KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EXC 7765 TESOL
Department Special Education
Degree Title (if applicable) MAT in Inclusive Education/TESOL
Proposed Effective Date June 2006
Check one or more of the following and complete the appropriate sections:
X
X
X
X
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
116
Course Prefix and Number
EXC 7765
Course Title Teaching and Learning II
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
Teaching and Learning II focuses on the various forms of research-based, special
instruction for students with disabilities. Specific focus will be on direct instruction,
strategy instruction (metacognitive and cognitive behavior management) cooperative
learning, social or functional skills development and systematic instruction using task
analysis, prompts and cues, particularly as these practices apply to educating of students
with disabilities. Course content will build upon information presented in Teaching and
Learning I (e.g. the development of curriculum and instruction that follows the precepts of
best practices and universal design in all academic areas.) Special attention will be given
to embedded forms of student assessment and ongoing data collection procedures to
evaluate the overall impact of instruction on student learning will be discussed. Proof of
professional liability insurance is required.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____EDRD _7765________________
Course Title Teaching Reading in the Content Area to Diverse Learners_____
Credit Hours
Prerequisites Admission to the M.Ed. Program in Special Education and EDUC 7760
Description (or Proposed Degree Requirements)
This course focuses on the various forms of research-based, content area
instruction for students with disabilities and those who are culturally and
linguistically diverse. Special attention will be given to the use of formal and
informal assessment results in planning instruction in content area reading and
evaluating the overall impact of instruction on student learning will be discussed.
Specific focus will be on pyramid planning and differentiated instruction to assist
teachers in implementing high quality instruction for mixed ability classrooms.
Proof professional liability insurance is required
III.
Justification
The Department of Special Education at Kennesaw State University has historically
offered a program in Collaborative Practices, with endorsement in ESOL. The proposed
changes in this course are necessary to bring the existing endorsement program into
alignment with national TESOL standards. Many of the research-based practices for
students with disabilities are also efficacious for students who are culturally and
linguistically diverse. This effort will pave the way for classroom teachers in Georgia to
educate all students within the Georgia Performance Standards, including those who
have disabilities and those who are culturally and linguistically diverse.
2
The purpose of this course is to provide teacher candidates with the information
and opportunity to apply different research-based instructional strategies and/or
methods from the field of education and psychology. These instructional
strategies were developed to meet the diverse learning needs of students with
disabilities and/or students at-risk for academic failure due to cultural or linguistic
diversity. Emphasize will be given to the application of research-based strategies
in teaching reading and writing in the content areas to adolescents. The
competencies in this course were derived from the requirements of the
Professional Standards Commission (the licensure body of Georgia) as well as
from the national standards/teacher education competencies of the Council for
Exceptional Children and Teachers of English Speakers of Other Languages
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
3
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Special Education & TESOL
EDRD 7765
Content Area Reading
3
June 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
4
I.
II.
EDRD 7765 Teaching Reading in the Content Area to Diverse Learners
Department of Special Education
Kennesaw State University
Spring 2007
II.
Teaching Team
Name: SPED
Phone:
Email:
Name: TESOL
Phone:
Email:
III.
Class Sessions:
IV.
Required Texts:
Wednesday 5:00-8:00, Room 1107, Kennesaw Hall
Miller, S.P. (2002). Validated Practices for Teaching Students with
Diverse Needs & Abilities. Boston, MA: Allyn & Bacon.
Marzano, R., Pickering, D. & Pollock, J. (2001) Classroom Instruction that
Works.
Association
Alexandria, VA.
for
Supervision
and
Curriculum
Development.
Tomlinson, C. (2001). How to Differentiate Instruction in a Mixed Ability
Classroom.
Association for Supervision and Curriculum Development.
Alexandria, VA.
V.
Catalog Description: This course focuses on the various forms of researchbased, content area instruction for students with disabilities and those who are
culturally and linguistically diverse. Special attention will be given to the use of
formal and informal assessment results in planning instruction in content area
reading and evaluating the overall impact of instruction on student learning will be
discussed. Specific focus will be on pyramid planning and differentiated instruction
to assist teachers in implementing high quality instruction for mixed ability
classrooms. Proof professional liability insurance is required
VI.
Purpose/Rationale: The purpose of this course is to provide teacher
candidates with the information and opportunity to apply different
research-based instructional strategies and/or methods from the field of
education and psychology. These instructional strategies were developed
to meet the diverse learning needs of students with disabilities and/or
students at-risk for academic failure due to cultural or linguistic diversity.
Emphasize will be given to the application of research-based strategies in
teaching reading and writing in the content areas to adolescents. The
competencies in this course were derived from the requirements of the
Professional Standards Commission (the licensure body of Georgia) as
well as from the national standards/teacher education competencies of
5
the Council for Exceptional Children and Teachers of English Speakers of
Other Languages.
VII.
Conceptual Framework Summary: 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 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.
VIII.
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 teachinglearning process, the teacher education faculty at KSU believes 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.
The knowledge base for methods of teaching students who are English language
learners continues to develop rapidly. Current directions include SIOP, differentiated
instruction, and content-area learning strategy instruction. The field draws on research
literature from foreign language, cultural responsiveness, psychology and ESOL. The
emphasis in this class will be on developing skills in application of research-based best
practices, documenting impact on student learning, and reflective practice.
IX.
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, especially
microcomputers, to assist teaching. They will master use of productivity
tools, such as multimedia facilities, local-net and Internet, and feel
6
confident to design multimedia instructional materials, create WWW
resources, and develop an electronic learning portfolio.
Resources and activities for this course will be provided on Web CT to
model effective use of technology. Candidates in this course will be
expected to apply the use of educational technology in their classrooms.
They must understand the process of selection of appropriate hardware,
software and adaptive/assistive technology for student needs.
Technology emphasis will include classroom computers, computer
databases (library access programs, internet and email), CD-ROM
programs, adaptive /assistive for special needs and learning materials
such as Spellmaster & Phonic Ear. Emphasis on classroom publishing
programs and software to track progress and analyze errors will be
included. Candidates will be required to videotape their instruction.
X.
Diversity Statement: A variety of material and instructional strategies will
be employed to meet the needs of different learning styles of diverse
learners in class.
Candidates will gain knowledge, skills, and
understanding to provide effective instruction in multicultural classrooms.
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 help disabled students with
their academic work. In order to make arrangements for special services,
candidates must visit the Office of Disabled Student Support Services
(ext. 6443) and arrange an individual assistance plan. In some cases,
certification of disability is required. The effect of socio-economic, ethnic,
gender and cultural differences on the effectiveness of methods for
students with disabilities will be considered. The emphasis on cognitive
style differences in the special education field provides a background for
the consideration of cultural context.
XI.
Professional Portfolio Narrative: A required element in each 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.
XII.
Impact on Student Learning Analysis: It is our assumption that you are
already assessing the influence of your instruction on your students’ learning and
that you are considering what factors, such as student diversity, might affect your
students’ achievement. For this assignment, you will select a lesson (activity,
unit, or skill) that you plan to teach this semester and analyze its impact on your
students’ learning. Then, you will reflect on the impact on your students’ learning
on that particular lesson (activity, unit, or skill) using the “Impact on Student
Learning Analysis” Rubric as a guide. You will want to consider how the
differences that every student brings to the classroom setting may have
influenced learning (see definition of “every student” at the top of attached
7
“Impact on Student Learning” rubric). (Note: In EDUC 7765, the ISLA rubric has
been embedded within the rubric for the total assignment.)
XIII.
Field Components: 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 schoolbased 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.
XIV.
EDUC 7765 Goals and Objectives: The KSU teacher preparation
faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years
has described this process in increasingly complex terms. Universities
and schools must work together to successfully prepare teachers who are
capable of developing successful learners in today’s schools and who
choose to continue their professional development.
For the purposes of this syllabus, course goals and objectives are
first delineated according to development of candidate knowledge,
skills & dispositions and then cross-referenced to the national
professional standards of the Council for Exceptional Children and
Teachers and Teachers of Speakers of Other Languages.
Candidates in this course are expected to perform at the Advanced or
Teacher Leader level of performance. (See CPI: Graduate Performance
Outcomes.)
As a result of Knowledge, the candidate will be able to:




Articulate and apply knowledge of social, cultural, emotional, cognitive and
physical needs of students, particularly as they underpin individualized
instructional programming: CEC Cross-reference: GC4K1; TESOL Crossreference 1.b.8, 1.b.4,
Articulate and implement research-based practices and alternatives for
teaching individuals with disabilities as well as English Language Learners;
TESOL Cross-reference 1.b.5-6
Articulate and apply knowledge regarding the variability (especially in
students of differing cultural backgrounds) of expected learning and
problem solving strategies in the school context; TESOL Cross-reference
1.b.9, 2.b.2
Articulate and apply the theories of learning, motivation and assessment,
particularly as they relate to the individualized programming; TESOL 1.a.1,
4.a.2, 4.b.3-4
As a result of Skills, the candidate will be able to:

Design and implement direct and cooperative instruction to maximize
engaged learning time and meet the unique learning strengths and needs
8



of a diverse group of students; CEC Cross-reference: GC4K4-7; TESOL
Cross-reference 3.b.2, 4.a.1-3, 4.a.2-4
Select, conduct and assess instruction tailored to the individualized learning
needs of students in a variety of educational, social and community
contexts, as appropriate CEC Cross-reference: GC4K4-7; TESOL Crossreference 3.b.2, 4.a.1-3, 1.b.10-12,3.a.3&4,4.b.1-2
Evaluate, select, develop, and adapt curriculum materials (within copyright
laws) and technology appropriate for individuals who differ in degree and
kind of disability, linguistic and cultural background; CEC Cross-reference:
GC4S13; TESOL 1.b.1&2, 3.c.1-5
Use differentiated strategies for acquisition, proficiency building,
maintenance and generalization of skills across settings: CEC Crossreference: GC4S10-16; TESOL 1.b.3, 1.b.9, 3.b.2-4, 3.b.9
As a result of Disposition, the candidate will be able to:


XV.
Reflect critically on teacher and learner performances and outcomes and
modify practices based upon an action research model
TESOL 2.a.1&2, 2.b.1-4,
Apply instructional and management strategies for all students in
educational settings, including non identified individuals who would benefit.
TESOL 3.b.8, 4.a.4, 5.b.2
Course Requirements and Assignments:
All listed below, plus demonstrate
 Error correction strategies in mini-lesson,
 Mini action research project on Marzano
strategy, or
 Any other documentation of extension of BCOE
outcomes/proficiencies approved by faculty
*Few
Will
Accomplish
Most will
Accomplish
All listed below, and will add to Instructional Design Project
 CWPT
 Literature circles
 Direct Instruction.
What All
Candidates Will
Accomplish!





Content-Area Reading: Instructional Design Project:
Content-Area Reading: Video with Critical Analysis
Technology integration
Field Observations
Differentiated Instruction
Candidate must contract for an “A” with the faculty in order to progress through the levels of the pyramid.
9
Assignments
Classroom
observation:
One
classroom
observation
will
be
conducted during the semester to make
suggestions to improve daily practice
and student learning. Candidate must
demonstrate proficiency on skills that
are required for EDUC 7765.
No
exceptions.
Human Subject Assessment:
Complete on-line assessment and give
your certificate of completion to your
instructor.
Content-area Reading Instructional
Design Project
This assignment is required for all
candidates.
Instruction & Assessment (250)
 One-page pyramid lesson summary
 Multi-level objectives linked to GPS
 Evaluation Plan, based upon formal
assessment
 Pre-post informal assessment
 Implementation of validated practice
 Embedded assessment
 Systematic error correction
 Graph of student achievement data
 Interpretation of data with recommendations
 Work sample analysis
Video and Critical Analysis (150 pts.)
Video Taping of 15-20 min segment
Critical Analysis of Video
Reflection on Instruction
This assignment will also count as
another classroom observation, but
it will not be assessed on the SEPO.
Assessments
Points
Course
Objectives
On-site
observation
25 pts
(Pass/
Fail)
Knowledge &
Skills
&
Dispositions
PTEU
CPI
Graduate CPI
Outcomes 1 &
2:
Facilitator
of
Learning
SEPO Items:
#1,2,3,4,5,6,8
,9, 10, 11, 12,
13, 14, 21,22
www.h
umansu
bjects.o
rg
25
Forma
tive
Feed
back
from
instruc
tors &
peers
250
pts.*
p
t
s
.
1,2,3,4,
6, 7,
8,
9,
10,11
&
12
Gradua
te CPI
Outco
me 2:
Facilita
tor of
Learnin
g
Selfevalua
tion
rubrics
Formative
Feedback
from
site
observation
Selfevaluation
rubrics
10
150
pts.
1,2,3,4,6, 7,
8, 9, 10,11 &
12
Graduate CPI
Outcome
2:
Facilitator of
Learning
Assignments
Once
you
have
successfully
completed the required elements of
this class, you may contract with
your instructor* for an A by
successfully completing one of the
following demonstration activities:





Error correction;
Mini-lesson;
Impact on student learning study using
instructional strategy;
or
Other as agreed with instructor
Assess
Critical
Analysis
& Reflection
Points
100
Pts.
Course
Objectives
1,2,3,4,5,6,
7,8,9,10,
11,12
PTEU
CPI
Graduate CPI
Outcome 2:
Facilitator of
Learning
Peer review of
demonstration
Note: To get an “A”, candidates
must also earn a “4” on items on the
rubric required by the College of
Education.
To successfully complete this course with a grade of B or C, each candidate must
demonstrate mastery on the following assignments at an acceptable level as
measured by the corresponding rubrics. Note: You must obtain a score of 3 or
higher to obtain a B or C in this course.
1.
Instructional Design Projects. Each person is required to develop one, multi-level
instructional design projects. GPS must address content area reading. Lesson design
follows the recommendations of Tomlinson (2001), Marzano (2001) and SIOP. The
projects must be scripted (modified) and follow the rubrics provided in class. Note if
candidates teach in a self-contained classroom, the option of using a multi-age, rather than
differentiated model may be approved by the faculty teaching the course.
Each person is required to develop an evaluation plan that includes set of
assessments for the instructional design project. All lessons must use pre-post
assessment format to measure the impact of the instruction on student learning for
a group of students. In addition, because the lessons are multi-level, there must be
a set of objectives that represent various levels of participation in the lesson.
Mastery checks must be developed to assess individual and group performance on
content, skills, IEP and/or group processing. For example, the target student may
participate in a cooperative learning activity in reading their social studies text.
The target student may be working on a speech objective (e.g. initiating
conversation with peers) during that activity that must be measured as part of the
lesson. Error correction procedures must accompany embedded assessment. Prepost test scores must be graphed, with data disaggregated by ‘No Child’
subgroups. Finally data must be interpreted, reflected upon based upon the
professional literature, with recommendations for changes in instruction that have
high probability to increasing student achievement.
11
While it is important for you to tailor this project to the instructional needs of the
students in your classrooms, to meet the class requirements you must plan your
lesson for students with a full range of ability as well as either a student with
a disability of a student who is an English Language Learner. You are
encouraged to discuss your project with your peers and your instructors
(particularly those conducting your classroom observations). Your instructors
will allow some of this assignment to be done in class, time permitting.
2.
Critical Analysis of Videotaped Lesson. Once the instructional design project is
complete, each candidate is required to videotape himself or herself teaching the lessons
submitted to the instructor, or ones mirroring the same procedures, e.g. direct instruction &
cooperative learning. Next the individual must self-evaluate the implementation of these
lessons, using the procedures prescribed by the National Board on Professional Teaching
(e.g. description, analysis and reflection). Each video must be no longer than 20 minutes
long and show at least one full phase of the lesson using cooperative learning or direct
instruction. When taping, assure that the interactions between the teacher and students are
visible. Tapes and self-assessments are due together. (NOTE: Prior to videotaping, assure
that all of the parents of your students have signed release forms for the
photographing/videotaping of their children. Blank copies of the release form and a
statement from you that you have obtained parent permission must be included with your
projects.) Note: Your video projects cannot be graded if the following conditions exit:

You do not include a copy of your release form to video your students.

The videotape cannot be viewed on a typical 3X5 inch cassette.

The video is of the same lesson or in the same content as your written project.

The video is clouded or damaged.

The video does not show teaching.
Other Required Projects
3.
Classroom Observation: Dr. Dirst (or Ms. Fredrick) will observe you once over the
course of the semester and will evaluate your instructional implementation of the practices
taught in EDUC 7765. Dr. Dirst will give you feedback on your teaching skills as they
develop throughout your coursework at KSU and will assist you in developing your lessons
for this course. Once the observation is complete, you will be given a brief summary of her
observation. Her summaries will be sent to the class instructor and you will then be given
points for the site visit. Save your feedback as evidence of meeting proficiencies!
For this observation you are required to provide Dr. Dirst with a one-page, typed,
pyramid lesson plan. Please consider this observation as part of your
development in learning the strategies discussed in your coursework.
5.
Assurance for Research on Human Subjects: This assurance is now required by
Federal policy and formalizes the institution’s commitment to protect human subjects. All
individuals (faculty, staff, and students) engaged in research on human subjects must
complete a web-based training course. This web-based training will take approximately
two hours to complete and can be found at: http://cme.cancer.gov . When registering for
the course, indicate that the course is being taken for “Completion Certificate only, no
12
continuing education credits.” I suggest making at least two copies of the certificate upon
completion.
6.
Class Participation: Candidates have many experiences and skills, which they can share to
facilitate everyone's learning. Candidates are expected to come prepared to all class
sessions and be active participants in the learning process. Class activities will include
think sheets, homework submission, discussion, role-playing and collaborative activities.
Evaluation will include attendance and punctuality.
NOTE: Once one of your instructors has approved the core components of this
project, you may then conduct the additional assignments necessary for an A. Do
not begin these assignments without written faculty approval.
To obtain an A, you must demonstrate an extension of the knowledge, skills and
dispositions required by the class. For example, the class will discuss many of Marzano’s
strategies that involve nonlinguistic representation. You are required to do one in your
instructional design project; however if you do others, that are not required, and provide
documentation of their effectiveness with your students, you can count that as a miniaction research project and ask for a grade. Your instructors prior to implementation
must approve this mini-action research project.
Because Impact on Student Learning is measured in this course, the rubric used by
the Bagwell College of Education is embedded within the rubric of the Instructional
Design Project. To receive an “A” in this course, you must obtain a “4” on the items
noted BCOE on the rubric.
XVI. Evaluation and Grading:
Grades will be assigned as follows:
90-100 average points, and completion of final activity
80-89 average points,
70-79 average points,
69 points and below
A
B
C
F
XVII. Student Code of Conduct: Every KSU candidate is responsible for upholding
the provisions of the Student Code of Conduct, as published in the Undergraduate
and Graduate Catalogs. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding
plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious
removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either
an "informal" resolution by a faculty member, resulting in a grade adjustment, or
a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement. (For more specific details, see
the 2003-2004 graduate catalogue, beginning on page 177.)
The KSU Graduate catalog (2003-2004) states: KSU expects that graduate
candidates will pursue their academic programs in an ethical, professional
13
manner. Any work that candidates present in fulfillment of program or course
requirements should represent their own efforts, achieved without giving or
receiving any unauthorized assistance. Any student who is found to have violated
these expectations will be subject to disciplinary action. Incidents of alleged
academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a
faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct's minimum one semester
suspension requirement.
The student is reminded to consult the 2003-2004 KSU Graduate Catalog for the
University's policy. Any strategy, which has the appearance of improving grades
without increasing knowledge, will be dealt with in accordance with the
University's policy on academic honesty. In addition, candidates in the graduate
program in special education are held accountable by the Georgia Professional
Code
of
Ethics
for
Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for
Exceptional Children's (CEC) Code of Ethics for Educators of Persons with
Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
XVIII. Class Attendance Policy Candidates are expected to attend all class sessions and
be active participants in the learning process. This class includes presentations by
professionals from other disciplines and class attendance is essential for
participation in development of a multi-disciplinary perspective. Class activities
will include discussion, role-playing and group collaborative activities requiring
the participation of all candidates. Candidates have many experiences and skills,
which they can share to facilitate everyone's learning. Evaluation will include
attendance, communication and collaboration skills demonstrated during class.
Disruptive Behavior: The University has a stringent policy and procedure for
dealing with behavior that disrupts the learning environment. Consistent with the
belief that your behavior can interrupt the learning of others, behavior that fits the
University's definition of disruptive behavior will not be tolerated. (See Campus
Policies and Procedures section of the 2003-2004 KSU Graduate Catalog).
Human Relations: The University has formulated a policy on human rights that is
intended to provide a learning environment, which recognizes individual worth.
That policy is found in the 2001-2002 KSU Graduate Catalog. It is expected, in
this class, that no Professional should need reminding but the policy is there for
your consideration. The activities of this class will be conducted in both the spirit
and the letter of that policy.
14
XIX. Course Schedule:
Topic
Date
Activities &
Homework
Review of assignments for
7760. Review of Syllabus &
Major Class Assignments
Discuss
procedures
for
classroom observations.
Discuss
preparation
of
collaboration log.
Schedule
observation
Visits.
Review Pyramid Planning
Discuss Bloom &Task Analysis
Discuss Multilevel Goals and
Objectives
Discuss
Differentiated
Instruction
Review Monitoring Student
Progress
Pre-Post Assessments
Group & Individual Embedded
Assessments
Embedded IEP assessment
Direct Instruction Model: DI
and di
Task Analysis
Response/Prompt Systems
Systematic Instruction with
Prompts & Cues
Error Correction Strategies
Collaboration
due.
Develop
lesson plan
using pyramid
& multi-level
objectives.
Lessons
Continued Direct Instruction
Cooperative
Learning
Structures
Classwide peer tutoring
Literature Circles
Management strategies
5 Dimensions of Learning
Schools that Work
Classrooms that Work
5 Dimensions of Learning
Schools that Work
Classrooms that Work
Jigsaw: Each
Class Member
present their
structure
&
demonstrate
a ten-minute
lesson to class.
Describe how you
incorporate Marzano
strategies in your
lessons.
Describe how you
incorporate Marzano
strategies in your
lessons.
15
Class
Assignment
Due
logs
Miller-Ch. 4, 6
Improve
their
lessons from 7760.
Miller-Ch. 4, 6
Improve
lessons
from 7760
Miller Ch. 5
Improve
lessons
from 7760
Improve lessons
from 7760
Marzano Book
Miller -Ch. 2
Improve lessons
from 7760
Marzano Book
Miller -Ch. 2
Topic
Activities &
Homework
Class
Assignment
Due
Video Requirement
Peer Review Strategies
Self-Evaluations
Analysis of Student Work
Nation Board Reflection on
Data
Initial Reading
Teach lesson
and video
.
Date
Reading
Content Area Reading and
Writing Expression Strategies
Determining
Impact
on
Student Learning
Graphing Student Data
National Board Reflection on
Data
TBA
on
Reading
Peer Review
on Projects
TBA
on
Reading
Peer Review
on Projects
Peer Review
on Projects
Presentation of Contracted Projects
Miller TBA
Miller TBA
Instructional
Design
Projects Due
Miller TBA
Portfolio
Action Plan
Miller - Ch. 9
& 10
Demonstration
lessons
Contracted
Projects Due
XVII. References/Bibliography
American Association on Mental Retardation (1993). Mental retardation:
Definition, classification, and systems of supports. 9th ed. Washington,D.C.:
Author.
Anderson, L. W. & Pellicer, L. O. (1990). Synthesis of research on
compensatory and remedial education. Educational Leadership, 48, 10-16.
Billingsley, F.F., Burgess, D., Lynch, V.W., & Matlock, B.L. (1991).
Toward generalized outcomes:
Considerations and guidelines for writing
16
are
Peer Review
Projects
Content Area Science and Math
What it Takes to be a
Successful Teacher
Collegial and Partner Learning
as Professional Development
Practices
Portfolio Action Plans
Videos
due
instructional objectives. Education and Training in Mental Retardation, 26, 351360.
Bos, C.S., & Vaughn, S. (1991). Strategies for Teaching Students with
Learning and Behavior Problems (2nd ed). Boston: Allyn & Bacon.
Carnine, D. W. (1991). Curricular interventions for teaching higher order
thinking to all students: Introduction to the special series. Journal of Learning
Disabilities, 24, 261-169.
Cawley, J.F., Baker-Kroczynski, S. & Urban, A. (1992). Seeking excellence
in mathematics education for students with mild disabilities. Teaching Exceptional
Children, 24, 40-43.
Christenson, S.L., Ysseldyke, J.E. & Thurlow, M.L. (1989). Critical
instructional factors for students with mild handicaps: An integrative review.
Remedial & Special Education, 10, 21-31.
Clark, G.M. & Kolstoe, O.P. (1990). Career development and transition
education for adolescents with disabilities. Boston: Allyn & Bacon.
Cohen, S.B. & deBettencourt, L.V. (1991). Dropout: Intervening with the
reluctant learner. Intervention in School and Clinic, 26, 263-271.
Cohen, S.B. & Lynch, D.K. (1991). An instructional modification process.
Teaching Exceptional Children, 23, 12-18.
Hammill, D.D. & Bartel, N.R. (1990) Teaching Students with Learning and
Behavior Problems. Boston: Allyn & Bacon.
Meese, R.L. (1994). Teaching Learners with Mild Disabilities: Integrating
Research & Practice.Pacific Grove, CA: Brooks/Cole Publishing.
Meyen, E.L., Vergason, G.A., & Whelan, R.J. (Eds.) (1988). Effective
instructional strategies for exceptional children. Denver: Love.
Patton, J.R., Beirne-Smith, M. & Payne, J.S. (1990). Mental Retardation.
Columbus, OH: Merrill.
Sasso, G.M., Meloy, K.J. & Kavale, K.A. (1990). Generalization,
maintenance, and behavioral co-variation associated with social skills training
through structured learning. Behavioral Disorders, 16, 9-22.
Slavin, R.E. (1990) Cooperative learning: Theory, research and practice.
Englewood Cliffs, NJ: Prentice-Hall.
Slavin, R.E., Karweit, N.L. & Madden, N.A. (1989). Effective programs for
students at risk. Boston: Allyn & Bacon.
Wang, M.C., Reynolds, M.C. & Walberg, H.J. (Eds.) (1988). Handbook of
special education: Research and practice: Vol.2. Mildly handicapped conditions.
New York: Pergamon Press.
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