Fall 2014
Schell
TE 954: Humanistic and Social Aspects of Teaching
San Diego State University * Linked Learning Cohort
Tuesdays 4:00 – 6:40 p.m. in SW 2512
Dr. Emily Schell
E-mail: eschell@mail.sdsu.edu
Phone: 619.756.5346 (cell; please use only if urgent)
Office EBA 211 (Linked Learning Office)
Office hours by appointment
Essential Questions
 What is the significance of education?
 Why is education important for personal growth as well as the future of American
society and the global community?
 Are we preparing today’s students for the 21st century?
 How can we provide access to high-quality education for all students?
 How can we promote equity and social justice in diverse learning environments?
Course Description: This course offers an overview of secondary education. We
will explore the historical context and contemporary rationale for education by
analyzing such issues as school reform, goals for education, classroom
management, instruction and assessments, effective teaching for diverse
populations, and philosophies for small schools and academies. The principles of
Linked Learning will be a major theme throughout this course.
Required Texts:
 Education and Social Change: Contours in the History of American Schooling
(Rury, 2013)
 What We Need to Face in American Education (Madigan & Kroesch, 2011)
 The Classroom Management Book (Wong & Wong, 2014)
 SDSU Teacher Candidate Handbook (online)
 Teacher Performance Expectations (online)
Recommended Texts:
 The Global Achievement Gap (Wagner)
 Classroom Management that Works (Marzano)
 Mindset (Dweck)
Online Requirements:
 Blackboard (https://blackboard.sdsu.edu): TE954 coursework
 eSupervision (https://www.esupervision.net): lesson plans, cohort
discussions, student teaching communications
1
Fall 2014
Schell


TaskStream (https://www.taskstream.com): videotape clips, edTPA
ConnectEd Studios (http://www.connectedstudios.org): Linked Learning
information and resources
Student Learning Outcomes:
1. Articulate the historical roots of education and the progression of current
educational models.
2. Describe the principles and value of Linked Learning, and how the needs of
today's students are met through this model.
3. Transform the philosophy, theories and teaching practices of Linked
Learning’s ideology into a classroom reality through the creation of
interdisciplinary, project-based learning units.
4. Explain various issues that affect learning at school sites.
5. Incorporate access, equity, empowerment, and excellence within a classroom.
6. Analyze and implement Teacher Performance Expectations.
7. Identify the qualities of effective instructional plans, assessments, and
reflective practices.
8. Develop a personal philosophy of education.
Using a Multiple Abilities Approach:
 No one is good at all of the abilities
 Everyone is good at some of the abilities
 No one of us is as smart as all of us together
Therefore, we will practice these Class Norms:
1. Explain by telling how
2. Give reasons for your suggestion
3. Describe accurately and carefully
4. Make a plan
5. Play your role in the group
6. Discuss and decide
7. Help other group members without doing their work for them
8. You have the right to ask anyone in your group for help
9. You have the duty to assist anyone who asks for help
10. Everybody helps
11. Everybody cleans up
12. Agree on strategies
13. Pay attention to what other group members need
14. You must complete your activity/task and individual report
15. No one is done until everyone is done
16. Everyone gives information
17. Helping students do things for themselves
2
Fall 2014
Schell
Course Requirements:
Assignments
Points
1. Blackboard Discussion Boards
15 points
2. eSupervision
10 points
3. Context for Learning & Community Quest Project
10 points
4. Classroom Management Plan
15 points
5. PBL Group Presentation
15 points
6. Videotaped Lesson Clip and Commentary
15 points
7. Externship
10 points
8. Interdisciplinary Project
15 points
TOTAL
100 points
* Late projects receive point deductions if submitted within one week of due date
with permission of instructor.
Evaluation and Grades
Each assignment receives a point value "grade" and will be evaluated using
criteria presented in class and on Blackboard. The sum of individual assignment
grades will determine the overall course letter grade using the following:
93-100= A
87-89=B+
77-79=C+
90-92=A84-86=B
74-76=C
80-83=B70-73=C-
Policy on use of Laptops, iPads and Cell Phones during Class Sessions
If you have one, you are welcome and encouraged to bring a laptop or tablet to class to
take notes and access course-related materials. Just as cell phones should be turned off,
please disable your e-mail and any other applications on these devices that are not
directly related to the focus of the class session BEFORE class begins.
3
Fall 2014
Schell
Statement on Cheating and Plagiarism
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the
purpose of improving one’s grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations.
However, it is the intent of this definition that the term ‘cheating’ not be limited to
examination situations only, but that it include any and all actions by a student that are
intended to gain an unearned academic advantage by fraudulent or deceptive means.
Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their
intellectual property) so used as one’s own work. Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion
from the University. For more information on the University’s policy regarding cheating
and plagiarism, refer to the Schedule of Courses (‘Legal Notices on Cheating and
Plagiarism’) or the University Catalog (‘Policies and Regulations’).
Students with Disabilities: If you are a student with a disability and believe you will
need accommodations for this class, it is your responsibility to contact Student Disability
Services at (619) 594-6473. To avoid any delay in the receipt of your
accommodations, you should contact Student Disability Services as soon as possible.
Please note that accommodations are not retroactive, and that accommodations based
upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Religious Observances: In accordance with University Policy on Absence for Religious
Observances: By the end of the second week of classes, students should notify the
instructors of affected courses of planned absences for religious observances. Instructors
shall reasonably accommodate students who notify them in advance of planned
absences for religious observances. Please notify the instructor in a timely manner and a
reasonable accommodation will be reached.
Note: This syllabus and schedule are subject to change in the event of extenuating circumstances.
If you are absent from class, it is your responsibility to check on announcements made while you
were absent.
Course Assignments:
1. Blackboard Discussion Boards (15 points) -- Attendance and classroom
participation is vital to success in this course, but sometimes we do not get to
hear everyone’s ideas. Therefore, you will participate in at least 3 discussions
online in the Blackboard Discussion Board. All communications should be
professional in tone as well as quality. Graduate level writing is expected on all
assignments and discussion boards. The best postings to the discussion board are
substantive, pose interesting questions, and offer new insights or information.
Few points are earned by posts that simply state "I agree with what Harry said,"
or restatements of already discussed ideas. You do not need formal citations in
your discussion postings unless specifically asked in the assigned discussion
forum question or assignment.
4
Fall 2014
Schell
2. eSupervision (10 points) -- Enroll yourself and your Guide Teacher in
eSupervision. Explain and monitor/support your Guide Teacher's use. Use
Private Forum for Guide Teacher & University Supervisor communications,
lesson plans, feedback, evaluation, etc. Use Public Forum at least once to initiate
discussion about an issue related to student teaching and participate regularly in
other posted discussions. Review modules in eSupervision for support in
developing lesson plans, understanding assessments, and managing a classroom.
3. Context for Learning & Community Quest Project (10 points) -- This
assignment has two parts: 1) Context for Learning (5 points) requires you to
complete the Context for Learning Form as it applies to the students in your
"main class." Follow the directions for this task, which will be explained in class,
using correct form in Blackboard. This assignment will be submitted on
Blackboard. 2) Community Quest Project (5 points) requires you to become
familiar with the community your students call home. Each team will
explore/investigate a particular part of San Diego in which students live. Your
team will decide what dimension(s) to explore/investigate (e.g., community
center, library, parks and recreation, community garden, education complex,
health clinic, etc.). Teams will create a brief multimedia presentation (e.g.,
PowerPoint, Prezi, webpage; maximum 7 slides) about a particular community
in San Diego and present it to the rest of the class (maximum 10 minute
presentation). Also, visit at least one of the inexpensive "neighborhood
restaurants" in the area that you think students might visit with their friends
and/or families. Have a meal and pick up a menu (if allowed). You may do this
individually or with others. Restaurants are another good way to get a feel for a
neighborhood and its diversity. Your students who live in the community will
probably have some good recommendations for you and your teammates. This
project will be peer evaluated.
4. Classroom Management Plan (15 points) -- Classrooms are complex places
where students bring joys, frustrations, anger, and complacency. Classrooms are
places where diverse individuals must coalesce into learning communities, and
are places where learning (meaning changes) must occur. Classroom management
plans help teachers to create and maintain learning environments that motivate
learners, promote and support learning and achievement, and prepare students
for adulthood. A classroom management plan establishes classroom routines and
procedures that create a positive, inclusive learning environment addressing
behavioral and academic goals and expections.
Using the PBL model, here is the context and your task:
Project
Each group of students will develop a classroom management
plan.
RealTeachers are expected to develop and use classroom management
5
Fall 2014
Schell
World
Situation
plans that reflect their philosophies of education, teaching styles,
and subject matter to enhance student growth and safety. Plans
should be established before students enter the classroom,
communicated effectively to students throughout the school year,
and implemented consistently. Students should be able to
understand and adhere to the classroom management plan.
How do teachers effectively and equitably manage learning and behaviors
Essential
in a classroom?
Question
Specific
You are a group of new teachers in a large urban school district.
Role
Each teacher is expected to have an explicit plan for classroom
management and to have its key components posted in the
classroom and in the course syllabus. Your task is to develop a
classroom management plan with the components identified under
"product."
Process
Students will learn about classroom management, analyze plans in
their student teaching placements, share with each other in class,
and develop their own plans.
Authentic
A written plan in the form of a letter to parents, handout to
Product
students, document for administrator, or reference for substitute
teacher that includes:
1. Brief philosophical statement about learning as it relates to
your classroom, including expectations for teaching,
learning, work, and behaviors.
2. Brief description of your classroom arrangement and
environment.
3. Clear list of rules, interventions, and consequences related
to work and behaviors.
4. Clear list of procedures (students, teacher, classroom,
instruction, special needs) with brief explanation for
procedures.
Task
* Classroom management plans from your Guide Teachers and
Library
other teachers on campus
* The Classroom Management Book (Wong & Wong)
* online samples (see eSupervision module)
* Classroom Management that Works (Marzano)
* professional journal articles
Stakes
Many new teachers do not make tenure in their first two years. One
reason? Lack of classroom management skills.
Opposition You will be working in a school where different teachers have
different philosophies of education and beliefs in/practices for
classroom management. Similarly, you have diverse students and
parents in this community who may object to your management
style/plans.
6
Fall 2014
Schell
Your final product will be submitted by the group leader on Blackboard by
October 7.
5. PBL: Design a School (15 points) -- In order to learn about the historical and
social foundations of American education, you will participate in
interdisciplinary reading groups to discuss the class text (Rury) and learn about
the evolution of education. After reading the introduction, students will select
one of 6 chapters to read, outline, and lead a discussion with the group. Other
group members will read each chapter to participate in the group discussions.
The group will work together to address the essential questions and complete the
following PBL assignment:
Project
RealWorld
Situation
Essential
Questions
Specific
Role
Process
Each group will discuss the historical and social foundations of
American education and use this information to design an ideal
school for the 21st century. The group will prepare and present
their proposal to a panel of interested stakeholders.
As students, parents/guardians, educations, community leaders,
and other stakeholders grow frustrated with traditional education
models, alternative school programs and charter schools emerge as
solutions to the issues presented. The question remains, “What is
best for K-12 learners in the 21st century?”
Each group will consider and use these essential question to focus
discussions and presentation:
1. What is the purpose of education?
2. Why should society care about education?
3. Who is responsible for the education of youth?
4. What can we learn from the past and what should be retained in
the future of education?
5. How can we best educate students for the 21st century?
6. What is the role of technology in education?
You are a group of teachers hired to do research and present a
proposal for a new school designed to meet the needs of 21st
century learners. Your schools have faced harsh criticism about
lack of student engagement, use of “old teaching methods”, limited
use of technology, and low student achievement scores. A group of
stakeholders has hired your team (and other teams) to identify
effective, innovative solutions for school improvement and design
a new 21st century school.
Students will read and discuss the foundations of education in
small groups, while addressing the essential questions. Students
will collaborate on the design of a new school to meet the needs of
today’s (and tomorrow’s) students. The team will prepare and
deliver a 15-minute oral presentation highlighting the key features
7
Fall 2014
Schell
of their proposed new school. Details may be presented in followup questions after the presentation.
Authentic
A prepared oral presentation will be made with key ideas
Product
highlighted in the presentation. The presentation must be
accompanied by handouts, charts, and/or multimedia.
Task
* Education and Social Change (Rury)
Library
* What We Need to Face in American Education (Madigan & Kroesch)
* The Global Achievement Gap (Wagner)
* “What Would Be a Radically Different Vision of School?”
(Schwartz)
* Common Core State Standards
* newspaper and journal articles
* interviews with educators
* anecdotal evidence from schools and veteran educators
Stakes
Many people will tell you that public education is in crisis.
Informed and creative thinking about education in the 21st century
is required for improvements in understanding, support, and
systems that meet the needs of modern (and future) America. Do
we need education? How should we educate today's students? Will
you have a job in education? Will you be prepared for that job?
Opposition While few people oppose education, per se, many oppose the kind
of education in practice today. They will tell you education is
outdated, not aligned with today's technologies and workforce,
and not adequately preparing graduates for citizenship, college,
and/or today's workforce. The rise of charter, private, and online
schools attest to this. At the same time, backlash for vouchers as
well as ill-conceived (and poorly run) charter schools is common.
6. Instructional Video Clip and Commentary (15 points) -- For this assignment,
you will need to access and use a video camera to record yourself teaching a
lesson to your students. You will video the entire lesson, then identify a 10minute clip that demonstrates active engagement of you and your students in the
learning objectives for the lesson. You will upload the clip to Taskstream and
submit a written analysis answering the following prompts:
1. Explain what has been taught previously that is pertinent to this lesson.
2. What is/are the learning objective(s) for the lesson?
3. State the important student learning needs as they relate to social, academic,
and/or language development. Explain how you differentiated instruction for
students with learning needs as seen in this clip.
4. Describe how you planned to engage students in learning, evaluate your
achievement of this, and explain how you know this.
8
Fall 2014
Schell
5. Based on your reflections on this lesson, what are your plans for the following
lesson (related to the learning objectives)?
In class, you will be placed in subject area groups to view each of your videos
and receive constructive feedback from your classmates. You will need to bring
in your laptop to show your video.
7. Externship (10 points) -- Based on your student teaching placement, you will
identify at least one school partner or one potential industry/community partner
based on your school theme/focus. You will go visit this partner (for as many
hours/days as necessary) to learn more about what they do, what knowledge
and skills are necessary to work there, and what their needs/expectations are for
hiring. You will identify potential opportunities for working with this partner,
and inquire about those opportunities to support student learning and meet the
needs of the partner. You will submit a brief (1-2 pages) written report about
your externship identifying:
1) What business/organization you visited, when and for how long you
visited, who you met with, and what you did during your visit.
2) What type of work is done there and what knowledge, skills, and
experiences are necessary for this work.
3) The expectations and needs required by this business/organization of
employees.
4) Where in the school curriculum/program might students develop the
knowledge, skills, and experiences necessary to be successful in this work?
5) Opportunities for working with this partner to enhance learning and
preparation for college, career, and citizenship.
8. Interdisciplinary Project (15 points) -- This project will be developed in your
TE922 course and presented in this class. In addition to the TE922 requirements,
you will add an industry/community partnership aspect to your
interdisciplinary project, and you will load your final unit into ConnectEd
Studios. For this course, you will be evaluated on presentation (in person and in
ConnectEd Studios) and partnership features.
Course Schedule:
Date
Topics & Activities
1 8/26
Course Overview & Expectations
Student Teaching & eSupervision
Taskstream, Blackboard & ConnectEd
Studies
Program Handbook continued...
Intro to Community Quest & Planning
2 9/2
Teaching and Learning in the 21st
Assignments Due
Register for and review
ConnectEd Studios
Register for, review, and
9
Fall 2014
Schell
3
9/9
4
9/16
5
9/23
6
9/30
7
10/7
8
10/14
9
10/21
10 10/28
11 11/4
11/11
12 11/18
13 11/25
Century
Historical Perspectives Intro
Classroom Management
Context for Learning
Student Teaching Supervisors
Classroom Management
PBL Groups Meet
Community Quest Groups Prep
Classroom Management (groups
meet)
Community Quest Presentations
Externship
Project-based Learning (PBL)
21st Century Schools, Guest Presenter:
Joe Acker (e3 Civic High)
Classroom Management (groups)
TPEs Discussions by Subject Areas
Classroom Management Plan
Presentations
PBL Groups Meet
Understanding by Design &
Interdisciplinary Planning
Context for Learning Sharing
PBL Groups Meet: Ch. 1, 2 & 3
Interdisciplinary Unit Teams Meet
PBL Groups: Ch. 4, 5 & 6
Video Clip
What We Need to Face in American
Education, Guest Presenters Gary
Kroesch & Bill Madigan
Interdisciplinary Unit Teams Meet
PBL Group Meetings
PBL Group Presentations
Veteran’s Day – campus closed
Interdisciplinary Unit Teams Meet
Externship
Happy Thanksgiving Week
Externship
upload Private Forum info
in eSupervision; Register
for and review ConnectEd
Studios; Read Wong, pp. 157 & 272-291 (grade level)
Read Wong, pp. 60-108
Read Rury Intro
Register for and review
TaskStream; Read Wong,
pp. 112-207; bring
classroom management
plan to share
Read Wong, pp. 208-268;
DB 1 due 9/20 & 22
Review and bring TPEs;
Classroom Management
Plan Due
Read Rury Ch. 1, 2 & 3;
Bring copy of Context for
Learning
Read Rury Ch. 4, 5 & 6;
Context for Learning due
on BB
Read Madigan & Kroesch;
DB 2 due 10/18 & 20
Read Interdisciplinary Unit
Development (BB); Read
“Different Vision of
Schools?” (BB)
PBL Presentations
DB 3 due 11/15 & 17
10
Fall 2014
Schell
14 12/2
Video Review
15 12/9
Interdisciplinary Unit Presentations
Externship Sharing
Video Presentation to
Subject Groups; Due on
TaskStream/BB after this
class, before 12/9
Group Presentation;
Externship due (BB)
11
Fall 2014
Schell
Assigned Groups:
1. Community Quest – students teaching at the same school community
work together to complete and present the Community Quest assignment.
Clairemont
High
Dossett
Ketcham
Nona
High Tech High
International
Baer
Hanson
Brown
Hoobs
Mira Mesa
High &
Wangenheim &
Mesa Verde
Hines
Rico
Wallace
Patrick Henry
High
Golden
Prestridge
Reyes
Hoover High
Kearny High
Chhan
Guillen
Kazemi
Reigo De Dios
Silva, V.
Munoz
Kirtland
Parker
Young
San Diego High
Wilson & Clark
Middle
Fialkowski
Nephew
Massey
Calimlim
Forster
MejiaArrechea
Weck
Aguilar
Curtis
The Met
Matranga
Silva, L.
Chula
Vista
McCann
2. Classroom Management Plan – students work together in groups
comprised of the same discipline to work together to discuss classroom
management and develop a classroom management plan.
Music
Hines, McCann, Rico, Wallace, Weck
English Pen Calimlim, Chhan, Curtis, Golden, Kazemi , Silva, L.
English
Mejia-Arrechea, Parker, Prestridge, Reyes, Riego De Dios,
Paper
Social
Aguilar, Brown, Dossett, Hoobs, Munoz, Young
Science Pen
Social
Ketcham, Forster, Matranga, Nephew, Silva, V.
Science
Paper
Science
Guillen, Kirtland
Mathematics Baer, Fialkowski, Hanson, Massey, Nona
3. PBL: Design a School – interdisciplinary groups work together to discuss
course readings and design a school.
GROUP 1: Society influences education.
GROUP 2: Education influences society.
1. Dossett (Social Science)
1. Golden (English)
12
Fall 2014
Schell
2. Aguilar (Social Science)
3. Kazemi (English)
4. Massey (Math)
5. Rico (Music)
6.
GROUP 3: American citizens value
education.
1. Riego De Dios (English)
2. Guillen (Science)*
3. Nephew (Social Science)
4. Munoz (Social Science)
5. Wallace (Music)
6. Silva, L. (English)
GROUP 5: Progress is evident in
American education.
1. Nona (Math)
2. Kirtland (Science)
3. Weck (Music)
4. Parker (English)
5. Hoobs (Social Science)
6. Reyes (English)
2. Hines (Music)
3. Forster (Social Science)
4. Prestridge (English)
5. Fialkowski (Math)
6. Brown (Social Science)
GROUP 4: Education is not valued by
American citizens.
1. Ketcham (Social Science)
2. Young (Social Science)
3. Baer (Math)
4. McCann (Music)
5. Chhan (English)
6. Mejia-Arrechea (English)
GROUP 6: American education lacks
progress and needs improvement.
1. Curtis (English)
2. Matranga (Social Science)
3. Calimlim (English)
4. Hanson (Math)
5. Silva, V. (Social Science)
6.
4. Interdisciplinary Unit Plan – interdisciplinary groups will work together
to design an interdisciplinary unit plan. These groups will be kept in tact
for TE 922 course project.
English
Social Science
Science
Mathematics
Munoz
Guillen
Massey
2
Calimlim
Curtis
Chhan
3
Golden
4
Kazemi
MejiaArrechea
Silva, L.
Aguilar
Nephew
Brown
1
5
6
7
8
Parker
Reyes
Prestridge
Reigo De
Dios
Forster
Dossett
Silva, V.
Hoobs
Young
Ketcham
Matranga
Baer
Music
Rico
Kirtland
Fialkowski
Hines
McCann
Nona
Hanson
Wallace
Weck
13
Fall 2014
Schell
* Names in bold have been pre-identified as the team/group leader. This does
NOT mean that this person does all of the work. This does NOT mean that this
person is responsible for all of the work. Each team/group member is
responsible for contributing to the goals and success of each project. The
team/group leader is responsible for facilitating meetings, keeping the group
organized and working towards the goals of the project, and communicating
questions, issues, concerns, and highlights to the course instructor.
14