College of Education and Professional Studies
Department of Professional Teacher Education
PTE 4970/5970: STUDY TOUR: European Perspectives on Designing Lessons Promoting Creativity
Syllabus—June 2012
COURSE INSTRUCTOR:
Dr. Bryan L. Duke, Ph.D.
Phone: 974-5529
Fax: (405) 974-3830
Office: CTL 214 (in Suite 206)
E-mail: bduke@uco.edu
Summer Office Hours by Appointment
CREDIT HOURS: 3
STUDY TOUR: European Perspectives on Designing Lessons Promoting Creativity will involve the study of
creativity, in general, and educational approaches aimed at encouraging creativity from an international
perspective. Learners will participate in discussions with creativity- and arts-based organizations to investigate the
partnerships they have developed with schools. Additionally, learners will (1) document information, (2) collect
artifacts (art, historical, cultural, etc.), and (3) identify resources that they will develop into integrated and
experiential classroom lessons.
This course schedule will consist of the following:
a. class meetings in preparation for travel and course content (February- May, 2012 (27 contact hours))
b. study tour, June 1-10, 2012 (216+ hours/ at least 60 hours of targeted instruction)
c. individual time spent with each student or pairs to assess formatively and to provide guidance regarding
the development of their integrated and experiential lessons (varied – approximately 40 contact hours)
d. one class meeting and an assignment showcase due after returning from the study tour (5 contact hours)
Total number of targeted instructional hours: 92+ (well over the requirements of a 3-hour course credit)
Class meeting times: 4:30-7:15 p.m. on dates listed below. Some work will be completed on WebCT.
Class meeting dates: February 20; March 5 & 12; April 2, 9, 23 & 30; May 14 & 21; & June 26 Showcase.
Tentative Study Tour Itinerary
Day
Date
1
Friday 6/1/12
Location
Depart OKC airport;
travel to London
Heathrow
2
Saturday 6/2/12
London-City of
London Walk
London & Hampton
Court Palace
3
Sunday 6/3/12
4
Monday 6/4/12
London
5
Tuesday 6/5/12
London
6
Wednesday 6/6/12
Day Trip to
Canterbury-Christ
Church Canterbury
College
Activities
Be at airport: xx:xx
Eat at airport; Depart
for London; Eat
breakfast on plane
Arrive in London;
Customs; Sight-see
Day Trip to Hampton
Court Palace &
Historic London Sites
Actorshop Creativity
& School Partnership
Activities &
Theatre Show (p.m.)
British National
Museum & National
Galleries
Visit with Teacher
Educator (J. Barnes)
and CCCU Pre-Service
Teachers
(experiential lessons)
Notes
Drop off Bags at
Hotel
London to Hampton
Court & Return:
Train
London to
Canterbury & Return:
Bus
2
7
Thursday 6/7/12
London
8
Friday 6/8/12
Travel to Bruxelles &
then Bruges; Walking
Tour of Bruges (&
Return to Bruxelles)
9
Saturday 6/9/12
Train from BruxellesMidi to Hasselt (&
Return)
10
Sunday 6/10/12
Bruxelles to OKC
Visit Globe Education
& Creative
Partnerships; Theatre
Be at St. Pancras 7:15
Customs; 8:27
departure on
Eurostar to BruxellesMidi
Visit with Creativity
Agencies (still talking
to Jean Hendrickson
regarding contacts);
Sight-seeing
Walk to Bruxelles
Airport; Depart for
Home
London to BruxellesMid; Drop off
Luggage at Hotel
Farewell Dinner
CONCEPTUAL FRAMEWORK – REFLECTIVE, RESPONSIVE, AND RESOURCEFUL
This course has been developed using the conceptual framework governing the curriculum of the College of
Education and Professional Studies at the University of Central Oklahoma. Its intent is the preparation of
outstanding professionals who are reflective, responsive, and resourceful throughout their professional careers.
GENERAL COURSE OBJECTIVES (GCO) AND CONTENT OUTLINE:
Upon completion of this course, the student will…
1. Describe the varying roles of the teacher in promoting learners’ creativity and achievement of learning
outcomes. [NBPTS 7; IN 3 & 4; UCO II.A, III.B & III.E]*
2. Identify physiological, psychological, and sociocultural dimensions affecting instructional design and
delivery. [NBPTS 1; IN 2 & 7; UCO II.A, II.C, III.A]
3. Identify internal and external factors that influence selection of teaching strategies that promote
achievement and motivation toward specific learning outcomes. [NBPTS 3; IN 4; UCO II.A, III.B, & III.E] &
[NBPTS 4; IN 5 & 6; UCO I.D, II.E, III.A, & III.B]
4. Apply theories and principles of learning utilizing integrated approaches (various art forms, multiple
content areas, diverse strategies, etc.) to instructional design and implementation. [NBPTS 2; IN 1 & 7;
UCO I.B & III.A] & [NBPTS 5; IN 1, 4, & 7; UCO I.B & III.B]
5. Prepare a written set of instructional strategies and a unit of instruction based on our international study
that exemplifies integrated lessons, experiential and creative activities and problem solving. [NBPTS 2; IN
1 & 7; UCO I.B & III.A], [NBPTS 3; IN 4; UCO II.A, III.B, & III.E], [NBPTS 5; IN 1, 4, & 7; UCO I.B & III.B],
[NBPTS 7; IN 3 & 4; UCO II.A, III.B & III.E] & [NBPTS 10; IN 9; UCO I.A, I.C, II.B, II.E, III.B & III.D]
6. Demonstrate effective, valid applications of lesson assessment that promote learners’ creative
engagement and that allow for differentiated responses. [NBPTS 9; IN 8; UCO III.C & III.D]
7. Demonstrate effective strategies for safe, prosocial and efficient international travel. [NBPTS 6; IN 3; UCO
II.A & II.D] & [NBPTS 8; IN 2 & 5; UCO II.C & III.A]
*The bracketed information references alignment to the following: the National Board of Professional
Teaching Standards (NBPTS), the Interstate Teacher Assessment and Support Consortium (INTASC)
standards, & the UCO College of Education and Professional Studies’ Conceptual Framework (UCO).
TEXTBOOK & RESOURCES FOR CLASS: Mainly primary sources—downloadable and hard copies of articles from the
library—will be used as our texts. Particular resources may need to be purchased as the content of the class is
navigated and focused by the students.
3
REQUIREMENTS
PROFESSIONAL DISPOSITION: Part of professional training is learning how to behave professionally, which includes
maintaining high standards of ethical conduct. Find a way to participate productively—listen attentively, think
critically, ask relevant questions, respect others, etc. Please turn off or silence cell phones and avoid texting or
other off-task behaviors during class, whether at UCO or during our international “class time.” A critical skill for
educators is the ability to be professional and responsive regarding group and communication dynamics. I
expect these behaviors throughout the course and study tour. Unprofessional behavior will result in point
deductions from the professional preparation and participation grade and may result in dismissal from the course
and/or study tour, the latter resulting in costly charges to the student’s bursar account for travel alterations.
PROFESSIONAL WRITING: Writing quality is expected to be at a professional level. Spelling, grammar, punctuation,
sentence structure and other mechanics of writing must reflect standard usage. The composition should consist of
well-constructed paragraphs and logical development of ideas that constitute meaningful statements. Points will
be deducted from assignments for nonstandard usage and writing deemed unprofessional.
QUALITY PERFORMANCE: All assignments, whether content- or travel-related, must be quality. This course has
been designed so that all students may benefit from others’ ideas and work. Less than quality work detracts from
the experience of all those taking the course and ultimately minimizes one’s capacity for using the lessons learned
and materials developed in the future.
ACADEMIC HONESTY: See UCO Students’ Rights and Responsibilities 2011-2012 for specific policy. There will be no
tolerance regarding academic dishonesty on any course component including assignments, activities, and
examinations. Academic dishonesty includes claiming someone else’s work as your own, cheating, violating the
integrity of examinations, plagiarism, or knowingly furnishing false information to the University or staff.
ATTENDANCE: Attendance is required, as the writing/activity assignments and quizzes will include material
presented during the lecture and the class discussions/activities. I realize that “life happens.” An “excused”
(communicated in a timely fashion and approved by the professor) absence during our UCO meetings will
necessitate that the student complete additional readings and activities to prepare for course assignments. All
students are responsible for any material and work missed due to an “excused” absence. While on the study tour,
students are required to attend all events with the group. In cases of medical emergencies, students must discuss
the situation with the professor immediately, and the professor and the student will enact a plan.
PREPARATION & PARTICIPATION: Students must complete assigned readings prior to class in order to think
critically, to develop a personal connection with the material, to apply the knowledge, and to participate
productively. Classmates will depend on each other’s quality contributions and participation in activities.
USE OF WEBCT: Become familiar with using WebCT immediately. To access WebCT, students should go to UCO’s
homepage (www.uco.edu) and click on “UCONNECT.” After entering your user name and password, click on “My
Courses” and our study tour class. Materials for the course (PowerPoints, guided practice, handouts, and so forth)
will be provided on WebCT. This location will also have a copy of the course syllabus and my current vita. Note: If
you have problems using WebCT, you should contact Tech Support, 974-2255.


To submit assignments, look under “Course Tools” in the upper-left corner of the screen and click on
“Assignments.” At this point, you should be able to click on the appropriate assignment and submit your
work by attaching it as a file. Make sure to double-check that your work has been submitted. My WebCT
setting will not accept papers submitted over 24 hours late. (See policy on “Late Papers” for deduction
incurred for late work.)
To access your grade, click on “My Grades” just after opening the course page. Check the grade listings
frequently and notify me immediately if you find any discrepancies between what was marked on your
rubric(s)/assignment(s) and what was recorded on WebCT.
4
POLICIES
COPYRIGHT/FAIR USE NOTICE: Course materials provided online at WebCT are for the sole use of students
enrolled in this section of PTE 5930/4930. Students may keep one copy (print or digital) for personal use. Explicit
permission of the instructor must be obtained for wider use or distribution to individuals, groups, or virtual
communities. Original materials posted and authored by students may not be distributed outside of our class
membership under any circumstances.
EMERGENCY PROCEDURES: Prior to and during our study abroad the class will rehearse procedures and strategies
designed to promote safety. Students in this course must follow these procedures and instructions of the professor
at all times. If you have any questions about these procedures and/or strategies, students must see me
immediately for clarification.
ADA ACCOMODATION PROVISIONS:
The University of Central Oklahoma complies with Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990. Students with disabilities who need special accommodations must make their
requests by contacting Disability Support Services, at (405) 974-2549. The office is located in the Nigh University
Center, Room 309. Students should also notify the instructor of special accommodation needs by the end of the
first week of class. [Please be aware that due to the nature of international travel, accommodations cannot be
made for all disabilities. Accommodations you might expect in the U.S. are not available in foreign countries. Some
mental disorders, e.g. agoraphobia, can leave a traveler frozen in fear in crowded cities such as London and Paris.
Restrooms in other countries are often found after climbing either up or down a flight of stairs, which can be a
challenge for the physically disabled. Full disclosure to the professor, while still a choice, is recommended for your
safety and comfort and for the group’s best interest.]
ADDITIONAL COURSE STIPULATIONS: Please refer to the attached Student Information Sheet and Syllabus
Attachment. It has pertinent information regarding numerous university policies, including but not limited to
academic integrity, UCONNECT usage and incomplete grades. This attachment is considered a part of the syllabus.
LATE PAPERS: I only accept for full credit assignments submitted via WebCT on the due date and by the due time.
It is important they are submitted on time so that I can grade them all consistently during one sitting. Additionally,
these assignments have been timed so that they are learning experiences coinciding with course discussions and
other forms of assessment. Students who must be absent are still responsible for submitting assignments on time
since WebCT will be utilized for submissions. I will accept papers at a 10% reduction if they are submitted via
WebCT within 24 hours of the due date and due time. Only in situations I consider a “true emergency” do I accept
papers past the 24-hour late period. In an “emergency,” the student must contact the professor and agree to an
extended due date prior to the deadline. Extended due date papers must be e-mailed to the professor by the
extended due date and due time since WebCT will no longer accept submissions.
GRADING: A total point system will be used. The traditional grading scale will be used for this class: A (90% and
above), B (80% to 89%), C (70% to 79%), D (60% to 69%), and F (59% and below). In addition to WebCT, assignment
grades will be provided in class or in person during office hours. Be aware of your grade at all times, and for
concerns, please come to my office immediately. Avoid waiting until the end of the course to talk to me.
DESCRIPTION OF COURSE REQUIREMENTS:
Travel & Course Content Quizzes: Students will take a quiz over what we have discussed concerning travel skills
as a means to review important things to remember during international travel. The travel test will consist of
constructed response and selected response test items. Students will also complete a quiz/quizzes/and
“Connections” reflecting the key concepts discussed in class to prepare them to develop relevant, effective lessons
as informed by educational research and best practices. Details will be provided in class. (50 points) [GCO 1, 2, 3 &
7]
5
Walking Tour of London Piece & Presentation
Students in this class will research, develop and present a virtual walking tour based on three or four London sites
from a list provided by the professor. Each student’s presentation will be combined with classmates to culminate
in an expanded, informational “guide book” to be used on the study tour. The “guide book” will include an
historical description of the location, the times of operation, entrance fees, facts regarding the location, pictures,
maps, etc. Details will be provided in class. (25 points) [GCO 7]
Description of, Strategies/Procedures for & Example Components of an Experiential/Arts-Based/Creative Lesson
Students will research, provide “Connections” for (see p. 10), develop and present a lesson plan utilizing integrated
approaches to designing, delivering and assessing a content-based lesson. An emphasis will be placed on the use of
novel and creative approaches to engage learners. Details will be provided in class. (75 points) [GCO 1, 2, 3 & 4]
Toolbox of Instructional Materials & Strategies
Students will capture (via photos, sketches, documents, journal entries, and other creative means) images and
other information that could be utilized to develop instructional materials for PK-12 learners. Complimenting these
materials, students will document strategies as to how to use these materials in a lesson with an emphasis on
teaching content through experiential and creative activities. Details will be provided in class. (75 points) [GCO 5]
Journal
Students will be required to keep a journal of experiences, including at least one entry per day. These reflections
will be used to develop the final presentation, post-study tour. I will not read your journal word for word; I will
look at it to see that you are completing it. Details will be provided in class. (50 points) [GCO 5]
Travel Report & Lesson Description Presentation to the Group
Students will make a presentation after the completion of the study tour that (1) describes the lesson/unit they
have developed and (2) provides a reflection of how study tour materials and experiences were incorporated.
Details will be provided in class. (100 points) [GCO 6]
Preparation & Professionalism
Students will earn preparation and professionalism points based on attendance, on-time quality assignments, and
prosocial interactions with course colleagues and those with whom we interact. This score will be determined by
using a rubric with descriptive behaviors that encourage professional dispositions and engagement in this scholarly
activity. Details will be provided in class. (25 points) [GCO 7]
TOTAL POINT GRADING SYSTEM:
Travel & Course Content Quizzes
Walking Tour of London Presentation
Description/Strategies/Creative Components of Lesson
Toolbox of Instructional Materials & Strategies
Journal
Travel Report & Lesson Description Presentation
Preparation & Professionalism
TOTAL POINTS POSSIBLE
50
25
75
75
50
100
25
400 points
COST: In addition to tuition costs, as advertised in UCO undergraduate/graduate catalog, the student must pay
$3750 for the study tour. You will need to pay $3672 to “University of Central Oklahoma” (org. #:
)
which covers airfare, ground transportation in Europe, room, board, two meals a day, exhibit entrance fees and
tours of individual sights. Additionally, all students must have an international student identification that can be
obtained on campus at the Centre for Global Competencies in the basement of the University Center. Ask for the
insurance plan that costs $78. (Thus, the students’ total cost for travel is $3750 per person.) Once tickets have
been purchased for the flights and hotels, students’ money provided for these items will NOT be refunded.
Inappropriate behavior during any part of the course may result in the student being sent home immediately at his
or her expense and may result in the student earning an F in the course.
6
Transformative Learning:
The Department of Professional Teacher Education is committed to helping students learn by providing a range of
transformative learning experiences in discipline knowledge and in five other core areas: leadership; research,
creative and scholarly activities; service learning and civic engagement; global and cultural competencies; and
health and wellness.
Here’s how this course meets the University goal of engaging students in Transformative Learning:
A. Discipline Knowledge: Our interdisciplinary approach to the content of the course offers the student a
chance to add to her/his knowledge in the major area and integrate that with information from other
disciplines.
B. Leadership: This class will afford students ample opportunities to demonstrate 360 degree leadership
every day by taking charge of situations and assignments and demonstrating leadership to the group.
Learning to lead one’s self is one of the toughest lessons of leadership, and the separation from one’s
comfort zone that travel affords will also provide a leadership learning experience.
C. Research, scholarly, and creative activities: Students will have a variety of choices to pursue his/her own
creativity in constructing a research project to be carried out in Europe.
D. Service Learning and Civic Engagement: The student’s best opportunity for service learning would come
after returning from the trip by speaking to other groups on campus on the importance of having
international experiences in a college career.
E. Global and Cultural Competencies: Every minute of the time you spend in class, preparing for class, or
traveling in Europe is absolutely fulfilling this goal of transformative learning.
F. Health and Wellness: By first learning and then practicing safe travel health practices, the student should
develop habits that will last a lifetime whenever she/he leaves home to travel.
Tentative Course Calendar for On-Campus Classes
Date
2/20
Topic
Objective:
7. Can you identify, describe, and demonstrate effective strategies for
safe, prosocial and efficient international travel?









Distribute/Discuss Syllabus.
Discuss luggage, travel paperwork (passports, metro tickets,
museum passes, money exchange, etc.), spending money, ATM’s,
the ISIC card, insurance, etc.
Discuss food and water: taking snacks, free water is hard to find,
what kind of eater are you?
Discuss modes of transportation: trains, planes, automobiles and
FEET (leave the cute sandals at home), where you are going to sit,
frequent flyer miles, etc.
Discuss time changes, wearing a watch, being ON TIME for group
meetings and outings, etc.
Discuss map reading, etc.
Discuss that we are from UCO: decorum in other cultures,
university rules related to the trip, ADA, physical needs vs.
personal preferences.
Discuss additional trip expectations: traveling as a community of
learners. [All of these bulleted items will be further discussed
during the next classes, as well.]
Assign “Walking Tour of London” presentation.
Due Today
7
3/5
3/12
Objective:
1. Can you describe the varying roles of the teacher in promoting
learners’ creativity and achievement of learning outcomes?
 Complete Check Quiz 1.
 Finish Travel discussion from the first session.
 Discuss “Connections” to the readings (TBD from reading list).
 Discuss and revise “Walking Tour” assignments.
Objectives:
2. Can you identify physiological, psychological, and sociocultural
dimensions affecting instructional design and delivery?
3. Can you identify internal and external factors that influence selection
of teaching strategies that promote achievement and motivation
toward specific learning outcomes?
 Discuss “Connections” to the readings (TBD from reading list).
Objective:
4. Can you apply theories and principles of learning utilizing integrated
approaches (various art forms, multiple content areas, diverse
strategies, etc.) to instructional design and implementation?





Check Quiz 1
Readings &
“Connections” TBD
Draft of “Walking Tour.”
Present “Walking Tour”
assignments.
Readings &
“Connections” TBD


Check Quiz 2
Readings &
“Connections” TBD
4/9
 Complete Check Quiz 2.
 Discuss “Connections” to the readings (TBD from reading list).
Objective:
4. Can you apply theories and principles of learning utilizing integrated
approaches (various art forms, multiple content areas, diverse
strategies, etc.) to instructional design and implementation?


Readings &
“Connections” TBD
4/23
 Discuss “Connections” to the readings (TBD from reading list).
 Discuss “Strategies/Procedures/Creative Lesson” assignment.
Objective:
4. Can you apply theories and principles of learning utilizing integrated
approaches (various art forms, multiple content areas, diverse
strategies, etc.) to instructional design and implementation?


Check Quiz 3
Readings &
“Connections” TBD
Drafts of assignment
 Complete Check Quiz 3.
 Discuss “Connections” to the readings (TBD from reading list).
 Discuss and revise “Strategies/Procedures/Creative Lesson” drafts.
Objective:
6. Can you demonstrate effective, valid applications of lesson
assessment that promote learners’ creative engagement and that
allow for differentiated responses?

4/2
4/30
5/14
 Discuss “Connections” to the readings (TBD from reading list).
 Discuss and revise “Strategies/Procedures/Creative Lesson” drafts.
Objective:
5. Can you prepare a written set of instructional strategies and a unit of
instruction based on our international study that exemplifies
integrated lessons, experiential and creative activities and problem
solving?
 Discuss “Connections” to the readings (TBD from reading list).
 Submit “Strategies/Procedures/Creative Lesson” assignment.




Readings &
“Connections” TBD
Drafts of assignment
Readings &
“Connections” TBD
“Strategies…” paper
8
5/21
Objective:
5. Can you prepare a written set of instructional strategies and a unit of
instruction based on our international study that exemplifies
integrated lessons, experiential and creative activities and problem
solving?


TRIP**
6/1-6/10
6/26




Complete Check Quiz 4.
Discuss “Toolbox” assignment, “Journal” assignment,” “Travel
Report & Presentation” assignment and “Preparation &
Participation” rubric [again].
Collect materials for the “Toolbox.”
Write “Journal” entries.
Present “Travel Report & Lesson Description” @ 5:30 p.m.
Determine “Preparation & Professionalism” Rubric Scores.


Check Quiz 4.
Hand back “Strategies”
assignment.

Check “Toolbox” and
“Journal” assignments.
Final Presentation

**NOTE: Our official activities vary daily but in-class time will be clearly delineated on the ground in Europe, as will
out-of-class time.
Class Readings/References
Travel & London:
Internet Investigations
Creativity, Learning, Integrated Lessons & Assessment:
Barnes, J. (2006). What is the contribution of neuroscience to ideas about cross-curricular learning?
Cross-curricular learning 3-14. London: Sage.
Barnes, J., & Shirley, I. (2007). Strangely familiar: Cross-curricular and creative thinking in teacher education.
Improving Schools (10)2, 289-306.
Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with
process and practice. Upper Saddle River, NJ: Pearson.
Davis, K. (2010). The pedagogy of good work: Strategies of engagement. In H. Gardner (Ed.), GoodWork: Theory
and practice. (pp. 257-272).
Fautley, M., Hatcher, R., & Millard, E. (2010). Remaking the curriculum: Re-engaging young people in secondary
school. Staffordshire, U.K.: Trentham Books.
Hmelo-Silver, C.E. (2004). Problem-based learning: What and how do students learn? Educational Psychology
Review, 16(3), 235-266.
Lake, K. (2000). Integrated Curriculum. Retrieved August 25, 2002, http://www.nwrel.org/scpd/sirs/8/c016.html
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement. Upper Saddle River, NJ: Pearson.
Moon, T. R., Brighton, C. M., Callahan, C. M., & Robinson, A. (2005). Development of authentic
assessments for the middle school classroom. Journal of Secondary Gifted Education, 16(2 & 3),
119-133.
9
Moran, S. (2010). Returning to the GoodWork project’s roots: Can creative work be humane? In H. Gardner (Ed.),
GoodWork: Theory and practice. (pp. 127-152).
Piirto, J. (2011). Creativity for 21st century skills: How to embed creativity into the curriculum. Rotterdam, The
Netherlands: Sense.
Robinson, K. (2001). Out of our minds: Learning to be creative. Oxford, U.K.: Capstone.
Samuels, M., & Betts, J. (2007). Crossing the threshold from description to deconstruction and reconstruction:
Using self-assessment to deepen reflection. Reflective Practice,8(2), 269-283.
Starko, A. J. (2010). Creativity in the classroom: Schools of curious delight (4th ed.). London: Routledge.
Bloom’s Handout: Taxonomy for Learning:
http://www.aea267.k12.ia.us/cia/files/thinking_skills/Blooms_nancy.pdf
Additional Internet Resources:
http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html
http://www.newhorizons.org/strategies/front_strategies.html
http://www.aea267.k12.ia.us/cia/
http://pedagogy.merlot.org/TeachingStrategies.html
http://gsi.berkeley.edu/resources/discussion/fiveways.html
http://specialed.about.com/od/teacherstrategies/Teaching_Strategies_and_Best_Practices.htm
http://stateofcreativity.com/
10
“Connections” for
General Directions: For EACH reading assigned by the professor, students are to record THREE and share ALL
relevant, substantive “Connections” during class discussions. To be considered quality, these “Connections”
should demonstrate the student’s careful and critical reading of the text, as well as his/her reflection of how
topics/strategies/etc. may be relevant to the assignments that will be completed in this course. Documentation of
these “Connections” should be succinct (a paragraph); however, students must make their points clearly.
Specific Directions: Use the following chart to document substantive “Connections.” Students may make more
than one “Connection” under a particular area; in fact, all “Connections” may be in the same area.
DEADLINE: EACH “Connection” assignment MUST be submitted by NOON the day of class via WebCT. The
professor will make every attempt to read all “Connections” prior to class so that he may reflect on some of the
students’ questions and points in the discussion. EACH student should be mindful of the points of discussion
he/she would like to contribute to class, as students will be given the opportunity to speak before the professor
speaks.
Areas
“Connection”
What are some of the
most interesting or
salient terms,
definitions, and/or
points in this reading?
What criticisms do you
have with some of the
information provided
in this reading?
What are some
personal experiences
you can associate with
the information that
was presented? (This
experience may
support or refute the
text.)
How could specific
information (concepts,
strategies, etc.) be
used to influence your
practice in working
with learners? [“ToDo’s”]
What questions will
you ask in class?
Developed by Dr. B. Duke, Department of Professional Teacher Education