KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT
SEMESTER
I.
II.
Course Number and Title: EDUC 2130, Exploring Teaching & Learning
Instructor:
Office:
Phone:
Fax:
Email address:
Office Hours:
Class Meetings
III.
IV.
Required Text:
Brophy, J. (1998). Motivating students to learn, 1st Ed., McGraw Hill, Publishers
ISBN 000 008 1980
Ormrod (1999). Educational Psychology: Developing Learners (4th Edition).
Prentice Hall Publishers. 0130887048.
V.
Catalog Course Description: EDUC 2130: Exploring Teaching and Learning.
This course explores key aspects of learning and teaching through examining your
own learning processes and those of others, with the goal of applying your knowledge
to enhance the learning of all students in a variety of educational settings and
contexts. Includes 10 hours of observation and participation in an elementary,
middle grades, secondary or P-12 education setting. Verification of professional
liability insurance is required prior to receiving a school placement.
VI.
Purpose and Rationale:
The purpose of this course is to explore the impact of human cognitive,
developmental and motivational processes on education and determine how that
knowledge can be best applied to teaching and learning.
VII.
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 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-atlarge. 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: pre-service, 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 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 endstate but a process of continued development.
IX.
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, especially microcomputers, to assist teaching. They will master
use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop
an electronic learning portfolio.
X.
Professional Portfolio Narrative: A required element in each portfolio for TOSS,
Student Teaching, and 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.
Although none of the assignments for this course are “required” for your portfolio, you will
need to complete for this course a brief narrative grid in which you reflect on each
proficiency in the CPI and make the case that the evidence you have selected supports a
particular proficiency.
XI.
Diversity Statement: 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 ethnicity, race, socioeconomic status, gender, giftedness,
disability, language, religion, family structure, sexual orientation, and geographic region. An
emphasis on cognitive style differences provides a background for the consideration of
cultural context.
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 (770-4236443) and develop an individual assistance plan. In some cases, certification of disability is
required. Please be aware that there are other support/mentor groups on the campus of
Kennesaw State University that address each of the multicultural variables outlined above.
For more information contact the Student Life Center at 770-423-6280.
XII.
Course Goals and Objectives: STATED AS "ESSENTIAL QUESTIONS":
A.
How have I myself (i.e., the teacher candidate) learned in school, and how do I learn
most effectively?
How do student factors (e.g., motivation, family, temperament and learning
preferences, prior knowledge and experiences) impact student learning in educational
settings?
How do teaching practices and instructional structures impact student learning in
educational settings?
How do other factors in the learning environment impact student learning in
educational settings?
How may I use this knowledge as a future educational professional to inform my
professional planning and decision-making so as to maximize learning of all types in
all students?
B.
C.
D.
E.
XIII. Course Content:
A.
B.
C.
D.
Major learning theories and principles of development and learning in children and
adolescents, including behaviorism, information processing and neuroscience,
advanced by theorists such as Piaget, Vygotsky, etc.
Motivation theory
Sources and effects of student diversity in learning needs and preferences
Developmental aspects of learning
E.
F.
G.
Environmental influences on learners, including culture, family structure and
background, home language, SES, and peers.
Effects of teacher beliefs and expectations on learners, including the need to avoid
bias and stereotyping
Elements of effective educational environments for all learners, including
teacher/student and student/student relationships and classroom management.
XIV. Course Objective Alignment Grid
Course Goal
Course Content
(Essential Question)
How have I myself (i.e., the
A, B, C, D, E, F, G
teacher candidate) learned in
school, and how do I learn most
effectively?
How do student factors (e.g., A, B, C, D, E
motivation, family and cultural
background, temperament and
learning preferences, prior
knowledge and experiences)
impact student learning in
educational settings?
How do teaching practices and A, B, D, F, G
instructional structures impact
student learning in educational
settings?
How do other factors in the
B, C, D, E
learning environment impact
student learning in educational
settings?
How may I use this knowledge A, B, C, D, E, F, G
as a future educational
professional to inform my
professional planning and
decision-making so as to
maximize learning of all types
in all students?
CPI*, PSC/NCATE
Standard**
Course
Activities/
Assignments
CPI Outcome: 2.1
PSC/NCATE Standard
I: Candidate
Knowledge, Skills, and
Dispositions
CPI Outcome: 2.1, 2.2, Field
2.3, 2.5
Experience
PSC/NCATE Standard Activities
I: Candidate
Knowledge, Skills, and
Dispositions
CPI Outcome: 2.3, 2.7,
2.8
PSC/NCATE Standard
I: Candidate
Knowledge, Skills, and
Dispositions
CPI Outcome: 2 .4, 2.5,
2.8
PSC/NCATE Standard
I: Candidate
Knowledge, Skills, and
Dispositions
CPI Outcome: 2.5, 2.7
PSC/NCATE Standard
I: Candidate
Knowledge, Skills, and
Dispositions
Field
Experience
Activities
Field
Experience
Activities
Field
Experience
Activities
*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to
evaluate teacher candidates after TOSS and student teaching. The CPI is available on
the Center for Field Experience and Partnerships web site,
http://www.kennesaw.edu/education/CFEP/. (Click on “Student Teaching Forms,
then Candidate Performance Instrument.)
**PSC = Georgia Professional Standards Commission. Sets rules for teacher certification in
Georgia and standards for teacher education programs in Georgia. NCATE =
National Council for Accreditation in Teacher Education. Go to
http://www.gapsc.com. KSU’s program is accredited by the PSC and NCATE. Go
to www.ncate.org
XV. Course Requirements and Assignments:
A. Field Experience: You will be placed in an educational setting for 10 hours of
field experience activities that focus on teaching and learning. You will keep a
reflective journal on your field experience connecting your experiences with concepts
in the course.
B. Professionalism: When teacher candidates are not successful in their advanced
field experiences (TOSS and student teaching), the area of concern is often that of
professionalism. Behaviors that indicate professional skills may be demonstrated in a
candidate’s approach to participating in and completing the requirements for any
particular course. Professional behavior will be monitored in this course. Should
concerns arise regarding an individual candidate, the instructor will communicate
these concerns to the candidate and to the appropriate program coordinator so that he
or she may be remediated before further field placements.
Indicators of
professionalism that will be monitored are addressed in the statements below.
C. The teacher candidate shows acceptable professional ability to:
1. Assess, reflect upon, and improve professional performance.
Work collaboratively with colleagues, supervisors, students, parents, and
community members.
2. Show regard for human dignity in all relationships.
Assume responsibility for professional and ethical behavior.
3. In addition, professional behavior involves effective communication and
participation as a team member or group member. Much of the work in this
class involves group discussion and collaboration in and out of class. It is
important that you actively participate in our discussions and activities.
Careful and thoughtful reading and preparation is necessary for this to occur.
Come prepared and willing to participate by sharing your thoughts, ideas, and
insights; by listening actively and carefully to your colleagues; and by taking
risks in asking questions in order that we all will grow as we construct our
knowledge and understandings of teaching and learning.
D. Academic Integrity: Every KSU students 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 and/or
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 and “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.
XVI. Course Outline and Topics
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Topic
Your self as a learner
Development of the learner
Development of the learner
Diversity and learning
Diversity and learning & Implications
for instruction
Learning theory & Implications for
instruction
Learning theory & Implications for
instruction
Learning theory & Implications for
instruction
Learning theory & Implications for
instruction
Learning styles and Multiple
intelligences
Teacher beliefs and expectations
Motivation theory
Classroom climate & Relationships
Classroom management
Classroom discipline
XVII. References
Ainsworth, M.D.S. (1991). Attachments and other affectional bonds across the life cycle. In
C.M. Parkes, J. Stevenson-Hinde, & P. Marris (Eds.), Attachment across the life cycle (pp.
33-51). New York: Routledge.
Baillargeon, R. (1993). The object concept revisited: New directions in the investigation of
infants’ physical knowledge. In C. Granrud (Ed.). Visual perception and cognition in infancy
(pp. 317-332). Hillsdale, NJ: Erlbaum.
Bjorklund, D. E. (1997) In search of a metatheory for cognitive development (or, Piaget is
Dead and I don't feel so good myself). Child Development, 68, 1, 144-148.
Callaghan, T., Rochat, P., Lillard, A., Claux, M.L., Odden, H., Itakura, S., Tapanya, S., &
Singh, S. (2005). Synchrony in the onset of mental-state reasoning: evidence from five
cultures. Psychological Science, 16, 5, 378-384. Caulfield, R. (2000) Number matters: Born
to Count. Early Childhood Education Journal, 28, 1, 63-65.
Carey, W.B. (1998). Temperament and behavior problems in the classroom. School
Psychology Review, 27, 4, 522-533.
DeLoache, Judy, S., Miller, K.F., & Rosengren, K.S. (1997) The credible shrinking room:
very young children’s performance with symbolic and nonsymbolic relations. Psychological
Science, 8, 4, 308-313.
Eisenberg, N. Wentzel, M., & Harris, J.D. (1998) The role of emotionality and regulation in
empathy-related responding. School Psychology Review, 27, 4, 506-521.
Fischer, K.W., & Hencke, R.W. (1996) Infants’ construction of actions in context: Piaget’s
contribution to research on early development. Psychological Science, 7, 4, 204-210.
Gopnik, A. (1997) The post-Piagetian era. Psychological Science, 7, 4, 221-225.
Henderson, H., & Fox, N. (1998). Inhibited and uninhibited children: challenges in school
settings. School Psychology Review, 27, 4, 492-505.
Kerkman, Dennis D., Siegler, Robert S. (1997) Measuring individual differences in children's
addition strategy choices. Learning & Individual Differences, 9, 1, 1-18.
Larose, S., Bernier, A., & Soucy, N. (2005) Attachment as a moderator of the effect of
security in mentoring on subsequent perceptions of mentoring and relationship quality with
college teachers. Journal of Social and Personal Relationships, 22, 399-415.
McClowry, S.G. (1998). The science and art of using temperament as the basis for
intervention. School Psychology Review, 27, 4, 551-563.
Pierroutsakos, S.L., & Deloache, J.S. (2003). Infants’ manual exploration of pictorial objects
varying in realism. Infancy, 4, 1, 141-156. Siegler, R.S. (2000) The rebirth of children's
learning. Child Development, 71, 1, 26-35.
Rothbart, M.K., & Jones, L.B. (1998). Temperament, self-regulation, and education. School
Psychology Review, 27, 4, 479-491.
Rothbart, M.K., Ahadi, S.A., & Evans, D.E. (2000) Temperament and personality: Origins
and outcomes. Journal of Personality and Social Psychology, 78, 1, 122-135.
Sanson, A., & Rothbart, M.K. (1995) Child temperament and parenting. In W. Kessen (Ed.),
Handbook of parenting: Vol. 4 Applied and practical parenting (pp. 299-321). Mahwah, NJ:
Erlbaum.
Siegler, R.S., & Ellis, S. (1996) Piaget on Childhood. Psychological Science, 7, 4, 211-215.
Siegler, R.S. (2000) Unconscious Insights, Current Directions in Psychological Science, 9, 3,
79-83.
Thelen, E. (2000) Grounded in the world: developmental origins of the embodied mind.
Infancy, 1, 1, 3-28.
Waters, E., Kondo-Ikemura, K., & Richters, J.E. (1991) Learning to love: Milestones and
mechanisms, In M. Grunner & L.A. Sroufe (Eds.). The Minnesota Symposia on Child
Psychology, Vol. 23, pp. 217-255. Hillsdale, NJ: Erlbaum.
Waters, E. & Cummings, E.M. (2000) A secure base from which to explore close
relationships. Child Development, 71, 164-172.
Waters, E., Crowell, J. Elliott, M., Corcoran, D., & Treboux, D. (2002). Bowlby’s secure
base theory and the social/personality psychology of attachment styles: Work(s) in progress.
Attachment and Human Development, 4, 230-242.
van IJzendoorn, M.H., Schuengel, C., & Bakermans-Kranenburg, M. (1999). Disorganized
attachment in early childhood: Meta-analysis of percursors, concomitants, and sequelae.
Development and Psychopathology, 11, 225-249.
Book chapters.
Sigelman, C.K. & Rider, E.A. (2006). Cognition, chapter 7, Life-span human development
5th edition, Thomson Wadworth: Belmont, CA.
Sigelman, C.K. & Rider, E.A. (2006). Memory and information processing, chapter 8, Lifespan human development 5th edition, Thomson Wadworth: Belmont, CA.
Sigelman, C.K. & Rider, E.A. (2006). Language and Education, chapter 10, Life-span human
development 5th edition, Thomson Wadworth: Belmont, CA.
Sigelman, C.K. & Rider, E.A. (2006). Self and Personality, chapter 11, Life-span human
development 5th edition, Thomson Wadworth: Belmont, CA.
Sigelman, C.K. & Rider, E.A. (2006). Attachment and social relations, chapter 14, Life-span
human development 5th edition, Thomson Wadworth: Belmont, CA.
Sigelman, C.K. & Rider, E.A. (2006). The family, chapter 15, Life-span human development
5th edition, Thomson Wadworth: Belmont, CA.
Piaget’s Theory
Piagetian Classification Task
Format: Small group in-class and/or field placement
Materials: Items that can be classified on at least three different dimensions, such as size,
shape, color. For example, construction paper cut into large red squares, small red squares,
large blue circles, small blue circles – at least 2 of each shape.
Small Group Activity
Each group should be given a set of items as described above. Ask groups to sort the objects
and briefly describe on what attributes they sorted the objects. Ask them to sort the objects
again. And, time permitting, a third time, each time making note of how the objects were
sorted.
Next, ask students to hypothesize how children at the pre-operational level and at the
concrete operational level might perform this task. Encourage students to share their ideas.
Class discussion may focus on:
The ability of college students to develop multiple classification schemes, as compared with
students at other Piagetian levels. The ability of college students to classify on multiple
attributes, as compared with students at other Piagetian level
Field Placement Activity
Provide each candidate with a set of items to classify. Ask candidates to take the items to
their field placement and ask 1 or 2 children to sort the objects. Have pre-service teachers
make notes on the performance of the children completing the task. During class, ask
students to team with others who worked with children of a different grade level than they
did. Students should compare their findings and attempt to explain them in light of Piaget’s
stages.
Activity Developed and copyrighted by Marlynn M. Griffin Piaget’s Theory
Piagetian Logical Thinking Task
This is a test of the type of reasoning capability that Piaget suggests one should have at the
Formal Operational level.
Format: Large Group
Materials: Two visual displays of four cards each. Display 1 has two cards showing a
number, two cards showing a number. Display 2 has two cards showing a beverage and two
showing an age (this can be modified to fit the instructor’s needs; the only requirement is that
the cards in display 2 represent a more concrete, familiar situation for the students.)
Suggestions for displays appear below.
Display 1
C
4
R
9
Card 1 Card 2 Card 3 Card 4
Display 2
Beer 21
Soda 18
Card 1 Card 2 Card 3 Card 4
Procedure:
Present Display 1. Tell students that these are two-sided cards, and each card has a number
on one side and a letter on the other. Based on the rule below, which cards MUST be turned
over to tell whether the rule is true or false?
Rule: If there’s a C on one side, then there is a 4 on the other.
Answer: C and 9 cards only
Rationale:
You must turn over the C card to ensure that nothing other than a 4 appears on the other side.
If anything else appears, the rule is false.
You must also turn over the 9 card to make sure that there is NOT a C on the other side. If
there is a C on the other side, then the rule is false because it states that if there is a C there
must be a 4 – and this card shows a 9.
You do not need to turn over the 4 card because the rule does NOT state If 4, then C – it only
states the reverse. So, it really doesn’t matter what is on the other side of the 4 because 4 is
not limited to a certain letter.
By the same token, no mention is made at all of R, and 4 is not prohibited from appearing
with any letter, it doesn’t matter if it appears on the other side of the R card.
Present Display 2. Tell students that these are two-sided cards also, and each card has an age
on one side, and lists the beverage someone is drinking on the other. Based on the rule
below, which cards MUST be turned over to tell whether the rule is true or false?
Rule: If you are drinking beer, you must be 21 years old.
Answer: Beer and 18 cards only.
Rationale:
You must turn over the Beer card to ensure that 21 appears on the other side and that the
cardholder is drinking legally.
You must turn over the 18 card to make sure that there is NOT beer on the other side. If the
word Beer appears, then the rule is false because it states that if you are drinking beer, then
you must be 21 – and this card shows 18.
The 21 card does not need to be turned over because the rule does NOT state if 21 then you
must drink beer – only that if you are drinking beer you must be 21. So it really doesn’t
matter which beverage appears on the 21 card since there is no beverage restriction for 21.
You do not need to turn over the soda card either, since it is not mentioned in the rule and 21
is not restricted from appearing with soda.
Explain that the same reasoning process is used for the two tasks, yet only about 10% of
college students get the first task correct.
Discuss possible reasons students are more successful with the second task than the first.
(e.g., first task more abstract; second task more familiar contextually to most college
students; we simply aren’t required to reason in this way much in everyday life)
Discuss how this supports or refutes Piaget’s theory. (e.g., students can reason abstractly, as
on task 2; BUT they don’t reason similarly across similar problems, as his theory suggests;
all students should be capable since all are at formal operations, according to age; kids in
other stages would not be able to solve these problems)
Tasks based on four-card problem described in:
Griggs, R.A. and Cox, J.R. (1982). The elusive thematic-materials effect in Wason’s
selection task. British Journal of Psychology, 73, 407-420. Full text PDF available through
Galileo.
Quick-Write Examples
Quick-writes: At the beginning of class, candidates write informally for five minutes on a
question asking them to describe a life experience.
(when studying behaviorism) Write about a time when you were punished in school. If you
cannot recall being punished, think about your witnessing the punishment of another student.
How did the punishment affect your (or the other student’s) subsequent behavior, your
feelings about the class or teacher, and your learning in that situation?
(when studying motivation) Write about a time when you were very motivated to learn or
accomplish something. Why were you so motivated in this situation? Identify specific
factors (rewards).
Write about how one of your teachers (at any time in your education) dealt well or dealt
poorly with the diversity of students in his or her class.
How did s/he make all students feel comfortable (or not)?
How did s/he help all students learn (or not)?
What can you learn by reflecting on his or her teaching practices?
We have been learning about how temperament affects our lives. Choose one of these:
Write about how some element of your own temperament affected your learning in a
particular school situation, OR
Write about someone you know who has a temperament quite different from yours in some
respect(s), and how your new knowledge of temperament now helps you understand him or
her better.
Small-Group Problem Solving
Using scenarios and vignettes provided by your instructor (from videos, case studies, books,
etc.), you and your group members will analyze the situation and provide recommendations
based on course content. Your recommendations will be presented to the rest of the class for
discussion.
(Candidates may present recommendations to the whole class or on an electronic bulletin
board with other class members being required to post a response.)
Example: Ms. Johnson is a new sixth grade language arts teacher at Big Pine Middle School.
It is November, and she is beginning to wonder if she was really cut out for teaching. She
just can’t seem to manage her sixth period class. To her, the primary problem is Brian.
Brian is a big kid for his age, and lots of the other kids look up to him. He’s good at sports,
but not very good at schoolwork, it seems. At the beginning of the year, he would do his
work, but he grumbled a lot and often got off-task, whispering with his neighbors or getting
up to sharpen his pencil or go to the bathroom. As a result, the work he turned in was
frequently not very good, and sometimes incomplete. Ms. Johnson felt he really wasn’t
trying as hard as could, so she felt justified in recording the C’s and D’s his work earned on
his grade card. Following the advice of some veteran teachers in the building, she also began
to “crack down” on Brian’s behavior, at first merely reprimanding him whenever he
grumbled or began to talk or got out of his seat. When reprimanding didn’t work, she started
“punching” his behavior card, and finally had to send him to the assistant principal several
times.
Despite all her efforts though, the situation has gotten worse instead of better. Brian’s work
in class has gotten steadily worse and his complaints have gotten angrier, to the point that he
will sometimes refuse openly to work at all. His off-task behavior has escalated, too; instead
of whispering, he will talk and joke openly, clowning and sometimes making veiled fun of
Ms. Johnson herself. Other children in the class have been drawn into his behavior, laughing
at his jokes and joining his conversations, so that overall off-task behavior has increased to
the point that Js. Johnson finds herself giving five or more “punches” in that class every day,
and has worn herself out reprimanding and correcting students for misbehavior. Last Friday,
she was shocked to find herself yelling at the class, saying that because they had been
“horrible” all week, they wouldn’t get to see the movie she had planned, but instead had to
do two extra pages of grammar. By watching everyone like a hawk, she kept it quiet for the
last 40 minutes of the period, but she went home felling like a failure – she hadn’t gone into
teaching to yell at kids and act like a prison guard.
To make things worse, Ms. Johnson’s principal talked with her on Monday, asking if there
was anything he could do to help her with the “problems” in her sixth period class. When
she said that she felt Brian was at the bottom of her problems, the principal was sympathetic,
saying that Brian’s two older brothers had “been a bit difficulty” when they were in school,
but that she would need to figure out a way to handle him, and the rest of the class, herself.
He suggested that she talk with some of the other, more experienced teachers for advice. Ms.
Johnson didn’t feel comfortable going to these teachers again, so she has come to you, her
supervising teacher from last year, for help. You need to help Ms. Johnson understand why
her current strategies haven’t worked, and help her plan some new strategies.
In your small group, discuss and write your answers to the following questions including
support for your ideas from your readings and our class discussions and activities.
Why isn’t Ms. Johnson’s current behavioral management plan working? (Think about what
she might be doing that is ineffective, and also about how Brian might be being reinforced
for his current behavior.)
Why is Brian actually doing less and les school work, and sometimes even refusing to work
in class?
In what ways is modeling contributing to Ms. Johnson’s troubles with Brian and the rest of
the class?
How is Ms. Johnson’s interaction with Brian an example of reciprocal determinism?
What can she do to turn these problems around? Think of at least three good strategies,
supporting them from your readings and our class discussions and activities. Consider
alternatives related to changing the environment, positive discipline and reinforcement,
punishment/response cost, modeling, cueing and prompting.
Portfolio Narrative
Description
Portfolio Narrative Grid: For your continuing development of your portfolio, you will
specifically consider the course assignments and activities that you have completed or in
which you have participated and connect them to the PTEU Candidate Performance
Instrument (CPI) using the grid for this assignment found on WebCT. Detailed instructions
for this assignment as well as a discussion of how your portfolio should be developing will
be done in class. (15 points).
Additional Information
Suggestions for Completing your Portfolio Narrative Grid
As a part of your teacher education program, you will be required to turn in a portfolio that
provides evidence that you have achieved the outcomes described in the Candidate
Performance Instrument (CPI). This assignment is meant to help you organize the
assignments and activities in this class (your evidence) as they relate to the outcomes and to
get you started in writing the narrative that explains your understanding of HOW the
evidence you provide shows that you are achieving the outcomes.
DO THIS:
Look at the CPI summary Available on WebCT. Notices the “Outcomes” and the
“Proficiencies.” These are statements of what you should know and be able to do at the end
of your teacher education program.
Use the list of assignments from the syllabus to remember all that you have done! (These
assignments and activities may serve as EVIDENCE that addresses the proficiencies on the
rubric.)
Think about your evidence (class work) and how it relates to the CPI proficiencies. Consider
what specific outcomes and proficiencies your pieces of evidence address. (If you have
trouble, check out the table in the “Course Goals and Objectives” part of the syllabus. The
last column of that table lists assignments and the middle column correlates assignments with
the CPI outcomes and proficiencies. Could be a bit helpful… Notice that we didn’t hit every
proficiency with what we did in class. That’s okay! We’re not supposed to.)
Fill out the middle column of the Portfolio Narrative Grid (page 3-4), just listing the class
work you have done that you think addresses the proficiencies.
Fill out the last column using just a few sentences. These sentences should describe how the
piece of evidence addresses the proficiency and reflect on how it promotes your development
as related to the proficiency.
The descriptive piece
In a couple or three sentences, explain HOW the piece(s) of evidence indicates your
achievement. For example, “My passing grade on Exam I, which includes questions on
motivational strategies, shows that I am achieving this proficiency. In addition, my work on
the Reflective Planning for Learning assignment included the motivational strategies within
my lesson.”
The reflective piece
The reflective part of your narrative communicates areas you have identified as strengths and
areas on with you want to gain more experience. Consider using the following stems when
writing this and future reflective pieces.
What I learned from this is...
What I know now...
What I would do differently and why...
What I need to work on...
How this fits with how I will or will not teach...
What else I wish I knew about this...
Why I selected this piece of evidence...
What I wish I could do differently now...
EDUC 3308 Portfolio Narrative Grid
Name
Outcomes/Proficiencies
Outcome 1: Subject Matter Expert
Evidence Selected
Description/Reflection
1.1 Candidate demonstrates
broad, in-depth, and current
knowledge of discipline
content.
1.2 Candidate represents
content accurately.
1.3 Candidate connects content
to other disciplines and applies
it to common life experiences.
Outcome 2: Facilitator of Learning
2.1 Candidate demonstrates
knowledge of how learners
develop, learn and think.
2.2 Candidate successfully
motivates students to learn.
2.3 Candidate creates and
implements instruction that
embodies multiple cultures and
a rich, diverse curriculum.
2.4 Candidate creates effective,
well-managed and active
learning environments.
2.5 Candidate creates
environments that reflect high
expectations for student
achievement.
2.6 Candidate designs effective
instruction.
2.7 Candidate implements
effective instruction that
positively impacts the learning
of all students.
2.8 Candidate uses a variety of
methods, materials, and
technologies.
2.9 Candidate utilizes a variety
of strategies to assess student
learning.
2.10 Candidate uses the results
of assessments to improve the
quality of instruction.
Outcome 3: Collaborative Professional
NA
NA
NA
NA
NA
NA
3.1 Candidate communicates
effectively orally and in
writing
3.2 Candidate reflects upon
and improves professional
performance.
3.3 Candidate builds
collaborative and respectful
relationships with colleagues,
supervisors, students, parents
and community members.
3.4 Candidate displays
professional and ethical
behavior.
EDUC 3308 Portfolio Narrative Grid RUBRIC
Name
0-1
Evidence for
some
proficiencies is
missing.
1-2
2-2.5
Most proficiencies Evidence from class
Opportunities to use
supported with only used to fullest
evidence are taken
one piece of
potential.
(You used the stuff.)
evidence from class Instance(s) of one
Several
piece of evidence
opportunities to use applied to several
evidence from class proficiencies.
are not used.
Evidence seems to Reasons for
Evidence supports
Selected evidence is
be placed
selection of most development in
appropriate for
correlated proficiency haphazardly. Not evidence are clear. correlated
supported with
Some reasoning
proficiencies well.
(You used it right.)
narrative.
may be vague.
No description of Good descriptions. Clear description of
Narrative is
evidence
Some descriptions HOW evidence
descriptive
provided.
richer than others. addresses
(You described it.)
Description does Understanding of proficiency.
not provide
evidence or
“picture” for
proficiency unclear.
reviewer.
Reflective piece of Reflection is highly
Narrative is reflective No reflection
narrative started
developed,
(You thought about evident in
narrative.
well.
addressing
it.)
candidate’s progress
on each proficiency.
Document seems There is good
Selection of
Potential
“thrown together” evidence of
evidence and
(It looks good.)
as if at the last
potential. Some
narrative clearly
minute or with
parts may seem
indicates that the
little regard for more complete or candidate is
future
understood than
considering final
development.
others.
portfolio
development.
One or two errors. Free of spelling and
Grammar and spelling Three or more
errors.
grammatical errors.
(You proofed it.)
Total
Comments:
Score