LAKE SUPERIOR STATE UNIVERSITY
SCHOOL OF EDUCATION
TE 150002
REFLECTION ON LEARNING AND TEACHING
SPRING 2004
Instructor:
Guidi Yang
Class time: Monday 5-7:50pm
Office:
332 South Hall
Classroom: CAS 205
Telephone:
(906)635-2181 (Office)
Credits:
3
E-mail:
gyang@lssu.edu
Office hours: TR 3:30-5pm; W 1-3pm
____________________________________________________
_________
COURSE DESCRIPTION:
This is a required prerequisite course by Lake Superior State University for entry into the
teacher licensure program. Students will examine their experiences and assumptions as
learners and teachers, contrasting them with psychological, sociological and
anthropological theories about learning inside and outside the school. Students will be
encouraged to re-examine their choice of education as a career choice before continuing
their program of study.
COURSE OBJECTIVES:
Candidates who successfully complete the course will be able to:
 Relate the purposes of schools as transmitters and re-creators of culture
 Describe characteristics of an effective school and how the definition of effective
schools may be different from community to community
 Describe positive learning environments and how they might be created
 Explain implications of learning styles and modalities for planning and instruction
 Discuss how the concept of equity implies educating the whole person and a
commitment to life long learning
 Describe current social issues and the impact they may have on students’ learning
and schooling
 Demonstrate the ability to be reflective on his/her own learning process
 Give a general description of patterns or theories of human development (physical,
emotional, and cognitive)
 Relate the impact of technology on society to issues of classroom instruction and
student learning
 Explain how up-to-date techniques of information technology, current research, and
professional collaboration are aspects of providing equity of education
 Describe and analyze examples of teacher behavior which are examples and nonexamples of equity in managing resources, instruction time, and interpersonal
relationships
 Describe the reasons for emphasis on life long learning
 Describe the characteristics and advantages of establishing learning communities
 Read, write, and speak effectively
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COURSE TEXTBOOKS (Required):
Ryan, K. & Cooper, J. (2004). Those Who Can, Teach. Boston: Houghton Mifflin
Company.
Paley, V. (1997). The Girl with the Brown Crayon. Cambridge, MA: Harvard University
Press.
COURSE ASSIGNMENTS:
A. Reflective Journals
It is important that learners and teachers reflect on their experiences and knowledge
construction. The use of journal writing has been found to be a highly effective vehicle in
facilitating reflection on learning/teaching. Each teacher candidate will be required to
submit six reflective journals. Topics for each of the reflective journals will be provided.
B. Reaction paper to The Girl with a Brown Crayon
Each candidate will read and react to the book, The Girl with a Brown Crayon. The paper
should be typed and double-spaced and be three pages in length. Please refer to the
attached guidelines.
C. Journal article critique
Each candidate will locate an educational research article and write an executive
summary. The paper should be three pages in length. The first page should be a summary
of the article and the other two pages should be the candidate’s reaction to the article. Use
of outside resources in the discussion of your reaction is important. The paper should be
typed and the article cited using APA style. An example of citation is given below.
Brown, D. (2003). Students in crisis. Phi Delta Kappan, 34(6), 324-336.
Please proofread all your written work carefully before submitting. Late assignment will
be docked 5% per day for the first 5 days. And each written assignment should have a
cover page with the following information on it.
e.g.
TE 150002
Spring 04
Sara Smith
Reflective Journal 1
D. Group presentations
All teaching candidates will work in a small group for a presentation on a topic to be
assigned during the semester. More information will be given during class concerning the
specifics of the presentation.
E. Examinations
There will be two examinations during the course of the semester. The first examination
will be a mid-term examination and the second examination will be given during the final
examination week.
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COURSE EVALUATION
Your final course grade will be determined by the sum of the points you earn on each of
the assignments. The following is a distribution of grade percentage for the semester.
Assignment
Class participation
Reflective journals
Response paper
Journal critique
Mid-term & Final Exam
Group Presentation
Grade percentage
10%
20%
10%
10%
40%
10%
Total: 100%
GRADING
The grading scale is as follows:
94 – 100 = A
90 – 93 = A87 –89 = B+
83 –86 = B
80 – 82 = B77 – 79 = C+
73 –76 = C
70 –72 = C-
67 –69 = D +
63 –66 = D
60 –62 = D0-59 = F
All students enrolled in this course as a requirement of the Teacher Education
Program must earn a B- or better to continue their studies in teacher education
classes.
POLICY ON COURSE ATTENDANCE AND PARTICIPATION
Regular class attendance is required. There is no difference between an excused and
unexcused absence, except those approved by the Provost Office. If you must miss a class
session, please make sure that a classmate picks up your handouts.
Active and constructive participation is essential to successful completion of this course.
Class participation will be evaluated for (1) evidence that you completed all the readings
for each class session, (2) the thoughtfulness of your contributions to the class
discussions, and (3) the professionalism of your interactions with your peers and
instructor.
DISABILITY SERVICES AND ACCOMMODATIONS FOR STUDENTS
In compliance with Lake Superior State University policy and equal access laws, disabilityrelated accommodations or services are available. Students who desire such services are to meet
with the instructor in a timely manner, preferably the first week of class, to discuss their
disability-related needs. Students will not receive services until they register with the Resource
Center for Students with Disabilities (RCSD). Proper registration will enable the RCSD to verify
the disability and determine reasonable academic accommodations. RCSD is located in South
Hall Office 206. The telephone number is (906) 635-2454.
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TE 150 COURSE SCHEDULE
Date
1/12
1/19
1/26
Topic(s)
Introductions
Syllabus
Why be a teacher?
Motivations for teaching
Readings
Assignment Due
Chapter 15
Chapter 1
Reflective journal 1
2/2
What is a school?
Models of schools
What is a good school?
2/9
Today’s students
Chapter 2
Journal 2
2/16
2/23
Diverse needs & abilities
Responses to diversity
Mid-term Examination
3/1
Spring Break (No classes)
3/8
Chapter 3
Journal 3
Chapter 4
Journal 4
4/19
Social problems and education
Student presentations
Social problems and students
Student presentations
What is taught?
Curriculum controversies
Education in the U.S. & other
countries
Discussion: The girl with brown
crayon
What makes a teacher
effective?
Discussion: A competent
teacher for every child
Movie and discussion:
What do you think of this
teacher?
Teacher and technology
4/28
Wed.
Final Examination
5:30-7:30pm
3/15
3/22
3/29
4/5
4/12
Reaction paper
Chapter 5
Journal 5
critique
Chapter 6
Journal 6
Please note the instructor reserves the right to make changes to this schedule due to
emerging issues. Appropriate notice will be given prior to changes.
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