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ED 200 Teaching as a Profession
Course Syllabus
Gregorio A. Ponce, Ed.D.
West Faculty Offices #165, SDSU-IVC
e-mail: gponce.mathed@gmail.com
voice-mail: 760-768-5659
Office Hours:
Spring 2014
Monday’s 7:25 – 10:05
Tuesday’s 4:00 to 5:00 PM; 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/
Introduction
A basic premise in this course is that by coming together to explore what it means to become a teacher, we
are developing an academic community focused on learning about this topic in a deep and significant way.
As members of this community, rather than attempting to memorize information, we will be required to
internalize information by using it actively during class meetings and assignments. Through the completion
of independent work prior to meeting as a class and the use of our own professional and personal
experiences, we will develop as a group expertise for this topic by actively developing our thinking and
analyzing it from a more holistic perspective. Your active participation and insights, then, are essential to the
success of this course, so please take this learning experience seriously by always coming prepared to
contribute to the class discussions.
Course Objectives
1. Evaluate your occupational fitness for the teacher profession, to include working with English language
learners, at-risk students, and exceptional students.
2. Describe the range of professionals involved in education, e.g. administrators, staff, and teachers
3. Develop a career plan outlining the process to meet teacher credential requirements.
4. Illustrate how student thinking and reasoning can guide teaching and learning.
5. Recognize and apply the latest theories, models, and standards on teaching and learning.
6. Create and adapt instructional materials to enhance student learning.
7. Define the role of Academic Language in education.
Course Requirements
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Study the required readings.
Reflect and write about our class discussions and activities.
Create standards-based Teaching Notes aimed at students with diverse learning backgrounds.
Participate in class discussions and activities.
Review a math article to lead a class discussion and provide a presentation about its contents.
Critically examination of one’s own ideas and assumptions about teaching and learning.
Complete class assignments and 30 hours of field experience successfully.
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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.
In order for all of us to maximize the opportunities we will have to understand better the process of teaching
mathematics, we will always need to present ourselves, and our ideas, in a professional manner. Specifically,
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The work (content, presentation, timeliness) we prepare must be of the highest quality. Keep in mind
that I may ask you to redo assignments to meet this requirement.
Attendance is not optional and arriving on time, prepared to work together, is essential for the
success of our academic community.
Your grade will be reduced by 15 points for each absence.
Your grade will be reduced by 5 points each time you are late to class or leave class early.
Plagiarism will result in automatic referral of the student to Student Affairs for action.
I do not accept late work, so please make sure to submit your work on time.
Activity
Class Presentation
Personal Beliefs Essay
Course Portfolio
Poss. Pts
50
40
50
Activity
Teaching Notes
Field Experience
Poss. Pts
30
90
Activity
Professional Goals Essay
Class Participation
Poss. Pts
15
75
Total Possible Points: 350
Grading Standards
A, A-: Outstanding Achievement
B+, B, B-: Demonstrable Achievement
C+, C, C-: Partial Achievement
315-350 pts.
280-314 pts.
245-279 pts.
D+, D, D-: Minimal Achievement
F: Lacking Achievement
210-244 pts.
000-209 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.
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Course Outline
1/27 Day One – Send me an email
Introduction to Course
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Getting to know one another
Syllabus overview
California Teacher Performance Expectation
2/3 Day Two – Find Host Teacher
Understanding the Theoretical Framework of Multiple Intelligences
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Armstrong-Preface
Armstrong-Introduction to the 3rd Edition
Armstrong-The Foundations of MI Theory
2/10 Day Three – Find Host Teacher
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Teacher Performance Expectations #13: Professional Growth
Armstrong-MI Theory and Personal Development
2/17 Day Four – Personal Beliefs Essay & Approved SLA Plan w/Letter
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Teacher Performance Expectations #8: Learning about Students
Armstrong-Describing Intelligences in Students
2/24 Day Five – Professional Goals Essay
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Teacher Performance Expectations #5: Student Engagement
Armstrong-Teaching Students about MI Theory
3/3 Six – Lesson Presentation 1 (LP1)
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Teacher Performance Expectations #9: Instructional Planning
Armstrong-MI Theory and Curriculum Development
3/10 Day Seven – Conduct Field Experience Activities & LP2
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Teacher Performance Expectations #4: Making Content Accessible
Armstrong-MI Theory and Teaching Strategies
3/17 Day Eight – Conduct Field Experience Activities & LP3
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Teacher Performance Expectations #11: Social Environment
Armstrong-MI Theory and Classroom Environment
3/24 Day Nine – Conduct Field Experience Activities & LP4
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Teacher Performance Expectations #10: Instructional Time
Armstrong-MI Theory and Classroom Management
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4/7 Day Ten – Conduct Field Experience Activities & LP5
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Teacher Performance Expectations #3: Interpretation and Use of Assessments
Armstrong-The MI School
Armstrong-MI Theory and Assessment
4/14 Day Eleven – Conduct Field Experience Activities & LP6
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Teacher Performance Expectations #6: Developmentally Appropriate Teaching Practices
Armstrong-MI Theory and Special Education
4/21 Day Twelve – Conduct Field Experience Activities & LP7
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Teacher Performance Expectations #1: Specific Pedagogical Skills for Subject Matter Instruction
Armstrong-MI Theory and Cognitive Skills
4/28 Day Thirteen – Conduct Field Experience Activities & LP8
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Teacher Performance Expectations #7: Teaching English Language Learners
Armstrong-Other Applications of MI Theory
5/5 Day Fourteen – Work on Portfolio
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Teacher Performance Expectations #2: Monitoring Student Learning During Instruction
Armstrong-MI Theory and Existential Intelligence
Armstrong-MI Theory and Its Critics
5/12 Day Fifteen – Final Portfolio Due
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Teacher Performance Expectations #12: Professional, Legal, and Ethical Obligations
Armstrong-MI Theory Around the Globe