1
ED 200 Teaching as a Profession – 3 units
Course Syllabus Fall 2013
Instructor : Mario Martinez, EdD
LA-001
Thursdays 7 :25 pm – 10 :05 pm
Best way to contact me is by email; include ED 200 in the subject so your message doesn’t get
deleted.
mariom@cusdk12.org
Cell phone: 760-234-7365
Office Hours: Thursday 6:00 to 7:00 pm at the Library; other times/days available by
appointment.
Required Course Materials
Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision
and Curriculum Development
Content Standards for California Schools. Available online at: http://www.cde.ca.gov/ci/
Course Objectives
Upon completion of this course students will be able to demonstrate:
1. Understanding of teacher performance expectations in California schools,
2. Understanding of basic components of lesson planning,
3. Implementation of basic components of a lesson and ability to create and adapt instructional materials to
enhance student learning,
4. Understanding of current issues and challenges in education, including issues related to teaching in
culturally and linguistically diverse school settings.
5. Understanding on multiple intelligence theory and its implications for schooling.
6. Understanding of the role of Academic Language in education.
Course Requirements
1. Completion of assignments, exams, class attendance, participation in class discussions and activities.
2. Create and implement a standards-based lesson plan that takes in to account cultural and linguistic
diversity in the classroom. The lesson is taught to the ED 200 class.
3. Completion of 30 hours of field experience and preparation of report that addresses teacher
performance expectations observed. Also, students make a brief presentation on their observations.
4. Preparation of an essay on your views of the purposes/goals of public K-12 education.
Evaluation
Your final grade will depend on how well you complete the course requirements and how well you show that
you have met the course objectives. Clarity of thought and expression, both in writing and in speaking, are
very important for your success in this course. Using higher order thinking skills is the key to your earning a
high grade in this course.


2
Attendance Policy: Each class session is valued at 7 points for full attendance and participation in
class discussions and small group activities related to course topics and readings; points deducted for
late arrival, early departure, late return from break, personal breaks (2-3). A total of 100 points is
awarded for perfect attendance and full participation (-7 deducted from 100 for an absence). Any
request for excused absence from class must be submitted in writing—a letter. One acceptable
reason for absence is illness; this type of request must include a letter from your doctor stating you
should not attend classes on a given date.
Student Work: Any material submitted to meet requirements of this course must be original
work prepared by the student and may not have been submitted for requirements in another
course. Late submission of work—up to seven days after due date—will result in a 20% reduction
from total possible credit prior to grading of the assignment; partial submission of an assignment
counts as late. The grade for work submitted more than seven days after the due date will be reduced
25%; all late work is due by final exam date. If you expect to be absent on the date an assignment is
due, you are responsible for making arrangements to have the work (an essay, a report) submitted on
the due date. Students are responsible for obtaining all notes, assignments, and exams for a class that
he or she did not attend.
Activity
Poss. Pts
70
Teaching a Lesson
Presentation on Field
Experience
Final Exam
15
Activity
Poss. Pts
30
Lesson Plan
Field Experience &
Report
120
Activity
Purposes/Goals of
Schooling Essay
Attendance & Participation
Poss. Pts
15
100
Total Possible Points: 400
50
Grading Standards
A Outstanding Achievement
368-400 pts.
A-
360-367 pts.
B+ (348-359), B (332-347),
B- (320-331)
C+ (308-319), C (292-307),
C- (280-291)
320-359 pts.
D+ (268-279), D (252-267),
D- (240-251)
F
240-279 pts.
0-239 pts.
280-319 pts.
Course Catalog Description
Current issues, challenges in education; explores strategies that promote professional development. Critically
assesses issues related to teaching in culturally and linguistically diverse school settings. Includes guided
classroom observations.
Handouts and other documents will be available on Blackboard
3
Course Outline
8/29 Class 1
Topic: Introduction to Course
Assignments Due:
 Getting to know one another
 Syllabus overview
 California Teacher Performance Expectations
 Brainstorming purposes/goals of public K-12 schooling.
9/5 Class 2
Topics: Foundations of Multiple Intelligence Theory, The Teaching Profession
Assignments Due:
 Armstrong: Preface; Introduction to the 3rd Edition; Chapter 1: The Foundations of MI Theory
 Take the MI Inventory test. The link is
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
 Print and bring your results to class.
 Send an email to instructor with subject “ED 200 Hi – Your Name.” This will be used to contact you about
additional reading/viewing assignments and other matters related to the course.
 Essay on the Purposes/Goals of Public K-12 Schooling
9/12 Class 3
Topics: Multiple Intelligence Theory, Teacher Performance Expectations, The Teaching Profession (Continued)
Assignments Due:
 Armstrong - Chapters 2-3: MI Theory and Personal Development; Describing Intelligences in Students
 Teacher Performance Expectations #13 Professional Growth, #8 Learning About Students
 Additional Readings to be determined: TBD
9/19 Class 4
Topics: Multiple Intelligence Theory, Teacher Performance Expectations, Lesson Plan Components
Assignments Due:
 Armstrong – Chapters 4-5: Teaching Students About MI Theory, MI Theory and Curriculum Development
 Teacher Performance Expectations #9 Instructional Planning, #4 Making Content Accessible
 Approved Service Learning Plan and Principal Letter
 Additional Readings TBD
9/26 Class 5
Topics: Multiple Intelligence Theory, Teacher Performance Expectations
Assignments Due:
 Armstrong – Chapters 6-7: MI Theory and Teaching Strategies; MI Theory and Classroom Environment
 Teacher Performance Expectations #5 Student Engagement, #11 Social Environment
 Additional Readings TBD
10/3 Class 6
Topics: Multiple Intelligence Theory, Teacher Performance Expectations
Assignments Due:
 Armstrong – Chapters 8-9: MI Theory and Classroom Management, The MI School
 Teacher Performance Expectations #10 Instructional Time
 Additional Readings TBD
4
10/10 Class 7 – Conduct Field Experiences
Topics: Multiple Intelligence Theory, Teacher Performance Expectations, Classroom Instruction
Assignments Due:
 Armstrong – Chapter 10: MI Theory and Assessment
 Teacher Performance Expectations #3 Interpretation and Use of Assessments
 One school-site classroom observation should be completed before this class session
 Lesson Plan & Lesson Powerpoint
 Student Teaching Demonstration (Scheduled Individuals)
10/17 Class 8 – Conduct Field Experiences
Topics: Multiple Intelligence Theory, Teacher Performance Expectations, Classroom Instruction
Assignments Due:
 Armstrong – Chapter 11: MI Theory and Special Education
 Teacher Performance Expectations #6 Developmentally Appropriate Teaching Practices
 Student Teaching Demonstration (Scheduled Individuals)
 Additional Readings TBD
10/24 Class 9 – Conduct Field Experiences
Topics: Multiple Intelligence Theory, Teacher Performance Expectations, Classroom Instruction
Assignments Due:
 Armstrong – Chapter 12: MI Theory and Cognitive Skills
 Teacher Performance Expectations #1 Specific Pedagogical Skills for Subject Matter Instruction
 Student Teaching Demonstration (Scheduled Individuals)
 Additional Readings TBD
10/31 Class 10 – Conduct Field Experiences
Topics: Multiple Intelligence Theory, Teacher Performance Expectations, Classroom Instruction
Assignments Due:
 Armstrong – Chapter 13: Other Applications of MI Theory
 Teacher Performance Expectations #2 Monitoring Student Learning During Instruction
 Student Teaching Demonstration (Scheduled Individuals)
 Additional Readings TBD
11/7 Class 11 – Conduct Field Experiences
Topics: Multiple Intelligence Theory, Teacher Performance Expectations, Classroom Instruction
Assignments Due:
 Armstrong – Chapter 14: MI Theory and Existential Intelligence
 Teacher Performance Expectations #12 Professional, Legal, and Ethical Obligations
 Student Teaching Demonstration (Scheduled Individuals)
 Additional Readings TBD
11/14 Class 12 – Conduct Field Experiences
Topics: Multiple Intelligence Theory, Classroom Instruction, Culture and Schooling
Assignments Due:
 Armstrong – Chapter 15-16: MI Theory and Its Critics, MI Theory Around the Globe
 Student Teaching Demonstration (Scheduled Individuals)
 Additional Readings TBD
5
11/21 Class 13
Topics: Classroom Instruction, Teachers’ Practice in Local Schools
Assignments Due:
 Student Teaching Demonstration (Scheduled Individuals)
 Field Experience Presentation (Scheduled Individuals)
 Field Experience Written Reports
 Additional Readings TBD
Thanksgiving Break – No Class
12/5 Class 14
Topics: Classroom Instruction, Teachers’ Practice in Local Schools, Perspectives on Schooling
Assignments Due:
 Field Experience Presentation (Scheduled Individuals)
12/12 Final Exam