainder of the course will cover the following types of topics in categories
based on student interest and using a variety of methods.
Teaching:
1.
Certification
2.
Whose Classroom Is It?
3.
Unions, Contract Negotiations
4.
Everything else in teaching except the teaching.
5.
Teaching Centers
6.
Classroom management and atmosphere
7.
Tenure
8.
Overview of instructional of methods
9.
Dealing with parents
10.
Situations that educators might face
11.
“Life” of a teacher
Learning:
1.
Learning Theories, constructivism, Brain research
2.
Achievement Gaps, Inequities
3.
Diversity and Inclusion
4.
Violence, Bullying, Harassment
5.
Bloom’s Taxonomy
6.
Multiple Intelligences
7.
Curriculum
8.
Gender issues in Education
9.
Brain research
Schooling:
1.
What is new in Education?
2.
Structure of NYS Public Education
3.
Elementary, Middle and High School settings
4.
Educational Issues/Policies at the National and State levels
5.
District and Community – Local politics and policies
6.
BOCES
7.
No Child Left Behind
8
Title IX
9.
Is Reform or Change Necessary?
10.
Individuals with Disabilities Act
11.
Review of Field Experiences
12.
Funding and budgets
13.
Types of schools: Public, Private, Charter, Home, Magnet, KIPP, Uncommon, Home)
14.
Role of Athletics in schools
15.
Special Education
16.
Race, Ethnic and Cultural issues.
17.
Security and Safety issues
18.
Student Activities (Co-Curricular)
19.
Student issues and rights.
TENTATIVE --- ASSIGNMENTS
A.
Written Activities:
1.
Four to five written activities - exact format and topic to be announced.
2.
One assessment of your “individual teaching” (see below) presentation.
3.
One assessment of your "collaborative teaching" (see below) presentation
B.
School Visitation(s) and Interview
The exact format to use will be provided under "assignments" on Black Board.
C.
Final Decision - As a result of what you have explored through the readings,
discussions and experiences related to this course, what do you now think about
becoming an educator?
PRESENTATIONS
A.
Collaborative Teaching
Working as collaborative colleagues, you will facilitate a lesson with other
classmates related to one of your text reading assignments. Approx. 20 minutes
in duration.
B.
Individual Teaching
You will experiment by teaching a 5 minute lesson.
CALCULATING YOUR FINAL GRADE
** This is tentative -- the actual point values, etc. will be finalized during the class.
Point
Value
5
5
5
5
5
10
10
2
10
8
2
15
4
3
5
Activity
TENTATIVE
Written activity # 1
Written activity # 2.
Written activity # 3
Written activity # 4
Activity # 5 -TBA
Textbook Assignment
Individual teaching
Written reflection/evaluation of individual teaching
Collaborative Teaching - group grade
Collaborative Teaching - individual grade
Written reflection/evaluation of collaborative teaching
School visitation
Teacher interview
Class attendance (below)
Class participation (below)
6
100
Final Decision Paper
Total Points
Class Attendance:
3 Points Miss 0,1,2 classes
2 PointsMiss 3, 4 classes
1 PointMiss 5 classes
0 Points
Miss 6 or more classes
Class Participation:
5 PointsOutstanding, consistent, worthwhile participation
4 PointsRegularly
3 PointsFairly often
2 PointsSometimes
1 PointRarely
0 Points
Hardly ever or never
Tentative -- Point to Letter Grade Conversion
95-100 pts.
A
90-94 pts.
A87-89 pts.
B+
84-86 pts.
B
80-83 pts.
B77-79 pts.
C+
74-76 pts.
C
70-73 pts.
C-
67-69 pts.
64-66 pts
60-63 pts
Below 63 Pts
D+
D
DF